ComputerScience

11
Feb
2026
Christina Runkel

Christina Runkel

Born in Neuwied, Germany • Studied Computer Science at Cooperative State University Mannheim • PhD in Mathematics of Information at the University of Cambridge  • Lives in Oslo, Norway • Postdoctoral Research Fellow at University of Oslo

My interest in mathematics started as a young child and stayed with me throughout my school years. I remember particularly enjoying maths in the final years of school because of our very friendly and motivated teacher. He encouraged me to have a closer look at STEM subjects and maths in particular when trying to decide what to study at university. I could not decide between computer science and maths at first, but ended up doing computer science because of a cooperative study programme that allowed me to study and work at the same time; offering financial stability and practical skills. I ended up working at IBM in Germany where I was lucky enough to be able to choose from a large pool of projects for each of the six internships that were part of the Bachelor’s programme. While mostly focusing on IT consulting internships in my first year, I got the opportunity to work on a research project in a research lab in California in my second year – where I helped to develop new machine learning methods for chat bots – which encouraged me to go more into research for my final two internships, too.

During my Master’s it then became very obvious to me that I really enjoyed doing research and was mostly interested in the maths courses and aspects, which is why I decided to switch to applied maths for my PhD.

While really enjoying the internships that were part of my Bachelor’s programme at the Cooperative State University in Mannheim, I quickly realised that I wanted to get a deeper insight into the „traditional“ student life. My Bachelor’s programme was very structured with little opportunity to choose courses and attendance at lectures was compulsory and I always envied my friends at other universities who had a lot more freedom. Due to the tight connection of my Bachelor’s programme to companies, the curriculum was very applied with little opportunity to do any research. When deciding on a Master’s programme, those ended up being the two main motivations for me to switch to studying a regular computer science degree. During my Master’s it then became very obvious to me that I really enjoyed doing research and was mostly interested in the maths courses and aspects, which is why I decided to switch to applied maths for my PhD. 

Throughout my PhD I always most enjoyed going to workshops and conferences.

Having had the opportunity to combine my Master’s thesis with a research visit in the Cambridge Image Analysis group at the Department of Applied Mathematics and Theoretical Physics in Cambridge, I got a better understanding of the PhD system in the UK and decided to move to England for my PhD. While most PhDs in Germany are tied to a specific project, the prospect of being part of a doctoral training programme which allows for a lot of freedom sounded very convincing to me. Having been funded by a departmental studentship, I got to work on several projects from a broad range of topics like machine learning theory, privacy and security in machine learning, inverse problems and operator learning. Throughout my PhD I always most enjoyed going to workshops and conferences. I was lucky enough to be able to travel to conferences all over the world like Singapore, Japan, the US, Italy and Germany. 

Coming to Cambridge as an international student, I particularly enjoyed being part of a college community with the opportunity to meet people from all over the world and different subjects. While my friend group in both my Bachelor’s and Master’s mainly consisted of people studying computer science, maths and physics, my friend group during my PhD was much more diverse. This is also due to the fact that I started rowing as a new sport when coming to Cambridge which facilitated meeting even more people including undergraduate students of all years.

While I was not interested in image analysis yet at that time, the professor’s enthusiasm for the topic rubbed off on me and motivated me to choose a computer vision project for a one year project that was mandatory as part of my degree. 

Thinking about the most memorable moments of my studies, it was the people who motivated and inspired me most. If it was professors speaking very passionately about a certain subject during lectures or PhD students supervising projects – seeing other people’s interest for the subject always motivated me to keep looking into different fields of maths. I still remember walking into one of my first lectures in my Master’s which was part of a deep learning course. While I was not interested in image analysis yet at that time, the professor’s enthusiasm for the topic rubbed off on me and motivated me to choose a computer vision project for a one year project that was mandatory as part of my degree. 

I also was fortunate enough to have been surrounded by supportive and inspirational people all throughout my Master’s and PhD who encouraged me to go for the next step and believe in myself. Especially as a woman in a very male dominated field, being surrounded by female role models and being supported by both male and female peers and professors made a big difference for me. When starting my PhD, I tried to pass some of this on by being part of mentoring programmes for female and non-binary undergraduates and students. I was both a mentor at the Faculty of Mathematics in Cambridge where we had termly in-person coffee meetings with the mentees and for pupils in Germany via the Cybermentor programme, which offers the opportunity to mentor female and non-binary pupils remotely.  Becoming part of a mentoring scheme is also some of the advice I would give to my 18-year-old self too — to look out for networking opportunities and mentorship programmes; to find people who have chosen a similar path. 

