#Indian Students In Europe

[edugoabroad]

Are you looking to study, work, and settle in a European country? Then this video is for you. Explore the opportunities to study, work, and settle in the top European countries.

Find your ideal study abroad destination now!

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Top 5 MBBS Universities in Russia for Indian Students - Fees Structure by Poornima Chauhan | #Eklavyaoverseas

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The Ultimate Roadmap to Free Education at Public Free Universities in Germany  

Tuition fees are one of the main concerns of international students. Thankfully, several public free universities in Germany aim to eliminate inflated tuition fees from the equation. Public free universities in Germany with free certification are free for all: not just students from the European Economic Area (EEA).  By “free,” we mean these universities don’t charge astronomic enrollment fees. Some administrative charges may apply. But, paying partial tuition fees to public free universities in Germany is much, much cheaper than paying full tuition fees at any European college.  Are you a young Indian student planning to do your master's or study MBA in Europe for free? For 15+ years, European Study Institute has helped hundreds of Indian students overcome language barriers and gain entrance into German universities. Is Education Free at Public Universities in Germany? Most “tuition-free” German universities charge students administrative, enrollment, and other basic student services fees. Apart from these semester-wise payments, there are no annual or monthly tuition fees that students have to pay at either bachelor’s or master’s level.  Some postgraduate or post-employment level courses may carry semester fees (e.g., for advanced MBA courses). These fees are called “Semesterbeitrag” & they amount to €300-400 per month.  In comparison to private institutes, these fees are substantially lower in German public universities. Getting a free MBA in Germany for Indian students also involves the following living costs: Rent/Utilities: €350-500 € Food/Drink: €200  Health Insurance: €100  Phone/Internet: €30  Students can easily get by on less than €900 per month. Can I Apply for Scholarships at Free Public Universities in Germany? Visit the official website of the German Academic Exchange Service (DAAD) to find an up-to-date list of scholarship programs from private and public universities in Germany.  Can I stay in Germany after Finishing My Course?  Yes. All international graduates, regardless of their educational background or country of origin can apply for a one-and-a-half-year residence permit post-graduation. These “post-study work visas” allow students to apply for any job that suits their qualifications.  How to Apply to Free Public Colleges in Germany? Different public universities in Germany have different application processes, deadlines, and student requirements. Here’s a list of the most highly-rated public free universities in Germany with links to their websites:  Free University of BerlinHumboldt University Berlin Technical University of Berlin University of Hamburg Trier University RWTH Aachen University University of Heidelberg University of Bonn University of Duisburg-Essen Visit these websites to check out their current requirements regarding non-European International students. For more info, visit the DAAD website, Germany-based study portals, and Facebook Groups that consist of International students. How to Get into a German Public University? Plan in advance, build a strong academic and extra-curricular portfolio, and give yourself a few months to complete the application process. Most importantly - learn the language. If you need extra help, contact our German educators at the European Study Institute! 

[abroadstudyexperts]

Europe is a continent of diversity, culture, and innovation. It is also a continent of excellence in education, research, and career opportunities. If you are looking for a place to pursue your higher education goals, Europe might be the perfect choice for you. However, you need to know the Europe study visa requirements before you can study in Europe.

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Study in Europe for Indian Students

Study in Europe for Indian Students-  European countries are the home of top universities and educational institutions. They offer a wide range of accredited programmes to Indian students at affordable cost. From application to visa assistance & student loans, Superbstudyabroad will guide you at every step | 24x7 support. Find information on top universities, IELTS coaching, financial help and Visa. To get free & Complete Expert consultation, call us on +91 9654187866.

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Best Consultant for Europe Student Visa in Ahmedabad

Nationwide Overseas Education is esteemed as the best Europe student visa consultant in Ahmedabad. We provide guidance for scholarships, top course/university selection, visa application, financial assistance, etc. We empower students to achieve their goals and fulfill their dreams of study in Europe. Contact the best Europe education consultant today.

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[edugoabroad]

Emergence of Europe As A Top Study Destination and What the Future Holds

At EduGo Abroad, we have witnessed a steady uptick in the number of Indian students opting to study in Europe, particularly in countries like Ireland, Germany, Denmark, and so on. For the longest time, students would generally perceive the US, Canada, Australia and the UK as the places where one ought to be.

It’s not that Europe wasn’t seen as a coveted destination, but students were usually inclined towards studying in the aforementioned countries as they felt that their economic standing and policies were conducive to their cause of finding a job and possibly settling down in that country for the foreseeable future. When the pandemic was at its peak, foreign education didn’t skip a beat as the number of students leaving for these countries annually continued to rise and was forecasted to rise close to 2 million in 2024-2025.

