Sathyabama Institute of Science and Technology is organising Three days workshop in “CELL CULTURE AND CELL-BASED ASSAY TECHNIQUES” which will be held on December 2th to 4th 2026  at Centre for Molecular and Nanomedical Sciences, International Research Centre, Sathyabama Institute of Science and Technology, Chennai through Physical mode.

The hands-on workshop will provide participants with a comprehensive introduction to cancer cell culture and in vitro cell maintenance, along with hands-on training in cell subculturing, cell counting, cryopreservation, and cell revival. Practical sessions will also cover cell viability assessment using the MTT assay, apoptosis detection through staining and analysis, and Propidium Iodide (PI) staining. T Through a combination of theoretical sessions and laboratory training, participants will develop essential practical skills for conducting cell-based experiments and advancing their research in Biomedical research.

TIFR-ARUMDA, in collaboration with Agilent, is organising a two-day workshop on ICP-MS for Elemental Analysis on 23–24 November 2026 at the Tata Institute of Fundamental Research (TIFR), Hyderabad.

The workshop will cover the fundamentals and recent advances in ICP-MS, with a focus on its applications in basic biology, pharmaceuticals, food and nutrition, materials science, and clinical research.

Flow Cytometry is one of the most powerful single cell analysis tool used in biological research and clinical diagnostics. Using this state-of-the art technology, we can study and quantify various parameters of the cells or cell like particles in heterogeneous samples. This 3rd Online International Winter School for Flow Cytometry Data Analysis & Presentation is a comprehensive program designed to provide participants with in-depth knowledge and practical skills in analyzing and presenting flow cytometry data. This course is ideal for researchers, students, and clinicians looking to enhance their expertise in flow cytometry data analysis and presentation. Through lectures and practical activities, participants will learn the core concepts of flow cytometry data analysis & presentation and troubleshooting. We will cover the theory combining with data analysis sessions using different data sets as part of our course curriculum.

Sathyabama Institute of Science and Technology invite for the Hands-on Online Workshop (Zoom Platform) on “Molecular Docking, Biological Software Packages and Cell Culture Techniques” (to attain publication) from 26 to 28 November 2026 Organised by the Centre for Molecular and Nanomedical Sciences, International Research Centre (IRC), Sathyabama Institute of Science and Technology, Chennai. This workshop will provide a platform for the beginners to explore molecular docking, computational and cell culture techniques and implement these techniques in their field of research.

Following computational techniques such as; Molecular Docking using AutoDock Vina (Protein-ligand); Ligand preparation — Chimera; Docking analysis; Protein and Ligand preparation; Grid generation; Result analysis using Discovery Studio; Protein target screening and toxicity prediction will be covered. This workshop will provide a platform for the beginners to explore molecular docking, computational and cell culture techniques and implement these techniques in their field of research.

In the theme of data analysis, we are going to teach

1. ImageJ — Java-based image processing program, we can use it for many biological research experiments, for example western blotting, wound healing, immunofluorescence etc.,
2. Biorender — Scientific diagrams, and illustrations.
3. Circos Plot — Circos ideal for exploring relationships between objects or positions.
4. Mapchart — Make your own custom map of the World.
5. GraphPad Prism — Data analysis and graphing software (Survival graph).

Cell culture techniques and protocols include media preparation, cell passaging, counting cells in a Haemocytometer, cell seeding for MTT, wound healing and Immunofluorescence, cryopreservation, MTT assay and ex vivo organ (intro) calculations. Molecular Biology calculation includes stock and working concentration preparation and other basics.

Sathyabama Institute of Science and Technology is organising the Hands-on Workshop on Confocal Microscopy Techniques, scheduled from 9 – 11 December 2026 at Sathyabama Institute of Science and Technology, Chennai.

This three-day workshop is designed to provide participants with foundational knowledge and practical training in advanced fluorescence microscopy, confocal imaging, and super-resolution microscopy. The programme combines interactive lectures with hands-on sessions to strengthen participants’ understanding of sample preparation, image acquisition, optimization, and quantitative image analysis.