I am now very excited to start my new position as a Postdoctoral Research Fellow at the University of Oslo where I will be continuing to work on developing new methods for machine learning research.

Published on February 11, 2026



Posted by HMS in Stories
12
Jun
2024
Dorcas Seshie Afi Mawutor

Dorcas Seshie Afi Mawutor

Born in Accra, Ghana • Birth year 2004 • Studies physics with computer science at the University of Ghana • Lives in Accra, Ghana • Occupation Level 300 student, financial secretary of department, Huawei campus ambassador for the University of Ghana Huawei ICT Academy

I have always admired Marie Curie, not just for her pioneering work in science but for her fearless approach to understanding the world. Her words “Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less.” resonate deeply with me. I look at her pictures and see a fearless woman, reminding me of my journey and the questions I have asked myself and continue to ask: “Can I do this? Am I in the right field?”

My answers date back to my primary school days when my love for mathematics ignited my passion for physics. Even as a child, I was always very curious, constantly asking the WHYS, HOWS, and WHATS. My incessant questions often tired my teachers. I always found simpler and alternative ways to solve my math problems in class, feeling a deep sense of satisfaction when I arrived at the same answers as everyone else, but through a different approach. I’m not gonna lie, it made me feel like a genius.

Physics, as they say, is math in motion.

My journey into the world of physics began with a mixture of uncertainty, optimism, and determination. The uncertainty in my journey into physics arose from many questions about my future profession. In Ghana, physics graduates often become teachers or lecturers, a cycle I clearly want to break. This uncertainty fueled my optimism and determination, pushing me to explore diverse opportunities within the field. Moreover, the complexity and depth of physics as a subject can be intimidating. In senior high school, I found myself facing challenging material that often left me questioning my capabilities.

Physics, as they say, is math in motion. It is one abstract field. Its abstract concepts, such as quantum phenomena, special relativity, classical mechanics, cosmology, and mechanics, captivated and piqued my interest. I was also attracted to how difficult it seemed to grasp these concepts back in senior high school, which made me so competitive. It was either me conquering the physics subject or it totally conquering me.

Participating in The Girls in Mathematical Sciences program was transformative.

I remember being the first female in my school to contest in the national science and math quiz. My specialties as a candidate were my very brilliant skills and knowledge in physics and math. I was basically their human calculator as well as their math expert. I was glad when I chanced upon The Girls in Mathematical Sciences program organized by the African Institute for Mathematical Sciences. At first, I was skeptical about applying because I thought it was a program only for those interested in pursuing careers in mathematics, but my math teacher encouraged me to apply. I did, and voila, I got in. I am glad to have been part of the first cohort. Participating in The Girls in Mathematical Sciences program was transformative. I met exceptional young ladies whose enthusiasm encouraged me to study harder. Their confidence made me brave, and I deepened my passion for physics while learning about diverse career paths. Dr. Angela Tabiri inspired me as well.

I then realized that the program wasn’t geared only towards girls who wanted to pursue math; I met and appreciated the love of my life, PHYSICS. Funny, right? The world has its ways of doing things. I was enlightened on the various paths and careers that math and physics could lead to. At that point, I was wowed. I knew from then that pursuing a degree in physics wouldn’t be a bad idea either. Who knows? I might just be the next female Einstein.

Currently, I have a strong interest in quantum physics as well as machine learning, but I’m still exploring more options and hoping to intertwine physics with computer science.

I discovered various career paths through the program, including quantum physics, aerospace engineering, and data analysis. Currently, I have a strong interest in quantum physics as well as machine learning, but I’m still exploring more options and hoping to intertwine physics with computer science. Before my passion for physics, initially, my aspirations were firmly set on becoming a medical doctor, a path that seemed more defined and familiar (which is every science student’s dream).

My journey hasn’t been without challenges. Being a female in a predominantly male field can be daunting, especially since there aren’t many females pursuing physics. In my class, males make up about 85%. This disparity has been challenging, but it has also motivated me. In the future, I hope to contribute to the field of physics through research and innovation. I want to inspire other young girls, especially those from Africa, to pursue their passions in STEM fields. Curiosity has been my driving force, and I intend to keep it that way.

