Fall 2013 Career Fair

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The Fall 2013 Career Fair is here!  Each year, more than 400 organizations seeking to employ USC students from diverse disciplines attend our career fairs. All students are encouraged to attend and explore the wide variety of internship and full-time employment opportunities that are represented:

Thursday, September 19, 2013
10:00 am – 2:30 pm

Trousdale Parkway

Part-time, Full-Time, and Internship positions available from over 150 companies.  Log-in to connect SC for more information.

Dress to impress!  Bring your resume.

careers.usc.edu

Explore@4

Explore@4 is a series of interactive panel discussions designed to help students explore popular career paths with industry professions in an informational setting.

All Explore@4 panels take place from 4:00 – 5:30 PM (w/exception)

Fall 2013  Career Panels:

9.9 Careers in technology for Non-Techies @ Trojan Presentation Room – STU B3

9.10 Language Careers @ Trojan Presentation Room – STU B3

9.11 TIS Bulge Bracket Investment Banking Panel – @ Davidson Conference Center (7:00 – 9:00pm)

9.12 Economics and Math Careers @ Tutor Campus Center 351/352

9.24 Health Careers without an MD @ Tutor Campus Center 227

9.25 Careers for Foodies @ Trojan Presentation Room – STU B3

9.26 Consulting @ Tutor Campus Center 351/352

For more information: careers.usc.edu

The Invisible Men Screening

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The Campus Conversation Series: USC Women Who Have Served

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Grace Ford Salvatori Community Service Tuition Scholarships

The Salvatori Community Scholars program provides support to advanced graduate students who are doing community-based research whose experiences with community-based organizations can lead to new opportunities for service-learning students at USC.

Scholar(s) work with JEP’s Associate Director for Research and Academic Affairs, USC faculty, and one or more community organizations to develop service-learning projects for undergraduate USC students. Projects are to be jointly determined by the needs of the community, the academic goals of the service-learning course, and the abilities and interests of the Scholar, and might include participatory action research or direct service activities. All projects must involve undergraduate students in work that builds their knowledge and skills while supporting the Scholar in a community-centered project. Ideally, the service-learning project will closely correspond to the scholarly activities of the Salvatori Community Scholar.

Check out the link for more information and how to apply! http://dornsife.usc.edu/salvatori-community-scholars

Meet, Greet and Grab a Bite to Eat!

Thursday, March 14, 2013. 11:30 am- 1:30 pm @ TCC 352

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NEW 2-UNIT CLASS — SPRING 2013

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The Wizard of Oz As A Spiritual Journey

The Wizard of Oz As A Spiritual Journey, Retreat. Fri. Feb. 15th 7pm-9pm & Sat. Feb. 16th 10am-4pm. At the USC Caruso Catholic Center, 844 W. 32nd Street, Los Angeles, CA 90007.

Who are you? Who has God created you to be? Where is God calling you? What are your spiritual gifts? Join Fr. Nathan Castle, OP, Director of the Catholic Community at Stanford, as he explores how in the Wizard of Oz, the characters all go seeking gifts that are already in them that they each have difficulty seeing.

Cost is $20 for general admission. Register by Thurs. Feb. 14th by emailing Rose at rose@catholictrojan.org.

 

Join Us for Teach for Los Angeles

Hello everyone,
Do you want to get involved on campus? Looking for a student organization to meet great people? Have you ever thought about making a difference in the nearby community? Come and join us in Teach for Los Angeles!

Who are we?
We are a group of USC students who help the local community through a free tutoring program.

What do we do?
We offer free tutoring to students in the subjects of math, reading, writing and college prep outside of the classroom. Usually we tutor from 10:00-12:00 on Saturday mornings. All of our TFLA tutors commit their time and efforts to make a change in the local community.

How do I join?
To be a qualified tutor, you must come to our mandatory information session on Saturday, January 26th at 10 a.m. in THH 106.

Our Website:

http://teach4la.weebly.com/

Find us on Facebook: Teach La

USC Dornsife Continuing Student Scholarships

The general application for the 2013-14 USC Dornsife Continuing Student Scholarships is available online now.  If you are a current USC Dornsife student with a minimum 3.0 cumulative USC GPA, will be a full-time USC Dornsife undergraduate in 2013-14, and have completed at least one semester at USC, you are eligible to apply.  Visit http://dornsife.usc.edu/css to access the application and learn more about the general scholarship application process.

In addition to the general USC Dornsife Continuing Student Scholarships, there are a number of other scholarships for USC Dornsife students which have separate applications, requirements, and deadlines. Visit http://dornsife.usc.edu/other-scholarship-descriptions/ to learn more about these other scholarship opportunities.

If you have any questions about the scholarship application process, please contact USC Dornsife Admission at (213) 740-5930 or admission@dornsife.usc.edu.

I Am USC Dornsife Student Contest

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Words and Rules Revisited: Separating the Syntagmatic and the Paradigmatic in Morphology

Monday, January 28, 2013. 3:30-5:00 pm @ GFS 118

Pinker’s influential presentation of the distinction between the combinatoric units of language (the “words”) and the mechanisms that organize the units into linguistic constituents (the “rules”) rested on a strong, but ultimately incorrect, theory about the connection between a speaker’s internalized grammar and his/her use of language: the regular syntagmatic combination of units leaves no lasting impact on the brain, while repetition of a unit strengthens or alters its representation in memory. The psycholinguistic and neurolinguistic literature of the past 30 years has demonstrated that syntagmatic combination, no matter how “regular,” does leave a trace of some sort in the brain such that frequency effects of various sorts are characteristic of brain and behavioral evidence both for atomic items (morphemes) and for combination of items. Nevertheless, linguistic theory does distinguish between atomic units, which “compete” for positions in syntax along the “paradigma
tic” dimension of language, and combination of units, which are organized according to the “rules” of syntax. MEG experiments from my lab explore the differences in the neural bases of syntagmatic and paradigmatic frequency effects with the ultimate goal of using neural measures to help answer difficult linguistic questions. For example, work in Distributed Morphology has argued for the universal separation of the roots of lexical items from the lexical category information. Is the relationship between the root and the category-determining feature syntagmatic (involving the syntactic combination of root and a category morpheme) or paradigmatic (involving a category feature associated with the root, but not combined with the root via the syntax)? Can we exploit the same general types of experiments that demonstrate that past tense in English is always computed as a syntactic combination of units to show that lexical categories also involve a syntactic relation between a ro
ot and a category morpheme?