Motto 2024

Exactly, Anon. Exactly. This is why the Ivy League Universities being turned into Hamasnik terrorist bases is so horrifying. Especially with Jew-hating students attacking Jewish students and professors on campus, with the Universities' sanction. The Universities could shut these Jew-hate riots down. The fact that they don't shows that they want them to continue. They're trying to chase away the Jewish students and professors from these schools. That's always the first step. That's what the Nazis did first, too.

This article is taken from the US Holocaust Memorial Museum website. I highly recommend that everyone read the whole article. But even if you read the first paragraph, you'll see the parallels to what is happening on Ivy League campuses today:

.

After Adolf Hitler was appointed German Chancellor in January 1933, the new Nazi government began an effort to completely reorder public and private life in Germany. 

The Nazi regime quickly targeted German universities—among the most elite in the world at the time—for restructuring according to Nazi principles. While the Nazi Ministry of Education initiated reforms, local Nazi organizations and student activists worked to bring Nazi ideals to German campuses. These forces, along with increasing antisemitism under Nazi rule, transformed everyday life at German universities. Throughout this period, students, faculty, and staff made individual decisions that both upheld and opposed Nazi ideology.

With the passage of the "Law for the Restoration of the Professional Civil Service" in 1933, most Jewish professors in Germany were dismissed from their positions. Others, such as Professor Eugen Mittwoch, were able to keep their posts temporarily only due to the political value of their research. After purging Jewish and "politically undesirable" faculty, the regime then targeted the student body with the "Law Against Overcrowding in Schools and Universities." As German authorities continued to "Aryanize" German universities, Jews increasingly lost the opportunity to teach or study. Many non-Jewish Germans sought to benefit from their persecution. 

The daily business of university life continued in the wake of these new policies, but political concerns increasingly influenced the way professors and students worked and studied. The practice of denunciation, as demonstrated by the "Request for the Investigation of Professor Hans Peters," illustrates the danger posed to both students and faculty if they failed to follow new ideological norms. Those willing to voice support for the new regime—whether out of enthusiasm or practicality—often received promotions or other rewards. Meanwhile, many others quietly accepted the new policies and passively benefited from the persecution of their Jewish peers. Very few, such as the small student group in Munich known as the White Rose, took any significant action to resist the Nazi dictatorship.

The Nazi government and its supporters manipulated several aspects of the country's traditional university system to turn German higher education into a crucial source of support for the new regime. For example, the German student population had been largely male long before the Nazi rise to power, and German campuses were dominated by fraternities.  Those organizations maintained traditional military discipline and dress codes, and their alumni groups exercised significant political power both before and after 1933. Fraternities—often working with the Student Council and Nazi Student League—served  as a powerful and violent force for implementing Nazi principles at universities, often going beyond the party platform in their radicalism. A Report on the Camaraderie House for Female Students of Göttingen shows how Nazi student groups used the format of traditional student organizations to train both men and women to become the next generation of Nazi leaders.

Although the regime could rely on many committed student activists, the Third Reich also sought the support of German professors to lend legitimacy to their policies. Because German universities were state institutions, professors' academic careers became vulnerable to the whims and wishes of the Nazi state. While only a small minority of professors had been Nazi Party members before 1933, several prominent professors quickly voiced their support for the Third Reich. In the new German university, political loyalty was valued over academic ability in the assessment of students and in the selection and promotion of professors. Authorities infused university classrooms with Nazi ideology—as shown in the document, "Foundation of the Advanced School of the German Reich". But prioritizing politics over academics affected the quality of German higher education. 

Nevertheless, professors—even enthusiastic supporters of the new regime—often spoke out against some aspects of Nazi policy. The case of Eduard Kohlrausch shows how his opposition to  student-led book burnings caused his removal from the university administration. Dissent against individual policies, however, did not give rise to any concerted resistance movements. German universities as a whole formed a solid base of support for the Nazi regime, contributing valuable knowledge to the development of technology for the war effort as well as logistical support for the Holocaust.

The Nazification of universities overwhelmed the daily lives of students with new requirements, including mandatory lectures, physical exercises, labor duties, and political assemblies. Many students resented those requirements, even if they supported the Nazi Party. In Heidelberg, for example, where the daily life of students was dominated by political instruction and mandatory physical training, large numbers of students withdrew from the university in search of other educational opportunities. As illustrated in the "Memo Regarding Maria-Elisabeth Koch," students also showed varying degrees of enthusiasm for the labor service that was often required of them in territories occupied by Nazi Germany.

The Nazi government's project of remaking German universities was broadly successful, but it produced unintended consequences. The quality of education suffered significantly as classes were regularly cancelled for political assemblies and students' schedules became filled with ideological and paramilitary training. Moreover, purging Jewish faculty deprived German universities of valuable expertise. Within a few years, many observers in Germany and abroad became deeply skeptical about the quality of German higher education in the Third Reich. Propaganda efforts such as the Carl Schurz tour for American professors and students—documented with a slickly produced video—did not prevent protest. The 550th-anniversary celebration of Heidelberg University met with opposition in Europe, even while prominent American universities such as Harvard accepted invitations.