So here I am, Dorcas Seshie Afi Mawutor, a young woman from Accra with big dreams and a relentless spirit. My story is just beginning, and I am excited to see where this path will lead. Whether it’s unraveling the mysteries of the universe or inspiring the next generation of female scientists, I am ready for the journey ahead.

Published on June 16, 2024.

Posted by HMS in Stories
12
Jul
2023
Gitta Kutyniok

Gitta Kutyniok

Born in Bielefeld, Germany • Birth year 1972 · Studied Mathematics and Computer Science at University of Paderborn in Germany • Highest Degree Habilitation in Mathematics • Lives in Munich, Germany • Occupation Professor for Mathematical Foundations of Artificial Intelligence

I had never planned to become a professor of mathematics, and if someone had told me when I was young, I would have said: This is impossible. Due to my excitement for mathematics in school and the fact that my mother and my grandfather were both teachers, I first wanted to become a high school teacher myself. And this is how I then started my studies, choosing computer science as a minor. Although the change from high school mathematics to university mathematics was difficult and required a lot of hard work, I enjoyed my studies very much. I however could not get excited about didactics for high school teaching, hence I switched to diploma studies in mathematics. And since at the University of Paderborn, it was quite easy to pursue a diploma in computer science at the same time, I enrolled in this as well.

(…) In retrospect, this period trained me to follow my own path and be very independent.

In my last year, a professor working in abstract harmonic analysis approached me with an offer for a Ph.D. position. I was hesitant about whether this was the right career path for me. Eventually, I accepted the offer but quickly realized that not pure mathematics was my passion but applied mathematics. Hence, in agreement with my supervisor, I chose a more applied topic and got assigned a second supervisor in Munich. This arrangement was not optimal. However, in retrospect, this period trained me to follow my own path and be very independent.

One of the reviewers of my Ph.D. thesis then offered me a position as a Visiting Assistant Professor at the Georgia Institute of Technology. Since I was hesitant about what to do next, I embraced this opportunity, taking it as a chance to see whether I am good enough for continuing as a post-doc. My time as a Visiting Assistant Professor was again hard, since I had never taught a course before, and I now even needed to teach in English. But research-wise a whole new world opened to me; having now collaborators with similar interests as myself, namely the area of applied and computational harmonic analysis. I then spent another year in the US with a research fellowship at both Washington University in St. Louis and again at the Georgia Institute of Technology. It was a very productive time for me, leading to a Habilitation in Mathematics at the University of Giessen in Germany.

I overcame my shyness and approached [some professors in the US whose work I had always admired] for an invitation (…).

Due to the uncertainty of obtaining a professor position in Germany, I applied for a Heisenberg Fellowship from the German Research Foundation to visit some professors in the US, whose work I had always admired. I overcame my shyness and approached them for an invitation and eventually got the amazing chance to visit first Princeton University, then Stanford University, and finally, Yale University, learning about new research areas such as compressed sensing.

Returning to Germany, I started as a full professor at the University of Osnabrück. This was a very fulfilling experience, and I loved building up my own research group. However, it was a very small department, and finding good students was hard, and I soon started looking for other positions.

I was again lucky and was offered an Einstein Chair at the Technical University of Berlin. Soon after, the advent of deep learning started and affected my research area significantly. I decided to embrace this paradigm shift and delve research-wise into artificial intelligence. Looking back, this was one of the best decisions in my life.

For the first time, I am now not the only female professor in my department.

This might have also led to a personal offer from Ludwig-Maximilians-Universität München for a Bavarian AI Chair for Mathematical Foundations of Artificial Intelligence, which I was surprised and delighted to receive. Due to the excellent conditions for AI research in Munich and Bavaria, I accepted the offer and moved to Munich. For the first time, I am now not the only female professor in my department. In fact, I have several wonderful female colleagues, which is an entirely new experience for me.

In general, I learned in my career that one should be open to opportunities, as they often arise unexpectedly, and also not be shy to approach colleagues for advice and help. If you ask whether being a woman has impacted me in my career, I have to say that the first time I realized that one is treated differently was when I became a professor. As committee meetings increased, I learned the hard way that men do not behave better or worse, but just differently. Looking back, a course on gender-specific behaviors in professional environments, as it is, in fact, custom for higher positions in industry, would have helped significantly.  On the other hand, I also had and still have several amazing male colleagues who support me tremendously, also with advice, and I am deeply grateful to them.

