 Okay, so what I would like to do is I would like to introduce our department, introduce what we do, and then obviously focus on the main program that hopefully you came for, and that's our BA languages and cultures with a focus on Asia, Africa and the Middle East. I hope that some of you already know something about us, but for us is a very unique institution, it's the only university in the UK that actually specializes in the study of Asia, Africa and the Middle East and our department, the School of Languages, Cultures and Linguistics is the only department which actually has comprehensive coverage of the languages and cultures. So, of course, you know, we are teaching, but also researching some of the most dynamic and also diverse regions in the world, you know, Asia, Africa, the Middle East are regions which are fascinating, you know, mix of cultures, languages, religions, traditions, but at the same time it's a very modern upcoming sort of area, you know, it's very dynamic, a very fast changing part of the world, and it's these regions are playing increasingly a very sort of important and strategic role in global affairs and in a global society. So, the basic philosophy behind what we do is based on the fact that we approach these regions from their own perspective, and we base our teaching and research on the knowledge of language. So, really, we believe that obviously knowing the language is the best way, the deepest way how you can engage with different cultures. So, all of our programs incorporate a study of language. I will talk to the next slide and I have also noticed that another colleague has joined us and that's our colleague Naresh Sharma, who is our South Asianist, so if you are interested in the South Asian part of this degree then obviously please ask questions and we will be able to give you a little bit more insight. So, through the speaking, we focus on the study of languages, cultures, film or screen studies, we engage with issues of gender, equalization, all these issues form a very important part of our curriculum. But as I have said at the heart of our program is the study of languages. We have a very broad range of languages we teach, I think I can find a slightly more detailed list. This is, you know, an example of the languages which we currently teach that we actually have an expertise in many other languages. So, some of the languages are taught every year, some languages are sort of taught maybe first for one year and then, you know, taught the following year. So, again, depending on which language you are interested in, that would be the sort of focus of your degree. What we also feel very, very passionately about is the fact that we provide our students with an experience in the country. So they can actually study in the region that can improve their linguistics skills, but also it's the fact that they are able to immerse themselves in your culture, that particular region, etc. Typically we send our students for a year abroad. I will explain the proper structure of the program later on. And during that year abroad you obviously study the language, but also you usually work on some sort of independent study project. And, you know, you are encouraged, obviously, getting both the sort of really everyday life of the country in which you are living, you are attending courses, you know, with local students in many cases. So it's a great opportunity and this is obviously the main part within the degree when you are testing your language skills and you are really improving your language skills and hopefully very fast. So, everything we do in our department or aspects and disciplines and things we teach are obviously based on our academic research. We have very experienced academic researchers, scholars, who cover in the research programs, topics and themes, and this research then informs our teaching, the modules, the proposals and the modules that you can attend. And as a basic main, very important resource, we have a very well-stocked library, which is one of the national research libraries. And so, if you have a chance to actually come to campus, you still need to visit the library. We have very unique collections, especially in the regional languages, we have archives and special manuscripts collections, so very many rare resources that obviously are available to our students. Okay, so that's just simply by way of introduction, but then maybe slightly more specifically about our main degree, so it's called the languages and cultures. And it's a degree which is now structured as part of our guided curriculum, which essentially means that in year one, the program is structured in a guided way, so you have a limited choice in what you can do. You know, the curriculum is slightly more fixed, even though there are some options. In year two, then your options are freedom to choose the modules that you are interested in is slightly increasing. And then obviously in year three, you have a little bit more option yet. In year three is obviously the sort of culmination of the degree, and in most cases the students are working on the undergraduate dissertation or independent study project, which usually means that you can select a topic that interests you, and you sort of draw on all everything that you have learned in the previous years. And you work independently during a really in-depth research of that topic, and you present that in a very, you know, scholarly, academic project. All our, or