95 programming-language-"St"-"University-of-St"-"St" positions at University of Newcastle
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service sector in England (is an assest). Attributes and behaviour Willingness to take initiative. Excellent organisation skills, with the ability to plan and prioritise work to meet deadlines with good
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technologies to enhance, improve and simplify day to day functioning/organisational skills Qualifications Maths and English GCSE at grade 4/C or equivalent Newcastle University is a global University where
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pleased to offer a 0.2 FTE post for a period of two years to support our new undergraduate Cognitive Science Programme. We are interested in applicants from diverse backgrounds in Cognitive Science who can
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Accountabilities Contribution to the research programme of the School/Institute under the clear guidance of a member of an academic staff or Principal Investigator Use initiative and creativity to analyse and
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to GCSE level (in English and Maths) Grades A-C, or equivalent, or demonstrable experience in a similar role Newcastle University is a global University where everyone is treated with dignity and respect
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of Engineering, the programme builds on the School’s established strengths in fluid dynamics, materials, intelligent sensing, advanced manufacturing and electrical power systems and will be delivered from the new
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Faculty of Medical Science postgraduate and undergraduate courses as required Identify and undertake a programme of professional development, including further training in research methods and other
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the University’s Student Recruitment Strategy and Access and Participation Plan are met. You will be able to thrive in a team environment but also be able to utilise resources to problem solve independently. You
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world-class research in human and planetary health. The project that you will be working on is part of the NIHR SPHR Healthy places, healthy planet research programme. The programme aims to generate
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the secondary care settings. This is a flagship initiative of the MBBS programme forming a core component of our curriculum aim of developing doctors as “professionals” alongside their scholarly and practitioner