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best teacher essay You can add your input by filling in the online form. My favorite teacher was my freshman math teacher. He was one of the the goofiest people I ever knew, but incredibly nice and you could really tell he cared about the subject and all of his students. His class was always the dancer, best - I felt most confortable in of Instruction for Teaching Mathematics Essay the environment he set up and slave dancer it was fun every day. I had hated math up until that point, but he taught me to love it! He was always so clear in Methods Essay his explanations and I could always understand what he was trying to slave dancer get at. He always came into the classroom bring a positive attitude that set us all going. The best teacher I had was a lady named Mrs. Browning. She was my third grade teacher.

It was she who inspired me to be a teacher in the first place. She also lead me to be a Laura Ingalls Wilder fan and a better person. my favorite teacher is mrs. About Working? Baldinelli. Dancer? She is my math teacher right now. i'm in seventh grade.She is my favorite teacher because she tells alot of funny stories. she also make funny faces like raising her eyebrows. Consciousness? one day she put up a trick question on slave dancer, the board. (the answer to examples of mise it was yes) a boy in our class almost said no but blurted out that her face looked funny! she said WHAT in her angry but funny voice. well i mean your face it looked funny. What she said again. Slave? i mean i could tell it was supposed to be tricky the for godot analysis, boy replied. it was so funny! another great thing about slave dancer Mrs. Baldinelli is that when we grade our homework she acts like she's going to say one number(we all freak out) and says another. Examples Of Mise? there are so many other great things about slave her. Mrs. Baldinelli is the health consciousness, best teacher ever, i will never foget her. Believe it or not my favorite teacher was named Mr.

Yelle. Slave Dancer? He taught seventh and eighth grade math, science and music (sometimes moonlighting as a jazz pianist). He spoke to us at eye level, and had infinite patience and tolerance for anything except unkindness. We did incredible projects for the scinece fairs. To this day (and I'm talking 40 years ago) I remember our lessons on about, meteorology (we built a weather station!) and on dancer, human anatomy (which 12-year-old boys and en scene girls were able to take seriously with not an slave dancer offensive word, leer or sneer). By the way, he didn't yell. Prof.

Roston is the About Working Parents, best teacher ever. Although retired he still teaches at Bar Ilan and California. His lectures are well organized,interesting and put across with a dramatic flair displaying his actor's training. He has a vast knowledge of dancer literature, art, philosophy, Judaism, history - all of which he can quote from examples freely. He turned me on to English literature. Moreover,he was approachable and slave always had time for Methods Essay students. Slave Dancer? His door was usually open for consultations on previous or upcoming assignments. His comments on papers were constructive and encouraging. The best teacher I ever had was my eighth grade science teacher, Mr. Jack Herr. He was the poem about regret, funniest person i had ever known in my life, every class was fun and i actually learned stuff about slave dancer science.

He was the one person who really understood me and Misconceptions Working he changed my life dramatically and slave dancer i forever thank him for that. He would always do something funny to make me laugh plus he was a surfer so he was cool and he was a good painter. But soon the year ended and this was his last year at my school he was moving to Switzerland and health consciousness the last thing I ever got from him was a CD that he made for me. I miss him so much and slave he is the best person I know and the best teacher ever. Methods Mathematics? My best teacher was Elaine Hoter from dancer Talpiot College in Tel-Aviv.

Her lessons were extremely interesting, efficient and absolutely fascinating. Empire? She always practiced what she preached: her methods of teaching us demonstrated the desirable teaching methods for our use. Her lovely personality also contributed to the success of her teaching and lessons. She made every student feel like one of her own. Having her as a teacher was a blessing! I wish her all the best. Ruthie Ellen. My English teacher Rena Keynan in slave Holon. Each lesson was interesting and about regret full of surprises.

Many students of her became english teachers thanks to her. She is simply ADORABLE. The best teacher I have ever had was my 7th grade social studies teacher. She was always in a good mood and kept us laughing. Dancer? She was really young so she acted like us teenagers which made learning fun. If we needed to talk to an adult about examples a problem we always knew we could come to her and she could help.She always added a fun twist on learning which made the topic easy to understand. My best teacher was my fifth and sixth grade teacher because she made every student feel special. The teacher who: first of all explained material well, in depth but in clear language, not as university indifferent lecturers running in slave gallope, second, generously marking the Misconceptions Working, students' work- who try hard, and slave enabling them to achieve what they deserve, third, not wasting preceous time on silly jokes while there is enough time for more important things:e.g.class discussions,little experiments etc. The best teacher I have ever had was probably my reading teacher I have now in 8th grade reading class. Her name is Mrs.

Wilt! She is the most thoughtful person in examples en scene whole world! She only slave does things that help her students! Before I went into her class this year I never ever wanted to Working Parents even pick up a book now I have a different book every week! Because of her I know what I want to be when I grow up, I either want to be a reading teacher so I can help kids to want to read(like mrs.wilt did for me) or I want to be an author so I can persuade kids to want to read! Mrs.

Wilt is always there for slave dancer me to listen to my problems or when I'm in a bad mood she cheers me up! She's not just a teacher she is Misconceptions Working Parents Essay, also a friend, I can talk to her just like I talk to slave dancer one of my close friends! I love her like a sister and I am goin to miss her when I go to the high school next year! My best teacher is funny and makes learning fun, she has black curly hair and wears cool boots. My bestever teacher was my geography teacher in high school. She explained everything extremely clearly, then checked every student's notebook to waiting for godot make sure the student had written down what she said and drawn the slave dancer, maps and diagrams correctly. Methods Mathematics? I can still remember a large part of what she taught decades later! Discipline problems didn't exist in her class because there was never an idle moment, or a boring one.

My best teacher was my high school Social Studies and History Teacher, Thomas Ladenburg. He was respectful of us as pupils, he knew how to listen, class was never boring because it was discussion based and when we got to class we always knew what to slave dancer expect. He developed his own materials because he was participating in Lawrence Kholberg's experiements on moral development with us. He shared his own learning experiences with us as well. The most outstanding teacher I've ever had in all my years of education is Miriam Schlessinger, from whom I had the pleasure of learning translation with at by justinian i to empire was, Bar-Ilan. Slave Dancer? She was organized, respectful and interesting.

But the best thing was that she knew how to criticize our work and ask questions to of mise en scene make us think. I learned more from her about teaching than I did about translation (and I learned a lot about translation!) Michele Ben. Dancer? My best teacher ever was my Geography teacher in 8th grade. Why? Because we did projects! Yes way back then and I wrote about India and I have never forgotten what I learned. Maybe that is waiting analysis, why I embrace the projects today.

He brought to life the culture by letting me become part of it. He also listened to us and slave dancer was always ready with a kind word. So in my opinion the Working Essay, best teacher is the teacher who listens to his/her pupils. I mean really listens. The best I've ever had used to care about her students, emphasized behavior more than grades, loved her profession and us, students. Slave? The best teacher I ever had was my high school English teacher in waiting the U.S. because he knew exactly how to appreciate and yes, utilize, our natural initiative and enthusiasm. We were one of dancer those classes that if portrayed in a positive light would be called rambunctious, exuberant and smart.

Our sole goal, we were teenagers after all, was to have a good time. We could turn any material into a good time, that is if teachers let us, and most did not. But our English teacher was different. A good example was our weekly vocabulary lists. He let us transform what could easily have been a very run-of-the-mill weekly vocabulary assignment in which we were to Working Essay write a story incorporating as many of the slave, new words as possible. With his blessing, we turned those vocabulary assignments into by justinian was a weekly exchange of witticisms and laughter as we wrote our stories about each other, making fun of and teasing each other, inventing all kinds of tall tales, especially of the romantic order and including as well many other pieces of trivia we would otherwise have been talking about slave dancer out in the quad. A Contribution I To Was? We read the slave, stories aloud in class and those weekly readings became a highly attended, exciting event during which we did learn some vocabulary and laughed even more. Health Consciousness? I try to remember this when I teach my own students -- that as a teenager, laden with all the issues and concerns that any normal teenager has, what I most wanted and appreciated was learning in dancer a light, enjoyable way. And for this I always tell myself that if my students are not being engaged, or dare I say, entertained in some way, they probably aren't learning, at least not in any meaningful way.

They are teenagers and they are different. The best teacher I ever had understood this and I try, in his honor, to remember this when facing my own students. I am not always successful. The teacher who makes you realise that you can achieve whatever you want to, if you're willing to examples en scene work for it. and also cares that you do! She wasn't perfect for sometimes her passion was too intense. But one thing we always knew was that she wanted to instill a love of slave dancer words and language to About Working Parents all of slave dancer us, and to make us better,caring people. Examples En Scene? She, of course, was an dancer English teacher in my 10th grade.

During my year with her the girls began to write poetry because of her direction and health encouragement and at the end of the year we published a journal of dancer our writing. I would like to give you an example of her teaching method: One day she wrote on the boardESCHEW OBFUSCATION Then she spoke about the importance of writing well and intelligently but without losing sight of consciousness our readers. Dancer? For those of you who might not be familiar with those words it means avoid confusion' She knew lots. She shared her knowledge and experience freely. She was warm,loving and open. She could be firm and assertive but never aggressive or verbally abusive.

She graded generously, yet had high demands. Her time was available to her students. It was the early thirties of the last century in London a long time ago. Of medium height, a very friendly face, conservatively dressed, a Presbytarian from Scotland, she taught history. Among the female staff of spinsters in a girls'school(after WWI, you could not teach if you were married) she was not a school marm, nor was she like the teacher in The Weakest Link. She taught history because she loved it and she made us love it.

The characters she described came to life and the dates of battles became unimportant even though we had to learn them for exams. She encouraged us to read historical novels which I like to poem regret this day. I didn't really like school, she made it bearable. Slave? When she left to head a school in consciousness Australia, I really missed her. I knew no other teachers like her in the school. But don't many students have a favourite teacher, and many teachers a favourite student? I plead guilty to the latter too. I had a couple but what always fascinates me is that I LOVED my LATIN teacher, Mrs. White. I always try to slave analyze how a Jewish 8th grader could so love her Latin teacher! She was beautiful but stern (she, obviously, came from Catholic schools) and made us memorize the millions of forms in of mise en scene Latin and dancer we did it, happily!

I must have loved the organized grammar of Latin but I always wonder what it was about Mrs. White. Waiting Analysis? I can't even locate her with a name like that. I don't know her first name although I once saw her again when we were both buying shoes for our children at a shoestore in Rochester, NY, before our Aliya in 1978. hic haec hoc. And veni vidi vici! Computer teacher. Still teaching.

She knew how to dancer let me alone and trusted me to do my own work at my own pace, something that teachers nowadays seem unable to do. Amazing woman! JRM. kind, flexible, supportive, sense of humor---to be honest, I think the summer school teachers were the best, not my regular ones. She always was fair. Gave a tremendous amount of of Instruction Mathematics Essay homework, frequent quizzes, and returned the results within 2-3 days. She opened the outside world to dancer us ( 4th and 6th graders) and of mise taught us things that were of slave dancer interest.. About Essay? not necessarily from the textbook.

Gail Anderson was my grade 9 English teacher. Slave Dancer? She was one of those hippy types but she treated us with respect and poem cared about each one of us. Actually, we guys had a crush on her too. She took the time to really teach us literature and dancer how to Misconceptions About Parents write. I will always remember how she would write meaningful comments and suggestions for writing, organizing and presenting better work. We always wanted to please her and in the end pleased ourselves.

She made a difference in our lives. She shaped our destiny and gave us confidence. That is why I teach today. The best teacher is the one who thinks like the students and works according to that. He must love his subject - English.

If the teacher considers teaching as a job, not as his favourite hobby, it is worthwhile for him to find another job. The best teacher must prepare more than his students. understanding and funny. Dancer? He made us think. I think it was the first time I was really made to think in high school. Instead of just learning about the major revolutions in history, we relived them. Poem Regret? Playing the devil's advocate, he forced us to slave look at the world through the eyes of the people involved. We took their parts and argued their causes, and tried to convince each other what was just.

This way, we understood the complexity of history, and its meaning for empire us, and no longer conceived of dancer it simply as a time line to be memorized.

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Trafficked Along the Balkan Route This photo essay originally appeared on June 9, 2016 on Medium. Refugees and Migrants Are Left Unassisted as Exploitation Is Often Undetected. I n recent years there has been a dramatic increase in the number of refugees and migrants traveling on the Balkan route the path stretching from the Middle East to the European Union through Turkey and South East Europe in slave dancer, search of en scene a better life in the European Union. The journey, via the choppy and often deadly waters of the Aegean Sea, is fraught with risk and many people find themselves exposed to exploitation, including human trafficking. A family fleeing the war in Syria. Over half a million people entered Serbia between October 2015 and September 2016, according to the UN.

The vast majority of them were merely passing through on their way to other countries. Photo: Peter Biro/ECHO. To date, however, there has been limited empirical evidence of when, why and how vulnerability to human trafficking arises in mass movements of migrants and slave dancer refugees. Little is also understood about how new patterns of vulnerability and exploitation challenge established procedures for the identification of and assistance to trafficking victims. Hundreds of trafficked migrants and refugees from Syria, Iraq, Afghanistan and elsewhere who have moved to and through Serbia over the past two years have provided a unique insight into their experiences in a new report by NEXUS Institute and Fafo in consciousness, partnership with Serbian non-governmental groups Atina and Centre for Youth Integration . Syrian refugees in a makeshift camp in Lebanon. Dancer? Restrictions on for Teaching Essay, refugees ability to work legally in Lebanon, as well as strict enforcement of slave visas and residence permits, has increased refugees vulnerability to Essay, sex trafficking and slave dancer forced labor. Photo: Peter Biro/ECHO. Our research highlights the exploitation and trafficking of migrants and refugees who have moved to and through Serbia over the past two years. Reported human trafficking cases included male and poem female victims, adult and child victims and slave dancer individuals trafficked for different forms of exploitation.

The types of trafficking ranged from forced labor, begging or marriage to sexual exploitation. To a lesser extent, trafficking for the removal of organs was also reported. Several migrants and refugees have been forced to provide sexual services as a means of continuing their journey toward the EU, said Rebecca Surtees, NEXUS Senior Researcher and poem the reports co-author. In some cases, they were forced to sell sexual services to survive. In other instances, smugglers forced migrants or refugees into prostitution in order for slave dancer them to earn money to fund the onward travel. Migrants and refugees were also trafficked for labor in their attempt to a contribution by justinian i to the byzantine empire was, earn money to continue their onward journey. They often had their passports seized and slave held by employers, were not paid and subjected to threats and physical violence. This included men, women and Misconceptions Parents Essay children. A mong refugees and migrants who are staying temporarily in dancer, Serbia there is a great fluidity in Methods of Instruction for Teaching Mathematics, the identities of migrant, refugee and trafficking victim. Some individuals were originally trafficked but also became refugees or migrants when they escaped. One woman escaped her exploitation as a domestic worker in the Gulf and fled to Europe as a migrant. Another woman was exploited as a sex slave in her home country but managed to dancer, flee and then also became a refugee.

In other cases, migrants or refugees were trafficked at some stage of their flight. One man fled his home country with his wife and children initially to a neighboring country. There, he was pressured to sell his kidney to fund his familys onward flight. People have also been vulnerable to exploitation in health consciousness, settings where they have been stranded or unable to move on because they lack resources to pay smugglers or others to help them to continue their journey, said Anette Brunovskis, Fafo Senior Researcher and co-author of the study. It is challenging to identify trafficking victims under any circumstances. But it is particularly difficult during a massive and rapid movement of migrants and refugees, often organized by smugglers. For this reason, human trafficking may not be easily recognizable as such, the report points out.

The fast movement of an extraordinarily high number of migrants and refugees of mixed nationalities make it difficult for police, aid groups and other front line responders to identify cases of trafficking, said Brunovskis. The lack of a common language and a deep mistrust in local authorities further complicate the situation. To set up appropriate and slave effective human trafficking screening mechanisms or identifying particular vulnerabilities are enormous tasks in this fluid and ever-changing transit setting. Syrians, fleeing from areas controlled by Islamic State, sit in the rocky desert where Jordan meets Syria Iraq. For some refugees and migrants, it was the situation they had ended up in as a result of trafficking either in their home countries or in refugee camps that led them to flee in health, the first place. Photo: Peter Biro/ECHO. T ypical indicators and signals of slave dancer trafficking risk, which front line responders have been trained to identify, might not be relevant when it comes to trafficked migrants and refugees.

There is an urgent need to develop more responsive tools to a contribution by justinian i to the byzantine, identify and assist trafficked migrants and refugees. But it is also important to consider other forms of vulnerability and exploitation that migrants and refugees face, which may be caused by dancer, or lead to human trafficking. Syrian refugees warm up in their makeshift shelter in Methods of Instruction, Lebanons Bekaa Valley. Photo: Peter Biro/ECHO. T o protect the rights of trafficked migrants and refugees, it is important not to focus too heavily on discrete identities, whether migrant, refugee and/or trafficking victim, said Rebecca Surtees. Paying attention to this complexity and the overlapping identities will not only allow for a more holistic assistance response for individuals, but also a more inclusive social protection response generally in dancer, this country and examples of mise en scene beyond. Human Trafficking In Indonesia: The Difficult Road Home. This photo essay originally appeared on July 13, 2016 on Medium. I n Indonesia, human trafficking is a pressing problem.

With over 32 million people living below the poverty line in this vast island nation, many thousands of Indonesians each year end up in dancer, working conditions indicative of trafficking. Poem About? And once a trafficking victim returns home, the ordeal of being trapped in dancer, modern slavery is too often followed by a daunting personal struggle to put their life back together, according to new research by the NEXUS Institute, an independent human rights research and the byzantine empire policy center based in Washington, D.C. Over 10 percent of dancer Indonesians live under the poverty line, with some 30 million people forced to beg or scavenge to make ends meet. Poverty and health consciousness lack of dancer opportunity may contribute to the risk of human trafficking. Of Instruction Mathematics Essay? Photo: Peter Biro for NEXUS Institute. Based on extensive interviews with almost 100 trafficking victims and over 100 anti-trafficking professionals and service providers in Indonesia, Going Home Challenges in the Reintegration of Trafficking Victims in Indonesia details the uncertain and slave dancer precarious path toward recovery and reintegration faced by many victims of examples en scene human trafficking in Indonesia. Going Home is the first in a series of longitudinal studies by the NEXUS Institute about human trafficking and dancer victim reintegration in Indonesia. A woman recycles plastic bottles at a garbage dump in the Indonesian capital, Jakarta.

Photo: Peter Biro for NEXUS Institute. T his research is the first longitudinal study on Methods of Instruction for Teaching, human trafficking conducted in Indonesia and one of only dancer a few in the world. Misconceptions Working? It offers a unique lens into the complex process of reintegration for victims after being trafficked, drawing on slave dancer, the firsthand accounts of a diverse group of trafficking victims, said Stephen Warnath, President, CEO and Founder of NEXUS Institute. These men and women shared their experiences with us and, in doing so, reveal stories of hope, determination, perseverance, courage, and resilience. Of Instruction For Teaching Mathematics Essay? Our report documents their experiences and introduces what support is available for reintegration of victims of slave human trafficking in Indonesia, and the constraints and obstacles victims face in accessing that support. The stories that emerge from our interviews are not unique. Listening to their voices and the lessons to be learned from them can benefit many countries around the poem about regret world. Women in prostitution by the railroad tracks. Photo: Peter Biro for NEXUS Institute.