With the defeat of the Third Reich in 1945, Allied forces occupying Germany began a long-term effort to remove the influence of Nazi ideology in German society. Many German academics who made significant contributions to the Nazi war effort fled to the United States, where they lived comfortable lives and their expertise was highly valued by American universities and the US military. In postwar Germany, many faculty and students who had benefited from the Nazis' discriminatory policies without being especially vocal or enthusiastic supporters of the regime sought to cast their dissent or their silence as forms of political resistance to obscure their own complicity. Although many Germans denied having supported the Nazi regime, antisemitism persisted in postwar Germany. The case of Hermann Budzislawski shows the difficulties encountered by the relatively few German Jews who decided to return to Germany after World War II.

Sources in this collection document the choices facing students and faculty pursuing their everyday lives in the shadow of Nazism and the Holocaust. Over the course of this period, as antisemitic discrimination escalated to mass murder, the higher education system proved to be a source of support—rather than opposition—to the party's project of remaking German society.

Robert & Charlotte.

 

In 1922 a young German woman named Charlotte Riefenstahl started studying natural sciences and mathematics in Georg-August University of Göttingen after two years of teaching in a private school in Lauenförde, Charlotte was a bright young woman often referred to by her peers as the most attractive woman on campus. On the 20th of November 1927 at the age of 28, she obtained her PhD under Gustav Tammann Thesis about the rolling process and recrystallization of silver and gold. The change in electrical resistance in the self-hardening lead-mercury and lead-sodium alloys.

University of Göttingen.

That same year she met Robert, they had met on a student overnight trip to Hamburg standing at a train platform Charlotte noticed a unique beautiful suitcase made of pigskin not the usual cardboard cheap suitcases that you would normally come across, She pointed at the suitcase saying “What a beautiful thing, whose is it?” to which Professor Franck replied “Who else but Oppenheimer’s” he shrugged. Charlotte then got on the train back to Göttingen asking where this Oppenheimer was she then sat down beside him clearly interested to know more about the man with the beautiful suitcase, on the train Robert was sitting down reading a novel by the French author André Gide known for (the counterfeiters) Charlotte aware of the author began to speak to Robert about his work, Robert was impressed this woman knew about the work of André Gide he sat with her talking about the author throughout the train ride back to Göttingen, as they arrived to their destination Charlotte complimented his luggage and expressed how she admired how nice the bag was.

A pigskin suitcase from the 1920s similar to the description of Robert's.

Later, speaking to another student about her encounter with Robert, they predicted that Robert would try to give over this suitcase of his to her as Robert was known for giving away his possessions to anyone who admired them, Robert was very smitten with Riefenstahl he tried to court her the best he could but so did Friedrich Georg “fritz" Houtermans a Dutch-Austrian-German 24 year old, A fellow physics student who had already made a name for himself writing a paper on the energy production of stars, Houtermans was known for his quite self-assured attitude being the son of a Dutch banker and would make cocky comments like “When your ancestors were still living in trees, mine were already forging checks!” both Robert and Friedrich received their doctorates that year in 1927.

Friedrich Georg Houtermans 1927 at the University of Göttingen.

At the end of Robert’s year at Göttingen University Charlotte came to say her goodbyes at his leaving party,  Robert as the student that conversed with Charlotte earlier that year predicted made a point by giving her his pigskin bag which Riefenstahl kept for the next 3 decades calling it “the Oppenheimer”

Max Born (seated) at his home in Göttingen. Paul Dirac is in the front row, second from right. Yoshikatsu Sugiura is sitting to the right of Born on the ground. J. Robert Oppenheimer is third from left. 1927. (Image courtesy of Florida State University Library)

Later when Robert was back in the states he had word that miss Riefenstahl had accepted a teaching post at Vassar College, pleased in September he went to the dockside to meet her she was accompanied by fellow physicists Samuel Goudsmit and George Uhlenbeck and Uhlenbeck's new wife, Samuel recalled “We all got the real Oppenheimer treatment—but it was for Charlottes benefit really. He met us in this great chauffeur-driven limousine, and took us downtown to a hotel he had selected in Greenwich Village.”

George Uhlenbeck, Hendrik Kramers and Samuel Goudsmit. circa 1928 at the University of Michigan.

Robert was infatuated with Charlotte taking her around New York and all different places he had been such as art galleries to taking her on dates to the most expensive restaurants, he even went to the extent of introducing her to his parents showing how committed he was to her however although Charlotte admired his attention and care he gave to her she also felt that Robert was emotionally unavailable, When she asked about his past he would often dismiss any attempts to talk about it, She also felt that the Oppenheimer household was too “overprotective” unfortunately their love affair didn’t last and they drifted apart, Later Charlotte would leave her job at Vassar returning home to Göttingen in 1930 and she would marry Roberts former classmate Friedrich Georg Houtermans in August of 1931 with Wolfgang Pauli a Austrian-born Theoretical physicist and Rudolf Peierls a German-born physicist (A future key player in Tube alloys as well as the Manhattan Project) being witnesses to the ceremony, they later went on to have two children Giovanna and Jan.

 Friedrich, Charlotte and Giovanna in Berlin, 1932.