Published on July 12, 2023.

Posted by HMS in Stories
18
Jan
2023
Nicola Richmond

Nicola Richmond

Born in UK • Studied Mathematics and Computer Science in Edinburgh, UK • Highest Degree PhD in Algebra and Algebraic Geometry • Lives in London, UK • Occupation VP of AI

As a child, I enjoyed solving logic puzzles and spent a lot of time teaching myself BASIC on a Commodore VIC-20 that my dad had given to my brother for Christmas – my brother wasn’t remotely interested in the computer – I was obsessed by it!

My love for the problem-solving aspects of mathematics was solidified at school. I was lucky to have amazing mathematics teachers who made my learning journey both interesting and enriching. After regularly getting decent marks in school tests, I realised that I also had an aptitude for the subject and specialised early on by taking double mathematics A’ Levels.

(…) The inherent precision and rigour in mathematics helps keep my wandering mind constrained!

I went on to study mathematics as an undergraduate at Edinburgh. While there, I gravitated to pure mathematics – I love the logical nature of abstract mathematics and how concepts and rules can be linked together to develop new ideas and prove theorems – the inherent precision and rigour in mathematics helps keep my wandering mind constrained! I intended to pursue an academic career in mathematics, but with permanent academic positions in short supply, I settled on IT as a sensible Plan B and stayed on at Edinburgh to take an MSc in computer science. After that, I headed to Leeds to study for a PhD in representation theory of finite-dimensional algebras; and this was the end of my pure mathematics adventure – a career involving computing beckoned!

Looking back, there were several junctions along the road where I could have taken a different direction. The first was leaving my IT consultancy role to join Unilever on a two year contract. This introduced me to the world of chemoinformatics which I could link to mathematics by considering molecules as graphs of atoms connected by bonds. When my contract at Unilever came to an end, and with no sign of the recruitment freeze lifting, I decided to go to Sheffield as a post-doctoral researcher to work on developing a (commercialised) approach to facilitate computer-aided drug design.

Just over a decade was in the computational chemistry department, developing methods to find small molecules with medicinal properties.

Following the post-doc, I spent 18 years at GSK. Just over a decade was in the computational chemistry department, developing methods to find small molecules with medicinal properties. I then made an internal move to focus on bringing novel data analytics methods into GSK. This GSK chapter exposed me initially to the world of deep learning and its application to computer vision, and then later to new drug modalities, like antibodies, when I was responsible for a portfolio of digital, data and analytics projects.

The final four-year leg of my GSK journey I spent in the newly-formed AI/ML organisation. There, I learned the virtues of good engineering best practice and agile development, which was excellent preparation for my current role as VP of AI at BenevolentAI. I was also put in charge of building and leading the GSK.ai Fellowship Programme, which ignited a passion for developing, mentoring and nurturing junior staff members.

While I no longer have the opportunity to indulge in pure mathematics, mathematics is omnipresent in what I do.

Now at BenevolentAI, I focus on the company AI strategy and our centre of functional excellence in AI. While I no longer have the opportunity to indulge in pure mathematics, mathematics is omnipresent in what I do. I spend a lot of time reading the AI literature, which really combines probability theory, statistics, linear algebra, calculus and optimisation, and thinking about how we can leverage AI to accelerate drug discovery.

Young students often struggle to visualise how the study of mathematics may translate into practice. Many believe they’ll end up being a banker, an accountant or a mathematics teacher (which are of course worthwhile professions). I never really planned my career-journey, I did what felt right at the time, and I would never have imagined that I’d end up using my skill-set to find life-changing medicines for patients. So here’s my advice: we’re living in challenging economic times, so be flexible and responsive – seek out and embrace new opportunities that play to your strengths; and most importantly, follow your passion for mathematics – it can take you anywhere!

Published on January 18, 2023.

