 Would you like me to start or would you like to say something? No, I think you can go ahead and I'll take over later. Okay, thank you Deepa and welcome everyone. This afternoon to today's function and talk. It's especially I'd like to welcome Dr. Satya Narayana who's the awardee. Professor Ram Krishnan, Director of TFR, my colleagues and others who have joined today. Very warm welcome to you. As many of you are aware today, we have gathered to both felicitate the awardee of the Homibaba Award in Science Education. One of the two awardees Dr. Satya Narayana, as well as to listen to a talk by him. The Homibaba Award in Science Education is given for excellent work in science education, which is defined very broadly. And it is an award which is given to people with an association with TFR and its various centers. So it is to the alumni or serving members of TFR. Of course, this is again a very large community. The award was made possible by a generous endowment by Professor Brij Jarora, who is himself an alumnus of TFR from a faculty member. The first award was given in 2006 to Professor Bhaktavar Majan of the Homibaba Center. The second award was in 2008 to Professor Viji Gambir also of the Homibaba Center. In 2010, the award went to Professor Arna Bhattacharya, who is here with us from TFR Colaba. In 2012, it was given to Professor Agarkar of the Homibaba Center, formerly of the Homibaba Center, now retired. In 2014, the award was given to Professor Vijay Singh, also formerly of the Homibaba Center. And an honorable mention was made in honouring the work of Shri Anand Ghaisa, also from the Homibaba Center. In 2016, the award was given to Dr Vivek Montero of Navnirmati Foundation, Mumbai. In 2018, the award was given to Professor Anil Satgopad, well-known from a family of Delhi University, founder of the Hoshangabad Science Teaching Program. And in 2020, in fact from 2020 onwards, two awards are being given every two years. Thanks once again to another generous endowment from Professor Brij Arora. And in 2020, the award was given to Dr B Satin Narayana from TFR Colaba, who is here with us. It was also given to Professor Umar Ramakrishnan of the National Center for Biological Sciences, Bengaluru. The function for handing over the award to her and her talk was held on an earlier date. And today we have with us Dr Satin Narayana. Heartiest congratulations to Dr Satin Narayana on behalf of all of us at the Homibaba Center. We are so happy to have you here with us and to listen to you. It's a great occasion for us. I invite Professor Ramaki, Professor Ramakrishna, Director of TFR to hand over the award to Dr Satin Narayana and also to read out the citation. Over to you, Professor Ramaki. You are muted, Professor Ramakrishna. So thank you Ravi and I'm glad to be back. I think it is good to something to cheer about in this trouble times. You know, we are going twice again for the same Homibaba Science Education Award. And it let me also tell you that this award is treasured by many of the people. The last in the list is Ramakrishna and she was extremely glad and she was, you know, talked to me later and really how she's feel really treasured this award. So, thanks to the Professor Bridgerora and also thanks to HBCSC for giving these awards every two years. Today's award as Ravi mentioned, it goes to Dr. P. Satin Narayana. She will read the citation. The Hopibaba Award in Science Education 2020 is presented to Dr. B. Satin Narayana for his active leadership and sustained efforts in engaging with society at large and college students in particular through developing lectures and experimental demonstration, especially in electronics, nuclear and high energy physics and other science, engineering and technology topics that have reached colleges in small and remote locations across the country. An active engagement with outreach activities of TIFR and IRNO, India-based Neutron Observatory, Science Exhibition from local to national level and the organization of the asset, Advances in Science, Engineering and Technology Series Colloquia and TIFR over a decade and spearheading novel initiatives such as skill and knowledge enhancement program called SCAPE of the IEEE. Dr. Satin Narayana, thank you Ravi. Thank you Professor Ramakrishna and before we begin the next part I'll hand over to Dr. Deepa over to you. Thank you Professor Subramaniam for providing a brief background about Homibaba Award for Science Education and also sharing the legacy of previous award recipients. And I also thank Professor Ramakrishna for Director TIFR for reading out the citation and also presenting the Homibaba Award for Science Education 2020 to Dr. B. Satin Narayana virtually. So we did listen to Professor Uma Ramakrishna from NCBS and she is the second or other recipient of Homibaba Award for Science Education 2020 this year. And now it's time to listen to our second speaker and recipient of the award, Dr. Satin Narayana. So I'll quickly introduce Dr. Satin Narayana and just for, just would like to also give some technical information before that. My name is Deepa Chari and I'll be facilitating the function as well as question and answer session. So the top plus question and answer session is about one hour and we can take the questions towards the end. So I request the tech team to enable chat closer to the end of the talk. So we can, if you have questions, you can write those in the chat. I'll also try to take some YouTube questions based on the availability of time. So I hope that is okay, Dr. Satin Narayana. Okay, so I'll also now quickly introduce Dr. Satin Narayana who actually doesn't need any introduction. He's very well known and popular in TFR as well as like amongst students community in particular for which I think he did deserve the award today. So a speaker is working in the department of high energy physics of TFR since 1983. And he's currently a scientific officer edge and coordinator of INO that is India based Neutrino Observatory Project. And Dr. Satin Narayana is also visiting professor at the Applied Science Department of American College Madurai. And he is also a distinguished visiting professor at the Symbiosis Institute of Technology Pune. His area of research interest include detector and instrumentation for high energy and nuclear physics experiments. Dr. Satin Narayana did his BTEC in Electronics and Telecommunication Engineering from Jawaharlal Nehru Technological University in Hyderabad. And he received his PhD in physics from IIT Bombay. He has published over 250 research and conference papers in various national as well as international conferences and he has given splendid number of invited talks so far. Dr. Satin Narayana is a fellow of Institute of Electronics and Telecommunication Engineers as well as Institute of Engineers ID. He is a life member of Instruments Society of India ISOI and also he's a member of Indian Physics Association IPA. He is also a member of IEEE and in fact is currently the chair of IEEE Bombay section. And in past he has also held many other responsibilities of IEEE Bombay section. He has won IEEE Bombay section's Outstanding Volunteer Award for 2014 and IEEE Headquarters MGA Achievement Award for 2016. Dr. Satin Narayana has also guided a large number of doctoral, master's and undergraduate students in their research in high energy area as well as nuclear physics area. He has also served on many doctoral and expert committees. He has also served on the academic council and board of studies and advisory boards and various colleges, universities and many national organizations of eminence. Dr. Satin Narayana has been associated with the IFR Science Popularization and Public Outreach Committee for many years and he's currently the vice chair of that committee. So I think on many occasions we all have heard his talks and recently on the online platform has helped us to witness some of his talks and particularly in which he is addressing various queries of students regarding a neutrino interactions or detector design and instrumentation. And even again experiments with low energy neutrinos which I think are quite advanced topics but the way he discussed these topics with IEEE students is remarkable. And it is quite enriching and enjoyable to see even how these interactions about advanced research areas happens with college students and I think students must be also loving this a lot. And Dr. Satin Narayana chose to travel extensively to college and schools, particularly in the remote areas for the spread of science and technology education and through his work he has been an inspiration to many students. Today's talk is mostly going to be about his journey and his experience of visiting different colleges and universities in various parts of India and spreading the science and technology and education of it around India. So I think without any delay now I congratulate once again Dr. Satin Narayana for winning the Homi Bhabha Award for Science Education 2020 and now I invite him to deliver his public talk. The talk is titled as part of regular engagement with those who matter for the future. So there you go, Dr. Satin Narayana. Thanks very much. Thank you. Thank you very much, Deepa. You actually made me very nervous now with that long introduction and it's all about the really started feeling a bit nervous about it. I hope I'll be able to live up to what you have been describing. But from my side, let me humbly say that I'm just going to kind of share. As you also rightly said it's just my humble if at all I mean you call that as a contribution I think I'm going to kind of share about it but before that I would like to say a few things I'm very sorry for not being able to participate in the event which was originally scheduled almost a month ago. Again, let me congratulate Professor Umar Ramakrishnan, the co-recipient of this award, Homi Bhabha Award for Science Education 2020. I would like to sincerely thank TIFR and HBCSC and both the director Professor Ramakrishnan Narankee and also Ravi Subramaniam and the award jury. And I'm sorry, I see something is getting written on the screen. I hope you can take care of that. And also Professor Gia Marora for the Endowment and Professor Sukra Channawala for the entire organization of this event. So thank you all of you very much and as Professor Umar Ramakrishnan mentioned, me too very very excited and extremely feel proud to be recipient of this award and also it means a great responsibility for me hopefully even in future in continuing my activities. So thank you very much TIFR, thank you very much Homi Bhabha Science Center. So, if I may just