this particular degree, but all our degrees in the department have a three-year option without the year at all, or a four-year option, which includes the year at all. Although you may have to enroll on a three-year option, which is relatively easy to transfer later on if you decide that you want to go to the year abroad and transfer to a four-year option. And by several self, if for any reason you don't want to go on the year abroad, then you can transfer to a three-year degree program. Please, I'm going to ask my colleagues perhaps, you know, that they can come in and, you know, just, and what I have forgotten or just expand on some of the issues. Yeah, I don't, I don't have anything to add at the minute. I just to say that I've been looking at the chat and quite a few people interested in Korean, Japanese, and, or Korean, Japanese and other languages. So I wonder if, Dana, you can say something about the options for combining languages. Yes, obviously we are in this department. We have a separate department, which is called the Department of East Asian languages and cultures, which we are specializing in the study of Japanese, Korean, and Chinese. Obviously, within the programs we offer here, you can also study some of the East Asian languages, but that's not essentially the whole department. We have a postgraduate program such as the Incorporate East Asian languages on the undergraduate level. It's mainly, you know, languages of Southeast Asia, South Asia, Africa, and the Middle East. So our main language is Arabic. We also have the Middle Eastern side, and we also teach Persian. On the South Asian side we teach Hindi, Urdu, Bengali, but we also have expertise in some of the other languages, and on the African side we teach Swahili, which is our biggest African language, but we also offer Yoruba. So to some extent in the past definitely we had Swahili, which we hope that we will be able to reintroduce. So, perhaps, Naresh, could you say something about the South Asia part of this program. Yes, I've put up my contact details in the chat and also I've mentioned the South Asia languages that we offer. So the languages that run every year are Hindi, Urdu, and Sanskrit, and then sometimes we offer Prakrit, Punjabi, and Bengali as well. If you're interested in doing the year abroad, which would be the third year of your degree, then it's usually to do Hindi, Urdu, or Sanskrit. And that can be a really significant part of the study experience going and spending the academic year in India, learning the language, being immersed in the environment, but also participating in other culture-related activities whilst you're out there. So I would strongly recommend considering the four-year option. Having said that, if you think it's too much to commit to a four-year degree, then I believe, Dana, you could correct me if I'm wrong, that for some languages we have a summer abroad option as well, where you can spend sort of eight to 12 weeks in an emotionally-emotional environment and really building on the language that you've learnt whilst you've been in classes in London. What else can I tell you? I think that's about it. Yeah, you know, my email address is in there. If you have any specific questions, drop me an email. I'd be happy to reply or set up an online meeting to talk about options. Yes, just to add, as you can see, hopefully you can see I have shared with you a list of some of the destinations that our students travel to when they are going for their year abroad. Sometimes we are now exploring the possibilities and we are increasingly allowing students to perhaps, you know, split the abroad between two destinations. For example, for the Southeast Asia year abroad, it is now possible to spend, you know, one time, say in Vietnam and another one in Indonesia, because we do have students who obviously actually are real linguists who don't have a very fashionable language and study more than one language. So what normally happens in year one, you have to study one language and then in year two, should you find it too difficult and you can't cope, then we allow you to drop the language. On the other hand, there are actually students who really want to study language in depth and therefore they take on two intermediate level and then they go abroad for an advanced study of the language. So, you know, there is a certain flexibility within the program allowing you to explore the cultures you are studying. This is the last two years because of COVID and the pandemic, you know, our year abroad program has been somewhat disrupted but some students are now already again abroad, some students did sort of online distance learning version but we obviously hope that we will be able to reinstate all of our year abroad programs for the following session, which is obviously when you would be reasonably applied. Talking about the language, I also just wanted to emphasize that we have really huge expertise in the teaching and research into Asian-African and Middle Eastern languages. Many of our colleagues wrote, you know, language textbooks or grammars, scripting grammars and linguistic studies, and I have just, you know, picked up some of the commercial books that came out of these expertise. But we also have a principle that all students have access to a native speaker, so normally our classes would be taught by a non-native speaker but an expert in the particular language. But in that case, we will always also have a native speaker