Posted by HMS in Stories
19
Oct
2022
Bernadette Spieler

Bernadette Spieler

Born in Deutschlandsberg, Austria • Birth year 1988 • Studied Information Management and eHealth at Graz University of Applied Science in Graz, Austria • Highest Degree PhD in Engineering Sciences from Graz University of Technology in Graz, Austria • Lives in Zurich, Switzerland • Occupation Professor in Computing Skills in Education, Zurich University of Teacher Education, Switzerland

Since February 2021, I have been at the Zurich University of Teacher Education (PHZH, Switzerland) as a professor for “Computing Skills in Education”. This professorship is located at two centres: the Centre for “Media Education and Informatics” and the Centre for “Education and Digital Transformation.” Previously, I was the Head of the Department of Informatics Didactics and a visiting professor (W2) at the Institute for Mathematics and Applied Informatics at the University of Hildesheim (Germany). I received my PhD in 2018 from the Institute of Software Technology at Graz University of Technology (TU Graz, Austria). At TU Graz, I worked first as a project assistant in the H2020 project “No One Left Behind“, and later as a postdoctoral researcher. I completed my dissertation on the topic “Development and Evaluation of Concepts and Tools to Reinforce Gender Equality by Engaging Female Teenagers in Coding”. For my thesis, I focused on the conception of a framework for a more gender equal classroom setting for inclusive computer science activities. This so-called “Playing, Engagement, Creativity, Creating” (PECC) framework suggests inclusive activities during different stages, considers the gender dimension in different intrinsic and extrinsic motivators, and shows how all students can benefit equally from them. It puts an emphasis on how to foster intrinsic motivators like pupils’ sense of belonging to computing fields, to generate interest for this area, to improve pupils’ self-efficiency towards computing, and finally, to bring fun elements to the classroom. Second, I developed different apps to engage girls in game design, e.g., “Luna&Cat” and Embroidery Designer.

(…) The focus in education is changing; it is less about imparting knowledge and more about enabling competence acquisition that is independent, reflective, and cooperative.

With its multitude of facets, computer science (CS) offers many exciting topics for children and young people. Girls in particular often do not have the opportunity to take an interest in such topics, or are quickly depreciated as a target group. For future generations, it is crucial not merely to use these technologies, but to understand and apply them. At the same time, the focus in education is changing; it is less about imparting knowledge and more about enabling competence acquisition that is independent, reflective, and cooperative. Education in a culture of digitality ensures the participation of all learners with their different prerequisites and equal opportunities. This requires the promotion of digital competences in a level-appropriate delivery (from school to teacher education to vocational training).

At the PHZH, I have the opportunity to reach teachers as multipliers in training and education. Various concepts such as game design, Maker-Education, or playful CS with quizzes and analogue activities enhance both inspiration and motivation. Furthermore, it is essential to dispel misconceptions that computer science is “not creative” or “too difficult”. Playing and creating games on smartphones are both popular activities for the new generation of digital natives, and therefore are a perfect match for the development of creativity, problem solving, logical thinking, system design, and collaboration skills. Particularly in my current project “Making at School“, we show exciting possibilities for interdisciplinary project work in various Maker activities. Making as a method for free experimentation, exploration, or (digital) tinkering enables new learning formats for education. Thus, Making facilitates open learning spaces with problem-solving tasks, interdisciplinary connections, and transversal competencies. For instance, technical understanding, creativity, craft skills, or concepts of sustainability and entrepreneurship are promoted.

In order to significantly influence future developments in CS didactics, I am involved in various expert groups. For example, as a product owner in the Catrobat Association, I am responsible for the development of apps to support children and young people in learning programming, as a member of the Swiss steering committee of the Informatics Beaver team, we create informatics riddles for the annual Bebras competition, as a member of the steering committee of digital switzerland (education and skilled workforce), we support the next generation of STEM students, and finally, I am a member of the working group for the curriculum development for informatics at the high school/secondary level.

The number of women in [computer science] is still very low, but there are promising ways to encourage and support more women to be deeply interested in [computer science] (…).

In my research, I address the aforementioned issues of equal opportunities in education, and highlight the importance of CS didactics within the context of education. Thereby my aim in this is to ensure greater diversity in technology. In my research, it is particularly important to empirically verify a positive effect on pupils. The extracurricular level should not be underestimated either. Since I have been offering courses specifically for girls in game design and programming for years, it was always a great wish to establish our own programming club in Zurich. With the help of the Manava-Foundation, we were able to realise our idea in March 2022 and proceeded to found the CoetryLab. From Summer 2022, we offer informatics and media courses for children and young people aged 10-20. This is intended to effectively support children in these subjects precisely where their needs are greatest.