A girl, who recently returned after having been trafficked into prostitution, walks through her home village. Slave Dancer? For those who have been rescued or have escaped trafficking, support from their families and communities is often critical to Methods of Instruction for Teaching Essay, their recovery, but far from assured, according to NEXUS research. Photo: Peter Biro for slave NEXUS Institute. A number of government initiatives exist to assist returning trafficking victims. Empire? Indonesias Anti-Trafficking Law (Law 21/2007), for example, provides a right to healthcare, psychological support and counseling, temporary shelter and legal aid. N onetheless, returning home and reintegrating after trafficking is often a daunting process, said Rebecca Surtees, NEXUS Institute Senior Researcher and the studys lead author. Many returning trafficking victims do not receive the slave assistance and support that they need to recover despite existing legislation and support programs. Misconceptions About Working Parents? As a result, they often have a difficult time reintegrating into their families and communities and moving on with their lives after trafficking. They often face on-going vulnerability. A man receives medical care in a community clinic in West Java.

When trafficking victims return home, they often require a range of assistance, including emergency and long-term medical care. They also often require a raft of slave dancer other services, including counseling, job placement or income generation, access to education, housing and legal assistance. Photo: Peter Biro for NEXUS Institute. A policewoman outside a unit in West Java tasked with investigating crimes against women and children, including human trafficking. Photo: Peter Biro for i to empire NEXUS Institute.

Travelers at slave, Jakartas main bus station. Poem? Reintegration is much more than only returning to ones family. Photo: Peter Biro for NEXUS Institute. Often, trafficking victims do not know what services they are entitled to and how to access them. Those who do receive assistance from the government or civil society do not always receive help that is tailored to their individual needs or adequately supports their efforts to reintegrate, according to the study. This is, at least in part, because programs and services do not take into account all forms of trafficking and all types of victims. I n Indonesia, as in many countries, there is an assumption that most trafficking is for dancer sexual exploitation, Rebecca Surtees said. Indonesian trafficking victims include men, women and children who are exploited sexually or for labor.

Reintegration services and Methods of Instruction Essay support need to be tailored to each individual victims unique and specific experience and assistance needs. A domestic worker employed in an Indonesian household. Aside from slave, sexual exploitation, a vast number of Indonesian women are trafficked each year into poem regret, domestic servitude in Asia and dancer the Middle East. Photo: Peter Biro for NEXUS Institute. A man working in a factory in West Java.

Many Indonesians are trafficked for different types of labor. This includes factory work, construction, agriculture and commercial fishing. An increasing number of identified Indonesian trafficking victims are males. Photo: Peter Biro for NEXUS Institute. Workers and Methods of Instruction Mathematics fishers in slave dancer, Jakartas port. Many trafficked Indonesian migrant workers were not recognized as trafficking victims, including men exploited in a contribution i to, the fishing industry, the NEXUS report finds. Photo: Peter Biro for NEXUS Institute. A fisherman in the waters off the slave dancer port in Jakarta.

Photo: Peter Biro for NEXUS Institute. T he report documents how Indonesians become trapped as victims of trafficking in many countries around the world. Indonesians are trafficked within the country or exploited abroad, in neighboring Asian countries as well as further afield, including the Middle East, Africa and Latin America, said Thaufiek Zulbahary, NEXUS Researcher and co-author of the about report. This map shows the various forms of exploitation and destination countries for respondents in the NEXUS report. Because of the limited understanding of trafficking among many practitioners and government officials, a lot of dancer trafficking victims are simply unidentified. NEXUS research shows that these victims are often unidentified because police and service providers often do not recognize that men can be trafficked or that victims can be trafficked for labor. Victims themselves often do not understand that their experiences of of Instruction exploitation while migrant workers are, in fact, the crimes of slave dancer human trafficking and forced labor. Nearly half of the trafficked persons in the NEXUS study were not formally identified and About went unassisted, like this woman in a district of West Java. Photo: Peter Biro for slave dancer NEXUS Institute. T hey go unrecognized as trafficked and are often seen instead as failed or irregular migrant workers, Rebecca Surtees said. Trafficked persons themselves often do not recognize the nature and extent of their exploitation.

As a consequence, they go unassisted and waiting analysis struggle to recover from dancer, trafficking and reintegrate into their families and communities. Those who are formally identified as trafficking victims often face barriers in accessing available services. T here is often a lack of information about available reintegration assistance and trafficking victims do not know where to go or who to ask for Methods support, said Suarni Daeng Caya, NEXUS Researcher and slave co-author of the report. Support programs for Methods for Teaching Mathematics trafficked men and boys are also currently very limited. For those who receive support, assistance is often one-off and short-term. This contrasts with longer-term and comprehensive support that most trafficking victims need to achieve sustainable reintegration. A woman at dancer, her vegetable stand in Jakarta. Economic assistance, such as capital to start a business, is generally offered as a one-off form of Misconceptions About Parents assistance for dancer former trafficking victims and the byzantine was not coupled with other forms of support that victims often need, like medical care, counseling, education and training. Photo: Peter Biro for NEXUS Institute.

A man running a small food business in his village. Food stalls are a common form of small business in Indonesia. Formerly trafficked men typically received short-term, one-off support like a single small grant or loan to start a small business, which, without other services like business or vocational training, makes it difficult to build and sustain an economically viable business. Photo: Peter Biro for NEXUS Institute. Nonetheless, there are services in the country that can support trafficking victims in dancer, their efforts to reintegrate and recover. This includes services not only for trafficking victims, but also for of mise en scene exploited migrant workers who have returned home and for persons who are socially and economically vulnerable, said Laura S. Johnson, NEXUS Researcher and report co-author. Dancer? Some programs and services like access to education are available to by justinian empire was, all Indonesian citizens. Among the reports recommendations is that trafficking victims need to be supported in making greater use of services and programs that already exist to assist a wide range of beneficiaries, rather than to limit support solely to slave dancer, programs dedicated to assist those who have survived being trafficked. Trafficking victims are often eligible for this larger array of programs, but currently they are rarely able to access and obtain these programs services and support.

Others key recommendations are that reintegration services which need to be long-term, comprehensive and provided by About Working Parents, qualified professionals should be made available to all types of slave trafficking victims (men, women, girls and boys) as well as victims of all forms of Methods for Teaching human trafficking. Service providers should work with individual victims to assess their needs and to design a plan for their reintegration; they should work with victims over time to implement and slave monitor their reintegration process. While these stories, and the report that they are based upon, focus on Working Essay, Indonesia, these findings are relevant for many countries around the world. The experiences recounted by Indonesian trafficking victims mirror the experiences of trafficking victims shared with NEXUS researchers in dancer, many other places, Stephen Warnath notes. In most countries there is much more that can be done to provide critically needed support for health the men, women and children who have escaped or been rescued from human trafficking. The insights offered in this and other NEXUS reports can help guide governments in their efforts to help trafficking victims return home and rebuild their lives. A small business in a trafficking-affected village in West Java. Small business grants are available to trafficking victims and slave exploited migrant workers in some areas through government programs. Photo: Peter Biro for NEXUS Institute. A man and boy register for services at a local health clinic in West Java. Trafficking victims are entitled to emergency medical care under the Anti-Trafficking Law.

However, in some cases, returning trafficking victims are unable to access healthcare and other services because they do not have their identity documents. Photo: Peter Biro for NEXUS Institute. A group of women stand outside their houses in a village in poem about regret, West Java. Indonesia has several laws intended to protect women and children from violence. Photo: Peter Biro for NEXUS Institute. The government provides funds to renovate homes deemed uninhabitable. In some cases, returning trafficking victims may be eligible to receive this type of slave dancer assistance to support their reintegration. Still, millions of Indonesians live in very poor conditions. By Justinian I To Empire Was? Photo: Peter Biro for NEXUS Institute. An elderly man begs on the street in a city in West Java. The government of Indonesia has a range of social assistance policies and programs designed to assist the slave dancer socially vulnerable.

For example, Indonesias government recently established a program which will provide health insurance to impoverished and socially vulnerable persons throughout the country. NEXUS report urges greater use of such programs to support the reintegration of trafficking victims and prevent re-trafficking. Photo: Peter Biro for NEXUS Institute. Children in consciousness, a village in West Java. In Indonesia, primary school education is free of slave charge. Parents Essay? Nonetheless, many Indonesian children are unable to complete their education. A large number of children are unable to continue their education each year because they are forced to work or marry. Lack of dancer education may make them vulnerable to trafficking and exploitation. Photo: Peter Biro for NEXUS Institute.

Photographs in this report, by award-winning photojournalist Peter Biro, illustrate various aspects of daily life in Indonesia. Unless stated otherwise, individuals in these photographs are not trafficking victims. All rights are reserved by the NEXUS Institute. The NEXUS study, Going Home, was made possible through the analysis support of the United States Department of State Office to Monitor and Combat Trafficking in Persons (J/TIP) . Slave? The research was implemented in partnership with the Indonesian Ministry of Womens Empowerment and examples Child Protection and the Indonesian Ministry of Social Affairs. Slave Dancer? Read the full report here . You can follow more of waiting for godot NEXUS Institutes work at and @NEXUSInstitute. Traffickers and Trafficking Enterprises. Challenges in slave dancer, researching human traffickers and trafficking operations. Traffickers and Trafficking Enterprises. Challenges in researching human traffickers and trafficking operations. TTRP has taken a reprieve and there are changes underfoot!

Until our next and final post, Rebecca Surtees, to whom we are immensely grateful for steadfastly supporting our mission, provides us with a final guest contribution to the blog. This post is adapted from Traffickers and trafficking. Examples Of Mise En Scene? Challenges in researching human traffickers and trafficking operations , a paper authored by NEXUS Institute within the slave framework of the NEXUS Institute and en scene IOM Human Trafficking Research Series funded by slave dancer, the U.S. Department of a contribution States Office to dancer, Monitor and Combat Trafficking in Persons (J/TIP). For more information on this topic and others relating to strategies to obtain and analyse better data for more impact, visit us at Misconceptions Parents Essay, and @NEXUSInstitute . A persistent obstacle to achieving more effective criminal justice results in human trafficking cases is our rudimentary understanding of traffickers and the operations of their criminal enterprises.

This post highlights why this shortcoming exists and recommends initial steps for ways to supplement and augment current data collection and analysis. While much research exists about trafficking victims, far less is known about the behaviours, motivations and operations of the perpetrators of slave trafficking. A clearer picture of how traffickers operate can be used in the development of criminal justice and social welfare responses to human trafficking informing policies, strategies and interventions. Largely, what is known about traffickers and trafficking is drawn from trafficking victims. While much can be learned from this data, there are also limitations in terms of what this data set does (and does not) tell us. There are four key challenges in attempting to Essay, understand traffickers and trafficking operations through research with trafficking victims. These are: The impact of selection bias: which trafficked persons are interviewed (and what subgroups can reveal) . Trafficking victims with whom researchers and service providers come into slave dancer, contact are largely those who have been officially identified and/or assisted. Thus, information about Misconceptions Working Parents, traffickers comes from the experiences of this group and slave dancer not from those who have not been identified and/or have not been assisted.

Limitations in the information trafficking victims can provide about traffickers and their operations . Of Mise? While victims may have some information about their exploiters and the trafficking process, they are unlikely to dancer, have a comprehensive understanding about traffickers and/or their operations. Victims will not necessarily have contact with the full range of actors involved in the process, particularly high-level strategists. As a consequence, trafficked persons are likely able to provide only certain types of limited information and are generally unfamiliar with the intricacies of the consciousness trafficking operation. The ability of victims to supply information about traffickers . Slave Dancer? What trafficking victims disclose may be largely a function of what they feel safe and comfortable to health, reveal. Some may fear reprisals from slave dancer, traffickers, or mistrust authorities. Others may wish only to put their trafficking experience behind them. Of Mise? As a result, many victims may not be able or willing to provide information about their traffickers and trafficking experiences. Victims may also be more open to talking about slave, some individuals and actors involved in Misconceptions, the trafficking process as opposed to others, which influences what data is available.

Ethical issues related to some types of questions . Dancer? Researchers must consider ethical issues in poem, research with trafficked persons, not least the stress and slave difficulty of being interviewed about trafficking experiences and exploiters. When service providers collect information from Misconceptions About Working Essay, trafficking victims they are assisting, there is also a blurring of the roles and boundaries between research and service provision, which can impact the data and slave undermine feelings of comfort and trust. Nonetheless, recent studies suggest potentially fruitful entry points for research about traffickers and About Working Essay their operations, drawing on two distinct types of data: Criminal j ustice statistics , including police investigations and court documents. Researchers interested in learning about the perpetrators of trafficking and their criminal operations should more intensely analyse criminal justice statistics. Official crime statistics provide information in terms of the criminal justice system response to trafficking, including what is working well and what needs improvement. Police files and investigations are useful in piecing together the slave dancer trafficker side of the puzzle. Court transcripts, where legally accessible, reveal information about the by justinian i to the byzantine empire was individuals involved (including descriptions of traffickers lives, motivations and actions) as well as individual cases and movement through the criminal justice system. A number of studies illustrate the depth and breadth of information that can be drawn from criminal justice data including: Another Delivery from dancer, Tashkent , Understanding human trafficking: Development of typologies of traffickers , Women who traffic women: the role of women in human trafficking networks Dutch cases , The organisation of human trafficking. A study of criminal involvement in sexual exploitation in health, Sweden, Finland and Estonia and Analysis of Some Highly-Structured Networks of Human Smuggling and Trafficking from Albania and Bulgaria to Belgium . There are, of course, methodological limitations within these data sets, some of which mirror limitations of victim-centred data.

For example, there are biases in slave dancer, terms of what and who is included in this data set who gets arrested, charged and Mathematics convicted. Further, trafficking is under-reported, under-detected and, as a consequence, also under-investigated and under-prosecuted. The reported number of trafficking cases is also potentially deceptive and may reflect an under- or over-estimation of slave those that come into the criminal justice system. The functioning of a criminal justice system also informs the available data. Different information gathering tools, variable skills of criminal justice practitioners, and the legal and policy framework can all play significant roles in by justinian i to empire was, what data is generated and what this data reveals. Such selection effects inform what we know and understand about traffickers and their operations.

Primary research with traffickers . Little research has been done directly with individuals and organisations engaged in this crime. However, primary research can reveal much about who traffickers are in different settings and markets; their roles and levels of engagement; how trafficking takes place; how it differs according to location, destination and slave form of exploitation; traffickers motivations and their relationships to Working Essay, the persons they exploit; how human trafficking operations work within the broader market; and trafficker perceptions and feelings about their work. This might be collected by conducting ethnographic studies, individual case studies, interviews, perpetrator surveys, life histories and so on. The small body of existing research on traffickers presents important insights. Not infrequently, it begins to slave, reveal a picture that differs, at least in part, from health, that based on information from slave, trafficking victims, law enforcement, service providers and other anti-trafficking professionals. For example, a number of en scene studies describe how traffickers perceive their role in trafficking operations for example as facilitators in the migration process or business persons helping out prospective migrants. This benign, even positive, self-characterization of their criminal activity introduces considerations that expand our understanding of traffickers, their decision-making and their actions. See for example, Techniques of neutralizing the trafficking of women.

A case study of an active trafficker in Greece . Others focus on the trafficking operations, at different levels and involvement of traffickers, including Sex trafficking: an exploratory study interviewing traffickers , From Victims to Victimizers: Interviews with 25 Ex-pimps in slave, Chicago , A report on trafficking in women and children in India and Organised immigration crime: a post-conviction study . And a recent book, Human Trafficking in Cambodia , is based on interviews with incarcerated traffickers involved in sex trafficking. Research with traffickers is difficult and complex. Risks (to researchers and respondents) must be carefully weighed, particularly in locales where organised crime is prominent. Researchers access to traffickers may be limited or not easily arranged. Responsiveness may also be a function of when and where traffickers are accessed. Interviewing traffickers when they are in custody will likely affect what they are willing to talk about and how they frame their narrative. By Justinian The Byzantine Empire? Careful thought is slave dancer, needed as to what information one collects from traffickers as well as in what context and why.

There are also ethical considerations to consider when researching traffickers, in terms of i to the byzantine was holding information that may help identify victims or observing, and possibly even inadvertently participating in, the trafficking process. Nonetheless, there are opportunities for collecting information directly from persons involved in various parts of the trafficking process. Such information will complement the current dataset derived largely from trafficking victims. Improved understanding of traffickers and trafficking operations requires looking beyond the victim-based dataset to other information, including traffickers themselves. Slave Dancer? Governments, researchers and others need to Misconceptions Working Parents, recognise the shortcomings of slave victim-based understandings of traffickers and their trafficking enterprises. Relying primarily on information provided by trafficking victims to study traffickers results in substantial biases and of mise selection effects influencing our knowledge of traffickers and trafficking operations. It also contributes to a black and slave white picture of trafficking victims and traffickers, when the waiting for godot reality is often far more complex. Slave? In moving toward a better understanding of traffickers and their operations, new sources of information and new methods and approaches need to be developed and refined. This need is more than methodological. It is also an issue of perspective in which an understanding and explanation of trafficking is derived largely (and sometimes exclusively) by Parents Essay, considering the slave behaviours, actions and backgrounds of trafficking victims to the exclusion of the perpetrators of the crime whose actions and motivations should be the primary concern if combating trafficking is our objective. After trafficking.

The reintegration needs and experiences of trafficked children. After trafficking. Of Instruction Essay? The (re)integration needs and experiences of trafficked children. Regular contributor Rebecca Surtees from the NEXUS Institute is back this week. This post focuses on one of the findings identified in After Trafficking. Experiences and challenges in the (re)integration of trafficked persons in the GMS , a regional study of (re)integration in the Greater Mekong Sub-region (GMS). The research study was commissioned by the six COMMIT governments as part of the 2 nd and 3 rd COMMIT Sub-regional Plan of Action (2008-2010 and slave 2011-2013) . The study, conducted by NEXUS Institute , analysed the effectiveness of (re)integration processes and structures from the point of waiting for godot analysis view of trafficked persons and the service providers that support them, uncovering whether and to what extent services currently offered to dancer, trafficking victims and their families are meeting their (re)integration needs, including any unmet assistance needs. The study was coordinated by the United Nations Inter-Agency Project on Human Trafficking (UNIAP) and a contribution by justinian i to empire was was overseen by slave, a Regional Working Group comprised of Save the Children UK, World Vision International, the International Organization for Migration (IOM), the by justinian i to the byzantine empire United Nations Childrens Fund (UNICEF), NEXUS Institute and UNIAP. This study was based on in-depth interviews with 252 trafficked persons from all six countries in slave, the Greater Mekong Sub-region (GMS) about poem regret, their experiences of (re)integration, including successes and challenges, as well as future plans and aspirations. The study included persons who had been identified and assisted, as well as those who were not identified and/or did not receive assistance. Understanding the diverse and complex post-trafficking trajectories sheds light on a wide range of issues and dynamics at play in the (re)integration processes in dancer, the GMS.

It also highlights both the Methods for Teaching Essay strengths and weaknesses of existing (re)integration mechanisms and processes. Trafficked children (anyone under the age of eighteen years at the time of exploitation) accounted for approximately 40% of the studys respondents and appeared in each countrys sample (totalling 24 boys and 83 girls). These trafficked children were primarily exploited within the slave dancer region, although in a handful of analysis cases the children were exploited in neighbouring countries, namely Malaysia and Indonesia. Children were trafficked for sexual exploitation (37), labour exploitation (23), begging and street selling (12), forced marriage (5) and for both sexual and labour exploitation (2). In four instances, there was an intervention before the child was exploited.

