 My name is Simon Clarke. I'm the projects coordinator for the European Geosciences Union. And welcome to Can I Be a Space Person, a new resource for finding and sharing careers in space science. This may not ask what careers that there are in the space sector, how you find them, and also how to address the lack of awareness on the diversity of space careers. Webber and I will last one hour with 10 for questions at the end. The webinar is also recorded and will be published on our YouTube channel the following week. Unfortunately, one of our advertised speakers stay as well, so let's quickly introduce our two speakers for what we have today. We have Cara Waters, who is a PhD student in Space Plasma Physics at Imperial College London. Cara has been involved in various outreach activities, including the development of I'm a Space Person career postcards. Simon Foster is a solar, terrestrial physicist and public engagement lead in the Department of Physics at Space Lab at Imperial College London. He leads and coordinates numerous public engagement and outreach activities at Imperial College London and also lectures on science, communication and public engagement. So without much further ado, perhaps Simon would you like to start? Hello everyone, thanks for joining us today. I'm here with my colleague Cara and we're just going to talk about the I'm a Space Person careers. This is really from a kind of conception through to what we're hoping to be is delivery that's now going out. So yes, thank you for joining us. Hopefully you're going to find this useful and we'll be really delighted if you could join us. With this, because we're trying to spread the word and move this just not from the UK, but across the country. So I was going to say, unfortunately Cara is going to be I'm going to be Boris Johnson and Cara is going to be my professor witty. So she's got moved to slides on so Cara, next slide please. Sorry, there's a very British if you're in the pandemic in Britain, you would understand that. So Martin would be covering this first section to me and Cara are going to be doing it instead. So hopefully we'll be able to cover what he was going to say. So really, at the beginning is a lot of STEM outreach is really targeted at secondary school students. And a big part of that is because a lot of universities are seeing that we hope for them to come to our institutions. We are there seeing it as often as a recruitment tool. And so that's where a lot of our outreach is targeted. But this kind of shouldn't be really, we should try and go across society really. Now, raising aspirations is often given as a big topic in this area. And that's because sometimes people might not consider the career in science for many different reasons. A lot that is just exposure. So hopefully by going into schools where with the nicest of way to say we've got a captive audience, a captive market, we can go in and expose these students to areas outside the curriculum. And maybe they could aspire to go into a new career or be exposed to something that they previously wouldn't have. But as Martin's put here, aspirations can be complicated. It's not just education that is the main reason where people choose to base a career. There's families, there's the environment around them, and there's a lot of different factors that can go into. So one of the other things that we see now is a lot of people talking about science capital. And we shouldn't just be hoping that students go into science for a degree or a career actually. We should be hoping to actually expand the scientific understanding in society. And I always remember and our boss of mine, Professor Joe Hay, was very big on this. Because obviously in the UK and, you know, across Europe and the globe, a lot of science research funding comes from taxation. And so if we wish for that taxation to kind of carry on our science funding, we need the public to understand and appreciate what we're doing. There's a lot of pressure on government funding. And so it's important that the public understand what we're doing with their money. You know, there's a cost of living crisis in the UK and across the planet. You know, how can we justify the money going into science? And that's a big thing. And that's kind of getting a scientific literature or understanding in the public car. Sorry, I will hand over to you before I whitter on too much. Sorry. Yeah, I think a lot of this, the idea really is, you know, all of the focus is on, you know, degrees and things like that, at least in my experience in recent years. So, yeah, I thought I was going to say, I think I'm sharing my age, but you're a lot closer to come to university and school. To give away my outreach, the outreach I had at school was with a BBC Micro when I was in primary school and it had a pen that was called the turtle. And I can still remember and I was quite underwhelmed. They were quite sad people anyway. Sorry. But that was many moons ago, but it's time to expand our understanding. Thank you very much. So as Martin's put here, there's a pipeline and that really starts off a lot of it out at school. But a lot of this actually takes place at secondary school. And there's, you know, several reasons for that one is that, you know, as I talk about recruitment. There's in the UK, we have fees now of nine and a half thousand pounds and to charge those fees. We have to enter into an agreement. It was previously called offer agreement office of their access. Now it's called an access agreement or it might even have changed again. But we have to prove that we get a certain percentage of our offers into university. I'm from widening participation students and these are students that you could ask you from low social backgrounds or first generation students, parents and families haven't been to university before. So, for example, I would be considered a widening participation student first in my family to go to university. My dad was a postman electrician. My mum was disabled. So I would have, I would be considered myself a kind of. Hostage old WP students and obviously with this pressure that we've got to get this in. Obviously the main thing is we're going to go to secondary school students. We're going to the kind of all children, so to speak and trying to track these students in. So actually, unfortunately, we don't actually go to primary school age. I love going to primary school age. It's a long game, but I personally think that's where we can actually capture students imagination. So that time they're still open