D D Kosambi (Kosambi, hereafter) (1907-1966) saddled many horses – from mathematics and genetics to historiography and peace activism. He worked at diverse academic and research institutions, did not have a PhD, and proposed seemingly unconnected new ideas like harnessing solar energy and remote sensing. How did he do all this? How did he deal with rigid institutional systems that discourage crossing of disciplinary boundaries? Did he falter, or was it a smooth sailing life all along? All such questions, many of which remain relevant even today, make Kosambi’s life enigmatic. Ram Ramaswamy’s book answers all such questions about the multi-faceted, even complex, life of Kosambi.

In a way, much of Kosambi’s interdisciplinary life was shaped or engineered by his father, Dharmanand Kosambi (Dharmanand, hereafter), who was perhaps the greatest influence on Kosambi. Dharmanand was a Buddhist and Pali scholar, and a Marxist and a Gandhian too. Going to England and America for higher studies was the norm in the first half of twentieth century India, but rarely did one go to the West for schooling. Kosambi did his schooling in America, as Dharmanand took him and his sister Manik along when he went to Harvard to work on the Harvard Oriental Series. After schooling in Boston, Kosambi graduated in mathematics from Harvard, where George Birkhoff and Marshall Stone were among his teachers. It is not clear why he did not stay on at Harvard or in America for a PhD (he never did one). 

Schooling in America and the liberal academic environment of Harvard shaped Kosambi. 

The academic flexibility allowed him to chart his own intellectual course and imbibe as much as he was capable of, notes the author. 

Alongside, Dharmanand gave his son the necessary support and helped him develop varied interests, including Sanskrit poetry and history. Dharmanand’s interest in Marxist thought and attraction to the USSR also influenced Kosambi, who, in his later life, independently studied Marxism and played a major role in leftist endeavours such as the scientific workers' movement and peace activism, though he never became a card-carrying communist. 

After teaching stints at Banaras Hindu University and Aligarh Muslim University (at the invitation of French mathematician Andre Weil, who developed the Department of Mathematics there), Kosambi joined the maths faculty at Fergusson College in Poona (present-day Pune). The collegial atmosphere at Fergusson helped him pursue his interest in applied statistics and publish research papers, and also delve deep into his other interests – history, Sanskrit, Indology and scientific numismatics. The Bhandarkar Oriental Research Institute, being just a short walk away from Fergusson, helped a great deal. It was in Fergusson that he did the foundational work on ‘Statistics in Function Space’, which would eventually lead him to build Kosmagraph, an elementary analogue computing machine. Kosambi left Fergusson after a few years, after he was recruited by Homi Jehangir Bhabha to develop the School of Mathematics at the Tata Institute of Fundamental Research (TIFR) in Bombay (present-day Mumbai).

He was at his creative best between 1939 and 1944, publishing 35 articles including two landmark papers. The first appeared in the Journal of the Indian Mathematical Society and described a method for decomposing an arbitrary signal into its significant components, which became known as the Karhunen–Loève expansion (named after Karhunen and Loève, who followed up on Kosambi’s work). The second fundamental contribution of Kosambi, published in 1944 in the Annals of Eugenics, was about genetic distance.

“His work in genetics, on what is termed the map distance, quantifies the genetic similarity in terms of the recombination frequency of linked genes. At the time when Kosambi did the work, his knowledge of genetics was probably minimal, and the structure of DNA was itself largely unknown. Nevertheless, he provided an interesting and useful method to estimate the map distances from recombination values. And this work continues to be used and cited even to this day,” says Ram Ramaswamy. 

The ‘Kosambi distance function ’ is a mathematical tool to determine the rate of separation between genes as an accurate map distance (measured in units called centimorgans) while accounting for ‘crossover interference.’ It is noteworthy that while explaining his concept in his paper, Kosambi used the term ‘markers’, much ahead of it coming into vogue in modern biology. 

Yet, when Soviet agricultural scientist Trofim Lysenko rejected the existence of genes and chromosomes and branded modern genetics as a ‘Western fabrication’, Kosambi wrote an essay in defence of Lysenko. The essay that remained unpublished was full of ‘poorly formed arguments that are all the more surprising given that Kosambi’s basic understanding of genetics was sound,’ reveals the book. This Lysenko episode shines light on the ironies in Kosambi’s life.

The most striking was that while he spent a substantial part of his professional life at TIFR, he contributed little to the task of institution building there, as revealed in historical records and correspondence cited in the biography. He was acclaimed as a pathbreaking mathematician, yet he made a questionable claim of solving a key research problem in pure mathematics (Riemann hypothesis), which his peers dubbed a ‘mathematical scandal.’