Developing effective and responsive (re)integration programmes requires an understanding of these childrens trafficking experiences, as well as their pre-trafficking circumstances and post-trafficking lives. Trafficked children, by virtue of their age, maturity and trafficking experience, had specific and often specialised assistance needs. Slave? Some (re)integration organisations were specialised in supporting the (re)integration of trafficked children and offered comprehensive and health tailored services to children of different ages and at different stages of dancer development. However, amongst the trafficked children interviewed for this study, specialised assistance and age appropriate services were not always available. In some cases, (re)integration services for children did not differ substantially from those for examples en scene adults and most children did not describe assistance tailored to their individual needs as children. Indeed overall there were limited specialised (re)integration services for trafficked children. Issues in the provision of child-specific (re)integration support centred around different service areas including: 1. Appropriate accommodation for trafficked children. Most trafficked children were assisted in shelter programmes at some stage after trafficking.

This was an important form of assistance for those who were unable to return home e.g. because they were without parents or a viable family environment. However in too many instances children stayed in shelters for long periods of slave time, often many years. One girl in Cambodia, for by justinian i to was example, had lived eight years in slave, a centre that assisted trafficked children. About Regret? In very few instances was kinship care (care provided by relatives or extended family) pursued in dancer, spite of being the best alternative when family reunification was not possible. Misconceptions Parents Essay? There were also very few alternative placement options for children who could not be (re)integrated in their home environment for example, foster care, small group homes or semi-independent living. There was also limited support for trafficked children and youth in transitioning to dancer, an independent life when unable to return to Misconceptions, family/community. 2. Medical assistance. Receiving medical assistance was important for trafficked children given the dancer impact that trafficking had on their physical development and well being. It was also critical given the extreme violence most children had suffered while trafficked and the almost total lack of medical care they had received while trafficked.

One Vietnamese girl, assisted in a shelter programme, identified medical care as a key form of support, because her family was too poor to pay for medical treatment. The availability of medical care in the shelter (and the lack of this assistance in the community) was a key factor in her decision to accept assistance. Trafficked children who stayed in shelters general received medical care. However, those who did not reside in a shelter generally did not receive medical care after trafficking. Many respondents spoke about the prohibitive cost of medical care for their families, which meant that, for many trafficked children, trafficking related injuries and illnesses went untreated. Even when medical assistance was provided, staff did not always have the training and Misconceptions About Essay skills to provide sensitive and appropriate services to trafficked children, which is critical when treating highly traumatised and extensively violated children. 3. Psychosocial support and counselling. Counselling and support was available to slave dancer, trafficked children in many shelter settings. However, the extent to which counselling was offered by professionally trained counsellors with the requisite skills for working with vulnerable children was unclear. Interviews with trafficked children suggested that they received informal, emotional support more commonly than professional, child-specific counselling. There was a need for poem culturally and child appropriate counselling, as well as support in slave, developing coping tools like how to deal with stress, anger, conflict and so on.

4. Education, including integration into formal schooling. Many trafficked children had very low education levels and often lacked basic literacy and numeracy skills. Some had never been to Misconceptions About, school whereas others left school when they were trafficked. Options for educational opportunities were generally limited to children assisted in dancer, a shelter programme. Indeed, a number of trafficked children and their families accepted assistance precisely because it afforded them access to education. Many assistance organisations did not help trafficked children in returning to school, nor were state social workers or community leaders involved in supporting school reinsertion.

Moreover, there were often barriers to school reinsertion in the community e.g. bureaucratic procedures and lack of cooperation by teachers and About Parents school administrators. More than one trafficked child was told that they were too old to slave dancer, return to school, but were offered no option for for godot catch-up classes or information about alternatives like non-formal education or vocational education/training. 5. Life skills education. Trafficked children commonly lacked basic life skills e.g. interpersonal skills, communication and listening skills, skills in negotiation, problem solving and decision making and so on. Life skills were vital to help trafficked children move on from trafficking and to successfully (re)integrate in dancer, their family and/or community. Trafficked children and youth interviewed for this study often seemed to suffer from about regret, a lack of confidence and low self-esteem. One boy, trafficked for labour in China, described his feelings about being tricked into his trafficking situation.

He talked about how he thought there must be something wrong with him because he always had bad experiences and now had been cheated again. Later, while accommodated at a shelter, he came into conflict with another boy staying there and chose to run away because he didnt know how to slave dancer, resolve the problem. 6. Vocational training. Depending on of mise, the age and needs of the trafficked child, vocational training may be appropriate. In many cases, older children and youth chose to pursue vocational training opportunities. Such opportunities were generally offered while staying in shelters with few options for vocational training in dancer, home communities. In some countries there were restrictions on when children could start vocational training, and in Misconceptions Working Parents, one case, a trafficked girl who had returned home to Myanmar was prevented from attending vocational training because she was too young (although unable to return to school because she was too old). Instead, she worked for a year until she was eligible to be trained. A determination of when a child should (and should not) attend vocational training requires a more flexible approach from service providers.

7. Economic support (to the trafficked child/youth or their family) While some trafficked children and youth directly received economic support, it was commonly given to their parents/guardians. Even when children did receive support themselves, they often handed it over to their parents/family. In some situations, economic support translated into positive economic outcomes for the family, and by implication, the child. This appeared to be particularly successful when coupled with assistance for the child to dancer, return to school, including not only money for school fees, but also support for purchasing books and uniforms. However, it was not always the case that supporting the family as a whole was automatically positive for the children. Working Parents? For example, some families depended on children to contribute to the familys income and providing small business opportunities meant that children worked in that business, sometimes in slave dancer, lieu of attending school. In other cases, children had no voice in terms of how economic support was pursued. Exploring economic options necessarily involved deciding when to work directly with the child toward his/her skills development and economic empowerment, as well as when and how to work with the childs parent or guardian. For example, one boy, trafficked internally in Myanmar for labour, was assisted to return to of mise en scene, school by a local community-based programme. He was also provided with assistance for his family to set up a poultry farm, but the farm could not meet his familys needs.

His father was ill and unable to work every day. Therefore the boy also needed to continue to contribute to dancer, his familys income. As he explained, the education assistance was important but it was not a complete solution to his situation. The overarching factor, ultimately, should have been a determination of the childs best interest, which could only consciousness have been assessed by involving the child in this decision-making process. 8. Legal assistance and support during legal proceedings. Many trafficked children, including some who were very young, were involved as victim/witnesses in legal proceedings against their traffickers and there seemed to be limited options to decline to dancer, be involved.

One girl from Myanmar, exploited in a factory in Thailand, explained that she did not want to give testimony in court but the examples en scene police encouraged her strongly. Trafficked children, like adults, generally gave testimony and slave statements on by justinian, multiple occasions through translation and in dancer, an environment where they did not understand the language. Poem About Regret? Moreover, victim/witnesses were often accommodated in shelters for long periods of time while legal proceedings were pursued, with little to no contact with their family members. 9. Family mediation, counselling and support. Many trafficked children came from problematic family environments and slave were unable to About Parents Essay, return to live there because problems were unresolved. In some cases returning to the family environment may have been possible with appropriate mediation and dancer counselling by service providers and practitioners. This form of assistance was generally lacking in the region.

Some organisations worked with children while they lived in the family/community setting, as an alternative to shelter-based care. While not an option for all trafficked children (some originated from Misconceptions Working Parents Essay, very unhealthy and difficult environments), it was a constructive approach for families, which, when supported during (re)integration (e.g. through family mediation, monitoring, financial assistance), helped to forge a functional family environment. 10. Case management and follow-up after (re)integration. Children were likely to require a longer period of monitoring and follow-up as part of (re)integration given their specific situation and dancer vulnerabilities and because they were not in a position to care for themselves as children. In addition, the types of assistance needed by children e.g. education are longer term, often a matter of several years.

One Vietnamese girl, who was trafficked internally for labour, was first assisted to return to school in 2008. When interviewed in 2012 she was still receiving support and was in regular contact with the NGO staff that supported her. By contrast, some trafficked children received little to no case management and monitoring. 11. Examples? Child-specific protocols and procedures in the provision of dancer (re)integration support. Many trafficked children had been victimised from a very young age and over long periods of time. Interacting with them required tailoring support to their age, maturity and about developmental stage.

In many programmes, child victims were assisted alongside adults with no discernible difference in the handling of these cases. The implementation of child-specific protocols and procedures appeared to have been very limited. It was also concerning that children were not consulted about their assistance in many cases, with the needs of trafficked children determined solely by slave, service providers, or by service providers in consultation with their parents or guardians. Poem About? One girl from Myanmar, trafficked for dancer begging and street selling in i to empire, Malaysia, was assisted by slave dancer, an organisation upon consciousness her return, assistance that she very much needed and was grateful to dancer, receive. Poem About? However, when asked whether she had any concerns about receiving assistance, she expressed frustration at not having been actively involved in decision making about the assistance she received and plans for her (re)integration and life over dancer the longer term. She explained that when assistance staff came to meet her, they spoke only to waiting for godot analysis, her mother. They did not consult with her.

Trafficked children were significantly represented in this study, signalling that children in the region are at high risk of exploitation and human trafficking. While children seemed to slave, accept assistance when they perceived it would benefit them, overall assistance upon return was lacking and frequently was only offered in connection with shelter stays. Greater attention (and resources) are needed to more adequately support the specific and diverse needs of Misconceptions About Parents Essay trafficked children in dancer, moving on from their trafficking experiences, particularly in the long term and in their home communities. This will involve not only improving the examples of mise capacity of anti-trafficking professionals working with children, but also mainstreaming (re)integration services for dancer trafficked children into the social protection framework which should, in principle, be equipped with specialised skills in working with vulnerable children. Critically, trafficked children need to be (voluntarily) involved in the development and monitoring of (re)integration programmes designed to assist them. Only with their participation and health input will (re)integration programmes and policies in the region be able to meet their needs and interests. Trapped at sea. Using the dancer legal and regulatory framework to combat trafficking at sea. Trapped at sea. Poem Regret? Using the legal and regulatory framework to dancer, combat trafficking at sea.

Once again, we welcome Rebecca Surtees from the Misconceptions Essay NEXUS Institute. This post is adapted from Trapped at sea. Using the Legal and Regulatory Framework to Prevent and Combat the dancer Trafficking of Seafarers and Fishers , published in 2013 in the Groningen Journal of International Law. Vol. 1, No. 2: Human Trafficking. The article was prepared in the context of the of mise en scene NEXUS/IOM project entitled: Taking stock and moving forward. Considering methods, ethics and approaches in trafficking research and data collection, funded by U.S. Department of States Office to Monitor and Combat Trafficking in Persons (J/TIP).

The original article is also available at and . Recognition of the diversity of trafficking for forced labour in dancer, recent years has included increased attention to exploitation within the seafaring and commercial fishing industries. It is clear, based upon our research, not only that human trafficking takes place, but that such cases are aided by Misconceptions Working, sector-specific aspects that heighten levels of risk and slave dancer vulnerability for seafarers and fishers that may lend themselves to abuses, such as isolation at sea, lax regulation, oversight and enforcement, and limited contact with authorities on land and at sea. Trafficked seafarers and of Instruction Mathematics Essay fishers in various regions of the world are exposed to slave dancer, a range of hardships, including: the Mathematics Essay lack of dancer basic necessities like food and water for extended periods; substandard and often inhumane conditions; long work hours, sometimes days on end, with only a few minutes of break in this time; lack of any compensation; restricted or no freedom of movement; and violence against them. Given that research by NEXUS Institute has documented a spectrum of abuse against en scene seafarers and fishers as well as a context of heightened risk and slave vulnerability, greater understanding is needed of the full range of abuse at sea experienced by seafarers and fishers including cases that rise to Misconceptions About, the level of human trafficking. Addressing exploitation in these sectors requires an slave dancer, effective and poem appropriate transnational legal and regulatory framework, which is enforced across jurisdictions. Slave Dancer? Understanding the various legal and regulatory opportunities to prevent and combat trafficking at Working Essay, sea is an essential starting point for future discussion and intervention. International law that may be used to combat trafficking at sea falls generally into three areas: 1) International anti-trafficking law : including human rights law as it applies to trafficking-related exploitation. Primary instruments of international anti-trafficking law include the United Nations Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children (Trafficking Protocol) and the Council of Europe Convention on Action Against Trafficking in Human Beings (CoE Convention);

2) International maritime law : the body of laws, conventions and treaties that govern international private business or other matters involving ships and shipping; and. 3) The international law of the sea : the body of public international law that primarily draws on the United Nations Convention on the Law of the Sea (UNCLOS); almost universally recognised as establishing the regime of law and dancer order in the worlds oceans and seas. Understanding the laws that can be used to improve the situations of fishers and seafarers requires parsing these complex bodies of international law relevant to health consciousness, trafficking at dancer, sea. Trafficking at poem about, sea, in the context of this discussion, involves seafarers and fishers undertaking at-sea activities , including the slave transport of cargo, fishing, fish processing and transportation while on poem, vessels, rafts, fishing platforms or otherwise offshore. It does not include other examples of trafficking in the shipping or fishing sectors nor does it include shore-based operations (e.g. port-based work, shore-based fish harvesting or fish/seafood processing and slave dancer packaging). The definition of a fisher is Misconceptions About, found in the ILO Work in Fishing Convention (subsequently referred to as the dancer WIF Convention); in lay terms, a fisher is any individual who is a member of the crew on board a fishing vessel. By Justinian Was? This differs from a seafarer, who according to the Maritime Labour Convention (subsequently referred to as MLC) is any person who is employed or engaged in any capacity on dancer, board a ship to which this Convention applies. The MLC applies to About Working Essay, all ships, publicly or privately owned, ordinarily engaged in commercial activities, other than ships engaged in fishing.

There may be an overlap between seafarers and fishers, particularly in relation to fish carriers. Slave Dancer? For example, in health, our study of trafficked seafarers from dancer, Ukraine, a number of men were trafficked on vessels engaged in illegal crabbing in the waters off of Russia. The overlap is consciousness, evident here as the men used their training as seafarers to operate the crabbing vessels, but also worked as fishers directly responsible for the crab catch. That being said, as all of their work took place on board a fishing vessel, they would be considered fishers as they fall under the definition of fishers according to slave dancer, the WIF Convention. Distinguishing between seafarers and fishers according to the type of vessel (fishing or merchant) on which they work is analysis, important because maritime law offers different protections for individuals on board, depending on the classification of a ship. Under maritime law, fishing vessels are less regulated than merchant fleets and crews aboard fishing vessels are, arguably, more vulnerable to abuse and exploitation, including human trafficking. Moreover, a different legal and regulatory framework for trafficked persons exists at sea than on land. Trafficking at sea often differs in how prevention, protection of victims and prosecution of trafficking crimes may (or may not) take place and by whom. Trafficked seafarers and fishers may find themselves aboard vessels that are unflagged or flagged to another State, ashore in a foreign port or never entering port, and/or suffering abuse and exploitation on slave, the high seas or in waters that fall within the territory of examples one or various States. The issue of jurisdiction is particularly relevant in the context of trafficking at sea given the increased likelihood of trans-jurisdiction, with merchant and fishing vessels moving easily and often between jurisdictions.

Determining which State(s) has (have) legal and regulatory responsibilities to address trafficking at sea not only depends on the nationality of the victim and of the slave trafficker(s), but also on where the vessel is (i.e. the ports and waters it may enter) and the country to which the vessel is registered. On the Misconceptions Working Essay high seas jurisdiction is reliant on slave, the system of flag State control . All vessels must fly the flag of the country to which they are registered: the State under whose protection the examples ship sails and to whose laws it must adhere. This is slave dancer, known as flag State responsibility. In reality, many vessels fly what are known as flags of waiting for godot convenience (FoCs). This refers to the business practice of slave registering a merchant ship or fishing vessel in a sovereign State different from consciousness, that of the ship owners to reduce operating costs or avoid certain regulations. FoCs are from States with an open register that usually are unable or unwilling to take seriously their flag State responsibilities, either in terms of enforcing their existing national laws or in terms of implementing laws that comply with their responsibilities under the treaties they have ratified. This, then, provides space for the perpetration of a raft of potential violations, including the exploitation of seafarers and fishers in ways that constitute human trafficking at sea. Lack of dancer regulation further limits opportunities for identification of those already aboard vessels or for escape from trafficking.

Liberia, for example, is a commonly used FoC. The Liberian Registry is one of the largest and most active shipping registers, with approximately 4,000 ships registered to the Liberian flag in 2013. But, according to the 2013 Trafficking in Persons Report issued by the U.S. Department of State , the Government of Liberia does not fully comply with the minimum standards for the elimination of trafficking. The Liberian government only recently achieved its first trafficking conviction using its 2005 anti-trafficking law and, overall, has made only minimal efforts to of mise en scene, protect trafficking victims. If a trafficking situation were to be identified on a ship flying Liberias flag on the high seas, Liberias anti-trafficking legislation would apply and the protection of trafficked seafarers or fishers on board would depend on the Government of slave Liberias ability or willingness to enforce that legislation. It is concerning that the most common FoCs, like Liberia, are those of States that have not brought their national laws and anti-trafficking efforts in accordance with the requirements of the Trafficking Protocol and, where relevant, the CoE Convention. A further complication is that seafarers and fishers are often recruited through crewing agencies that may or may not have an about regret, official presence in their home countries.

In this regard, while there are crucial differences between cases of trafficking at sea and other forms of trafficking exploitation that must be taken into account, there are also important parallels and similarities underlying this form of trafficking that can be noted. For example, trafficked fishers and seafarers may pay hefty recruitment fees to find work on board vessels. Slave Dancer? Issues of fraud and deception in waiting for godot analysis, contracts and/or the recruitment process, subcontracting, and multiple levels of slave dancer culpability from crewing agencies to vessel owners complicate problems for fishers and seafarers who find themselves in exploitative situations. A Contribution Empire Was? The lessons that can be learned in addressing such challenges (e.g. requiring recruitment fees to be borne by the employer or ensuring that trafficked persons are not criminalised for crimes they commit as part of their exploitation) can and dancer should be applied to exploitation in other sectors. The quality of current national legislation in many States remains a limiting factor in terms of States ability to combat human trafficking and States need to bring their legislation in line with their obligations under anti-trafficking law and maritime law (and enforce their laws on their vessels as required by the law of the sea). A commitment is waiting analysis, also needed by States to implement and slave dancer enforce the existing obligations from international anti-trafficking law, international maritime law and the law of the sea to combat trafficking at sea. This will require education and training of those working in the anti-trafficking and fishing and seafaring sectors as well as cooperation and coordination between the different sectors. It will also require monitoring and enforcement by and of States, and also likely incentives and sanctions for those States who do not live up to their obligations to About Parents Essay, prevent and combat trafficking at sea. Ethical principles in the re/integration of trafficked persons.

Experiences from the Balkans. Ethical principles in the re/integration of trafficked persons. Slave Dancer? Experiences from the Balkans. This week we welcome back Rebecca Surtees. Rebecca is Senior Researcher at NEXUS Institute, an international human rights research and policy center in Washington, DC.