interrupt. Yeah, I think let us just disable the annotation feature. Okay. I think the technical team, can you advise us whether Dr. Satya has to do it from his end or do you can do it? The screen share person can do that. Okay, I think you'll have to do it at your end, Dr. Satya, if I understand. Okay, should I stop sharing first and do it? No, I think there will be an option for you somewhere which I of course don't remember. Maybe if you go to the top. I think in security I should be able to have it. If you go on the top and say view option and in that view option you would see annotate. So just disable annotation for all. Just one second. Hello. Where is that? So on the top of your screen, if you could see view options. I'm putting him on the phone, I think. Sorry, I topped that. I don't see view options. I thought it should be in some area in security, but I'm not finding that as well. Okay, so I'll do it again. Yeah, I think that should work. No. Is that okay? Yeah, okay. Of course, my title of my talk is going to be part of regular engagement with those who matter for the future. This is something which I coined for this particular kind of the work that I've been doing just because of course I am a part of a department, part of the project which, you know, we all spend considerable time on it. But whatever time that one could do it on weekends or otherwise is the time that I would like to regularly keep engaging with those who matter obviously the future to other students. And I would like also I like this quote very much the best way to learn is to teach. I really believe I think in the process of so-called teaching or engaging the public at large and students in particular. I think I really learned a lot of things so I really would like to thank all of them. The three proactive ecosystems what I call which helped me to do this activities here are namely for itself of course it's a huge platform from where there are multiple kind of system through which one could kind of do whatever to the student community at large and outreach in particular to something mentioned about the asset which stands for advances in science and engineering technology. I tried to talk a little bit on each one of them and of course the science popularization and public outreach committee which is mainly spearheading the activities outreach activities of the IFR. I've been working in the India based neutrino observatory for now more than 20 years. There is also provides a very special platform just because the project itself requires considerable public outreach and science popularization because of the nature of the project that it is and the place where it is being planned to be constructed. American College is one of the centers of I know experiment and initially this is actually headquarters of the public outreach of I know and there are many other colleges and universities which are kind of flashed. You know, in a second. You also mentioned about the IEEE platform which is I think the biggest of course in the world. Literally there are 430,000 professionals this is the world's largest professional body. And apart from the headquarters that one talks about there are also many other, you know, local centers if I can call regional centers and our own so called Bombay section and also foundation through which I could get some of the funds for doing such programs. And there are these multiple systems through which I have been doing certain activities. I really thank all of them and before even I move the slide I would like to very sincerely acknowledge the large number of people. Those who are part of my journey I can say these are the people with whom I work and also these are the kind of people for whom I work for and because I was benefited from both of them and a lot of my colleagues who actually helped me in certain instruments certain detector modules and you know brought lots of software road software for some of those programs and also prepares a lot of material. So this was not obviously one person's work it is when it is an outreach of course it always involves a huge groups and from my side I really want to say probably have worked and touched maybe several tens of thousands of people in large, you know, overall. I really think I will not be able to thank each one as I go along, but please remember this is not just one person's work and huge number of people have contributed to the work that I'm actually going to present in the next 30 40 minutes. There are lots of academic institutions where I happen to be on their academic council support of studies or whatever it was a great opportunity I felt just because that gave a kind of a window through which one could kind of work on sometimes the syllabiase various curriculum changes the new plans that you know people have to change due to COVID or otherwise and also you know typically looking at autonomous institutions where they're actually ready to experiment with a lot more flexibility in the in the in the curriculum rather than going by the typical university system etc. This is absolutely enriching experience to me just because to know how a curriculum needs to be developed how it should be actually implemented etc is a much, much bigger task than typically what we all do in a research environment. And because you're dealing with students you're dealing with a way you want to disseminate this particular information, especially when there are new courses, it was all the more difficult to really how to plan the entire you know how to taste out how to plan the entire course and so on and receiving the feedback and things like that. So very, very useful experience for me and I, I feel I'm really lucky to be able to kind of have that kind of experience. Working with various professional bodies as some of you mentioned, yes, I typically is one of the main body in which I kind of worked in for the last about 8 to 10 years, but other technical bodies other professional bodies too, are a fantastic platforms where to mainly reach not only the student but also all other professional members it helped again to kind of get back a lot of value add into my own professional life in the institute in PI part and blowback this knowledge to the student community and all others. So this was again, I feel very, very lucky to have been kind of offered this opportunities. Very typically I used to kind of interact with engineering students, since many of you mentioned about the mind fractions with engineering colleges, the first opportunity that is to come with is so called orientation for fresh engineering students when a class 12 student just joins an engineering college, typically there is a orientation program where there are all sort of branches of engineering students you can actually see they fill up the entire auditorium of the big colleges and but what, what, what is great about this is these people are still, you know, they just came most of the students just from class 12, and they're ready to receive whatever you say, right, so this is I think the great opportunity that's what colleges often call and say can you please, you know, motivate them, give them these insights about how the the science and engineering are so interrelated and so on and what are the opportunities and so on. This is one of the best platform I like when it is about talking to engineering students. What I often talk about it is contrasting things which I'm sure you all know but I'm just saying it for myself that I try to kind of give this contrast and interdependency of science, technology, engineering and mathematics. Science of course is a reason investigation, many of us we do in our lab and study some of the, you know, natural phenomenon right and the main idea is to of course, discuss some new principles and knowledge of natural. It could be any field but this is how usually our goal, we all write our science in terms of mathematics and one try to call mathematics is mother tongue of science, technology is something which picks up, you know, basically from science and the practically how to apply this science right that is what it is. It can include sometimes certain very important skills or technique or knowledge of how you manipulate maybe laws of nature, maybe Maxwell's laws into using for, you know, in general, everything for, you know, the knowledge and science for human consumption. Engineering comes in a kind of profession where if you already have something which got converted into technology but most important part of actually taking this products if you can call is actually the optimization you have to, you have to optimize the cost you have to optimize the power, size, weight, whatever you call right and this is a real art of converting resources because resources are always at the premium and you know you can't have a cell phone which is couple of lacks right and if it is couple of thousands, it is much more work for people to kind of start using it. And so generally I keep saying scientist studies nature technologies manipulates nature engineer of course exploits technology for ultimately human purposes, I keep actually talking this very often just because I replace tagline is advancing technology for humanity. And so while scientists, mainly the function is to know engineers actually try to kind of do, and I go and make it very dramatized way, saying science and technology and engineering therefore are three surfaces of the same coin by giving a contrast to often people say two sides of the same coin. And I actually try to say look there is a third surface one shouldn't forget about it, which finds science and you know engineering. Right. So, I also since I often talk to engineering students where the branch, the engineering branches are something is a common word that one kind of uses, and I keep saying that look the branches of engineering actually you can really trace back to the roots of science. And then I go ahead and start giving a few examples like this, no matter which branch of engineering you belong to, whether it is an electrical engineering, for example, you can see a list of scientists that I have kind of mentioned, you know, and symbolically putting them around the roots, whose work really resulted in a branch called electrical engineering, or electronics engineering or mechanical engineering, or civil or for that matter even nuclear engineering, I keep saying that every time a new branch of science is something perceived and, you know, research, a new branch comes in, I keep saying that look when I did my engineering, there are only four or five four branches and now every