minded. They still love science. You go into primary school and you say you're a scientist and everyone just goes, Ray, and you just like today's going to be a good day. You go into secondary school, school, that age between about 13 and 15, 16. That's a tough gig. Okay, so I find it. I call it the dancing monkey routine that you basically have to go on stage and set yourself on fire or something to get another approval at students just because they're self conscious. You know that they don't want to get excited. They see a science not being cool. So there's this issue about long game short game and also a lot of scientists are concerned that they're going to primary schools. You've kind of got to hate to say, dumb down your science. What understanding of science do the students have at that age, whereas at secondary school students, especially available, have got a pretty good understanding of the scientific language and concepts you're going to use. So it's easier to get across. So my insane idea about basically the, you know, what affects science capital, what affects the environment of science and you can see all these things here. And it could be what and also you can say, what affects people becoming scientists. A big thing of that is actually do people see themselves as science again, there's issues around gender. You know, it seems as male, especially physics seems you have to be clever to be a scientist. I hope I've disproved that because I don't consider myself. I've got lucky. I can see that again, and it still happens. And I don't know if it happened with you, Kara, but I still hear students and this is what shocks me saying my teacher has told me not to do physics because it's hard. And that blows my mind because or it's a male subject. And I've hope girls actually come to open days saying that saying my teacher stuff. And if I'd have that 20, 30 years ago, I would have thought it was peculiar in this day and age. It just blows my mind that teachers are still saying I just can't get my head around that. You know, we need to cast them out as wide as possible to bring in as many different people into the subjects as possible into space science as possible. And you know, through this diversity, it's actually diversity for people with different backgrounds, give us a different view on things. And I think that's incredibly important. And so actually, a big part of this is highlighting the diversity of careers available to people. Actually, you don't actually have to be a scientist to work in the space sector. I know that for me, I was definitely incredibly lucky because I went to a school that was only girls. And a lot of the teachers, they were sort of like, well, there was a very strong emphasis of like girls can do anything and they should. And there was like a real strong push. And so I think not, and that's not necessarily something that everyone gets. So I know that in my school for a level physics, we had two classes of 15 girls. But I know that in a lot of schools, you might get two girls maximum taking a level physics. Like by that point, you've just like completely tuned out of it. 25 years ago, and I did my levels, I'm sure my age, there was, yeah, there was two girls in the class of 15. And there is a lot of evidence to show that in single sex schools, the uptake of physics is massively increased, massively increased in girls only schools. So it is incredibly still is an issue. I was lucky. I did all my role models in science of all being women, which is, and I had a peculiarly different route through physics. My head of department, my head was andropper. My head of group was Betty Lanchester named my daughter. My first boss was Joe Hague. And I think I had a very peculiar or female route, apart from my PhD supervisor, and I now see that I'm an incredible outlier, an incredible outlier. But yeah, I had a lot of female role models in science, which is, you know, incredibly important. Sorry, Cara, next slide please. Sorry. I think I'll see about influence on people coming into science, inverting children. I must admit, I see this, I actually have my way of seeing is, I don't feel like a fire triangle. You know, you need fuel, oxygen and heat to make a fire. I see for people going into science, you've got parents, school environment. Does that make sense? And this is all in here. These are the three things that basically go in. And if you kind of have a lack of one of those, you know, we've just talked about schooling. If parents, if teachers aren't supportive of science, if physics education isn't there, when a lot of schools it isn't, you're going to struggle to get that pipeline through. For example, a lot of schools in the UK do not have a dedicated physics teacher. And that's a huge problem there. In the environment and family, for example, again, with widening participation students, if you've got no one in your family that's been to university or understand the education system, that's going to be a big barrier. And also, if you've got no one who works in the industry, again, in your environment, that's a big problem. I haven't really understood this recently because I had to start mentoring my cousin's children. Because they all left school at 14, as did my parents. Actually, my cousins left school at 16. And their cabbies and stuff like that. They've got no idea about how to go to university. They want to be, my cousin's son wants to be an engineer, satellite engineer. And he had no idea of the roots into that career. And so a big part of this is not just highlighting the careers, it's actually highlighting those roots. How do we get through? Yeah, I see what you're saying about people not necessarily having that experience. I know that my dad went into the RAF after his A-levels. My mum studied, I think, French. And so it was like, when I wanted to do science, they're like, we have no idea what to even do. And they were lucky that the school was supportive. But if I had gone to school, it wasn't supportive. There was no way I would have even done physics. I was lucky. I had a physics teacher called Dr. Schoen, again, one of the influences in my life. And he said to me, have you ever, this course here, there's a course at university called physics and space science. You'll probably do okay. That was easy for me. And I was lucky and I went, oh well, physics and space science. And I was very lucky. My parents literally had no idea. And that's, but that's out there to actually engage with parents, teachers, carers, grandparents actually about this and opening