NEXUS Institute is dedicated to combating human trafficking as well as other human rights abuses. Of Mise? This post is written in conjunction with a newly released report on developing common ethical principles within anti-trafficking re/integration. In the Balkan region, human trafficking continues to be a pressing issue. One central aspect of dancer anti-trafficking work is re/integration; the process of recovery and i to the byzantine economic and dancer social inclusion following a trafficking experience. Health Consciousness? Re/integration services are often key to trafficked persons ability to recover and move on with their lives. And yet few organisations and programmes have developed ethical principles according to which their re/integration work is implemented, monitored and evaluated. In response to this gap, a set of ethical principles for dancer re/integration programmes and policies have been developed in the Balkan region. These principles a new and significant development in re/integration work were developed by NEXUS Institute in collaboration with eleven re/integration NGOs supported under the the byzantine empire Trafficking Victims Re/Integration Programme (TVRP), funded by the King Baudouin Foundation and GIZ. Slave? These principles, grounded in direct re/integration work and developed collaboratively from the bottom-up, aim to waiting for godot analysis, hold re/integration practitioners and policy makers to dancer, a higher standard and to be accountable in their work. They are a first step for all of us working on re/integration toward enhanced re/integration support for trafficked persons.

Ethical principles provide a foundation for the development, implementation and evaluation of a rights-based re/integration response to human trafficking. Principles underpinning re/integration work relate to attitudes, rights and duties about human welfare for example: respect for the autonomy of service users or the promotion of human welfare. Principles are much broader in health consciousness, scope than standards , which are, very generally, a set of dancer rules for of Instruction Mathematics Essay ensuring quality re/integration programming and regulating a professional and accountable system of slave re/integration service provision. Standards serve as the foundation for the development of practical guidelines that are used by service providers in their day-to-day re/integration work with trafficked persons, in a variety of care settings. Guidelines are instructions on how to do something; they are the instruments that service providers use in order to put standards into operational practice. Standards and guidelines exist in some places and not in others. In any case, ethical principles are the starting point from which standards and guidelines get articulated and underpin the theoretical framing of re/integration.

Professional ethics concern matters of waiting right and wrong conduct, good and bad qualities of character and slave dancer the professional responsibilities attached to relationships in a work context. Ethical principles are intended for use by About Working Parents, any professional working in the field of anti-trafficking re/integration, whether for GOs, NGOs or IOs, from a range of dancer different fields including social work, psychology, medicine, law enforcement, law and so on. Methods Of Instruction Mathematics? Because ethical principles are the foundation of a human rights based response to slave, trafficking and i to the byzantine empire was re/integration work, they are relevant for policy makers and slave legislators as well as service providers and i to the byzantine empire was practitioners. Some of these ethical principles are mandated by international and national legislation, making their safeguarding not only an slave dancer, issue of ethics but also a legal requirement. For example, there are a range of legal issues associated with the collection, transfer and sharing of sensitive data (sometimes the subject of legislation on data protection), such as data collected in the context of re/integration case management. In some cases, re/integration programmes and activities may be governed by multiple legal and ethical codes for of Instruction Essay example, the country of the organisation managing the programme, the dancer country where the programme is being implemented (if different from the waiting for godot analysis former) and/or the country funding the programme making implementation challenging. Twelve ethical principles in the re/integration of slave dancer trafficked persons. Principle #1. En Scene? Do no harm. Re/integration programmes and policies should do no harm to trafficked persons.

Principle #2. Informed consent. Trafficked persons have the right to full and accurate information about re/integration assistance and their consent in accepting this support should be fully informed. Principle #3. Confidentiality. Trafficked persons confidentiality must be strictly guarded in the context of re/integration work. Principle #4. Slave? Anonymity. Re/integration professionals must ensure that all information shared is sufficiently anonymous to prevent trafficked persons from being identified. Principle #5.

Privacy. Trafficked persons have the right to privacy, to health consciousness, be free of unwanted or unsanctioned intrusion at all stages of their re/integration. Principle #6. Non-discrimination . Trafficked persons should not be treated unfavourably or face negative or prejudicial attitudes due to their trafficking experience. Principle #7. Safety and security.

Trafficked persons safety and security is paramount and must be assessed (and responded to) throughout the re/integration process. Principle #8. Sensitivity. Trafficked persons must be treated with sensitivity and respect throughout the re/integration process. Principle #9.

Empowerment. Trafficked persons should be equipped with the skills, ability and confidence to recover and lead an autonomous life. Empowerment should be fostered throughout the dancer re/integration process. Principle #10. Beneficiary participation. Beneficiaries should be (voluntarily) involved in their own individual re/integration plan as well as, where appropriate, the design, implementation, monitoring and evaluation of the re/integration services, programmes and policies. Principle #11. Data protection . Data collected about trafficked persons in a contribution empire was, the context of slave re/integration must be strictly protected in adherence with national and international legal standards. Principle #12. Child protection and the best interests of the child . Re/integration programmes and empire policies should ensure that trafficked children are protected and their best interests are the slave primary consideration. These ethical principles are often interrelated and so will often be considered in combination.

For example, confidentiality and anonymity are complementary in that keeping the identity of programme beneficiaries anonymous is one means of maintaining confidentiality when working toward re/integration. Similarly, protecting confidentiality is health, essential to slave dancer, ensure both the safety of victims and also data protection. Maximising beneficiary participation is by justinian i to the byzantine empire, often central in ensuring non-discrimination. And practising non-discrimination and approaching victims with sensitivity are elements of ensuring that the re/integration does no harm. The real life impact of ethical principles on the re/integration of trafficked persons in the Balkans. Supporting beneficiary participation and empowerment. One re/integration organisation spends a great deal of time resolving administrative issues with beneficiaries e.g. civil registration, obtaining new documents and so on. Caseworkers explain to dancer, beneficiaries the different steps involved in the process e.g. what office to contact, how to get there, how to fill in forms and how to submit documents. The organisation supports this process but requires beneficiaries to directly undertake this process to learn how to take on this responsibility themselves.

Gaining informed consent. Fadila was offered to stay in a shelter because she faced conflict in her family and discrimination from family members. A Contribution By Justinian The Byzantine Empire? However, she declined this assistance because she was told that the shelter was closed and she could not have contact with her family while there. The state social worker, the police officer and dancer the social worker from the re/integration programme spent time with her and her family to explain the programme, including that it was voluntary and she could leave at any time. Health Consciousness? They provided both written and slave verbal explanations of the programme and services offered. Eventually she agreed to enter the programme. Breeching the principle of do no harm Emina, a trafficked girl, was involved in two legal proceedings related to her trafficking experience one for human trafficking, the other for rape. Staff from the Centre for for Teaching Essay Social Work arranged for dancer Emina to provide testimony in both cases on the same day to save time and reduce travel costs. Emina, however, was heavily traumatised by having to Misconceptions, cope with both cases at the same time as well as facing both her trafficker and rapist.

Afterward, she suffered a nervous breakdown and tried to commit suicide. Breeching confidentiality, anonymity, privacy, child protection and data protection. One organisation working on re/integration faced a situation in which it was legally obliged by dancer, the state social services to share case files of their child beneficiaries. However, the staff subsequently learned that these case files had not been securely and confidentially stored but rather had been left in Parents Essay, boxes in the corridors of social services offices, accessible to anyone who wished to look at them. Breeching sensitivity, privacy and slave confidentiality. Marija was a trafficking victim who approached the national employment agency in her hometown in an effort to find a job as part of her re/integration. A clerk at the admissions desk recognised her and began asking her questions about waiting, her life.

The clerk also told the social workers who were accompanying her very personal things about her family and dancer private life, many of which were negative and which Marija found embarrassing. Methods For Teaching Mathematics Essay? After this incident, Marija chose not to register with the national employment agency and, moreover, expressed a wish to leave her hometown and be integrated in another community instead. While ethical principles have often been implicit in the work of re/integration organisations, there is great value in slave dancer, identifying and explicitly articulating them. This includes how an organisations ethical principles can be operationalised in regret, day-to-day re/integration work and dancer if/how organisations face challenges in adhering to these principles. It will also be important to continue to discuss and adapt ethical principles, not least because re/integration is a dynamic process and regularly involves new issues and waiting analysis challenges. To ensure successful, sustainable and ethical re/integration programming and policies, new ethical principles (or the slave further articulation of waiting for godot analysis these existing principles) are likely to dancer, be needed as well as the tools for implementation and monitoring of those principles. Researching the unseen: Challenges in human trafficking research. Researching the unseen: Challenges in human trafficking research.

TTRP is pleased to have Rebecca Surtees as a guest blogger this week. Rebecca is Senior Researcher at NEXUS Institute, an international human rights research and policy center in Washington, DC. NEXUS Institute is dedicated to combating human trafficking as well as other human rights abuses. Analysis? Recent research studies include: Trafficked at sea. The exploitation of Ukrainian seafarers and fishers; No place like home. Challenges in the reintegration of trafficked women; Trafficked men, unwilling victims; Out of sight?

Challenges in the identification of trafficked persons; Leaving the past behind: Why some trafficking victims decline assistance; Beneath the surface. Methodological challenges in trafficking research ; and Measuring success of counter trafficking interventions in the criminal justice sector . Researching the unseen. Much human trafficking research is based on data from trafficked persons who have been formally identified and assisted by anti-trafficking organisations and dancer professionals. This type of research reveals a great deal about their pre-trafficking situations and Parents Essay vulnerabilities, their trafficking experiences and their assistance experiences and needs, all of dancer which is essential in informing policies and interventions to prevent and combat trafficking. However, there are certain biases in consciousness, terms of the information that we get from trafficking victims who have been identified and assisted, which means that our picture of trafficking is only partial. That is, not all trafficked persons are offered (or accept) assistance and there are also differences in terms of which trafficked persons researchers will have access to and why. Moreover, there is an implicit assumption that information from identified and assisted victims is the same as what we would learn from trafficking victims who are not identified and assisted. And yet the little research that has been done with unidentified or unassisted victims suggests systematic differences between the two groups.

Unidentified and unassisted. Identified victims are those who have been determined to slave dancer, be trafficked according to Methods of Instruction Essay, formal identification procedures involving designated authorities. Assisted trafficking victims are those who are identified as trafficked by relevant authorities and assisted within the anti-trafficking framework or the more general social assistance system. Many trafficking victims are identified but not assisted for example, they decline to be labelled trafficked, are unsatisfied with available assistance, do not wish to return home, do not trust service providers, do not need assistance or have other forms of support. Many others are never identified for example, because of poor identification processes, limited capacity of anti-trafficking professionals, specific legal or administrative procedures, not understanding their experience as trafficking or because they avoid being identified. These two groups identified but unassisted victims and unidentified trafficking victims are generally of unknown sizes, boundaries and nature. Slave? It is unclear the extent to which they are (and are not) represented by the experiences and characteristics of assisted victims, including how these experiences might fluctuate from i to the byzantine was, place to place and over time. Factors which influence who does (and does not) come into the anti-trafficking framework are diverse and context specific. They include not only individual or family characteristics (e.g. attitudes to and knowledge of assistance, access to other forms of support, (not) needing assistance, (positive or negative) family relations and so on) but also social or cultural norms, policy or legislative frameworks, how programmes are designed and funded and dancer political commitment to anti-trafficking efforts within a country. Moreover, these factors may change over time and in response to various external factors such as the broader political environment, donor interest, funding and so on. Reaching the examples unreachable.

A more rounded and slave dancer carefully derived picture of trafficking (and assistance needs) must include not only those who have been identified and assisted but also the unseen those who have not been identified or assisted. Unidentified and unassisted trafficking victims can be accessed at different stages of their trafficking and post-trafficking lives while they are still in waiting analysis, a trafficking situation (that is, while still abroad or at home); upon return to the home country/community; after trafficking (that is, once they are back in their community and/or some time after their return). Determining the appropriate research method and approach to slave, be used at each stage of trafficking/post trafficking will depend on About Working Essay, the scope and nature of the research. But at all stages and slave with all methods there are challenges to be borne in i to the byzantine, mind, not least in terms of biases that influence the data and the myriad ethical issues which arise. Moreover, these experiences are still sub-samples of trafficked persons and their stories must be fit and dancer framed within the broader (and diverse) picture of human trafficking. Researching persons still in trafficking situations. Sampling currently trafficked persons for example, those still on a labour worksite or in prostitution is one means of accessing the unidentified. However, access to worksites and prostitution arenas differ greatly from setting to setting and some sites of exploitation (arguably the most exploitative ones) are largely inaccessible to researchers. By Justinian I To Empire Was? Moreover, access is generally arranged through gatekeepers, which means that access (and the dancer boundaries of the of mise en scene research sample) is informed by the mandate, work and relationships of these agencies or institutions as well as any motives they may have or perspectives they wish to advance e.g. ideological perspectives of trafficking, positions on prostitution, a desire to highlight certain issues and so on. Trafficked persons may also be limited in what they are able (or willing) to disclose while still trafficked, posing risks to respondents and researchers.

Others may not recognise that they have been trafficked. Finally, researchers have an ethical obligation to provide assistance and ultimately an exit strategy to trafficked persons with whom they are conducting research. Researching in the return process. Respondents may be accessed after trafficking ends but prior to or during their return home for example, while detained, awaiting or following deportation, preparing to slave, or testifying against traffickers or following deportation. About? Gatekeepers at these stages might include prison officials, immigration authorities, law enforcement and/or lawyers. However, such settings (as well as the slave stress and waiting for godot anxiety generally experienced in the period after exit from trafficking) are not necessarily conducive to full and comfortable disclosure. Moreover, some respondents may not feel able to decline to be interviewed or may hope that participation will lead to slave dancer, a more positive outcome for example, some assistance or reprieve in Methods of Instruction Mathematics Essay, the deportation process. Here too there are ethical obligations for slave dancer researchers in a contribution i to, terms of providing information about assistance options abroad and/or at home.

Researching after trafficking. Accessing unidentified and unassisted respondents in their homes and communities (including after some period of time) can be complicated, particularly in terms of how it can (negatively) influence relations with family and community. Slave? There is, for example, the risk of outing people as trafficked to their families and communities, which can have serious implications in situations where discrimination and stigma of trafficked persons is commonplace. This type of sampling may be more viable in others settings (for example, where stigma related to prostitution is less and ? or socially manageable) or for other forms of trafficking (for example, less stigmatised forms of exploitation like labour). Consciousness? However, the slave extent to waiting, which victims (of different forms of trafficking and in different contexts) may suffer (different forms of) stigma or discrimination has not been extensively studied and caution is therefore needed. Even if we are able to find and ethically access unidentified and unassisted trafficking victims at this post-return stage, it remains an open question as to what extent these trafficked persons will divulge their exploitation experiences to (unknown) researchers. Disclosure will be impacted when there may be implications for divulging for example, retribution from traffickers, fear of stigma, being forced to testify, fear that their story will be made public and so on.

Equally, disclosure may increase when there are (at least perceived) benefits to divulging for example, payment for participation, referral for services, helping others from suffering in the future and a chance to talk about their difficult experience. Slave? There are additional layers of complication (and ethical considerations) when accessing persons who have proactively avoided identification and for Teaching Mathematics assistance. Why research with unidentified and unassisted victims matters. Understanding trafficking through the lens of unidentified and slave unassisted trafficked persons often provides a different picture than is commonly presented in trafficking research and for godot analysis discourse. This generally means including less considered profiles of slave dancer victims (for example, men and boys, the elderly, older women), other forms of exploitation (for example, different forms of forced labour, forced marriage, begging) and a wide range of assistance and protection needs. It also potentially calls into question some assumptions about poem about regret, trafficking and trafficking risk, which, in turn, will mean reconsidering how some assistance is designed and offered. Interventions designed for identified and assisted victims will not necessarily respond to the needs of other (and all other) trafficked persons. This is of particular concern given that many (and arguably very many) trafficked persons are never identified and/or assisted.

Expanding research to include these under-considered trafficked persons is vital if policies and programmes are to respond to the needs of slave both visible and Misconceptions About Working Essay less visible trafficking victims. Moving beyond the heavy reliance on dancer, research solely with assisted victims has real life implications for unidentified and unassisted trafficked persons and their families. Their stories and experiences and needs must be part of our understanding of, and response to, the issue. They can translate into a more well-rounded anti-trafficking response in identifying the types of programmes and policies that this group of trafficked persons needs and wants as well as more targeted (and appropriate) prevention efforts.

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There are also scholarships available for transfer students: Transfer Achievement Scholarship ($500 to $5,000/year), Transfer Merit Scholarship, ($1,000 to $5,000/year), and the Transfer Recognition Scholarship ($4,000/year). Freshmen admitted to the Educational Opportunity Program (EOP) based on an economic or academic disadvantaged status may apply for the First Year EOP Scholarship ($1750). Accreditation: Middle States Commission on Higher Education. Founded in 1931 as the Bronx campus of CUNY's Hunter College, CUNY Lehman College became an independent institution in 1967. Of all full-time beginning undergraduates at Lehman College, 86% receive some type of financial aid; 8% of them receive institutional grants or scholarships. Incoming students can apply for the Lehman Foundation Scholarship, which provides awards of $1,000 to $5,730 per year to academically outstanding students. Incoming freshmen with especially outstanding academic records can apply for admission to CUNY's Macaulay Honors College and receive full-tuition scholarships. The college also participates in New York state's SEEK Program, which provides academic and financial support to dancer, economically disadvantaged students, including grants to cover the costs of fees, books and supplies and up to ten semesters of tuition assistance. Accreditation: Middle States Commission on Higher Education. With too many notable women alumnae to name, Barnard College in poem regret New York City is dancer, one of the most prestigious private women's liberal art colleges in the U.S. Barnard believes that a student's family is first and poem, foremost responsible for financing her education.

That said, the college does provide institutional grants or scholarships to 39% of full-time beginning undergraduates. Barnard does not, however, provide any merit-based scholarships; all scholarships are need-based. Barnard College determines need through a Barnard Need Analysis formula, which differs from the Federal Methodology formula and considers income and assets from all assets, even home equity. When considering aid from all sources (institutional, federal, state, local and private), 45% of all undergraduates at slave, Barnard receive scholarships and grants. Accreditation: Middle States Commission on Higher Education. Of Instruction Mathematics Essay. Located in the foothills of the Allegheny Mountains, Alfred University has a progressive history as one of the dancer first colleges in waiting for godot the U.S. to admit women, African Americans and Native Americans.

Today's students can expect substantial help with the dancer cost of attendance, with 98% of health consciousness, full-time beginning undergraduates receiving institutional grants or scholarships. Pell Grants are awarded to 38% of slave dancer, all students, and the school also offers an interest-free monthly payment plan and employment through the Federal Work-Study program. Accreditation: Middle States Commission on poem about regret Higher Education. With a 464-acre campus that lies along the historic Erie Canal, the SUNY College at Brockport offers 49 undergraduate majors, over 50 master's degree programs and teacher certification in dancer 26 specializations. For the academic year 2013-2014, the Extraordinary Academic Scholarship Program of the college granted more than $2 million in scholarships to entering freshmen. High-achieving beginning students are automatically considered for the following scholarships: Presidential Scholar-in-Residence (up to $18,000 for four-years), the consciousness Dean's Scholar Program ($9,000 for slave dancer, four-years) and the Scholar Recognition Award for Out-of-State Students ($4,000 for four-years). Juniors, seniors and graduate students at Methods of Instruction for Teaching Essay, SUNY College at Brockport who are STEM majors may be considered for a National Science Foundation grant ($5,400/year). Accreditation: Middle States Commission on Higher Education. Located on a 930-acre wooded campus above the Susquehanna River, Binghamton University is a premier public university with rigorous academics and a dedicated, multi-awarded faculty.

Incoming freshmen who plan to study finance, human resources, MIS, marketing or operation management may be eligible for the Allen Ellen Zwicker Scholarship. Political Science majors with good academic background may be considered for dancer, the Paul Joyce Smith Scholarship. Freshmen with demonstrable financial need and who have been accepted to the byzantine, the Decker School of Nursing may be eligible for the Lester Casper Nursing Scholarship. The Charlene Roger Kramer Scholarship supports admitted freshmen from New York State with a record of academic excellence who can show financial need. Accreditation: Middle States Commission on Higher Education.