time I come and sit with you I see a new branch of engineering. That's because there is a new field of science that has taken root strong. And I kind of try to motivate by saying look I mean there is really at that point of time there is not big difference between what a scientist is what an engineer is and I try to kind of go and give examples of, you know, Fresnel or, you know, Wallace or Jack, I mean there are, you know, Steve enrolled from, you know, who actually is well known for Mathematica, even though he's a particle physicist and I kind of talk about Dirac who is a technical engineering by, engineer by training and the person who actually talked about first time positron and the particle electron. Of course I also gave an example of Vadim, who was the first person to win science Nobel for two times, one for transistor one for superconductivity. I mean the idea of saying this is, is the kind of bringing people to think that the thin line between these three entities that I kind of talk to you, but more importantly is also excite them that how a basic science principle it could be, it could be Einstein theory, it could be Maxwell's it could be something where when you see the applications in terms of a GPS or in terms of a cell phone or in terms of let us say solar power and so on, how they get connected and how often we don't really worry much about of course the principle, but we enjoy using the fruits of such science maybe 100 years later 50 years later whatever it is, but that is how things kind of work. And whenever I talk, especially to the engineering students of course I also talk most of the time the core subjects and how they get connected to today's industry and the research namely either sensors or signal processing, VLSI detector physics, detector technologies and so on so forth. But I also most of the time end up kind of talking about how the particle physics of course where I happen to say where I happen to support as my day to day work, the technologies work on completely, you know, different fields like biology or Parma, or sometimes even you know talking about particle accelerators to work for building I mean genetic radioisotopes, a variety of detectors whether they've made of gas or photo or pixel detector, particularly using for medical imaging applications, the therapies, and nowadays more and more we talk about the tomography using nuance for example for homeland border security, mapping of volcanoes and heritage structure you can keep on naming and every time you see journal you find a new application and of course a whole lot of computer and information technologies and sometimes I also talk about scientific, almost like scientific fiction of using neutrinos for communication or monitoring, you know, nuclear base and nonproliferation etc using a bank of a constellation of neutrino detectors and a variety of other topics. And the point I'm saying is that these are very exciting just because it connects up one end basic principles of let us say science, but when you take them through journey of converting them into, you know, suitably maybe designing suitable detectors, building electronics, and so on and so forth, and they really get connected because on the one end what the language that they understand is of course is engineering and technology, but if you give a little bit of brief whatever I mean the best that I can do not that I'm a physicist myself but it kind of gives I mean they feel they feel that I'm connected to them and things like that, and that really helps to put your point across. Another thing which I really, you know hard on and keep talking very, very often to everything is what is called research at undergraduate level, but because most of the students that I'm talking to are actually undergraduate students, I kind of say that you know, because this is the first time where you go and do experiments seriously in your labs you kind of understand what you mean by doing experiment how knowledge is constructed, how you, you know, get familiar with the lab techniques, and most importantly I also say that, you know, having tolerance for obstacles and failures when you build an experiment. I may not be able to work the way even a simple experiments, it doesn't work often, and you know developing such a kind of culture of able to do things with your hand is very important. And that is also a way to integrate what you learn in the classroom with the practice, and I keep saying that look I mean, if you develop skills in this kind of critical thinking and communication. This will allow also for you to kind of make as not just as a technocrats, but also as a leaders tomorrow, where whichever profession you might take, you not only had a particular technical division but also you'll be able to kind of lead a certain group of people because you own such kind of leadership qualities. I even since I also happened to talk many times to the university bosses or the head of the departments or the principals or trustee members and so on. I keep saying look I mean the investment that you do to set up very small infrastructure labs which are specializing your faculties, a few of those, you know, not teaching labs but research lab is actually going to benefit because they publish and they might even do patents, maybe they increase the visibility of your organization, your branding, your ratings, NIRF or NDRF, IRF or NBAR or whatever those, you know, ratings that are now sought after. And then, you know, ultimately probably you will be able to get a better kind of branding of your institute. So I keep saying these things often. Not only that, you know, being in TIFR, of course, we have this nice opportunity to bring some of these students, we are of course limited by space and sometimes time. But if you really find some really motivated students in the engineering, we try to kind of ask them to come and do work. Unfortunately, last year and a half before this is kind of stopped. But when you really come across some really interesting, really energetic, what you call, you know, very super kind of excited students like this particular example. Who come from second year of their engineering and say, sir, you know, we saw your website and these and that and we'd like to kind of build a cosmic ray detector and so on and so forth from scratch. I say, fine, okay, we know how to do these things. He said, we don't know anything, sir. But I know, sure, if you come and start working with him, we'll do it. I said, okay, they come and start building from scratch. So called, you know, a simulator PMP based cosmic simulator, they build everything by themselves. They design all the systems by themselves. They actually qualify the detectors testing the detectors in the lab and so on, but they don't stop. They will actually say, sir, we know the TFR has a balloon facility in TFR. Can you talk to the PA of the balloon facility? Can we actually fly this little humble cosmic detector going up on the balloon? Yes, it is done and thanks to Professor Hoja who allowed them, who actually gave them a balloon flight. They could actually take the entire flight to two sites, one at about 24.8 kilometers to be precise and one around 26.7 kilometers this way back in February 2019. And they were so excited. Forget for a moment about what is the data that they collected. Of course, they actually made a presentation in the ICRC conference, which is the flagship of the cosmic ray conference. Of course, as student members, but what is even more important is the kind of visibility it kind of made in a whole of Telangana and Andhra, all the newspapers had this thing that there are set of students, a couple of them barely 20 years old. They actually build a cosmic detector and flown on a balloon and in Hyderabad and so on. I mean, it's very, very satisfying. It is very, very happy moment, not for just those small kids, but even to me, I felt very happy to be part of, you know, enabling such kind of things that I'm sure that excitement stayed on and all the three students are now their PhD students doing the best work in some of the labs outside. So that is the kind of thing and even for culture of writing a so-called research paper by undergraduates students hardly exists. I get almost hundreds, sometimes thousands of papers coming into IEEE conferences, but none of them are actually written the way it is supposed to be written. A set of students who come from just from New Bombay, I kind of tell them, okay, you do this work, let us say develop a sensor probe for, I know, so-called magnetized right and colorimeter where you have to measure the magnetic field. But how do you write a nice paper? Okay, right. And then when you when you teach them there, see, it's just that they are not exposed, that's it. But you'll be surprised the way so beautifully the paper was written, of course, technically rich, but at the same time the paper was so well written, naturally they actually won the best paper award on one of the prestigious IEEE conference. It's very satisfying, I'm sure the students, where out they are, they must be feeling very excited to kind of get opportunity like that. There's a student, again from another college, during the COVID, he says, sir, somehow you want to do a project, doesn't matter COVID or no COVID. The whole project was actually done in remote, he's sitting in his home, and then designing things, asking us, sir, can you test this? Can you connect this wire? Can you can, and our colleagues actually keep, you know, testing this, and, you know, doesn't matter. This is not something which is a great discovery. This is something which probably exists in an MIT lab, exists somewhere else. That's not the point. The point is, this man can actually think of using a basic simulation detector, a photo detector called SIPM, silicon photomultiplier. You can use basic electronics, whatever is required, and you actually make a very, very small device where you can actually hold on your palm, and kind of say that this is how a cosmic detector works, and show an LED, or maybe send the data on the memory, so that you can kind of use using a scintillator block like this, make a ring around it, put an optical, you know, derellum shifting fiber around, and get the data into this, and do a little bit of electronics, and finally get the data on an old MCU. You could even transfer, he actually goes ahead and make it a mobile app, and then transfer data and actually shows up to his friends and everybody else. It's again very interesting, not just one. There are, you know, theory institutes like CMI Chennai, you know, and