their minds, not just the students is a colossal thing that hopefully we're going to achieve. But this is this is a big piece of work that actually we're looking at. So talking about the economic environment, this is a big part for the UK. I was going to talk about this myself that this is a growing sector. It's worth 17.5 billion in 2021. And it's seen by the government as a real area of growth, real area of strength. We have. And so the government wants to actually put in, see this as an area in which we can grow the economy and growth is a big thing in the UK as it is everywhere. But this is a pink. We've got several space ports going in. We've got lots. And I mean, a lot of startup satellite and space companies. And so, yeah, I actually see the environment, the ecology of space in the UK. I actually, I know I'm part of it, but growing massively. And yeah, it's a huge growth sector for us. And obviously that doesn't just mean space scientists. It means a whole raft of different areas. We need lawyers. I didn't know that was a thing, but we need space work. It's a big thing. Just logistics, admin, things like that. Managers, we need a whole raft of people to go in. Trust me, it's just scientists doing a lot of those jobs. We're going to have trouble. I do admin now. And I'm not good at it. So actually I think professional admin staff, professional managers is crucially important. Well, I think, yeah, so, I mean, in the UK, we now have two horizontal space ports, one that's functional, one that's coming. So it's in Cornwall in Southwestern in Glasgow in Scotland. And then we also have a vertical, so you're more typical rocket launch in the north of Scotland. And I know that they've been very keen with all of this and like, especially with their local areas trying to educate people around there. And then with the jobs and things like that, but I think it is a much wider issue than just those local areas as well. And it's a thing like Spaceforge, my friend Neil Montero works out with it. It's just amazing the stuff that the actual work that's going into this area is real kind of almost science fiction. So it's amazing and it's really spreading and luckily the government on board actually sometimes it's a real struggle to get the government on board. And of course the economics of their government of kind of really backing this actually. Actually, when we look at careers or resources that were there already, even though there's, I think there's 11 different or nine different sectors down the side in which we could say that the careers are broadly broken down to about 50, 70, 50 to 70% of them are in traditional stem subjects. There's scientific is red engineering, I think sorry, I'm just trying to look is the blue and then purple computing. So that is a whole raft of careers beyond that is, you know, policy education sales is a huge part. Obviously, you've got satellite sales, you've got to bring money into these, these areas medicine is a big part of it. So actually, the broad range of careers advice that is currently there states if you want to work in the space sector, you need to be a scientist but that's actually not true. Actually, we need to cast net wider and that's where we came up with the idea of I'm a space person. I said that this. So this analysis here is actually from our paper that's a geoscience communications from last year. I will hand over to Cara now for her section if that's okay. Yeah, so resource. It's based on partners who are at Newstones that's from Northumbria University, and they have a kind of physics careers postcards. I'm not going to base the format off of this but they are for people seeing people like me in these roles. And the whole point is that it's based around personal attributes and they can associate themselves with these roles. And so basically the idea is that it's a simple physical resource for children to take home, and then a prompt conversations with their key influence so like their parents or carers, as well as like their teachers. And they have an accompanying digital resource as well to find out more about the careers. So that's the format that we base them off so then where I came into the project is actually getting together all of this information to start to make this specific for the space sector. So we looked at existing careers resources as well as different space industry job listings in the UK, and then we also had contact with contacts in industry. And so a lot of those came from Imperial Space Lab. So on the right are just some of the companies that we contacted lots of emails, lots of non replies, some led to meetings. Yeah. But we also determined that we're not going to see everything that will be in the sector for the relevant age group because if we're looking at children who are around 11. That's, we're looking at maybe 10 years and those and the space industry is growing rapidly. So we also want to look to the future and see what jobs might not be there, such as things like space tourism. And so from this we created a finalised list of 36 careers based on the classifications that we had before. So you can see them here and so on the right you can see that I'm a space person resource is the left bar and you can see that this is much, much more evenly distributed in the field in the different classes of jobs. And then such the space sensors, which is probably the most comprehensive resource that we found. And we then matched three of these attributes that we had from the news them resource. And we made sure that these were well balanced so that when children associate themselves with these attributes, they have a good chance of finding essentially what what what they consider themselves to be. And so these range these careers range from more typical roles that you'd expect like an astrophysicist to others that you might not like we had mentioned already like space lawyer or space tourism. Or even things like the UK space command, which is now branch of the military. So, from this, this is what the postcards look like so, even though they're based on the news them once these are a little bit different. And so we have this artwork that's suitable for the space sector. And we have made it so that the three attributes are on the front of a postcard. And then you essentially could pick which of those sets of attributes you most associate yourself with, and then you flip that postcard over and it gives you a career that you may be interested in. You are basically picking a person like you before you then select the