Ramaswamy also sees a pattern in Kosambi’s stints with academic institutions: ‘there was a brief period of camaraderie, followed by a variable détente, and this usually led up to a confrontation and considerable unpleasantness’ and finally, an exit. The pattern was to repeat at Kosambi’s next destination, TIFR, where he was the first employee H J Bhabha recruited. Bhabha wanted Kosambi to develop a school of mathematics, but it soon became clear to him that Kosambi’s interest lay elsewhere. 

Other than developing a prototype of Kosmagraph using electric motors and cathode-ray oscillographs and proposing a project in medical statistics, the book notes that Kosambi’s mathematics research in the 1950s took a backseat in terms of both novelty and volume. He himself realised, after a trip to the US and UK under a UNESCO fellowship, that his scientific pursuits were lagging behind global standards. 

While writing about Kosambi’s work on Sanskrit poetics and his book, An Introduction to the Study of Indian History (which has never been out of print since its first publication in 1956), Ramaswamy points out that Kosambi brought a scientific approach to the writing of history, supporting it with field studies. The biography explains how Kosambi’s seemingly unrelated interests were actually connected. 

‘The statistics of coins had led him to Sanskrit poetry, and this in turn would lead him to examine caste and related matters such as the system of gotras. 

Gradually, as one or the other connection became clearer, the broad contours of different kinds of history fell into place,’ according to Ramaswamy.

Kosambi’s life was also full of idiosyncrasies and strange behaviour. He had an interest in hunting, which he developed while in America and continued after returning to India. He had a rifle and would hunt small game near Aligarh and Bangalore. He had once suggested to Bhabha that TIFR be shifted to Jalahalli in Bangalore. He travelled every day from Poona to TIFR in Bombay by the Deccan Queen in First Class, spending a large part of the working day (and money) on the commute (it took three hours one way). So much so, the train is mentioned as his address in the preface of his book on Indian history. He wrote articles and research papers under pseudonyms (such as S Ducray, derived from dukker, the Marathi word for pig), often quoting his own work and even thanking himself for reviewing. He was somewhat of a hypochondriac and malingerer too. 

The story of Kosambi’s life remains relevant even six decades after his passing for several reasons. 

He lived in an age when academic credentials were considered very important. Yet he worked in many disciplines and made fundamental contributions. He transposed learnings from one field to another, like bringing scientific rigour to history or applying scientific methods to numismatics. 

Teaching and research at all levels should encourage multi- and inter-disciplinarity, especially in an age when discoveries are made at the intersection of disciplines.   

TIGS

Bengaluru, Karnataka

Engagement

Contract

Hours

Full-time

Website

www.tigs.res.in →

Profile

TIGS is a program driven research institute with a focus on solving pressing societal challenges. TIGS is seeking applications from enthusiastic candidate to join as Research Assistant in infectious diseases surveillance and diagnostics.

The Research Assistant will support clinical and molecular research activities focused on molecular diagnostic assay development, infectious disease surveillance, and antimicrobial resistance (AMR) research. 

Key Responsibilities 

• Perform DNA/RNA extraction from clinical and surveillance samples. 
• Assist in the development, optimisation, standardisation, and validation of qPCR, RT-PCR, and multiplex PCR assays. 
• Perform sample screening, PCR testing, and basic analysis and interpretation of results. 
• Conduct molecular cloning and routine microbiological procedures, including bacterial culture and antimicrobial susceptibility testing, as required. 
• Handle clinical samples, including processing, storage, inventory management, and documentation.
• Support coordination with hospitals and clinicians for clinical sample collection and surveillance studies. 
• Maintain laboratory records, follow SOPs, and ensure compliance with biosafety and quality-control requirements

Qualifications

MSc in Biotechnology, Microbiology, Medical Microbiology, Biochemistry, Molecular Biology, Life Sciences, or a related discipline

Experience

• 2–5 years; fresh postgraduates with relevant practical skills may apply. 

Desirable Experience 

• Hands-on experience with qPCR, RT-PCR, conventional PCR, or multiplex PCR.
• Familiarity with clinical sample handling and BSL-2 laboratory practices.
• Experience in molecular cloning, bacterial culture, or antimicrobial susceptibility testing.
• Exposure to molecular diagnostic assay development or clinical surveillance studies

To Apply

If you are interested in applying for the above research position, please send the following documents, with a clear reference to the job number listed above & to the following email address: jobs@tigs.res.in 

• A cover letter.
• CV with email, phone number and contact details of two referees. 

