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University of Pennsylvania
Rutgers New Brunswick (Other)
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. 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 … Read more
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I can help with the fundamentals of algebra.
I cover the first three semesters of calculus in high school terms that include both ab and bc calc as well as an additional semester on vector analysis typically taken as third semester calculus. Variants on the third semester can include fundamentals of complex analysis and other assorted subjects.
I studied finance and economics at Penn/Wharton and worked in the investment banking field for many years. Because so much of what I did was quantitative in nature (modelling companies, etc.,) I have stayed very close to the empirical side of the microeconomics and corporate finance. In fact I was active in training at both banks and consultancies I worked at.
My specialization is on the micro-economic side (finance is essentially micro-economic) but am also well versed in classical macro-economic thought from Keynes to Friedman (monetarist) to Laffer (supply-side.)
I am well suited to discuss and tutor in subjects related to Euclidean geometry in a plane--the geometry taught in high school as well as subjects in analytic geometry and other more advanced areas. I have always had a love for the subject and have been able to convey some of the underlying elegance and beauty of the subject to students. Being able to explore what it's about, with students, to be able to point beyond the basics is instrumental in creating a connection to the subject that is necessary for success.
I've used MATLAB since 2001. I am very proficient in the core language of the MATLAB package and have extensive experience with a majority of the toolboxes. I am confident that I could add value to students seeking help in the package, from the basics to advanced programming and efficient calculation technique.
Much of what I've done in MATLAB has centered around my physics research and to a lesser extent my geometry.
MATLAB is similar to SAS in that there is a core language and several add-on packages. Often, industrial or research-users (and especially students,) will tend to use the core MATLAB and perhaps one "toolbox" package of the fifty or so offered. In that regard, there is necessarily a need to confirm, on a student by student basis, that I am familiar with the package in which help is sought.
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