324 parallel-programming-"Multiple"-"Humboldt-Stiftung-Foundation"-"Simons-Foundation" positions in Ireland
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the Peer Observation of Teaching programme and Educational Hub. Conduct high quality educational research that informs directions at RCSI and nationally and internationally. Publish in high impact journals
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of Biology at Maynooth University (https://www.maynoothuniversity.ie/biology). The role will be student facing and provide support for teaching across a number of degree programme. The role will involve
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Category Management for the Facilities Management team, inputting to other Category teams where appropriate, including Laboratory & Research and ICT; engaging with multiple Government agencies to bring
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landscape of Alzheimer's Disease-Modifying Therapies (DMTs). The research will examine multiple dimensions of system readiness through an interdisciplinary lens - from diagnostic pathways and workforce
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role will be student facing and provide support for teaching across a number of degree programme. The role will involve preparing and managing undergraduate practical programmes whilst also providing
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/biology). The role will be student facing and provide support for teaching across a number of degree programme. The role will involve preparing and managing undergraduate practical programmes whilst also
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community. The appointee should be a well-established researcher in the field of Information Systems, with an internationally recognised research programme, and have demonstrated the potential to establish a
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for the primary purpose of contributing to teaching within a clear and established teaching programme by providing tuition and/or demonstrations to groups of, usually undergraduate students, in specific aspects
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for the primary purpose of contributing to teaching within a clear and established teaching programme by providing tuition and/or demonstrations to groups of, usually undergraduate students, in specific aspects
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and management of the Maynooth Access Programme, including outreach and community engagement and mainstream and specialist transition and post entry supports to support student success. These include