49 programming-"https:"-"FEMTO-ST"-"UCL" "https:" "https:" "https:" "https:" "https:" "https:" "J" positions at Ulster University in United Kingdom
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the start date of the research degree programme. Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time
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programme. Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part
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access and the necessary training to the Animotive VR SaaS product. This will enable the PhD candidate to have the skills and knowledge base to roll out a programme of participatory research engagement
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Ireland Briefing Paper. https://niopa.qub.ac.uk/bitstream/NIOPA/15565/1/newcomer%20pupils.pdf Logue, S., Folli, R., Sevdali, C., Singer, V., & Gerard, J. (2025). Language Proficiency Across Tasks in
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that they have lived in the EEA, Switzerland, the UK or Gibraltar for at least the three years preceding the start date of the research degree programme. Applicants who already hold a doctoral degree or who have
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disadvantaged groups: an umbrella review. Int J Behav Nutr Phys Act 15, 43 (2018). https://doi.org/10.1186/s12966-018-0676-2 The Doctoral College at Ulster University
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https://www.artscouncil.ie/Art-2016/In-the-Shadow-of-the-State/ Butler, J. (2018). Notes toward a performative theory of assembly. Cambridge, Massachusetts: Harvard University Press. Campbell, E
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the EEA, Switzerland, the UK or Gibraltar for at least the three years preceding the start date of the research degree programme. Applicants who already hold a doctoral degree or who have been registered
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of residency or domicile. Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one
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of Qualitative Research, 18(2), 179-198. https://doi.org/10.1177/19408447241260448 Sinclair, S. & McKendrick, J. (2021) Learning from Local Responses to Child Poverty During the COVID Crisis, available at: https