Applicants must list Job no JC – 40A and JC – 40B in their application to be considered.

C-CAMP

Bengaluru, Karnataka

Engagement

Contract

Hours

Full-time

Profile

C-CAMP is partnering with a leading global life-sciences investment and innovation organization to build a dedicated scientific services team in Bangalore. The team will support high-impact work spanning biotechnology research, AI-enabled scientific intelligence, computational drug discovery, and early-stage healthcare innovation.

The AI-enabled competitive intelligence team supporting the global group is a core pillar of this new scientific initiative at C-CAMP. The team helps the partner organization and its portfolio companies across healthcare and planetary health understand where the world is heading, spot which technologies are likely to win, and identify key incumbents and disruptors — mapping critical business pathways to learn how great ideas become durable businesses with real-world impact.

These Research Scientists build and maintain the systems, tools, and data infrastructure underlying the partner organization's research and investment process. They specialize in developing comprehensive knowledge of the therapeutic landscape, mapping every relevant program, dataset, and key player across their areas of coverage. We seek individuals who are intellectually curious, analytically rigorous, and motivated by the challenge of finding signal before others do.

Candidates must bring demonstrated AI expertise and a builder's mindset — not just using AI, but fluent in the latest tools and frameworks and actively creating new tools and workflows that expand what the team can do: automating recurring processes, improving the rigor of research, and enabling new types of work not previously feasible at scale. AI is central to this role; we are specifically looking for people who can push the frontier of how the team operates.

Responsibilities:

• Build and maintain comprehensive competitive landscape databases capturing all known clinical and preclinical data across programs in a given therapeutic area.
• Mine patents, publications, and conference abstracts at scale to identify novel programs, emerging mechanisms, and new companies.
• Stay current on emerging scientific trends, novel mechanisms, and early signals of credibility across multiple therapeutic landscapes.
• Interview and survey key opinion leaders and treating physicians to understand standard of care, unmet needs, and likely reception of therapies in development.
• Design and build AI-native tools and workflows that improve how the investment team researches, analyzes, and synthesizes competitive and scientific information — automating recurring processes, data validation and quality checks, and new capabilities that expand what the team can take on at scale.
• Stay current on the rapidly evolving AI tool landscape and proactively identify opportunities to apply new models, frameworks, or approaches to improve quality and efficiency.
• Communicate analyses and competitive intelligence in written and oral forms.
• Assess inbound investment opportunities and provide competitive context to inform initial recommendations to the team.

Qualifications

PhD in the biological sciences or MBBS required

To Apply

Apply by sending your CV to rails.bio@ccamp.res.in by Oct 31, 2026 with Competitive Intelligence Research Scientist mentioned in subject line.

For more information click here

The workshop aims to introduce a multi-disciplinary audience to an array of theoretical & computational methods for modeling complex systems in the physical, biological and social sciences. Through pedagogic lectures, research talks and group projects, participants will have a crash course in statistical mechanics, active matter, network science, game theory and nonlinear dynamics. The projects will involve the applications of these theoretical concepts to a wide range of real world problems.

On most days, fruit flies in our laboratory are part of my PhD research. I study metabolism and ageing using Drosophila melanogaster. I look at them as researchers do: carefully planning experiments, collecting data and trying to understand what these tiny organisms can tell us about biology.

But one day, I found myself looking at the flies differently. I began wondering what a child would see. Would they notice their red eyes? Would they be surprised that something so small has a brain, a heart and genes? Would they understand why scientists have studied fruit flies for more than a century?

That question eventually became the starting point for my science outreach work.

Before coming to the United States for my PhD, I taught biology in India. Teaching had already shown me that students become curious when science feels close enough to touch, observe or question. I also knew that explaining more information does not always lead to more understanding. Sometimes one specimen, one story or one well-timed question can do far more than a long lecture.

When I began thinking about outreach as a graduate researcher, however, I felt the same uncertainty that many early-career researchers feel. I was interested, but I did not know exactly where to begin. I had laboratory work, teaching responsibilities and academic deadlines. I did not have unlimited time or money, and I was not a professional science communicator. What I did have was experience teaching children, access to an organism I knew well and a desire to help young learners see science as something they could participate in.

