 So, good morning everyone, thank you very much for joining us for our webinar. Today we're going to be looking at the two MSCs that we're launching in the Development Studies Department at SOAS. One is the MSC in International Development and the other is the MSC in Humanitarian Action. I've been watching the names of people logging in and I've certainly seen some names that I recognise from the applications that I've seen coming through. So, it's really great to see you, welcome to you, welcome to everyone else. Those who are interested in the program, those who have already applied and been accepted to the program, it's a time to discuss, to know what the details of the program are and for me to present a little bit about the way that we'll be teaching. The first thing to point out is that we're launching these two online programs for reasons of wanting to include more people in the master's programs that we offer. So at the moment our programs are all in the Development Studies Department, our programs are all on campus. This means that people have to leave their jobs, maybe move to London and commit to full-time or part-time study. The idea of the online programs is that we'll be able to cast that net further and that we'll be able to build up even more diverse groups and discussions to look at these issues of humanitarian action and international development. So we're starting from these principles, the SOAS ethos of Progressives, Critical Thinking and Development Studies and the pedagogy of distance learning is designed to be inclusive, to be accessible, to be user-friendly and flexible and then we're sharing this ethos and design and pedagogy with the University of London, so the degrees are run through the University of London itself. This, when we say flexible and accessible, it means that we're expecting that students will be able to study at the same time as keeping going with their caring responsibilities, their professional responsibilities and that they're not expected to come to London at any stage in their degree. The whole program is delivered online. It's not delivered at a particular point of time. There are ongoing discussions that you can contribute to when your work or your caring responsibilities permit. So we're expecting a long-term discussion between people in different parts of the world who have different kinds of schedules and timings. If we move first of all to the, I should say at the beginning, I should say now, if you have any questions, please feel free to tighten them into the little box on the right-hand side. That will pop up and I'll be able to answer those questions as we go through. So as you probably already know, there are two programs that we're launching. These are our first two distance learning programs. The distance learning MSc in international development draws on an already established 20-year history of the development studies department. We've been training on-campus MSc students for about 20 years and we have a reputation as being a department that takes a critical view of development studies and also looks at progressive kinds of solutions. So we have a mainstream that which is presented in development policy and a lot of development implementation. And then we have a critique of that, which is brought from a predominantly a political economy perspective. And then we look to see what kinds of ways can be employed in order to improve the way that development is conceptualized, theorized and practiced in real-world examples. So we're looking at a thorough and interdisciplinary and analytical understanding of processes of change in developing regions, a specialized knowledge of particular case studies as well as overall trends, skills to think in politically relevant terms and analytical skills and understandings of practical methodologies to proceed to professional employment and or PhD research. So we see the MSc as part of a journey of professional learning to better understand the processes of development in which we are involved. The schedule, sorry, this is the core module, the program based on a core module, this is something that gives you the key principles and theories of the development program. So we start off with a battle of ideas in development, looking at ways of imposing and inventing development, looking at development as neoclassical Marxist or structural economics. We look at development as neoliberalism, good governance state or the new institutionalism. We look at processes of contesting development, alternative development, post-development and decolonization. And in the contesting development, from the contesting development perspective, the human and sustainable development paradigm. So we take a whole body of electrical literature that has shaped the way that we think about what development is, how development takes place, what power is involved and how changes are made within those systems and structures of power. Within the way that we think about development, we have always the question of whose development, of whose interests are being forwarded, what power is involved in forwarding those interests. So we look at the way that development can be measured from utilitarian to multidimensional perspectives. We look at property and inequality at international and national levels and gender within the development paradigm. And then we use these kinds of ways of thinking, these theories, to look at the way that development is the shapes nation states and globalization. And looking at the way that all of these processes are brought together gives an overall perspective of the processes of development that can be measured, can be analyzed, and then can be used to prove a policy, whether that's non-governmental organization policy, governmental policy, or analytical and theoretical contributions. The structure of the International Development