Michael de Becker

Background

About Michael de Becker

I completed a full course of studies in chemical sciences at the University of Liège (bachelor and master). I then identified the DEA in physics, with a focus on astrophysics and geophysics, as an opportunity to be seized, although I was aware that my profile as a chemist was not the most suitable for these subjects. Nevertheless, I took up the challenge and completed the DEA in 2001, after which I wrote my doctoral thesis, which was defended in December 2005. The subject of my thesis was the study of a sample of massive stars in the visible and low-energy X-ray domains, with a view to assessing their ability to produce a certain type of X-ray radiation and establishing a link with their possible binarity. I then persevered with this research, in particular thanks to an FNRS research fellowship. I got involved in the teaching of the Master's degree in Space Science by offering a course in astrochemistry, which enabled me to reconcile the two aspects of my mixed profile, and to satisfy my scientific curiosity in a field very different from that of my main research. I also got involved in promoting the Master's degree in Space Science. At the same time, I continued my research into the physics of massive stars. I was taken on as a First Assistant in the AGO Department in January 2010. It was also at this time that I spent six months at the Observatoire de Haute-Provence. Alongside my teaching activities and my organisational duties at the Master's in Space Science, I decided to supplement my skills in areas that were not developed at Liège. By forging new international collaborations and devoting a large part of my time to my own training, I have developed my skills in shock physics and radio astrophysics, complementing my previous expertise in other spectral fields (particularly X-rays). I remain convinced that the main motivation for an academic must be a thirst for learning. Since then, most of my research has been concerned with the acceleration of particles to relativistic speeds in the vicinity of very massive stars, and this subject forms part of the more ambitious question of the origin of charged relativistic particles known as cosmic rays. My vision of teaching is in line with my overall vision of science, reflected in my approach to research. I often tell students that knowledge must be seen as a continuum, and not as a fragmented juxtaposition of content elements delimited by distinct disciplines. As an academic, over and above the transmission of knowledge, it's a whole vision of science that we have to construct in front of the students.