 Okay, welcome everybody. We're about to start the panel this morning on panel on. I had trouble getting my, I think there's something locked on my desk so I couldn't get things. Okay, so welcome. This is the panel on science advising. And we're very lucky and very happy to have three tremendous speakers. So what this is the beginning of and I thank Monica for having this idea. So be the help, etc. What this is is we hope the beginning on sharing best practices among countries on how we can advise our political leaders to support science and educational funding both basic and applied, and how we can make sure that we can continue our collaborations across borders on boundaries as a real challenge these days. So I will give a more introduction to the other panelists but Dr Kathy foley is the chief scientist of Australia hi Kathy it's great to see you. And see Laura. Thank you Kathy. We've known each other a long time she's great to have her, and I've known semi also traffic to do it was the advisor to the head of government in Tunisia. Dr Georgia Parisi is a noble laureate from 2021. And he also does a lot of advising in Italy and European Union. I was asked to do this because I was appointed by Joe Biden to be on his President's Council of advisors and science and technology, which is a hell of a lot of fun. And my day job is being the chief scientist of the National High Magnetic Field Laboratory. And I wish I could give a talk on that. I don't know if there's pictures in the way here, or it doesn't for you, it's just me. So I'm just, I want a very short talk. I'm going to talk about how citizens, or anybody can talk to the legislative branch in the United States to try to help support science and education funding. As many of you know in the United States we have three branches. We have the legislative branch, the executive branch where the president sits or the legislative is the senators and Congress people. And then we have the judicial branch and they've been in the news lately quite a bit with the Supreme Court. What you can do as a private citizen is typically you go to our elected official officials, and that's our senators and Congress people. I've done a lot of that in my life, and what I've learned when I was president of the APS, the science funding in the United States for the National Science Foundation went up about 12%. That was unprecedented and there's all kinds of reasons why I'd like to take some credit but it basically it's hard even to get the funding flat in the United States it really goes down. And what I think most countries would like to achieve is sustained reliable funding and without fluctuations. Now I've learned that if you want to go to the US I don't know if this is true for other countries, but we are all allowed to reach out to our Congress people and our senators by email, visit social media. And like I said I did a lot of it I did a lot of visiting. And there are four things to remember when talking to a US elected official. The first one is they want to get reelected typically. So what you want to do is find out what their constituents want. If I go to representatives office, that isn't primarily an agricultural center they don't want to hear about high tech, they don't want to hear about LIGO, they want to hear about how science can help and innovate and make more economically feasible their agricultural community. The next thing is economics and that's the big thing in the US is, can you show how science funding in your district or in your state can help the economic flow. Right now this administration has been putting through something called regional tech hubs, and even the National Science Foundation has started that, which is in the United States, something like 95% of the technical jobs are held by about 5% of the population on the coast. This administration is interested in having the fruits of technology jobs and innovation be across the United States across all borders and that will be a big challenge but that's one of the challenges of this government. Politically, this that I can't stress this enough, I have learned to be staunchly non political. I need to go on both sides of the aisle, often, and when you are green politics, and we have the data from triple AS, APS, OSTP and worldwide organizations that we can show about any politics GDP in developed countries GDP tracks science funding and educational funding, and you can show that like crazy and it's very popular. The other thing that sells right now in the US and that's why the 200 and something billion dollar bill was passed in January bipartisan is that there's the competition, primarily with China. So that works to unify our leaders, but I've changed things what I do now and if I can change the slide is that I like I mentioned I'm on this new advisory council, we we and I, I can't talk about details yet because nothing's published, but I'll just say some big things. Pcast goes directly to the president. That's like a secret weapon. After any report goes is written by P cast and it's approved like a consensus report with all of P cast it goes directly to the president without meeting any other vetting from legislature or anything. And so you could imagine what working on I mentioned some of the questions. For instance is report ready to come out right now on how to combat wildfires and you could imagine what some of the directions are. So the general strategies and he wrote a letter to Eric Landau was the director of the chair of P cast at the time. He wants general strategies, specific actions and new structures to address these questions and it's all about equity, which is, and I'll show the next one. And what we do is we write little reports and we send them. I've been more involved in something called exploratory groups. I was co chair of an exploratory group on competitive innovation and tech hubs, which is very broad and through a lot of research and talking to people and we have a lot of resources in the government we can talk to anybody. We were able to develop five different working groups for things like how to how to develop the tech hubs, how to reinvigorate our national laboratories. And Biden's letter to P cast in 2021 is, and you can see it's all about equity. What did we learn from the pandemic to create a more equitable health care system in the United States. How can we break through some science technology, not just serve across the United States but also serve the underserved communities, addressing competitive with China. And this third one about the fruits of science that I mentioned that's to make sure that tech jobs are all over the United States. And then the long ones how can we ensure the long term health of science and technology in our nation. So I mentioned we have working groups, and we have many, many resources, I, it's great if you're on P cast you call somebody up and they'll talk to you. And we also have organizations within the government which will help us get data. So, I think that's all I want to say right now in this and I would be, I want to have more time for questions. So what I want to do is now want to do start to Kathy foley, who was appointed to this position as chief scientists of Australia's National Science Agency, and she has many accolades research and what I'd like to do is let Kathy take over. Thank you very much. Thanks so much Laura and hi everyone I'm sorry I'm not there in person I hope you can hear me okay is that all good. Yep. So, look, it's great honor to be here, particularly talking about a science advising policy because this is my life these days. But just before I start in Australia we begin all of our, our presentations with an acknowledgement to the traditional custodians of land we come from the first peoples of Australia. And I'm on the land of the Ninewale people here in Canberra in Australia and I want to pay my respects to the elders past present and future and extend any and my respect to indigenous people from across the world who joining us today. So, one of the things which I think is has been extraordinary is that we're getting to a point in all countries and it doesn't matter whether it's high GDP or low GDP that science is actually at the core of any future economy, all the industries and all the jobs that they create. It's really the powerhouse that really does start making the world go round. And it's one which for me being Australia's chief scientist at this time has been pretty good timing because it's meant that I'm able to be in there providing its science advice to government. And I'll talk a little bit about that in a moment. But some examples of things which I've been looking at are critical technologies which we're getting to a point now where imagine if we didn't have semiconductors. It's getting to a point where they're like the same as fresh air, water, food, energy. And so this is something which all of us around the world are beginning to understand how can we make sure that we've got them in a way which has got the lowest footprint of both energy, environmental and so forth. I've also been leading Australia's national quantum strategy, looking at semiconductor supply chains, looking at promoting STEM career pathways. And another topic I'm working on is looking at a different model for open access of research literature because I truly believe that everyone should be able to access research literature regardless of whether they're in a research institution, a doctor in their own offices as opposed to a hospital. Whether it's a teacher at school or just a general public when they want to actually do their own research on a COVID pandemic and they can actually get the real information as opposed to things that might be misinformation. So we have in the world today we've got climate, energy, water, food, health. You can go on and on about the things that are needed to be, well, challenges we have that we need to overcome if we're going to build the world we want. And science is at the centre of that. So that's where I'm starting within my role as Australia's Chief Science Advisor. I've been in the role for about one and a half years and before that I was at CSIRO, which is a Commonwealth Scientific Industrial Research Organisation. It's one of the public funded agencies in Australia. I was there for 36 years doing about 20 different roles. So I've had lots of experience in doing lots of different things. But the thing that has been most important in this role is that science goes across all the government departments. So I work across all government. I report to the Prime Minister and the Minister for Science and Industry. I work across boundaries with various groups and stakeholders. I'm able to turn to the rest of the research sector and use them as my cohort to support me with providing the advice I need. And what I'm finding is that the government is really looking for import insights and expertise based on my experience, but also the experience I can pull from a whole range of the research community. So you could say I'm a boundary spanner that goes across industry, academia and government sectors as well as the research in general. My three main responsibilities are to first of all provide evidence-based advice to government. And as Laura said, it's got to be nonpartisan. It's got to be something which is trusted and is basically easy in many ways because my job is to provide the facts. And because it's evidence-based, it means I can never be wrong. If there's evidence which you're not sure which is, there are bits of evidence saying opposite things, then I have to look at the quality of the research and decide which one actually holds better ground. And also make sure that those who are hearing my message understand where the uncertainty is. So that is something that's really, I guess, the first part of my job. The other one is also to advocate for Australian research here and overseas so that people understand what science can do in order to support all aspects of our society. And also to make sure that we understand where we fit into the rest of the world. Australia is a small country of a big land mass, same land mass as mainland USA. We have the population, though, of Shanghai, and so 0.3% of the world's population. But we do do about 4.5% of the world's research. And so that means that we need to make sure that we partner internationally if we're going to be able to make sure that we've got the best possible information to make the best decisions. And I guess the other is that it's really important to be a trusted communicator in the Australian community so that if they see me saying something, they know that I don't have any personal bias in any way as much as I can. I don't have any other inputs from financially so that I'm actually completely unfettered and that I'm completely independent. So this means that that trust is probably one of the things that is most critical to be able to do my job. And I guess the final thing is that every system of research has a whole lot of aspects to it. And one of my roles is also to look at making that research system as efficient, effective and impactful as possible, making sure that we've got industry, academia, government labs, and the government actually working together and making sure they understand the level of preparedness needed to support, for example, future technologies, issues such as being ready for a pandemic, energy shortages, things such as the impact of climate change to name a few, not to mention making sure that we've got an eye on the horizon as to where future industries might be. So I just want to touch briefly on why science must inform policy and this is something which is really interesting. In the past and many countries and Australia is the same is the science is a sort of afterthought that policy is developed and they think, oh, I wonder what the science is that and will this make sense. And what we're saying is that just like every government policy always thinks about the economics, we and they always have an economist at the table. We are saying that you need to have science at the table right from the beginning of the process. When you do that, you end up with much better outcomes and we saw in Australia with the management of the pandemic that we were able to have great science being able to advise government. They listened and were able to make good decisions that meant that we had a pretty good outcome for our population. It should also be offered as something which is a sort of a side serving and not added at the end. So it's remembering that science is just one bit of the information they have to take into account because I sort of say science on its own is actually just information. You need to have the engineering, your social license, the business models, the designer and user interface, the legal, the policy settings all have to come together if we're going to have any impact and it doesn't matter from whether it's public good or whether it's actually going all the way through to some commercial outcome. The other is also remembering that governments need to consider a wide variety of views, even though science may be at the core. And so this is where it's really important to make sure you provide that balance and that trust so that you still maintain a level of being heard. As I mentioned, I've got a range of priorities, which I won't go over again. But one of the things that has grown of more importance recently is the importance of what is called science diplomacy or soft diplomacy. And this is really important because no one country is really able to do science on its own. As I mentioned, we're only a small part of the research sector and every country plays their part. But when you look at when science is at its best, it's when we actually interact and engage internationally. If you think of some of the biggest impacts we've had from science, from whether it's managing the pandemic, from whether it's creating things such as the internet or a Wi-Fi, they came from actually very large science experiments such as mapping the human genome, looking at certain particle and understanding particle physics or radio astronomy. Those big science experiments, which are usually international, lead to spill out outcomes which really do change the world. And this is something when we're talking with government about why we should be engaging in these big projects, why we should be doing fundamental research as well as applied research, that we're able to show the value proposition from past experiences to say, when, as humans, we push the edges of what we know, that's when new things come out that absolutely change our world. But we need to make sure we do this in a way that when basic science gets published, we do it effectively to translate it from information into policy and know how to do that. We also need to build the skills and provide the voices of scientists, particularly from developing nations. And this is something which really came forward to me with IU PAPS International Women in Physics Conference, which I had the great honour of co-chairing last year. Because of COVID, we did that online and it was amazing. We had 80 different countries from whether it was women from Cuba, Pakistan, Rwanda, Yemen, being able to participate in the first time because of the impact of digitisation and digital communications. And this is something which I think we need to work more on because this is opening up whole new opportunities for us. And then I guess the other is we need to make sure that we discuss ideas as opposed to having personal gripes and competition and make sure we enable all voices to be heard. I suppose just the final thing I want to point out is that it's really important that advice is unbiased and that it's of the highest quality and that it's based on integrity, quality and excellence. So this means that I need to be absolutely rigorous in methods and processes of the research that is used, but also looking for the research that is done is done with the greatest integrity, quality, excellence, best choice, best ethics. And that's done right from the beginning. It's also really important to make sure that we harness the full human potential when we do this. And it's interesting to see from the perspective of not just looking at researchers, but looking at other power of citizen science and how powerful that can be in bringing particularly in biodiversity, understanding the environment, being able to collect information about things like plastics in the ocean has been very powerful in creating the evidence base that allows me to provide that to government. And I guess the final thing is it needs to be provided in a way that it's able to be accessible by those who are hearing it. Government does not want to hear about what are the nitty gritties of my research project. What they want to hear is the high level concept in terms of what it will do to make a difference. How does it change the way we understand things? And I think when we do that, what we show is that science is actually humanity's superpower. And this is something which we, I think, are only realizing now because imagine a world without science, without the research that we've done, we'd be in a very different place now. Finally, one of the avenues I operate is a mini version of the government's advisory council. I've got Australia's National Science and Technology Council. It's a bit smaller. There's seven people on it plus myself. That's eight. And the Prime Minister chairs it. And the Minister for Science is a Deputy Chair and I'm the Executive Officer. We operate in much the same way where we are addressing questions posed by government. I think I would answer them either as rapid response questions, which are provided within a couple of days where they've got a specific question, which was important for things such as during the COVID pandemic. We're doing whether it's looking at supply chain of ad blue, which is a NOx reduction in diesel cars and where they need to have an instant bit of information. We also have medium sized and then long term reports, which are able to provide government and information to allow them to make their policies. Thank you, Kathy. That's really fantastic. You said we are in complete agreement and many of the things you've done and I could learn a lot from you and you've expressed that eloquently. But we have to move on because of time. I want to make sure that we have time for questions and discussion. So now I'm going to introduce Samia. If I can show that. Never mind. Okay, so it's not working. So, we'll just let Samia go ahead. So, I'm going to introduce the advisor to the head of government in Tunisia. And I've known her also for years and she's done terrific work in really pushing forward the science and the general politics in Tunisia. And making sure that Tunisia is going out as a developed country in science and technology. So it is. Thank you, Laura. Thank you for a CTP to give me this opportunity to participate to this panel. It is also my great pleasure to present you the, the case of Tunisia concerning science and innovation. I'm also a member of IU PAP Commission, the physics for development and it is a pleasure to participate also to the activities of, of IU PAP. Okay, so. Okay. So, Tunisia, since the independence in 1966, make the choice to build a modern society and to develop an economy based on knowledge. So the, the main priorities was women rights investing healthcare, birth control for everyone investing education so school everywhere in Tunisia and gender equality for education. And just to see recent history about women rights in Tunisia. We had a lot of thinkers about the emancipation of women, and since that is one of the most famous one. And just a few months after independence will give a program the code of personal status in which it was the abolition of polygamy. Mutual consent, and so on. And in 57, the women rights to vote was programmed and in 73, the right for abortion. So Tunisia is the small country here in the, in the top of Africa, but we have. So, as you can see we have no much natural resources but our main resource was human capital. So, one of the results of this policy since the independence is the woman position in science for example here it is the we discussed. Yes. So, this is a study from UNESCO it's very useful we discussed about gender balance in science so it's, it's very important information and you see that some countries are well. We see here the proportion of women as a portion of scientists of researchers, and we can see that in some countries in in Asia or in in Latin America, we have a high percentage of women going to 70% or more, even more In Tunisia we are in the in the top countries for we have so 55% of researchers, which are women and we can see that in the African country we have Tunisia, Algeria, Egypt and South Africa in the in the lead of this. So, but I have to say that unemployment is also higher for women. I will try to show you the, the, the situation of Tunisia concerning education and scientific research using the global innovation index so I will follow several topics. I will start with the education and we can see that Tunisia is in the top concerning governing funding for pupil for the secondary school. So, you can see that we have big investment in education and education acts as a social assumption. But I have to say that now we have to improve performance of the system to avoid school drought dropouts concerning the human capital now at the higher education. We are also in the top concerning the graduates in science and engineering as a proportion of the graduates in science and engineering. And we saw we have 13 universities here are the statistics concerning research. So we have almost 12,000 researchers among 23,000 teachers at the higher education system. But, but we are losing a large number of our talents, and they are going abroad to looking for high tech industry and interesting positions. So this pre dream is, is, is concern very concerning see a positive problem in Tunisia. And it is particularly concerning engineers and doctors. So concerning science fit research, our position is also good we our rank is 80 is a yes 18 so concerning scientific and technical articles for per per capita and for GDP. So we have a very good performance of researchers on basic and applied science. So we produce good knowledge, but we absorb a little of it. So you can see that now concerning business sophistication, we are in the in the bottom. And so concerning, for example, knowledge workers, our rank is 100. So, Tunisia is a low middle income country with a fairly well diversified economy, but only 20% of our GDP comes from industry. So here I saw the point is that we don't have enough connection between research system and industry, and industry is not really looking for higher education graduates high for graduates of doctors or for collaboration with industries. So sometimes we should we would like to have subjects of studies coming from industry but it is not easily obtained. So, what about funds. So the government is so due to this week collaboration with industry, the main funds are coming from the government, and we have subsidies for research laboratories. So we have funds for national competitive funds, and we have also funds for bilateral cooperation, and you can see that we have a lot of bilateral competitive funds with African countries with Europe with Asia, and it is really very important for us to build this network of researchers working on common projects. And we will see also that we are a lot involved in multilateral projects, and we are covering all the continents. And these projects are mainly related to agriculture to water to biodiversity to security food security, and I will focus on a project which is called Prima project it's very important, because it dealing with management of water farming and agro food value chain, and is it is concerning the Mediterranean Sea countries so we have very interesting project and we are in the third position for this program with more than 100 project with our partners. So all this performance in scientific research made the Tunisia that Tunisia is the only African and Arab country to be associated to research and innovation, research and innovation, European program or is on 2020, and now just have signed the Orison Europe Association agreement. So, I will move now to the, the priorities for education and science and technology innovation. So we are our priorities to continue to invest in human capital, it is essential for development, I think it should be the priority for developing countries. It is really the base of the development. So, and as the word is transforming very deeply, the education system is a question to respond to the emerging and of and of and future needs. So we have to improve methods and to improve curricula at universities to adapt their curricula to the, the new jobs and the new, the new challenges. Also, we, due to the unemployment, which touch, which concerns essentially graduates in Tunisia, it's higher for graduates. So we have to pay more attention to sub skills and to education on entrepreneurship. And we are also paying a lot of effort to develop rescaling of graduates to reduce unemployment and to try to find solutions for them. So, a priority on science technology innovation, just to support basic science and collaboration between research and industry and physics can play an essential role. I would like to attract around the activities in Tunisia to do internationalization at home. Okay, just very so and to make connection and build collaboration between on STI between Asia and Africa, we have the Tokyo International head in August in Tunisia, and between Europe and Africa and also between thousands countries. So, very, very quickly, the priorities for session innovation, humanities for emergence of democratic society, social sciences for regional development, energy security, and climate change adaptation leaders, priorities for us, SQL economy and pollution treatment, health and well being to make to produce vaccine in Tunisia and biosimilas and medicinal plants, products. So, all this, and of course, digital and you see an actual transition so to to develop our industry. This is my last slide. So, how to accelerate the shift towards a digital and green economy. So, these are our priorities and we try to push researchers and scientists to be involved in these priorities with our close to research and innovation priority access. And thank you for your attention. Yeah, that was really terrific. The next speaker is Dr. Giorgio Parisi. And Dr. Parisi is well known for cracking the glass problem from Simon Foundation collaboration, which for which he received the 2020 Nobel Prize. And he's involved in the movement to save Italian research both in Italy and across Europe. So, Giorgio, would you like to take over. Yeah, you muted. The word muted comes up bi-weekly in the New York Times. Sorry, sorry, sorry. Well, I'm very happy to speak here. Thank you very much for inviting me. And I would like to first discuss my personal experience with advice to the government. I mean, I started to be an advisor of the government 25 years ago, when the Minister of Science Education was Luigi Bellingueva. Luigi Bellingueva had a vision as a Minister of Science Research. And he clearly spotted that one of the worst problems that we have in Italy. In Italy, we have not only we have a problem that the amount of money that goes to science and development is not very low. We are at 1.2%, 1.4% of the gross national product. But the things that is completely missing in Italy is a mechanism to advise the government, the executive branch on problems that concern research and development. Research, university, I mean, what the government has to do to promote science. And therefore, we need not only to give as was clearly stressed before, to give evidence based information on different problems that have a scientific relevance. There were signs that can give a very important information, but we really miss any kind of body or panel that is going to discuss for the government what we should do in order to improve the quality of research in Italy. The theory that this is something that in many other countries is present. And therefore, also, apart from what you had before in France, the one is the Conseil National de la Recherche de l'Université. I was member for two years of this panel, as I said at the point I shut the door and went away because I had a strong disagreement with the minister of research that at the moment was a leg, but anyhow in Italy there was nothing of this kind. So when a building where Luigi building where was nominated the prime minister of research that was in 1996, I was a member of a small panel of seven people that started to project the architecture of the research in Italy. And one of the ideas that was presented in that panel was to construct a small body of seven people that should come to the government to do with research, how to organize the research, how to distribute money to different institutions and to prepare, I mean, the research budget of the government. At the end of the, nearly at the end of the period which was permitted, this thing was approved, and we were very happy that it became a law. But after these things became a law, what happened, the next government did not take care that the law existed and essentially completely changed the sense of the panel, and the panel that was supposed to be some panel of people that were meeting was nearly a full time job, became a panel that meets once for here or twice per year, and now they see completely disappeared. So we miss this kind of possibility of giving advice to the government. And you mentioned the fact that at this moment, the problem in Italy was that we have a very bad situation for our ability of getting grants from Europe. The point is that the following, the Italians get many grants for Europe and the amount of grants that Italians get from Europe, for example, for the European Research Council is more than the percentage of Italian gross national product in Europe or the percentage of the population in Europe. But the problem that we have that half of the grants that goes to Italian, goes to Italians that are abroad. So we have a very strong brain, brain in young generation, and that is something that has to be stopped. Therefore, I found that this movement, Saviyama-Ravishivka, and which had a lot of senior show in order to ask the government to increase the money spending for research, and I think that we are nowadays we have 2,000, more than 200,000 senior show. Now, it's clear that we need something institutional to help the government to give advice to the government, evidence-based advice. However, this exists in Italy. We have, and this exists in many of the other countries because we have the National Academy. Now, the National Academy in Italy is the Accademia Nazionale del Inche, in which I have the honor to be president from 2018 to 2021. Now I am vice president and the Accademia Nazionale del Inche is some institution which depends on the government in the sense that it gets some money from the government. And it is supposed among the different things that it should do is to give advice to the government. It should give advice to the government if the government asks and also independent for the government. Of course, the institution is a full academia that is completely independent from a certain organization, but half or one third of the budget comes from state. The other comes from donations and things like that. However, the problem that we have is that the government nearly never asks our advice. I mean, I can remember once or twice when I was president that the government asked to give an advice to the academia. In most of the time, the academia is striving for forgetting their opinion to the advice to the government. Of course, we are organized to give advice. We have many panels inside the academic panels on agriculture, a panel on health, a panel on research, a panel on higher education, and so on. So we write a lot of documents of this type, but we send to the government, sometimes they have a threat on the government, sometimes not. We sometimes we send not only to the government, but also to the house, to the panels on the house and so on. And the other thing that is bad is not only the relationship of science with the executive branch, but it's also bad with the house. In the sense that the house sometimes asks the