By researching new concepts and standards in the field of gender-sensitive CS education and training, I hope to seek out and implement improvements in CS curricula, different CS-topics and to support girls and female adolescents in particular to gain CS skills. The number of women in CS is still very low, but there are promising ways to encourage and support more women to be deeply interested in CS and I am confident that gender-conscious pedagogy, especially in areas of CS education, is particularly useful and necessary!

Published on October 19, 2022.

Posted by HMS in Stories
24
Feb
2021
Tamara Dancheva

Tamara Dancheva

Born in Skopje, North Macedonia • Birth year 1993 • Studied Computer Science in Skopje and Sweden • Master in Computational Engineering from the University of Strasbourg • currently a PhD candidate at the Basque Center for Applied Mathematics in Bilbao, Spain

My path to becoming a researcher in applied mathematics has been anything but calculated. My first childhood dream – that I actively started pursuing – was to become a librarian. I was and still am a massive bookworm. At the beginning of primary school, I became part of the library section. I spent nearly all of my school breaks and free time before and after school at the library bookkeeping, sorting books, and taking part in the organization of literary events. By the end of primary school, I started taking part in library competitions and even ranked at the top. Since most likely you wonder what a library competition is, it is about the history of writing, books, libraries, and classification systems to organize library resources. At the same time, I was studious, and I did well in school. I liked maths, but I was much more passionate about literature.

By the time I had to decide on a secondary school, I was old enough to realize that being a librarian or any profession related to it, unfortunately, would not offer me too many prospects in my country. My parents insisted I should go in a general direction first. So I went to a gymnasium. During my secondary school years, my parents got me and my brother our first computer. It became my second passion. Like many other kids at that time, we got obsessed with it, mostly playing video-games, and painstakingly surfing the Internet at a speed of a few kbit per second. For my part, eventually, I became obsessed with how it works. I became determined to learn how to build a computer. And how to develop video games.

That is how I decided to study computer science and engineering. The local university had just opened an independent faculty for computer science, and I became part of its first generation of students. I got to know everything I wanted to know and tried my hand at many different things like computer architecture, algorithms, desktop applications development, system administration, and web development. However, my first two years of university completely changed my relationship with maths for the worse. I had a couple of extremely demanding maths professors that required us to learn whole books of theory by heart. It almost completely stifled my motivation for learning maths.

I took a course on scientific computing with concrete applications in biomedicine that completely turned my life around. That is when I discovered a whole new universe.

In the final semester of my bachelor’s, I was still considering continuing my education with video games development or working as a web developer. Then I took a course on Scientific computing with concrete applications in biomedicine that completely turned my life around. That is when I discovered a whole new universe. Inspired by the classes, I started taking all the courses I could find on Coursera about scientific computing on various topics to see what is out there. I went back to exploring partial differential equations, mathematical modeling, and physics, with different eyes, in much more detail. This time, I saw an infinity of possibilities in the intersection of scientific programming and natural sciences.

I found myself a student again, earning a living by freelancing mostly as a web developer to support my studies.

That is how, to my utmost surprise, after an intense period of finishing my Bachelor’s, simultaneously working as a developer, and applying for master’s degrees, I found myself in Strasbourg. I started studying Computational Mechanics, diving into mathematics and physics with applications in many other fields, such as the mechanics of solids, fluids, hydrology, and geomechanics (the distribution and movement of groundwater in the soil). I was reluctant at the time to make this step because it was a radical change for me, and I had made a split-second decision to leave my job at the time. I found myself a student again, earning a living by freelancing mostly as a web developer to support my studies. It was a risky step that I have come to regret during certain difficult times on the way.

Each time I did, I found something that fascinated me and won me back to research. I stuck to it and even continued with a Ph.D. in solid mechanics and high-performance computing. Today there are times when I still doubt my choice. Doing a Ph.D. is an arduous journey (or a labyrinth) that can be very exhausting and equally rewarding, the latter driving me forward.

I realized that the world is an open book, today more than ever, for those that dare to read it. While in the past, it used to be a library, with different books strewn across the globe, not easily accessible to others, today it has merged all into one book. Many times we are the ones that constrain ourselves, not the world around us, as we can make ourselves believe. With time, I have learned to accept uncertainty and volatility as a good thing. I like to think that I have infinite choices. Next year, I could take a project in environmental studies or computational astronomy. I could just as well open a book shop in New Zealand. Chase your passion and dare to go on an adventure!

Published on February 24, 2021.

Posted by HMS in Stories