career. And we then also have QR codes to direct information on the website as well. So you can see here that it gives the category as very short description, some details of the routes in and some example employers as well. So for the descriptions, I thought about these for a very long time, because they need to be short enough to fit on a postcard with language to suit the target age group of children who are just finishing primary school just starting secondary school so around 10 to 12 years old. And let's say that these need to be consistent format which gives a good overview of the career first, and then has more detail if someone is interested in reads on. So let me start with a simple description. So here we have space lawyers work with clients, the courts and other legal professionals, or structural and mechanical engineers design the structure of spacecraft and components for them. So then we go into more specifics. Space lawyers may help to write new laws argue specific cases in the core or look at how existing laws impact space missions or structure and mechanical engineers must use CAD design and model analysis. And then, since we're talking about the space industry as a whole we go into what this role actually brings to the space industry. So we have about the clients may ask for advice and a guidance on specific topics legal support in a case or for help with contracts, while the structure mechanical engineers make sure that the spacecraft launches successfully and does its job safely. And then, after tackling this the next thing is to look at the roots into the careers, and it is very difficult standardized format for this because the careers are so diverse and so many different categories of career. So it is important to detail the qualifications such as degrees, but then it is also very important to give alternative routes when we know that when we know of these, because not everyone wants to go off and do a degree really but they could still take part in the space sector. So we can talk about relevant apprenticeships, such as for logistics or tourism, but then also there are relevant degrees as well such as for business development. And obviously for your more typical things like astrophysicist as well. And because we want this resource to be used alongside lessons and schools, we made links with what you what they will see in schools. So currently we have links to the national curriculum for key stages two and three in England. And so key stage two is upper primary and key stage three is lower secondary. And we link this to all areas not just science and math since we are saying that you don't have to be a scientist to work in the space sector. And for English maths and sciences, the national curriculum is broken down into more subtopics so we have also done that. And so you can see that most of the links here are sort of in maths and science because that's kind of quite natural for the nature of the jobs that we're looking at. But also there's a lot here with English. But also, there's a decent spread along the other subjects as well so even things like art and design, even down to cooking and nutrition are quite important. So then we look at the website. So it's spaceperson.co.uk, if you want to have a look. And so it has the same careers as the postcards and here on the bottom left, you can see that you can when you go on here you can select either a class of career that interests you, or you can pick one of the attributes and then you will see the careers filtered to those associated with what you've picked. And this gives a little bit more information in the postcards because you can see that on the career page on the right, these also give the curriculum links that I was talking about as well. And at the bottom of the page we even have a little like copy paste thing that you can share on social media with a hashtag saying what which career you've chosen basically. So hand back over to Simon now. So I'm just going to very briefly just quickly talk about the rollout events we've had actually because the last year actually, this time last year, obviously the bird in orbit was going to launch its rocket from the And so the UK space agency got in touch with us because they're actually going to put the they put a mock-up which you can see in the background there along exhibition road and Kara came along to that as well. Thank you very much. I will say again, and we, many of us from Imperial now partners in the Science Museum, Natural History Museum and BNA came along and actually had attempts around that marquis around that and talk about space research. And we did a little bit of kind of talk about careers in the space sector, but this is actually a precursor for sorry, next slide. Oh, sorry, I shouldn't say there's the head of space lab there, Jonathan Eastwood. Is he your PhD supervisor Cara? Oh, okay. Yeah. So I put Jonathan in there because he's kind of one of my bosses you can see there and some other very important people. So that was placed in South Kensington, which is kind of is called also called Albatropolis. And that's an area of London where there's natural history museum, Science Museum, BNA lots of museums, Imperial College. But we then entered into discussions with the UK Space Agency. Sorry, next slide please Cara. Sorry, thank you very much. Because the UK Space Agency were interested in touring that rocket or doing a kind of tour around the UK to drum up interest in space, but also space careers. Now, luckily that does help nicely with I'm a space person, we were just starting to produce all our resources, all our postcards. I think God knows I'm 72,000. I'm trying to think how many we have printed at the end. It was 2000 of each resource of 72,000. So we just started to put together for a launch. We've got a launch around now, but this seemed an excellent opportunity for us to partner with the UK Space Agency. And they toured around the cities you can see there. A lot of them are coastal. Actually, also includes Plymouth and a few other places were added afterwards because UK Space Agency and base which is business enterprise industry strategy. Sorry, I mean written it there. So I should know energy. Sorry, industry and strategy. So, as I said before, space is a key area to for growth in the UK, but they wanted to promote careers and it's actually a big cornerstone of what they're doing actually. So this kind of tour wasn't just there just to kind of promote space itself. It was actually there to promote the wide range of careers and they