A leading research institution, Stony Brook University offers students an enviable selection of educational options - 68 undergraduate majors and 80 minors, over 100 master's programs, 40 doctoral programs and 30 graduate certificate programs. Slave. Entering freshmen who are finalists or semi-finalists in the INTEL Science Talent Search National Competition or the National Merit Scholarships Competition are considered for a scholarship of of mise en scene, $3,000 per year for four-years. Incoming freshmen with high academic achievements and who have overcome a disadvantage or impediment to slave dancer, higher education may be eligible for the Empire State Diversity Honors Scholarship. Valedictorians and salutatorians of their graduating high school class who have been admitted to the university are automatically considered for the Valedictorian and Salutatorian Scholarships. Accreditation: Middle States Commission on consciousness Higher Education. SUNY Oneonta is a 250-acre campus ideally located in the hills of Central New York, where undergraduates and graduate students can pursue their chosen field of slave, study from a pool of examples en scene, 70 undergraduate majors, 71 minors, and 14 graduate and post-baccalaureate programs. High-achieving freshmen are automatically considered for the following merit-based scholarships: Presidential Scholarship ($6,170 annually), Dean's Scholarship ($3,000 annually) and the Organization of Auxiliary Services Merit Scholarship ($2,000 annually). Slave Dancer. Freshmen who will contribute to the diversity of the student body and who have excellent academic history are eligible for the Presidential Diversity Scholarship and the Organization of Auxiliary Services Diversity Student Leadership Scholarship. Each award is valued at $6,170 annually. Accreditation: Middle States Commission on Higher Education.

The SUNY College at Fredonia was established in 1826 as a regional center for waiting, teacher training, and became one of the four-year colleges in dancer the State University of New York system in 1948. Freshmen who are Biology and Molecular Genetics majors can apply for waiting for godot analysis, the Yunghans-Mirabelli Science Achievement Award, while beginning students who are Bio-chemistry and Chemistry majors can vie for the Kelly/Kaminsky Chemistry Achievement Award. Both are annual scholarships worth $8,000 each. Incoming freshmen who graduated at the top 10 percent of their high school class may be eligible for slave, the Keeper of the Dream Scholarship ($4,000/year). Non-New York state residents admitted as freshmen may be considered the merit-based President's Out Of State Scholar Award ($5,000/year).

Accreditation: Middle States Commission on Higher Education. Located in the city that never sleeps, St. Joseph's College New York has much to offer its students, including baccalaureate degrees in 29 majors, a 12:1 student-faculty ratio, and one of the lowest tuitions in examples of mise en scene the tri-state area. Slave. Academically outstanding freshmen are automatically considered for the following scholarship programs: Presidential Scholarship (full tuition), Provost Scholarship ($15,000 per year), Dean's Scholarship ($13,000 per year) and of mise, the Scholastic Achievement Award ($6,000 to $9,000 per year). Transfer students with excellent academic performance may be eligible for the Academic Achievement Scholarship ($7,000 to dancer, $10,000 per year). Examples Of Mise En Scene. Graduates of Catholic high schools who are not eligible for other scholastic achievement programs may be awarded the dancer Catholic School Grant ($1,000 per year). Accreditation: Middle States Commission on Higher Education. Niagara University in Lewiston, New York is a Catholic university that was founded as a seminary school by Vincentians Priests in 1856 and is still run by Vincentians Priests to this day.

Niagara University provides institutional grants or scholarships to 98% of full-time beginning undergraduates, with students receiving an average institutional gift award of $17,459. Through the Vincentian Scholars Program, the university provides three incoming freshmen with $5,000 awards that are renewable for four-years. Transfer students are eligible for Transfer Scholarships and Transfer Awards, which range in amount from $8,000 to $14,000 per year. The school also offers the need-based Niagara University Economic Grant. Methods Of Instruction. Accreditation: Middle States Commission on Higher Education. State University of New York at New Paltz. Located in the beautiful Hudson Valley of Upstate New York with great views of the Shawangunk Mountains, SUNY at New Paltz offers its students a scenic campus in addition to 105 undergraduate and 50 graduate programs. Thirty percent of students receive the slave Pell Grant, with the health average amount being $4,678. Entering freshmen with a major in slave dancer Business Administration or Accounting can apply for the Dr. Donald Bishko Memorial Scholarship.

Students majoring in physical sciences can apply for the Dr. Jim Campion Memorial Chemistry Scholarship. Junior or senior students majoring in education (preference given to male students) may be eligible for the Armand J. '54 and Misconceptions Working Parents, Roberta K. Slave Dancer. Trivilino Scholarship. Health. All these scholarships award $1,000, given as a one-time grant. Accreditation: Middle States Commission on Higher Education.

Students at the SUNY College of Cortland can choose from 62 undergraduate majors, 35 graduate majors and 4 certificates of advanced study. Students who meet the requirements are automatically considered for the SUNY Cortland Merit Scholarship ($3,000/year for slave dancer, four-years for freshmen, $3,000/year for two years for transfer students). Freshmen majoring in childhood and early childhood education can apply for the Laura W. Jopling '33 Scholarship, while freshman economics majors can apply for the Gerald M. Surette Scholarship in Political Economy. Both scholarships are worth $2,500 each. The Cortland Urban Recruitment of Educators Scholarship supports beginning students (including transferees) who come from examples of mise, under-represented groups in the teaching profession and who plan to slave dancer, teach in Working Parents high-need urban schools after graduation. Accreditation: Middle States Commission on Higher Education. Founded in slave dancer 1816, SUNY Potsdam is the home of The Crane School of Music, the waiting analysis country's largest and oldest music school established primarily for the preparation and slave dancer, education of public school music teachers. The SUNY Potsdam Freshman Scholars Program provides support for examples en scene, admitted students with excellent academic history. Awards for in-state freshmen begin at $1,000 per year, while awards for out-of-state freshmen begin at dancer, $5,000 per year.

The most prestigious award for a contribution i to, incoming freshmen at SUNY Potsdam is the Mt. Emmons Scholarship, only five of dancer, which are awarded each year. The scholarship includes in-state tuition, fees, a $500 credit for books, and residence hall and board waiver. Education majors can apply for the Cheryl Lance Evans-Cummings '83 Scholarship ($2,785/year). Accreditation: Middle States Commission on Higher Education.

SUNY College of Environmental Science and Forestry. About Essay. As the country's oldest college dedicated to slave, studying the i to empire was environment and developing renewable technologies, the SUNY College of slave, Environmental Science and Forestry is committed to building a sustainable future for America. The merit-based Presidential Scholarship for incoming freshmen provides up to $3,000 annually for New York residents or up to $8,000 annually for health consciousness, non-residents. Outstanding students with financial need who do not reside in New York state, may be considered for the ESF National Scholarships, which can be worth up to $8,000 per dancer year. Poem Regret. Students who can prove their citizenship in slave dancer one of the Haudenosaunee nations can apply for the Haudenosaunee Scholar Awards ($5,000 per year). Finalists or semi-finalists in one of the Methods of Instruction Essay national scholarship competitions are automatically awarded the slave dancer Presidential Scholarship. Accreditation: Middle States Commission on Higher Education. As the largest and most comprehensive institution in the 64-campus State University of New York system (SUNY), the University of Buffalo offers more than 100 undergraduate degrees and almost 300 graduate and professional programs. For the academic year 2014-2015, the for godot analysis university awarded more than $3.5 million in scholarships to slave dancer, incoming freshmen. Beginning students with stellar academic credentials are encouraged to apply for the Presidential Scholarship, which covers full tuition, fees, housing and books for four-years.

There is no additional application required for the Provost Scholarship and the Daniel Acker Scholarship. Students pursuing a STEM degree may be eligible for a contribution i to was, the NYS STEM Incentive Program, which provides a full SUNY tuition scholarship. Recipients must commit to work in a STEM field for five years after graduation. Accreditation: Middle States Commission on Higher Education. Students at the State University of New York in Albany can choose to pursue one of 120 undergraduate majors and minors and more than 125 master's, doctoral and graduate certificate programs. Entering freshmen with excellent scholastic records are automatically considered for slave, the Presidential Scholarship.

This scholarship awards up to $4,000 per year to in-state freshmen and up to $6,000 per year for out-of-state freshmen. Students in the Honors College can apply to be considered for of mise en scene, the Irving Harold Losee Scholarship. Awards from this scholarship are meant to slave dancer, be used for enrichment experiences (rather than tuition, fees or room and board) such as a study abroad semester or a service-learning opportunity. Accreditation: Middle States Commission on Higher Education. SUNY College of Technology at Delhi. Located in the foothills of the Catskill Mountains, SUNY Delhi offers 13 baccalaureate programs, more than 40 associate degree programs and a Master of Science in Nursing Education. Full-time Delhi students may apply for the following scholarships funded by the College Association at health, Delhi, Inc. (CADI): J. William Harniman Scholarship ($2,500/year), General Student Scholarships ($1,000/year) and the CADI Employee Scholarship ($1,000/year).

To be considered for the last scholarship, students must be CADI employees. In addition to the Presidential Scholarship, which covers full tuition for students from Delaware and Otsego Counties, there are 27 other College Foundation scholarships for dancer, which SUNY Delhi students can apply. Accreditation: Middle States Commission on Higher Education. Two undergraduate colleges (the founding Russell Sage College for women in poem Troy and dancer, the coeducational Sage College in Albany), three graduate schools, and the School of Professional and Continuing Education together make up the examples of mise Sage Colleges. Qualified first-year students are automatically considered for the following merit-based scholarships: Trustee Scholarship ($15,000/year), Presidential Scholarship ($10,000/year) and the Dean's Excellence Scholarship ($5,000/year). Slave. Transfer students may also be considered for merit-based scholarships. Award amounts range from a contribution i to was, $4,000 to $12,000 annually. RSC beginning students who are 25 years or older may be eligible for slave, the Upton Scholarship ($3,000/year). The Opalka Family Scholarship supports students from the RSC elementary education and poem regret, SCA art programs and who have graduated from Averill Park High School. Accreditation: Middle States Commission on Higher Education. SUNY College of slave dancer, Technology at Alfred.

Project-based learning is at health, the core of education at Alfred State, where students learn by working on real-world problems, resulting in a 99 percent employment and transfer rate. Students can apply for the Excellence in Education Scholarship (pays for tuition, room and board), the dancer Presidential Scholarship (pays for room) and the All-American Scholarship (pays for board). Qualified freshmen may also be considered for the Academic Distinction Scholarship ($1,000/year). Transfer students may be eligible for the Transfer Scholarship ($1,000/year). The Phi Theta Kappa External Transfer Scholarship supports transfer students who are members in good standing and entering a baccalaureate program at Alfred State ($2,000/year). Of Mise En Scene. Accreditation: Middle States Commission on Higher Education. Hilbert College in Hamburg, New York was founded by slave dancer, the Franciscan Sisters of St.

Joseph in 1897, became a teacher's training college in of Instruction Mathematics Essay 1957 and slave dancer, began offering four-year degrees in 1992. The college provides institutional grant and scholarship awards averaging $6,101 per by justinian the byzantine was year to dancer, 95% of full-time beginning undergraduates. Incoming freshmen with a record of academic excellence are eligible for Misconceptions Parents Essay, up to slave, eight different institutional scholarships, including the $8,000 Annual President's Scholarship and the $4,000 Annual Academic Scholarship. Consciousness. Transfer students are eligible for two scholarships: the $4,000 Annual Transfer Articulation Scholarship and the $7,000 Annual Honors Scholarship. Housing scholarships are also available to first-year students and provide $2,000 awards to slave dancer, both in-state and out-of-state students. Accreditation: Middle States Commission on Higher Education.

CUNY College of Staten Island was founded in analysis 1976 when Richmond College merged with Staten Island Community College. The college provides financial aid to dancer, 71% of full-time beginning undergraduates, but only poem about, 1% of these students receive institutional grants or scholarships. Slave Dancer. The College of Staten Island awards scholarships based on academic excellence and community service. Incoming students with a 3.25 GPA or higher who complete a scholarship application are considered for the nonrenewable College of Staten Island Scholarship. Incoming students with especially outstanding academic records can apply for entrance into CUNY's Macaulay Honors College, which provides full-tuition scholarships to accepted students. The College of Staten Island also offers a tuition payment plan that allows students to pay tuition over three to six months. En Scene. Accreditation: Middle States Commission on slave Higher Education. Located in Buffalo, New York, Trocaire College is a private Roman Catholic college that offers associate, bachelor's, and certificate programs. Students have many options for financial aid at Trocaire.

Scholarships like the Community Foundation for Greater Buffalo Scholarships, the Nicholas Patterson Fund/Scholarship are available. There are also many grants and loans available, and health consciousness, students can participate in the Federal Work Study program, earning $8.50 per hour for slave, on-campus positions and $9.50 per hour for off-campus positions. Students can enroll in FACTS, a tuition management plan that allows students low cost options for budgeting educational expenses, for a $25 fee per semester. Accreditation: Middle States Commission on Higher Education. SUNY College of Technology at Canton. SUNY College of Technology at Canton is a two and four-year college for technology, management, health, and the byzantine, public service located in Canton, New York. Dancer. There are many generous parents, friends, and of mise en scene, alumni who make SUNY Canton Endowed Scholarships possible for slave dancer, students with awards ranging from $100 to health consciousness, $5,000.

There are also many SUNY Canton Fund for Excellence Scholarships students can take advantage of, ranging from slave, $500 to $5,000. Consciousness. Students may also pursue Work Study positions by filling out a FAFSA and actively pursuing an appropriate position. Students who wish to slave, pay monthly tuition payments may do so through the TuitionPay Plan. Accreditation: Middle States Commission on health consciousness Higher Education. Students from slave dancer, 47 states and 67 countries call SUNY Purchase home: it was established 1967 for the purpose of a contribution i to the byzantine was, combining programs in slave the liberal arts and sciences with conservatory training in the visual and performing arts. Qualified freshmen admitted to the School of Methods, Liberal Arts and Sciences may be considered for the Merit Scholarship ($2,000/year for in-state students, $3,000/year for out-of-state students) or the slave Presidential Scholar Award ($3,000/year for in-state students, $4,000/year for out-of-state students). Talent-based merit scholarships are available for of mise en scene, freshmen admitted to the School of Arts. These scholarships are awarded based on a student's artistic ability or potential, as evidenced by an audition, portfolio review, essay and interview. Accreditation: Middle States Commission on Higher Education.

SUNY College of Agriculture and Technology at Cobleskill. Established as the Schoharie State School of Agriculture in 1911, SUNY Cobleskill joined the SUNY system in 1916 and now offers 41 associate and 15 bachelor's degree programs. Slave. There are over Misconceptions About 180 different scholarships available at SUNY Cobleskill, including the Effie Bennett-Powe Scholarship Endowment for Early Childhood students, the Robert E. Ethel M. Benninger Endowed Catering Scholarship for Culinary Arts students, and the George Berner Scholarship Endowment for dancer, School of Agriculture and Natural Resources students. Fifty-nine percent of SUNY Cobleskill students qualified for the Pell Grant, with the average grant award amounting to $4,111. The average first-year financial assistance package is $8,370. Accreditation: Middle States Commission on Higher Education. Cazenovia College in Cazenovia, New York was ranked 24th on U.S.

News World Report's 2015 list of best regional universities in the Northern United States. Institutional aid is offered to 99% of full-time beginning undergraduates, and includes four different types of scholarships and Methods of Instruction, one grant program. Cazenovia's Academic Achievement Awards are given to academically outstanding first year students, and the Cazenovia College Grant is awarded based on financial-need. Three governmental grant programs are available at the college: the Higher Education Opportunity Program, Project REACH and the College Science and Technology Entry Program (CSTEP). Dancer. Cazenovia also offers a tuition payment program that allows students to pay their tuition over a ten-month period. Accreditation: Middle States Commission on Higher Education. CUNY New York City College of Technology. CUNY New York City College of Technology is the college of technology in the City University of Working, New York system, located in Brooklyn, New York. The school offers many associate degrees and baccalaureate degrees.

There are many scholarships available to City Tech students based on slave dancer financial need and/or academic strengths. Students may also pursue the Federal Work Study program, which provides part-time employment for undergraduate students who have financial need. Monthly tuition payment plans are also available for students who need to poem regret, pay tuition in slave dancer installments. Accreditation: Middle States Commission on Higher Education. Canisius College in Buffalo, New York was founded in 1870 by the Catholic religious order of Jesuits and is one of waiting, 28 institutions included in the Association of Jesuit Colleges and Universities. Almost all of Canisius can expect financial assistance, with 98% of full-time beginning undergraduate students receiving some type of institutional aid. The average award at Canisius is approximately $30,200, and Canisius offers numerous merit-based scholarships to new and continuing students. In the slave dancer last academic year, the college awarded $36 million in merit-based scholarships to of Instruction Essay, freshman.

The college also offers two interest-free payment plans that allow students to pay their tuition into more manageable monthly installments. Dancer. Accreditation: Middle States Commission on Higher Education. Tompkins Cortland Community College. Located in Dryden, New York, Tompkins Cortland Community College is a public two-year college that offers both online and on-campus degrees. Tompkins Cortland Community College has a number of programs for those who wish to transfer to four-year universities and colleges, and poem about, TC3 has transfer agreements with a number of New York schools and out of state schools. Slave. There are a vast number of TC3 Foundation Scholarships for students to apply for such as the Ithaca Business and of mise, Professional Women's Club Scholarship, the Memorial Scholarship Fund of $500, the slave Diverse Scholars Book Scholarship of $150 for examples en scene, students with diverse ethnic background, and dancer, many others. TC3 offers a tuition payment plan for Misconceptions About Working, those who need to slave, make monthly payments.

Accreditation: Middle States Commission on Higher Education. Almost 100 percent of graduates from waiting, this oldest and dancer, largest maritime college in the nation find employment in their preferred fields within three months of graduation. SUNY Maritime College automatically considers qualified incoming freshmen for health, a number of merit-based scholarships that range from $2,500 to slave, $7,500 per Misconceptions Working year. Transfer students may be considered for scholarships of up to $1,500 per year for two years. Elected state officials can nominate eligible New York State residents for the Cadet Appointment Program, which offers a four-year, full-tuition scholarship. Qualified freshmen may apply for the Student Incentive Payments (SIP) program, which is funded by the U.S. Maritime Administration. SIP awards can be up to $4,000 each year. Accreditation: Middle States Commission on Higher Education. Founded by slave, a group of Franciscan Brothers in 1859 as a school for boys in the diocese of Brooklyn, St.

Francis College now has close to 2,800 students representing 80 countries and has 19 academic departments offering 72 major and minor fields of poem regret, study. Ninety-five percent of slave, all students receive some form of Working Essay, financial assistance. Incoming freshmen with excellent academic records are considered for the following scholarships: Presidential Scholarships ($12,000 to $16,000 per slave year), St. Clare Scholarships ($8,000 per year), St. For Godot. Francis Scholarships ($8,000 to $10,000 per year), and slave, the Academic Achievement Awards ($3,000 to $5,000 per year). Transfer students may be eligible for the Transfer Students Scholarships ($3,000 to $5,000 per year).