The beginning

My first important decision was not to choose a completely new topic. I began with fruit flies because they were already part of my everyday scientific life. I understood the organism, had access to appropriate laboratory cultures and could explain why it mattered. This reduced the amount of new scientific preparation I needed and allowed me to spend more time thinking about the children.

The idea gradually developed into Drosie the Fly, an outreach initiative that uses storytelling and hands-on activities to introduce children to biology, genetics and scientific observation. I did not begin by trying to explain my own unpublished research. Instead, I focused on established ideas that children could see for themselves: a fruit fly has a head, thorax and abdomen; it passes through distinct life-cycle stages; flies can have visible differences in traits; and scientists use model organisms to answer much larger biological questions.

This was one of the first lessons I learned: outreach does not require us to simplify our current research paper for children. Sometimes the best starting point is the organism, tool or broad question that sits behind our research. It is familiar to us, but completely new to someone else.

The pilot

In June 2026, I had the opportunity to conduct a hands-on outreach programme at a summer camp in Lubbock for 79 children between the ages of five and ten years. Until then, many of the ideas existed in plans, notes and activity drafts. The event was where those plans had to work with real children, real time limits and real materials.

We brought sealed vials containing fruit flies so the children could observe them safely. They used microscopes, looked at the stages of the fly life cycle, labelled basic anatomy and compared visible traits such as red and white eyes and curly and straight wings. We also used movement and age-appropriate activities rather than depending only on verbal explanations.

The children were divided into different age groups, and the same explanation could not simply be repeated for everyone. The youngest children needed short instructions, movement and obvious visual differences. Older children could spend more time comparing traits and discussing what their observations might mean. My classroom experience helped me recognise this, but the outreach setting made the lesson even clearer: knowing your science is only half of the preparation. You also need to know who is in front of you.

I could have tried to include every interesting fact I knew about Drosophila. Instead, the activities centred on a few things the children could observe and do. That choice made the programme more manageable for us and more meaningful for them.

What teaching taught me

My experience as a teacher continues to shape the way I develop outreach. Researchers naturally begin with content: What facts should I include? Which scientific terms are essential? Teachers are more likely to begin with the learner: What can this child already understand? What will keep them involved? How will I know whether they understood?

For example, showing children the stages of a fruit fly's life cycle is not enough. They need a way to work with the idea. They can arrange images of an egg, larva, pupa and adult in order, act out the stages through movement, or draw one change they noticed. A technical explanation becomes a learning experience only when the audience has something to do with it.

This is why I believe researchers should work with teachers instead of designing school outreach alone. A short conversation with a teacher can reveal whether an activity suits the age group, connects with the curriculum and is realistic in that classroom. It can also prevent us from creating beautiful resources that are too difficult, too expensive or too time-consuming to use.

For researchers in India, former schools and teachers can be especially valuable starting points. Many institutions do not have a dedicated outreach office, but an existing relationship with one teacher may be enough to begin. The first collaboration does not have to be formal or large. One carefully planned session can teach us more than months spent imagining the perfect programme.

The behind-the-scenes

From the outside, an outreach event may look like one enjoyable hour with children. The preparation behind it is much less visible. Materials have to be selected, scientific explanations checked, activities adapted for different ages and safety considered. If live organisms or laboratory equipment are involved, transport and handling also need careful planning.

This hidden workload matters for graduate students and other early-career researchers. Outreach was not the only responsibility on my calendar. I still had experiments to run, students to teach, research meetings to attend and deadlines to meet. I learned that enthusiasm can easily make a small idea grow into a second full-time project.

What helped was giving the project boundaries. I reused the same core scientific ideas across the story, activities and educator materials. I asked for feedback instead of trying to perfect everything alone. I also sought support. A $1,000 outreach grant from the Society for the Study of Evolution helped turn the idea into a real programme, and collaboration with the Museum of Texas Tech University created an audience and setting for the work.

Institutional support does not always have to be a large grant. A department may be able to lend microscopes, cover printing, provide a room, connect a researcher with a school or help with safety and consent requirements. I have found that asking for one specific form of help is more useful than asking generally whether someone “supports outreach”.