kind of we fell into their lap. The big part was to avoid the usual suspects. So obviously London, South Kensington, you've got people that go there without being rude. They've gone there possibly to engage with space science to engage, you know, gone there for the science museum, the natural history museum. They're kind of prime. A lot of these areas in the UK that we've gone to. I should point out there's a big issue around them in the. There's a lot of rural poverty. If you're in London, for example, I grew up in London. As I said before, I've widened participation student, but I could go to the science museum. It was free. We went down there a lot. I knew where the jobs were the city of London's there. So if you grow up in a big city such as London, even though your family may not work in those sectors, you kind of are in the environment. If that makes sense and you have a lot of places, a lot of rural poverty, especially in Cornwall and other places that simply are not engaged with these things really. And so actually one of the great things about going out to these areas was that we could engage with people instead of asking them to come to us. We could go closer to them. Next slide, please, Kara. Sorry. Thank you very much. So the rocket was a central attraction. Unfortunately, it still had launch one written on the side of it and Virgin, which I don't think they exist anymore. But anyway, this is planned before that. It occurred in the school holidays. So there was the idea of communicating with children, but also their parents and their grandparents and their carers, which we were hoping would come along. And as Kara said, part of it was not just to say scientific areas, but the skills that people could see. So instead of saying you need physics, computer science, mathematics, you could actually see the skills in these different careers. And you can see I think these pictures are taken by you, Kara. But, you know, they had the billboards around this. And actually you were kind of constantly engaging with the different careers around the rocket and other places. So it was kind of the generally get the children and their parents used to seeing these different kind of careers. Again, there's space operations nurse there. There's loads. I didn't know space medicine was a thing myself until recently and I've got a colleague who works in the family. It's a really big area. Obviously, if you've got people in space, they need to be medically looked after. So it was just widening people's kind of perception of careers in space. So the next slide, and I saw this, this was on the news. And as soon as I saw it, I quickly texted email Martin or text off Twitter. I can't remember what we did in the second clip. I certainly did. He said he'd already done that because here because he saw this is in Southampton. I know because I went to university there and this is above bar in the background. I know there's very well there's some culture out there and a club behind it. So I saw it anyway. But we're about to see some of the young people that engaged with it. I've always wanted to be a lawyer, but I also like space and the fact that I can do both for the same time. And you found out about that today? Yeah, right here at the event. I want to be like a space scientist because I really like science, but I really like the about space particularly. It's just really interesting out there. Only 500 people have ever been. When I saw the child talking about space science, I was like, my God, it's worked. And then, all right. And that was the thing because I didn't, sorry, space lawyer, I should say. I didn't even, as again, before this was aware that space lawyer was a career. He's actually, you know, under now the Institute of Space Law. His name's Christoph. I remember his first time, sorry, I can't remember his second name. But we've been engaging with them through the space. It's a big growth area, actually. So it's a very important thing. These are the kind of, I would say, the areas in which we need to raise awareness of these things. So primary and secondary school students, it's aimed at various age groups. And I would actually say also to people at university. Because actually, if you're on the pipeline, you go from secondary school to university. Really, if your parents don't have a understanding of the wider career area, even at university, we still, even though you're kind of, you could say that you're surrounding space scientists, you still need to know how to get into those careers. And if you've become a lawyer and you want to get into space law, you still need to be aware of that. You might not even know that exists. So again, as we've talked about previously, at primary school level, we hope to use these resources that you can plant those seats. That in 10, 15 years time, they pay off. And secondary provide careers guidance to students there so they can make choices. Because obviously, you know, people make choices for GCSEs, for A level. So actually helping them. Again, another big area is the young adults. Being young adults, be aware that these careers are out there. Once it's been through university and a few I'm talking to now, actually, that they need to be aware of, right, these careers exist. But how do I get into it? Parents and carers, again, that's part of the environment around the child. So if parents and carers are aware of these different careers, they can actually advise their children or the people in their lives. And obviously with different communities, this is a big thing. And that's not just communities in terms of society, but kind of educational communities. Are we talking to lawyers? Are we talking to departments of medicines in our own kind of universities? So they are aware that they can sign post their own graduates to these careers. I'm sorry, final, sorry, next steps. Cara, sorry, thank you very much. So this is what I'm saying. In terms of our next steps, we're going to start speaking to going into schools and community groups are a big thing. So I've worked with a group called Stem of Violence, which is a not-for-profit where we try and engage with young people to steer them away from knife crime to gang crime back into education. But that can also be apprenticeships. And apprenticeships, as Cara pointed out, is a big thing of this. Other next steps are looking at different countries. We're talking to NASA, Nikki Fox, luckily head of NASA came to Imperial. And she's actually my, I didn't realize my PhD sister, we have the same PhD supervisor, so I