so that we can practice the language, the conversation classes are always done by the native speaker. So we will get a lot of opportunities to just learn and practice the language. I think, oh yeah, this is the main part which I have not yet emphasized. So via languages and cultures, you can study as a single subject degree, or you can obviously study it as a joint degree program, which means that you would combine the languages and cultures part with a discipline. You can essentially combine it with all the various disciplines taught around us. You have some examples that development studies, economics, history, history of law, linguistics, music, politics, anthropology, art philosophies, etc. We also allow a combination of the languages and cultures with our Arabic program. We have a separate Arabic studies program, but if you want just a little bit of Arabic language, then you can combine it with via languages and cultures. Normally what would happen is that really the program, if you do the joint program, your credits would be sort of split evenly between the two subjects of languages and cultures and then the discipline. Obviously there are certain synergies because in your perhaps independent study projects or in some of your essays, you can actually combine these two sort of parts of your degree together and produce a very, very, very interdisciplinary research or study of a particular subject. I will perhaps later on talk about, you know, some of the career destinations our students end up with, but I think perhaps now I would hand over to my colleague like I just so that you can just give you some sort of insights into some of the modules or themes and issues that we actually address in our program. Nareesh, do you want to say something? Sorry, I just wanted to say that I have to head off. So good to meet you all. Please do get in touch if you have any queries, any questions about South Asia related languages or studies. Good. Thanks. And see you later, Dana. Thank you. Thank you for joining us. Thank you. So, Dana, I wonder, can you make me a co-host so I can change the slides or can you change the slides for me? This is your first slide or do you want to start? I will. You do it for me? Okay. I am trying to make you co-host, but you know, my screen is slightly obscured at the moment so I can't see everything unfortunately. Oh yeah. You might not be able to. So I'll just ask you to change the slide when I do it. I'm sorry, I don't seem to be able to do that now. That's fine. Yeah. So yeah, so as Dana said, I'm just going to be talking for 10, 15 minutes or so about to just give you an idea of what sort of things we do in the classes on the BA languages and cultures and to try to connect to some of the big questions that SOAS is really invested in and that you will be trying to answer while you are here if you come here. So one of the, as I'm sure you know, one of the big strands of inquiry at SOAS is this question of decolonizing the curriculum, the university, knowledge as a whole. And this is something that's really threaded through a lot of things that we do. So you probably know the history of SOAS, but it was set up very much as a colonial institution for training those officials who went on to administer the British Empire. So obviously that's a very problematic history. And what we have done at SOAS is that we do recognize that and lots of people at the institution have been thinking about it and clearly times are very different now and things are done extremely differently. But what we do then and now is this as Astana said a real emphasis on language acquisition that was really at the core of what SOAS was founded, when SOAS was founded in 1917, if I got that right. And so that was, you know, language acquisition and really understanding other cultures, other peoples was essential to SOAS and it's essential to SOAS now. So now our questions and the reasons that we want to do that are different. You know, who are we now? Well, if you come to SOAS, you'll see it's extremely diverse in all kinds of ways. And that's really one of its great strengths as an institution. But the question of how do we understand the rest of the world on its own terms from their own perspective as Astana mentioned earlier. So this is a key question and one that I think we can get to. One of the ways that we can try to answer it is by looking at literature produced in the rest of the world and really engaging in a detailed, informed way with it. And I think I wanted to put up a picture of Abdul Raza Gourna because as many of you may know, he was awarded the Nobel Prize for Literature just last week, I think. And he is a, he writes in English and he's been in the UK for a long time, but he is of Tanzanian origin and from specifically from from Zanzibar. And lots of his work engages with these questions. You know, the big questions about time decolonization in broad terms, but refugee experience, migration, alienation and things like that. I'm really, I was really happy to discover that one of our lecturers and SOCL and languages, cultures and linguistics that's Dr. Ida Haji Bayanes who teaches Swahili. Of course the language of East Africa. He is, you know, long before the Nobel Prize she has been working on a translation of one of Abdul Raza Gourna's novels from English into Swahili. So, you know, that's such a nice. So as SLCL project, we have always been interested in this stuff, you know, before the Nobel Prize, before