12 programming-"Multiple"-"U"-"U.S"-"Prof"-"Fraunhofer-Gesellschaft" PhD positions in Netherlands
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include: Conducting innovative research and developing proof-of-concept designs, collaborating with sensor providers and other potential collaborators; Writing multiple research articles, collectively
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across infrastructure networks, studying how infrastructure administrators handle uncertainty and complexity across multiple organisational levels when managing their infrastructure assets. The candidate
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combine multiple techniques, picking those that complement each other. In particular the use of non-destructive techniques is important, avoiding unintentional sample modifications. Although such “hybrid
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to collectively explore urban futures? This position is hosted by the Faculty of Geo-Information Sciences and Earth Observation (ITC) within the Sector Plan Beta II program’s focus area on Spatial Dynamics, which
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that complement your work. A personalised training programme will be set up, reflecting your training needs and career objectives. About 20% of your time will be dedicated to this training component, which includes
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, stimuli selection, recruitment, participant testing, report writing). Experience with experimental software (e.g., Presentation, PsychoPy, E-Prime, Gorilla). Experience in data analysis and programming in R
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, for whom and why. Conduct multiple case study research adopting various qualitative and quantitative research methodologies. Build bridges between theory and VET education practice (back and forth) and
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research in TRL forward. Theoretical knowledge of, or experience with, machine learning such as representation and generative learning, and natural language processing. Programming skills, e.g. Python, Java
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/or human-computer interaction. Programming skills, e.g. Python, Java, or C++. Excellent command in English, verbal and written. Prior experience as a research assistant during (under)graduate studies
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, can play a vital role in creating inclusive learning environments but might lack diverse perspectives. This limits opportunities for students to engage with multiple viewpoints and hinders epistemic