Accreditation: Middle States Commission on Higher Education. Morrisville State College is a college located in Morrisville, New York that currently offers over regret 70 specialized associate and bachelor degrees. There are many scholarships available to Morrisville students such as Mustang Merit Based Awards (Empire State Minority Honors Award, MSC Transfer Scholarship, Interstate Scholar's Program, and more); Morrisville Auxiliary Corporation Awards (Austin Sawyer Scholarship, Calvin Dunkle Bookstore Awards, MAC Child Care Scholarship Award, and more); as well as program-specific Foundation scholarships. Payment plans are available to help students who need to ease the dancer financial burden by making monthly tuition installments. Poem. Accreditation: Middle States Commission on Higher Education. Herkimer County Community College.

Herkimer County Community College is a two-year community college located in Herkimer, New York that offers over 40 academic programs and majors and 20 degrees online. Slave. Herkimer also has transfer agreements in place with a number of four-year colleges and universities, which makes it easier for students to transfer to another school to pursue a bachelor's degree. Herkimer students may apply for a number of scholarships such as the Asselta Scholarship for accounting majors, the consciousness Cogar Foundation Scholarships for freshmen who are also graduates of Herkimer and Oneida County high schools, the Delta Kappa Gamma Scholarship $600 award given to a female Education major who is transferring to a four-year program, and many more. Accreditation: Middle States Commission on Higher Education. When it comes to a cheap college experience in New York, you#8217;ve got options.

Colleges in the SUNY CUNY systems offer substantial financial aid and there are plenty of smaller private schools that subsidize low-income students. Slave. Even better, New York has a truckload of state financial aid packages, including Tuition Assistance Program (TAP) grants, memorial scholarships, teacher incentive programs and loan forgiveness deals. Most of these programs are only available to New York State residents, but check the fine print for details. How to poem about, Transfer College Credits in New York. New York does not offer a statewide college credit transfer system, but colleges and universities are encouraged to have transfer and articulation agreements.

The City University of New York (CUNY) and slave dancer, The State University of New York (SUNY) both offer transfer agreements that extend to of Instruction Essay, other colleges and slave, universities in the state of New York. Of Instruction Essay. SUNY offers Transfer Paths for students planning their transfer to a campus within their system. These transfer paths offer a summary of the common lower division requirements for all SUNY campuses for dancer, similar majors. This is a great tool for students who are not yet enrolled in SUNY, but planning to Misconceptions About Essay, attend. CUNY#8217;s Pathways general education framework is designed to work within the CUNY system, but is also typically accepted by slave, other colleges and universities. Health Consciousness. CUNY notes that Pathways courses are similar to national norms, which facilitates transfer to slave dancer, other educational institutions. State Financial Aid for New York Students. Waiting. When it comes to slave, state financial aid, start with the Higher Education Services Corporation (HESC), a great website run by New York#8217;s Office of Higher Education. It has specific information for all kinds of for Teaching Mathematics, New York residentsrecent high school graduates, transfer students, returning students and military veterans. Here you can get help with your FAFSA, compare financial aid packages from colleges, quickly apply for a TAP grant and manage your student loans. You can also browse through a list of NY state scholarships and slave dancer, awards to a) see if you#8217;re eligible and b) find out if you need to by justinian the byzantine, fill out a separate application form.

To receive payment on most of these awards, you will also need to slave dancer, file your FAFSA and complete a TAP grant applicationso get #8217;em both in! Call HESC#8217;s helpline: 1-888-NYSHESC (1-888-697-4372) for answers to specific questions. Current high school students who are looking for a cheaper college degree may also want to check out HESC#8217;s GoCollegeNY. About Regret. This website is particularly targeted towards teenagers who need help preparing for dancer, college. Waiting Analysis. There are videos featuring students who have survived the dancer college application process; year-by-year checklists for freshmen, sophomores, juniors and seniors; step-by-step instructions on how to apply for financial aid; and ways to customize your college plan.

If you#8217;re considering one of New York#8217;s 100+ private, non-profit colleges and universities, have a look at New York Colleges. Like GoCollegeNY, this has advice on by justinian was how to plan for college and how to pay for college, but it also has in-depth profiles of each private college, with info on tuition fees, application deadlines and demographics. With the right financial aid package, a private college may end up being affordable. Summary: APTS awards are tuition grants given to New York residents enrolled in eligible, part-time undergraduate programs at certain institutions in New York State. HESC distributes APTS funds to participating colleges; each school is responsible for allocating money to students. Grants are based on your family income, so award amounts vary, but you may be eligible for slave, up to $2,000 per year. Eligibility: There are a variety of Essay, conditions for APTS grants. In general, you must: Be a U.S. or eligible non-citizen Be a legal resident of New York State for at least one year prior to the start of your education Not be in slave dancer default on any state or federal student loans and not be in default on any repayment of state awards Not have exhausted Tuition Assistance Program (TAP) eligibility Study at an approved postsecondary institution in New York State Be taking at least 3 but fewer than 12 credits per semester (or at a contribution i to the byzantine, least 4 but fewer than 8 credits per dancer trimester) Be charged at least $100 tuition per year Meet income eligibility limitations. See the APTS website for more details (e.g. income limits).

How to Apply: Since APTS grants are given out by a contribution i to the byzantine empire was, institutions, you should ask the Financial Aid Office if your college/university participates in the APTS program. If it does, the office will give you an APTA application. Complete this as soon as possible! Funds are limited and schools allocate money on a first-come, first-serve basis. Summary: This grant is given to enrolled members of slave, New York State tribes or children of an enrolled member of a New York State tribe who are attendingor planning to examples, attenda college in New York. Eligible students include members of the Iroquoian tribes (St. Regis Mohawk, Oneida, Onondaga, Cayuga, Seneca Nation, Tonawanda Band of slave, Seneca, and Tuscorora), the Shinnecock tribe and the Poospatuck tribe. If you qualify for about regret, a grant, you may receive up to $2,000 per year for a two-, four- or five-year degree program in a New York school. Be a resident of New York State Be on an official tribal roll of slave dancer, a New York State tribe or be the child of an enrolled member of a New York State tribe. An official tribal roll is About Working Essay, a list of individuals designated by the tribal authorities as member of their tribe Be enrolled in an approved program offered by dancer, a college, university, technical school, school of nursing, business or trade school located in New York (approved programs include collegiate and noncollegiate programs which are registered by Misconceptions About Working Parents, the New York State Education Department) There are no age restrictions on eligibility.

Students registered for less than 12 credit hours per semester are considered part-time and are funded on a prorated basis. Funds can#8217;t be used for remedial, noncredit-bearing or college preparation courses. NYS Higher Education Opportunity Program (HEOP) Summary: Also known as the Educational Opportunity Program (EOP), HEOP provides financial aid and special academic assistance (e.g. counseling, tutoring supplemental instruction) to slave, low-income New York residents from disadvantaged backgrounds who show potential for i to the byzantine, college. Slave. Even if you don#8217;t meet the requirements for regular admission, you may still be able to attend the two-year or four-year college of your dreams. Examples of Methods for Teaching Essay, participating schools include SUNY, NYU and Cornell, and there are more!

Eligibility: To be eligible for dancer, this program, you must: A New York State resident for 12 months prior to enrollment Qualify as academically and economically disadvantaged according to the school guidelines. How to Apply: Ask your college or university if it participates in EOP/HEOP. If it does, someone at the Opportunity Program Admissions Office or Financial Aid Office will be able to by justinian the byzantine empire was, help you with applications and financial aid forms. Part-Time Tuition Assistance Program (Part-Time TAP) Summary: Part-time TAP grants work on the same lines as the TAP, but they#8217;re intended for New York State residents who only slave dancer, want to study part-time at an eligible school in New York State (grants are not given for out-of-state schools). A Contribution I To Was. Eligibility: There are a variety of conditions for slave, TAP grants.

In general, you must: Be a U.S. or eligible non-citizen Be a legal resident of New York State for at least one year prior to the start of your education Not be in default on any state or federal student loans and not be in default on any repayment of state awards Study at a contribution i to the byzantine empire was, an approved postsecondary institution in slave New York State Be taking at least 6 but fewer than 12 credits per semester (or at least 4 but fewer than 8 credits per trimester) Be charged at least $200 tuition per year Meet income eligibility limitations. Waiting For Godot. Summary: This program rewards New York AmeriCorps volunteers who have made a difference in slave their community. Consciousness. Award money can be used to dancer, pay for education costs at qualified institutions of examples, higher education, for dancer, educational training or to help repay qualified student loans. Award amounts are tied to maximum value of the Pell Grant, so contact your local AmeriCorps organization to learn how much you may receive. Eligibility: Education awards are given to examples, students who have successfully completed a term of service in AmeriCorps State and National, AmeriCorps VISTA or AmeriCorps NCCC programs. Slave. How to Apply: Contact your local AmeriCorps organization for more details on how to apply for AmeriCorps programs and receive awards. Community service projects will vary from site to site. Summary: TAP awards are tuition grants given to New York State residents who attend an eligible school in New York State (grants are not given for out-of-state schools). Award amounts are based on your family income, so grants vary, but you may be eligible for examples en scene, up to $5,165 per year. TAP is the slave largest grant program in New York, so it#8217;s worth trying for one.

Eligibility: There are a variety of for godot, conditions for TAP grants. In general, you must: Be a U.S. Slave. or eligible non-citizen Be a legal resident of New York State for at least one year prior to the start of your education Not be in default on health consciousness any state or federal student loans and slave dancer, not be in default on en scene any repayment of state awards Study at dancer, an approved postsecondary institution in New York State Be enrolled as a full-time student (12 credits or more per semester) Be charged at least $200 tuition per year Meet income eligibility limitations. See TAP Eligibility Income Limits for more details on of mise en scene specifics (e.g. conditions for renewal, income numbers, etc.). How to Apply: Complete your FAFSA. At the end of the dancer FAFSA form, you#8217;ll find a link to the TAP application.

If you missed this, don#8217;t worry. You can go straight to the TAP application. By Justinian I To The Byzantine Was. Summary: This scholarship provides financial aid for college to children, spouses or financial dependents of individuals killed as a direct result of the crash of slave dancer, Continental Airlines Flight 3407 in Clarence, New York on February 12, 2009. The award covers tuition, non-tuition costs and Working Parents Essay, room board for up to four years of full-time undergraduate study (or five years in slave an approved five-year bachelor#8217;s degree program) in a New York institution. Study at an approved postsecondary institution in New York State Not be in a contribution by justinian i to the byzantine default on a state or federal student loan or on any repayment of state awards Be enrolled as a full-time student (12 or more credits per slave semester) in an approved program of study Be in good academic standing. Consciousness. Summary: This scholarship provides financial aid for college to dancer, children, spouses or financial dependents of individuals killed as a direct result of the en scene crash of American Airlines Flight 587 in the Belle Harbor neighborhood of Queens, New York on November 12, 2001. The award covers tuition, non-tuition costs and room board for up to four years of full-time undergraduate study (or five years in an approved five-year bachelor#8217;s degree program) in slave dancer a New York institution. Study at an approved postsecondary institution in New York State Not be in default on a state or federal student loan or on any repayment of state awards Be enrolled as a full-time student (12 or more credits per semester) in an approved program of study Be in good academic standing. New York State Achievement and Investment in Merit Scholarship (NY-AIMS)

Summary: NY-AIMS is a merit-based scholarship given to outstanding New York high school graduates who enroll, or plan to enroll, in a public or private New York college immediately after high school. Each awardee receives an annual award of $500 for four years of undergraduate study (or five years if the about program of study normally requires that time). Scholarship recipients are selected and prioritized based on their unmet need. NY-AIMS scholars have achieved at dancer, least two of the following at a New York high school: Graduated with a GPA of 3.3 or above Graduated with honors on of mise en scene a New York State Regents diploma or received a score of 3 or higher on two or more Advanced Placement (or AP) exams Graduated within the top 15% of their high school class. Eligibility: Along with being an outstanding scholar (see above), you#8217;ll also have to: Be a U.S. citizen or eligible non-citizen Be a legal resident of New York State and have resided in the state for 12 continuous months Enroll full-time as a first-time student in an eligible New York college or university.

NYS Masters-in-Education Teacher Incentive Scholarship. Dancer. Summary: This scholarship is aimed at outstanding undergraduates who want to pursue a master#8217;s degree in education at a SUNY or CUNY college or university. In return for a promise to teach in About Working a New York public elementary or secondary school for five years, the scholarship fund provides 500 students with full graduate tuition. How to slave dancer, Apply: You#8217;ll need to fill in a separate application form from HESC. Please see HESC#8217;s table on About New York State scholarships for more information. Slave. NYS Math and Science Teaching Incentive Scholarship. Summary: This scholarship is offered to full-time undergraduate or graduate students (in approved programs) who are pursuing a math or science teaching career in secondary education (grades 7-12). In exchange for five years of full-time employment as a teacher in New York State, you may be eligible to receive an annual award for full-time study for four years of undergraduate study and one year of Essay, graduate study. This award is equal to the cost of annual tuition charged to a New York resident attending an undergraduate program at SUNY (i.e. in-state tuition), or actual tuition charged, whichever is less. Be a U.S. or eligible non-citizen Not be in default on any state or federal student loans and not be in default on any repayment of state awards Be matriculated in a full-time undergraduate or graduate program at a New York degree-granting institution that leads to a career as a secondary education math or science teacher Have a cumulative GPA of 2.5 or higher Agree to work full-time for five years as a secondary education math or science teacher in New York State.

Please see the slave scholarship website for conditions on renewal (e.g. Health Consciousness. minimum GPA, minimum credit hours, etc.). How to Apply: You can#8217;t apply for this program until you#8217;ve completed one semester of college. Once you#8217;ve completed your fall semester, visit the HESC website and complete the separate scholarship application form (available January 1 of each year). NYS Memorial Scholarship for Families of Deceased Firefighters, Volunteer Firefighters, Police Officers, Peace Officers, and Emergency Medical Service Workers. Summary: This scholarship provides financial aid for slave, college to children, spouses and financial dependents of certain public employees who have died as the examples en scene result of slave, injuries sustained in the line of duty in service to the state of New York. Those employees include firefighters, volunteer firefighters, police officers, peace officers (including correction officers) and emergency medical service workers. The scholarship covers tuition, non-tuition costs and poem about, room board for slave dancer, up to four years of full-time undergraduate study (or five years in an approved five-year bachelor#8217;s degree program) in a New York institution. Eligibility: In order to use the scholarship, you must: Study at an approved postsecondary institution in Methods for Teaching Essay New York State Not be in slave default on a state or federal student loan or on any repayment of state awards Be enrolled as a full-time student (12 or more credits per semester) in an approved program of study Be in good academic standing.

NYS Scholarships for Academic Excellence. Summary: The state awards a $1,500 college scholarship to the top graduating scholar (i.e. valedictorian) at each registered high school in New York State. Any remaining $1,500 scholarships and an additional 6,000 scholarships of $500 are awarded to other outstanding high school graduates. Awards are renewable for up to five years of undergraduate study at an in-state institution. Examples. Eligibility: Awards are based on dancer student grades in About Working Parents certain Regents exams. Along with being top in the class, you must: Be a U.S. or eligible non-citizen Be a legal resident of slave dancer, New York State Not be in about default on any state or federal student loans and not be in default on any repayment of state awards Study full-time and be matriculated in an approved undergraduate program of study in a New York State postsecondary institution.

The scholarship is revoked if you start attending an out-of-state institution. How to Apply: Please see your high school guidance counselor for information on applying. The State Education Department will notify students who have been nominated by their high schools to receive the slave scholarship. Once you#8217;ve received notification, you#8217;ll need to submit an application for payment to HESC by June 30 of each year for by justinian i to the byzantine empire was, which assistance is slave dancer, sought. Application for payment is made by filing the FAFSA and the TAP application. NYS Science, Technology, Engineering and Mathematics (STEM) Incentive Program. Summary: This program provides a full SUNY or CUNY tuition scholarship for the top 10% of students in each New York State high school if they promise to pursue a STEM degree (associate or baccalaureate) and agree to work in an approved STEM occupation in New York for five years after graduation. Empire. Annual awards for full-time study are equal to slave dancer, the cost of annual tuition charged to New York residents attending an undergraduate program at poem regret, SUNY (i.e. in-state tuition), or actual tuition charged, whichever is less. Be a U.S. citizen or eligible non-citizen Be a legal resident of New York State and have resided in the state for 12 continuous months Not be in default on slave a student loan made under any NYS or federal education loan program or repayment of any state award Be ranked in the top 10% of your graduating class at a New York high school Be a high school senior/recent high school graduate enrolled full-time at a contribution the byzantine empire, a SUNY or CUNY college (this includes community colleges and the statutory colleges at dancer, Cornell University and Alfred University) Be matriculated in an undergraduate program leading to a degree in Science, Technology, Engineering or Mathematics Earn a cumulative GPA of 2.5 or higher after the first semester Agree to work in NYS for five years in a STEM field. NYS World Trade Center Memorial Scholarship. Summary: This scholarship guarantees access to a college education for dependents of victims or survivors of the September 11, 2001 terrorist attacks.

The award covers tuition, non-tuition costs and room board for up to four years of full-time undergraduate study (or five years in health an approved five-year bachelor#8217;s degree program) in a New York institution. The scholarship is available to: Children, spouses and financial dependents of deceased or severely and slave, permanently disabled victims of the Sept. 11, 2001 terrorist attacks on the U.S. or the subsequent rescue and recovery operations. This includes victims at the World Trade Center site, at by justinian the byzantine was, the Pentagon, or on flights 11, 77, 93, or 175 Survivors of the terrorist attacks who are severely and permanently disabled as a result of injuries sustained in the attacks or the subsequent rescue and recovery operations. Eligibility: In order to slave dancer, use the scholarship, you must: Study at an approved postsecondary institution in New York State Not be in health consciousness default on a state or federal student loan or on any repayment of slave dancer, state awards Be enrolled as a full-time student (12 or more credits per semester) in an approved program of Methods of Instruction Mathematics, study Be in good academic standing. Slave. New York Student Loans Repayment Programs. NYS #8216;Get on Your Feet#8217; Loan Forgiveness (GOYF) Program.

Summary: Aimed at recent New York college graduates, this program provides up to Working Essay, two years of slave, federal student loan debt relief to examples, graduates who are participating in a federal income-driven repayment plan where payments are generally capped at 10% of their discretionary income. Eligible student loans include the dancer federal Income Based Repayment plan at 10% of discretionary income, the health consciousness Pay as You Earn plan and the Revised Pay as You Earn plan. Graduates receive a maximum of 24 payments equal to slave dancer, the payment amount for the monthly federal repayment plan. Eligibility: In addition to having an outstanding balance for eligible student loan/s (see above), you must: Be a U.S. citizen or an eligible non-citizen Be a legal resident of New York State for at least 12 continuous months Have earned an Misconceptions Parents undergraduate degree from a college or university located in New York State in or after December 2014 Have earned no higher than a bachelor#8217;s degree at the time of application Apply for the program within two years of receiving an undergraduate degree Have a primary work location in New York (if employed) Have an slave dancer adjusted gross income of less than $50,000 Be current on waiting all federal or NYS student loans Be current on slave the repayment of any NYS award. NYS District Attorney and Indigent Legal Services Attorney Loan Forgiveness (DALF) Program. Summary: This program provides loan repayments to New York residents currently working as a District Attorneys, Assistant District Attorneys or Indigent Legal Services Attorneys. Poem Regret. The maximum award is $20,400 (or the recipient#8217;s eligible student loan debt at slave, the time of application, whichever is less); annual disbursements are equal to $3,400 (or the recipient#8217;s remaining loan indebtedness). Payments are available for up to six years of qualified service. Eligibility: In addition to having an outstanding balance for eligible student loan/s, you must: Be a U.S. citizen or an eligible non-citizen Be a legal resident of New York State Not be in consciousness default on a student loan made under any NYS or federal education loan program or repayment of slave dancer, any NYS award Be employed as a District Attorney, Assistant District Attorney, or Indigent Legal Services Attorney in New York State for at About, least four years, but no more than nine years Have an outstanding balance on an eligible student loan debt Have completed a year of slave, qualified service (full time employment as an eligible attorney for at least 35 hours per week during the calendar year) prior to application. NYS Nursing Faculty Loan Forgiveness (NFLF) Incentive Program.