advice of scientists on some projects that are relevant, but this does not happen systematically. And also sometimes the scientists that come ever designed by the members of the house just because they wanted those scientists in order to push from one direction or another one. So the number of really independent scientists that go in the house is not so high. And quite often the worst things is they go on a personal basis. The point is that having been in Italy is something like the academic chain, also many other academic that are quite important would be much better. In order to, if the academy itself is asked to send someone to speak to the house to give evidence based advice to the house, but this does not happen. So the problem that we face is that we do not have this kind of organization that is in other countries and I think that this has a very bad effect on science policy in Italy. Thank you so much. Thank you, Georgia. So one of the unifying things I'm hearing there's many unifying things but we can learn from each other about how we can advise our political leaders. And the other unifying thing which is constant here is the idea of brain drain, which the United States is also starting to suffer for which is also totally supporting what we need an international science for, for main reasons there's, there's the science and what we see aspect which is mentioned, the fact that we have larger experiments. And we also need diversity in attacking problems I can give you we all can give you many examples on how working with a diverse group helps attack the problems of our 21st century. So, having said that let's open it up for questions and Cyrus, Walter is the one in charge of that. Thank you the panelists to do we have questions. Do you want me to choose. Okay, go ahead. Does it work. He does. So my question is a bit outside of what you presented here. So you presented scientists, advising politicians. But the question is, how important it would be for some of the scientists to actually become politicians. That I know a prime, not prime minister minister of one country was previously a physicist. And in that minister's term, obviously, international cooperation, especially in physics increased exponentially the country instantly became one of the very active collaborators in all the international projects. So do you have some more insights in in scientists becoming politicians how important that could be. I think that if not I will. Kathy or Well, why don't you take it Laura, it's probably yeah, some, I mean, this answer is of course. We have very few scientists as political leaders we've had more, and we've been doing a lot of efforts to try to increase that number. For instance, the triple as manages a group that supported by many scientific societies which is the way we get fellowships to get people to work. It's paid for by the societies to get people to work in the executive office, but mostly in the legislative branches as advisors. So those people end up staying in politics. So I think that's a very good point. I think we have suffered because we've had less and less scientists, and you know Bill Clinton was trained as a scientist and we had an increase in scientific funding in those years to so I agree with you. Go ahead, Samia. I have a question because I can add that our head of the government is in Tunisia is a is a woman and is a woman and she's a professor of geology. So, and she's coming from Minister of education so it is also you are right it's a good opportunity to push science. We have organized Tunisia Investment Forum, and we have for the first time organized a panel about human capital and the important, the importance of science technology innovation in in advocacy so it is really very important to have some professors at this position to push science, of course. I'm going to use next and then. Oh, Georgia. Oh, I'm sorry. Thank you. Yes. Yes, what I would say that what happens in Italy that we had the many missed minister of education research that were scientists that many came from university. They came also for how the other sciences so in that respect, we have a better they were considered the more technical they were in the minister, but they were in some kind of limbo because they were not considered politicians, but I think we miss the fact that we have a real politician that come after the PhD, after after having some kind of experience in research until America was a fish sister and it was certain able to understand many many things, especially was clear to have what exponential growth may mean, which is sometimes not clear to a politician, and therefore I think that the reality what we miss in our country is the fact that people that are done a PhD research that have been exposed to research takes some job, which is nothing to do research, because I believe that research is very important to inform the abilities of people to deal with unexpected phenomena. Thank you. You have that you were the next hand I saw. Yeah, Chris. Yeah. This is a question to you, Georgia, Parisi, thank you for your statements it looks like in Italy, you have a hard time to, to connect with the government. My question to you and also to the panelists. What is the role of the academies because the academies are some kind in between between the, I mean really Academy of Science, which we have in Switzerland that you might have also in and also the role of funding agencies to really approach the government because these are very connected agencies. Well, should I speak. Go ahead. What happens in Italy that the academy and not so much not consulted, not only academic shape but also the other academies that are in Italy, why they have all the abilities and internal organization to give answer. Therefore, they push the right document for the government, but sometimes the government is not even read what we have written. And of course, they are the research agencies to the research agencies are held by the government for technical purpose for what they are doing. But many cases they have not consulted for general problem for me from Italy so the voice is this link is is missed in many, many cases, of course during the pandemic that things were different. Especially for some agencies that were interested into health, but generally these things is lacking. I don't know understand the why but it is lacking in Italy. I'll say a couple word. I'm sorry. Kathy go ahead Kathy. So this is something which is close to my heart. I work very closely with the academies. They're part of my first go to places when I have any work to do and we've got arrangements with them to support me in doing some of the reports that I have to do for government so they're absolutely connected and they also have their programs of work, which are bringing evidence information to government as well which they do a good job of. But one of the things that's very interesting was back in the 1980s, Australian science got a big cut in a budget, and the science minister at the time said that that Australian scientists were very badly organized and weren't having a single voice to put in a coherent way forward was. So what they did was set up what was called the Federation of Australian Scientific Societies, Science and Technology Societies, and and that's become a very significant body which is very much unlike the academies which try to be quite impartial and nonpartisan. This is really a lobby group where they set up Science Meets Parliament, which is where once a year they have scientists get a chance to be trained on how to talk to government and to parliamentarians and then they go and visit a whole lot of parliamentarians the next day and they have a whole lot of visits and that has been very powerful in re raising the awareness of science since the 1980s. So that's been something which I can send send through if you like to IUPAP that program it's been very successful and to the point where the government actually funds the Science Meets Parliament because they realize how important it is. So that that single voice is really important so that a good example is astronomers do this very well or they have behind the scenes their discussions about how to lobby governments to have big telescopes and investment. They have difference of opinion optical versus radio astronomy for example but when they come forward they come as a unified voice as a consequence in Australia that's how we would get very significant funding into the SKA for example. So, so learning how to play that game and getting organized and having a coherent voice is really important and the academies do have an important place to play. We'd like to see those reports very much sounds great. Okay. We have Selena and then Monica. Thank you all. So, I have a question. And what do you think IUPAP could do because you've been talking about what you can do at the national level. And we are an international union, and we would like to have some impact on some global challenges that for which scientists can add something like I don't know climate change we've been talking about that yesterday. So what would be the best way to go forward for an international union as us to exert some influence on policy makers on decisions at a more global level. And based a little bit on what Kathy just said, whether we could, I don't know, help train scientists learn how to talk to policy makers or something. That's my two questions when IUPAP has exerting a some influence directly and then whether we can also a help scientists learn how to speak to policy makers. Laura, can I jump in there because this is something which may be useful. During the pandemic, the chief scientists of just about every country in the world were getting together as a extraordinarily huge video conference where they shared information and were able to get to a point where they get advice to each other, putting together ways of getting governments to work together to deal with the pandemic. We haven't met in recent times, but some of the other countries have like US, Australia, New Zealand, Canada and UK have got their chief science advisors meeting together. And this idea of having the chief science advisors to government actually connecting with our UPAP and equivalent organizations, maybe a step forward which we could explore. When we have our next meeting, I mean, I can write to them and say this might be something we want to consider. And then the idea of our UPAP actually having a way of educating more broadly that way of engagement. The International Women in Physics conference last year from my perspective, and I'm sure there've been other conferences as well, that was from my perspective, a real landmark time where we no longer have to worry about visas and costs to get together and have digital platforms that allow people to engage in a very, we had two sorts of platforms that we operated on, which was for the formal talks. The other one, which was for informal gathering around posters and just social events. And the thing that was really interesting was how powerful that was in bringing up skill sets. We ran a, for example, a training session on how to write research publications. So maybe that's something which we could consider is how our UPAP can spearhead that to have a sort of a curriculum looking at how you go through and do this and having practice sessions and things where you learn how to put your case forward quickly. They used to have a sparkler and for sparkly you had to have your elevator pitch about why your research was important. So these are things which could possibly be done, we just need to say let's do it. We have a little more time, but let's, Malika was next and then on the tap, okay. First of all, many, many thanks for all for the participation or your participation in the panel I thought it was very, very interesting so I have a question to Georgia Parisi. So the picture that you described is pretty depressing actually for Italy. Especially after your Nobel Prize, you really became a publicly known figure and you should have a big influence on government potentially. Have you tried again to resurrect this advisory panel that had been created at the time of Minister Berlinguer or you have lost hope in the system. Is it a good moment to try again to profit from your fame and try to push for that? Well, thank you for asking this question. I said that I have tried, I have tried in an informal way just writing a letter to some politician in that direction without much success. But I think that your suggestion is very good. I think that I should try again and what maybe I could try to write some more official letter or the academia self may write a letter in this direction. And one could try to have some paper published on newspaper pushing this direction. Thank you very much for the suggestion Monica. So I know we're late but there's one student in the back and so we want to give them a chance. Okay so thank you for the discussion. I actually have a question that starts from something that Professor Parisi said but it's for everyone. Professor Parisi mentioned what happened when he was advising the government. He made some solid scientific advising that came into a very good reform that was never applied by the next government. So my question is science policy, I mean science advising for policy is something that should be constant while many times political governments change a lot, especially in Italy, and there is no constant seeing what they might, I mean what their opinion on some things might be. So how do we, how do we solve this, how do we make a constant science policy advising. I mean, which is a bit more impermeable to the fact that the view of the politics can change suddenly. Who would like to take that. Was that toadstarch it. Okay. As you can say, unfortunately it's a reality of life that you have to just re prosecute your argument every time. It's, and you need to be able to do it efficiently and effectively and we in prioritized order. I've been in this role now for a year and a half I've had five ministers, and every time I've had to re prosecute my, my, my work program and be able to work my way through that. And it's amazing if you, if you've got something which is worth listening to I, for example my open access policy which I'm trying to push through is, is one where every time I have got got real enthusiasm saying for quantum quantum work as well. So, it's one where if you've got it you've got to have a really good value proposition, and, and then try and make it so that you design the work you're doing in a way which is for best outcomes as opposed to looking like you're doing something personal gain that you're also doing something where you can show it will make an impact. And, but you do have to unfortunately just keep going through so long as you can maintain the fact that you know it's been my chief scientist all the way through those five ministers so that's where the continuity is, but in government there's always churn, even in the public service where I am there's always different people in different roles, and you constantly having to go back and just bring them up to date so you get very good at breaking people very quickly and bring them up to speed. And it's a school you have to learn, unfortunately. Great answer and think I want to thank the panelists, every one of them Kathy Samia and Georgia. This was this was a very wonderful first step that Monica initiated so we can continue to show so share best practices, and some of the questions that we got from the audience were terrific, and they're having us think and I want to thank everybody very much for participation. Bye bye. Okay, welcome to this second panel of a day, and we heard, I'll take this off, it looks better. I've heard a lot of interesting things before about science policy and also you show it shows you being a scientist, you become you can get into science policy advising but you can also become a politician, you know Angela Merkel was a physicist, and many other politicians have been a scientist before that so various life outside of the academia and this is a bit the title of our discussion, and I'm very happy to have here two outstanding panelists and the first one is Nadia Manjona Talman, founder and head of mirala will expand a little bit on the presentation for her and the second panelist is young yakubeck chief scientist officer and co founder of a vacuum, another company which is in Prague. I on purpose put this here the abstract which I submitted so that you can find out what we'd like to discuss about you know what you need to start up a company. What kind of political social financial issues are related to this, you need to be an entrepreneur. Why is it something you have in your gene from the beginning on or something you have to work on. And also just to tell all the students that there is something outside the academia and tenure position you can see leaving academia does not mean leaving science and technology so this is always what's what's great. And also to have an optimal job opportunity early career scientists need to acquire a large variety of technical analytical and communication skill. And is very important, and you will will hear about it also. And therefore you have to get a chance to develop new projects transfer technology established a business plan, search for funding. This was always the important things we heard from Georgia Parisi also how our ideas is in Italy, and also learn how to collaborate and with and manage people. Okay, so, and also I mean I mentioned that there is a science policy advisor to scientists journalists teacher, or even IP lawyer. Now last night or in the night I received an email also from David Abigail was a chief editor of nature physics. I'd like to know if David is around. Okay, so I told I told him we have only half an hour so we will not really expand on on making a lot of transparencies and so on but I mean, you will have also the time to express your, your position as a chief editor in nature physics. If I go to the second point. I will introduce I mean the two speakers one is heading the mirror lab in Geneva. And the other one as I mentioned other come in Prague and very quickly to mention what Nadia has been working on she's a professor, and director, Professor of physics and director of mirror lab at the University of Geneva a groundbreaking research laboratory developing virtual humans and social robotics. She's the founder of the Institute for media innovation at NTU with technical university in Singapore, where she revolve revolutionized social robotics by unveiling the first social robot, which is called Nadine. And there is a relation between Nadia and Nadine. And you can see here that can be have mood and emotion and remember people and actions in 2019. She started a new job in Singapore as a CTO in the SME dex laboratory, a robotic company in Singapore so she has been very much linking Singapore and Geneva. Despite having bachelor's and master's degrees in psychology, biology, chemistry, and computer science. Professor Talman completed the PhD in quantum physics at the University of Geneva. Among other 30 awards she has received honorary doctors from Leipniz University of Hanover and the University of Ottawa in Canada, and several prestigious other awards. As the Humboldt Research Award in Germany. So I will be short here so this is to show you how successful our panelists is. I will introduce the second panelist who is Dr. Jan Jakubek from the Czech Technical University in Prague. He is a physician as a physicist, mathematician, software and hardware designer with a PhD in nuclear engineering. Jan is a project coordinator and team leader at Advacam, the company you can see on the right at the Technical University in Prague. He is responsible for research and development at Innova Innovation, this company specializing in semiconductor sensors manufacturing and packaging for radiation imaging cameras, as well as developing imaging solutions for certain for industrial and academic needs. He has been working in the field of radiation imaging for over and pixel detector for over 15 years being affiliated with the Czech Technical University in Prague as head of the Department of physical application and technology. He has a many publication and also many citations so you see we have outstanding person who has been working at the university and kept one foot at the university and also engage into companies which are working on project which can be of course for sale. Okay, so my first question and because we don't have so much time. Can you Nadia, tell us a little bit how you developed your interest for doing this robotics or this nice science outside of the academia a little bit or in parallel with academia. Thank you very much for the question and thank you for inviting me on this panel. This is really my pleasure, because as it was said, my first big degree was in quantum physics, I did. I worked on the Schrodinger wave equations but very soon I moved to computer science so sorry for physics but I come back to physics with robotics so. How I come, you know, maybe what I would like to say is, when you develop lab you know I started my career in Canada so I had the willingness and the interest to develop a lab. When you start from scratch to develop a lab first it's a lot of initiative, because either you come in something that is established, but it was not at all the case because when I came. I was dreaming to work on virtual humans and it's totally a pioneer work. So you have to start your lab so it's a lot of initiative. Afterwards you have to find money. And when you start with very new topic like virtual humans in the 80s. Nobody knew what it is, and the funding agency are not so ready to pay for it. So you have to fight, you have to fight to who will pay how do you get money. So this initiative capacity. I would say are the same as with company I will soon come to company, but once you have the money you have to find the team. As you mentioned before, the team, the right people to do the things which are quite novel and manage this team in a way where you have a complete establishment working for you. You have to fight by yourself to go with a tough competition. So when I give this example for my early work in Canada, I move afterwards in Switzerland, where I created my career and I moved to Singapore where the president asked me from NTU to create the Institute for media innovation. So that was in all things the same so for the robots. When I came to Singapore, I was dreaming to move from virtual humans because it's virtual to tangible things, and some way back to physics because we built virtual, we build a realistic social robots. I had the chance because you know I think life is a question of opportunities, bad luck and good luck. But in this way was good luck because I had the chance to be in Singapore and to be very often in China and people were very much interested in my work. And the work of the team that means to work with social robot we had already in academics, as you mentioned the name was Nadine. So what is it that you have people willing to put money in your work and develop a company. So I became the CTO and president of the company that slab that was created first in China. So the main goal. And what I have said before you know this willingness to go and against mountains in some way is very necessary to create a company but it's also necessary to create a lab. The main difference is when you create a lab, you are not obsessed but the grant the end is you have to publish. If you don't publish, then at least today, we're almost nobody. So you have to publish and you have always to think what I do is really on the top of the novelty. Now, if you are in a company is not this is you have to think at customers who are the customers who may be interested in something you propose. So that's also some novelty, but you have really to hear what the customers needs, because the first thing which is important is, you have to sell. If you develop a product and nobody likes to buy it, then you are done. So this is a very big difference, not how you create, not your motivation, but once the academics, we like papers, we like top papers for, let's say when you have a company you like money, not money per se, but you like to have customers who are interested, a lot of them and then you can sell and you have success with your product. So this is a change of mind, because myself as a first and academic, then going with my Chinese people that was fantastic to, because they were very business oriented and there was a government behind so that's really a good opportunity. So they help you to move from this publication and novelty idea towards what do people need in the products you do. So this is mainly what I would say for myself. Many things are similar. The willingness being a bit alone in one track. The second thing which for company is very important is to observe who needs what. And even if it's not so new, you just have the good idea that this one may be a many of them would need that, and you go for that before the others. So that's the thing to do to be successful. I think, yes. I'm sure you will play the, you know, some kind of a role model for women also in the in not only in science but also in technology application and so on. We go now to the next panelists and I would ask you the same question. I mean, how do you come to move from research and work at the university and into creating a founding company. Thank you for that for his question and thank you for inviting me here. And actually my story is very similar to yours because I started after my PhD in the Institute which was just freshly created so it was completely new environment, which was being established. So during that time, we actually within a very small team learned actually how to attract, let's say sources of money to be able to work under academic or in the academic sphere. So we need to have some grants, some to be interesting for, so for agencies for somebody who would spend money for our research. So it was kind of similar to spinning out from academia and to establishing the startup company because you need to do the same. You need to find somebody who would like your results, which are not existing yet. So basically promising something you believe that actually your promises could be actually somehow turned into some products, either the products would be publications which could be interesting for grant agencies or governments or customers potentially. And there is another similarity because as you said, in the company you have to develop products which would be somehow interesting actually for somebody who would buy this, but these products are very new. So nobody knows that. So nobody knows that this kind of technology could be actually somehow beneficial for him. So the market doesn't exist. So basically you create some idea of what the product can be and what benefit it would bring to customers. But in the same time you have to spread this information over a certain group of potential users and that they would start to be interested and they would start to follow you and they would wait actually till the product will become ready. And when it is ready, it is usually not working as well as you would like to have it because it's like a prototype of pioneering work. It's getting more complicated. So you have to have certain group of, we call it adopters, some basically friends who are actually willing to wait and already to pay. So that's a very interesting journey. And it is long. But I mean, in the Czech Republic is a very big difference with Switzerland I guess also because the funding chance to get funding also from private and from do you feel there is some specific issues which are related to get money from the banks and actually start a company for for science for establishing the Institute, which was starting point of my career. It is probably very similar for company. I didn't feel any like whatever complicated or complications, which would I experience because we started since since the early beginning we were very international so we were attracting or trying to attract partners or customers from all the developed part of the world. From high energy physics and from certain. Yes, exactly. So there is some language. Because our technology started there. So we are basically offering particle tracking detectors, which is something you would not expect that somebody will buy. So how to find market for such things. So our idea was to bring technology which was developed for high energy physics for detectors like a plus, you know, LHC to schools for example to show students that you know particles because ionizing radiation surrounds them. That it is everywhere. And we created I have here a sample. This is like our smallest particle in the text or imaging detector you can plug it to your computer. And it shows you alpha particles from the region that you can see the millions flying around electrons and everything which is there. I take just a point here just to mention that the young minds of European physical society five sections will have received already one of these mini camera to make experiment on detecting alpha particles so it's a way to do some outreach physics. It's why this is a very great pleasure to have a representative of that to come were purely producing this camera so we have a very good relationship with that. We hope it's at the next level we have a relationship with robots and with Nadine. One question to you Nadia is there as a woman, you have been married you have three children. And this was a question which was raised yesterday. What, how difficult and what are the issues as a woman to combine your professional life with your private life. Such a question. Yeah. Well, what I would say is, I think it's the same for men and women today a bit rather the same but you know myself, I started my career in the 70s. So I must say that my PhD director in Switzerland in physics told me, I am skeptic about you because you are very ambitious and maybe you won't serve your husband who will work in CERN. You see, I got this message and I think this message a lot of women got it still today but myself, that was my PhD director once he saw that I get married, just one month before my PhD. So then I moved to Canada and what I say it was such a dream country, because when I came you saw a minister of education in Quebec, because I was at University of Montreal, and you know she was pregnant. So I think it was the second or third child. So when you ask, it depends where you are. In Switzerland at that time was very difficult. You were seen as, you know, if you have children when I came back, you have children, it's not so good so it's difficult to go against the wave, because you look like a bad person you work so hard and what about the children, the truth that the number one criteria I think is to find, you know, a baby sitting was number one issue. How do you find the right one who will take care of your children. That's number one really wants to have so this issue then it's better. And you don't like to exploit person to do the job. In fact, you do something else. So it's a very complex issue. But okay today what I feel is, is more similar because you see, at least in Europe, not in Asia. You see in Europe that people will work. They can work eventually 80% I say this. I never worked 80% but let's say, maybe some carrier woman may have a partner that works not so hard. Because if you are carrier, carrier person you travel all the time so it's complicated. But I don't see today so much of a gender issue. I see it's more. In the past, at least in Switzerland in Asia where I have been until now 12 years. So I can tell you that is more common because women are working and of course in Singapore what is very easy is, they have all made. And we can discuss about the topic of having made, but that show this lady we have a lot of female computer scientists or physicists, because at home they have no problem they have Filipinos and all kind of countries. So here it sounds not politically correct, but you know if you live in Singapore is fully correct and I don't say it's better I just say it's easier, depending where you are. But in Europe is, is the place the most difficult. I heard, for example, I have three daughters. One of my daughters is working at the Supreme Court of Justice she has a small girl. And I took her with me when she's not in the room because she has no nobody to look for her. So this, you know, babysitting again so, and I think it's very complicated. It's really the problem with the children is very complicated. What do you do if the two are working full time. I don't think it's so much today of agenda issue. Okay, that's very nice. I don't have to ask you the same question you have two kids and how was your life. I think since we are running very much of time you know half an hour it's not very much I'd like to open the floor to question from the audience. I see that there is one question from I ups president. Yeah, this is just a comment and response to the last question. So, yes, it's 2022 we can. There are solutions to these problems, flexible working conditions, equal maternity and paternity leave and better support for children so it shouldn't really be a gender issue anymore. And, yeah, it's surprising to keep getting these questions asked to panels even today. But, yeah, thank you. Thank you for. Now of course I mean we could discuss a long time and we always very quickly I mean always quickly discuss this but there was, there is another question. Okay Michelle. Thank you. Thank you, which was not discussed at all in the presentations. We are considering in a you pop because again, we want to think about what can you pop do. We are considering to create a working group or project around the role of physics in the green economy. It's an opportunity to get both academia and outside academia because you need to publish paper but also to have customer in line with the green economy. What is your reaction to this project. I want to answer that. I don't really know how such organization like we pop would help. If I particularly would look at the Czech Republic for example, people would not expect probably help from some international organization, but the support to teach them or to give examples. It's very, very good that people would realize that this is possible this transition from academia to private sector is possible that they would know examples that would help a lot, I