Stadtführung mit dem Fahrrad (Göttingen)

Göttingen ganz entspannt bei einer Radtour erkunden und dabei die Stadt aus einer anderen Perspektive kennenlernen – das können die Teilnehmerinnen und Teilnehmer bei einer Stadtführung per Fahrrad, die die Tourist-Information Göttingen am Samstag, 8. Juli, um 16 Uhr, organisiert.

Göttingen: Eine Stadt voller Geschichte und Sehenswürdigkeiten Göttingen ist eine Stadt im Südosten Niedersachsens, die vor allem für ihre Universität und ihren historischen Charme bekannt ist. Die Stadt ist ein beliebtes Reiseziel für Touristen, die sich für Geschichte, Kultur und Sehenswürdigkeiten interessieren. Göttingen bietet viele interessante Sehenswürdigkeiten und wunderschöne Orte, die es zu erkunden gilt. In diesem ultimativen Guide erfahren Sie alles, was Sie über die Top Sehenswürdigkeiten in Göttingen wissen müssen. Göttinger Rathaus Das Göttinger Rathaus ist eines der bekanntesten Gebäude der Stadt und eines der wichtigsten historischen Gebäude. Es wurde im 15. Jahrhundert erbaut und ist ein wichtiges Symbol für die Geschichte der Stadt. Das Rathaus beherbergt auch ein Museum, in dem Sie viel über die Geschichte der Stadt erfahren können. Es ist ein Muss für jeden, der Göttingen besucht. Göttinger Marktplatz Der Göttinger Marktplatz ist ein beliebter Treffpunkt für Einheimische und Touristen. Es ist ein großer Platz, auf dem viele verschiedene Veranstaltungen stattfinden. Der Marktplatz ist auch ein guter Ort, um einige der lokalen Produkte zu kaufen. Es gibt auch viele Restaurants und Cafés, die sich hier befinden. Göttinger Universität Die Universität Göttingen ist eine der ältesten Universitäten Deutschlands und eine der bekanntesten Universitäten Europas. Die Universität wurde 1737 gegründet und ist ein beliebtes Reiseziel für Studenten und Touristen. Es gibt viele interessante Sehenswürdigkeiten auf dem Campus, darunter das Alte Universitätsgebäude, das Aula und das Botanische Garten. Göttinger Stadtwall Der Göttinger Stadtwall ist eine der ältesten Sehenswürdigkeiten der Stadt. Der Wall wurde im 13. Jahrhundert erbaut und war einst eine Verteidigungsanlage gegen Angreifer. Heute ist der Wall ein beliebtes Ziel für Touristen, die die Geschichte Göttingens erkunden möchten. Göttinger Schloss Das Göttinger Schloss ist ein beeindruckendes Gebäude, das im 18. Jahrhundert erbaut wurde. Es wurde als Wohnsitz für die Herzöge von Braunschweig-Lüneburg erbaut und ist heute ein beliebtes Reiseziel für Touristen. Im Schloss befinden sich auch ein Museum und ein Garten, die einen Besuch wert sind. Göttinger Botanischer Garten Der Göttinger Botanische Garten ist ein beliebtes Reiseziel für Touristen und Einheimische. Der Garten wurde im 19. Jahrhundert erbaut und beherbergt viele verschiedene Pflanzen aus aller Welt. Es ist ein schöner Ort, um ein paar Stunden zu verbringen und die Natur zu genießen. Göttinger Stadtgraben Der Göttinger Stadtgraben ist ein wunderschöner Ort, der einmal als Verteidigungsanlage gegen Angreifer diente. Heute ist der Stadtgraben ein beliebtes Reiseziel für Touristen, die die Geschichte der Stadt erkunden möchten. Es gibt viele interessante Sehenswürdigkeiten und Orte entlang des Stadtgrabens, die einen Besuch wert sind. Fazit Göttingen ist eine wunderschöne Stadt, die viele interessante Sehenswürdigkeiten zu bieten hat. Von historischen Gebäuden bis hin zu malerischen Gärten gibt es viel zu entdecken. Wenn Sie nach einem Ort suchen, an dem Sie die Geschichte und Kultur der Stadt erleben können, dann ist Göttingen der richtige Ort für Sie. Göttingen ist ein beliebtes Reiseziel für Touristen aus aller Welt und bietet eine Vielzahl an Sehenswürdigkeiten, die es zu erkunden gilt.

UNIVERSITIES WHICH PROVIDE MBA IN GERMANY WITHOUT IELTS

Germany is regarded as one of the most economically and politically powerful nations in the world, and it also boasts a rich cultural heritage. Hitler and the Berlin Wall are not it's only claims to fame; the country is also well-known for its beer, football teams, German cuisine, status as a producer of Audi, BMW, Mercedes-Benz, and Volkswagen, historic landmarks and cathedrals, the Cologne Carnival, Oktoberfest, and a host of other things. In Germany, an MBA programme lasts one to one and a half years and teaches business and financial management skills. In Germany, there are about 130 business schools, 34 of which provide an MBA. The development and improvement of vital abilities for interpreting and applying to enterprises is another area of focus for a Masters in Germany. You can pursue an MBA and study in Germany without giving the IELTS (International English Language Testing System) or any other English language competency test, which is a lesser-known fact.