managed to collar her. And it conducts our with a bit of changes into the American system. But obviously there's different employers in different countries. And also we hope to spread this out across Europe, but there's different languages is there as a big thing. Different partner organizations, I should say, so we've got different industries, different societies. I'm talking to the Met Office, the Royal Astronomical Society, see if they can spread it out through their networks. The Met Office, because they're based in Exeter, have a lot of schools, schools network down in Cornwall and Devon. So we're hoping to engage with them. So we're going to use kind of existing networks to push us out. The Met Office love it because a lot of their Earth observation scientists down there, weather monitoring. And finally, we've got to spread it out again, say, as I said earlier from National Bodies, such as NASA, hoping to talk to European Space Agency and UK Space Agency and fully on board. So this is where we're hoping to go out. Some things I've actually come up that I've noticed through emails to the I'm a Space person email thing. A big part of this is actually, I should say, signposting, helping people outside of the space community to actually where to go for these careers. Because a lot of them, as I say, I've actually had a couple of artists email me, 3D modelers, things like that. I've got in touch and said, wow, I saw your postcards. I really want to get involved, but I don't even know where to go for a career. Does that make sense? And actually what's quite obvious inside the space community from outside to logistic? There's a Space Careers website. There's all these different websites you can go to. But actually looking at that part of it is language. Martin and Cara did an excellent job. Cara again, sorry, you did an excellent job on the things about actually making the language engaging inclusive. But I was looking at these jobs for 3D modelers and stuff like that. And actually to a non-scientist, which these people are, on jobs boards, there's still actually, the language is still a barrier if you're a non-scientist. So actually we need to look at that, how are we going to make sure the language, and it's inclusive for people to actually come into these. Are we making a job out of those? Attractives and people we want. Does that sort of make sense? I've seen a lot of the job careers still written as a space scientist, even though they meant to attract non-space people. If that makes sense. So actually making sure that we don't frighten people off. I think is a big part of it. So this is it here. If you want to go and check out the resources, work it, you can download the postcards to have a test. And if you want to work with us, please get in touch. So thank you very much. I will hand over to Simon Clark now. Thank you very much. Yeah, thank you so much for that great presentation. Before I move on to some questions, I was wondering if it's possible to have a quick demonstration of a website. Yeah, so this is the website that I think you can see now. Yeah. So this is the front page of it. And it's all very, I mean, we had a design agency involved. So you can see they did quite a good job that we would not, would not have done. Yeah, you can find a career. There's also, you can see resources to get in contact. There's a link down here as well. So when we actually go to the resources. So here are our postcards done here. There's also things that were associated with the UK space agency tour on this page as well. But you can go onto the page for here. And you can see there's a parents, carers and teachers guide here that you can download. You can then also download the postcards with or without print marks. There is a sheet that tells you which careers have which attributes assigned. And then if you are using these resources in an event or something, there's also materials for evaluation associated with it as well. So if I go onto the careers page, this is where you can go and then select a career. So if I said that I am creative, then it will filter out these careers. And it will tell me about satellite cells, big planetary geologist, museum curator, doing ground software, business development or being an artist. Thanks so much for the demonstration. I think a one question, I guess, is the space sector is quite a dynamic area. I was wondering, how do you perhaps show or identify areas which are perhaps areas of growth. If we're trying to get into space sector, you might be interested in seeing which areas perhaps do in the space sector. So I think we're going to be able to do something with every management or tourism or space policy. Can you keep on top of these things? Is that possible? Or is it such a dynamic place? Also, I was wondering, perhaps we could stop showing your screen so we could see everyone on there. Yeah, that's perfect. Thank you. And I think it's a great opportunity for us to continue to update our students. Does that make sense to actually continue updating it? Because as you say, again, some of the careers in such a space tourism sounds slightly science fictiony. But actually it's going to be obviously with Virgin Galactic. I'm trying to remember the other companies are actually offering Blue Origin. I'm trying to remember there are several now, offering flights. The website, because it's actually there is the kind of blueprint for it. These can be continuously updated. There's new roles come out there. And hopefully, as I say, we can continue getting funding. That would be something that we would continue with. It would be dynamic. It wouldn't just be a snapshot in time. Hopefully, as you say, all careers change. And, you know, look at AI kind of thing has suddenly exploded in the past couple of years where kind of a couple of years ago, pre-pandemic, I don't think it was really just kind of a niche, you could say, and people thought of terminating and things like that when you talk of AI. Now it seems to be kind of spreading everywhere. So that's suddenly kind of leapt into the public consciousness. So yes, hopefully we would keep on top of that. I'm sorry, I think Cairo would say about that. Yeah, I mean, so I was going to use the example of AI as well, right? Because I mean, it was sort of like a tiny niche thing that sort of like maybe if you're a consultant, you're aware of it or something like that. But now it's like, you see these articles in the news and it's like, every child in school is using chat GPT and things like that. And the thing is, so