would say. Okay, we heard now the position point of view of scientists who have just generated and worked very much in in the robotics on one side and the sensor and semiconductor manufacturing. And I'd like to ask a question of course to a person from the publishing business because you said that there is also life outside academia and the publishing business you want to say a few words on that. Yeah, come downstairs come here. Yes, I would be delighted to so I really just wanted to flag up that there are kind of careers outside of academia that are not doing a startup really and one of those is editorial and I suppose the publishing industry, more widely. And our role as editors really is to sift through the submissions that researchers send to our journal and decide which ones we want to publish. And of course there are many facets to those decisions which I would be delighted to talk about more informally if you have questions but the advantage of this is that it means that editors are really quite close to the research still they're not doing research themselves, typically, but they're very close to it and perhaps even more so you get this kind of overall perspective of where the field that you handle is at which is quite different from the research perspective of kind of really working on one particular question very hard for for a while in a project. If any of the younger people, students postdocs whatever would like to talk about editorial careers please come and find me. I guess if anybody else wants to talk about the journal as well. I would be very happy to do that too. Okay, thank you for this minute of advertisements here, which is really good I mean you see I mean I see one hand up there, Laura, you want to say something or there was somebody before okay yeah. Just a quick question or comment. I mean, in a philosophy department, the question of, is there a life outside academia makes sense because there's almost no life outside academia, but here, I think, I think this, the question should be so many scientists many physicists do have a life, and I guess that in both cases your successful stories, much better paid than life in academia. So, he says no. So, in a way, is it the challenge to explain to physicists that there's life outside academia, or to try to retain them in academia because there's better offers jobs out there. So you're saying about the brain drain outside of the academia is what you're saying, we talked about brain drain from one country to the other. We heard about Tunisia and so on and also maybe in the United States I have this problem. I think there's always been a problem with brain drain from low pay jobs to high paid jobs. I remember when I was working at UCSD in San Diego. My question was why are there so few American students there and I always got the answer they all go as a in the law school or a medical school because they want to make a high level of money in this way. So this brain drain is something which you which is a very important discuss you want to say something on that. I would say that, for example, in my case, you know, I had a fantastic life in academia, really fantastic. I could not dream of it so it's outside my dreams. But what I would like to say, on the long time you can have people like me, we feel this a bit you like to do something else. You know you have only one life. And when you see for investors because number one criteria, you do something very good. And then you have investors coming, why not starting, you know, is another experience. This is a challenge to go to another world. This is really fantastic so that's life everywhere in academia fantastic if we have the chance, and then in companies, if the investors are coming because money is number one, if they are ready to pay so then let's go for another experience. I have just very small comment, because concerning salary for example, the reality is a bit different because when you start a company you don't have any money. So you would like to use all the resources for the goal you would like to achieve. So for certain time, typically like two years to years, your income gets much much lower, and the amount of work is extremely higher. So, and then you just believe that it will change. So it doesn't have to change. So it means getting into any kind of companies or business means a lot of work. We also know that when we study physics we have to work very hard but not just physics science and chemistry and so on. But I mean if you want to really start something you have, you need to have guts, a lot of courage, and you need to think that there is one day the death of valley where things don't work at all and you don't expect results for what you have put into. And finally the whole things come come back again and you can have a very successful life. I'd like to mention that you know you started a company three years ago. I don't want to say your age but I mean this is fantastic that even at a certain age, we should not mention of this of course but I mean in Switzerland you know you're supposed to retire at 65. And even women has 64. But I mean, it's wonderful about science that you don't have to retire at all in some way because you can really find something very exciting in everywhere. So I think we should wrap up here except if Laura you had something interesting you have you have a microphone. And then we will stop here because I don't want to take the coffee break away from you. Thank you for this panel. I always thought it was about 70% of scientists of physicists worked outside of academia you quoted 80% that's probably newer more accurate numbers. So when we used to talk about physics outside of academia and non traditional jobs that's just wrong traditional jobs are outside of academia, and it and the reason why we don't know about that I think is because most of our professors are fairly myopic. The American physical society has a lot of resources and when I go visit universities, the students want to know what can I do outside of academia they really interested in it. So one thing I was thinking is that's a really useful for for this working group that you're co chairing to make sure those things are out there. And the other things which I also want to stress that public private and national lab partnerships are really important. And instead of saying inside of academia inside of industry, or you know there's a lot of physicists on Wall Street. So we really need to and you mentioned that national lab should be joining the working group. I think one thing I have can do is just have information to have these public private national lab partnerships, and I'll add one more philanthropic philanthropic funding for us is to become larger and larger it's the main thunder of some of the quantum information technologies. And we also need to look into how we can grow these partnerships with philanthropic support. So thank you for doing all this. Okay, thank you for the statement. I'll go on and on because I think it's a very interesting topic. So I think we should wrap up it here and I'd like to thank the two panelists very much for coming to Trieste and sharing their ideas with us. And thank you to the public for raising questions and if you have more questions just go ahead and discuss with our panelists at the coffee break. Thank you very much. Thank you. Thank you very much. Thank you. So good morning everybody. My name is Jens Wiegand, I'm Secretary General or IOPAP for those who have not, I have not had the opportunity to talk with yet. And my day job is to be librarian at CERN. Welcome to late commerce to this session. When we started at 11, we had quite a perfect situation, no speaker and no audience. Unfortunately, Janavi Palakke could not make it due to COVID issues, which is a pity, but in IOPAP we have a tendency to be lucky. Roberto Lalli and Jaume Navarro, who are ready to pull something out of their sleeves. And remember Jaume, he demonstrated already yesterday that it is possible to entertain us up to 30 minutes without having anything to talk about. In addition to the two gentlemen, we will have Geozeb Bessimo, who is a contributor to the book, which will also be discussed more in this session. I leave you the floor please. So while Roberto is uploading the file. So as you said, as you heard Janavi couldn't make it due to illness. And we thought we could give you a few tips about how to write a book on the history of the IOPAP, which is what we have Roberto introduced the other day. And then we'll give you one of the examples by Pep Simon, by Geozeb Simon, which I think it's relevant for the topic of today about education and early career scholars and so on. So just let me briefly say that, okay, when Monica approached Roberto and Roberto approached me and okay, we have to know, we want to write a book on the history of the IOPAP, what kind of book can we write. And I know at times it sounds terrible, but history is the opposite to chronology. So we didn't want all the names and dates and things to be there. But we did want to get a sense of how the IOPAP has worked in the last 20 years, 100 years, sorry. So, yes, here it is. So basically what we'll have is an introduction. I talked about this yesterday, no problem. That's will be part one of the book with Robert Fox, who's a great historian of physics, and Daniela Focke also she's a great historian of science. And then we'll talk about reshaping and reframing. Roberto gave a lecture on Monday on the re-foundation of the IOPAP. But you can see that some of the questions here are about the transformation of what pure and applied physics have been in these 100 years, and also words, pure physics, applied physics, theoretical science. These are concepts are changing. Relationships with other unions, Brigitte and Daniel will talk about the relationships with IOPAP and IOPAP, the chemists. We talked about precision on Monday afternoon. So that's also a subject that we will talk about how the IOPAP has been instrumental for instruments of precision. If you allow me to punch, then Barbara Hovha, the purity of particles and the emergence of new sub-disciplines in the sciences. And, and this is a video that we'll see, we'll watch in a while. PepsiMon will talk about how the IOPAP has been an active actor in the reshaping of physics education in the world as a way to promote physics in less developed countries and so on. So in the interest, we won't have a look at every single country on how, why, who joined the IOPAP that would be an impossible task, and not one that would attract many readership, much readership. But we do have case studies from Japan, from Mexico, Latin America, the Chinese story, the Indian story. So, Janabi sadly couldn't make it. She was going to talk about these four papers today. And last but not least, it's the diplomacy through the IOPAP in the Cold War, about which Roberto spoke on Monday. Before we watch the video of PepsiMon, I just want to make an advertisement. I mean, yesterday we had the advertisement of a forthcoming book by team and, you know, people use this as a advertisement. So let me advertise that in October, all the historians of science involved in these projects will meet in San Sebastian, Donostia, that's two names for the same place, in the north of Spain. It will be kind of a writing retreat or a workshop or call it whatever you want to put together the drafts of the book and discuss that you're invited. Some of you I know because you've told me have been to San Sebastian because of this Donostia International Physics Center. I'm going to put it here on the slide because they're co-sponsoring the workshop that would pay for half the budget of having us enjoying history of the IOPAP. And it would be great if people, physicists from the audience or from the audience online decide to come because, well, it's not just that, but it's not a bad place, right? And you were telling yesterday how a beautiful place that is. Yeah, don't go now because it's packed with tourists, but in October it's fine, right? So let's have a look at how education, international education policies of the IOPAP were involved in the policies of the IOPAP in that video that Roberto is trying to. Buongiorno, un piacere partecipare al simposio del centenario de IOPAP, mi dispiace di non potere essere triste. My name is Giuseppe Simon and I work at the Institut Interuniversitario López Piñero in Valencia, Spain. Through my contribution to the book on IOPAP's history, edited by Roberto Lali and Jaume Navarro, I want to reflect on the entangled histories of research and pedagogy in physics. And I am currently exploring three major ideas. First, the making of a new physics in the central decades of the 20th century, when hand in hand with major educational reforms in the teaching of science. Second, IOPAP had an important role in this field, but it was a collaborative enterprise boost by a range of international, national and local agencies, as well as particular individuals. Third, the pedagogical initiatives in Europe and the US were undoubtedly important, but it is equally important that we look beyond to other places in the world, especially Latin America. And that we get away from traditionally paternalistic Euro-American views on the making of contemporary science. I am proceeding through this research by analyzing and comparing IOPAP's first two conferences. The first conference held in Paris in 1960 at UNESCO's house and the second conference organized by IOPAP in association with other organizations, including UNESCO too, in Rio de Janeiro in 1963. After the Paris conference, a permanent commission on physics education was organized, led by Professor Sanborn Brown from MIT in the US and by Norman Clark, its secretary, who was a British physicist and politician. Both had an important role during the first years of IOPAP's commission on physics education. Between the late 1950s and early 1960s, a series of initiatives in different parts of the world aimed at renewing the ways by which physics was taught. Concerns about the outdated nature of physics teaching and its differentiated national character were considered an obstacle to the restoration of physics universality for the sake of professional social and economic progress. In the US, a particular preoccupation was related to the lack of students wishing to take physics at university after World War II, leading to a large number of monographic conferences devoted to the improvement of physics teaching in national context. At the same time, a series of international conferences on physics teaching were also planned in the framework of international organizations such as IOPAP, UNESCO, the Organization for European Economic Cooperation, subsequently the Organization for Economic Cooperation and Development, and the Organization of American States. Concurrently, meetings were held in national context and national projects such as the American Physical Sciences Study Committee developed their own internationalization strategies. In 1960, IOPAP organized in Paris its first international conference in physics education with UNESCO, the OEEC, and 28 national delegates, and it appointed an IOPAP permanent commission as we have seen. In the preface of the proceedings of this first conference, Sambor Brown explained that he had thought about this initiative together with William Kelly from the American Association of Physics Teachers with the intention of learning from the European experience in physics teaching in order to improve getting ideas and improving the teaching of physics in the US. In parallel, as I have already mentioned, a number of initiatives led by not only national groups but also particular enterprises such as the Physical Sciences Study Committee started to organize different workshops, summer schools, and small conferences in order to implement their new proposals in physics teaching. One of the first of these international but also local national conferences was organized only one year after IOPAP's Paris conference in Cambridge at the Cavendish Laboratory. These conferences had the aim of introducing all over the world the pedagogical package designed and produced by the Physical Sciences Study Committee composed by textbooks but also laboratory guides, science kits, popular science books, and especially films for the teaching of science. The PSSC had an enormous success shown by the number of translations of at least some of its materials into different languages across the 1960s. We can see here a picture of the participants in the 1961 workshop in Cambridge. In blue are marked the members of the PSSC team participating in this workshop, Francis Friedman, Yuri Habersheim, and Philip Morrison. But we can also see in the center of the image Nobel Prize, Neville Mott, and also the participation of Norman Clarke, who was the secretary of UPAB as we have already seen. Science teachers participating in these workshops were expected to produce reports at the end of the workshop with proposals on how to implement the PSSC materials in their home countries. The workshop had the participation of countries in the north of Europe such as Sweden or Norway, the south of Europe, Italy, Spain, Central Europe, France, and also teams of teachers from the Soviet bloc with remarkable representation of a team of female science teachers from Yugoslavia who were, notably, the team participating in this workshop who produced maybe the best results, who did more hard-working and produced very important reports at the end of the workshop. For the PSSC leaders, it was not about learning from the European experience, it was much more about a practical work of adapting to a certain extent the PSSC materials to the characteristics of each European or worldwide country and their respective educational systems. Three years later, in Rio de Janeiro, it's the second conference on physics teaching organized by UPAB, with collaboration from UNESCO and the Organization of American States, gathered physicists and educators from across Latin America. UPAB conferences discuss questions ranging from curricula and training strategies to laboratory work and new educational means such as television and film. While emphasizing the universal benefits of science, they couple pedagogical innovation to the politics of the physics profession, economic recovery after World War II, third world development, and national sovereignty. There are also public representations of behind-the-scenes interactions to reshape of physics and society that involve boundary work, diplomacy, and demarcation between scientific and pedagogical knowledge across geopolitical scales. In the preface of the proceedings of the Rio de Janeiro conference, Norman Clarke expressed his doubts or the difficulties that he found in principle about organizing a conference away from Europe or the United States. He considered that in less developed countries, as he termed Brazil, at the time, there were probably not enough resources to organize large international conferences as UPAB's conferences on physics teaching. He was clearly wrong because, as you can see in this series of publications, a country like Brazil had collaborated with UPAB from a much earlier stage, the early 1950s, with the Organization of a Conference on New Research Techniques in Physics, for instance. There were a number of publications like the Journal Kultus, or Special Issues of the Journal Science e Cultura, devoted to necessary improvements in the teaching of science and physics in particular. There were courses, advanced courses, organized for the improvement of physics teaching as early as 1955. And available in courses such as this second course of Aperfeçoamento, an improvement of advanced pedagogical innovation in physics education. There were laboratories, such as those shown in this picture. We have also to mention that the first UPAB's conference in Rio de Janeiro had a pre-worship organized in collaboration with the Organization of American States, where a very ambitious survey on the state of physics teaching across Latin America in important countries in terms of scientific research such as Argentina, Chile, Mexico, or Brazil itself, were tackled, but also where a large number of data were gathered and discussed on the little known countries in terms of physics research and teaching such as El Salvador, Guatemala, Venezuela, or Colombia. So we can see a different picture coming out of changing our view and addressing the problem of physics teaching not only from the European and American perspective, but looking at new sources and new actors that can tell us a different story of a cooperative work towards the improvement of physics teaching between the 1950s and the 1970s, taking place all over the world and catalyzed and promoted by large international organizations such as UPAB. In other terms, in this research, which I am getting into thanks also to the digitization of UPAB's archives developed during the time of this project for the production of the book coordinated by Roberto Lali and Giovenabarro, I find interesting to think about international and national organizations and their respective relationships, their interactions, their mutual support and how they work in order to develop new schemes of physics teaching and using a wide range of scales to produce this research. It is also interesting to reflect on the rise of the professional science educator, many of the people who started to participate in these conferences ended up developing careers in science education away from physics research. We have to take into account all these different poles of pedagogical innovation, the US, Europe, but also Latin America, Asia, of course. And also thinking about the role of individuals in large international organizations where UPAB's perspectives are institutional but also represented by officers who serve UPAB in different ways across the time that the physics commission of UPAB has been working until our current days. So thank you very much, Gracce, and I hope to keep in touch with all of you. So I should have recorded the clapping and send it to Giuseppe. Let me just emphasize one idea that I think it's interesting in Giuseppe's work, is that history of science at times and scientists also tend to think that everything was done in Europe and the US and then exported to other places, this kind of center and periphery strategy. And the story he has told us is one in which there is always this circulation of knowledge of strategies that it's not about the technique developed in the US or a pedagogical technique in this case developed in Europe and transferred to Latin America but at times it's the other way around. So it's organizing conferences there that give some feedback and change the ways things are done in other places, right? So it's a circulation. It's an active movement of knowledge that happens and not just an export of knowledge from the center to the so-called periphery. And Roberto has now. Yeah, we thank Pep because he prepared in the last minute because we knew only Saturday that Yanavi couldn't come. So he did a good job in trying to summarize and ongoing research because our schedule was different from the centenary because we have the workshops in October and the book will be published next year. In the last three minutes, I want to show a work, but I also did the last minute to substitute Yanavi's talk, which was supposed to talk about IUP and the world. So what I'm showing is how we change the world of PAP through its membership after World War II. And this is done by using a software for historical mapping. These are the actual borders of nation in the different years, which we don't have unfortunately it's not in the software before World War II. So I can just show the change every general assembly of the actual members listed there, which are different from those listed from the booklet, celebratory booklet and also from the website of the PAP. There may be many minor mistakes because I did in the last hours, but it should give the picture. So this is the membership in 1947 and the next was already one year later in 1948 and you see the activity tried to enlarge the world of PAP soon after. This is the re-foundation method and method. And this changed again very rapidly so we can see the very active period. And then we see gradually how in 1957 the Eastern world joined, but we already seen how India and some countries in Latin America had already joined and also Egypt, while South Africa was a member since the beginning, when one of the first 13 was sent the letter of confirmation before the general assembly, the first general assembly. And then we see the gradual increase and decrease of the PAP. So there were members we joined and then went away gradually so there was not only an increasing which we can see but also decrease depending also on the political situation. There was a very stable people in period in the 1970s but then changed. Pakistan went away, some countries in South America didn't join again. There was an attempt to include more African countries with Rwanda as an associate in 1981. And the 1984 is very important is after the change of the statute there is the comeback of the people's Republic of China, of each and Turkey and so on. And gradually Saudi Arabia also entered the picture, but it was again some countries like Pakistan which joined previously decided to leave at a certain point. So we have mostly and certainly North American, the maximum Mexico on the North and European institution with two important countries in South America but very few countries in Africa as you can see and the Middle East. And also East Asia and China in Korea. And the very important but this is after the end of the world you can see that the Soviet Union collapse of the many countries. They didn't join the group up immediately and just through Russia remain the country and then we see a big change in 2008. That was probably a given from some very major attempt to increase the global, the global perspective with the So this is what we can see from from this very, very short. That picture of the changing world. Thank you very much to all the three of you. It was incredible that you were able to put this together on such a short notice. I think it was really historical interesting historical overview and I believe also that the topic is equally important today, because teaching methods have always to be adapted to be attractive to the next generation. So I believe that Commission 14 will never be unemployed. Yeah, we can make take some questions while we are waiting for the next three speakers to come and install themselves. Any questions. Yes, please. There is question up there. Microphone please. Oh, just come. Just come. Eagle. She comes. She comes to get into the camera and everything. So, I wanted to ask about a little bit of the general scope of the book. I know it's a series of papers. And it's about intrusivity, making sure that for example Africa is fully represented in papers of this kind. Secondly, there's been a profound change in the style of leadership and participation in IUPAP since its early days, its first foundation, its second foundation and its third foundation. And I wanted to check whether there would be a discussion or paper somewhere on essentially the sociological style in which IUPAP has evolved and transformed. Not so much inclusivity because inclusivity implies that someone is including someone else. No, actually, actually, I think you mentioned yesterday from the work you've done on the Academy of the South African Academy of Science or physics was it. So, and I immediately thought okay that would be an interesting paper but what you said right now, it's important for those of you who are not used to the historical schools in the last decades, that it's not about inclusiveness in the sense of we are here, and let's bring the rest together to be like us. It's in 100 years, values have changed. In the last 100 years, the way people relate have changed and not talking about the internet and talking about what for the institution that IUPAP was created for and how the goals changed. And they changed not because there was someone up there saying this has to change, but because sociologically this has changed. And then to the other part of these of your question that rather than we were actually and then we can talk to afterwards, we were actually looking for someone to write on the South African case right, but we didn't want to have a book on national cases and national case and so on. So most of the papers because of their deal with the Cold War, they could deal with education. So they're not local papers about one nation, but mainly about ideas spreading throughout the Union, and with the Union throughout the world. So thank you very much for your comment because yes we have this, many of us have been trained in this sociological approach to the history of science, and that will be present anyway but I think we should talk more about the South Africa case later with you. Thanks. I suggest another round of applause for this intervention. So, then we move on, we heard on the first day from Petroff that nobody below 35 years old know anything about IUPAP even that the Union exists. So to overcome this, and to stimulate young talents across physics, IUPAP introduced the young scientist price in 2006. This price was renamed to early career scientist price last year to be enlightened with the current use of language, and of course not to exclude those who got their PhD late in life. So now we will have a panel with three presentations of people who have received this price, and we agreed to apply an old fashioned principle women first. So we start then with Francesca Calore, and she will talk to us on discovering dark matter in the sky. And then she received the price in 2021 from Commission C4 astroparticle physics. She is a staff researcher at the French National Center for Scientific Research, maybe better known as CNRS, lapped in undersea so she's sort of a neighbor because I'm in Geneva, and she has a joint PhD from Hamburg and to the police. Yeah, sorry, delay. So it's a great pleasure to be here to acknowledge the award of the young scientist award in last year 2021 for the section C4, which is astroparticle physics. And today I'd like to talk a bit of my main area of research which is about that matter, and how we try to unveil its nature with astroparticle experiments. And this is an area really at the interface between particle physics and astrophysics and that matter plays a big role there. So let me start with a very brief introduction about that matter to put everyone on the same page. So we have overwhelming evidence of the presence of that matter in our own universe from the scale of galaxies up to the scales cosmological scales of the cosmic and microwave background just taking the measure with the pointer. So we can actually quantify how much that matter the reason in the sky by using the measurement of cosmology. And we know that matter accounts for about 30% of the energy budget content of the universe, but what we really don't know it is nature. So one of the very first evidence for that matter, what has been the rotation curve of galaxies with works led by the Rubin in the 70s and 80s that boils down to to measure the velocity at the rotational velocity of stars around the galactic center of external galaxies and to see what is the behavior of rotation curves as a function of distance from the galactic center and showing that these rotation curves are actually flat larger distances from the center. This boils down to understand what is the gravitational potential that exerts a force on the stars to make them able to rotate. In the end, what was found is that if you have only visible light what you expect is that those rotation curves should drop at a certain radius, because you don't have any gravitational force any longer, but what was observed that were and instead that you have a constant So this calls for an additional component in the gravitational potential so an additional matter component that can be described by something that is dark and is nothing like our normal stars. So if you look up to the scale of galaxy clusters there happens something very similar. So we can measure the visible part of the of the mass content in a galaxy cluster, which is the gas thanks to very high x-ray radiations from the thermal emission from the gas. So we can measure the gravitational potential of the of a galaxy cluster, thanks to gravitational lensing gravitational lensing is a phenomenon that occurs. Thanks to the fact that you have big mass gravitational mass that bends lights from background galaxies, and what we actually see are distorted images of background galaxies thanks to the presence of additional in the foreground. And here is a very old image and what I have should have put here could have been a new image from the James Webb telescope. I haven't put it here but I invite you to check out the new images of these astonishing instruments that came up yesterday. With this kind of techniques so we can actually see that there is segregation in matter in clusters, and there are actually two different components of matter. There is this gravitational deep well that is basically collision less and there is the material that collides, and this is the normal baryonic matter. So we know, and we can get some of the properties of that matter through this kind of observation, and even more so we can do with the cosmological measurement of the cosmic micro background. The cosmic micro background is the first light that we get from our universe is at the time when the universe became transparent to radiation. This is what we get in this measure by Kobe, and then later plank. And what you can measure with height precision is what is the average that matter density in the universe. Yeah, this is this magic number of 0.3 of the of the entity in the universe, but this is only an average measurement because we know that there exists a galaxy clusters and galaxies which accounts for density contrast of 100 times 1000 times more than regions. And so it means that the universe is very highly non linear, but how we came from this very uniform pattern of density here from the temperature on the top of the B to what we observe today as matter in large scale, in large scale structures. And if we only think about the primordial of the density that we can see with the CMB, so the cosmic micro background picture, we know that at that time, photons and normal matter were