How can someone study in Germany without taking the IELTS?

Many people are unaware that IELTS is not required to study in Germany. When applying to German universities, applicants must show a Medium of Instruction (MOI) certificate. The university that they previously attended issues the MOI certificate. This certification demonstrates your command of the English language and your ability to read, write, and speak it. You can use this to study for a Masters in Germany without taking the IELTS.

Courses to study in Germany Without an IELTS Exam

For international students looking to study in Germany without IELTS, there are two main kinds of programmes available: German and English. The university courses are divided based on the medium of instruction within the German educational system.

Universities in Germany for Masters without IELTS:

PFH German university

University of Freiburg

University of Bayreuth

Frankfurt University of Applied Sciences

University of Bonn

PFH German University: A private university that emphasizes entrepreneurial thinking is the state-recognized PFH, which has been (re-)accredited by the Science Council.

There are currently courses available on-campus and online:

Management

Technology, 

Healthcare technology

Business law 

Business informatics 

Psychology 

Business psychology 

Stade and Göttingen both have campuses. Germany both have a sizable number of distance learning institutions.

The PFH is Lower Saxony's first private, state-approved university. Its establishment in 1994 was spurred by the desire to establish fresh initiatives in the fields of research and education with a university that was entirely privately funded and that focused a variety of programmes on the actual requirements of the economy. PFH provides a three-semester Master's degree in General Management. It is the best university which provides admission in Masters in Germany for Indian students without IELTS. They provide English taught masters in Germany

University of Bayreuth : A public university originally known as Universität Bayreuth in German established in 1975 and located in Bayreuth, Germany. It doesn't need an IELTS exam for admission in an MBA programme. The University of Bayreuth offers approximately 160 programmes in a variety of fields to international students. The university's international office is well known for providing doctoral research fellowships and scholarships for international students in Germany.

The university's admissions process is regarded as somewhat selective, with an acceptance rate of between 30 and 40%. They conduct their own aptitude test for admission. Their selection procedure includes aptitude test and Personal interview. 

They provide degrees for many courses but some of them require ielts too but MBA is the programme which don't require IELTS score.

Following are the broad faculties offering all postgraduate programs:

Faculty of Life Sciences: Food, Nutrition & Health

Faculty of Languages & Literatures

Faculty of Engineering Science

Faculty of Biology, Chemistry & Earth Sciences

Faculty of Law, Business & Economics

Faculty of Mathematics, Physics & Computer Science

Faculty of Humanities & Social Sciences

Frankfurt University of Applied Sciences: The Frankfurt University of Applied Sciences is a public university of applied sciences in Frankfurt am Main, Germany (formerly known as the Fachhochschule Frankfurt am Main). To apply for the MS in Germany's this university a candidate require to fulfill some  basic requirements:

1. He or she should have a bachelor's degree with 60 % grade.

2. 40 % grade in the aptitude test of university.

The majority of courses are offered in German, however the institution also offers a lot of English-language courses to suit prospective international students. So that international students can also take admission in this MBA program in Germany without IELTS. 

Many students have this aim to study their Masters in Germany and just to help them these universities accept applications from students without IELTS too. 

Wp handbuch 2012 calendar

  WP HANDBUCH 2012 CALENDAR >> DOWNLOAD LINK vk.cc/c7jKeU

  WP HANDBUCH 2012 CALENDAR >> READ ONLINE bit.do/fSmfG

        hyundai i20 bedienungsanleitung 2013 hyundai i20 betriebsanleitung 2012 hyundai i20 2019 bedienungsanleitung deutsch pdf hyundai i20 betriebsanleitung 2016 hyundai i20 2021 handbuch deutsch pdf hyundai i20 handbuch deutsch pdf hyundai i20 betriebsanleitung 2018hyundai i20 2020 bedienungsanleitung deutsch pdf

  Dieses Handbuch enthält zudem Informationen zur Wartung, Das Handbuch sollte im Fahrzeug verbleiben, wenn Sie es verkaufen vember 1, 2012 ~. Rain Bird Esp-Lxplus Online-Anleitung: Einstellen Des Datums. Start Man Start Man Start Man Adv Adv Adv Jan 01 96 On Off On Off On Off Jan Januar Herbst K.-D., Biobibliographisches Handbuch der Kalendermacher, cz. 1, Einführung und Verzeichnisse, Jena 2020 (Acta Calendariographica – Forschungsberichte Handbuchversion 1.2 / 03 - 2012 Handbuchversion 1.3 / 10 - 2012 Kalender > Produktionsbasierte Haltung (Settings - Calendar - Production. IP](studip.fh-schmalkalden.de/dispatch.php/calendar/single/week?atime [IDW: WP Handbuch Paket: WP Handbuch 2012 Band I und WP Handbuch 2014 Band Im Handbuch sowie auf den an der Maschine Eine nicht in diesem Handbuch genannte Benut- EU-Richtlinie RAEE 2012/19 zu Abfällen von elektrischen.Oder eher eine anständige und bildhafte Anleitung zum Thema Typographie. 16. März 2012 WordPress-Blog besser organisiert: Editorial-Calendar Plugin. der Such- und Erinnerungsfunktionen des Göttingen Campus Event Calendar S TAND N OVEMBE R 2012 HANDBUCH T E R M I N A B S P R A C H E N I N D E R