another institute in Bangalore, these children gets really excited seeing this, we also want to build this. What do they don't have is this small piece of scintillator, where do they get from? But here, if you sleep, typically I know lab, you'll find those kind of small blocks, right? You need 10 centimeter, 20 centimeter fiber, that's all you're required. And rest of it is sheer enthusiasm, which with really they come out with, you know, wonderful kind of ideas and then build things. You know, we also have to build a large number of stable top kind of experiments to be able to take them with, you know, easily into public outreach programs, right? One of them is the so-called muon lifetime. Many of you probably are aware that the cosmic muon lifetime can be, is about 2.2 microseconds. But the point is you also have to teach them the so-called time violation that happens because if really if the muons are produced in the atmosphere around, let us say, 3 or 4 kilometers and if you really talk about the speed of light, which the muon particles pass through, then you say how do you actually get them absorbed here and then you bring out the time violation concept. And then you introduce the equipment, you simply say that I have a small scintillator block, the muons come through, once in a while one of them decide to kind of stop producing the electron and you would like to kind of see these two signals once the electron, you know, the muon as it is passing through and accepting the detector that is giving you, let us say, one pulse and then if it decays and produces an electron, it's another signal and I would like to measure the difference with time difference between these two. And I actually kind of distribute and see what is, if I can fit the data, I'll get what is the muon lifetime. The circuit that is kind of designed, of course, this is not, I mean, it's again available on the, on internet, but it is intentionally made very, very using simple components which are available on the, in anybody's lab not using, you know, some black box kind of electronics. Now the best part is that they're so simply made, you can actually donate to as many universities or colleges that you can and then it will actually teach the basic, let us say particle physics, a little bit of time validation and those kind of concepts, instrumentation, detectors, how to work with them, maybe how to, how to plot a little data that I have and so on. And it, more than important thing is that actually the piece, it will create a certain curiosity to be a CMS student in the university and it did really speak to it. Okay, so these are things we keep doing and also prepared since many of us work in the, in the I know project, the main detector is so called resistive plate chamber. This is the active detector that we are going to use about 100,000 meter square area to be powered with the PC detectors, the R&D of course happened almost 20 years ago. We actually built here, you can see this device, which is completely self contained, which is a gas seal, and it only requires a 220 volts power if you see here, this power cord, everything else is integrated there, the high voltage power supply, the gas is filled, the detector, the signal conditioning, the display everything, and it's very easy to demonstrate how a typical particle detector works. I mean you can do whatever you like, you can just travel, maybe it is about 50 centimeter by 50 centimeters, it is actually really travel the whole country, such kind of modules are very, very nice to explain to people. And what is even more interesting is more dynamic than that you have seen, you could actually set up such detectors as pack of them, which you will see in PFR for that matter in when we build the so called iron calorimeter of iron now you're going to actually see 150 layers of those active detectors, all that required is let us say about eight of such RPC detectors, you stack them, you put electronics around it and then generate everything inside again, the whole unit is something like a self contained unit. And you can seal the gas inside, and then you can start seeing them tracking so beautifully both in X and Y direction, you can actually display the tracks by LEDs, you can take the data on a computer, somebody can display on a web page, and the data that is actually collected you can actually work on it, kind of say oh I want to work on angular distribution of the muons, why not? I mean, so depending on whether you are just a lay person, whether you are a school student or maybe BSE student, whether you're an MSI student, this experiment can actually give a value to each of those students. And you can even go further and along with the PRC colleagues we also actually did, these are you can see the straight tracks because there's no magnet in a cosmic rameon such as traveling through and they actually build a magnet around with exactly like what the iron detector is, and one could actually see that the tracks naturally getting bent and that is even more to see to believe it, right? So these are some of the things, sometimes we also take the actual detectors and try to kind of use them by suitably modifying and give them inner layers of these detectors and say this is how a detector is constructed. So this detector here are the ones that we made for a D0 detector which one of the experiment is called Topquart 1995. Sometimes we also use some gas detectors to display and say how this works, and sometimes you also demonstrate certain simulation detectors read by fibers and auto multiplier. These are very useful models that you can take with you, you can take in your suitcase and you can go wherever you want and explain to him rather than showing slide. And they get really excited seeing some of the electronics guys, of course, like not so much detectors, but they like how the signals are conditioned, how the signals are shaped, how the signals are, you know, ultimately come computed etc. So we also built very, very nice small kits on the table. You can actually use dip switches or whatever to make it on or off such things. And then you can, you can study, you know, so called pulse shapers amplifiers, so called time to voltage converters, or maybe memory lookup tables for generating certain secret triggers and I mean one one board that some of our colleagues have built here is also is a simple FPGA board you can see it's a very small one, maybe 56 centimeters by about 10 centimeter. You can actually demonstrate on a on a on a workshop hands on workshop, how the field program will get a race program logic devices work and on hands on section. Other things are very easy to build by ourselves because that's what we'll be doing for a bread and butter, but it's much easier to do and actually make them understand this thing so we actually builds a large number of some many times of course when I'm not going to typically I go to any college on a Saturday and Sunday travel to our places as one of you said, but sometimes if that is not possible I usually call either their teachers or themselves to come to Institute and then you know, we try to kind of give some idea about what kind of what we do, particularly of course our own field, and also kind of show the labs and they get really really excited seeing things happen, right, and of course sometimes the famous China why you can go and really say and you know excited people about what we are doing in our labs and so on and so forth. And of course 20 years of science one of the main event of our outreach committee, but also many times we also display the I know lab particularly is always very popular, very popular destination for the children who come from science days frontiers of science on this day and so on, not only here at TI for main campus but we also take as I told you, these units are very easy to transport we take them to GMRT. Here you can really see lots of our graduate students really explain to them what they do in the lab and believe me, they're very excited and some of the most popular fields in which you know people ask questions is about neutrinos dark matter and so on so forth. So I know is one of the most popular, I must say, field where the children are very much fond of. I also sometimes go all the way to kind of give some very popular level kind of things to school and one of the program here I just showing something what is called you know where I mean pre covid days this is something very interesting. The Skype events are organized, literally connecting you to you know kb schools all over Mumbai, you know 1000s of children this is, this is something which we keep doing every day today but considering this is what's done way back in 2015 is something quite an interesting. This is a great opportunity for us to showcase our what we do. We also of course go to this is what I've been telling you know sometimes carrying a bunch of a suitcase full of small small things literally just pick up from whatever are there in your lab and when you go there in this particular case is somewhere in sure I mean forget about the lecture but you know what you actually show each of this piece they get so excited all the way from what it is made of how it works, what kind of science it can be done, what India is doing and so on and so forth, and they don't they don't they don't even remember what is the time I mean you can keep on talking to them to three hours and you know it's very very exciting and it's really I think the most satisfying part of I would say my journey. And same thing happens you know what, and once you kind of say things which we do in TIFR that is something which is not heard by them, right and when you really can go down to that level and say these are things. This is the kind of interesting life that one can look out, not just only the you know beaten track of what careers you talk about, they really respond very well, and sometimes it requires you to go to very very small schools. They probably don't even have a board, or a kind of thing that display display board or whatever to put it up they even write on blackboard put it out at the stairs and say today we have this talk and so on and so forth is very interesting. Of course, sometimes you also rub your shoulders along with some political leaders that sometimes cause problem. Yeah, so I said, I mean, to say about I said, it's really, it's so much part of my life and I'm so much part of I said to just see that asset has come into being as so called instrumentation and electronics way back in 93 just a few months before I joined TIFR. Maybe there is, there is some bonding that