tightly bonded together, and we have a measure of their over density thanks to the fluctuations of temperature and everything map that you see here. And so by not just accounting for the expansion of the universe what we would get is that we would get over densities in the present universe at the level of 0.01, which is in contrast to what we observe today, where the density contrast is much, much higher. And this again calls for a non baryonic component of matter that should create very deep potential walls, and this is the effect of that matter on large scale structure so dark matter evidence that requires new physics beyond our standard theories and has to be called in if you want to explain different cosmological and astrophysical observations. But then what dark matter is, then it's the real question. So this is, sorry, just a sketch of the road, a mass interval that dark matter can span. This is a vast parameter space in mass and interaction strength, and we don't know really much about that. So we have a lower limit, we know that that matter should behave classically insistence that we observe like the galaxy. And so we can set a lower limit on 10 to the minus two electron volt on his muscle something very, very, very tiny. On the other hand, we observe galaxies we know that there are halos of that matter around galaxies. And so there is an upper limit on the mass of that matter of about 10 to the eight solar masses. But within this broad range, then we can have theories that do provide predictions for what that matter can be and what are the observational consequences. And broadly speaking, we have three main categories of dark matter candidates, we can have dark matter in form of bosons light bosons that behaves like waves in some limit. And then we have a regime of particle dark matter at the week's case of GB to GB energy. And then we have also very non particle candidates very high, high maximum particle candidates, like paramordial black holes. And those are three different type of candidates are investigated. Let me just spend a couple of words about particle matter because there was one of the most studied candidates that received much attention in the in the in the past. And this is because there is a nice production mechanism for this type of particles that predict that if that matter has interactions with the standard model particles, then it should be automatically produced in a large abundant in the early universe tends to what is called the pre doubt mechanism. So there is any balance to between the number of that matter particle produced with this standard model interactions and the dilution that you get from the expansion of the universe, and you can nicely get an abundance. So a cosmic abundance of those particles which is at the level of what you observe from the cosmic microwave background. Nonetheless, as I said, the, the, the parameter space for that not the candidate wrote. And so what do you do when you have to look for them. So, whenever you have to engage in some kind of the identification strategy, you need to be model dependent. There's always some sort of theoretical prejudice of what you are looking for when you're looking for that matter. This depends of course on your predictions with has to provide a firm signatures of your model. But on the other hand, it also depends on available data and what you can really probe with the observation that have been performed. Indirect detection is a way to measure the effects of that matter on an astrophysical scales by looking at what that matter does with the environment. So there are three main processes. So you can have that matter producing standard model particles and as a matter of fact injecting a new source of particles of high energy into the environment. You can have that matter being felt by other standard model objects and gravitation and interact with them, leading to effects like gravitational lensing. And finally, you can have that matter scattering or being captured by celestial bodies but also very compact object like neutron stars and black holes. And all these three processes leads an imprint on the astroparticle observables that you can have at hand. And this is a sketch on some of the measurements and some of the observables that you can made and exploit over this broad mass range where you have this capture and scattering onto compact objects which leads to for example gravitational wave production that you can target with observations. You have that you can probe that matter properties through structure formation and micro lensing. And finally, you have the third process of injecting high energy radiation and particles into the environment, which is the real of traditional indirect search. So this is what I will focus mostly on my talk because it is my main area of expertise, and it's based on how we can use traveling messenger so mainly high energy radiation from radio have to vary energy gamma rays but also charged cosmic rays to probe different candidates. If we focus on particle that matter I say the mass of particles that matter is a thermal matter is around the GB scale. And as soon as the mass of the dark matter particle is larger of the threshold for production of electronic positrons, then you can produce all the plethora of standard model particles that leads to observable signatures and those observable signatures are for example high energy photos. So what you see here is a map projected on the full sky of the signal that we would expect from some weekly interacting particles that matter process. So, I just want to explain a bit better this map. So if you look from a house from the solar system towards the galactic center, then you can just look all around you and you have these longitude coordinate here. You can see that we're integrating everything that lies onto the galactic disk around the solar position. And if you look well above and below the plane of our galaxy, that you have the last four and here at the center, this is the color code here is proportional to the number of high energy photos that you get from this dark matter and production process, where you have a very high production of photos towards the galactic center and then face away rapidly and the spherical shape is all in a symmetric around the galactic center. So this is what we expect what our model predicts for the photos that comes from that matter. But then what we do really measure? Well, we have to rely on instruments that are either in space or on the ground. And in particular in space we have this larger telescope aboard the Fermilas satellite, which is taking data since 2008 now that it's showing the energy window about 100mF to the TV. And on the ground where the energies are full large to be detected by satellite instruments, we have telescope telescopes, light, health, magic and veritas. This is quite an astonishing view of our galaxy but also beyond as seen by Fermilas with high energy photos. So what you can see here as the bright dots are astrophysical sources that do emit high energy radiation, we do detect them in gamma rays and we can identify them and study their properties. So we have the emission from the jets of very powerful active-galactic nuclei, which are extra-galactic objects, but we also have emission in the galactic plane from other objects like neutron stars and supernova magnets. But as you can see here, you also see a very bright emission that corresponds to our own galaxy. So this is the emission of the galactic disk that comes from the fact that whenever you have an high energy source, this does inject in the medium cosmic rays. This cosmic rays travels into the galaxy and along their path they do emit photons thanks to the interactions with the environment. And this leads to this very bright emission of the galactic plane. So what you can do, equipped with this description of the astrophysical model, so what do you expect from standard astrophysics, then you can look at this full sky map, focus on some region, and look for exotic signatures. And this is what people have done and are doing where they do indirect detection, so they look for signatures of dark matter or any other unknown component of the gamma ray sky in order to unveil some mystery. And starting from the early 2010s, what has been discovered in the data of the LUT is an excess of photons coming from the galactic center to the characterization I also contributed quite extensively. And this is an excess emission of high energy photon, and we do not really understand its origin. So this is an excess and this is a mystery recurrent anomaly in our understanding of the gamma ray sky. This excess has specific features, we can study what is the number of photons per energy decade, and it means so the spectral energy distribution is telling us that most of the photons from the excess comes from a very specific window in energy which is about 2 GB, but also that this spectral energy distribution is very uniform in this one from the galactic center. So the real question and the real challenge at which I devoted most of my research is what is really the origin of this excess emission. So the first interpretation that actually has made a lot of enthusiasm in the particle physics community is that it can come from dark matter annihilation. So this could have been really the first signature, the first non-gravitational signature of dark matter. And this is because if you take the energy distribution of photons hearing ray from the data and the dark matter expected signal, the two match quite well, but also the distribution of the photons as a function of the angular distance from the center of our galaxy does match the predictions for dark matter. But it was soon realized that not only dark matter can be responsible for this excess, but there are also other astrophysical processes and so a very, very lively discussion became too live between the particle physics and astrophysics community. So one possibility is that you have analysis star formation in the galactic center, but also that you have a large population of astrophysical sources that we do not know not yet. And so the challenge now is really to understand if this excess is really a truly diffused emission like we would expect from that matter, or it rather comes from a population of sources which are too faint to be seen as single dots by the lab, but would rather contribute to the dispute of the emission. From the point of view of gamma rays, there is now evidence that partly faint point sources should contribute to the excess, but what is the fraction of those we don't know? And so the real challenge is now to go and look for other wavelengths, so x-rays and radio, and try to identify this population of sources if there and eventually exclude the dark matter origin of the excess. So to this I come to my conclusion that evidence for that matter at different scales points towards some new physics and indirect probe has a unique advantage to be able to cover a very huge portion of the parameter space. So in particular for gamma rays, this has led to the discovery of different anomalies which has challenged our view on the gamma rays sky, and there are also calls for synergies with other wavelengths. So I thank you for the attention and I leave it here. Thank you very much for this intriguing presentation and on a very interesting topic, and you delivered your presentation exactly on time. That was also quite fantastic. So I think we take a question or two. No one dares to dive into dark matter. Yes, Laura. You will get a microphone run. That was really terrific and I wish I had your presence for presenting. So I'm an outsider on this business but I refer to it a lot. Why are the light, dark matter, the bosons considered only wave type particles and not wave particle? Yeah. Okay, so then I went a bit quick there but the fact that they are of course particles, and you can study light bosons with the same techniques that I've shown here. So not only for the high, but the main point that they have, you have a leverage more with respect to additional leverage to look up for them. And this is when they show those kind of wave like behavior, especially in the structure formation. So you can really look for this wave like behavior that distinguish them for heavier from heavier particles. But nonetheless, you can also apply those the same type of arguments when they interact mostly with the environment. So one more question here. So just to say I had to leave the last five minutes of your talk so you may have already covered what I'm about to ask but there are, I guess, I mean I've certainly read their alternative ideas that it's not matter at all but some modification of our theories of gravity are needed. So I just wondered how confident you are that we really are talking about matter of some description rather than some gravitation. Yeah, so matter is always a matter of a manager but of course I was talking mostly about particle and on particle candidate by anyhow massive objects. So the main point about modified gravity is that we don't have at the moment, a full theory that can account for all the astrophysical and cosmological observation that I described above. So whenever you want to combine the observations of the CMB with the observation of galaxy clusters and galactic rotation curves with modified gravity, you have to call in for new additional degrees of freedom that in a sense that the boys down then to add a new field. In this respect, so my understanding of the of the theoretical view of the theoretical panorama on this is that we don't have really a full working theory for this kind of modified gravity. That is why I think people are putting at least like observational people and phenomenological people are putting more effort in trying to leverage on signatures that we have for this kind of particle and particle candidates and is up to theories to come up with a full modified gravity theory that really can accounts for Cosmo and Astro observation once for all. Thank you very much Francesca for that answer. I wish you success in your continued search for dark matter in the sky. Another round of applause. And then the next speaker is getting ready. That's practical, practical dial, and she will talk to us on the emergence of galaxies in the epoch of re on the station and their large scale effects, advances and implications. She received the young scientist price in 2017. That was also from Commission C4. She's an associate professor at university there. Is that correct? Yeah, more or less correct Gröningen. Maybe you would say if you don't speak Dutch in the Netherlands, and she has a PhD from Trieste Cisa that some of us actually visited on Friday and very much looking forward to your talk. Okay, so good morning everyone, and it is really a great pleasure to be here and I would just like to thank the IOPP and also ICTP for hosting us and giving me this opportunity to update you on what is happening in the first billion years of the universe. So I am really sorry I changed the title a little bit given the recent model of the recent data from the James Webb Space Telescope so we are going to talk about that so Francesca I'm going to show the cluster. So of course everything that I'm going to show you has been possible because of these fantastic collaborators who are mentioned here. But I would also of course like to mention some of the key people who are working on this in Gröningen and many of them are really early career researchers including postdocs, graduate students and research students. And so today what I would like to do is give you a very global overview of what we are beginning to understand about the first billion years of galaxy formation and the universe. So let me very quickly start with our cosmic timeline. So I think everybody is aware that our universe started with something called a big bank about 13.8 billion years ago which I pointed out here. The universe followed very soon after by a period of extremely accelerated expansion which we call inflation. That is the white area that you see there. Now after inflation the universe was basically just expanding and as it was expanding it was cool. Finally, at a wretched of about 1100 which is roughly 400,000 years after the big bank. For the first time the universe is cool enough that electrons and protons can combine to form neutral hydrogen and helium. And at this point matter and radiation are getting decoupled giving rise to the cosmic microwave background that Francesca has so nicely already mentioned. Now this is followed by what is known as the dark ages in the history of our universe. The second period is called the cosmic dark ages because at this point, all that is happening is that dark matter is trying to collapse to form some sort of a halo, but no stars are forming in the universe so there is really no light in the universe. At this point, all that is happening is the universe is full of hydrogen and helium, according to big bang nucleosynthesis so 75% hydrogen roughly 25% here. What I'm actually going to talk to you about today is what we call the era of cosmic dawn, and this is called in this way because really this is the first rise of light in the universe. And this starts when the first galaxies start forming. Now we don't really know when the first galaxies are forming they could be forming at a wretched 30 or as late as 13 really depending on your favorite model for forming the first stars which is really an outstanding problem in the field of physics. But what these first galaxies actually do is something really interesting so let me remind you that when the first galaxies are forming the universe is full of hydrogen and helium. These first galaxies form and they produce the first photons that are energetic enough to break up this hydrogen into electrons and protons. And this you can see with this with these grayish patches here. As time goes by you form more and more galaxies these galaxies ionize larger and larger regions in the in space, until at a redshift of about six which is roughly a billion years after the big bang, we think that all the hydrogen in the universe was basically So this is what we call the epoch of re ionization. I might say a while this happened 12 billion years ago why do I care, and we care because once the epoch of realization is complete. Since then the universe has actually remained re ionized for the next 12 and a half billion years. So really the epoch of realization was the last major phase transition of all of the hydrogen in the universe in its entire. So why is it important to understand the first galaxies. So I hope by now I have, I have given you an idea of re ionization, but the first galaxies are actually also the key seeds of all structure that forms later so this is a simulation, which is based on the standard cold dark matter paradigm. This is a very high resolution simulation it's 56 billion particles and each of these dots that you see here is actually one galaxy it's one. You can see that halos are growing larger and larger through time they are merging with each other, this is what we call the hierarchical structure formation model. And as you can see, very early on all of these beautiful cosmic web appears in the universe so you have these really high density filaments you have these regions of low density called points. And what is actually super important is also that as these galaxies assembled through time, they have merged through time to form galaxies like a very own Milky Way. So our cosmic origins actually lie with the first galaxies that we're beginning to form in the universe. So it is crucial to understand those early galaxies before we can actually start building a picture of galaxy formation at later times. And secondly, these are first galaxies are really the key sources of realization so here is a framework that we have just completed last year. And this is actually the largest simulation which is modeling the epoch of realization together with galaxies. So all of the pink dots that you see here are galaxies, the black region is all hydrogen, and the whitish patches that appear are hydrogen that is ironized. And as more and more galaxies appear they produce more and more hydrogen ionizing photons until within the first billion years so sorry here is here is the wretched on the time. So roughly within the first billion years we find that the entire universe was effectively re-ironized. Now this is everything that we understand from a theoretical perspective so you might ask me well how is it going observationally. So when I was doing my PhD here in CISA we had one galaxy candidate in that was that was existing in the first billion years so this was in 2010. Since then we have had an explosion of data which has been made possible by these fantastic instruments ranging from Subaru to the very large telescope, Spitzer the Hubble Space Telescope and of course now the Atacama large millimeter array. This has allowed us to collect a sample of more than 10,000 galaxies that exist in the first billion years of the universe. So for the first time we are really able to do statistics and to ask things like how many galaxies do you actually have as a function of luminosity this is something that is really well known in the local universe, but we are able to do this for the first time at these high So this is called the luminosity function. We can finally start asking things like how many stars were actually forming for a co-moving volume of space as a function of time, things like the star formation rate density. We can start asking how much total mass actually was locked up in stars as a function of time. Something that is becoming really exciting is that we can actually even look at the dust masses of these high retro galaxies. And with Alma we can actually even map out the sizes of these galaxies we can actually look at individual star forming regions in these high retro galaxies which was really something that was unthought of a decade ago. So of course this all of this data has resulted in even more open questions and of course in view of time I'm not going to go through all of them. But in principle what I just wanted to show you is that we are really at an era where we are finally beginning to get the data to really be able to pin down things like what were the physical properties of these galaxies how did they assemble through time. How did they reorganize the universe did reorganization have any kind of feedback effect on these galaxies. How many black holes existed at high red ships and how did they merge through time to become the really massive things that we see today. And finally I got really inspired by Francesca and so there is a very quick slide on how we can actually use these early galaxies to say something about the nature of dark matter itself. And so of course we are looking towards these fantastic telescopes the James web that has already started to give data but we're also looking towards telescopes such as Euclid the square kilometer array and of course Lisa as we as we move towards the 2040s. So very quickly I'm just going to flash some key science highlights, and these are really my personal science highlights. So really the first thing that we have been able to do is using observations for for example with ground based telescopes. What the first thing that people trying to look at is how much star formation do you have for removing volume of space as a function of rich. What you can see here is what we have collected from data up to 2013 or 15, which shows that the star formation rate, the total amount of star formation per moving volume actually decreases as a function of a friendship or as a function of cosmic time. So as you go more and more towards the beginning of the universe you have less and less star formation which makes sense because you have fewer galaxies. So this is a situation until 2014. And then we had a lot of data from Hubble, which was using gravitational lensing so if you're interested these asking more about this. But with gravitational lensing suddenly we could pure much much further into into the first billion years and what we have been able to do is collect star formation rate densities all the way up to retro 12, which is really within the first 400 million years of the universe. In this plot you can clearly see there is a problem. All of the data from later time seems to imply the star formation rate density drops off really slowly as one plus the to the power minus 3.6 high wretched data shows that this drops off much more steeply as a function of wretched to the power minus 11 so naturally this is a problem because this means we have no idea of what how many galaxies are actually falling how many stars are these early cosmic epochs. The James web will of course be extremely extremely crucial in trying to pin down these numbers and I'm just going to show you how. Now the second thing is that you can actually also get constraints on the nature of dark matter using these high wretched galaxies. So again, I'm just showing you the star formation rate density as a function of wretched or as a function of cosmic time. All of the points here are our data points. The black line is what you would get in the standard cold dark matter paradigm. You can also say well what if dark matter is not cold but if it's what if it's warm so this is something that Francesca has really nicely shown us. And so what we do is build models for these star formation rates in very different cosmologies. And what you see here so you don't really have to focus on the numbers but just to show you that different cosmologies predict extremely different star formation rate density. So if you could in principle start to pin down these observations up to higher wretched you would be able to actually rule out extremely extremely light warm dark matter scenarios. So this is really a new use of the James web so although we are not thinking of used to thinking of the James web as a dark matter machine in principle we can also get constraints on the dark matter particle properties using James web data. Oh perfect okay good very much on time okay. Okay, so the second thing that I have found particularly hard to understand in the first billion years is really the issue of dust. So what is dust, dust is nothing but it is a collection of metals. It's a collection of elements so when elements start sticking together in astrophysics we call this dust. Now dust is something that is very widely present in every situation from the Milky Way to under your bed. It's really the same dust that we are talking about. At high wretched. We had no constraints on how much dust there existed in the early universe because we just did not have any instruments that were powerful enough to be really able to probe into the first billion years. So this plot that I'm showing you is actually really revolutionary so this is data that has been collected by the Atacama large millimeter array and this came out at the end of last year. And what I'm showing you here is how much dust mass galaxies have as a function of stellar mass at a redshift of seven so this is really for galaxies which are really in the first billion years of the universe. What is actually really really tantalizing is these really low mass galaxies that have extremely high dust to stellar mass ratios. So if you just look at the ratio between how much does they have to how much total stars they have this ratio is of the order of 1% In the Milky Way the ratio is also 1%. The Milky Way has had 13 billion years roughly to evolve and to form its dust. These galaxies have had 600 million years to evolve and form their dust. So how are these galaxies so dusty, because in the early universe the only sources of dust that we actually have are exploding stars which are supernovae. Later times we also can produce dust from asymptotic giant branch stars from maybe even black holes, all of these do not exist in the first billion years. So how are these galaxies actually producing so much dust. This I think is really an outstanding problem in the first billion years because dust absorbs light at really all wavelengths. And so if we do not know how much dust there is in the early universe we really don't know how much of that star formation rate or how much of that light is actually obscured from the first billion years. Of course we are looking to more and more data from Alma to be really able to solve this problem. And finally, what I wanted to really quickly flash is some of the first images from the James Webb so I'm sure everybody here has seen there was a big press conference yesterday, where they have shown five images from the James Webb. So here what I'm showing you is a cluster at a wretched of roughly two, and it's called smart 0372. So, here what you're looking at is this cluster from the Hubble Space Telescope. So this is this is what Hubble saw. This is what the James Webb is seeing and now this is, I'm sorry this is just such an exciting picture because finally and suddenly what you can actually start to see so it's a little bit bad on the on the projector but what you can start to see is different lensing arcs, and you can even just by eye you can you can you can look at the difference in quality between these two pictures. All of these tiny dots that you are looking at our individual galaxies that are sitting somewhere in the field of view. And I think they said it really nicely that they said it is like looking at a grain of rice in the sky right and this is all we are looking at and this is how much information we are actually able to collect. What is also super exciting is this is something that came out today. So here in this blackish region is a galaxy from which they have actually managed to collect the spectrum. And they have verified that this galaxy sits at a wretched of eight, which is roughly 450 million years after the big time. So even with these first images we are already exceeding basically all expectations and pushing really into the first billion years. And so I think the picture that I would like to convey to you is where we were and where we are today. So when we started in. Okay, so I would start with when I started my PhD so that was roughly 2010. We had the Hubble deep fields which were basically probing somewhere into the first billion years of the universe but they were looking at relatively massive galaxies. So here was of course waiting for the James where which has now really become our present. And what we are really looking forward towards as we as more and more data starts to come in is that we are really going to be able to peer into this era of cosmic dawn, and really not looking at bright galaxies but really looking at those tiny, tiny things, which are progenitors of galaxies like a very own Milky Way. So first this is everything that is happening now so you could ask me where are we actually going as we move towards the future. So again, let me show you this picture that we started with which is a picture showing you the epoch of realization. Again, all of these tiny dots that you see our galaxies and the black patches that you see our hydrogen that is ionized the blue and pink patches are hydrogen that remains neutral so this is really how it takes place it's a very patchy process, wherever you have galaxies they managed to ionize hydrogen, and then these, this ionization field somehow have to percolate into into regions where you don't have. So, so far, what I have shown you is all of the data that we are actually going to get about these sources about these tiny dots that we see sitting here. In the future what we are actually looking towards is getting information from all of this gas that is sitting in the space between galaxies and this is called the intergalactic medium. Hydrogen has a fantastic property that when the electron and proton are aligned in spin, they flip this produces energy equivalent to 21 centimeters. This is exactly what we are looking for using instruments such as the square kilometer array. And this is really the second part of the picture, which is to connect the sources of realisation together with this really patchy topology. And this is really an enormous undertaking as you can imagine and so there are a number of groups both for SKA for Euclid for James Webb Hubble which are all working to try and build a complete picture, not just of galaxies but also the gas in which they are connected and to jointly build a picture of how both of these things are evolving as a function of cosmic time. So, these are the two groups that that I'm leading to try and understand this process and of course the James Webb data really helps us to at least pin down our models of galaxy formation so that we can start to make these predictions. So this is our square kilometer array so I think everybody is aware half of it is in South Africa half of it in Australia. And together this interferometer is what we are looking towards to really build a complete picture of gas within the first billion years of the universe. And of course, so sorry, so I should have said so the era of SKA will be towards 2030 2030 ish. On an even longer timescale what we are actually looking towards is is instruments like Lisa which is the law, the space interferometer which is this here and I'm always amazed at this picture so here the idea is that so far all of the black hole data that we have collected is from interferometers that sit on earth. And of course they are really heavily limited by the noise sources that are present on earth. So this mission was proposed and this is a mission that is going to be put into space. And here the idea is that you have these three spacecrafts, which are going to shoot laser beams at each other so these red things you see are actually laser beams that these spacecrafts are shooting. So this is basically a Michel Morley experiment but it's it's it's in space and using laser beams. The size of these laser beams is the difference of the distance between any two answers going to be of the order of 5 million kilometers, and these beams have to be maintained within a precision of nanometers. And so I'm always really amazed that we can even talk about these sorts of engineering marvels in a way. The idea really is that because we will be really limited in terms of the foregrounds that will be seen because this is really sitting in space, we can actually start addressing things like how many black holes do we actually have at high wrenches. And how did they assemble through time. So this is a picture that I have taken