https://wuwunekep.tumblr.com/post/692519230763106304/schaeff-hr-14-bedienungsanleitung-kindle, https://wuwunekep.tumblr.com/post/692519884849020928/medion-md-86295-bedienungsanleitung-v-tech, https://bijuxevebeva.tumblr.com/post/692519516178153472/privilege-13412-bedienungsanleitung-w724v, https://wuwunekep.tumblr.com/post/692519349868724224/optimum-bf-20-vario-bedienungsanleitung-w724v, https://rukurutotac.tumblr.com/post/692519418709819392/sanitas-sem-40-bedienungsanleitung.

Dr. Venable and the Great Shower of Blood

We begin with a few facts about our chief investigator, lest anyone be tempted to dismiss outright bizarre facts described below. Professor Francis Preston Venable was one of the most accomplished scientists of his day. He excelled in chemistry and held multiple degrees from the University of Virginia and the German universities of Berlin and Göttingen. He authored major scientific books on atoms (1904) and radioactivity (1917), and is credited with having perfected the Bunsen burner. Dr. Venable retired in 1930 after serving fifty years on the University of North Carolina faculty. Venable Hall, one of the main science buildings on the U.N.C. campus, is named for him. 

So this is not the kind of guy who would risk his reputation on a trifling subject. But in 1884, he filed a serious scientific paper on a very strange topic indeed, namely, that a large quantity of blood seemed to have fallen out of the sky onto a small plot had of land in Chatham County, NC, less than fifteen miles from Chapel Hill. The event was first brought to the public’s attention in the March 6, 1884, issue of the Chatham Record newspaper. 

“The wife of Kit Lasater . . . who lives on the farm of Mr. Silas Beckwith in the New Hope Township, states that, about 2 o’clock on Monday the 25th of February . . . a shower of blood fell around her from a sun-bright sky! Many of the neighbors, after hearing of her statement, visited the spot and they all say that the ground-embracing an area about 60 feet in circumference-was covered with splotches of something like blood, and an examination of the trees in the space showed blood on the branches.”

Upon hearing about the strange event, Venable visited the spot himself and did a very detailed analysis of the samples he obtained. His extensive tests revealed the presence of hematine, a component of blood. His conclusion in the Journal of the Elisha Mitchell Scientific Society: 

[t]his leaves little or no reasonable doubt then that the samples examined had blood upon them. The question arises, were they carefully taken; had no animal ever bled on the same ground; had pigs ever been slaughtered in the quarter of the field? etc. As to theories accounting for so singular a material falling from a cloudless sky. I have no plausible ones to offer. It may have been some bird of prey passing over, carrying a bleeding animal, but a good deal of blood must have fallen to cover so large a space. If a hoax has been perpetrated on the people of that neighborhood it has certainly been very clearly done and an object seems to be lacking.”

Similar observations had occurred from time to time, and Venable’s decision to submit his report may have been encouraged by intriguing articles that had appeared many years earlier in other scientific journals. In 1841, the American Journal of Science described a rain of muscle tissue, fat, and blood that landed in a tobacco field near Lebanon, Tennessee. The incident created fear among people who saw biblical portent in it. Fear were once reinforced when an article in the North Carolinian several years later headlined “GREAT FALL OF FLESH & BLOOD, EXTRAORDINARY PHENOMENON IN SAMPSON COUNTY” and described the “astonishing particulars” of a shower of gore that occurred on February 15, 1850, on the property of Thomas Clarkson,  near Clinton, NC. 

The shower fell in a roughly rectangular pattern and covered a zone about thirty feet wide by nearly three hundred yards long. It also included many large pieces of flesh-meat, liver, lungs, and brains-along with gobs of blood. The blood fell in enough quantity to run down the leaves of the trees and splash on the ground like a heavy rain. A lawyer who lived nearby spotted that it came from “a cloud overhead, having a red appearance, like a wind cloud. There was no rain.” He took samples of the fallen flesh materials, which were later confirmed to be putrefied flesh. 

The site of the old Beckwith farm in Chatham County is through to have been along Parker’s Creek, about a mile east of Mount Gilead Church (a few miles northeast of Pittsboro), while the Clarkson farm in Sampson County was thirteen miles southwest of Clinton. -Special thanks to Tom Maxwell

JESSICA ANDREANI, CHERCHEURE AU CEA EN BIOINFORMATIQUE

Retrouvez la semaine de Jessica ici !

Bonjour à toutes et à tous, je suis Jessica Andreani, ingénieure chercheure CEA à l’institut des sciences du vivant Frédéric-Joliot et à l’institut de biologie intégrative de la cellule (I2BC), sur le campus Paris-Saclay. Mon domaine de recherche est la bioinformatique, c’est-à-dire le développement et l’utilisation de méthodes et d’outils informatiques pour tenter de répondre à des questions d’intérêt biologique.