I mean, we're looking at launches of like, I mean, we're going back to the moon, right? Beyond that, hopefully we're going to have a moon base then hopefully we're going to go to Mars. And it's sort of like, we can't judge what is going to happen there at all. We have no idea what's going to come up as a job. We have no idea what's going to start being advertised. Well, lunar mining might be a thing. I don't know, there's Josh. Sorry, I know someone knows about that. So I don't know. I don't think we've got that down. But there are all sorts of careers. As I say, many of them sound just science fiction. But hopefully we just be continuously evolution of the resources. So I mean, it's difficult to capture all the uncertainty. What happens in the dynamic industry, of course. I love a part you're mentioning was generating networks to help support the resources but that's also of course important to also people trying to start like careers. I imagine a lot of organizations you've got networks with in order to support the resource also people also resources people might go work for. I suppose you have the advice and like developing these networks, both perhaps from a project perspective, but also from a careers perspective as well. Say a lot of these have got, I suppose the issue we've got is we are coming from this and I said from the space sector. So all of our networks we've got already. So does that make sense we're looking almost beyond the space it's a so luckily at the, as I say, Nikki Fox came head of NASA came and I met a space lawyer there. Now I had no in input there so luckily he had bad job. And so I was like kind of cornered him does that make sense but actually looking outside, trying to find these. Actually, we've got to get into their networks and so that is the issue is that we already kind of in our space area and we're in our kind of comfort zone and we know like Royal Astronomical Society UK Space Agency. We may, you know, we need to go out a lot I suppose financial the financial sector so that makes sense and actually sell it to them so we need to kind of start. Yeah, going outside our own zone and that's the task is car racing. I've done it before, you know, write letters I've written to space command actually, and I've got no luck for them so I've actually written physical old school paper letters to them saying do you want to get involved with us. Not her back, but you know we're trying to cast that net wider, but that is right because otherwise we are just almost preaching to convert it because the existing networks always talking about space already we need to go beyond that hopefully yeah so the financial, the financial sector maybe you might want to go into a space career in the financial sector, just add to their repertoire. If you'll come, I think there's coming at it from producing a resource and then also coming at it from looking to go into the sector right. And so I think that's part of what we were thinking about when so even though we're not partnered with all of the companies that are put on the postcards. It's very important to give some example employers because a lot of these companies before I did the research and sent some emails I never even knew they existed. I mean, some of them weren't necessarily even contacts of Imperial to start with. A lot of them, a lot of them are new. So it's, it's about giving that exposure I guess to when people will have no clue. Yeah, exactly. I think, I guess, that's the kind of dual part of networking is need to kind of focus and building your own web, and as you build your own web, you actually discover new boundaries and new people to kind of really engage with so I guess part of it is also just look for events look for opportunities and push that along. One thing that interested me actually was this possible personal perspective was trying to catch people early on in, in their careers. For example, both my parents left school one of our 14 and 16 so I had no idea what PhD was before it was university. I guess part in terms of trying to diversify his perceptions of this then I guess is it is it quite long game in that you'll have to start with school so we already have a resource as well but you also will be expanding on this resource perhaps to engage with schools and outreach activities perhaps to give another example for example I used to deliver scientific working museums, and last the children often really occupied in activities, a lot of compensation hardware of adults, who then I'd be like oh yeah this is no way we can do the science or perhaps answer questions about that and then they'd be like oh yeah I was in physics but I didn't really go to that school so it's like a big opportunity there to engage with that. Now you won't have resources but I'm wondering is that a way you're going to try to engage with schools perhaps or is that like another hollow area. One of the things that I'm sorry I don't know if I'm answering your question saying this but is that yes we can make parents aware of them like our own parents does that make sense but just because you're aware of the subject where do they go from there does that make sense and that's a lot of the questions we've actually had on the email from the tour has been brilliant I saw this in close so how do I actually where do I find the jobs does that make sense my son my daughter is interested in this and so I think actually there's a thing of raising awareness but actually there's that whole signposting thing we've got to help and it's only for watching these emails that I actually noticed that there's does that make sense great so we've let the genie out of the bottle. We started to make people aware of it right what's the next step then we go next we've got to go beyond the awareness we've got signpost to actually say right you've got these skills this is way to go with those skills that's actually the big thing is yeah. And as I said it was an art there's a couple of artists that have been in touch and said right loved it but what do I do now are you right I'm into I've got 3D modeling skills and I said all right and I've actually said this place careers. Friday I've actually had a quick search this 3D model there are actually more jobs for you than me on this you know you're more employable than me. And that's for graduates and I think that's the same for everyone we've actually got make this more stages beyond that we've got to go into as I say it's like let the genie out of the bottle but we've actually got to help people beyond that. I think