from the Lisa astrophysics white paper that was just put together to try and make a science case from the astrophysics perspective. So here I'm just trying to show you up to which red ships, we will go in terms of determining black hole masses so the yellow area shows the region that Lisa should detect. And this is going to look at black holes between 10 to the four 10 to the eight solar masses, all the way up to retrofit 20 if it works as well as I was supposed to. And if there are black holes already present at a retrofit of 20 of course. Because I'm out of time, I think what I would just like to leave you with is that we are really going towards building a very panchromatic picture of the early universe. Of course driven by these fantastic instruments where we are not just able to pin down. We will not just be able to pin down the global properties of galaxies looking at them globally but now we are in a position where we can actually look at individual galaxies and what are their sizes how much just do they have how much star formation do they have how is the gas distributed within the galaxy environment. And of course we can start to do a lot of cosmology with 21 centimeter putting constraints also on the warm dark matter particle mass. And finally, as we move towards the era of Lisa which is really towards the 2040s what we are looking towards is really building a consistent picture of black holes through cosmic time. Thank you. Thank you so much. It was a very well articulated presentation. Most enjoyable, I have to say. And I think you must have a real advantage when you are at cocktail receptions. I can just imagine the kind of conversation, you know, and you get it going. Wait a moment, I will give you the timeline in the first billion years. Maybe one question before we let the practical sit down. This is a terrific, terrific presentation. Just a quick question I was just curious about the guy the sample you've assembled of 10,000 galaxies at higher edge shift. And your comments about the the interesting emergence of the the dust features in those. Is there anything that you're learning around galactic winds and stellar mass loss, mass loss rates from metal is the effects, etc. That's coming up in your sample. That's unexpected. Alright, that is such a good question. So, I think, as of now, the problem is that we have very limited lines that we can probe with Alma so this is all based on dust continuum emission and C2 and 03. But this is all we can get with Alma. We're probably going to change with the James web because today, for example, in the spectra they are showing lines of helium to, if I remember, which is what will fray it probably it's it's not pop three stars. They have silicon features neon features. And so I think that is when we will really be able to pin down things like at least metallicities, and then how you go from there to mass losses, I think is a more complicated But at least we will be able to get metallicities in the first billion years. So this is what really one of the main science cases that we are aiming for for with the James web. Sorry, does that sort of answer your question. Thank you very much. Thank you. So over next speaker he has a big challenge he is just between you and the lunch break. And you might have already looked at your time and you think that the session is over but it's not true you were late for the session so this is a calculated And don't worry there will be enough time for lunch because you will have more than a whole over for lunch. So the next speaker is here you know, and he will speak to us on energy intelligent computing devices based on two dimensional materials. He received the young scientist price in 2018. And from a different commission this time see eight the Commission on semiconductors. He's an associate professor at Korea Advanced Institute of Science and Technology also referred to as Christ, I believe. And he has a joint PhD as well and he has this joint PhD from Seoul National University in Korea and University of Paris, Southern France. Please. I start winter. Okay, thank you for inviting me for this prestigious occasion. I'm using young from South Korea. So I will talk about semiconductor physics, which is quite different from the grand scale universe things. So let me first introduce my work keyword by Korea. So as I said, I did my pitch study in physics. And then with this physics and mathematics I went to France and I was happy that I could communicate with French scientists actually it was my first foreign country to in my life, and it was amazing I can share my knowledge. Thanks to physics and mathematics. And then here I could hear a lot about industrial, this relationship with physics. I decided to communicate with industry. So I entered Samsung Electronics Samsung Advanced Institute of Technology. This is a Samsung research unit for future technology. And then I reported graphene barista. It reminds us some coffee barista. So the thing is, let me share one experience so I did my PhD STM scanning tunneling microscopy. So in industry, you are using for example your cell phone will laptop computer. And when you are using cell phone for a long time, your cell phone is getting hot and hot. And then actually you are using the energy from the battery. But as we make the device shorter and smaller and smaller, the device actually consumes one third of the energy. What about to search to search are wasted at the junction between the matter electrode and the semiconductor channel. So this is really a big issue so I studied how to reduce this energy waste. This is really this graphene barista. Actually this is coming from what we say for me level peening in the show key junction between matter and semiconductor. Actually engineer people that say that we cannot avoid it because this is nature, but in STM I could, I could see we have when we have this silicone surface we have many dangling bones, and then we can remove the surface data by passivating hydrogen atoms. So I learned from physics and STM. So I applied this principle so I could develop this graphene barista, which is reported in science 2012. And then I, I felt I need to experience more spin things to develop more advanced and novel devices. So I communicated with other efforts with, of course, via physics and mathematics, and it was really a good experience. I think this is a special French unit. This is what we say unit there mixed in French. So it is like a combination of this academia and industry CNRS Dallas we say, and then actually I'll bear is working in the unit. And then I moved to for this CNRS. Actually I pity the Samsung, and then I moved to another this mixed unit. And then after this two year working experience I got this faculty job at SKKU this is a private university of Samsung electronics again, I couldn't escape totally from Samsung. And while I worked with some phage patterning and some skins and graphene barista thing I could develop some phage patterning technique, and then I could got this IUPF early career metal in semiconductor physics in 2018 at the conference which is very prestigious in condensed metal physics ICPS. So in the title of my talk, you might be wondering, what is it energy intelligent computing devices. Actually it is really, really ultra low power consumption devices. So let me think about these alfago things. Actually, I like to play gold. This is my hobby. When I worked in Paris, I attended gold competition in Paris, but I was defeated by French people. So I was surprised at how French people can play gold better than I. Actually, if you think about this gold match. Of course, Alpha go won the match. But think about it. We use the 1200 CPU in this Alpha go. Of course this professional Korean player said only he made a very close match. He was defeated, but he used the 21. And then Alpha go used the 60000 want and actually said only can do other things he can talk, and he ate only a bowl of rice and kimchi and things like that so it's very, very energy efficient. So what's the difference. So as a physicist. This is a good question that we can make. Actually, if you think about this mysterious thing. And we can think about for Neumann architecture for our digital computing. For example, in AI, many people are talking about AI they are based on software and actually to process one digital signal we have to use a micro energy but in our brain. We say spike is that of this digital purse, and we use only people to already here we have 10 to the sixth power energy difference. But computer can do much more complicated calculations, which is great for our science, but what we can do better. Actually, I don't remember even my parents face exactly but I could recognize my parents. Sometimes we make mistake. Oh, I'm sorry, you're not my parent. So we can recognize our parents by some mysterious learning process so we can of course distinguish cast and dogs which is mysterious or so female and male faces we can distinguish. For example, it's a heavy on learning. So the circles are neurons and the lines are synapses. When we are born, we first see, look at our mommy and we hear mom. So when we hear mom, we this neuron makes spikes to everywhere. When we look at our mom's face, this neuron makes spikes everywhere. And by chance, this is synapse, we have this is almost a simultaneous spike, and this synapse is strengthened connectivity is increased, or in our physics world maybe conductivity or connectivity has been increased by this learning process. This is what happens in our brain. This is called the neuromorphic technology. So actually, AlphaGo and other software based things, of course, we have some application, many many applications and they are very hot these days. But if we think about so they are called the DNN, deep neural network or deep learning, maybe you have heard about it. But so energy intelligent computing in my talk, it indicates SNN, spiking neural network. Let's emulate our brain. So let's do something with this spike and computation. So this is what we can do newly with 2D materials. This is for company people. This is Gartner company's hyper cycle. So depending on the, okay, you can, I hope you can see, for example, GPU plateau of productivity. Chatbot, trough of this illusion, innovation trigger, peak of inflated expectation, we have different stages. Actually, DNN and deep learning is located here. So now the bubbles are broken now. And it is, of course, in other words, the technology is getting mature and mature, this DNN. Actually, what I said, this is called the neuromorphic. We want to emulate the neurons in our brain. This is new field. And I think a physicist can contribute to this new technology field. And this is located here before peak of inflated expectation. So I am starting this kind of topic. Actually, we have 10 to the 15th power, this 15 synapses in our brain, huge number. Okay, so we have to integrate many, many devices and we have to make small, small devices. Now Samsung is making or TSMC, they are making three nanometer devices. Three nanometer is very, very short. And then if we have big material, city nanometer cannot work because current flows through the channel and thickness should be smaller than, of course, we don't think about screening things. But if you make Sina and Sina, we have this dangling bond, then dangling bond that makes materials property different. It is no longer silicone or some other material. So that's the benefit of 2D materials, we have this no dangling bond, so we can keep the materials of property, even at the atomic thick geometry. Of course, another property of 2D materials is that, you know, energy, we are using energy, we use the energy of electron and formula or things like that. But electrons also have momentum, momentum is also good quantum number. So what about using this momentum degree of freedom in our device, this is new. This is called the phallitronics in 2D materials. This is very hot topic in our community. To explain a little bit more detail, my research, we have this short term plasticity and long term plasticity. We don't have to remember everything we see. It is a waste of our memory. We look at some number of faces and immediately we have to forget about it. Otherwise, our brain would be full of some useless information. So that's why we have this short term memory or short term plasticity. Memory is very electronic engineering term plasticity. It's like a physiology or biological term and physics people. I think that this is related to hysteresis. So to emulate this short term plasticity, we have to do something. This is what I want to do. Actually, if we look at more detailed STP short term plasticity, there are two kinds of short term plasticity. Exitatory means, as what I said, as spikes are more and more input, we have more connectivity. This is called excitatory inhibitory is the opposite. So if we have this, if we study harder and harder, we can get good grade. If the effort that we make for the study is not linearly proportional to the grade, we are not happy. So in our brain, we have this short term plasticity and depending on the time interval and frequency of the spikes, we have some learning processes. This is the fundamental thing and then it's like and or not logic gate and do or not logic gate we can make computer. So if we have this short term plasticity, this is the basic operation, we can make these neuromorphic devices. So the other thing is in our brain, we are using 10 pickle Joe, as I said to process one spike. Actually, the state of the art with organic materials, they say they claim 10 fantasies of this is extremely low energy so it's quite promising. To introduce only one example, this is quite simple. So we have one to the material to the materials are here, one to the material channel is here, and we have this is so select this is called, and we have drain electrode gold. Let's make a current flow through the channel. This is what happens here. And then if we increase the voltage by own slow, we have more current. But one unique thing is we have more current as we increase the voltage, it's not linear. And then if we make another cycle, more and more current are flowing. Okay, this is similar to short term plasticity. So we investigated why, and it is coming from jewel heating. Jewel heating means if we have current I is clear R is the energy consumption in the channel, and we have this heat generation and think about heat capacity to the materials is atomically thin. The capacity is extremely low. So, with small energy we can change the temperature of the 2d channel, and then we can have different connectivity. Of course, after cooling down it goes back to its original state. You can see that things. So here I demonstrated by this purse. I could change the conductivity by twice, and I could use only 70 furniture, which is very, very low energy compared to phone number architecture, digital computing. And then in condensed metal physics we say MIT metal insulator transition sometimes we have metals and insulator insulator it means if we increase metal it means if we increase the temperature now resistant increases and we have lower current. So, if we have 2d materials a semiconductor and metals, we can make excitatory and inhibitory synapses synaptic devices with very small energy consumption. This is one interesting part. And then this is like a filter. So, if the second purse a second spike is very close each other we have more heating because before it is completely cooled down we apply second spike. So we can, it's like, if we study more often more frequently we can get good grade it so we have this more plasticity facilitation. So one real example. Sound localization this is the quickest computation in our brain, because we have to avoid our enemy. We have two years to see the location of the sound source. And we have this shape special shape of ear to see the height of the sound source. Okay. We have a robot. If we have to microphone of course we can do the same thing, but human head is a small, and we have only ears only 10 centimeters apart. So how can we recognize the exact location of the sound source. This is also very powerful computation in our brain. So the principle is we have this left ear and right ear and sound comes first in the left ear and this is a signal goes this this this this way. And finally the right ear receives the signal and then pitch neuron is excited. So if this neuron is excited, we have all this signal comes much faster than this one much earlier. So this is how we get the angle resolution of the sound location. So actually, when we have this spike, for example, the thing is, we have certain range of sound. We need large range of the frequency of the sound and also amplitude. So we need a certain bandwidth of the channel. And so here in this paper, I demonstrated that this is a tool heating based 2D materials device can show very wide range is a short term plasticity. So several years ago, I made this review paper. So I introduced neuromorphic this energy intelligent devices and motivation. It's very important. So some people are studying making battery more and more. Some people like myself, try to reduce the waste of energy. So some people are concerned with climate changes. So we have all these different aspects. So my research interest is we have we call it polymorphism. So you see, we have 2D materials, layered materials, we have no dangling bones. They are bound by fundamental interaction. Fundamental violence interaction is like a diaper diaper interaction by image charges. So it is weakly bound, weakly bound. And then in this layered 2D materials, we, we say we call it polymorphism. You know, copper is a metal and glass, Si2 is insulator. So certain material should be metal or insulator, but some materials, some 2D materials can be metallic or at the same time semiconductor or insulating. So we can change them. This is what I said. Phage patterning, phage engineering. So with this phage engineering, we can study many, many interesting physics and the bold letters are topics that I have studied at least certain amount. So I'm using, for example, this MIT or CDW charge density wave, and I want to realize very low energy plasticity function based on this condensed matter physics. For example, this is what I reported. In 2015, x axis is the amount of electrons in the material. Depending on the amount of electron, you see blue and red, the lowest energy, they are changed. So semiconductor or metals can be more stable than the other, depending on the amount of charges in the material. In other words, by electric gating. So for five or seven years, seven years, I have been trying to realize this material. This is by DFT calculations, computational study, and of course some other professors in the US and other people are doing similar studies. And then this is really, I think, new function of the material and related to semiconductor and new devices. The basic principle, this is very simple. In our high school in physics, we learned that the energy in the parallel capacitor is given like this. And if we have this carrier density, we have this amount of energy, which can drive this first of the phage transition, overcoming the latent heat of the material. This is the principle. And then first of the phage transition with the latent heat, you can imagine some kind of a plasticity because it is not immediate phenomena. So this is some simple overview. Why, why only electric signal? What about optical spike? So this is called edge computing. So sensors and computers, they don't have to be separated. So let's make these 2D materials and then depending on the spike combination, we can have different connectivity. Then this is actually computer. This is called legible computation or edge computing. And we are studying about this device. Another important issue is how to integrate 10 to the 12 devices or 10 to the 15th power devices to emulate our brain. This is a big issue. So I'm studying how to make this self-selective memory. We have some detailed issues, technical issues here, but I just want to say this crossover array. And if we put some new and small devices at the intersection, we can get very high device density. This is the last page that I prepared. So I want to say newly emerging materials require new semiconductor physics. So when I worked in Samsung, I noticed that universities cannot compete with studies on semiconductors with industries like Intel, Samsung or TSMC, because companies have huge equipment. So it's very good at this very subtle condition and fabrication. So we cannot compete with company people. But now this gate to all around the world some TSMC, most of them are very confidential. Now physical limits, ballistic transport and other physical limits already we are facing. We need a new solution anyway. So I guess these 2D semiconductors or any kind of any geometry of some new materials should appear because we are now at the boundary of physical limits of the semiconductor physics. So I think this is a good chance for semiconductor scientists like myself. Okay, we were so disappointed. We are always worse than company guys and then semiconductor already left the physics and they are already inside the engineering division. So new materials and then this quantum mechanics and some subtle physical things are very required. This is what I said, new materials require new semiconductor physics. This is what I think, especially after this IUPEP semiconductor physics award. I'm connected to many prestigious these very famous semiconductor scientists that this is what I'm discussing with them. Yes, so for some detail I wrote here low dimension, because we have to make small devices and spike, spike in neural network, low operation energy is very important and plasticity with the hysteresis of the memory functions, they are all important. So this is some of my work. And this is what I think, and this is the activity after receiving this IUPEP award. Thanks to this IUPEP C8 commission or going to organize. Thank you so much for this very important insight that you have shared with us, I think, in a brilliant manner. And your career is a very good example of what we have discussed earlier in this meeting, the combination between the physics and industry and how it goes together, which is also important. I think we have time for a few questions but I promise that we break it to one shop at least. Yes, in the chat in zoom maybe give him priorities to chat and then to Selena. All right. And the first question of the chat is, what is the implication of the synaptic device graphs for SNN. How are they significant in electronics industries. Digital signal 01 with some 01 combination we indicate a certain signal, but actually spike, the timing is important spike timing and spike, of course, amplitude and timing they are all important so we have some we need some unit, which can be changed by the frequency of the spike. So this is what we say spike timing dependent plasticity. This is the core operation of SNN, and then other digital operation they are based on and or not logic gate. So they are quite different. And then SNN is really neuromorphic thing. Of course, AI AI is of a term AI include TNN deep neural network or deep learning, and also neuromorphic technology AI. But what in the movie what we imagine about AI is like a humanoid robot but we are I'm talking about neuromorphic technology here specifically. Thank you. Very nice talk. I wanted to ask you about the short term plasticity because it seems quite short the time and in the in neurons you have you can have long term plasticity that lasts for weeks, even month. So I was wondering if you think that that could be done because it seemed this dual effect seems to be hitting short term. And I don't know if there could be a possibility of having a longer term plasticity. So here in our brain, the fastest operation occurs within one millisecond. It's not like a nanosecond nanosecond because I can only for the physicist in our brain, the fastest operation is sound localization. So kilohertz is the maximum frequency, actually. So for the dual heating, depending on I studied a little bit passivation condition, he think condition, we can change the time constant we say, and then some people say, Okay, faster, we're not following the computer or we some, for example, we don't have to follow board to fly these wings, just to we have we can make airplane. Of course, we have same objective, but we have different form. We don't have to follow really by your system. We don't have to follow birds to fly. So we have some other options. So we are discussing. So this is a very interesting point in this study. Thank you very much. I still have a feeling that your brain is operating with a nano thank you. I wish you all Bon Appetit and please be back at two o'clock sharp. Thank you. Okay, great. Hello, Professor Sameda is from the University of Cape Verde. And I first interacted with her participating in a meeting that founded the Union of Physicists from Portuguese speaking countries, and Sonya, you know, not only being one of the researchers, she's organizing this big conference that's coming up in September, and I look forward to attending to her right is there's good artist who is a senior researcher at the University of Segan in Germany. She also She also is chair of the user committee for sesame light source and you heard of something about seven sesame the other day, when Andrea lousy the scientific director spoke about that. She's also on the lamp executive committee, and she let the organization of a special course for high school teachers, teaching them about the light sources and what they mean so they can take that to their students so she's been important in those very respects. And then to her right is Professor make me Kelly is a man from the University of Bari in Italy. He's also the executive outreach officer for the International Union of crystallography. He is a co founder of lamb, and he is also the chair of the lamp executive committee. So these people are extraordinary and I have enjoyed working with them and they don't know it but I studied them very carefully, because I want to know what their best practices are so I can still them for myself and with that, I will turn it over to Good afternoon, everyone. Thank you. Thank you. Thank you. I guess you don't feel closer. Thank you. Now it's okay. Okay. So, thank you. Thank you so much for this invitation. Thank you, say cousin, or introduce me. Okay, my name is Sonya I'm from Cape Verde, and I'm also one of the vice president of Union of Physicists of Portuguese speaking countries. Let me tell you some reasons to create another physical societies, because we are nine countries spread over four continents, and our population is more than 240 millions. And sometimes the language may be an obstacle to spread off of the knowledge. So we need to find a way to have our own voice. In November, 2019, the UFP was funded. This is from Angola, Brazil, Cape Verde, Mozambique, Portugal, and Santo May, met in Lisbon to establish the Union. So, here in the middle, try this doesn't work in the middle with the orange clouds, you can see perfect circumstances, she was the people that the person who work a lot for this they come reality. The mission is to promote the development of opportunities and conditions for collaboration between physicists, and also contribute to the professional affirmation culture scientific, scientific, technological and economical development of the different countries and territories, particularly the least development in terms of education and research infrastructure. Okay, we have two kinds of memberships, we can have individual members, and also societies. Right now we have members from seven countries, and one of them speaking English so you are welcome to be a member. Our goal is to have at least members from all Portuguese speaking countries. And we have also three societies as a member we have the Brazilian physical society, we have Portuguese physical society, and also the Angolan physical associations. The Brazilian physical society is the oldest is 50, 50 years old. It's composed by an executive committee, a general assembly and fiscal council. Normally, we try to have all countries represented on and the election is every three years. In the executive board, you have the President Roger is from Brazil, you have three vice presidents, one from muscle big cover and Angola and the treasure from Portugal. In the general assembly, the president is or as you Fernandez from Portugal, and we have two secretaries on from the bird and the other from Santa May. We have a general assembly every year. It could be in either the mode. Professor George Meyer is Angolan and is the president of the fiscal console. We have a vice president from Brazil, and the later from Mozambique. Okay, let me talk about some activities since we're born. In the creation of the union, we had a lot to do to set up the union. So we start with the presence in the media, we create a Facebook account or Twitter account on a YouTube channel, and a white page. We have planned an ambition is activity plans, but the COVID happened so something goes wrong, but we manage that and we try to do some online activities and meetings. We start conversation with similar societies, and to set up some protocols with science, science, and also the European physics society. So we have a vice president Rogério and the grandson for that. We celebrate some if you marry the such the International Day of women and girls in science. We produce a movie and you can see that on YouTube. We celebrate commons day commons day is the day from Portugal and the communities. So this year on came on say what do you do different was that we latched on series of a monthly webinar about fees around the Portuguese speaking current every month we choose someone in a different subject to talk. And then we have this on Facebook and also in the YouTube. We also set up to task force to work on grants application. So we submit to grant application one from CPLP is the community from Portuguese speaking countries. In this case is a pilot of physicals Olympiad for Portuguese speaking countries, because we have Olympia, the of all the physicals Olympian in Brazil, and also in Portugal but in the other countries we don't have this so we're trying to put forth with this. And also, we submit a grant application for that we call youth fizz is a project to have some equipment to produce remote the resource for physical stitching. We're still waiting for the answer. Great. I don't know. Okay. Here you can see the Facebook or Facebook or web or page address and also our Twitter for the next near future we have planned to do some workshop for high schools teacher in Cape Verde. We also plan to do a physical survey or mapping in Portuguese speaking countries. We have the conference in Cape Verde and went also to encourage the creation of the national physical societies, and also to faster the collaboration into work of research in project and the grants applications. Let me tell you a bit more about the court conference of physics dilemma for this year is physics for sustainable development. We will, it will be taking place in Cape Verde in my university. It will be one week event start in September 12. It will be an hybrid event can be in person or online because the travel cost is to I right now. Okay, for this week we plan a fair plan to do some workshops and also have the scientific commissions. Our conference is one of the event on the international era of mass science for sustainable development. The promoter my university and the union, and this event is possible. Thanks for the sponsor, and we must especially thanks to the IUPF for his support. Now to sum up. I will feel peace wielding bridge between businesses from different Portuguese speaking countries to foster collaboration and dissemination of the opportunity. We have some challenge is a common challenge to all countries such as physical dissemination physical education physical applications lack of infrastructure lack of fun and so on. We believe that if we work together can find a way to address such challenge and you are, you are all invited to be part of our journey. I stop here. Thank you for your attention. It would be a patient to just take questions now does anybody have questions for for some of them. Okay, thank you. Thank you so much. I probably need to get some hip to switch over to hers. Okay, so next you have to ask you. I'm speaking about sesame. Oh, first, thank you very much because he for this nice introduction. Yesterday, under Lucy told you about sesame so you already have some information about sesame. Today in my talk I would like to introduce to sesame user committee and sesame users. Okay, let me start with our users committee. Here you see a map of the member. I mean, you see the member countries. And from each member country, we have a member in the user community. So from Pakistan we have a lot of fun. In Israel, we have Barack a cowboy. From Cyprus we have Kersi Lawrence. From Palestinian we have Jamal Kabul. And from Jordan Hanansade. She is there sitting. And then from Iran. There is Amir Said Hassan Rosatian. And from Turkey, I, I'm in the user office in the user community. Sorry. And besides that we have two student members. One is from Cyprus, Korea, and the other one is Mahmood from Egypt. So after introducing ourselves. Let me talk about our role. Of course, as in all other facilities, the user committee works as a as a communication bridge between the user community and the management of sesame. And of course we represent the interest of all the scientists, all the researchers who perform research or who wants to perform research at sesame. And when we first gathered together at that time there was no beam line operating at sesame. We decided to make a survey among the users in a user meeting. So the result were not so promising as we expected because these countries do not have such a scientific background. They, most of the scientists do not have a funding to travel abroad for a synchronous facility. Or they don't have such a tradition therefore this was expected and we saw that in the user meeting more than 80% of the potential users have never an experience in a synchronous facility. So we decided that we have to really work on this I mean to improve the awareness of the potential users. We have to improve the scientific background in the region. So we have to focus on this. And at the same time, of course, there