really kind of there between me and asset in some way. So, but I really started taking over and doing things from the year 2002, and which when I went to then raise director, Dean NSF, I want to give a talk and who is the coordinator said why can't you take over and so on. And now that so called serial number one, we have something, I think 780 and each of these colloquium each of these colloquium is documented each of the, you know, their PowerPoint slides or these days even the videos they're all available in the, in the, in the set color page, right. So really, this is a fantastic experience. I mean, I would say that it's a great school great school for me just because imagine you talk to some 1000 words best known minds, and every week you have an opportunity to to interact with someone to complete a different field every time. And that is really, really great opportunity I don't think anybody will be more luckier than that. And to celebrate 30 years of set that is way back in 2013. So we changed so called asset 30 you can actually see thanks to our archives they brought a beautiful board here, but what the program on the right you can really see. This is different major fields of PIFR, you know, like the Mandar, Sudeeptho, Prasmodal, Pillay, Jaykumar, Vijay Rao, Kapis Singh, they're talking about the fields the history that the instrument building the culture of building, you know, which scale experiments mega science experiment. I mean, it's a fantastic kind of human that we could organize way back in 2013, but the best for asset, I would say was those two years, namely 24 months, where we actually celebrated this was actually held on in in two, two years. And thanks once again, the committee thanks again I must, at least, even though I was not citing any, you know, acknowledging any person but at the moment I should acknowledge that this was a brover and for this particular opportunity where every month, one of the best speakers from India and abroad were brought and made as a special colloquium. I tried to give a few pictures on the on the right side you can really see there are 24 months 24 lectures. This is, this was the, this was the best that asset could really present to the Institute and World at large. And it's really again proud to be part of such a such a nice program. Coming to I know again, I know as I said is a much different difficult game as far as outreach and popularization is concerned because the people that we handle, not just, not just the students, but the other members of the community that we handle is very very difficult to handle and there is no single track. There is no single technique, you know that will address everybody. So, when you are addressing students you have one set of programs when you are addressing common public here to have another set of programs. When you want to address, let us say, the powers that be a politicians or other people you need to have a different kind of outreach. So it's a very wide range of outreach programs that really brought us and even continue to bring us you know the most difficult task of doing outreach for for I know and the game has not ended yet. Right. But some of the things that I have been doing or the period is apart from going and talking to large number of students in Madurai and around areas, but I also try to kind of bring in certain people of different, not just from science, but fields which are a little bit away from, away from the science fields and try to kind of use it as a bridge between those people supports and I know, and one such meeting, of course, using an opportunity for the annual solar eclipse that you remember a couple of years ago, I mean 2019 in fact, and then set up nice programs where people from different parts of the country can come and demonstrate very well, not necessarily neutrinos, not necessarily I know, but also the other other fields which will also you know make bridges towards you bring the people into the campus in Madurai, and then you actually give, let us say very popular level kind of outreach programs, but make a good use of their trip, kind of make them read, make them see these big nice posters that are made for I know, take them into your labs and actually show look I mean people are talking about magnetic field, the magnetic field is not outside magnetic field is confined to the, let me say the iron plate, see here I can stand by the next next to you know, our small detector here and nothing happens, there is no neutrinos that are harming you, do you see anything wrong, I mean this is the kind of way we want to, we want to tell them you want to call anybody to our lab as well, such kind of you know myths that happens to general public, and we hope these people will help as ambassadors and they go and actually give what we want to convey to the people maybe sometimes even language matters so therefore this is a nice opportunity to be used, but we also use this opportunity to somehow go and make some buzz in the local press so that oh something about I know, and something about let us say a nice event that they are saying that you come to our IHF, we will all watch such a nice interesting events together, we understand what is, why this all natural phenomena this happens, but then come down and see our lab what do you find here and so on, talk to our young students and engineers you understand it's a very exciting kind of a thing so this is how we try to kind of help people come in sometimes as I told you we go to you know we can go to some Madurai Kamra University or some local bodies which are in Chennai and Madurai and say please come and let us cross you know manage certain things which bring people from various backgrounds not necessarily just only scientists so sometimes about science communication sometimes about some other fields we try to kind of make programs organize there and I feel very happy at just because when they come and see typically when they when they're leaving that oh I didn't know that this is what it is we when we used to hear we used to be afraid I know means this magnet means that gas means something else high voltage is something else and when when we saw you everything is basic science experiment this is very I mean everything is a everything is just a small I would say you know is a drop but I think this is how we have been trying to kind of help people of course last one year as I said all are in person things have all gone to kind of hold so what I tried to do I thought you can see that this is end of April 2020 I thought let us organize you know online sessions to the science students doesn't matter what what fields are but loosely connected to a new to know start matter whatever it is and in fact I started organizing three lectures week and then and I found slowly and then I traveled off and said one lecture per week but at least about 70 research lectures until February this year were organized and I mean if you can read those names here I can I mean I feel so happy to see that these are probably every every top scientists in India abroad in nuclear or you know on high energy cosmology I mean you know in these fields they came and spoke in these things and I think it is it was found to be quite useful by people of course we made a portal in which all these things have been completely advertised but Facebook social media these days of course is the most you know best way to organize things in so the the I know Facebook is also very seriously maintained and updated and you can really see whenever there is such a popular lecture here I don't have to say who this is and then you can see there is a big peak that happens on the Facebook it really tells you that people are actually coming and watching such popular programs and similarly if you put a telegram which was actually a discovery of Mutino 1955 then you know there are people coming and watching and say oh this is a telegram how Reines has sent this telegram to so and so and it's a very interesting event right and sometimes you also you know kind of put up profile of one of your graduate student what she has done and it is very inspiring because it attracts a large number of kids saying that ok people like like us can actually build chips they can design chips they can build very complicated trigger circuits and so on so forth some of our first year second day students come with most wonderful view graphs on how to explain neutrinos to common public and all of these attract so much you know attention of people now when you when you organize such kind of wonderful talks and every video is live streamed on YouTube and it becomes available you can really see how the activity of otherwise somewhat doorman official YouTube channel of I know starts you know rising in their views and becomes very very very active right so this is this is really you can see the metrics the analytics really show that when you when you put up content which actually resonates with the people there and useful to them it actually gets reflected we also made a wonderful video long long ago in 2013 on the entire I know program and I'm very happy to say that you know it has been used by so many other resources so many other agencies as when they when they talk about neutrinos when they talk about I know project this has become like a like a library for them to use shots from right of course we took we spent a lot of time you know going around the places shooting editing huge amount of time goes in very meticulous kind of you know screen the script writing then so on so forth but even now when you saw that that little detector that is there in IHF some of our students are actually there you know another small video which we think is very useful because that that is something which can resonate well with the younger population so one more video is right now is getting there right yeah so as I mentioned to you I know of course is also is a big platform where to go and meet especially as I said when it comes to I know we kind of go and focus more and more on the local communities namely in Tamil Nadu and around areas it's not only about the project is only about connecting up academic and research but we really want to make it as a fulcrum where the society at large the industry of course because this is a big engineering project you would like them to actually come on board so we kind of go and do outreach to be able to bring all of them on one platform and such large number of programs you know we keep organizing and also I mentioned I also want to say a few words about this artistic program that happened for one full year in 2019 