After I graduated from Penn, I worked in investment banking in Europe and the US. For the past 20 years, my clients have included well-known companies throughout the country with engagements in finance, business analysis and business modeling as well as some purely software related matters. I've functioned in an economic advisory role for politicians (in Europe) and a government's "Ministry of Industry and Trade" (also in Europe.)
My connection to physics came about some ten years ago when I was working in process management at a software company and I realized that some research I'd done in information theory when I had been at Penn seemed more and more that it could apply to physics. Since I was living nearby it at the time, I started working towards Rutgers doctoral program in New Brunswick (NJ). For various reasons I wasn't able to follow the degree to completion, but I nonetheless enjoyed numerous meaningful achievements in my research. The most "user-friendly" example is probably my identification and description of a new family of non-euclidean geometries but there were interesting things in physics as well, particularly as relates to the relationship between gravity and strong force with rather novel and unexpected implications.
I have continued research in these and other areas (all connected by their common reliance on my geometry (information theory -- particularly semantic nets, physics that's somewhat related loop quantum theory, and application of some resulting technologies. An interesting example is a statistical grouping method which I applied to an attempt to model the price of wholesale electrical power.
As regards programming, I've been programming for more than 30 years in literally dozens of languages. These days I tend to use principally VBA through MS Office (Excel,) whatever flavor of SQL makes sense or is available and for more sophisticated modelling and math I have over the past decade developed a very strong preference for MATLAB.
My introduction to formal teaching began some five years ago in my Church's Sunday school and more recently I had the opportunity to substitute for a longer term at a prestigious Philadelphia area high school teaching several sections math and physics. These experiences teaching have increasingly and convincingly brought me to realize that I would like to find a way to teach some combination of economics, physics and math in high school.
I'm married with two small children and two dogs.
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