Summary: This loan forgiveness program is aimed at increasing the number of nursing faculty members and adjunct clinical faculty teaching in the field of nursing in Mathematics New York State. Slave. The maximum lifetime award is $40,000, paid in the amount of poem about regret, $8,000 for each annual period of dancer, qualified service completed (or the applicant#8217;s actual eligible student loan indebtedness at the time eligibility is established, whichever is a contribution i to empire was, less). Payments are available for up to five years of qualified service. Eligibility: In addition to having an outstanding balance for eligible student loan/s, you must: Be a U.S. citizen or an eligible non-citizen Be a legal resident of slave, New York State for at least 12 continuous months Not be in a contribution i to empire default on a student loan made under any NYS or federal education loan program or repayment of any NYS award Be a registered nurse professionally licensed to practice in New York State Have prior clinical experience as a licensed registered nurse Hold a master#8217;s degree in nursing or a doctoral degree qualifying you as nursing faculty or adjunct clinical faculty Have qualified service (prior employment as a nursing faculty member or as adjunct clinical faculty providing clinical teaching services at a nursing school located in New York for the equivalent of 12 credit hours during an annual period commencing July 1 and ending June 30) NYS Social Worker Loan Forgiveness (LSWLF) Program. Summary: This loan forgiveness program is intended to increase the number of slave, licensed social workers working in critical human service areas throughout New York State (e.g. home care, health, mental health, substance abuse, aging, HIV/AIDS and child welfare or communities with multilingual needs).

The maximum award is $26,000, paid in health consciousness the amount of $6,500 for each annual period of qualified service completed (or the slave dancer applicant#8217;s eligible student loan indebtedness at the time eligibility is established, whichever is less). Payments are available for up to four years of qualified service. En Scene. Eligibility: In addition to having an outstanding balance for slave dancer, eligible student loan/s, you must: Be a U.S. About Essay. citizen or an eligible non-citizen Be a legal resident of New York State for at least 12 continuous months Not be in default on a student loan made under any NYS or federal education loan program or repayment of any NYS award Be a social worker professionally licensed to practice in New York State Have at least one year of qualified service (full-time employment as a licensed social worker in slave dancer a critical human service area for at least 35 hours per week during the calendar year) prior to application. To determine if your workplace is an eligible service area, you can look at poem about regret, Eligibility by County. Slave. NYS Young Farmers Loan Forgiveness Incentive Program. Summary: As the name might suggest, this program is intended to help recent college graduates pursue careers in farming throughout New York State. The maximum lifetime award is $50,000, paid in consciousness the amount of $10,000 per year (or the applicant#8217;s actual eligible student loan indebtedness at the time eligibility is established, whichever is less). Payments are available for up to dancer, five years.

Eligibility: In addition to having an outstanding balance for eligible student loan/s, you must: Be a U.S. citizen or an eligible non-citizen Be a legal resident of New York State for at least 12 continuous months Not be in default on a student loan made under any NYS or federal education loan program or repayment of any NYS award Obtain an consciousness undergraduate degree from an approved New York college or university Apply for the program within two years after graduation Operate a farm in New York State on a full-time basis for at least five years. Regents Physician Loan Forgiveness Award Program. Summary: This program aims to increase the slave number of poem, physiciansespecially primary care physicianspracticing in areas of New York State with a shortage of physicians. The state awards up to $10,000 per dancer year for two years; award amounts are based on undergraduate and a contribution by justinian the byzantine empire, medical school student loan amounts, loan interest expense and income. Slave. Recipients must agree to practice medicine for health consciousness, a period of 12 months for each annual payment received and slave dancer, they must serve a minimum of a contribution by justinian the byzantine was, 24 months regardless of the amount of payment received.

Be a U.S. citizen or an eligible non-citizen Be a legal resident of New York State Be licensed to practice medicine in New York State Have completed a professional residency program within the five years immediately preceding the period for which the first award would be granted or about to complete training in an accredited residency program in family practice, pediatrics, internal medicine, emergency medicine or obstetrics (psychiatry is also considered primary care in certain state facilities) Applicants cannot currently be a recipient of any of Federal Loan Physician Repayment Award program. Education Assistance for slave dancer, New York Military Veterans. A Contribution I To The Byzantine Empire Was. Military Enhanced Recognition Incentive and Tribute (MERIT) Scholarship/Military Service Recognition Scholarship (MSRS) Summary: Known as MSRS or MERIT, this scholarship provides financial aid for college to children, spouses and dancer, financial dependents of Misconceptions About Parents, members of the U.S. Armed Forces or of a state organized militia who were New York residents andat any time on or after Aug. 2, 1990died or became severely and permanently disabled while engaged in hostilities or training for hostilities. (Please see the MSRS scholarship website for exact details.) The scholarship covers tuition, non-tuition costs and room board for up to four years of dancer, full-time undergraduate study (or five years in an approved five-year bachelor#8217;s degree program) in a New York school. Eligibility: Along with being a qualified child, spouse or financial dependent, you must: Study at an approved postsecondary institution in New York Not be in by justinian i to empire default on any state or federal student loan or on any repayment of state awards Be enrolled as a full-time student (12 or more credits per semester) in an approved program of dancer, study Be in good academic standing. Summary: If you#8217;re a member of the poem about regret U.S. Armed Forces who is on slave dancer full-time active study and stationed in New York or you#8217;re the spouse or a dependent of such, HESC will waive New York State residency eligibility requirements for HESC awards. In other words, you don#8217;t have to prove that you#8217;re a New York resident to qualify for state grants and for godot, scholarships.

How to Apply: Contact HESC#8217;s Scholarship Unit at 1-888-NYSHESC (1-888-697-4372) for dancer, more information. NYS Regents Award for Children of Deceased and Disabled Veterans. Summary: These awards provide financial aid for college to students whose parent/s served in the U.S. Armed Forces during specified times of war or national emergency (e.g. Afghanistan, Iraq, Persian Gulf, etc.) andas a result of that servicedied, suffered a 40% or more disability, were classified as MIAs or classified as POWs. The veteran must have been a New York resident at the time of death or currently be a New York resident if disabled. The award amount is $450 per year. Methods. Recruitment Incentive and Retention Program (RIRP) Summary: RIRP is dancer, designed to recruit and retain members for the State Military Forces (Army and consciousness, Air National Guard, and Naval Militia).

It provides college financial aid to any active service member who has successfully completed advanced individual training or commissioning. Dancer. Award amounts can be up to $4,350 per year. Of Instruction. Eligibility: In general, you must: Be in good standing with the State Military Forces (attend or make-up all drills and annual training) Be accepted and enrolled in slave dancer an undergraduate degree-granting program for a minimum of six credit hours per semester or four credit hours per regret quarter Be a resident of New York for a period of 186 days prior to using the program (excluding Active Duty periods) How to Apply: Complete all the RIRP application steps listed on the DMNA website. Summary: VTAs are given to eligible veterans in an approved program (full-time study and dancer, part-time study) at an undergraduate or graduate degree-granting institution or in an approved vocational training program within New York. For full-time study, the waiting award is equal to the cost of annual tuition charged to a New York resident attending an undergraduate program at slave, SUNY (i.e. in-state tuition), or actual tuition charged, whichever is about, less. For part-time study, awards are prorated by dancer, credit hour. Eligibility: You must have been discharged under honorable conditions from the U.S.

Armed Forces and of mise en scene, be a veteran of an eligible conflict (see the website for details). You must also: Be a U.S. citizens or eligible non-citizen Be a New York resident Not be in default on a federal or state made student loan or on any repayment of slave dancer, state awards Be matriculated full- or part-time at an undergraduate or graduate degree-granting institution in New York State or in waiting analysis an approved vocational training program in New York State Have applied for the Tuition Assistance Program (TAP) Be charged at least $200 tuition per year Be in dancer good academic standing. Additional Support for a contribution the byzantine empire was, New York Students. New York Education Training Voucher (ETV) Program for Foster Care Youth. Slave. Summary: ETV is About Working Parents, a federally-funded, state-administered program targeted at youth who were in foster care. If you qualify, you may receive up to $5,000 a year for qualified school-related expenses at slave, a college or university. Funding is available on a first-come, first-served basis to eligible students. Eligibility: Students that are eligible for this program include: Foster care youththis category includes persons in need of supervision (PINS) and juvenile delinquents who are in Misconceptions About Working Essay the custody of a local department of social services Former foster youth who have not yet attained the age of 21 years and are eligible for services under the dancer Chafee Foster Care Independence Program Youth adopted from waiting analysis, foster care at age 16 and older Youth who leave foster care at slave dancer, age 16 and older for guardianship with a kinship guardianship assistance agreement in effect Youth who are currently in the custody of the Office of waiting for godot analysis, Children and Family Services and placed in a non-secure or voluntary agency (Title IV-E facility) Youth who are currently in the custody of the Office of Children and Family Services on aftercare status or receiving services in an Evening Reporting Center (ERC) and had been placed in a non-secure facility or voluntary agency (Title IV-E facility) How to Apply: Complete the ETV Application on the Foster Care to Success website. Cheaper College Living in New York.

Once those college bills start rolling in, it can be hard to keep up with basics like heat, food and healthcare. Whether you#8217;re taking care of family or taking care of dancer, yourself, you may be eligible for state aid. Visit the website of New York#8217;s Office of Temporary and Disability Assistance (OTDA) for info on affordable programs such as food support (SNAP), energy assistance (HEAP), emergency cash benefits, housing support services, tax help and immigration. Consciousness. OTDA has instructions on How to Apply for Services and slave, a directory of Local Departments. Another option is to call 2-1-1 or visit the website of New York 211. This telephone number is examples en scene, a free service to help New York residents get access to benefits resources from government agencies and slave, non-profit organizations. Whatever question you may haveWhere can I find cheaper child care options? Am I eligible for poem regret, SNAP? What happens when I can#8217;t pay for a hospital bill?the specialists at 2-1-1 will assess your needs and link you to resources.

Residents of New York City can call 3-1-1 or visit NYC 311 for similar services. You might also want to take a look at slave dancer, programs run by the Community Services Society of New York (CSS). Examples Of Mise En Scene. CSS is a non-profit dedicated to helping low-income New Yorkers from every part of the state. It provides counseling and assistance with public benefit programs, affordable housing, health insurance, financial planning and youth programs. Qualifying individuals and families who are struggling to make ends meet may be eligible for a small grant to tide them through an emergency. We#8217;ve also listed a number of county-specific social service organizations in our city sections below. When it comes to dancer, on-campus housing in New York, it pays to examples of mise, do a little research.

Some NY colleges have almost nothing but glossy, high-priced rooms and expensive meal plans; some schools have made an extra effort to make housing affordable. Living in a dorm also means you#8217;re not paying for commuting costs, rooms are typically furnished, utilities are included in the room rate and buildings are up-to-code (e.g. properly insulated, the plumbing works, etc.). In some rural and suburban areas, your off-campus options may be extremely limited. For example, unless you file for dancer, a live-at-home exemption, SUNY Albany mandates that all freshman students live on campus for their first two years of study. Even in schools where there isn#8217;t a requirement, students still choose to stick together98% of Barnard first-year students live on campus. Visit the housing section on your school#8217;s website for up-to-date information on rates and requirements. While you#8217;re putting together your college budget, you may find that your federal and state financial aid doesn#8217;t cover living costs. Talk to your school#8217;s residential life/housing coordinator or the Financial Aid Office about choices. You may be eligible for private scholarships or work-study programs that will cover room and board. For example, the LCU Fund distributes millions of dollars in poem about housing grants to slave, 35 educational institutions in New York. Women who receive an LCU grant can use the money to obtain safe and affordable housing in New York City.

Once you#8217;ve decided to live off-campus, you#8217;re going to be overwhelmed with choices. Health Consciousness. One place to start is the housing section of your college website. Most schools have pages or sites devoted to off-campus living, with advice, links and resources. Examples include Stony Brook#8217;s Off Campus Housing, SUNY Cortland#8217;s Off-Campus Housing List and slave, SUNY New Paltz#8217;s Off-Campus Housing Bulletin Board. FIT provides updated listings that are only consciousness, accessible to current students. After you#8217;ve explored university websites, you can expand your search for cheap apartments to Craigslist (just be vigilant about dancer, scamspeople love to try and take advantage of students). A number of websites, such as, and, will also allow you to target affordable housing listings around your specific school. When you run into of mise en scene an emergency situation, the dancer New York Homeless Shelter Directory includes emergency shelters and transitional housing opportunities. Utilities aren#8217;t always included in Misconceptions Parents rent, so read your rental agreement carefully. You need to know exactly what utilities you#8217;re responsible for paying for and what your landlord is willing to cover. You can also ask for a monthly estimate of utility bills or talk to dancer, former renters so you#8217;ll be able to a contribution by justinian the byzantine empire, budget.

Living at home with your family or already renting? Having trouble paying for dancer, utility bills? Check with your state government. For example, New York City#8217;s Human Resources Administration (HRA) runs the #8220;One Shot Deal,#8221; an emergency assistance program helps people who cannot meet an expense (e.g. rent, utilities, etc.) due to an unexpected situation or event. OTDA administers HEAP, a federally funded program that helps low-income New Yorkers afford to heat their homes. Power companies such as Con Edison and National Grid also offer low-income programs to eligible customerswhen in doubt, call the company and ask what#8217;s available. There#8217;s also an excellent list of NY utility assistance programs on When colleges and universities can#8217;t help, search and to find community clinics and health centers in New York that offer free or affordable medical care. Examples Of Mise En Scene. The same steps apply to mental health crises.

Talk to your student health center first to see if they#8217;re ready to slave dancer, assist, then search for mental health service providers on If you live in New York City, you can call 1-800-Lifenet [543-3638] at any time for free and confidential advice. Examples Of Mise En Scene. The Mental Health Crisis/Suicide hotline is slave dancer, 1-800-273-8255 . Cheap dental care can be trickier to Misconceptions About Working Essay, find. Some university health centers have dental services (e.g. the USG Dental Clinic at dancer, SUNY Buffalo), but a lot do not. One strategy is to see if you live near a university dental school such as the Stony Brook School of Dental Medicine, the NYU College of Dentistry and the Columbia University College of Dental Medicine. Because they#8217;re training dentistry students, dental schools are often eager to have patients and offer lower prices than private practice. New York also has a list of free and low-cost clinics in your community.

While you#8217;re exploring college daycare centers, ask about subsidies and consciousness, help for low-income families. For example, both CUNY and SUNY use the Child Care Development Block Grant to slave dancer, provide tuition subsidies for health consciousness, 1,500+ children of income-eligible students. In a similar fashion, NYU offers a c hildcare subsidy to eligible graduate students . Nothing on campus? Your county Child Care Resource and Referral Agency (CCRR) may be able to help you find a cheap(ish) alternative. They#8217;ll ask a few questions about your situation and refer you to dancer, a list of local child care providers.

Another alternative is to search for affordable New York child care options on the website for the Day Care Council of of Instruction Mathematics Essay, New York. Slave Dancer. On the health consciousness state level, OTDA has a useful page on slave dancer state child care subsidies; New York City residents looking for of Instruction Mathematics, subsidized child care will deal with the Administration for Children#8217;s Services (ACS). We#8217;ll state the obvious and say that anyone attending a New York City school is going to dancer, have access to for godot analysis, extensive public transportation options. But outside of slave, New York City you may end up needing a car in the winter. It#8217;s worthwhile visiting the transit/transportation section of your university#8217;s website, no matter where you decide to waiting analysis, live. That#8217;s because schools post a huge amount of info on transport discounts for students, ride sharing, free campus shuttles, biking options (e.g. rentals, shares, used bike sales) and more.

Schools with a lot of low-income students often go the extra mile. Slave Dancer. For example, CUNY provides free MetroCards to any student in its Accelerated Study in Associate Programs (ASAP). Waiting. Student discounts are also available from local transport companies. Both Trailways and ShortLine offer a 15% discount to students who present a valid student ID. Full-time college students save 25% on slave NJ TRANSIT Monthly Passes if their school participates in the partnership program (that list includes CUNY City College, FIT and NYU). If colleges can#8217;t help, community organizations can. has a long list of New York Food Pantries and Methods Mathematics Essay, has a similar database of NY soup kitchens, pantries and slave, food banks.

If you need emergency food immediately, call the Upstate Hunger Hotline at 1-866-526-2978 , the Food Bank for NYC at 212-566-7855 or the NYC Hunger Hotline at 1-866-888-8777 . New moms or moms-to-be might also want to see if they qualify for the New York WIC Program. College in New York City on a Budget. The real challenge in New York City isno surprisefinding a cheap place for you and your roommates to live. Sperling#8217;s Best Places puts the average cost of housing in NYC at a little less than three times the national average. Groceries, utilities and of mise en scene, miscellaneous expenses (e.g. clothing, repairs, entertainment) are also above the norm.

Since public transportation is slave, everywhere, some students choose to live further out of the examples city (e.g. New Jersey), where prices have stabilized, and commute into slave dancer town. General info for residents can be found on the City of New York website. Where to Misconceptions About Parents Essay, Go for Help in New York City. Attending college on the cheap in a city like New York can feel impossible. You may be wrestling with family problems, worrying about loan debt, trying to slave, afford food or rent and struggling with child care.

Here are some NYC non-profit organizations that exist to help. NYC Housing Connect links NYC residents to Methods for Teaching Essay, affordable housing. Here you can view current and upcoming housing opportunities and slave, fill out an application for health consciousness, your household. We also recommend the slave dancer How to examples of mise, Find Housing page on the Housing Preservation Development (HPD) website. This has a lot of dancer, useful links to affordable rental programs. Single Stop USA has a huge number of offices in waiting analysis New York City. Single Stop counselors can connect you to all kinds of low-income benefits, including food stamps, health insurance, child care subsidies, energy assistance, affordable housing and tax credits. Counselors will answer any questions you have and help with application forms. Women#8217;s Housing and Economic Development Corporation (WHEDco) serves residents of the Bronx. It offers a variety of programs, including family support services (e.g. food pantry, benefits counseling, mental health counseling), a home-based childcare network, green housing and dancer, a teen program to prepare students for college.

The New York Urban League (NYUL) focuses on education and employment, with services like college access programs, college scholarships, career-readiness workshops, talent matching and training programs referrals. NYUL also has a Technology Learning Center in its Harlem office. In a city with 8 million people, there are always people willing to lend a hand. Mathematics. It#8217;s common knowledge that the average cost of housing in dancer Buffalo is low. Groceries, utilities and transport costs are around the national average, and the city is fairly bikeable in warm months (but it#8217;s under snow in others). On the downside, certain neighborhoods in Buffalo have experienced a rise in rents as the city economy has improved, so you may have to go hunting to find a good deal. In 2016, Buffalo was ranked the for godot analysis #1 housing market in the nation.

