Examples of using Faculty work in English and their translations into Portuguese
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Colloquial
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Official
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Medicine
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Financial
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Ecclesiastic
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Ecclesiastic
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Computer
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Official/political
inadequate facilities- was identified as an aspect that hindered faculty work. Communication difficulties between the professors and the administrative structure were also mentioned.
resulting in precarious faculty work.
assess the impact of change on the faculty work.
contribute to the understanding of this multifaceted reality of faculty work in different institutional contexts,
oriented more by educational policies towards the quality of higher education than for quantitative expansion of places in this area will positively impact the process of faculty work in different institutional contexts,
it appears that there are many challenges to faculty work which unfold as questions,
not taking as a starting point the faculty work process in different contexts,
With regard to the nursing faculty work process, the agents are faculty members in nursing higher education, in other words,
The institutional assessment, in turn, follows external parameters such as the Coordenadoria de Aperfeiçoamento de Pessoal de Nível Superior Coordination of Improvement of Higher Education Personnel- CAPES, in that faculty work is mainly measured by:
The faculty works in conjunction with leaders from industry
A large part of the faculty worked in the higher education institution for over 19 years.
provides resources for faculty working with students as well as conference listings
Direct costs- costs directly related to the teaching program; the faculty working hours devoted to teaching in educator contact hours.
Learning in a dynamic environment in Switzerland with a multicultural student body and faculty working in international economic
Faculty working in conjunction with leaders from industry
focus on post-Kantian European philosophy, with multiple faculty working in German Idealism,
we also have groups of faculty working in each of the main periods the history of philosophy,
to February of 2012, with 25 faculty working in different courses in the healthcare area
Faculty professionalization as a process of social change can be taken as a starting point for proposing coping strategies consistent with such a distinct reality of faculty work and practice.
Recognizing the diversity of these formats in the faculty work context and practice enables higher education faculty members to be a heterogeneous group,