Schools à Toronto, ON - page 29
Trouvez des données précises sur les meilleures entreprises de la catégorie Schools à Toronto. Voir les avis et les coordonnées de chaque entreprise, y compris numéro de téléphone, adresse, heures d'ouverture, promotions et d'autres informations.
Affichage des résultats: 561 - 580 sur 692
Affichage des résultats: 561 - 580 sur 692
Résultats à proximité dans la catégorie Schools à Toronto
845 St. Clair Avenue West, BRACONDALE HILL, Toronto, M6C 1C3
(416) 656-4822
Educational Services, Académique, School, Public Schools, elementary schools, Secondary, Éducation, School Academic Elementary, middle schools high schools, Schools, Écoles primaires & secondaires 
208 Bloor St W #300, MIDTOWN TORONTO, Toronto, M5S 3B4
(416) 929-5553
Schools, School 
400 Scarborough Rd, UPPER BEACHES, Toronto, M4E 3M8
(416) 393-1682
Schools, School, Secondary, district school, Educational Services, Académique, School Academic Elementary, Écoles primaires & secondaires, Elementary and secondary schools, Éducation 
652 KINGSTON ROAD, UPPER BEACHES, Toronto, M4E 1P9
(416) 698-2500
The Better Day Alliance Foundation - Bringing a better day to the GTA since 2007! 
3 Lower Jarvis Street, Toronto, M5E 3Y5
(416) 415-5000
School, Community college, Vocational school 
130 Queens Quay E, Unit #517, Toronto, M5A 0P6
(416) 583-2120
Nonprofit Organization, School, Music Production Studio, Charity Organization, Non-profit organization 
151 Hiawatha Rd, LESLIEVILLE, Toronto, M4L 2Y1
(416) 393-8274
School, district school, Primary school 
81 Saint Mary Street, BAY CLOVERHILL, Toronto, M5S 1J4
(416) 353-4224
School, Scholarships Plans 
1 Devonshire Place, Toronto, M5S 3K7
(416) 946-8900
The International Relations Society is an undergraduate course union of the University of Toronto, housed in the Munk School of Global Affairs. It has two main objectives: to provide students with extra-curricular opportunities to engage with current world affairs through seminars, panel discussions, and an annual conference, and to give students the chance to explore job opportunities through mentorships and job shadowing. The International Relations Society has hosted a plethora of scholars, former heads of state, and diplomatic officers in over thirty years of activity. Our work is supported by various institutions within the University, including the International Relations Program, the University of Trinity College, and the Trudeau Centre for Peace and Conflict Studies. 
28 Industrial St.Suite #219, Toronto, M4G 1Y9
(416) 998-5045
Art school, Art Gallery, School 
315 Bloor Street West, Toronto, M5S 0A7
(416) 946-8900
Sandro Frenguelli holds an H.B.A and an M.A. in Criminology and Socio-legal Studies from the University of Toronto. He is interested in reporting on how private military contractors and private security firms function in conflict environments. Sandro’s graduate work examined accountability mechanisms for non-state actors and he has written about the EU’s use of such actors to guard its borders. He has lived in Italy and speaks fluent English and Italian. Sandro has taught upper-level high school international law and has translated major criminological publications for professors at the University of Bologna. 
55 CORLEY AVENUE, UPPER BEACHES, Toronto, M4E 1T8
(416) 393-1700
Éducation, Écoles primaires & secondaires, Académique, School Academic Elementary, Schools, Public school, Elementary school, Secondary, Specialty School 
201-94 Cumberland St, MIDTOWN TORONTO, Toronto, M5R 1A3
(416) 924-7773
The principles Maximilian laid down were deceptively simple. Only the target language would be spoken in class, starting with the teacher's greeting on the first day. Emphasis would be on the spoken word, with students learning to read and write only what they had already learned to say and understand. There would be no formal grammar instruction; instead, students would absorb a grammatical system naturally, by using it in conversation. Above all, students would have to learn to think in their new language - not translate - to associate new words with objects and ideas, rather than with the distractingly familiar words of their mother tongue. All teachers would have to be native fluent in the classroom language, and would employ question-answer sessions and vocabulary exercises with students to achieve proficiency.