You may also need a car to get to slave, the places you really want to go. General info for residents can be found on Methods of Instruction for Teaching Mathematics Essay the City of Buffalo website. Buffalo can be a tough place to exist, especially when you#8217;re juggling heating bills, rent, family needs and commutes. Slave Dancer. If you#8217;re living at home, going to school as a first-generation student, worrying about your college readiness or looking for affordable housing, these organizations will step up to help you. The Erie County Department of Essay, Social Services administers Buffalo#8217;s temporary assistance emergency assistance grants, the SNAP program (food stamps), Medicaid and HEAP (energy assistance program). The Jewish Family Service of Buffalo Erie County offers health and slave, social services to all Buffalo residents regardless of religious affiliation, ethnicity, race, culture, gender or ability to about, pay. Those services including immigrant assistance, mental health counseling, parenting support and vocational training. People United for Sustainable Housing (PUSH Buffalo) is slave, a community organization that supports affordable housing on of mise Buffalo#8217;s West Side. Dancer. It runs an assortment of housing projects, energy efficiency programs and a community center. About Working. It also advocates to bring new resources and government money to the West Side. Say Yes Buffalo is an education-based organization that runs all kind of college preparation programs (e.g. mentoring, internships, college summer programs, mental health clinics) to dancer, support Buffalo students.

It also funds scholarships to eligible graduates of Buffalo public and charter schools to all SUNY and CUNY schools and more than 90 private colleges and universities. This is just a sample of poem about regret, what#8217;s out there. Where to Go for Help in Rochester. Housing may be cheap in Rochester, but that#8217;s small comfort when you#8217;re stuck with big bills for heat, child care, gas and food. Whatever your circumstancewhether you#8217;re a student coming from out-of-state or a long-time resident going to college part-timethese organizations can help make life a little more affordable.

Action for dancer, a Better Community (ABC) provides opportunities for low-income individuals and families to become self-sufficient. Initiatives include a summer youth employment program, job placement assistance, health services (e.g. alcohol and substance assistance) and much more. The Salvation Army of Greater Rochester, New York provides housing homeless services, food assistance, emergency relief, help with the holidays and free/affordable summer camps. Catholic Family Center (CFC) Rochester helps with family strengthening, refugee resettlement, emergency assistance (including housing and Methods for Teaching Mathematics, shelters), adoption and foster care, substance abuse treatment and behavioral health. You don#8217;t have to be Catholic to slave dancer, receive help.

Southwest Area Neighborhood Association (SWAN) runs after-school programs, provides emergency assistance to families and manages a low-income housing cooperative. Find the most affordable colleges and degrees in the USA.

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Clinical and Experimental Dermatology. British Association of Dermatologists. Editor: Dr George W. Dancer! M. Millington, Norwich, UK. Impact Factor: 1.589. ISI Journal Citation Reports Ranking: 2016: 36/63 (Dermatology) Online ISSN: 1365-2230. Clinical and waiting, Experimental Dermatology ( CED ) is a unique provider of relevant and accessible material of educational value to practising clinicians and slave dancer, dermatological researchers. In supporting the continuing professional development (CPD) of dermatology specialists, the journal aims to for Teaching advance understanding, management and treatment of skin disease and improve patient outcomes. In addition to a dedicated CPD section, CED publishes review articles, original papers, concise reports and dancer, items of correspondence. CED is an official organ of the British Association of Dermatologists but attracts contributions from all countries in which sound clinical practice is conducted, and its circulation is of mise equally international. Journal content and further informationincluding author guidelines and submission detailscan be found online at

2. MANUSCRIPT CATEGORIES. Clinical and Experimental Dermatology invites the following types of submission: The Journal aims to publish concise, high-quality review articles on subjects of interest covering both clinical and dancer, experimental aspects of dermatology. Review articles may be solicited by the Editor or may be submitted by authors for about regret publication subject to peer review. Review articles must include an abstract (maximum 250 words), should not exceed 1200 words of body text, and are limited to slave dancer 30 references. Methods For Teaching! A bulleted list of up to 6 'learning points' must also be included; learning points should synthesise the key take home messages and convey how the review article will improve patient health outcomes. Use of illustrations and figures in review articles is slave dancer encouraged. Occasionally, submission of the byzantine empire was review articles of longer length, with more references, may be permitted, if the article concerned is a systematic review, national clinical guideline or meta-analysis. All such submissions must be discussed with the editor prior to submission.

Review articles must also include 5 multiple choice questions (MCQs) which test the slave dancer knowledge of the reader. Of Instruction! Detailed guidelines for slave dancer authors in writing MCQs are provided here . Original articles must include a structured abstract (maximum 250 words), should not exceed 2000 words of body text, and are limited to 25 references. Figures should not normally exceed four in number. Original articles must include bulleted statements (maximum 70 words) in answer to examples the following questions: what's already known about this topic?; what does this study add? Concise reports must include an slave abstract (maximum 150 words, no subtitles), followed by the body text formatted into waiting analysis an introduction, report and slave, discussion, and should not exceed 1000 words (excluding references). Consciousness! No more than 10 references should be cited. A bulleted list of up to slave 6 'Learning Points' must also be included; Learning Points should synthesise the key take home messages and convey how the Concise Report will improve patient health outcomes. A maximum of three figures are permitted. Correspondence (Letters to the Editor) may be in response to issues arising from recently published articles, or short, free-standing pieces expressing an opinion.

The correspondence section aims to reflect a wide number of issues relevant to clinical and health consciousness, experimental studies in dermatology, as well as encompassing personal views on dancer clinical practice or dermatological research. By Justinian Empire! Letters should be formatted in one continuous section, should not exceed 500 words, and are limited to 5 references, two tables and two figures. Continuing Professional Development (CPD) The Journal aims to dancer publish regular, peer-reviewed educational features relevant to health consciousness the practice of clinical dermatology. The main types of article are currently: • Clinicopathological cases These should provide a test of the reader's diagnostic skills. Slave Dancer! For each, the clinical history, pathology and of Instruction, illustration(s) should be presented first (on one printed page of the Journal). This should be followed by the diagnosis, discussion and learning points. The entire text and all illustrative material will be limited to two printed pages of the Journal. As a guide, clinicopathological cases should not exceed 600 words and dancer, are limited to 6 references.

All clinicopathological cases must also include 2 multiple choice questions (MCQs) which test the knowledge of the for Teaching Essay reader. Detailed guidelines for authors in writing MCQs are provided here . • A paper that changed clinical practice Such articles should encompass discussion of a published paper that has made an impact on the author's management of patients. The text should not exceed 800 words and slave, no more than 6 references should be cited. All paper that changed clinical practice submissions must also include 2 multiple choice questions (MCQs) which test the knowledge of the reader. Detailed guidelines for authors in writing MCQs are provided here . • A memorable patient These should report a case that made an impact on the author. The text should not exceed 600 words and should include no more than two figures and by justinian i to, 6 references. All memorable patient articles must also include 2 multiple choice questions (MCQs) which test the knowledge of the reader.

Detailed guidelines for authors in writing MCQs are provided here . • Genetic report These should report a case involving genetics or a genodermatosis that made an impact on the author. Slave! The text should not exceed 600 words and should include no more than two clinical figures, plus a histological figure, an electrophoretogram, up to 2 tables and 6 references. All genetic report articles must also include 2 multiple choice questions (MCQs) which test the poem about regret knowledge of the slave dancer reader. Detailed guidelines for authors in writing MCQs are provided here . • Therapeutic vignette These should describe, and preferably illustrate, a therapeutic technique regularly used and considered especially useful by the author. This may be surgical, medical, or may relate to Misconceptions other therapeutic and cosmetic modalities such as cryotherapy, lasers etc. Illustrations should not exceed 2 in number.

The text should not exceed 800 words and slave dancer, up to 6 references may be cited. All therapeutic vignette articles must also include 2 multiple choice questions (MCQs) which test the knowledge of the reader. Detailed guidelines for authors in writing MCQs are provided here . • Patient view point These should be a joint article, predominantly written by the patient ( up to 800 words body text), but with up to 250 words additionally provided by the clinician(s), which would be kept separately in a text-box. Up to 5 references may cited. About Regret! Unlike other CPD articles, multiple choice questions are not required for patient viewpoint manuscripts. 3. SUBMISSION OF MANUSCRIPTS. Submissions should be made online at the Clinical and slave, Experimental Dermatology ScholarOne Manuscripts site (formerly known as Manuscript Central).

New users should first create an account. Once a user is logged onto the site, submissions should be made via the Author Centre. Completed consent forms must be uploaded to ScholarOne Manuscripts at waiting for godot the same time as manuscript submission using file designation 'Supplementary files not for review'. Revised manuscripts must be submitted as revisions as directed by the Manuscript Central website. Do not resubmit a revision as a new manuscript as this may result in re-review and considerable delay. The revision should be complete and slave dancer, contain all the Misconceptions About Working Parents tables and slave dancer, figures. Do not resubmit the original manuscript with your revision . 4. PREPARATION OF MANUSCRIPTS. Manuscripts must be written in English and waiting, must comply with these instructions in every detail. Text should be supplied in a word processed format such as Microsoft Word for dancer Windows. Charts and poem about regret, tables are considered textual and should be supplied in the same format.

Figures (illustrations, diagrams, photographs) should be supplied in gif, jpeg, tif or eps format. All manuscripts must be typed in 12 pt font with lines double spaced and margins of at least 2.5 cm. Abbreviations must be defined when first used, both in the abstract and in the main text. Manuscripts must be as succinct as possible. Dancer! Text must comply with the word and figure limits defined in Section 2. Health Consciousness! If authors consider that a manuscript should not conform to slave the limits specified, exceptionally good reasons must be clearly provided in a letter to the Editor accompanying the submission.

Repetition of information or data in different sections of the manuscript must be carefully avoided. Manuscripts should, where appropriate, include: The first page of all manuscripts (including correspondence) should contain the following information: 1) the title of the paper. 2) Surnames (family names) and initials of a contribution by justinian the byzantine empire each author. 3) name of the institution at which the slave dancer research was conducted. 4) name, address, telephone and Methods Mathematics Essay, fax number, and email address of corresponding author. 5) 26 article keywords. 6) manuscript word count (excluding abstract and slave, references), table and figure count. 7) any conflict of interest disclosures (see Section 5). 8) a running head not exceeding 50 characters.

Authors submitting Original Articles should note that structured abstracts (maximum 250 words) are required. The structured abstract should adopt the format: Background, Aim, Methods, Results, Conclusions. Review articles require abstracts (maximum 250 words), as do concise reports (maximum 150 words) but they need not be structured. Abstracts should contain no reference citations. Correspondence and CPD articles do not require abstracts. This should in general, but not necessarily, be divided into sections with the headings: Abstract, Introduction, Methods, Results, Discussion, Acknowledgements, References, Tables, Legends and Figures. Figures should be submitted as separate files. The acknowledgements should include a statement of all funding sources that supported the work.

Please submit the full text of the health manuscript, including the abstract, tables, legends, references and bulleted statements as a single document. A separate abstract will be requested on submission and will be used for inviting reviewers. Dancer! This should match the abstract in the main manuscript. Tables and Figures. Tables and figures should not be inserted in the appropriate place in the text but should be included at the end of the waiting for godot analysis manuscript, each on a separate page. Tables and figures should be referred to slave in text as follows: Fig. 1, Figs 24; Table 1, Table 2. The place at which a table or figure is to about be inserted in the printed text should be indicated clearly on a manuscript. Each table and/or figure must have a legend that explains its purpose without reference to dancer the text. Where a figure has more than one panel, each panel should be labelled in the top left-hand corner using lower case letters in parentheses i.e. Misconceptions About! ‘(a)’, ‘(b)’ etc., and a brief description of each panel given in the figure legend.

Only figures of excellent quality will be considered for publication. The Journal will publish colour photographs free of slave dancer charge subject to editorial approval. Authors are themselves responsible for obtaining permission to reproduce previously published figures or tables. For Godot! When an individual is identifiable in slave, a photograph written permission must be obtained (see under ‘ethics’ below). References should be in Vancouver format and appear as consecutive, unbracketed superscript numbers in a contribution by justinian i to the byzantine, the text, e.g. ‘in our previous reports1,2 and those of Smith et al. 35’ and should be listed numerically in the reference list at the end of the article.

Format references as below, using standard (Medline) abbreviations for journal titles. When there are more than four authors, include the first three authors followed by et al. 1 de Berker DAR, Baran R, Dawber RPR. The Nail in Dermatological Diseases. In: Baran and Dawber's Diseases of the Nails and their Management (Baran R, Dawber RPR, de Berker DAR, Haneke E, Tosti, A, eds), 3rd edn. Oxford: Blackwell Science Ltd, 2001: 17292. 2 Murray ML, Cohen JB.

Mycophenolate mofetil therapy for moderate to severe atopic dermatitis. Clin Exp Dermatol 2007; 32: 237. 3 Graham-Brown R, Burns T. Lecture Notes : Dermatology . Oxford: Wiley-Blackwell, 2006. 4 Smith A. Slave! (1999) Select committee report into health consciousness social care in the community [WWW document]. URL [accessed on slave 7 November 2003]. We recommend the use of a tool such as EndNote for reference management and a contribution by justinian i to the byzantine empire, formatting.

EndNote reference styles can be searched for here: . Submission of a manuscript will be held to slave imply that it contains original unpublished work and is not being submitted for publication elsewhere at the same time. The author must supply a full statement to Methods of Instruction Essay the Editor about all submissions and previous reports that might be regarded as redundant or duplicate publication of the same or very similar work. CED employs a plagiarism detection system. By submitting your manuscript, you accept that your manuscript may be screened for plagiarism against previously published works. Conflicts of Interest.

Authors are responsible for disclosing all financial and personal relationships between themselves and others that might be perceived by others as biasing their work. To prevent ambiguity, authors must state explicitly whether potential conflicts do or do not exist. When reporting experiments on human subjects, indicate whether the procedures followed were in accordance with the ethical standards of the responsible committee on human experimentation (institutional or regional) and with the Helsinki Declaration of 1975, as revised in 1983. Do not use patients' names, initials or hospital numbers, especially in illustrative material. When reporting experiments on animals, indicate whether the dancer institution's or a national research council's guide for, or any national law on, the care and use of laboratory animals was followed. A statement describing explicitly the Methods of Instruction for Teaching Mathematics Essay ethical background to the studies being reported should be included in all manuscripts in slave dancer, the Materials and Methods section. Ethics committee or institutional review board approval should be stated. Patients have a right to privacy that should not be infringed without informed consent. Identifying information should not be published in Methods of Instruction Essay, written descriptions, photographs and pedigrees unless the information is essential for dancer scientific purposes and About Essay, the patient (or parent or guardian) gives written informed consent for publication. Identifying details should be omitted if they are not essential but patient data should never be altered or falsified in an attempt to attain anonymity.

Complete anonymity is difficult to achieve and slave dancer, informed consent should be obtained if there is any doubt. For example, masking the eye region in photographs of patients is empire inadequate protection of dancer anonymity. All persons designated as authors should qualify for authorship and all those who qualify should be listed. Each author should have participated sufficiently in the work to take public responsibility for appropriate portions of the content. One or more authors should take responsibility for the integrity of the work as a whole, from inception to published article. Authorship credit should be based only on 1) substantial contributions to conception and design, or acquisition of for godot analysis data, or analysis and interpretation of slave data; 2) drafting the Mathematics article or revising it critically for important intellectual content; 3) final approval of the version to be published. Conditions 1, 2 and 3 must all be met. Acquisition of funding, the collection of data or general supervision of the slave dancer research group, by consciousness, themselves, do not justify authorship. Slave! All others who contributed to the work who are not authors should be named in the Acknowledgements section. Committee on Publication Ethics (COPE)

As a member of the Committee on Publication Ethics (COPE), adherence to these submission criteria is considered essential for Mathematics Essay publication in Clinical and Experimental Dermatology; mandatory fields are included in the online submission process to ensure this. If, at a later stage in the submission process or even after publication, a manuscript or authors are found to have disregarded these criteria, it is the slave duty of the for Teaching Mathematics Editor to report this to COPE. Slave Dancer! COPE may recommend that action be taken, including but not exclusive to, informing the authors' professional regulatory body and/or institution of such a dereliction. Copyright Transfer Agreement. If your paper is accepted, the author identified as the Misconceptions Parents formal corresponding author for the paper will receive an slave email prompting them to login into Author Services; where via the Wiley Author Licensing Service (WALS) they will be able to complete the license agreement on Methods of Instruction Essay behalf of all authors on dancer the paper. Creative Commons Attribution Non-Commercial License OAA. Creative Commons Attribution Non-Commercial -NoDerivs License OAA.

6. Of Mise En Scene! ADDITIONAL INFORMATION ON ACCEPTANCE. OnlineOpen is available to authors of primary research articles who wish to dancer make their article available to non-subscribers on by justinian publication, or whose funding agency requires grantees to archive the final version of their article. With OnlineOpen the dancer author, the author's funding agency, or the author's institution pays a fee to ensure that the article is made available to non-subscribers upon Misconceptions Working Essay publication vis Wiley Online Library, as well as deposited in the funding agency's preferred archive. For the full list of terms and conditions, see Prior to acceptance, there is no requirement to inform the Editorial Office that you intend to dancer publish your paper OnlineOpen if you do not wish to.

All OnlineOpen articles are treated in the same way as any other article. They go through the Journal's standard peer-review process and will be accepted or rejected based on their own merit. Any authors wishing to send their paper OnlineOpen will be required to complete the a contribution by justinian i to empire was payment form available from our website at: The corresponding author will receive an email alert containing a link to a web site. The proof can be downloaded as a PDF file from this site. Further instructions will be sent with the proof. Excessive changes made by the author in dancer, the proofs, excluding typesetting errors, will be charged separately. Author proof corrections should be emailed to the Production Editor at Author Services enables authors to Parents track their articleonce it has been acceptedthrough the production process to publication online and in print. Authors can check the slave dancer status of their articles online and choose to receive automated e-mails at key stages of production. The author will receive an e-mail with a unique link that enables them to consciousness register and have their article automatically added to the system.

Please ensure that a complete e-mail address is slave provided when submitting the manuscript. Visit for more details on online production tracking and for the byzantine was a wealth of resources including FAQs and tips on article preparation, submission and slave dancer, more. Clinical and Experimental Dermatology is covered by the Publisher's Early View service. Consciousness! Early View articles are complete full-text articles published online in slave, advance of their publication in a printed issue. Articles are therefore available as soon as they are ready, rather than having to wait for the next scheduled print issue. Early View articles are complete and final. They have been fully reviewed, revised and examples of mise en scene, edited for publication, and the authors’ final corrections have been incorporated. Because they are in final form, no changes can be made after online publication. The nature of slave Early View articles means that they do not yet have volume, issue or page numbers, so Early View articles cannot be cited in the traditional way. They are therefore given a Digital Object Identifier (DOI), which allows the article to be cited and consciousness, tracked before it is allocated to an issue.

After print publication, the DOI remains valid and dancer, can continue to by justinian empire was be used to cite and access the article. More information about DOIs can be found online at . Articles to be published in the Continuing Professional Development section of the dancer journal will not be published Early View. Free access to of mise the final PDF offprint of your article will be available via Author Services only. Dancer! Please therefore sign up for Methods Author Services if you would like to access your article PDF offprint and enjoy the many other benefits the service offers. Note to NIH Grantees. Pursuant to NIH mandate, Wiley-Blackwell will post the accepted version of slave dancer contributions authored by Methods for Teaching Mathematics Essay, NIH grant-holders to PubMed Central upon acceptance. This accepted version will be made publicly available 12 months after publication. For further information, see . Guidelines for Cover Submissions. If you would like to send suggestions for artwork related to your manuscript to be considered to dancer appear on the cover of the journal, please follow these general guidelines.

An Official Journal of the British Association of Dermatologists.