One step at a time: 

My outreach work did not begin as a complete children's book, a full educator guide and a collection of polished activities. Those pieces developed gradually. The pilot came first, and it showed me what needed to be clearer, what could be simplified and how differently children of different ages engage with the same organism.

That experience changed how I think about starting outreach. Early-career researchers often believe they need a finished product before approaching an audience. In reality, a small pilot is part of the development process. It allows us to see whether instructions make sense, whether everyone can view the materials and whether the activity takes ten minutes or thirty.

Evaluation can also be simple. If children are learning a life cycle, ask them to put the stages in order. If the goal is observation, ask them to draw or name one feature they noticed. Teacher feedback, participant questions and notes written immediately after the session can all help improve the next version. The purpose is not to prove that the first attempt was perfect. It is to learn from it honestly.

The Indian context 

My training as an educator in India also makes me think carefully about where outreach activities are created and who they are created for. A resource designed for a well-equipped classroom in the United States cannot always be transferred unchanged to an Indian school. Access to microscopes, printing, laboratory materials, transport and even reliable internet varies widely between institutions and regions.

Language is another important part of access. A child may understand a scientific idea but hesitate to express it in English. Allowing discussion in Bengali, Hindi, Urdu, Tamil or another familiar language does not make the science less rigorous. It may give the child a better opportunity to observe, reason and ask questions.

Low-cost outreach does not have to be low-quality. A locally available organism, a set of carefully chosen pictures or a simple comparison activity can create genuine scientific engagement. But we should not romanticise doing more with less. If universities and research institutes want early-career researchers to participate in outreach, they should provide small grants, recognised time, training, reusable materials, translation support and long-term relationships with schools. Individual enthusiasm can begin a project, but it should not have to carry the entire system.

What I learned:

I would not tell someone to wait until their schedule becomes empty, because that time may never arrive. I would tell them to begin with something small enough to fit into the life they already have.

Choose a topic you know well. Find one teacher, school, museum or community partner. Ask what their learners need before deciding what to create. Plan one activity with one clear goal. Use an existing reliable resource if it can be adapted. Decide in advance how much time and money you can give. Then test the activity and allow the first version to be imperfect.

I began by looking at the same fruit flies I saw every day and asking what a child might see in them. That question led to an outreach programme for 79 children, new educational activities and a children's science initiative that is still growing. None of it appeared fully formed. It developed one conversation, one activity and one revision at a time.

That is perhaps the most reassuring thing I have learned. We do not need to become senior scientists before we can share science. We do not need a national platform before work matters. We need accurate science, respect for the audience and a beginning that is small enough for us to make.

Adichunchanagiri University

Karnataka, India

Engagement

Contract

Hours

Full-time

Website

acu.edu.in →

Apply Online

docs.google.com/forms/d/e/1FAI… →

Project

Profile

Applications are invited for the post of Junior Research Fellow for the DHR-Sponsored Project “Start-up Grant for Induction into Biomedical & Health Research.

Principal Investigator: Dr. Ranjitha VR

Duration

3 Years

Money

As per DST norms.

Qualifications

MSc in Biomedical Sciences or Life Sciences (Biochemistry, Microbiology, Molecular Biology, Biotechnology or related discipline).

Experience

• Candidates who have qualified CSIR-UGC NET, UGC-NET, GATE or an equivalent national-level examination will be given preference.
• Hands-on experience in microbiological techniques.
• Interest in antimicrobial resistance (AMR), bacteriophage isolation and characterization, nanomedicine, and novel drug-delivery systems.
• Prior research experience in microbiology, bacteriophage research, nanotechnology or related areas will be an advantage.

To Apply

Interested candidates should submit the following documents through the Google Form link on or before October 30, 2026:

• Research statement outlining research interests and relevant experience.
• Degree certificates

Shortlisted candidates will be informed by e-mail and called for an interview at Adichunchanagiri University, B.G. Nagara, Karnataka.

