825 programming-language-"FEMTO-ST"-"FEMTO-ST" positions at The University of Chicago
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and supportive programming to international populations. Responsibilities Advise and counsel a population of approximately 800-1000 international students, their dependents, and their sponsoring
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must demonstrate moderate-to-advanced programming skills with R and/or Python and must have demonstrated experience with GitHub High verbal and written competence in English Preferred Competencies Should
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learning, engagement, and success. The Associate Director for Co-curricular Advising is a critical member of the CLI senior management team who leads the day-to-day operations of student life programming
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. Today, 53-59 percent of Lab’s student body are students of color. Families report speaking nearly 40 different languages in their homes. Approximately 60 percent of Lab families are also affiliated with
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: Excellent command of American English spelling, grammar, and punctuation. Excellent computer skills in PC environment. Knowledge of Microsoft Word. Knowledge of The Chicago Manual of Style. Knowledge
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. Programming skills using Python (preferred), Golang/Javascript (a plus), or other languages like C/C++, Java, or C# with advanced skills in at least one of these languages. Knowledge of web applications, REST
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programming languages such as Perl or Ruby. Technical Skills or Knowledge: Competence and experience programming with Stata, as well as familiarity with other statistical packages such as R, Matlab, or SAS
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effect. Today, 53-59 percent of Lab’s student body are students of color. Families report speaking nearly 40 different languages in their homes. Approximately 60 percent of Lab families are also affiliated
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. Familiarity with solving differential equations. Creating compelling data visualizations of information and results, and using data science methods. Preferred Competencies Professional/academic level English language
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research in Connecticut infant and toddler child care settings. The research will use a novel technology to support teachers and demonstrate how teachers’ language inputs in birth-to-3 child care settings