Programme has scored the Pliscoeconomy and Sociology of Development. That's the slide that I've just been presenting. So those are the kind of key debates that shape the programme. And then that module is taken first, and that is a compulsion part of the programme. Then you move towards two guided development studies modules, which are taken either in the development studies department or that related development that I talked in other parts of SOAS. And one of the things that is commendable about these programmes is that we've maximised the collaboration across SOAS to allow people to select the modules that they need that will best serve their intellectual and professional interests. So there are four modules that are taken over the course of the two-year programme, and then this culminates in a 60-credit development studies dissertation. Now, that dissertation is not done in one gulp. What happens is that between the modules, there are structured moments in which the dissertation skills are taught. So first of all, you're encouraged to find your dissertation topic, what kind of research question you'd like to address. Then you have a research module that looks at developing a reading list. And then you have a research module that looks at building up your disciplinary and analytical arguments. And then finally, when you get to write the dissertation, you already have the majority of the work done, and the dissertation more or less is able to write itself. So this station uses 60 credits, and the modules are 30 credits. So this means the dissertation carries more weights. And that is where you're going towards. This is the kind of prize of your MSc programme, an independent piece of research on a subject that you find to be of particular significance within the field of international development. And that subject can be pretty much anything that concerns international development. You can talk about the parameters of your project with your supervisor, what kind of a project makes a good research question, what kinds of data are going to be available to you, what forms of analysis you will be putting onto that data. And that will mean that by the end of your programme, you have a document, a 10,000-word document, which is kind of broadly equivalent to a book chapter or an article in a journal that is of your own independent research and your own analytical argument. So when choosing your credits, I think one of the key things to consider is what intellectual tools you need in order to carry out that research. If you have any idea at the beginning of the programme what you'd like to write your dissertation on, make sure you get the modules that you need. Do you need to know about human security? Do you need to know about gender? Do you need to know about migration? If you do, then make sure that you take the modules and those topics in order to equip yourself intellectually with all the tools that you need in order to carry out the research for your dissertation. If we move back to the distance learning, MSc and humanitarian action, whilst the international development draws very much on the established reputation of the department, the development studies department, the humanitarian action is more of a growth area for us and it's something that we are designing in order to draw from across the school, not only in so as, and we have the privilege of having Baroness Valerie Amos as our director and she has a reputation in the humanitarian world from her work with Occhi and the United Nations and also whilst working with the British government. So we have within the school across the school a huge wealth of experience, professional experience and academic expertise in humanitarian action and we're bringing that together in order to inform this new MSc in humanitarian action. Both degrees, I should say, are designed for people who are wanting to work in these areas. Of course, it's absolutely fine if you want to make a master's degree to improve yourself for your personal interests or study. But both of them are also designed in order to move people from maybe from one line of work into another line of work or from one level of work into a higher level of policy making or analysis or research. So we do expect the degrees to be professionally helpful to you in your career of progression. So I've had one question here about the dissertation. Are all 60 credits in the final dissertation or is it split between the proposal and the final written dissertation? And the answer is that the mark of the dissertation goes to the final product of the dissertation. And before that, you'll receive feedback from your supervisor which will guide the way that you take your dissertation forward. So the humanitarian action degree, a thorough and interdisciplinary academic understanding of humanitarian action, a specialized knowledge of particular case studies as well as overall trends, skills to think in politically relevant, policy relevant terms and analytical skills and then a practical methodology is to proceed to professional employment and or PhD research. Now there's one point that quite often comes up in conversations about science and that's about the reach of our organization, the reach of the university because it's associated very strongly with research in Africa, Asia and the Middle East which is where a lot of our expertise lies but I would stress also that in the development studies department we have people who work on Latin America, we have people who work on globalization which of course involves all areas of the world and we have people who work in Eastern Europe as well. So we don't have, well we do have a clear expertise in Africa, Asia and the Middle East. We do also work on and colleagues do work on other areas of the world and on international issues and I think that's really worth stating both with regard to the