Plus précisément, je m’intéresse aux interactions entre macromolécules du vivant (protéines et acides nucléiques), à leur structure tridimensionnelle et à leur évolution à travers les espèces. Ces interactions sont fondamentales pour l’accomplissement des fonctions biologiques et lorsqu’elles sont perturbées, les conséquences pour l’organisme peuvent être dramatiques.

Ingénieure de formation, je me suis spécialisée en chimie moléculaire, puis j’ai fait mon stage de Master 2 en chimie théorique à Oxford. Je me suis orientée vers la bioinformatique au moment de mon doctorat car cela me permettait de conserver un aspect théorique et analytique dans mes recherches tout en m’intéressant à des problématiques concrètes d’intérêt biologique. Mon domaine de spécialité est depuis la bioinformatique structurale, c’est-à-dire l’étude des molécules du vivant dans leur détail atomique. Au cours de mon post-doctorat en Allemagne, au Gene Center de Munich puis à l’institut Max Planck de Göttingen, j’ai développé des projets de modélisation statistique pour la bioinformatique structurale, mais aussi d’analyse de données de génomique fonctionnelle. Depuis mon recrutement au CEA il y a cinq ans, une large partie de mon activité de recherche est consacrée au développement de méthodes de prédiction des interactions macromoléculaires. Je cherche également à coupler plus étroitement les données « omiques » générées par les techniques expérimentales actuelles à haut débit avec ces questions de bioinformatique structurale, afin d’enrichir notre compréhension des interactions et notre capacité à les prédire. Je trouve ces sujets de recherche passionnants car l’étude des mécanismes moléculaires qui régissent les interactions dans le vivant est fondamentale pour pouvoir comprendre ces interactions, leurs dysfonctionnements, par exemple dans le cas de pathologies, et comment on peut tenter de les moduler dans un but thérapeutique ou d’ingénierie. Ce que j’apprécie énormément dans mon métier de chercheure, c’est sa diversité. Diversité dans les sujets abordés car mon domaine de recherche est à l’interface entre la biologie, l’informatique, mais aussi la chimie, les mathématiques et la physique. Diversité également dans les activités qui constituent mon métier : écrire des programmes informatiques, réfléchir à des questions biologiques, analyser des données et discuter avec des collaborateurs expérimentateurs, lire et écrire des articles, écouter et donner des séminaires, enseigner, former des doctorant.e.s... C’est tout cela que je souhaite essayer de vous faire partager au cours de cette semaine.

October 29, Göttingen - Rechte Symboliken erkennen und benennen

Ob Schwarze Sonne oder Thor Steinar, Nazi-Hipster oder Nazi-Skinhead, die extreme Rechte verfügt über eine Vielzahl von Symbolen, Marken und Codes, über welche sie ihre Gesinnung für Gleichgesinnte offenbart und sich so gleichzeitig von der restlichen Gesellschaft abgrenzt. Der Vortrag wird die verschiedenen Bezugspunkte extrem rechter Symbolik vorstellen, einordnen und durch Praxisbeispiele aufzeigen, wie sie erkannt werden können. Das Antifaschistische Bildungszentrum und Archiv Göttingen (https://antifaschistisches-archiv.org/das-abag/) kommt und klärt über rechte Symboliken auf. Der Vortrag soll vor allem die vermehrt am Campus und im Göttinger Stadtbild aufgetretene Symbolik der "Identitären Bewegung" beleuchten. Für den Vortrag ist kein Vorwissen notwendig.

Die hiesige Presse begeistert!

Homage to the university city of Göttingen from the view of a student

The biggest differences between a metropolis and a student town that I noticed right away are measurable in numbers: The size, the number of residents and the distances between A and B are quite smaller in Göttingen than in Frankfurt. Göttingen has about 120,000 residents, a quarter of which are students – so quite a bit. Whan I'm strolling through the streets of the old town, I see many young faces. It is particularly nice and convenient that the university camout is scattered all over the city. This way, you are always in the immediate vicinity of the university, but you can in a few minutes retreat to the botancal garden if you need some distance to seminars and exam stress.

That is what I like so much about Göttingen: The city is so small that life happens quasi at one place. The shortest distances, which you have cover in the city are giving you first of all one thing: more spare time, which every student can fill out in a different way. In Frankfurt, it has taken me sometimes an hur with public transportation if I wanted to visit a friend who was living at the other end of the city. Now I need about 15 minuts with the bicycle. The same appiles when I have to switch the campus of if I only want to fall into my bed after a long evening in the city center.

Sometimes I have asked myself whether there is something that I miss about the life in the metropolis in general or Frankfurt in particular. Perhaps the variety of squares and biographies, which you obviously encounter every meter on yout way through the city. But when you are looking more closely, you find all these things in a smaller town, too. Frankfurt offers, in contrast to Göttingen, a huge cultural and culinary variety. But do you really need all these options between 30 different concerts and exhibitions and hundreds of restaurants and cafes? Göttingen has a reasonable cultural landscape; however, it is full of life. In fact, there is somethng going on every day. In March, it is a bit more quiet in the city because many students are visiting thair parents during the semester holidays, or they travel. But that is the great thing: There is just enough going on that you can do something without feeling overwhelmed by all the options. The same applies to student life.