This really hasn’t been the case though, however. In fact, overall interest has declined this year as suggested by an analysis of their own database by education financer GyanDhan. The analysis, conducted across state lines, concludes that there “has been a significant 22% drop in the number of students looking for abroad education loans as compared to the same period last year. This decrease in interest was even more pronounced in some states. Telangana witnessed a 30% drop and Gujarat, a 35% drop.”

Heart of the Matter

What could be driving this? Well, as far as we’ve observed, the job markets in these countries haven’t really fared well, and students have had a hard time finding and holding down jobs. It was always difficult to find jobs in non-tech fields, but it has now been exacerbated further, meaning that more and more students are returning home. This is far from ideal as a lot of students intend to cover their initial outlay, in terms of fees amongst other miscellaneous expenses, through the jobs they land there after concluding their studies.

In Australia, stricter scrutiny of applications from Indian students and doubling of fees has contributed to the downward trend. The UK contemplated restricting student entries even further, meaning that students, especially those who intend to pursue a non-tech education, aren’t as keen about these countries as they used to be.

Where One Door Closes, Another Opens

While on one hand the declining numbers across the board make for an interesting study by themselves, what should pique the interest of everyone in the spectrum of foreign education is the increasing interest in pursuing an education in countries such as Ireland, Germany, and Spain, among others. In the past few years, we’ve observed students are beginning to explore options other than the conventional ones, and there’s a growing realization as to the number of amazing, seemingly understated foreign education options, the vast majority of which are in Europe.

In our experience, students are attracted to these countries as they have assumed a more international student-friendly approach; application processes that are easier to navigate, more fluid visa processing, providing students with more flexibility in terms of working whilst studying, not compelling students to take IELTS/TOEFL, and so on. If we are to gaze at the numbers themselves, “there’s a 100% increase in interest in Irish universities among aspirants in Gujarat, Telangana, Tamil Nadu, Andhra Pradesh, and Karnataka”, according to GyanDhan’s analysis.

The Need for Measured Perspective

Before someone reading this gets carried away, it is imperative on our part as experienced and responsible foreign education consultants to implore prospective students to understand what studying in Europe is all about, understand their own plans, and contemplate accordingly.

To put it in the simplest of terms, one must avoid seeing Europe as “easy migration”. Whenever we provide advice to prospective students, we tell them that Europe isn't akin to Canada - one cannot emigrate simply by enrolling themselves in a random course to facilitate their stay and eventually earn permanent residency whilst working on the side. Europe is very, very open to people studying, working, and even settling down there, but it has to be meaningful - one must choose their course carefully, evaluate how it shall help their career path, and whether the skills they’d earn are in-demand so as to help them navigate the job market. Therefore, if one is seeking easy migration, Europe might not be the right move.

One must also take into consideration that every country in Europe has its own unique language and cultural disposition. It is not just paramount to learn the language, but also to embrace the culture there. Students can get by with English during their study, but could struggle once they step into the job market since a lot of things in Europe are done in the native language of the country. In any case, being multilingual is a major plus on one's CV and adds to their personal growth, so when one picks Europe, it is important to be receptive to learning the language and the way of life there. To sum it up, if one is serious about carving out a meaningful career and is willing to put forth the effort to learn the language and mingle with the local culture, then Europe represents an immense opportunity.

Conclusion

All in all, even if there have been challenges owing to socio-political situations unfolding around the world, there’s cause for optimism. Indian students’ general interest in pursuing a foreign education isn’t going to die down anytime soon as the desire for top-quality education and a higher standard of life is ubiquitous amongst an upwardly-mobile, aspirant middle class. The way we see it - this is more akin to diversification and students spreading their options out amidst growing options, as opposed to a decline.

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Details and analysis of 3H outfits

There is a reflection of the house color in the uniforms of students. Although the examples presented in the image are non-recruitable characters, when you recruit students, the color of the reflection in their uniforms will change to the color of your chosen house.

The Byleth academy uniform concept is based on the concept of student uniforms in modern japanese media. Such as the female uniform, which is based on a japanese female student uniform in terms of a hairband, short skirt, andwhite stockings. The male uniform is based on a uniform from the Taisho period.

Female summer clothing is based on the Patra's uniform with the color scheme reversed, the reason may be due to Petra's nature that adapts to hot weather. However, male summer clothing is based on Felix's uniform🤔

The evening wear consists of an Aiguillette which symbolizes honour, and a stylized design of Pellegrina which has a rhombus (males) and heart (females) shape on its edges, with a standard CoS pattern on the males sleeves and females skirts. The female skirts specifically are the same design as the nun's which both contain the pattern of Sothis' dress. Since the evening wear is intended to celebrate Garreg Mach's establishment, it is only natural that the design combines a formal uniform with CoS clothing.

Duscur

The children wear clothing similar to ancient Egyptian clothing, but the clothing of the man and woman closely resembles those of northern europe. (However, I may be wrong, so feel free to add to this post if you know more about the type of clothing of the Duscur people)

All clothing of the Duscur people of this feature a pixelated pattern, and color schemes of teal, light orange, vanilla, and red cords.