international development degree and with regard to the humanitarian action. It's not that we are looking only at humanitarian action as it operates on the African continent for example. We will be looking also at issues of my, plus the Mediterranean issues of humanitarianism within Europe. And so the core module, as I looked through the core module of the international development degree, the core module of the humanitarian action degree is called humanitarian principles and practice and this sets out the key areas of humanitarian study which are the humanitarian principles, the history of humanitarianism and principles, needs assessment, early warning, evaluation and monitoring. These are the nuts and bolts of how it is that humanitarianism is practiced, how humanitarian organizations operate and what kinds of perspectives they take on measuring humanitarian need. Secondly, the architecture. How is it that humanitarian organizations operate between themselves and with the states in which they're working and with host populations? So how is power negotiated in humanitarian crisis? Whose agenda is forwarded through humanitarianism? We look at permanent and complex emergencies. This is something that came to humanitarianism kind of after the end of the Cold War, the idea that an emergency is not necessarily something that takes place at a particular moment in time but actually can continue in emergency conditions for generations and sometimes. We also look at the interests and power from the global south. This is a voice that is very often missing from humanitarian debates or their set of voices that is very often missing from humanitarian debates. The idea of an emergency, an emergency that can be described in terms of numbers and areas affected is very much counter to the experience of many people living in those areas in that they see layers of different forms of insecurity and violence that affect them at different periods of time and sometimes become critical. So we're looking to see what authors are writing from the global south but also to include other forms of ridding. So we'll be looking at activist voices and blogs and that sort of thing from the global south, from people who are involved either in humanitarian crisis or in responding to those humanitarian crisis. And we'll also be looking at remittances and resilience and the idea that people who suffer from humanitarian crisis have all sorts of other ways of surviving not just through the provision of humanitarian aid. They have maybe relatives who are living abroad and are able to send money into the areas that have been affected by crisis or disaster. They may have ways of operating within the community or regionally that will mitigate the effects of the disaster. So instead of looking only at a kind of provision model of the global north intervening in the global south, we'll look at how it is that people manage the opportunities and the risks that are presenting to them. Okay, so I've got a couple of questions coming up here. How much is the MSc humanitarian action and what's the cost of the length? So all of the prices can be found on the website. One of the characteristics of these online courses is that it's possible to play in installments. So if you're trying to plan what your outgoings will be with your studies, then look at the possibility of paying. I mean, the possibility is there to pay in installments that you pay for each module as you go through. And the course lasts for two years. So it's basically two year part-time study. And under some circumstances, it can be achieved in slightly less than that, but the norm is to have a two year study. It is possible having said that to take some time out and come back to the course. So again, going back to the idea of flexibility that I talked about in the beginning of the program, we want to make the programs fit around people's commitments and ensure that people are able to take what they need at the moment that they need in order to move forward with their studies. And so I've got a question here. Can you clarify the difference definitions between the international development and humanitarian action? I sort of see them on a continuum, but just wondering how you, the school, have drawn the line to distinguish them. The programs seem to be very similar with the exception of the core module. And that's true. I'd say the core module, the way that you choose your electives and your dissertation will be what characterizes your program. So it's true that the core module is what kind of uniquely identifies it. But then if you're moving, if you're moving, if you see the program always as looking towards the dissertation, what will your dissertation topic be? The scope of international development is not usually concerned with issues like war, crisis, environmental catastrophe, famine, migration. These are things that are kind of a little bit, they may be part of the development discussion, but to focus entirely on those kinds of topics will be more on the humanitarian action side. And also the responses that are made to those kinds of actions, but those kinds of crises. So humanitarian action is very much about the interaction between the crisis and the response that is given to it. So if you were to be interested, for example, in the responses that are given to malnutrition in South Sudan, that would be a dissertation that is more suited to the humanitarian action program. And you would take your electives in order to know regionally about South Sudan, to know about nutrition, to know about humanitarian assistance. If you were to look at the state formation of South Sudan, you'd be more inclined to take the international development program and learn about state formulation, learn about democratization, learn about the interaction between development conflict, and that would take you towards a