The selected candidate may be eligible to pursue a Ph.D. at Adichunchanagiri University, subject to fulfilling the university’s admission requirements and applicable regulations

For more information click here

Contact

Dr. Ranjitha VR

ranjithavr@acu.ac.in

P 9620260718

Prof. Prashantha Kalappa

research@acu.edu.in

P 8088157568

RGCB

Thiruvananthapuram, Kerala

Engagement

Temporary

Hours

Full-time

Profile

Applications are invited from suitable candidates (Indian Citizens) for one position of Research Associate-I in the DBT-BIRAC Project on ‘Smart Proteins’ for Fostering High Performance Biomanufacturing under the BioE3 Policy, entitled "Formulation of serum free growth media for the derivation and differentiation of bovine embryonic stem cells to muscle stem cells: a sustainable plant-based indigenous alternative for the production of cultured meat" to work in the Laboratory of Dr. Debasree Dutta Scientist F, Rajiv Gandhi Centre for Biotechnology (BRIC-RGCB), Thiruvananthapuram.

During this study you will learn embryonic stem cell culture from different sources, their differentiation into multiple lineages, and various cell biology techniques to confirm ESC generation and pluripotency states in addition to gaining full hands on experience in FACS.

Duration

Initially for a period of four months or till termination of the project whichever is earlier and extendable based on the performance evaluation.

Money

₹ 58,000 + 18% HRA per month.

Qualifications

PhD in Life sciences.

Experience

Experience in embryonic stem cells/mammalian cell culture certified (thesis), differentiation strategies of stem cells.

Desirable: Derivation of embryonic stem cells from embryo, embryo handling, teratoma generation, muscle stem cell differentiation, mouse handling, and other cellular and molecular biology associated experiences including western blot, RT-PCR, IF, FACS, IHC analysis

To Apply

1. Applications should be submitted online.
2. Candidates currently working in Government firms should send applications through proper channel.
3. Last date for receiving completed applications is 23th October 2026.
4. If a candidate wishes to apply for different positions, separate application forms should be submitted for each position.
5. Selection to the position will not entitle the candidate to any future positions at RGCB (permanent or otherwise). As with all project positions at RGCB, the position will be co terminus with end of the project.

Applications which are not in the prescribed format will summarily be rejected.
Only those fulfilling the above criteria need apply. Applicants will be short listed for the online selection interview based on eligibility criteria. Selection of suitable candidates will be made based on qualifications and performance in the selection interview.

For more information click here

Azim Premji University

Bengaluru, Karnataka

Engagement

Contract

Hours

Full-time

Profile

Azim Premji University invites applications for the role of Program Manager  for the Research Centre. 

At Azim Premji University, research is an important means of understanding the complex challenges facing our society. Our research spans a wide range of disciplines, including education, livelihoods, development, environment, and public health, as well as the fundamental advancement of science and mathematics.

The University supports research through internal grants and external funding from government and non-governmental organisations.

APU invite applications from candidates with experience in managing research grants across the sciences and social sciences.

Responsibilities:

1. Pre-award support: 

• Identify suitable funding opportunities from national and international agencies. 
• Organise and facilitate grant-writing workshops.
• Ensure that proposals meet University requirements and funding agency guidelines.

2. Post- award management

• Coordinate project initiation with the Finance team.
• Ensure that projects meet funder requirements and secure the necessary ethical approvals.
• Coordinate the preparation of Utilisation Certificates (UCs) and Statements of Expenditure (SEs) with the Finance team.

3. Research administration

• Maintain records of grants and funding statistics across campuses.
• Develop standard operating procedures for grant management.
• Assist with research audits and compliance reviews.
• Support the management and administration of internal grants as required.

Qualifications

An advanced degree in Sciences with experience in grant management.

Experience

• Strong attention to detail and the ability to execute tasks effectively and consistently.
• Ability to collaborate with teams across different functions.
• Strong communication and stakeholder management skills.

To Apply

Please email a copy of your Curriculum Vitae to <openpositions@​apu.​edu.​in> with the subject line ​“Application for Program Manager – Research Centre — Bengaluru":

For more information click here.

This program is funded by DHR and hence there is no registration fee for attending this workshop. The workshop  'Zebrafish as a Translational Preclinical Model in Biomedical Research' is aimed at providing extensive hands-on and theoretical training to develop highly skilled human resources capable of carrying out cutting-edge research in disease modelling using zebrafish as models with training in gene and protein expression analysis, histology and immunohistochemistry,  to serve the growing healthcare needs of the Indian population. If you are a highly motivated individual with a keen interest in zebrafish-based biomedical research and fall under one of the below-mentioned categories, you are highly encouraged to apply for this sponsored workshop. 

For more details visit: https://irc.sathyabama.ac.in/?Centre-for-Molecular-and-Nanomedical-Sciences