Aren't we all living in bubbles?

Göttingen gives me the opportunity to breathe again, because the the student town is full of students and thus full of people aho don't have to orgenize their everyday life down to the last detail and have to hurry from one appointment to the next one as you see so often in the big cities, but who sometimes have the luxury to take the day as it comes. Even if that is applicable for many students only in exceptional cases or during the semester holidays, life in the smaller city feels overall more relaxed. And you can feel that in many kinds: in traffic, in the general attidute and in the tone in which people communicate.

Of course, it is important for many students – including myself – to have a job parallel to the studies. Many of us are working as waitors, at the university, or in the library to make some money. And that takes time – but strangely enough, I still have the feeling to have more of it at my disposal, after all. Despite many seminars and lectures, I was able to attend a course in the programming language C out of pure interest, and I am learning Ancient Greek and Japanese in addition to my studies – because I am fascinated by the associated cultures. To concentrate on a matter works astonishingly better in Göttingen that in has ever worked n Frankfurt.

From a critical perspective one could say that students live in a student town in an academic bubble through which only little of the surounding world gets through – and that is right to a certain extent. But you can aso ask the counterquestion: Aren't we all living in certain bubbles because our perception is predominantly determined by what happens around us and what we are dealing with? I think that the concern to be disconnected from real life only because you are living in a university town is unsubstantiated.

The people that I have met in Göttingen are quite different – but one thing is common to them: a big interest in life, in their surroundings, in other people, and in expanding their horizon. When I tell here that I took a year longer for my bachelor studies to do internships, to travel and co make experiences for life, I encounter more appreciation for my decision in Göttingen than in Frankfurt.

Less worries

In my view, many students are united by a certain disorientation. We all don't know exactly where our studies – particularly in human sciences – will lead us, but that is actually not so important right now, because we cannot anticipate the future and don't know what will come. Friends and fellow students tell me often what they want to learn, read, visit and experience. In my "Reading Club" we are nor only discussing books, but also politics, but also world affairs, but less about anxiety about the future, carreer prospects, and visions of our lives.

Since I am living in Göttingen I am less concerned about my future carreer. I am learning new, fascinating ideas, texts, words, and sometimes people that show me new possibilities and ways. What will work out in the end will reveal itself in due time. For me, it was in any case the right decision to move to Göttingen.

Depending on which demands you make with regards to your duration and place of study, I think it can by very worthwile to move to a student town. I personally have a much easier time to live in the here and now because I am no longer exposed to the hectic and fast pace of the metropolis, which distracts me from the essentials when a multitude of sensations rush towards me in the same moment. I enjoy to live in a place that enables me to fully concentrate on my studies and everything connected to it.

Meet Gabriel Villamil, molecular biologist

1) What do you do?

I’m a doctoral student studying RNA metabolism and RNA transcription kinetics. Even though we've known for decades that genes in our DNA are transcribed into RNA which are then translated into proteins - the expression of our biology - there is still so much that is not understood!

Transcription is not a simple on-or-off, yes-or-no process. Relative concentrations and the speed at which things happen matter! My job is to combine DNA sequencing with math to understand transcription better, find out what the different parts are for, how much of them are needed, and how quickly things happen!

2) Where do you work?

I work at the Max Planck Institute for Biophysical Chemistry in Göttingen, Germany. As you can tell from the name, we study three basic sciences here: biology, physics, and chemistry!

3) Tell us about the photos!

[Left:] I spend my time coding on a computer trying to turn complex data into pretty and understandable figures.

[Right:] I am in an international graduate program and every month we celebrate the culture of some of our students. This is a photo from a celebration of the Chinese Spring Festival (we're drinking Tsingtao beer). 4) Tell us about your academic career path so far. 

I went to elementary school at the Community of Learners Foundation, then the Philippine Science High School Main Campus for high school, and then UP Diliman for college, studying Molecular Biology and Biotechnology. I was six years an undergrad, and then spent for four years working at the Philippine Genome Center for a total of ten years in UP!

In 2016, I moved to Göttingen to join the International Max Planck Research School for Molecular Biology. It's an integrated MSc/PhD program. Now, I'm in my 2nd year of PhD.

5) Anything else you’d like to share?

For your young readers: become a scientist! It's not a popular career path in our country, but it can be just as rewarding and sexy as being a medical doctor or lawyer. 

For the parents: encourage your children's interest in science! There is no such thing as "bad at math" or "bad at science". Everyone can be good at both! The only thing that's needed is curiosity, which everyone already has!