dissertation that can look at processes of state formation, albeit in very violent conditions, which may amount at some moments to humanitarian disaster. But you're right in terms of the pattern of it on the face of it, it does look like they're very similar, but in terms of the kinds of electives. Similarly, the electives, there's an elective, for example, on critical and human security. I would imagine that would be taken more by people who are taking humanitarian action program than by people who are taking humanitarian, so the international development. And if you were to take humanitarian action, migration, international security, and let's say the environment, then that would be very much different of a program to somebody who was taking international development, gender, civil society, and political economy, something along those lines. So it's the combination and the dissertation that also gives some characteristic to each of the programs. So I've got another question here. Hi, Zoe, I have two questions. How many hours of study per week should we expect for the MSc in international development? If we can do the course in two years, and two, can we complete the course in one year if we do it full time? So in terms of hours of study, we work on the basis that you'll spend about 10, 10 to 15 hours of study. That having been said per week. That having been said, of course there's gonna be some weeks that interest you more, some weeks that interest you less. So how much you actually study is gonna be very much down to you and where you want to take your studying. The weeks that you have an assignment due or that you're working out to assignment, clearly will be kind of more heavily invested than the weeks, maybe at the beginning of the course, which are more light touch and quite a lot of getting to know each other in the group and that sort of thing. So there'll be some variation. You'll be able to take control of your own time as well in that if you see a deadline coming up in 10 weeks time, you can know that you either will be able to put more time in towards the end or you need to get it started a little bit earlier. There are also gaps between the modules. So you take the first module, then there's a little gap and there's a research element there as well. So it's not that you have to do 10 or 15 hours a week throughout the year. There's only two full talk modules in each year. You cannot do it one year full time. That's because, I mean, the main reason for that is that you have to pass the core module before passing on to the rest of the degree. So that module have to take by itself. It is possible once you've passed the core module to kind of accelerate a little bit in the way that you're doing it and start to take some modules side by side. So that means that the quickest it's possible to take the course in one year and a half. So how many students are expected to be in the first cohort? So that is a question that is quite difficult to answer, but also it may not be relevant because the way that the program is taught is that the discussion in seminar groups is limited to a capacity of 15 per group. So you'll get to know the people in your seminar group, but won't necessarily get to know the people in the rest of the people in your cohort until you go on and take other electives where you might interact with them. Hello. Hello to people who are saying hello, that's quite sweet. Nonetheless, I seem to be losing a little strength. Okay. Can I ask for the international development, what is the difference between the two guided modules and the elective modules? Okay, that's a good question. It's something that in all honesty, it's not quite clear on the website, so I explain it now, which is to say that we are encouraging people to take two modules within the development studies department. We're insisting that people take modules in the area of development studies, but because we're doing this across SOAS, there are some modules that are taught outside of the development studies department that also count as modules. There's particularly those that are taught by CDES on environment, for example, and climate change. Those modules count as development studies modules. So anything that sounds a bit development-y is what we call a guided module. And the other one can be completely free, so you can take something international diplomacy or something that has very little to do with development. And that's the kind of open elective module. Will there be set assignment questions for each module or will students be expected to develop their own questions, not including the session? And if questions are set, are they provided at such a course or a full term? So yes, there are set questions and they're provided at the beginning of the term, so exactly that you get the whole term to work towards one of the questions. And the inquiry that I answered a couple of minutes ago about how much time we were expected to tweak, the week that you choose for the topic of your essay is clearly gonna be the week that you invest most and you may find yourself doing some readings for that week, in another week before or afterwards. And that's the reason that you may not have exactly the same number of hours of study each week. Yeah, and your records, not including the dissertation, that's absolutely right, that it's you, the student who sorts out your research question in consultation with your supervisor. So when it comes to the dissertation, you have a free hand in terms of choosing your area of study. What are the real requirements to attend this course? All of the requirements are on the Facebook, are on the internet, on the website for the department. So you can see under the two pages concerning these two courses what the requirements are. We're looking essentially for a first degree in a relevant subject. Nonetheless, we understand