I am so excited to be starting research collaboration with Cambridge University Graphene Centre and University of Liverpool Stephenson Institute following our visits as part of Hatem’s PhD.
Our final year undergraduate Physics students will benefit from the collaboration because after Easter they will do a mini course on laser technology as a part of their Advanced Topics module. This mini course will be delivered by Cambridge University staff.
Hatem on arrival at Graphene Centre
I visited the Stephenson Institute for Renewable Energies with new PhD student Hatem. The institute was opened by the eminent Prof Sir David King FRS. Hatem didn’t waste anytime getting stuck right into the project. He will be working with Dr Vin Dhanak on characterising the samples prepared at University of Lincoln and Cambridge Graphene Centre using the advanced surface science XPS system at University of Liverpool. The future is so exciting and I’m looking forward to working with this multi-institutional and multidisciplinary team.
Great team overlooked by the plague celebrating the opening of the institute by Prof Sir David King.
Here are 7 daily rituals that have help me get better at living. To succeed you must be consistent and do these ritual daily.
- Wake up an early. If it takes an hour to get ready for work then make it a ritual to wake up 2 hours earlier.
- Exercise your body and mind daily. Go for walk, run, weight train to get stronger, and stretch.
- Meditate daily for at least 15-20 minutes. Just relax, breath and be still. Think about your goals and future, be grateful and create joy and happiness.
- Block out time slots for the most important and strategic things and schedule them into your diary. Write down the schedule for the day in your journal or on a piece of paper. Block out time slots for writing, and do it for the whole week. This will make your goals tangible.
- Over deliver on expectations for everything you are involved with. Lead the field in everything you do by over delivering. Give them 10x more than they expect. Go the extra mile consistently. Always think how can I give 10x more than anyone can expect? Write the answer down and then make sure you deliver.
- Read and learn every day. Take an hour a day and learn new things from books, interviews, podcasts, journals, blogs and vlogs. Focus on few key things that will be useful and learn more.
- Write down 10 new ideas every day on anything you are interested in. Keep doing it constantly and build your idea muscle.
On Wednesday 7th March 2018, our final year Physics students were kindly hosted by the world leading Cambridge Graphene Centre at the University of Cambridge. They got learn about ground breaking research taking place along with emerging applications of the this noble prize winning two dimensional material. The visit follows the lecture given by Dr Yarjan Samad (Cambridge Graphene Centre) at the University of Lincoln to our physic students on synthesis and application of graphene for gas sensing applications.
I feel extremely fortunate to attend an enthralling lecture by Professor Caroline Series FRS, the President of the London Mathematical Society at the University of Lincoln. Caroline is the world’s top living female mathematician. Despite her eminence I thought the lecture would contain complex mathematical concepts and difficult equations that I would not understand. I sat near the back of the room just in case I fell asleep. I did not want the Deputy Vice Chancellor Professor Andrew Hunter and College of Science Pro Vice Chancellor Professor Libby John to notice since I am still trying to build my reputation at the University of Lincoln. I was in for a surprise. Right from the start Caroline captured the hearts and minds with exciting images, simple explanations in parallel with mathematical equations appealing to school children, members of the public, academic staff and seasoned mathematicians. Her approach is engaging and yet down to earth appealing to a wide-ranging audience. Caroline started her lecture by giving us a fascinating glimpse of the life and work of Charlotte Scott (1858–1931), a famous British mathematician born in Lincoln, specialising in Algebra, who influenced the development of the mathematics education of women in the UK and America. Several days after the lecture I am still tingling with excitement. I want to be a mathematician and regretting my decision to enter the rapidly developing and important field of nanotechnology.
Caroline also unveiled the plaque for the historic opening of the “Charlotte Scott Centre for Algebra” to be led by Lincoln’s top mathematician and world leading Algebraist Professor Evgeny Khokhro. Commenting on the opening, Professor Andrei Zvelindovsky, Founding Head of the School of Mathematics and Physics said: “We are thrilled to welcome Professor Caroline Series to the University to officially open this exciting new research centre.
To put the icing on the cake for this memorable occasion, winners of the Mathematics Challenge Thomas Malloch (King Edward VI Grammar School, Louth) and Will Yun-Farmbrough (Eton College, Windsor) and Kacper Madejek (Abbots Bromley School) were awarded with trophies and certificates in the presence of Mayor Chris Burke and Sheriff of Lincoln Jo Rimmer. The bubbling enthusiasm and abundant talent of the school children ensures that they will continue to fly the Mathematics flag for Lincoln and the UK into the future.