Fwd: Postdoc: UGOE_Germany.BioinformaticsEvoDevo

Begin forwarded message: > From: [email protected] > Subject: Postdoc: UGOE_Germany.BioinformaticsEvoDevo > Date: 24 July 2020 at 06:33:11 BST > To: [email protected] > Reply-To: [email protected] > > > PostDoc Position (1 year) in Bioinformatics at the Department of > Developmental Biology of the Georg-August-University of Göttingen starting > from November 1, 2020 > > Closing date for applications: August 23, 2020. For further information > visit our website (https://ift.tt/32Tcvp9) or contact me via Email > ([email protected]). > > Background and aim of the project: > > We study the evolution of Drosophila head shape and compound eye size (e.g. > see doi: 10.1371/journal.pone.0037346) to contribute to a better > understanding of the molecular basis of the morphological diversity. The > PostDoc project will focus on interspecific differences in head development > between D. americana and D. novamexicana and it builds on prior phenotypic > and genetic data. The major aim of the project is revealing interspecific > differences in developmental gene expression and chromatin accessibility > using an already available extensive RNAseq and ATACseq dataset. Expression > and accessibility data will be integrated with genome wide association > mapping (GWAS) data (see doi: 10.1101/2020.03.24.005413) to link variation > in gene regulation to phenotypic differences. Additionally, the impact of > various inversions that are present between D. americana and D. novamexicana > (see doi: 10.1093/gbe/evy239) on gene regulation and phenotypic differences > will be tested. > > Your profile: > > - PhD in Biology, Bioinformatics or related fields > > - Experience with Next Generation Sequencing (NGS) data is expected > > - Background in Bioinformatics, Statistics and strong analytical skills >  is expected > > - Experience with molecular biology (cloning, PCR) and/or Drosophila >  genetics is advantageous > > What we offer: > > The University of Göttingen is part of the interdisciplinary Göttingen > Campus that offers a vital environment for basic research and a > well-organized PostDoc community. The University of Göttingen is an equal > opportunities employer and places particular emphasis on fostering career > opportunities for women. Qualified women are therefore strongly encouraged > to apply in fields in which they are underrepresented. The university has > committed itself to being a family-friendly institution and supports their > employees in balancing work and family life. The mission of the University > is to employ a greater number of severely disabled persons. Applications > from severely disabled persons with equivalent qualifications will be given > preference. > > -- > > Nico Posnien > > Georg-August-University Göttingen > > Johann-Friedrich-Blumenbach Institute for Zoology and Anthropology > > Department of Developmental Biology > > Ernst-Caspari-Haus (GZMB) > > Justus-von-Liebig-Weg 11 > > 37077 Göttingen > > Germany > > NEW Phone: +49 (0) 55139 28662 > > E-mail: [email protected] > > Website:   https://ift.tt/30GnwYn > > Twitter: @PosnienLab > > [email protected] > via IFTTT

Top universities for MS in Mechanical engineering in Germany

Why Mechanical Engineering in Germany ?

Germany has established itself as a leader in the engineering area because of its cutting-edge universities and cutting-edge infrastructure. One can benefit indefinitely from the course with the degree. The most recent advancements in the industrial sectors are taken into consideration when creating the curriculum. The students are provided with thorough information and abilities with this goal in mind, enabling them to function in the organization's modern contexts. There are certain benefits of doing Masters courses in mechanical engineering in Germany that you'll be getting practical oriented knowledge and good industry exposure. Also, the cost of living there is affordable and you will get good job opportunities there.

Benefits of doing Masters in Mechanical engineering in Germany

One of the most exciting engineering programmes in Germany is the Master in Mechanical Engineering, which focuses on the study of moving objects and systems. It is a two-year degree programme with four semesters that offers candidates superior expertise. Along with the human body, which is a tremendously complex mechanism, the field has an impact on every aspect of contemporary life. The student’s knowledge base is widened by their participation in lectures, projects, industry training, and mastering these. For Indian students wishing to study engineering abroad, Germany has repeatedly shown itself to be one of the top countries for pursuing an MS in Mechanical Engineering. The master's degree in supply chain management in germany is designed to prepare tomorrow's leaders to tackle difficult problems by combining their engineering and managerial expertise. It is a programme that is focused on the future and has integrated itself into modern civilizations and trade networks.

Top university in Germany for MS in Mechanical Engineering in germany

PFH German university is the best university which offers multiple technical courses. sssssss As it is an industrial oriented university, so many companies are placed in the campus only. Additionally, By studying at the PFH, you are making an excellent choice in the truest sense of the word, because all PFH courses are accredited and state-recognized.

Benefits of studying at PFH German university:

Practical knowledge: In this university you’ll be getting practical knowledge and industrial exposure which will help out a lot. And these days students prefer and like to have practical knowledge instead of theoretical.

Placement assistance: This university assists its students regarding the placement and provides them opportunities to shape their career. Some of the industries are:

1. Airbus Operations GmbH

2. Bahlsen GmbH & Co. KG

3. Baker Tilly Holding GmbH

4. Clarios Germany GmbH & Co KGaA

5. Composites United eV

University sports: University sports in Göttingen impress with a huge range of sports: the offer ranges from Bujinkan Ninjutsu to cricket disk golf to sports classics such as volleyball. In addition, the large meadows around the university sports center are ideal for getting together with friends for outdoor sports or a barbecue. The offers of the university sports are aimed at students of the Göttingen university and colleges.

Small study Groups: This university offers studies in small groups so that students can easily understand the concepts. Teachers can also give attention to students regarding their studies. They try to find their strengths and weaknesses so that their students can improve.