people are using the program to change from one subject to another subject. So if their personal statement, their supporting statement is able to convince us that they're prepared intellectually to take a degree of this nature, then we will take into account things like professional experience and other sorts of academic or professional training that you've had. Do you have any faculty with experience or focus on developing the possibilities or some experience? With the region. So we don't, I don't think we have anybody who works particularly with the specific region. But in the sense that that's not a problem. I mean, in no sense is it a problem in that the dissertation supervision is provided as much on the basis of disciplinary overlap as it is with geographical overlap. And the reason I say that is we have a lot of people in the faculty, maybe 25. There's no way that we can cover all parts of the world, but there is a way in which we can cover all dissertations that are on relevant subjects because we able to link up thematic overlaps between students and supervisors or disciplinary overlap. So if you want to write from an anthropological perspective or from a political science perspective, there will be somebody who can guide you in terms of how to structure a station, what kinds of approaches to take, what kinds of literature to be consulting. And the geographical overlap can be helpful, but also I don't think it's necessarily a prerequisite to supervision. I'll just, seems to be a little bit of a pause on the questions returned to the humanitarian principles. This is actually the, in practice, this is the juiciest part. The third part is really the juiciest part. In terms of explaining how it is that humanitarianism, humanitarian action continues to take place despite the sorts of weaknesses and failings that his demonstrators have in the past. So we'll be looking at what critiques have been made of humanitarian action. And I think, I mean, really amongst them are questions of accountability and responsibility. Also questions of colonial history, who's disaster is this? Who is intervening? Who is being assisted? How those sorts of things, and then meeting these critiques and explanation of the longevity of humanitarian action. I think there's something very kind of political and also emotional that is being performed in the giving of humanitarian assistance. These kinds of dichotomies that humanitarian action sets up. So we have the question of security that has become very significant in issues of humanitarian action in the last 10 years or so, particularly with increased humanitarian work in Afghanistan and some other places, the complete failure of humanitarian action in areas that were held by so-called Islamic State in northern Iraq and Syria, and also the complete failure of humanitarian action in Yemen. And we have to take those kinds of failures very seriously when looking forward in humanitarian action, how is it that it's possible to intervene in these spaces that have become very, very much more hostile to humanitarian work that was operating there? So the idea of security for humanitarian workers has been married with the idea of remoteness and the use of technology to gauge needs, to gauge assessment and to gauge who is receiving what, how successful it was as an intervention and what kinds of outcomes that it had. Another kind of dichotomy is set up by the questions of responsibility to protect that's R2P and sovereignty. So sovereignty being the government's right to govern the territory without interference, which comes into conflict with the idea of responsibility to protect. Once that responsibility passes from like, once it's been deemed that the government is not protecting its population, responsibility passes to United Nations or to other interested parties. And that is clearly a derogation of sovereignty. So how do we see those things as working together? And then two more kind of dichotomies that are set up. One is the idea of witness versus access. And this is something that the ICRC kind of first full humanitarian organization with an extremely long history has always, has always tackled the idea of getting access to people in order to serve their humanitarian needs, their ethnic needs, their needs as human beings and what kinds of compromises are established in that process. And then other organizations and MSF would be an example under some circumstances, prefer instead to bear witness to say, look, these abuses are taking place, we can't stand by and simply bring in food for populations if they're being attacked by government troops. And then finally another, the finally the dichotomy that is established between relief and asylum for a long time, humanitarian action has been given in places that are remote from where the humanitarian aid originates. So put it in concrete terms, aid originates in the North and has been largely given on the continent of Africa. Now we're looking at humanitarian context that span continents that provide the humanitarian conditions, for example, on Greek islands when migrants have come from Syria or from across the Mediterranean and those people are being given humanitarian assistance when what they want is actually assigned them. So humanitarian assistance becomes something of a palliative to those people whose actual needs are much more politically based, security based and are not served simply by being given the kind of bare minimum that is needed for survival. And I think the new challenges that are facing humanitarian organizations in Europe as a result of the migration across the Mediterranean in the last few years is going to start to percolate the way that we think about how assistance is given and what kinds of compromises it has always involved in terms of kind of containment of populations and control of populations. At the same time, we're