are many things happened at sesame and Andrea already told you most of them. So I won't mention once more, but maybe I can emphasize that in 2018 sesame become the first associate of leaps League of Europe and accelerator based photon sources. And in 2021 December, there was a sesame virtual school on synchronous light sources and their application posted by ICT pin. In January, 2022. There was this has some teachers workshop. So, and during this period as the user committee was trying to increase the awareness and try to use all the platforms. And it was introduced to Europe and synchronous and fellow user organization in 2016. Then the committee was invited to the meetings afterwards. And in 2017, we made a proposal to them to start a tweeting program experienced European user groups will act as a kind of supervisor for one of the groups in sesame region in drafting a proposal or in supporting the first experiment. We welcome this very well. So we started to form some tuning partners between the sesame countries and some European groups. And open sesame is another very important key instrument for the sesame users to transfer the knowledge I mean, it's open sesame is a horizon 2020 project. And it is very important, as I said, because it offers many schools workshops to educate the young academic and industrial researchers. It has some fellowship, some fellowships, and it has some stuff exchanges, which is also very important. And it offers online warehouse for training materials. I should mention one of these schools, which was very important. It was helpless at sesame. It was a two week training school. In at sesame at a month. And it was really a successful school. So, I mean, while sesame user committee was working to improve the awareness of the sesame users. At the same time, there was huge progress at sesame. So, I mean, this depends, of course, on the great stuff, great stuff at sesame and at the end, the beam lines starts to operate. Then the calls for the proposal started. So, in the first call, there was 55 proposals. In the second call, it was 103. And in the last one, it was 167. So, the number of proposals increases at each call. This is something very promising. And please keep in your mind for the moment there are only three beam lines operating. Also, the number of publications increase each year. In 2021, there were 18 publications from sesame. And this year feel this time we have 13 publications, which means it will probably be over 18 at the end of the year. So this is a nice photo from one of the user meetings. And I should also mention, as Sekazi told, we offered the organized teachers high school teachers workshop this year. Actually, sesame lamp and Canadian light source offered this course offers this workshop. And we met a very enthusiastic group of high school teachers, science teachers, even very excited because this was something that we never did before. And there were more than hundreds of high school teachers from Turkey, Mexico, United States, El Salvador, Jordan, Iran, Pakistan, Israel and India. We spent two weeks online. So, it was, it was really nice, and we understood that we should continue this, maybe by changing the region, we should go on doing this high school teachers workshop. And maybe next year or the other year, we can meet some high school students at sesame, making their projects with their teachers, which is really, really exciting. And so, before I end, I would like to thank to Giorgio Paoloci, who is the ex-scientific director of sesame. And of course, Andrea, who is the actual director of sesame. And of course, the great, excellent beam line scientist Jihan Mesut and Mahmoud. I mean, without them, these dream could not come true. And of course, we shouldn't forget the users, sesame users, they are also very important. And I would like to thank you for your attention. And on behalf of the committee, I would like to thank to IUPAP for giving this chance to us. And happy birthday to IUPAP. And of course, we will continue with the next one. Thank you so much. So next we have Michele Zame, who will talk to us about the LAMP project. No, I don't know how to do that, but something will happen. Okay, easier. So why the presentation is shared. Yes, that one. Thank you. So thank you very much. So let me first, thanks to Kasi for giving me the chance to be part of this panel. I also want to thank IUPAP for giving me the opportunity to take part in your wonderful celebrations. And to represent in a sense here, the International Union of Crystallography, which is one of your sister societies within the ISC. So I'm happy to celebrate and congratulate you on your birthday on behalf of the UCR here. I like to take to take this opportunity and I'm here to introduce the project LAMP. And it couldn't be a better place to talk about LAMP for me as a member of the UCR because I'm at the ICTP and you see the logo of ICTP there. I'm here to take part in the celebrations for the Centenary of IUPAP. It's a perfect combination. So as you see LAMP is a joint project of IUPAP, IUCR and ICTP. You see the website here so I'm showing the URLs of all the pages that you might want to check for any information, more information about all this. So LAMP stands for Light Sources for Africa, the Americas, Asia, Middle East and Pacific. We started in 2016 thanks to a grant that was awarded to IUPAP and the UCR by the International Science Council at the time it was the IXU grants program. So we received a grant of 300,000 euros for a project that was entitled the Utilization of Light Source and Crystallographic Sciences to facilitate the enhancement of knowledge and improve the economic and social conditions in targeted regions of the world. Eventually the ICTP joined the program as a co-lead institution together with IUPAP and IUCR. So you see the title is quite wide in terms of aims and objectives. It's not about the synchrotron light as you know the facility itself of the science behind, but it also covers the social conditions of the regions that we are targeting because we believe that scientific infrastructure, good scientific infrastructure can facilitate the development of a scientific community, but not only of the scientific community, of the general public as a whole, thinking about education of course first of all. So while LAMP, you have seen the regions that we are targeting in our project, it's very easy to understand by looking at this map. This is not the most updated map, but you easily see that there are regions that are not covered by large scale facilities. So these are the regions where we are focusing our activities in order to implement educational activities and to start a discussion because LAMP wants also to facilitate discussions at the political level or science policy level about the development of this kind of infrastructure. And so that was the reason why we decided to pursue such objectives and to start this project. So and what is LAMP? So I was thinking, how can I introduce LAMP, what is in the end this LAMP? And I said, okay, the only thing is just to check on the dictionary. And I went on the dictionary, I was sitting there and LAMP is a device for giving light. This is just wonderful. So this is what LAMP with 3As wants to be. A device, an instrument to facilitate the development of light sources and everything that is around the light sources, all the educational, the scientific and all the activities that are related to the building to the commissioning of a light source and so on. So we are LAMP with 3As. So if LAMP is a device for giving light, we give a lot of light. So I'm talking today on behalf of many people actually. So I'm showing this in this picture, the executive committee, you have met all of us now. I'm presently chairing the committee. We are sharing this turning on this position. So we have Marielle, you saw her yesterday, she's sitting there. Secasi of course, Osgul just gave her talk and Sandro who unfortunately is not here today, but everyone knows, and also I don't have to introduce him. So Secasi, Sandro and myself are the co-founders of this initiative and Osgul and Marielle joined the executive committee at the later stage. And that was just fantastic for us to add. So but as I said, the structure of LAMP is much larger than that. We have many people who are working with us. So I'm just showing you that we have regional committees. So each region that we are targeting has a dedicated committee for the activities that are happening in the region. So you see that many people are involved. I'm not going to read all the names. We also have a number of supporting partners, so institutions, going from UNESCO, the ISC, Tuos, Sesame of course, and many others that you can see in this slide. And we also have 16 participating advanced light sources. So facilities that are working with us in particular for one specific program that we are running, which is the first team. I haven't talked about this in a while. So this is the list of facilities. Of course we are more than open to other facilities to join our group and other institutions to join LAMP. So going to some of the tasks that we have already accomplished. So these are the achievements I would say of LAMP. This is the first thing that I want to show, which is the LAMP brochure. I think you have a few copies here. Just a few copies of this brochure in different languages. This is Arabic and so on. So they're here. I think for those who want to browse. Okay, okay, we will give them. Okay, so the copies are here. As you see we have, well, this is a very nice brochure, I have to say. Honestly, I think it is. And we have versions in five languages. Now English, Spanish, French, Arabic and Portuguese. I have to thank the IAEA for providing the translations. Of course we are, I mean, if there are any volunteers who want to translate in other languages, you are very welcome to do that. Although there are some costs involved in the layouting and printing, but we can, we can try to manage this. So the brochure is available for free. So we have some printed copies. I think there are more available around. I think it has a few. If you want some printed copies, you can just ask us and we will ship to you. The PDF, the digital version is available at this URL that you see in this slide. So these are other important documents. These are the regional strategic plans that we have developed. So this is our advice on what we recommend we should do to develop a community that will need eventually a synchrotron and how to create a final target which is building a new synchrotron in a region that at present doesn't have any. So again, these strategic plans are available on the website so you can go to this URL and just download and read all this. Okay, so I have already mentioned the FAST team program. The FAST team program is the responsible and the giant I have to say now behind this program. And before telling you what it is in the details, I want to tell everyone in the particular all the students here that there is a call open at the moment with deadline 30th of September. Okay, this is, this is a call for spending two months in a synchrotron in one of the 16 partnering synchrotron facilities of LAMP, and you would spend these two months to be trained on synchrotron techniques with a professor. So we award teams composed by a faculty and a student. This is where FAST comes from. So it's an acronym for faculty student. And we support the visit of these FAST teams for a period of two months in a synchrotron facility. We've already awarded supported the 50 around 50 FAST teams, which means 100 people 100 individuals. And these includes also some around 25% of repeats because we also award continuing grants to those who have been successful during the first visit. So I think this is a good opportunity for PhD students in particular, and for those who don't have experience with with the use of synchrotron based techniques. This is what I was saying, which is in the slide so we provide 2000 euros per person to cover transportation normally the synchrotron facility that is partnering with us in this project with cover other expenses so details are anyway on the website and this is more or less what I was saying before. And the URL, which is the most important thing. Okay, some photos from previous FAST teams and I like to mention this. I mean, among the many success stories that we could mention. I like this because Kierce and you saw her picture before because she's also in the Sesame users group was awarded a FAST team FAST team grant in 2017 and the continuing grant in 2018. And they were Kierce and Gregoria were the first users at Sesame at the XS beam line. So we're very proud of this as well. Now the pandemic came and of course the FAST team program was suspended because we couldn't send anyone anywhere in the world. So we thought that possibility for allowing people to measure the samples in a synchrotron was to send the samples instead of sending people. Yeah, so Tabitha Dobbins came out with this idea of this Spark program, which is a mailing program so we received the samples are shipped to a synchrotron they agree to measure data on these samples and data then sent back to the user. And so this is a way for, you know, dealing with this very bad period where no one could could move and travel around. So the program is still active anyway so we are trying to expand also the places where you can measure your your samples. Okay, old school already mentioned this. We had two edition of these high school teachers workshop very successful. I enjoyed a lot the parts I was able to attend. This is a joint initiative with the Canadian life source and Sesame. So Andrea was in charge with old school for the session at Sesame. So we are thinking about having a new edition. The idea was to have it in Thailand next year. We will see if the venue is confirmed, but there will be another new edition certainly, I will say certainly by the end of next year. Fingers crossed. It's important because this is a target which is not so common at the academic level or postgraduate level. So we thought that targeting high school teachers they will be the person who are able to engage to convince people about the importance of investing their time into science. So that the final task of one that I want to mention is the colloquium program. So in the since the beginning of this project we thought about sending experts on a synchrotron radiation and advanced light sources in general to specific places to talk, not only with the faculty members, but also with the decision makers with the politicians in the country about the importance of investing into science and specifically investing into scientific infrastructure. So particularly synchrotron radiation so we had a few of these of these colloquia around. Of course this was suspended again for the pandemic we should start again with this program now. I think it's the right time, but I want to mention this and in particular mention what happened. I don't know about that. What happened after the colloquium that period I made that gave in Benin. So yesterday, you heard from Marielle. You see I'm not saying your surname, just Marielle. She gave a presentation about the x-tech lab. So this is the x-ray techniques facility that has been developed in Benin. I think it's one of the biggest achievement of LAMP because a lot happened after Thierry gave his colloquium in front of the cabinet of the government and different universities and there was a lot of interest around all this. So in the end it was money from the government that allowed us to implement an x-ray technique facility. So this is now there. You have heard everything so I'm going fast on this but I just want to of course mention Marielle and Siduan who are working in the lab at the moment. But also just to show you that this lab now has a brand new single crystal diffractometer x-ray single crystal diffractometer with a cryostat. So we have very good collaborations with the companies because the cost of these machines will be too much even for the budget that this has been made available by the government of Benin. We have a new powder diffractometer from another company which is going to be installed in November. Again, fingers crossed and well the micro tomograph I think is under commissioning now. But also we have collaborations with other companies like the Cambridge Structural Database that they are providing the Structural Database, the Crystal Structural Database to the Ecsthe Club and the IUCR is providing the journals and the international tables for crystallography, the online editions. So it's a fully equipped laboratory so it's now new. Okay, training sessions, Marielle told you everything about this but I want to emphasize the fact that it is important that in a place like this, where we have to raise the level we have to level the background the scientific background. When you have a lab like this is not about doing cutting edge research only. It is important that this lab is used also for educational activities because you have to build capacity. And this is fundamental in a region where this lab is probably unique for the entire Western Africa. So this training sessions that we, we normally had twice per year, and I hope that they will continue with this in this way. These are the most important thing because researchers from all the countries, the neighboring countries will come to get trained about the use of this will be aware about the fact that there is an opportunity in a in a country in sub-Saharan Africa and this will be an opportunity for them to start their research. So we have to combine all these research education. Okay, so to conclude the lamp is very close to the African light source. Of course, we have a formal MOU signed with the African light source foundation, and I have to say that we have a long story together. And I just want to mention that it was right at the first African light source conference when I first met Sekazi and Sando was also there. I already knew Sando and we discussed about Sekazi suggested to apply to this grant that was awarded by the ISC. And so this is exactly where the lamp started because it was in Grenoble when we discussed this and you see in this photo Sekazi with Simon, Conel, the giant behind the African light source, but I was also proud to hold the speaking stick in that conference. And after that lamp was in charge of organizing a session at the World Science Forum in Jordan in 2017 with representatives from UNESCO, Sesame African light source and lamp of course, and it was during that meeting that we had an informal meeting also with the Herman Wienek, Roman Murenzi and the others to discuss about the agenda towards the African light source. And this is the African light source conference joined with the Pan African crystallographic conference in Ghana. And this is where we met the Minister of Science of the Republic of Ghana. Who was a go between to the president of Ghana who is now behind, you know, tabling the African light source to the African Union, and they call us. And we also had a joint session Michelle is not here Michelle Spiro and myself organized a convened a session at the World Science Forum 2019 in Budapest. And this is where the internationally or basic sciences for basic sciences for sustainable development was announced it and support was found and also in this case lamp and the African light source where covered the UC Sekazi at issues here. So we had a wonderful panel here again. So I thank you for your attention. And I am concluding my presentation by showing again the call is open at the moment so inviting everyone to apply or recommend others to apply. Thank you very much. Questions at this time. Michela you had thanks for the presentation. You had some figures on the number of trained people but if you had to quantify the impact of the lamp project, how many scientists have been involved how many people have been involved in the project by way or another. Thank you for your question. Difficult question but I have to say that lamp doesn't I mean doesn't come from nothing. There is a lot of work behind that there are many other initiatives that form the background of lamp. I want to mention for example the UCR with UNESCO has has organized an open lab network of laboratories starting in 2014 which was internationally of crystallography. And I appreciate this initiative of the UCR UNESCO open lab which has been joined by lamp of course at some point. And, and I think we have reached around 1000 students with it with the open labs we had over 25 additions now in over 20 countries from Latin America to Africa Southeast Asia. So, that is already something that is in the in the background and it's forming the basis of of these. We have several applications, which means that there is an interest in this is very difficult sometimes to find, you know, the good compromise with timing with the facilities. So if I have to say about lamp specifically, I will say that there are a few hundreds if we if we are talking about young researchers or students. But you don't have to think of this number alone because there are many other initiatives like I mentioned the open lab but we can mention more that in a sense, our experience, we are basing all these so many other things that are happening. And I guess also, yesterday we heard from Marielle who said that they had over 1000 undergraduate soon train at the extant lab so they've got an exposure at an early age to crystallography so that's extremely important. Okay, another question up high. I think there have been two presentation on says me. And I think it would have been good to show one or two nice example done on certain. I have not seen anything for the moment. I couldn't hear sorry, could you repeat please. Well, there have been two presentation on says I mean during the meeting. It would have been good to show one or two nice example of science done at says I mean the last two or three years. Yes, but yeah, the, this could be an idea. And if there's any other people interested I can send some some some scientific examples from sesame today after the talk. Okay, any other question of that there is also request in the chat for sesame to share the high school teachers doing workshop link. If you have that for the moment we don't have such a link but they could. I mean check the lab website. And of course we will make the announcements when it is clear I mean for the moment we don't have the exact dates we don't have such a application address. They can also send me an email to my name was on the program so my email address is just first name dot last name at Gmail. Why don't you are you are attracting the pre university students as well as the teachers rather than the school teacher why you prefer school teacher then. Why high school teachers, yeah, because we really think that it is important I mean the education in high school is really important and we see we observe that the students in the physics department in the chemistry I mean in science in the universities decrease day by day. I mean this is not only for the universities in the in the sesame region but in all over the world. So we really believe that it is important to give such a insight to teachers so they could give this insight to their students for what they could do at the same control on what the possibilities are at the same control on and actually we have some very nice examples of this one of our colleagues who was involved in the organization of this workshop was a teacher from Pakistan. And she and her students, seven girls made an project at Canadian light source. They did the experiment themselves and afterward they made the analysis and they made a very nice presentation. The girls were were really excited and afterwards, Israel, a teacher from Israel, he also work with his students in the Canadian light source so these are really very nice examples. And we believe that these students will and will improve the science in their regions, these teachers and these students therefore we strongly support these organizations. Light note, why you emphasize on a lamp why not on P and L it's on light note. Triple A represents more light. Actually for me that the triple A mean more light to that's why. Also in addition to the teachers workshop we also have workshops for the more senior for the junior researchers and and and graduate students and postdocs. So we're trying to cover everybody. In this open sesame website there was always some announcements I mean there are many schools for PhD students master students or I mean the researchers from industry so open sesame is also a very important platform for the researchers for young researchers. Okay, thank you. I also mentioned that there's a big initiative to build an African light source. You may have seen the diagrams earlier, Africa is the only habitable continent in the world that does not have a light source. So there's a big movement to create one there and, and McKelley mentioned that it really was launched by the 2015 conference that we had in Grenoble. And so we're now close within the next couple months of producing a conceptual design report for an African light source. And in fact someone somehow trick me into becoming the main editor so it's consume my life over the last six months, but we are hoping I have definitely have we have to conclude this thing within the next couple of months. It's going to be a next major output and so working with that I'm sort of been represented from C13 Commission for that so I owe a lot to the C13 Commission. Any final question. Oh, more than. Okay. Yeah, a question and a comment. Let me read a comment first. I'm really happy to see the teacher school at Sesame we are doing the 25th year of teacher schools at Zern now and I can really underline what you said there is a lot of multiplication effect and we have this talent pipeline is something we are really missing in all places. So second question. You maybe know we have a beam line for schools competition at CERN where we have far too many applicants every year for the two or three beam lines we have. I consider in having also school teams presenting their experiments for beam lines at synchrotrons because there is so many synchrotrons around and I could see for our 300 teams coming every year to make a really profound proposal and we only have two or three teams that win. I think that would be a great thing to have also synchrotrons doing something similar. I think it's really a nice idea. Maybe in coming years we can think about that we already discuss students at Sesame and but because of Corona for this year we couldn't do this of course, but as I said maybe next year we could see some students there and maybe later, such a competition could be wonderful. And then one final question in the back on that side. Thank you all for the panelists but thanks Osgoal I should not repeat the comment but as he commented. I like that you highlighted this online workshop for school teachers, but I have a question and a suggestion. The questions I'm still curious to know how many applicants were from Jordan. I still remember when I distributed the announcement my ex students who became science teachers were very excited. So I am curious to know how many applicants not necessarily how many got accepted but at least how many applicants you got from Jordan. The suggestion that as this school was really exciting and successful, I would suggest that it's worthy to keep the database of all resources of all the know how that you produced it during this school on the Sesame website. I remember that I sense other students to IAA workshops and schools and you sorry during the COVID period and and even post COVID the IAA created a database for all the online courses and workshop held during this pandemic so they took the advantage of the online meetings and workshop. I believe that we need to have this database for such successful school in Sesame on the website of Sesame. So all those who are interested and didn't manage to get accepted. They could do it by by their own by their by themselves. Thank you. Thank you. The first questions how many applications from Jordan. Actually I have to check it. Yeah, three. And they were all accepted as far as I remember from Jordan. Yeah. And the second one was the recording of the lectures during the workshop was indirectly in the Sesame website, not directly on the Sesame website but on Sesame you see the link at LAMP so you can watch the recordings at LAMP website. And besides that we also prepared some literature for the teachers so they could also reach them. And there is a project still going on we haven't finished. Actually, the teacher I told you from Israel he started this. Thanks to him. We prepare a glossary for high school teachers, actually not for high school teachers, but people who are not in the field to understand the basic terms in this field. And this is prepared in different language not only in one language but in different language because some help for the, let's say Arabic part some help for the Turkish part. So if we finish this, it will be really something helpful for people who are not in this professionally in this field. And the others as I said, you can reach them via LAMP. You want to make a comment. No, I just wanted to, to ask that the LAMP website actually, you can find all the PDFs of the lectures of the of the last edition and Sesame, and there is also a link to a YouTube channel where we have the videos of all the lectures. So you can find everything on the LAMP website I think there is a link from Sesame to that page. Okay, I want to make one last one last question and I don't want to leave my good friend Sonia out. She's gotten off easy. You know, I do a lot of work in Africa and just about every initiative that I'm involved in is only English and French speaking African countries. The Portuguese African countries somehow, you know, it's always bothered me we weren't able to get them involved. Do you have any idea how through the new union of physicists from Portuguese speaking countries we can try to get some of them involved in in what we're doing. Thank you for your question. In the union, we have some societies, for instance, we have the Portuguese society, we have the Brazilian society and also we have the protocol with European physical society. So, we think that through this society we can go and maybe integrate in the angles of angles of fun and also the francophones country, because we need that because right now we're alone just have Portugal and Brazil to work on. Okay, great. Okay, fantastic. Thank you. Let's thank the speakers. Thank you. Thank you. Thank you. Final file. My name is Tatiana and I am from Canada. I'm from Toronto Metropolitan University, and I'm chair of C 14 commission and I'm in second term of this commission and before I wasn't commissioned C 13 so for me you pop is kind of like a family. I'm very delighted to present our speakers today, and which of the one person is at home. I'm from the solar University of Basque country. He could not come and an unpack one from South Korea, and generally I think are here. I introduced them when once they start speaking, I would like to just outline what's going to happen today. And for me enough by the organizing committee or the symposium C 14 commission to organize a panel and that would be centered on education as we know physics is a cornerstone of technical innovation in our society. It's an forefront of global issues and challenges. And within this context, we, we physics that is learned and taught at all levels, basically shapes a society in great deal. So in this panel, our, our panelists who are educators and non educators in different stages of their career, and they represent three continents, Asia, Europe and North America, and they will discuss reflect on and share their ideas. They reflect on questions that our commission kind of came up with. But of course, their talks will not be limited to that, but to start the discussion we see 14 came up with these questions. And we thought these questions are relevant to today's life. And what are the features of purposeful and meaningful physics curriculum for current century, and how we deliver it. And given the situation with for example, we still teach online many places. So, we have to think about continuum of teaching all the way from in person to remote. The second question was how do we engage today students, how to make physics more attractive to modern students and what teaching for example modern physics, early on instead of later in curriculum would reflect would attract more students and then engage them. Also, we were thinking about the question, what is the place of experimentation and genetic skills when you teach physics in the virtual world be realized that many students sometimes don't realize the difference between the real and virtual, especially when the secondary part of curriculum comes. And what are important, what other important skills are important for work and industry as a society because we know that many of our students are not going to work in academia, they're going to work in with outside of academia, or even in very non traditional occupations for physicists. And with that, I would like to just online online panel structure so each panelist will have their opening statement which will take several minutes. Besides addressing one of those questions usually they will take on lead on one of the questions. I would like to invite panelists to provide their insights on how physics teaching maybe changed since they started their careers, and especially how they envision the future of physics education. And basically, when we finish with the statements, we will leave the time for open discussion so any questions to any of our presenters, and we will hope that we'll have half an hour to about half an hour for open discussion. And with that, I would like to invite in honor Lisa so I need you help to switch to his, his, his own presentation. He's working at the department in the country in San Sebastian. And his teaching career started as a school physics teacher he received his bachelor's science and master of science in theoretical physics, both from the University of Barcelona, and PhD from the University of Boston country. And he's the founder of the most research group, a very normal group in physics education, and his work has about more than 6000 citations from Google scholar, and he's leader of many projects. He served on multiple