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Dalhousie University | Halifax Mid Harbour Nova Scotia Provincial Government, Nova Scotia | Canada | 2 months ago
staff members, and over 3,000 students. With the most programmatically diverse health faculty in Canada, our students are exposed to a broad range of health topics and learning experiences. The School
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skills. As a technical course, a Bachelor of Technology in Horticulture is required OR a Masters/PhD in a related field. Salary Range/Pay Rate Per CUPE Collective Agreement Additional Information All
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Association of Landscape Architects, or equivalent. Experience in contract administration processes, cost estimating and project management, as well as business development. Salary Range/Pay Rate Per CUPE
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University of Toronto | Downtown Toronto University of Toronto Harbord, Ontario | Canada | 2 months ago
, Culture and Media, University of Toronto Scarborough using the online application system found at https://www.utsc.utoronto.ca/webapps/cupehiring/dept/acm/app/sl All applicants to Studio Art positions must
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, regular business hours, but flexibility is required to accommodate client needs, including occasional evenings or weekends. Full Time Equivalent (FTE): 1.0 Salary: The salary range, based on 1.0 FTE, is
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of First Nation and Inuit Education (OFNIE) Course Number-Section and Title: EDEM 690 Research Methods: Theory and Practice Course Description: Overview of the epistemological foundations of a range of
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: The salary range, based on 1.0 FTE, is $53,091.00 - 82,954.00 per annum. The starting salary will be commensurate with education and experience. Salary Family (if applicable): Specialist Professional Salary
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believe software is a systems engineering challenge rather than a coding problem. See website for details of programs: http://www.coe.neu.edu/graduate-school/multidisciplinary Responsibilities: Teach
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related to building community and program development involving a range of stakeholders (including school educators, OISE participants and administration, and community partners) and have extensive
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related to building community and program development involving a range of stakeholders (including school educators, OISE participants and administration, and community partners) and have extensive