seeing a new phenomenon which is the criminalization of humanitarian action, we see that in the Mediterranean and we've seen it on the border between America and Mexico. And this is, in a sense, a new chapter in humanitarian activity that we haven't really seen at all until now and which we haven't seen since the end of the Cold War, clearly before the end of the Cold War, there was a lot more restriction in terms of who could provide assistance where an underworld circumstances. So these kind of restrictions on humanitarian workers are also part of the discussion about how humanitarian action takes place. So this, similar to the international development course, has the core module of the humanitarian principles and practice followed by two guided options within the development studies department or nearby departments that deal with development related issues. One elective module which is freely chosen from across any of the modules that are offered in SOAS and then the distation in development studies. So that's the end of my presentation. Thank you very much for your questions. If there are any more questions, do feel free to ask them now and I'll do my best to respond to anything that arises. Okay, yeah, that's a great question. With the program, we get access to library resources. So SOAS has a famed library here in London. For those who are not in London, I'd like to just mention it's about 35 degrees today. So we're experiencing a really lovely bit of summer. Anybody who can come to London has full access to the SOAS library. So if you are kind of nearby or are able to make that journey, then that's something that is a good idea is to just feel kind of study life, to experience the library and what it's like. But the entire program can be taken without any journeys to London or any use of the resources that we have in London. So academic journals now are almost all academic journals now are published online. I think probably because they're all and all of the resources that you will need, all of the core readings and the additional readings are available in electronic form. So you'll either be able to download them from the site or you'll be able to access the SOAS library database through the interactive module page. So all of the readings can be gained remotely. Oh, are you able to take a look at actual learning environment? I don't think there's any way of doing that, unfortunately. There's a lot of universities that use it or something similar. So if you've taken an undergraduate course in the last probably 10 years, you will have had some kind of experience of the online virtual learning environment. It's not too dissimilar from, what can we say? I mean, it's like the internet, you press buttons. I mean, it's like Facebook or eBay or something which is that it's not really like those. I'll describe it as best I can. So each week you have a little paragraph about what the subject of the topic of the work is followed by the key readings. There may be a little video, there may be something interactive, a little quiz or something. And it's on the basis of those readings that the discussion is generated and takes place. So I think this links to another question that someone's asking on the, sorry. So the virtual learning environment gives you all of the resources that you need, including contact with the tutor and contact with your colleagues. So there is an interface there where you're able to carry on the discussion in your own time of the modules, sorry, of the readings. And each week builds up kind of over the course of the module to provide complementary theoretical understanding, analytical understanding that leads to the creation of your essay which takes place at the end of the term. And that essay also is submitted to the portal. So basically once you have access to the virtual learning environment, you have access to all of the kind of background material including the description of the topic, all of the readings, the discussion forum, any quizzes, videos, additional material that is involved for that week. And it gives you the portal to hand it back at the end of the term. Is there an in-person optional orientation at the beginning of the school year? There's no in-person kind of orientation. Well, there is a series of E activities when you are encouraged to get to know each other within the cohort because obviously if you're talking with people kind of across the world at different times and different time zones at different stages in the professional development, it's nice to know sort of more or less who they are. So there's a little kind of get to know you session at the beginning of each module where you'll be invited to kind of say who you are, where you live, what you're afraid for the restaurant is and then people say, oh, I haven't been to Lego so I want to go to the restaurant next time I go there and start to build up some rapport there. But again, all of it takes place online through the virtual learning environment and all takes place in that one space. Where can we find the module? So there is an outline of the module. If you go to the SOAS webpage and look for the distance learning programs under the tab, there's a tab that says structure. I think the module is under the structure for the international development that is called the political economy and sociology of development. So the humanitarian action is called humanitarian principles and practice and you'll see that basically will be presented pretty much what I've talked about today in terms of the areas of study and the different themes that goes through those areas of study. We've put quite a lot of information online. If there's anything that you feel will be helpful that is not there, please do join me in email and I'll make sure that that goes out. We've got some questions and answers there. We've got the structure, we've