committees of rounds for all Spanish society. Second term, he is now commissioner of the pubs for putting commissions. It's his second term. Please, hopefully he's online he was just recently. We'll start the discussion and then. We're sharing. He should be able to start the screen. If you hear us, please start sharing. Please unmute yourself and start sharing your screen if you see us. He's saying he needs permission for speaking. Maybe now, now. Do you hear me? Now, yes. Do you hear me? Okay. I have permission. Do you hear me? Yeah, so if you put the, the first slide of the presentation. I am reading. We can use my yeah. So your slides but on my file is okay with you. Yeah, yeah. Okay, let's do it. Yeah. This is the first one is the, the, the photography. Yes. This one. Okay. Well. Good afternoon, everybody. Thanks for your presentation. And I am going to address the problem of the physics curriculum to meeting the challenges of the 23rd century at a level of physics degree master that this is one of the questions that Tatiana presented at the beginning of the, of the table. So if we see the picture on, on the left. We, we can see that this is the, the, the physics teaching at university, based on lectures and end of the chapter homework problems and cookbook labs. But the, the physics teaching at the university is changing to teaching focus on the students skills and students understanding. And we can see another familiar picture on the, on the right. Students are working together and guiding by a teacher. In any case, if we use one strategy or, or, or another one, these courses and programs have traditionally focused on the potential for intellectual growth offered by the discipline, by the physics. And I think all are agree that this M works because we have graduating physics around the world and a good physicist. However, sorry. However, when graduate, please pass to the, to the other slide, the next slide Tatiana. Thank you. When students come to finding a job, the graduate experience a number of challenges, some challenges regarding to generic skills. And another challenges regarding discipline, a specific competencies reports inform us that regarding discipline specific competencies, a graduate found that they have a lack of a whole work in groups or about how, how to manage projects. And they feel that this kind of things have to include in the physics curriculum related to a specific competencies. Please the next slide. Okay. Regarding the lack of discipline specific competencies reports tell us that graduate appreciate the foundation that they obtain in problem solving in experiencing research in a lab in physics. And in teaching and programming in physics. However, the graduates also felt that they have a lack of programming competencies in general, not programming in physics only. And they, they found that the transfer from the physics to cultural context of the workplace is difficult as some studies suggested that we have to include in the physics teaching at this level skills about interdisciplinary problem solving. And some competencies about designing and developing products. Well, from these studies and results, we can propose some chances for the physics curriculum at DAB and master. In the next slide. The reports tell us four different areas to include in the physics curriculum at a physics degree and master. The first two are traditional ones. That means the first area, the physics specific knowledge that includes the physics topics, skills in numerical and analytical experimental metals, or the ability to represent a basic physics concept in multiple ways. That means mathematically or by simulation or experimentally and so on. The second area for improving in physics curriculum is also the traditional one, scientific and technical skills. That means students have to learn scientific procedure and to apply it. In this case, for developing and evaluating projects, basic lab skills and more competencies about using manuals and so on. Less frequently, we can find in the physics curriculum the next two contents of areas. Please, the next one. Yeah, one area. The third area is about communication skills. Students graduate need to be persuasive in communication and to manage diagram and visual tools. And these kind of skills have to be included in the physics curriculum. And the last one that there is not in the physics curriculum or only in several cases is a skill for how to find job or how to assess one's skill sets and relevance to job. This last area is not frequently working in physics curriculum. This is more or less for areas that have to improve and to update for education, physics, for impactful careers. This is only one summary about the ideas of how to change the physics curriculum at university level. Other partners will be explained in the physics curriculum at other different levels, like secondary or high school. Thank you for your attention. Despite being not well, being sick. We ask questions after everyone finishes. If you're okay with this. Our next presenter is Nam Kua Kang. She is a professor of physics education at Korean National University of Education. And she actually worked in United States. And she also, she was a chair of physics national curriculum revision in South Korea. She does research in physics education and also is a teacher training. And she also affiliated with Korean physical society, Korean Association of Science Education and North Global Organization for improving science education through research. And she was executive chair of physics education community and a board member of NARS. And her recent publication deals with, again, teaching high school physics in South Korea during the pandemic. And she is going to present her opening statement. Thank you for introduction. It's very, it's, it's an honor for me to be here. This is my first time visiting Trieste and working with IUPEP. I'm going to briefly talk about what research says about student engagement, especially in physics education. Oh, louder. Okay. So, so how do, how do we, how do we engage today's students to answer this question? We first need to need to understand learning, students, nature of students and the nature of learning in the traditional theories of learning. There has to be no consensus that learning is a cognitive process in each learners make sense of new ideas based on existing ideas. Learning occurs more effectively when learners interact with peers or teachers who can provide scaffolding between what they know and what they are expected to learn. Given these premises, there has long been research on what students understand or misunderstand about concepts in physics. And research has been conducted to find ways to help students utilize their prior ideas in learning physics. In this respect, peer instruction and collaborative problem-serving are method found in, found to be effective in physics education research in particular. Student engagement is more, is a more complex concept than cognitive learning processes because it requires students behavioral and emotional as well as cognitive involvement. When we say we want to engage students in learning physics, we, we mean we want students to apply their mind, their feelings and their body to learning physics. Moreover, we want students involved in physics, physics learning outside of our classroom as well. Only then does learning occur, deep learning occurs more intensely. Student engagement is addressed from a perspective of student motivation and agency. And also from transactional engagement in which students and the instructor interact with each other. From these perspectives, several approaches to enhance student engagement are researched. These include enabling students to work autonomously, enjoy relationships with others and feel they are competent to achieve their own objectives, creating learning that is active and collaborative and ensuring institutional culture that are welcoming to students from diverse backgrounds. What is important is that students should be self determined and self regulated in learning. For this, instructors need to provide students with a sense of belonging or identification with the ideas they are learning. Studies found that when psychological needs for competence, autonomy and related needs are met, students are willing to engage in learning. With autonomous motivation, high quality performance and release of students are possible. Not only is the way physics lesson delivered important for student engagement, but the content of physics lessons matters too. Obviously, lesson content need to be related to students everyday lives. In current society, people regularly come into contact with the concept and implications of modern physics through media and new technologies. In particular, modern physics centered around the theory of relativity and quantum mechanics has potential to attract students. From this perspective, there have been efforts to introduce modern physics as early as primary school. Because these theories for the mental changes, how we see reality, some argue that an early introduction to these theories might make students more willing to take on new perspectives of modern physics. Furthermore, modern physics is the basis of many contemporary scientific and technological development. And thus, easily relatable to students of the current age. Counterintuitive concept of modern physics also have potential to intrigue student interest. As for physics content that maximally engages students, studies have found that a proper level of challenges or difficulties are needed for engaging students. As we plan to introduce modern physics earlier than before, we are going to introduce modern physics earlier than before. This notion of proper level of difficulty needs to be taken care of, accompanied by a proper method of instruction. You can find several research papers that introduce physical models, computer simulations, and analysis and others that are developed for teaching modern physics to students earlier than according to the traditional approach. I will stop here and thank you for listening. Thank you. And our third presenter is Dr. Chandaleja Singh. We have been friends for many years. I don't even remember when we met first through American Association of Physics teachers. Chandaleja is distinguished professor of physics at the physics and astronomy department. And she was also a founding director of the discipline based science education research center at the University of Pittsburgh. She is a past president of American Association of Physics teachers. And she obtained her bachelor and master's degrees from Indian Institute of Technology, and her PhD in theoretical condensed matter physics from University of California, Santa Barbara. She was a postdoctoral fellow at University of Illinois, Urbana-Champaign. And then she joined the University of Pittsburgh and she has more than two decades of career in this field of physics education research. And she is a fellow of American physical society, American Association of Advancement of Science and American Association of Physics teachers and past president. So I welcome Chandaleja to present her vision. Thank you so much. I mean, it looks like many of my colleagues have already talked about their vision and many of the things that I have to say are basically consistent with what they have said. So let me start out with a couple of topics. And again, I would say like in the previous session, in my mind, one of the most challenging thing that is really urgent is focusing on providing access to quality physics education to those who have traditionally been left out. This includes mentoring those students and creating equitable and inclusive learning environment and making sure that the outcomes are equitable. And I said outcome equitable means that you, like your learning environments must be equitable and everybody should be given access to the resources and appropriate mentoring, right? Because we want students from all demographic groups to get to the same place. So those who have traditionally been left out, we need to put more resources in nurturing them. So that's what I mean by being equitable and making sure that the outcomes are inclusive. So that's an important point that I think we should all focus on. In addition, I would say that there is a lot of research that has been done in physics education. And this research is actually showing how students can learn physics. So this combines the kinds of things that Namo was talking about, which is cognitive science and how students learn and also the social aspect of learning. And the problem is that it is not really being used as much as one would have thought because there are several findings of physics education research that can easily be employed in instruction of physics at various levels. And even though the instruction in different countries, maybe the curricula are not exactly the same, maybe student prior preparations are somewhat different. Adapting the curricula and pedagogies and the approaches that we have found successful via research in physics education can be adapted much more easily than starting from scratch, your own way of doing things. So if you are interested in these kinds of things, I would very strongly recommend that you read physics education research journals, such as physical review, physics education research, other journals that are useful are American Journal of Physics, European Journal of Physics, and those kinds of things. So for example, I mean, over the past 100 years that IUPEP has been in existence, physics has changed a lot. But we haven't really thought very carefully about what are the learning objectives and goals of the different courses that we are teaching our students, for example, who are measuring in physics at the undergraduate level or at the graduate level, or even those service courses that we teach for the engineers or the students who are bioscience majors and other students, right? These things need to be thought of very carefully, and physics education researchers have a lot to say about these kinds of issues that one should actually take inspiration from and then think about adapting it to their own situation. Now, one of the reasons that I feel many of these wonderful findings that can really improve student learning and make students grow both personally and professionally have not really been incorporated in actual teaching practices as much as to do with the kind of institutional incentive and support that people have. And people usually tend to think, oh, I know how to teach and I'm just going to lecture. You know, like this is the way I was taught and this is the way I'm going to be teaching. And the focus is really not on actually showing whether you can show that your students have actually learned in those courses, you looking at some evidence-based outcomes. So I feel like that's why institutional award can go a long way. So for example, regardless of what kinds of techniques you use, and now I was talking about some of those things and Hanaro was talking about, for example, think, bear, share, like one technique for engaging students would be to have students think about some of those questions. A huge trailer truck hits a small car, which will exert a larger force and why, right? When you've taught Newton's third law, you can post this and have students think with other peers and also then have a discussion about these things. The problem is that if these kinds of things are not happening, and I'm not just saying that there's one approach that is certified by physics education research, but one of the things that is very important across all of the different approaches is what is called the cognitive apprenticeship model. This is a very big picture overarching framework that basically says that if you really want your students to learn physics, you need to think about three different things. Modeling for students, what do you want them to learn? So you have to demonstrate for them the criteria for solving physics problems well in a particular context, right? This is modeling, but then you have to actually quote students and provide them with appropriate scaffolding. Scaffolding means guidance and support with a feedback on reducing the support so that students ultimately develop self-reliance. So the third thing is weaning the support. Now notice that in a traditional lecture-based course, what ends up happening is that people maybe they're modeling and that too doesn't get modeled very well because a lot of things are implicit in terms of how you solve problems and then later people say, oh, students are just doing plug and check, but the point is that's what they see you doing. They don't see that you're exemplifying all the different stages of problem solving, which is something that you should be explicating for your students, but also students are not getting an opportunity to be coached or to be provided scaffolding and they're just being told, okay, go home and do the problems. Notice that this is more like, this is not the cognitive apprenticeship model because it says that the coaching and scaffolding aspect is critical. Just like if you were teaching piano playing to somebody, few release, you're not gonna just play for them few release and say, go home and practice. That would be weaning them too soon. You didn't actually coach them. You didn't provide them with scaffolding. Physics is also the same kind of discipline. You really need to actually focus on this kind of coaching and scaffolding of students so that they have prompt feedback and support from you as they learn these skills. And of course, as I said, in my previous presentation, it's really important that students understand the importance of struggle. They know that it's a normal thing and you will get over it and that is a good thing to struggle. So normalizing struggle is a really important thing so that students from underrepresented group and all students for that matter will want to engage with challenging physics problems, fail at them because failing is not really failing. That's part of the learning process and then they'll get up and run. So I think that doing this is really important and professional development of physics educators all the way from high school to college level is really important. And I know that IUPEP is doing a lot of things in this area, but I think that there is a lot of room for doing more activities. I know that the physics education C14 is doing some stuff and also the International Conference on Physics Education, which this time is remote and organized by Australia. Those things are really good, but I feel like there is a lot more that should be done to make sure that physics education is based upon scientific approaches to teaching and learning about which we know a lot. And a lot of times faculty also say that, oh, I don't want to actually use evidence-based learning because students will complain about the fact that you're making them think. First of all, that is not really true. Students will not complain if they know that you are on their side. In other words, if they know, you have to have discussion with students and get buy-in from them about why all of these approaches that you're using, in which maybe you are having students talk to each other in class and participate in the thinking process, is really good for them because students, you really want them to grow as individuals and professionals. And these are skills that are really going to be useful and showing them evidence that those kinds of approaches help and future employers are actually looking for those kinds of skills that you're trying to impart in them as opposed to just lecturing, in which case the notes are not really going to go much further than stay in their notebook. Also, there is a lot of confusion regarding are we teaching physics concepts or are we teaching them problem-solving skills and reasoning skills and metacognitive skills? I think that this kind of dichotomy is false and physics education research again shows that physics is a discipline in which there are very few laws and concepts and we are trying to unpack them and learning to apply them in so many different situations. And so it's not really about this or that, but it's both of them together. While we are teaching them physics concepts in any topic like electricity and magnetism or quantum mechanics or whatever else, we should also be thinking about helping students develop useful skills at the same time because it's not one or the other, but the two things boost each other. So while you're helping students develop good knowledge structure, they should also be learning to do problem-solving in a systematic way where they're doing conceptual analysis of the problem, doing planning, implementation, assessment, and then reflection upon the problem-solving about what have I learned from solving this problem? Because one of the things that physics faculty often say, oh, I did in my class this problem related to angular momentum conservation. Ballerina puts her arms close to herself, puts her arms out, why is it that she slows down when she puts her arms out, and then on the exam I gave them this problem about this neutron star that is rotating slowly under its own gravitational force, and then I asked what happens when the radius goes from this value to this value, what happens to the speed of the neutron star and students were not able to do it? But if you really think about it, why should your students be able to do it when they're thinking you gave them an astrophysics problem in a mechanics course? If you're doing physics for you, both of them are conservation of angular momentum problem, but to students the surface features of these problems look really salient. So if we have not really thought carefully about how to help students transfer their learning from one context to the other by helping them think through in the class, again, in this coaching and scaffolding mode, why is it that the same principle of physics is applied to Ballerina or neutron star, or when you're diving from a diving board, how many times should you be able to do, if you wanted to do lots of somersaults, should you put your body in or put your arms out? Again, this is an angular momentum conservation problem, but only if you have actually taught students to think about it in this big picture way so that they're able to see how to transfer their learning from one situation to the other. So we need to think about how to help students do this by using this cognitive apprenticeship model. I already said that contemporary topics, over the 100 years of IUPAP, there's so many new topics in physics and we need to think carefully about how can we incorporate these things in a very meaningful way in our physics instruction. Maybe you will have to make room for this by giving up something, but think carefully about what would still be the core that would help students build on that knowledge because physics is also very hierarchical so that they can learn all the exciting topics. So like for example, one topic that is very, very close to my heart that I'm really passionate about is helping students learn quantum mechanics. I've written like 50 papers or more on improving student learning of quantum physics and right now I'm actually involved in quantum information science and actually I've also been involved in this national partnership in the US, national Q12 partnership, where we are even getting the high school physics teachers to think about incorporating these ideas and if you're interested in that framework and any other content that we have in terms of learning objectives, learning trajectories please ask me because I'm very interested but I want to say that we actually have an opportunity here. Quantum information is actually a transdisciplinary field which actually uses quantum mechanics and information science and we really have opportunities in which industries are looking for more and more students to actually work in this area and we don't have enough. So at least in the United States I know for a fact that many schools are coming up with new degree programs including my own so if you're interested more in that I can talk afterwards but also computational tools you know like more and more in the United States at least people are saying that this needs to be incorporated throughout the curriculum and you should even have explicit courses that teach students for example programming in Python and other things because this would be very useful. Non-academic careers you've heard a lot about it connection with industries, internships those things are really important and I cannot emphasize enough that professional skills that Hanaro and Nama would talk about are really important to help our students with and we can do it in a very low stakes way like we said you know oral and written communication skills and ability to work in teams in the United States all the data from American Institute of Physics to everything else shows that these two things are what employers value the most something that many of us have not really thought very carefully about incorporating throughout our classes you know in low stakes way and helping students think about why these are important is really important and thinking big picture asking ability to ask questions we need to model it for students again and give them opportunity to do those things taking measured risks learning from mistakes staying positive not giving up and agility many people have said here that you know when you work in industry and by the way as everybody is saying regardless of which country you are in more than three fourths of the students are actually going to find non-academic jobs agility and the ability to learn to learn is really important right and as physicists you know that is the that is the true skill that we really have but we are not really doing a good job of actually inculcating these kinds of things across all of our courses so again if you're interested we can talk a lot more about it I wanted to say that during the pandemic you know people use technology but we have really not used again evidence-based approaches and there's a lot of stuff that can be done to make technology the use of digital technology pedagogical and otherwise without pedagogy technology is not that useful also I Tatiana has said I should talk about the goals of the course and there's a lot of confusion about what is the real goal but whatever you end up doing one thing that I would say is that make sure that all of your students are learning the skills the experimental skills also because physics is an experimental science and there's a lot of research that shows that students actually divide their work and oftentimes those things become very stereotypical where women become like the secretaries and you know harmonies people who are project managers as opposed to the people who are actually doing the tinkering and this is not equitable because everybody needs to get fair opportunity to rotate the roles and making sure that there's equity there is really important of course I wanted to make last two points which is that there is a lot of anti-intellectualism on the rise and again as scientists and as physicists we really need to make sure that when we are teaching not just majors but also non-majors we really help them understand the evidence-based way that science works and why they should be supporting research-based approaches to doing things as opposed to all the nonsense that is out there finally humanizing physics learning is really important so we need to really have an empathetic community and I must just end by saying that we have done a lot of research that just came out in American Journal of Physics on what we have learned from the pandemic and one of the things that the students said is the human aspect that was the most important thing they said you know if a professor spent one minute class saying how is everybody feeling and they talked about their own adversity what's happening in their own families that made students never want to miss their class and they're like I would really like to I felt like a community I felt bonded with other students and my professors I would like to see it in my other classes also I don't want my class to start with Gauss's law states this and then I you know as opposed to like just that moment connecting with the students so stop I'll stop here thank you for your time Thank you so much and thank you all our speakers today and now we can take questions I guess we started late so we still have time right so Hinara if the question is for you please you unmute yourself and we don't know where questions come from and to whom but anyways the first question I guess you were first Yes, hi this is for all of you I think I mentioned this yesterday first you're Copenhagen in the physics department we have a lot of focus on student surveys after courses and after exams specifically in whether exams actually make sense compared to the level of the course that you've just taken because sometimes these are not connected at all so I wanted to ask you all if you talked a lot about this evidence based learning whether you actually in your own teaching survey your students and how you listen to these surveys and implement your feedback into your own teaching and then the second question and then is that I think specifically at KU I don't know how it is at other universities but about 20% of students at the University of Copenhagen for physics are a combination of autistic or ADHD or both and how do you do you take into account that some students learn and need to have things available in a significantly or a drastically different way than neurotypical students let me answer the first one about assessment so in our university in Korea we have a system there is an incentive for professors who responds to the surveys of students we survey twice a semester after the midterm and at the end of term exam we survey students and then if each professor write a plan of how to improve their assessment as well as instructions after the survey in response to survey answers then there is an incentive for that so we systemize in that way so that instructions reflect student feedback from the assessment but in terms of educational theory you are supposed to test the things that you teach but there is no professional development for professors who teaches in classes typically where I trained anyway so there is a lot of need for instructors and professors to have opportunities to learn about educational assessment as well as instructional methods so it's great that you brought in this issue of assessment because this is a very important issue and I would like to say a couple of things one is that you are right a lot of physics instructors actually focus a lot on summative assessments and they put too much weight on some kind of an exam and that is not a good thing by the way also from the point of view of equity because notice that in the exam like I already gave you an example of ballerina and neutron star if somebody has never taught the students how to transfer their learning from one situation to the other and they are giving this people from the underrepresented groups are going to look at that question and be even more stressed and anxious because within a short amount of time you know so much of their grade depends upon being able to transfer this and it's like oh you gave me an astrophysics problem am I in the right exam even so and you know the anxiety can drop you off your cognitive resources because cognitive science says that people have only five to nine chunks in their brain when they are solving problems and if some of those are being robbed by the anxiety people are not going to be using all of their cognitive resources for doing problem solving in physics so you should actually not be putting so much weight on these high stakes exam you know there should be like assessments distributed throughout and that is good for learning anyway because people actually then will be focusing on those kinds of things throughout the year and they will not have to actually just take a couple of exam on which all of their grade depends right and and you know space learning like that when you're actually being assessed that's called formative assessment the one that goes on throughout with low states so I would also like to say similar to what she said which is that if suppose your students on average are really not doing well you should really be thinking about the fact that you're not really doing a good job of teaching because I can see maybe the first time around you taught some course and you got a 40% or 50% or 60% average and you're like okay I need to think about why is there this disconnect notice that if you do those formative assessment formative assessment is basically the same thing as doing this coaching and scaffolding in that cognitive apprenticeship model because it's giving you feedback on what your students have learned when you're doing those think-pair-share or collaborative group problem solving throughout and you can give to students small amount of assessment points for doing those kinds of things right and so the point is that with those kinds of things students will learn more and you will get feedback from students and you can improve student learning because I think if students are not 70% at least then it says something about the fact that you have a total disconnect with your students with regard to disability and stuff I totally feel that you know there should be accommodation for all of those kinds of issues and people should be cognizant of those kinds of issues and think about ways to accommodate. So my question is from the panel that physics is not a subject within one hour you just give the lectures and the students exactly absorb it. It needs some sort of project-based learning that might be whenever the students are involved they exactly know what is the phenomena or what is the mathematics something else is there any possibility that we organize some sort of webinar for these type of students during the summer because during the semester system it's very difficult that you cannot finish everything what do you suggest than being the experts of the field that with regard to the project-based learning opportunities in addition to the regular hours will be a decision of the program but in our case when we first took the students to the general physics courses in the