The design of their jewelry appears to be a mixture of wing symbols from cultures such as American Indians, Egyptians, and Persians.

Almyra

This man from the VW end mural wears clothing similar to Nader's, and with a color scheme similar to Claude's and the color purple, which symbolizes royalty in persian culture, he is very likely the king of Almyra.

What I found interesting is that although Almyra is inspired by Persian culture, Nader and king's clothing is similar to Tibetan clothing. However, this is not a problem, there is no shame in drawing inspiration from a number of different cultures to make a culture in a fantasy story, as is the case with Duscur.

Dagda

From the clothing of the man on the camel and the helmets of the soldiers, Dagda appears to be inspired by Ottoman culture.

The reason I believe they are from Dagda is because there are many Shamir's design elements at their design.

Well, my statement that "there is no shame in drawing inspiration from a number of different cultures to make a culture in a fantasy story," this is an example of the opposite.

This man from the CF end mural wears the emblem of the kingdom, but his clothing style is that of the alliance. Why🤔

To know the difference between the clothing style of Fodlan countries, read this.

[abroadstudyexperts]

Studying abroad is a life-changing experience that can open up a world of opportunities for Indian students. Europe is one of the most sought-after destinations for international students, with many top-ranked universities and a vibrant cultural scene.

[nyupreservation]

Preserving Leaf Paintings in an Anglo-Indian Commonplace Book, 1822-1825

Hello, I’m Alexa Machnik, a third-year graduate student at the Conservation Center, Institute of Fine Arts, NYU. I first came to the Barbara Goldsmith Preservation & Conservation Department in Fall 2022 as a student in the graduate course, Conservation in Context, taught by Laura McCann, Director of Preservation. During this course, we delved into the world of library conservation, exploring the value systems that guide preservation decision-making and treatment action in academic research libraries. One of my class projects involved rehousing delicate leaf paintings from an early 19th-century commonplace book, or friendship album, part of the Fales Library holdings in the Special Collections at NYU Libraries (figs. 1-2) [1]. In honor of Preservation Week, I will share the intriguing history of the book and discuss the decisions that were made to preserve the leaves.

Figure 1 [left]: Front cover of the commonplace book, bound in gold-tooled red morocco leather.   Figure 2 [right]: Ownership label of “Jane Harriet [Blechynden]” on front marbled pastedown.

The book in question was compiled by Jane Harriet Blechynden (1806-1827) in England between 1822 and 1825. It holds her personal collection of handwritten and acquired materials, with contributions from her sisters, Emma and Sarah, who wrote original poems about sisterhood, separation, and their Anglo-Indian ancestry. The three women were the daughters of a British merchant residing in Calcutta, and while born in India, they were educated in England [2]. There is not a great deal known about Jane Harriet’s life in England, but her impending return to India in 1825 is documented in an emotional verse by Emma (fig. 3):

“Thus in parting my sister we’re breaking a link / Which may ne’er be united again / And firm as that chain was ‘tis painful to think / That absence may send it twain.”

Figure 3: Excerpt from the original poem, “Parting and a Meeting,” signed by Emma.

Jane Harriet’s book offers insights into her personhood, social connections, and sensibilities as an artist and collector. In addition to written entries, she inserted a compendium of acquired materials–pressed flowers, her own original drawings, and numerous paintings–between pages of the book (figs. 4-6).

Figures 4-6 [left to right]: A small sampling of the ephemeral treasures found in the book, including a dried pressed flower, a drawing on pith possibly by Jane Harriet, and a cut-paper silhouette.

Notably, six of these paintings are executed on the dried leaves of the Bodhi tree, a sacred plant indigenous to Asia with distinct spade-shaped, long-tipped leaves (fig. 7) [3]. Although leaf painting has origins in Buddhist traditions, by the time Jane Harriet collected her leaf paintings, it had already evolved into a form of Chinese export art in Europe. Her leaves depict secular scenes of contemporary life in China and botanical subjects, which are typical of the export genre (fig. 8). Their inclusion in the book implies that Jane was among the many people who partook in the avid collecting of China trade goods during the first few decades of the 19th century, a time when European fascination for Chinese culture and art was at its peak. 

Figure 7: A leaf painting, as found loose in the book and partially lifted to show the thin, translucent nature of the leaf support.

Figure 8: Another leaf painting from the book, oriented with the leaf tip at the bottom of the image, depicting flowers and a butterfly.