got the entry requirements, costing whatever else is all on the SOAS webpage under you can go either to the development studies department and then navigate through from there or you can go straight to the front page. There's a part of the page that says distance learning and that will take you straight through to the degrees. Does this program parallel in-person course are the online modules asynchronous or is there a schedule of meetings? So these programs don't have parallels on campus although there are versions that are at least similar in their content. I think the major difference is the mode of delivery. So as I said, the international development program draws on the reputation that we have in the development studies department and the development studies degree that we've been teaching for at least 15 or 20 years. That's not to say that it's exactly the same because the structure of the on-campus program is a little bit different. There are two core modules. There are four elective modules and then there's the station as well. So the delivery and that's taught over two, 10 week term. So the delivery is kind of cut in a different way and is differently presented in terms of the themes and the lectures. The human zone action doesn't have an on-campus version at all although we're working to provide one next year. So that will have something similar to the humanitarian action but it will be called humanitarianism, aid and conflict and we'll draw not only on the humanitarian work that is done across SOAS but also on our violence conflict and development on campus master's program which has also got a long-standing reputation now for I think 10 or is it 20 years? 20 years it is. So there are, I mean clearly with the same faculty with the same people they have the same research interests and teaching interests but we are providing something quite specific when we are making these online versions. And as I said, I think the kind of professional development preparation to work in development organizations or humanitarian organizations is more accentuated and purposeful in the online programs because we're aware that people are continuing their professional degree. Many of them have already got several years of professional experience behind them whereas many of the students who come on campus are pretty much at the start of their professional career and don't have such a professional experience that they can bring to the table. So just for, I missed that question. There are the online modules asynchronous or other schedule meetings, they're asynchronous. So you come to the discussion when you need to come to the discussion that's as much a practicality issue as anything else. One of the joys of online is that we have people literally from all over the world and it doesn't make sense to have a specific time zone because that will obviously be three o'clock in the morning for some people and then two o'clock in the afternoon for others. So it's asynchronous and you come to it when you need to. Are there different energy points to the program and that is a convincing study in September or January or July. So there are two energy moments. One is in October, so we'll be launching the first cover in October and the second is in April. So that means that's the core modules will run twice a year and people come in when it's right for them to come in. I think that's speaking to the idea of flexibility and accessibility as well because not everybody has a schedule that allows them to come in in October. So yes, October is one and April is the other. Is there an official web on the online session and how do we get connected to it? So yeah, the official website of the online programs is the soassoas.ac.uk. If you go there and navigate to distance learning you'll find both of these programs that I've been describing today. Are there career development resources available to students in the program to help parents, students with career opportunities? So I think the main resource that you have there is the strength of the cohort. We have a careers service and so as students you would be able to avail yourself of that careers service. But I think given that you're likely to have in your cohort, 14 people who are already working in development or development type organizations, humanitarian organizations, will have a fantastic network within the cohort of people who will have networks of friends and colleagues that will be able to help each other out. And I think one of the key things about it being online and the people continue with their career while studying is that they will be able to help each other out with contacts and opportunities. Okay, if there are any other questions then I'm willing to answer them, Dan's typing. If not, I'll just put my email down here. I assume you can all see each other's or at least in mine. You can find me online. My name is Zoe Married. I think there's only one in the world. There's only only one at Saras. If you have other questions about the programs please feel very free to email me and I'll get back to you if we need to have a bunch out. We can do that as well, Skype. That is all fine. Funding opportunities and scholarships. Scholarships are all dealt with on the Saras Scholarships page. Those come up at various moments through the year. That's not something that we in the department have control over, but there are certainly various sources of funding that exist that we're able to consult with the scholarships page there. So thank you very much for taking part in the discussion. Thanks particularly to the people who put in questions there. I think all of those were things that I could have mentioned and it was great to get the prompt. So thank you for those. And as I said, I do feel free to get in touch by email or by phone and I'll do all I can to answer any questions that arise.