and 2020 is Vigyan Samagam I'm sure all of you kind of heard about it you know right starting from you know making this backdrop which is there in every such an exhibition where ever it went and trying to kind of bring out the fact that all the majors mega science projects are actually in a time scale of let us say big bank you can kind of connect up with let us say the science that happens at a particular time right and that's what is being done by one or most many of these experiments and to kind of tie them up into one common theme that actually worked very well and that's again a nice experience and every so I mean the kind of the event itself had happened in four major cities this is a collaboration between DAE DST and NCSM National Center for Science Museum it happened in Mumbai, Bangalore, Kolkata and Delhi at four of their NCSM centers but I also tried to kind of organize what I called center stage where the first two days of inaugural events where you bring thousands of school children or people at large and try to kind of say what this project is about and hear from the top notch of that each project right and this is what I was telling you can really see the team poster is to be like backdrop for all these kind of events and so each of these centers used to have two full days of very, very nice experiment wise and also thematically the programs were kind of organized and that was fantastically well done it's a huge collaborative effort by three major agencies of this country and each of these projects which are part of this were also given what is called a week so like for example this is an INO week where I try to kind of organize the schedule for one week and each day like four lectures by the collaboration top scientist and then call the school children, college children and very informal kind of a gathering where they can come and of course you can see here Amal and the kind of crowd that he attracts right and these programs were found to be extremely useful just because unlike the center stage where it is more of lectures given here it was a more interactive and sometimes the sessions went on for a long time and it was a big value add really each of these experiments actually brought things to the children and we had wonderful experiences meeting the school children and when we heard their stories about how useful it was a great satisfying experience and as I mentioned to you each of these projects in the pavilion they have been given a huge space and you can see each one of these posters are about you know 6 to 10 feet high and very detailed poster encompassing the science technology engineering outreach and you name anything they actually were forming the main you know insufficient areas and when you put up something very interactive as I showed you earlier like cosmic attractors etc it is great that even the powers we get attracted to and keep asking are you sure these are cosmic rays are you sure you are not blinking LEDs randomly and telling me that these are cosmic rays okay and also of course it's great to see all the equipment taking the you know center stage many times so this is a very very nice experience okay and just another five minutes I hope not taking too much time I just want to bring the last part of my talk basically talking about the IEEE IEEE of course many of you are aware but here I'm going to kind of talk a little bit about the so called Bombay section don't go by the name Bombay section actually covers Maharashtra and Chhattisgarh one of the one of the largest sections right now in India of course there are 12 sections right now in India and what we are trying to kind of do in Bombay section is most of the student centric activities there are more than 175 engineering colleges which are in our radar, we organize large number of varieties of events centric to students, we organize leadership development activities, humanitarian engagements, we also go down to their faculties and organize faculty development programs, skill development events sometimes vocational courses to kind of make them at peace with what is latest today, we give a special progress you know focus on women and engineering and most of the time the girls children we have a very special high impact programs to initiate especially for these people apart from a lot of scholarships and other events right and we also have the so called technical chapters, societies, affinity groups, these are the main bodies where the technical work is actually done so we want children to be part of the technical events because then they actually inculcate they get the actual technologies that are you know state of the art and so on and they hear from the distinguished you know professors and so on and some of the events I also organize not necessarily just only Bombay section but I also go down to region level which is Asia Pacific and sometimes even to the headquarters. One of the things I want to tell to people on the on the meeting today is IEEE is a big, big mind of educational resources. You can spend weeks together probably months together just you know navigating all the web pages to find how many, how much of resources are available readily made very beautifully made optimized for certain class of students children, anger children, school children you know I would say differently abled children or college students and so on so much so much of resources it's only that you know they are as I said used for varieties of communities and if you can make a big use of this itself we don't have to reinvent the wheel and this is something which I really saw in the very beginning and I tried to make a best use of all these tools that are available, try to bring into your programs and how you teach the school children or college children. This program which Professor Ramke mentioned about is one of the best program I like that I think I contributed to some extent, even though this was sometime back in 2013, but I kind of try to organize a large number of technical lectures mainly for the students and academia and main goals is actually to include professional skills development, not just lectures but skill development and impart certain technical expertise to develop a big applications and so on so forth. It was mainly conducted by invited experts on the state of your topics, and we used to kind of take care of their travel and so on and so forth. And, but besides that SCEP programs also very successful to actually as an outreach tool to bring more and more student members into the, especially from a remote places into our phone. And also it has become a kind of thing which nucleated a more prestigious conferences to come up later to just give you a few statistics. You know, I kind of put together almost about a few hundred technical topics, a lot of speakers, about 250 such sessions were organized, a large number of them are organized in a very, very small remote places. Believe me, many times, we didn't even have a projector they didn't even have a projector screen on to which you actually project the things. Okay, I'm sure they're more much more than about 20,000 students have been benefited by this. Of course it won a lot of recognition and awards but that's not the best one. The best one really you can see is, you know, every time you go to a college, this is in Mumbai so it's not a remote place, but every time you to go to college when you see that little bright face. Of a student when you are telling certain new things that is really great to watch. And this particular program also nucleated into organizing a very special student centric so called IEEE Bombay Section Signature Symposium which is now going on for many years now. And further, you know, writing to the IEEE Foundation to the what is called, you know, furthering Indian perception of IEEE. This program, luckily I could get some funding here and then that was really nice because we could bring up such a very, very high impact items. One you see here is in TIFR you can really see how often your entire home of auditorium gets full like this. This was about a program by so called Team Indus, a set of young people building a rover, moon rover and the same event went to a college it attracted fantastic, you know, support and also attention from the local college because organized as a part of engineers day and also thanks to China why it also was organized as an event for the general public. Okay, sometimes it also becomes important that you have to keep them engaged. You also have to kind of teach the students what they want. They want all these, you know, buzzwords, new topics, AI, machine learning, deep learning, etc. These are the things you want to bring them into your fold. Then I go ahead and kind of bring the best experts in the field, organized workshops, sometimes tutorials going on for two or three days. And this particular one is in NITI and in a place where you know it is a little bit away from the general city atmosphere so that the people, the children sit there and you know, hear from the experts, etc. And that suddenly brings in a lot of people into your net and you can actually help them to, I mean, use those nets to actually give a more value to them. And once such event from the IEEE Foundation event is celebrating Jesse Bose's 160 birthday but really telling how his work is even today is very, very meaningful and very, very, I would say, you know, as a significance, I mean, you can go to 5G, you can go to other communication technologies. And this was very satisfied because it's not only been given by some of the top notch people today in this business, but also the best parties, some of the equipment that was used in the marketing, I mean, the techniques, you know, was actually demonstrated here by NCRA and also from an institute from Hyderabad and a very nice 45-page volume was actually released. And this was very well accepted, very well liked, I would say, by IEEE headquarters and this was one of the best events probably that happened in this. So I want to kind of continue. I really like this. I really enjoy, you know, talking to people trying to say what we like best and also learning in the process. But I would like to bring more synergy between IEEE which is really, you know, there is lots of lots of expertise and also funding and other things that are available to not only TAF or I know, but also all the academic institutions along with the industry and some of my recent applications to many of the professional bodies and academic institutions, I want to put for better use towards achieving these goals. And specific plans I really