that you said the tour was very good at raising awareness I think what's next as well how we plan to go in schools and things like that a lot of it will then be when they're actually doing the activities associated with the postcards they will be reading about like the roots into careers and things like that. I think it's kind of the setting leads it more leads more to more specifics really. So, I mean if you want to raise awareness, you have to approach multiple levels from people university to people in school to the parents of those people in school. But you also want to make sure like, we've got to have that that set up ready we've got the communicating amazing awareness, but you also got to let them down to like natural roots and pathways as well which is obviously important public only really neglects. I was wondering from what you found was that any really key barriers you found that what kind of people found difficult to overcome when they're thinking about joining space Korea sector. I think for my part I've highlighted things like just being completely unaware or ignorant when I'm joining scientific research community. I've mentioned issues as long as I have diversity and stuff like that and if people come from diverse backgrounds does that make it harder even in the thinking in terms of transferable skills if I'm perhaps progressed into my career and thinking of transferring into a space career. I might have the same skills in terms of 3D modeling but it's that appropriate space sector committed my current sector so I was wondering if there's any kind of key ways you thought people might have identified as things to overcome which might be more or less important. A lot of it is that having an attitude of just like I should just give it a go. In a way, I think is the main thing. I think a lot of the barriers. I mean you've got some of the more typical ones where it's people like saying oh well because I'm a girl maybe I can't and then oh well I find maths really hard so I don't think I can do science and so I can't work in space and see those are the more typical things to trample it down. It's even done to the tiniest little things that I went I did some outreach in the school to I think there was 16 to 18 year old girls and I had a girl say to me well oh well because you do physics surely you must be in a lab. Will I be able to do that if I have long nails and even little things like that that they're sort of things that people don't think about, but they might matter a lot to the person. I think it's kind of like you've got imposter syndrome with everything everyone I think you have to say I don't know any scientists that don't actually feel it themselves but that's inside science. Outside of that, you might think well I've got no I may not done an A level when physically in a STEM subject, and now I'm trying to get into space and a lot of these careers is what I'm saying on on the kind of further. I would say it's not even desirable it's miss it's essential to have an understanding of the space sector. Well, actually if you're a 3D modeler so I'm going on about because I just looked at that and it's saying it just can. It's desirable it's not essential does that make sense because you know those are things you can learn more about on the job. And I think actually it's not. It's making the careers more approachable and that's what we've got to do outside of it does that makes it you know this is a big subject is actually trying to say well what the core skills will actually need to be a good lawyer you need to be a good artist and understanding the space and you know you'll find out about that through the job. And so it's kind of more not shutting people out it's actually helping people understand the lawyers. What do you really want, I think we're all do that we want, you know, everyone to know about space, but you can just enjoy I don't have the jobs with actually more than half car brought up I didn't even know exist or any employer so why I mean that one of you. So I think it's been open and welcoming I think is the key thing actually so we can attract those people in that may feel slightly, you know, a sense of trepidation about to apply for these jobs. So part of it's also a bit of a bigger issue as well as saying about some skills jobs are just listed as like desirable not essential, but there's a lot of research into the like different groups are more likely to apply to jobs where they don't fulfill all of those listed requirements and things like that. Like I know, I mean, I mean, most of the stuff I'm aware of is that women are definitely less likely to apply if they don't fill all of the criteria the men are and things like that. So it's a bigger overarching issue as well. Great one of my friends actually was saying that he was just applying for crazy jobs, and he's very confident. And he said, I said, and he was just, oh, you know, and he got one. And he said, and he said, like, he said, well I just applied for it because and I was like, really, I'd never do that. And so yes, having that and then different groups have got that those barriers in place. So a lot of work to do in terms of changing the environment of communication, communication, sorry, so both in terms of how we communicate job postings as well and how to who and how is that to be engaged with as well. We're actually just right out of time. I can finish off by letting people have a little final comment. Perhaps if you want to know about the science project at all, or it's a key thing or keep it advice. But otherwise, I'll say goodbye from Simon. This Simon, but also the other Simon. Thank you very much. But is there any final comments at all. Perhaps people will pursue a career or generate a similar project. Well, if you want to talk with us speak to us, please get in touch. I think the email is on on the website. I think it's space person. Good. Sorry, I can't remember what the address is. It's on their contact us. Sorry, God, I should know this. I took the email and I'm s s foster at imperial.at.uk. If you'd like to get in touch and discuss this, you know, I'd be very welcome to. Yeah, the email is a space person at imperial.at.uk. Oh, sorry. Yeah. I'm just looking looking it up. Sorry, I've got it on my multitude. Yes, thanks so much. So yes, thank you very much. Completely open for collaboration. Thank you so much for joining us webinar. It will be uploaded on to the YouTube YouTube channel. Next week, where it'll be available as a resource. So yeah, thank you so much and bye for now.