freshman year we first test them and if they don't meet the requirement to take the general physics class we provide extra hours to learn beforehand so that they can have similar foundations to be in the class so in that way to me it's a programmatic decisions to make so it takes resources from the college so that's another issue again going back to students with learning difficulties it's a systematic issue you shouldn't blame instructors for not being able to accommodate it you have to develop a system so that you can accommodate students with disabilities and students who lack prior foundations to take certain courses I think so for project-based learning I definitely think it's a really good thing and for physics major classes it might be really easy to accommodate if your classes are not very big when students are working in small groups for example on various projects and that also helps students develop a team ability to work in teams ability to communicate in these low stakes environment and ability to present with each other like I've taught classes with 270 students introductory physics classes not for physics majors but for bio majors or engineers and one of the things that I've really found interesting is this extra credit project that I give to them which is related to you connect physics with your everyday life or with anything arts or humanity and other things and you will be amazed by the minds of projects these students come up with these are not physics majors but their projects are just incredible some of them like one student came up with this story about the story of two friends Bill and Kyle and how Bill was really sad because Bill Bill was actually a solid cylinder and Kyle was a hoop and Bill was really sad because he didn't actually know he was just like everything was going wrong in life and his friend Kyle said let me make him happy and he said let's go down this incline plane and we will roll down let's have a rolling race and he knew that the solid cylinder his friend was going to win and hoop was going to lose and he wanted to lose because he wanted to make his friend happy you know so the story is about really friendship between these two people but the fact that students are writing these stories you can tell that they are thinking about the physics but they are actually writing about friendship and empathy and mounting to make your friend win okay I want to do some comments about the question until now I can't to connect for speaking now yes and when the first one is why we have to change the teaching approach at different levels it is necessary or not and why well I think that we live in a post-truth era where some people believe lies which are against evidence for example some people believe that the earth is flat or some people believe that the people have not been to the moon this is a fact and so I think physics education have a mandate from the society and responsibility to educate students in the scientific practice that allow them to evaluate the world and social developments from evidence based arguments and I think this is the base of the of the comments that Sandra Leica and Nawa did about how to change teaching approaches evidence based teaching approaches why because we need to inform to society and to educate in scientific practice that they need to evaluate the society and this is one thing and the other thing is when we speak I think Sandra Leica commented quite clear when we speak about evidence based teaching approaches or a focus on students skills we are thinking about change all the elements of the teaching that means not only active teaching or not only to to give opportunity to students to practice science but also to change the exams because the exams measure more or less measure students learning and now the students learning is not to measure learning by rod or to measure the second plug method to put numbers in an equation now the exams are to measure students ability and skills to know defined problems proposed hypotheses proposed and develop strategies and so on and these skills have to be in cloud in the exams it is very incoherent to teach one thing and to examine another one I think in the traditional teaching both the methodology and the exam is very coherent they ask about what they teach if we change the teaching we have to change the exams well it's more or less my well not my opinion the literature says all these thank you you have a question talking about exams I had a question to our Korean representative because most indicators I have read seem to say that countries in Asia like countries like Korea or like China students have very good scores in all these international tests but the system goes through very tough exams starting from very early age once in a lifetime exam if you fail that then you are done so could you comment on that that is contrary to what all what we have but Korea is changing so first of all the high-stake test the most important test for students is the college entrance exam that's only once a year so what she said it's too much for one student to take one important exam to decide their life their career and everything so it used to be like that but college entrance processes have changed a lot so there are multiple ways students now enter in colleges in addition to one written exam so it has changed a lot and now we got rid of all the exams in primary school there's no formal exam on the first year in middle school so it's called free academic year so no exam the first year of middle school so students start taking written paper and pencil exams during the second year of middle school now so they only suffer five years so they reduce but the culture doesn't change a lot so it's very competitive society what's with China the reason why is that there's not much opportunities for students if they want to get prestigious jobs so the society is so competitive that's one of the reasons that we talked about brain drain so smart students just go abroad and they stay there so it's going to be soon changed again so just I'm sure that Korean society is just so adaptable to changes it changes fast so your concept of high-stake test is very important at least in Korea it's not that true anymore but still the parents send their kids to private institute from fourth grade until they enter university so and the other thing comment I think it's very important I agree with you when you said that informatics I mean computing should be part of the high-level computing should be part of the curriculum from the very beginning this is extremely important for all physicists for those who leave academia is particularly important so I think that's a very valid point thank you there is one person for a long time waiting maybe move on the top on the top it's a question for me thank you I'd like to support a comment by Chandra by putting forward a very serious cognitive principle that I was brought up with in my first few departments and that was I'm afraid to say that physics is fun now it doesn't mean that everyone has to laugh all through the lecture but if there's one incident per lecture then people feel welcome in the department post grads have a place for themselves perhaps where they can have actual technical fun they're welcomed at the annual conference into the community of practice at the garlic dinner there's always music and dancing because why would physics not be fun and to support my statement which I make with great seriousness I would quote Edgerton or paraphrase Edgerton who said the trick to education is to carry it out in such a way that no one realises that it's education until it's too late that's perfect that's perfect who's next? I think it's over here I think you are the next one you thank you for the enthusiastic speech especially Dr I'm sorry if I say it wrong Chandra thank you very much for your enthusiasm in proposing how teachers should be inspiring for the students I do believe that many teachers if not all teachers can teach but not everybody can inspire only great teachers can inspire I just wanted to say that yesterday late evening after the dinner and the welcome reception I got the latest newsletter from American Physical Society and I checked the latest news and only one article attracted me which I think matches very well what have been presented in this panel the title of the article is what we miss when we focus on physics talent at least don't ask me about the author because I cannot remember now but what we miss when we focus on physics talent and the whole long article can be summarised with I think a paragraph or a few lines in it that says instead of improving how we look for talent in our students we should improve how we can create talent among them so I think this also matches very well what you introduced another thing I would like to highlight I would like to share with you some of part of our humble experience in Jordan I am a researcher and also a university professor and during the early stages when I was a PhD student I also have been honored as an ex teacher for one year in my life and I say I have been honored because I really learned a lot really learned a lot from the school students and I still in good connection with them now I am associate professor at the university and my ex students became teachers and we are still in good human relationship so what you highlighted about humanising humanisation of physics education from my humble experience in Jordan I am used when I entered to the physics class specially for freshman physics courses like electricity and magnetism waves and vibration and so I am the professor who entered the class with a guitar with a music instrument with some office toys but this was mainly during the first few years but then I learned that if you make a group among those students to make this stuff by their hands by their skills they would be more engaged because they are more proud with what they have done previously they were proud and interactive and they say very happy of what their professor I mean what I was doing for them but nowadays they are more proud because they are doing what we use in the class so recently I would say since seven years I am leading a group of physics lovers I am the physics group at the University of Jordan and this group is not necessarily dedicated to talented physics students the only requirement is to be a physics fan a physics lover you don't need to be a physicist so we have among this group engineering student, chemistry student physics students and those students started to do outreach activities and popularisation of science beers in the university but also they reached out school students we made an impact it could be considered very humble but at the level of Jordan it was really impactful because it was the first of its kind in the Jordanian universities thank you thank you so much for doing it it's your universe know the rules it's so much fun so thanks for doing that there was a question from someone who waits for a very long time here okay I'm so I'm sorry so I have a question for Chandra too because you talked about humanising teaching and we've just heard how important it is to relate with a more personal way so that you need to be kind of in person so I wanted to ask you if you have any tips of how you could humanise teaching when you're teaching online because it's very hard to relate and if you have any tips for that thank you obviously it is easier to humanise learning when you're in person but the way that we interviewed 37 students and we gave written surveys and a thousand students who are in different physics courses and this humanising aspect during the zoom classes was one of the most important and salient things that stuck in each student's mind and they really didn't want to miss those classes they just went to all of those classes and wanted to be part of the community because they knew that the professors were starting like that and they felt so connected to everybody so we can still do it of course in person is much easier thank you Silvina I want to do a comment about the humanising of physics teaching well I agree with Sandra Leica but I would add that we present to students social scientific problems to discuss and to develop with the content of the chapter we speak about energy or about work in the area of mechanics it is very easy to present some social problems that the students can connect with the physics theory or if we speak about electricity also is very easy so literature tells us that connecting social scientific problems and the contents and the skill of the chapter could be a good idea for humanising physics thank you I am even given that to start the plate afterwards we have the photo context so people will connect they are supposed to connect at 4.30 maybe we can put a message on the chat and say that we will reconvene at quarter to five is Joe here yes is that okay Joe you think yeah we see the announcement on the chat I presume okay good so we take this question and we reconvene after at quarter to five thank you so there are theories of different types of learning so some people learn well visually some well by reading and writing and there are theories on different types of intelligence so some people would be more suited to do things by hands on and some people would be better expressing them verbally some in reading or writing so how do you think that the classroom experience can be customised to different people and their learning styles because most of us could relate to learning visually which explains for example the effectiveness of YouTube educators so yeah I mean the point is that how do you think that the classroom experience could be customised instead of trying to fit everyone in a mould of we focus a lot on reading and writing of course but what about the other things what do you think about that unless we have one-on-one classes it's really challenging for the instructor to tailor the way students learn right so the most effective method found in the literature and I agree with it is that you provide a variety of ways to learn in your class so some days you provide hands-on activities other days you provide discussions and things like that and also I found it effective if you have a group work and ask students take charge in different parts of different roles in the group so if somebody is very shy in talking and they can be the writer of the group so I I try to encourage them their skills and the skills that they don't have is not a shame but you can definitely share responsibilities as a group and as long as the group produces the complete tests as expected they should be fine and I think that's one of the competencies and skills I expected in real world yeah so that's what I was going to say too so you just provide different modes of learning so that people actually and that's what you would see in most evidence-based approaches that the kind of use all of those different modes of learning so thank you we could go alone alone thank you for following thank you so thank you I don't know where this is is that your opinion can I I don't know you should remove it from there okay I'll start again hello everybody out there in video land sorry about that now you're with us I'm going to talk about the IUP100 photo contest and I'm just announcing the jury here I'll re-announce it that's Dan Kurtikapian from Offenberg University Misha from ICDP works in condensed matter Sandra Scandolo from ICDP and Deputy Secretary General by UPAP as well Sylvina Bonstassin from all the places listed there and our president designate and myself okay so we have two categories one is at a glance that's photos taken with a normal camera and beyond our eyes which our photos are images taken scopes simulations any other way that's not really resolving from a camera or doesn't allow somebody actually look through a camera to take the picture alright and so some of the stuff at the bottom I guess is always going to get caught blocked out but if you want to see a detailed description of all the photos I don't know how to raise that up but go to IUPAP100 photo contest and you will see there are descriptions of each photo that I'm going to be talking about here we go at a glance so these are photos taken with a normal camera and we have three prize winning photos and then we have three honorable mentions so the first place goes to Yuya Makino and Yuya is part of the rescue collaboration and so this is Astrophysics project at the South Pole actually Yuya himself is pictured in the photo and he he took he wintered over and so wintering at the South Pole is not the same as summer vacation at the South Pole so it's quite quite rough in those flags you see which are nicely lined to make are for their safety because it's really dark this is a long exposure so that so the flags to allow them to get back to the station in case they go out for whatever they're going out for alright so that's that's a C4 contribution and not every photographer actually named the commission so we had another in case they didn't really know so second place this is Arpan Chowdhury from West Bengal India and so this is oh by the way the first place was entitled Chasing Ghost Particles at the South Pole so that's a neutrino experiment actually and if you're not aware of it you should be because it's really really a nice international and a hugely successful experiment so second place Arpan Chowdhury as I said from India and that's you see the young girl there that's Pooja Pooja is one of the living in one of the remote villages he actually refers to her as a treat-weller but they're very poor and what she has she's looking at is a fold scope which costs about one US dollar to produce and you can actually have quite a bit of magnification and so this is for C-13 Physics for Development and that represents the other end of the spectrum from the first place which is small and trying to get physics into the hands of people who are really developing and mostly off the grid electrical grid so third place goes to education and that's Richard Germain from Quebec Canada and the title as you might imagine is surface tension and so it's a nice demonstration of that phenomenon okay so anyway those are our first three prizes in at a glance now I'm going to go to the Honorable Mentions and these aren't in any particular order so the first one I'm going to talk about is from David Lockwood Ottawa Canada and the title of that photo is Raman Spectroscopy of Solids of C-10 and let's see if I just make sure you're following me there David is actually online and I'm going to point out something about David's photo in a second in another slide the other Honorable and the next one is from Valerio Farione from Quebec also no sorry did I miss that up so David is from Ottawa and Valerio Farione is from Quebec alright got it from Bishops University and that's Imagining Spacetime Singularities by Burning Film that's the Affiliated Commission 2 which is General Relativity and Gravitation and that's Burning Film but it's two-dimensional heat transfer and he's just looking at it in terms of trying to get some ideas about how that might work but it makes a very nice image the third one is from the from West Bengal India as well as our second place winner and this is called a room full of physics it's working group 12 energy and really this is also a very poor village and a very remote area of India and it's really it's representing the effects of having LED lights and affordable solar energy to power them and this is a medical you're seeing a medical setup but a lot of things evolve from really the Nobel prize winning physics that went into some of those things so anyway that's our third honorable mention so now I go to Beyond Our Eyes and so first place is Paul Leland from Massachusetts and this is anatomy of a drying drop this is soft matter I think WG 15 okay good I'm just learning these groups and so this is a drop of water with nanoparticles and it's allowed to evaporate and then as it evaporates the particles readjust themselves really very nice pattern so that's our first place winner second place is Wu and Sun from Lanzhou City China and it's called Blooming Life it's in the middle that's also a particular material that looked at under a scanning electron microscope also very appealing visually and the third place is from Isabelle Sanchez from Granada Spain surviving by drops C6 which is biological physics all right so that we're really trying to get around the various working groups as well it just worked out that way but this is showing you a plant and these are the various different colored features there are parts of the plant which allow it to grab onto water and especially in iron conditions and survive by redistributing very little water to the plant general all right so if you want to know more about that again just go to IUPAP 100 photo contest there's a long description of what that is all right so those are our first three places and beyond our eyes and then we have three honorable mentions the first one I'm going to show on the left is from Irwin Bonhove CERN and it's entitled the eyes of the LHC where bosons travel so this is a magnum right but it's there are some special photographic techniques that allowed Irwin to kind of look at the outside look at the inside and refocus all in one photo the second one is from Curtin Wutrich from EPFL and this is from the Swiss plasma facility and this is a glimpse inside a nuclear fusion reactor so C16 and the last one on the right is Kimon Moratus from Paris and it's entitled a black hole ground state well it's not really a black hole this is actually a simulation of a light hole in a condensed matter system but at any rate it was a nice image that he named this alright so those are the three now I want to make a point so we had a public exhibition in Paris at the opening ceremony of the International Year of Basic Sciences for Sustainable Development and some of our pictures really were shown on the outside wall of UNESCO and that would be our first place winner first place winner in the At a Glance and David Lockwood's photo from the Honorable Mentions of At a Glance and so these were I need to say that it was very difficult to get on the outside wall of UNESCO it really is difficult we tried, I've tried before many times and it's impossible so anyway we were happy as I walked into UNESCO I saw them out there and I want to also mention and David is actually here online so UNESCO put out a book of all the photos and David's photo was put on the cover so that's really a nice event for us, for IUBAP alright so and I think I think probably can we congratulate all the winners I'll just have one more slide by the way today's my birthday me and IUBAP and I'm also 100 at least I feel like it anyway I wanted to show you one more thing and that's since we've heard a lot about Sesame from Osgool and from Andrea there's going to be an online colloquium coming up on the origin of Sesame with the host is Christine Darve from the European Spillation Source and one of the outstanding young women in science here in Europe who's really been really been active all over the world and it'll have the next 90th birthday so well it was actually in June but we're going to celebrate it during this colloquium we'll have three former CERN DGs one Nobel Laureate and lots of other guests including Sikazi will be there I think Sikazi, yeah he is okay so anyway and if you want to ask questions of Herman or anybody you can actually write on a wall just go to the American Physical Society site for this I'm pointing at the screen Physics Matters and just put your question up there and it'll be already pre-recorded so anyway then the last thing I really want to say as Eagle said we've got to keep some fun in the physics and if you don't dance I think you're missing out so this is me and my dance troupe it's my other life when I leave science for good thank you very much so David are you there after that he left oh you see Valerio ah yeah Valerio do you want to say something thank you very much for organizing this contest I see some great pictures and it's a great idea alright thank you congratulations well thank you very much and Takaki you need to submit a photo so let's one more time thank our prize winners in the photo contest hello so we had a great meeting I hope you all enjoyed it as much as I did and so I've been asked to talk a little bit about the future I've talked too much so far so I'm not going to talk that much about the future we've already we had a beautiful meeting that I think portrayed the aims that we are trying to pursue and the action plan that we have for these coming years and so we've heard about diversity and inclusion that has been very important for IUPAP for the last 20 years at least and physics for development is also another aim that we've been working on for quite a while and we want to keep on working on and physics for sustainability we want to have an impact on trying to help for sustainable development and also reduce the effects of climate change and well other things that are happening in our world and we are very we know that we need to liaise with other disciplines so we think that any action has to be done in conjunction with people that have expertise in other disciplines and then we are trying to liaise better with students and early career scientists that's very very important and also with regional physics communities as you've seen over the days and I hope we go back with ideas how to liaise better how to change the structures of IUPAP to be able to liaise better and physics education has been in our menu for quite a while but we have to keep on working and outreach that's something that we have to put more effort on I think and science, policy and diplomacy as we discussed today how to liaise with policy makers with decision makers and for that we need to increase our visibility we need to have a good plan to show what we are doing who we are and I hope you all help us do this and maybe through new projects like LAMP or the gender gap project we had in the past we can increase this visibility and exert a more powerful action on the society particular outreach I think of that not only for the general public also for policy makers as well so I hope that you can all help us advance with our actions I'm sorry I can move that on top but I rather don't and so without forgetting the fund that EGLE was talking about which I put it there the pleasure that we get from trying to unveil the intricacies of our universe and so I brought here a poem by an astronomer, a woman astronomer and writer who sadly passed away at a very early age that I think expresses in a very poetic and beautiful way that feeling that sometimes we have when we achieve something in science having picked the final datum from the universe infected in its column named the causes of infinity perform the calculus of the imaginary eye it seems the body aches to come to to the light transmit the grace of gravity express in its own algebra the symmetries of all and fear the shadow of this up the spine the knowing passing like the full wind that leaves the nape her sleeping this is let me move this so that you can see a little bit there Rebecca and Wood Elson was a Canadian American astronomer and writer so I hope oops this is not moving let me check it just goes and is that thing there so I hope you can all help us and help IUPAP advance with our aims and thank you very much for all of you for being here thank you thank you very much Sylvina it's very hard to be after you thank you very much it's great to have the high students to help us all along this symposium so I will make a short presentation I will also repeat what Sylvina said I want to say that this presentation was made with the help of Jens Wigan I went to thank him in fact he was behind many things during this symposium and he is behind many things for IUPAP I think we can already start to so some concluding remarks I think this was simply magnificent this was an exceptional meeting and I think it is not of the type we are used to it's really exceptional it's not business as usual the content and the atmosphere and the exceptional environment and we can already upload Monika for having in mind this type of symposium thank you Monika I will thank you again one remark we cannot afford to wait for another 100 years for having another symposium of this type there is a lot of content which we almost never discussed many things were discussed in depth in this symposium that we don't discuss anywhere else so I think this was really great it's not just a ceremony there was very strong content also we see that online meetings are not enough we need an in-person meeting if we want to have to this type so I hope you remember and clearly sorry for those who are online you can have this only in person we see that symposium like this one brings something which you cannot have in online so the spirit of the symposium I think we had a discussion on what is IUPAP we should know by heart now that the mission of IUPAP is to assist in the worldwide development of physics to foster international cooperation in physics and to help in the application of physics towards solving problems of concern to humanity this is our mission it's a few lines we should know that by heart and this was illustrated all along this IUPAP centenary celebration the meeting by the way and this I liked a lot was intergenerations thanks to the IUPAP students they brought a lot for this meeting we can uphold them already we benefit a lot of your presence I hope also that you enjoy to be with us and that we bring something also to you I know that you are very happy that we can improve your spreading over many many countries so I hope that we can help you to be more international but you bring a lot for us by this regenerating a little bit IUPAP so it was intergenerations it was covering from the past to the future it was interregional I don't like that in America South America Africa and Asia were very present with dedicated round tables and this was a pleasure to listen to what is happening with physics in this part of the world so we saw also that the development of physics was very well advertised with many inspiring talks physics is still animated by curiosity we saw that the soul of the universe we are fostering international cooperation in physics this is clear this happened all along the history of IUPAP we saw that the progression of the number of members we started with 13 we are now 64 territorial members the last one is Ukraine which is very symbolic in addition we want to keep cooperation between all our members and the political, geographical cultural divide we want to embark all physicists from all territories by the way we help as I said the regional societies we want to embark academia and outside academia physicists and in order to be universal we are as you know offering the possibility of individual IUPAP affiliation in IUPAP under conferences targeted to promote peace and democratic ways to solve problems and in this time where you see the new erecting walls this will be very very important to keep the relation with all our colleagues Russian colleagues Iranian colleagues all colleagues despite the walls which might be erect so we want to include also more women and interrepresented groups in physics open sciences can help also to be more inclusive and this was discussed in many panels interdisciplinarity certainly to help in the application of physics towards solving problems of concern to humanity we had a discussion on what could be the role of physics to reduce the threat of nuclear weapons also to advise governments the role of physics to face global challenges maybe the role of physics in the green economy this was together with many other physics societies this was evoked in many talks and panels Silvina said that also physics cannot be isolated global challenges are interdisciplinary not only with other physics societies but we must lie with other fields of sciences with all basic sciences for improving human well-being and a healthy and lively planet and for sustainable development for a better world this started but a lot must yet be done so that physics is well integrated together with other fields in sustainability sciences we heard from Silvina that there is still a great future for Ayupab to achieve its mission and to help future generations so I come now to the thanks for all the people who were active to make this symposium a success first thanks to all participants who took part in person or online and thanks to all speakers and session thanks to the following institutions the region for the cocktail reception but also the regional minister for educational research Mrs Alessia Rosalene attended the opening session of the symposium I think we can thank them because they are very dedicated to promote science exactly the same value as Ayupab interdisciplinary and physics is well priority in this region but together with other sciences and having in mind the sustainability we can the CISA Media Lab for the partnership on the communication of the symposium thanks to Federica interesting study in the hall and for the conference bugs the foundation International Electricity FIT FIT to especially with our secretary general Stefano Fantonis the international center for theoretical physics, ICTP for all the logistics and for hosting us a special thanks to Atish Dabolkar the director and to Sandro Scandolo for his help again thanks to all the Ayup's members for having ensured the smooth operation of the symposium Tarakaba Rui Chitre Yash Gurbani Sainberg Zlatan Vasovic Thanks to the ICTP staff Doreen Solek, Tiziana Derny Fabricio Corona Massimo Resté, Sabina Emili Marco and Michaela Filippini I come now to Magic Trio Federica Scorbisa for outreach and communication Cecilia Cressi for her FIT administrative office and Annalisa Cesaro secretary of this symposium she did a large bulk of the work and I call them, I would like them to come here I don't know if I am allowed to kiss you but at least I can give you some gift Cecilia for there is a special envelope you can see the few words which are attached Federica Annalisa Federica you have no envelopes I am sorry and last but not least again I think Monica Pepe the soul of the symposium and Sandro Scandolo the conductor of the ceremony unfortunately is not with us we don't forget Sandro Scandolo and please Stefano transmit to Sandro our best wishes best wishes for a prompt recovery I am sure take care and stay safe