want to, as I said, sometime back exploit using IEEE's huge educational and outreach activities, resources. I would also humbly request my other colleagues on the call either from Homibower Science Centre or TAF or for that matter others, please see this and how what vast amount of these tools are available. Just imagine out of 430,000 professional members, even 100,000 people or maybe 1,000 people are producing this material every day and what will be the volume of that. Okay, so that is, I'm not even counting any of the other technical volume, technical, you know, value of this IEEE, but basically I'm talking about the huge educational and outreach resources. Science Student Centric, there's a program called Ambassador Science Program that is just now on the drawing table, I would like to kind of make this happen to take a different dimension to I know project as such. And I would like to leverage on the social media platforms to publicize the success stories of our graduate students in particular because I've really seen when you put a graduate student in the front and showcase them as role models. You get attached much, much better than some gray haired person coming and giving talks or showing even something. And sometimes even the language, particularly I have noticed this with my experience at I know the language matters in a big way. Even if you go and give a talk in Madurai in let us say an English medium college, even though the teachers are, you know, supposed to be PhDs and so on whatever it is, but if you can speak in Tamil, it makes a much bigger impact than speaking English. I would like to say anything dealing me do you mean or anything like that but it actually matters a lot if the outreach can be done in addition to English it can be done in local languages I'd like to kind of do that. So these are some of the my plans of course I hope all my ecosystems will support me and I'm sure this is something what I would like to do in the coming year so I would like to really thank you for your kind. And I know when you do certain work. Once in a while you do get some awards like this, of course it's a very, very valuable to me. I also, the other awards I typically or whatever it is, but often you'll find the biggest award or reward you get is, and one of your intern student goes away and go right from somewhere maybe Wisconsin or someplace and say that what he felt doing an internship with me etc. So when I read, of course, this particular piece that I am displaying here I took his permission to show even though I blocked some of those words here. But that is the biggest, that is the biggest satisfaction that is the biggest happiness that you can get that you actually made a small difference to small amount of people. And more important is that in the process I learned much, much more than what I do. Thank you very much. Thank you. I think I crossed my time I guess. Thank you very much for your patience. Right. Thank you very much Dr. Satyana for your very wonderful and exciting talk and I really enjoyed all the spectrum of projects that undergraduate students graduate students participated in and we could see like my rate of opportunities available for them and those who are not yet there probably also showed like in many ways how they can contribute to various different projects sponsored by IEEE available at TIFR and at many other distinguished institutes as well as associations in India and abroad. So I think that was quite wonderful to see. So now the floor is open for questions and I did have enabled chat so people can feel free to put your question in the chat window. But meanwhile I think I would also like to pose a question asked by our director, Professor Subramaniam. So the question is about at HBCSE along with students we often deal a lot with teachers community and much of our work is also about a teacher capacity program. So he and like all of us probably are interested to know have you worked with teacher communities and what was your experience regarding that. So can you share some of your ideas and experiences regarding teachers and working with them. Yes. I must say relatively I mean compared to the student community I work less with the teacher community just because of the bandwidth there is no other reason why and most often when I go to a remote place for example sometimes I go if there are some long weekend and so on so forth maybe three days in some small place. I try to interact with the teachers and then also try to understand you know where they lack. Namely I mean again by far and large this is when I say teachers, teachers in the engineering disciplines because those are the colleges where I triply particularly addresses. Now, when I come to know that there are certain fields where there has been a disconnect between there are many teachers, they're really good, they can teach what is written in the textbook, they can solve the problems that are written there, etc. But quite often when I bring in certain, let us say what my experience either in the IPR or an industry or what I'm aware of it etc. There is a very, very thin kind of a boundary between what one has kind of taught as a possible application of certain thing versus what we actually make it to work. And then when one talks particularly these things they feel very happy and this is a is it possible to kind of organize faculty development programs precisely addressing these aspects taking very you know let us say University of Mumbai, University of Pune or Nasik or let us say Nagpur, different universities have different syllabi. Can you kind of take up let us say in electrical engineering this is a particular topic that we have and then what are the prospects, what are the let us say opportunities or what is happening today as applicable to this. So we actually formed our educational activities, there is an educational activities chair, educational activities affinity group, which actually looks at these programs particularly as teachers faculty development programs, we tailor make them only to address university by university syllabus, and then we go usually take one week or sometimes two weeks, and then now of course online has brought in different problems and different opportunities, but those days it used to be as a week long program and then there are half a dozen faculties from IIT is sometimes NIT is from my, you know, who are in the field, but they don't go and teach the basic syllabi that is written but essentially connecting up that to an application that is an industry or a research institute or you know fields like that. And this was found useful because some of these programs were actually liked by the high triple headquarters and some of them actually said we have seen you doing these kind of things. Why not you make it as a program, this is the kind of fun. By the way, I mean I'm on a public platform, but let me say I triple that way has a good amount of resources. And therefore they're very nice when it comes to when they see a good program, you know the funding was never never a problem. So therefore we convert some of these somewhat ad hoc kind of faculty development programs into a you know, I would say a standard program and go and keep giving them university to university. So, but we see a big variation from college to college. I mean, you know the reasons. So therefore we have to adjust the level of these programs quite considerably. And we also make them mentors to some of the student programs by that we'll also involve them necessarily to kind of, you know, deeply involved in those aspects and actually, if I can say this, they actually learn along with the students on some of the new toys and, you know, that kind of thing. See five microprocessors microcontrollers some of them, the VLSI devices, FPGAs, ASICs, communication, they're not very common, they don't have that kind of an idea. So they learn together and principles. So it's very, very, very useful. Yeah, I think that is very true. And I guess you have any follow up question or I can move on to the next one, I guess. I have a different question, but I can come back later maybe after you take some questions. Okay, all right. So we also have enabled mics in case if anyone would like to ask a question just give me a headset so I know you have a question. So, meanwhile, I also would like to know a little bit, Dr. Sathya Narayana from you. See, you showed us the spectrum of opportunities. Those are available for students but compared to the college going or school going population in India, the opportunities for early research exposure or these are still less in that population range. So there must be some, you know, sometimes the students feel over pressurized with the competition that kind of is invariantly created in going for these, taking or accepting these opportunities. How do you, you know, mentor some, some, or how do you counsel students at times, even regarding that there are opportunities but there are also possibilities that they may or may not get in to it. So how do you deal with those aspects? I mean, my experience, of course, that may not be a comprehensive answer to you. But firstly, unfortunately, because I triply, for example, only deals with or where, you know, we get latched on only to the engineering students from first year. So I triply, by far and large, you know, programs which are implemented at large outside do not have so much of a school children component. Resources that are available on the, as I showed you, resources that are available online for, for either children directly or other agencies to make use of it. But I triply, per se, do not have too many school children based physical events. So therefore, my only experience dealing with school children is not through I triply, but directly going and, you know, interacting. Most of the time it was like, let us say science exhibitions are going and, you know, mentoring certain children. Now, there too, I do find what you are actually asking because for them it is even more longer route to go and kind of reach a comfortable position. So in the process, they have many possibilities that they may be derailed by maybe the advising parents or maybe something peer pressure and so on and so forth. So it is possible that you can't latch on to them very early to track them into the science field. But I always find that children at that level of class seven, class six and so on and so forth, they're much more open and they're much more, you know, unbiasedly excited about science than that happens at class 12 and 11 and so on. So at that time, probably they're already