everyone started talking about decolonization, we were interested in it and we're still interested in it. And we and if you come here, we will give you that linguistic cultural grounding to really engage in a meaningful way with with with what's like like Gournas, but lots and lots of others as well. Okay, so, Donna, could you change the slide next brilliant thank you. So I wanted to talk to you about a module that I'm teaching and this is running for the first time this year so I'm co teaching it with a colleague Dr. Anjaria, who works on Turkish. And so this is a core module for the BA languages and cultures and it happens in the second year. And then it's called understanding texts. And the, the idea of this module is really to give students of a grounding in textual interpretation. And this could be texts of all kinds, it could be literary texts which is the focus of the first part of the module. You know, criticism, analytical texts, and how do you make meaning out of it, how do you understand what is going on in it. And so some, some students have have done something like this, maybe I've done English literature a level but we find that a lot of students haven't. So it is, you know, partly to develop the kind of analytical skills that you need throughout the degree, and also which are really useful in professional life afterwards, you know, you will always need to know how to read something carefully, understand it, figure out what's going on in it, and express your opinion, your reasoned opinion in writing and orally. So these are skills that will serve you throughout your degree at SOAS and throughout your life. So partly the module is designed to inculcate that. And it's also to think about texts, literary production in a non-eurocentric frame. So, you know, and in a way that most people probably haven't had the opportunity to do before they come to university. So if you did literature at school, depending on where you studied, what country studied in, you know, it's going to be English literature or it's going to be the national literature of your country of origin. So what we try to do is open it up a bit more, read literature in a bigger frame. And of course, you know, strategies of interpretation, ways of reading are going to be very, very different from one context to another. And another I think key sort of SOAS or LCL principle is that rather than just flattening it all out and say, well, we read all these things in the same way, you know, we assess literary value in the same way. What we really want to stress is you need to understand the values of the culture, their aesthetic values say what a poem is good in the language that I studied in Malay for these reasons. Those aren't the same as the reasons a poem is good in English. And so you need to know both of those things and to sort of put them in dialogue with each other. We also look in this module a little bit at oral literature. So that's not produced in writing. And this is something that, you know, exists in lots and lots of cultures around the world, but we tend not to study very much, you know, or come across very much in our daily life in the modern west. But it's really useful and it's a good challenge to our normal conceptions of literature and textual interpretation to look at that material as well. We look at questions of translation. So how do you, if you read something in translation, can you interpret it in the same way as if you had access to the original. We would love you all to learn a language and to learn it to an advanced level. And then you won't have the barrier of translation, but none of us can learn every language. So one of the things we, and there is great value still in reading things in translation, of course, but thinking about the issues around that. So one of the things that's quite interesting for me teaching this course, and seeing what's the kind of questions that my students are asking. And, of course, it's, we're very much trying, you know, in all of our courses, I think to have the lectures and the tutorials to be interactive people, you know, I want to hear from my students and not just them hearing from me, and I want them to talk to each other, because a lot of learning takes place between students. So one of my students is slightly skeptical, I think, about what's the point of reading literature what, you know, it's just a novel, it's just a story. Well, and good, but what's the point of that so I'm going to try and suggest one, or one reason why literature is good now I'm going to use an example of why, why we can learn something worthwhile from it. I'm going to show you. So Dan, could we go to the next slide, please. Thank you. Yeah, that's great. So this is the novel that we are reading it in this module understanding texts. And it's a really interesting one by Zimbabwe an author published, sorry originally came out 1988. And this is the opening paragraph. This is one of my best conditions by Tzidzi Dungaremga. I'm reading because I think it's a good, it's a really good opening paragraph so I was not sorry when my brother died, nor am I apologizing for my callousness as you may define it, my lack of feeling, for it's not that at all. I feel many things these days, much more than I was able to feel in the days when I was young and my brother died. And there are reasons for this more than the mere consequences of age. Therefore I shall not apologize but begin by recalling the facts as I remember