73 evolution-"https:"-"https:"-"https:"-"https:"-"https:"-"https:"-"CEA-Saclay" positions at University of Southern Denmark
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. The researcher will play a central role in the establishment, development, and scientific operation of DanSIBAR. This includes contributing to the installation and commissioning of equipment, development of data
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, enthusiasm for technology and the drive to adopt new skills and extended responsibilities. We offer an open, international team with flexible work organization and support of individual development. The group
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organisational boundaries. The project will contribute to both research and practice by producing insights that can inform physician leadership development, organisational design, and governance approaches
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of the multidisciplinary research project NeuroMate, which focuses on the development of intelligent assistive technologies based on brain-inspired computing. The overarching goal of the project is to
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, the projects combine classical microbiology, microbial physiology, experimental evolution, and omics-based approaches to link microbial interactions and system performance across spatial and functional scales
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development, biomass availability, and sector coupling is experiencing significant growth. The group combines techno-economic modelling, system optimization, and infrastructure planning to address real-world
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in the field of citizen-state interactions, experience and expertise in psychometrics and scale development is highly valued. The planned starting date is July 1, 2026, or as soon as possible
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of individual development. The group is involved in a variety of national and European projects and features a strong network of academic and industrial partners. We solve challenging research problems
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the relationship between the evolution of life and the evolution of the Earth surface environment. This group is part of the bigger Nordcee group of the Biology Department of the University of Southern Denmark
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-based environments), science teachers and teaching (including faculty development and pedagogical competence), and science students’ experience, engagement and study paths, including student wellbeing in