The initial rush of excitement that I felt at finding the leaf paintings soon turned to concern as I gave thought to their long-term preservation at NYU Libraries, where researchers are expected to handle the book. The leaf paintings were loose in between the pages, which raised a series of “what ifs” about the potential dangers they could encounter. What if the leaves slip from the book? What if they bend or break as the pages are turned? What if the painted surfaces become abraded? The paintings were made with opaque pigment-based watercolors on exceptionally delicate, skeletonized leaves that have been primed with a thin organic coating. Despite being intact, their inherent fragility means that they are vulnerable to even the slightest touch. After considerable discussion, the Conservation Unit decided that in order for the leaf paintings to be preserved and safely accessed by researchers, they should be housed separately from the book. 

I thoroughly examined the condition of the leaves and the painted surfaces in order to make a housing recommendation. Despite some minor damage, all were in stable condition. Thus, the ideal housing would provide support to prevent any further damage, such as paint loss and leaf breakage, and at the same time allow the leaves to maintain their translucency. To achieve this, I opted to mount them in double-sided window mats with a support made from clear polyester film, or Mylar® [4]. The addition of the Mylar® would not only create a stable surface for the leaf paintings but also enable the viewing of both sides (fig. 9).

Figure 9: View of the double-sided window mat with a Mylar® support.

My next challenge was to figure out how to mount the leaves onto the Mylar® support without the use of adhesive [5]. After consulting with conservation staff and creating mock-ups, short, discreet Mylar® tabs were selected as the best option to secure them into place (figs. 10-11). For this process, I positioned a single leaf painting onto the support and selectively placed the tabs around its perimeter, making sure the tabs did not overlap any areas of paint. I then used a handheld spot-welding pen to fuse the tabs to the support. Since this process was done in-situ, near the leaf, it required lots of precision practice and encouragement from colleagues before I felt confident enough for the task.

Figure 10: Detail of a mounted leaf painting. Notice that the Mylar® tabs are welded just outside the leaf and extend minimally over the edges, holding it in place with gentle pressure.

Figure 11: The backside of a mounted leaf painting viewed through the Mylar® support. This gives researchers access to the painting’s verso, where an underdrawing and other signs of artistic process can be discerned.

At the time of writing this post, I successfully housed the six leaf paintings in their double-sided window mats (figs. 12-13). This housing project, while complete, is just one part of the ongoing effort to preserve the commonplace book, and the Conservation Unit is continuing work on other elements of the book to ensure its safe return to Special Collections.

Figure 12: Example of the completed housing, showing the front of a leaf painting.

Figure 13: Back of a leaf painting.

Though my involvement in the project has come to an end, I have gained a very special appreciation for the commonplace book and the preservation challenges it presents. The experience of learning directly from NYU Libraries Special Collections was especially invaluable, providing me with opportunities to participate in complex decision-making processes unique to large research libraries driven by user needs. Before signing off, I’d like to extend my gratitude to my supervisors, Laura McCann, Director, and Lindsey Tyne, Conservation Librarian, and the entire team at the Barbara Goldsmith Conservation Lab for their unwavering support and enthusiasm throughout this project. Thank you all very much!

Notes:

[1] A commonplace book is a centralized place for an individual to record information, whether it be their personal thoughts or quotes from outside literary sources. Friendship albums, by contrast, contain handwritten entries from the family, friends, or acquaintances of the owner (often female). Both forms of commonplacing sustained popularity in Europe and America throughout the 19th century. To learn more about this fascinating literary genre, see Jenifer Blouin, “Eternal Perspectives in Nineteenth-Century Friendship Albums,” The Hilltop Review, Vol. 9, Issue 1 (2016) and Victoria E. Burke, “Recent Studies in Commonplace Books,” English Literary Renaissance, Vol. 43, No. 1 (2013), 153-177.

[2] Much of what is known about Jane Harriet (also known in her family as Harriet) comes from the Blechynden papers in the British Library (Add. Mss. 45578-663). This large holding contains the diaries of her father, Richard (Add. Mss. 45581-653), and older brother, Arthur (Add. Mss. 45654-61). For a secondary account of the Blechynden household, see Peter Robb, Sentiment and Self: Richard Blechynden’s Calcutta Diaries, 1791-1822 (New Delhi: Oxford University Press, 2011).

[3] Michele Matteini, “Written on a Bodhi tree leaf,” Anthropology and Aesthetics, Vol. 75-76 (2021), 45-58. 

[4] The design of the double-sided mats is based on an instructional guide made available by the Library of Congress. “Double-Sided Mat,” Library of Congress, accessed 1 February 2023. 

[5] We chose not to use adhesives or traditional paper-hinging techniques to mount the leaf paintings for several reasons. As noted, the paintings are on fragile, non-paper-based supports that have an organic coating, which may be derived from plant gum. The leaf supports are thin, translucent, and highly vulnerable to breakage, so applying hinges directly with adhesive might permanently alter their appearance or risk further damage to the leaves over time, especially if they need to be removed from the housing in the future.

Photographs: Alexa Machnik