been kind of programmed. So whenever I go and talk to children at that level, I often say that, you know, I only try to kind of keep on giving examples of Omibaba or other people and say that, look, this is the problem we face everywhere. And if you really like something, we really have to show this very early on and convince your parents that this is where your interest lies so therefore you must move forward. But I also tell times that there is a, there is a other part where it comes to investment. So I say that, you know, unless you really equip yourself by reading, by, you know, by talking and by working, etc. These kind of things do not come and unfortunately in the process of selection in the process of screening, it is possible that, you know, you will probably not able to make it to the top end kind of thing. And then even though you may have interest, you may not be able to have opportunity to pursue. So I say that it's not just interest that matters, but also you have to follow it up with the hard work. Right. I mean, that is the only one which makes for people because they're only limited number of seeds, limited resources, and you have to aspire for it only by hard work, not by just saying I'm very excited. Sometimes the students are very excited, but that's about it. You don't actually see that they've made enough kind of effort to understand the thing. So it's a much, much challenging and much different ballgame all together and I must confess that I don't. I haven't really had an opportunity to work with them in a systematic way, in an organized way, just like I do for engineering students, thanks to IEEE. Thank you for that. Actually, I mean, still it is helpful because there is a lot of learning that could be taken from that and how we can manage our national level. Impact program where we do a lot of cool students and parents. I think I also have one small quick question and this is about a lot of when a lot of such popular talk happens, you see that the interest of students is like at the peak. How or what has been your strategies to do a little bit of follow up after these events because I do see you have presented many stories where students later on got back to TFR or contacted INO and through IEEE and did their long term projects and then even that projects were projected at such a huge level. So how would you, I mean, can you give us a little bit advice on doing a little more concrete follow up after the talk or after any popular series of talks? Yeah, actually, honestly, Deepa, I must tell you that at the end of every talk, okay, the kind of interest that the students come and kind of, I mean, you have, I'm sure you all have experienced this. They kind of come and block you and keep asking lots and lots of questions and because typically the students, when it is a question time, they don't ask you but when you finish the talk and when you come down, there are dozens of children who come and kind of mob you and they ask the most pertinent questions. No doubt about it. I don't know why they're kind of shy to ask when the proper question is going on. But point is that they're all looking for opportunities to kind of when you typically because you know, TFR and so on, it always carries a fantastic image to people outside and especially those who do not have such opportunity to come and work with what they call real scientists. Okay, and but unfortunately also, we don't have bandwidth, we don't have, especially in Mumbai, of course, like in Madurai, it's a different game, we actually call every semester, every, let us say vacation again, COVID is a different spoiler, but at least 30 to 40 children come to our lab, they actually build things by themselves, they actually participate in the same work that is going on in the lab. If they have to build a detector, you know, they follow all those steps and go through and they really, really enjoy. And each time you give a talk, there will be at least a dozen males which will come. We would like to do internship, what is the procedure, when can we come and so on. But in Mumbai, of course, we can't do it, so we often say, are you, can you come to laser Madurai? We actually give them a lot of facilities, we go to the extent of providing accommodation in Madurai Kamraj University, we pay them a little money. But the amount of value that they get, and I can tell you, there are dozens and dozens of science students who are actually doing their PhD in Europe and US, who are actually our students who build our detectors there. Some of them are really, really brilliant. As late as yesterday, I was presenting a poster next to my poster is another girl, and she said, Sir, you're here, what is it? And you know, she was so excited because she worked on a detector called resistive plate chamber in CERN, she's actually, not CERN, but Ghent University, which is in Belgium. She is actually working on the same detector and application of it for volcano scanning. I mean, this is a great, great satisfaction for us. And the same thing happens even with IEEE, when we give talks on engineering side too, they often ask us, Sir, can you come and do a final year project and this and that. But unfortunately, we don't have bandwidth to kind of, especially engineering students, we don't even have any standard kind of system that we can bring. Except once in a while, we bring some students to do projects. But in Madurai and elsewhere, I think we have a big opportunity and we make a good use of it, and lots of students come and do work in our lab in Madurai. Yeah, I mean, I think it is quite a valuable suggestion, even at the institutional level or at the policy level, seeing that students are much interested in what else could be done in order to increase our intake in terms of research at every possible opportunity. Actually, I'm sorry. So Ravi, for example, you asked about the teachers side. I just want to add two lines. Same thing happens for teachers as well. Typically, they will say, is there a program? Is there a program where we can come and work on, of course, engineering side, they're all engineering problems. The only thing I can map is the computer science division, computer science department or school. But they're also equally interested. But we don't have any particular, I would say system in place where they can come and work with us. Okay, VSRP and so on, certain things are there. But by far and large, I tell them that unfortunately, they're not so much of capacity that we can take. And I keep giving them examples of VSRP and other programs. I also give them opportunities where other government bodies, professional bodies, both national and international, all the mega science project, they do have this intake, etc. I keep giving them information. But they really want to kind of work. I'm telling you, I mean, this common thing is we want to work with real scientists. We want to work on real problems that they never have opportunity to learn. So that could be really great if there is no centers like Hyderabad and, I mean, of course, TFR Mumbai is saturated, but other places maybe there is some possibility to do it that will be fantastic. Okay, that is great. Yeah, I mean, as I earlier said that it is, there is a lot for even the institutions to learn in this process and knowing from the students experiences and you're like outreach activities. I think I'll take one more question from Anup. I'll go ahead and read it out. So, yeah, no, it's I think just a comment that saying that your work is very important. So, KS, would you like to go ahead and ask the follow up question, and then maybe I'll start, I'll try to wrap up then. Maybe we can skip it because probably one and a half hours. I can always ask. Well, I think, I mean, there are many opportunities we formally as well as informally talk with Dr. Satya Narayanan. So we do get that liberty to, you know, talk to him and ask questions later informally to him. So on that note, if there are no more questions, I think I would just like to give a little bit thanks to all those very involved in this event. So first of all, I'll start with Professor Bridge Arora because of whose generous donation this award ceremony is possible and I congratulate Dr. B. Satya Narayanan again for winning the Homi Baba Award for Science Education 2020. He's the second recipient of this award this year. I also thank Professor Subramaniam for doing the introduction and helping us to know the importance of this award. And I also thank Professor Ramakrishna for reading out the citation and facilitating our Dr. Satya Narayanan for this award. I would like to thank HBCC's Dean, Professor Chunawala and Dean's office members as well as a tech team who really made this event overall possible with their support throughout. So, and those who were help those who helped in the process of start from reviewing and start from even dominating people for this award. I would like to thank each one of them. And yeah, and lastly the audience for making this event successful and listening to all the possible opportunities for students as well as teachers as well as for the institution. So I hope this message will be passed on further to a lot more teachers who probably couldn't attend the event online with us today, but the message still would teach to the students as well as teachers community. So yeah, thank you once again, Professor Satya Narayanan, Doctor Satya Narayanan and congratulations for the award. So I now declare that the ceremony is over officially and thanks again everyone for participating and attending the event. Thank you. Thank you. Thank you very much, Deepa. I would like to also once again thank all of you and also those I thanked before but I would like to thank them again. This is such a wonderful opportunity. I really cherish the rest of my life. And I would like to also at the moment at this time also want to thank my colleagues. I would like to thank the people who nominated me for this to begin with. So therefore, I want to sincerely thank them. And as I mentioned before, there are many, many of the things that I showed are actually was a big collected work of my colleagues both past and present. And I couldn't have really thanked them individually. Once again, I would like to thank them without their support, without their contribution, this much of volume of work could not have been done. And similarly, I tripled colleagues as well. So thank you. Thank you very much for this great opportunity to share my some of my excitement in this area. Thank you. Thank you. Good evening everyone and hope you have a good time. Thank you.