There is something particular with public lectures: they are meant to convey, in an hour or so, some — allegedly technical — message to a wilfully listening non-expert audience by precisely avoiding as much as possible any reference to esoteric concepts and jargon.
Such an undertaking appears at first sight to be quite impossible. After all, experts in all kinds of disciplines go through years of hardship and study at school/college/university before they can comprehend the newest or more subtle aspects of their subjects.
But does that matter actually? And, more importantly for the subject at hand, does it matter for a public lecture? I am inclined to say that it doesn’t.
In October 1931 Albert Einstein addressed a letter to the State University of New York at Albany in which he shared his views on education. In this letter he famously summarised his views on educational content by using the…
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|Placed on:||17th November 2017|
|Closes:||7th January 2018|
The University of Lincoln is a forward-thinking, ambitious institution and you will be working in the heart of a thriving, beautiful, safe and friendly city. The School provides a stimulating environment for academic research, and is based in high quality, newly developed facilities.
We are seeking to appoint a graduate in mathematics or a related subject with substantial experience of teaching Further Mathematics at A-level to take on the part-time role of Further Mathematics Support Programme Area Coordinator for the East of England. This post is part of the national Further Mathematics Support Programme (FMSP).
Working as part of the FMSP team, the post holder will be responsible for the effective management of support for schools and colleges in the teaching and learning of A-level Mathematics and Further Mathematics in Lincolnshire, South Humberside and parts of North Nottinghamshire. This includes:
- Organising tuition for students when schools and colleges are unable to provide it directly themselves
- Supporting schools and colleges so that they can offer Further Mathematics without the need for FMSP-organised tuition
- Supporting teachers with STEP and AEA mathematics
- Organising activities and events to promote level 3 mathematics to key stage 4 students
- Advising schools and colleges on their mathematics provision and organising professional development for teachers.
The successful candidate will have substantial experience of teaching Further Mathematics at A-level, outstanding organisational and project co-ordination skills, excellent communication skills, excellent IT skills, the ability to build and maintain good professional relationships, and will be a confident and enthusiastic teacher with a passion for mathematics.
Because the post involves working with children the appointment will be conditional on an enhanced DBS check revealing no bar to working with children or vulnerable adults. The starting date is as soon as possible. The post is offered for a fixed term until 30 September 2018.
This position does not fulfil the UK Visas & Immigration sponsorship criteria for Tier 2.
For further information or to apply online please visit our website at http://jobs.lincoln.ac.uk/
If you have any queries please email firstname.lastname@example.org or telephone 01522 886 775. Please quote the job reference number and title in all correspondence.
This guest post of written by Barry Coots outlining how he learned to speak in public.
An effective way to develop public speaking skills is to follow this simple method which is suitable for groups working together or as an individual.
A number of subjects that can be described in a series of simple statements that take just a few minutes to say should be compiled.
For example — The correct way to sharpen a pencil / How to change a car wheel / How to prepare and cook an omelet etc.
The topic is not important as long as the speaker is comfortable with the content and understands the words.
The speaker should be prepared for questions relating to the topic at the end of the talk.
The method is as follows —
All of the talks should be made in a formal setting in a serious manner.
- Step one is to give a talk lasting just one minute to just one other person.
- Step two is to give a talk lasting just two minutes to just two people.
- Step three is to give a talk lasting just four minutes to just four people.
- Step four is to give a talk lasting just eight minutes to just eight people.
- Step five is to give a talk lasting just sixteen minutes to just sixteen people.
- Step six is to give a talk lasting just thirty two minutes to just thirty two people.
The best results are usually from a group all learning to overcome their natural anxiety and fear of public speaking.
In this way each person plays a part as both speaker and audience and fosters respect and empathy within the group.
The time between each of the six steps may be tailored to fit into a weekend or may be spread out over a week or as long as the student may wish and time allows.
A simple progress chart should be drawn for each student and achievement to date marked.
At the end of each speech the audience should applaud and congratulate the speaker.
Discussion can take place about areas of fear and hesitancy within the group with the emphasis on positive feedback from fellow student speakers.
Each step should be repeated if there is any fear of progressing to the next step until the student feels comfortable in progressing to a longer speech and bigger audience.
No specific time constraint should be put upon any student in this process.
All that remains to be said is
GOOD LUCK AND HAPPY SPEAKING