them that led up to my brother's death, the events that put me in a position to write this account. Though the events of my brother's passing and the events of my story cannot be separated. My story is not after all about death, but about my escape and the cheers about my mother's and my guru's entrapment, and about Nyasha's rebellion. Nyasha far minded and isolated my uncle's daughter, whose rebellion may not in the end have been successful. So we spent a whole tutorial hour, looking at this opening paragraph, and just this opening paragraph. Because what I'm trying to get students to do is close reading. So a lot of the time you know you've a lot of you come to university have a lot to read and people skim. You have to do that to some extent for some purposes but sometimes we really need to focus. And one of the things that I want to emphasize is, you get a lot. You have to concentrate on this one paragraph so here we have a very arresting first sentence a very challenging first sentence I was, I was not sorry when my brother died. And so critics have pointed out is very obvious right this is a, a sentence a defiant sentence, and not the kind of one that you would expect stereotypically from a woman from the global SAP. So he and we, we are already told from that very first sentence the very opening paragraph that we are in the presence of a particular consciousness, someone who is able to articulate for herself, someone who is. Yes, who is so secure in that sense of identity that she says, I know what you might think of me, my callousness as you may define it, my lack of feeling, but this isn't the story when you hear my story which is the whole novel. You will understand differently. So very self possessed voice, but already and again just in this opening paragraph we are told, you know there's a lot at stake. And we had an emerges that the brother's death, put me in a position to write this account so it is the because the brother was sent to school. So the because the brother was a boy he was sent to school because the narrator was a girl she was not sent to school. When the brother died it became possible for her to go to school, therefore becoming literate, and I am in a position to write this account. So is, you know, how is it that this book is in your hands, because my brother died and this kind of recognition of the not guilt exactly but she has she knows she has profited from her brother's death. So I won't want to sort of replicate what we did in the class but I hope that this gives you a sort of sense of how reading literature and really reading it with attention and focus. And as literature, you know, can really be rewarding and help us to answer these big questions these big sort of global questions, because the first step is not to read it as anthropology or to read it as data about the lives of others but when you treat it as a work of literature a work of art like, like any other novel, then we can get. We can speak on the same level right we can and then we can really learn about this other consciousness is other way of living this other cultural context. So that's what I think you know literature can help us to do. And that's one of the ways that we can maybe start to build a sort of different world if that's not too much of a big claim. So let me go to the next slide, please. Yeah, so that this is a picture from one of my. So my area is a Southeast Asia this is a girl illustration from the early 30s of an engineer Japanese woman going to the library and and reading books so. And it's just to, you know, think about the, it's just as an illustration of the kind of cultural different cultural contexts, different historical contexts, which we can all we all of which we can access in some way through reading works of literature if we are willing to do the, you know, certain amount of learning about the history about the context and ideally also about the language, then lots of things will open up to us just like to the to the narrator of the novel I just, we just talked about, and just like to the reader pictured here. I think that's the end of my slides. Yeah, so I will hand it over back to Donna to talk about the careers aspect. Thank you very much that was really fascinating and I hope that you have all feel now so motivated that you will go and look up this book and read it, because I will definitely do it. Thank you very much over the time. We have, you know, probably around 1215 minutes, and I obviously want to read some time for your questions. So, really, the most of this question we get asked by students is, you know, what do our students actually end up doing, why are there be languages and cultures like to embrace, you know, the study of Asia Africa and the Middle East, what sort of practical purpose these degrees actually have. It would be very difficult for me to give you image of a typical student, we have really a very, very different students who draw on different aspects of this degree program so obviously there are students whose main interest is the language, and their careers would actually then rely on the knowledge of the language so obviously, such as, you know, restaurants writers, perhaps editors, but also teachers. But then there are students who obviously perhaps throw more on some of the cultural aspects of the degree. So, quite a few of our students in the past ended up working either in the foreign office or the home office, civil service, diplomats, etc. Journalism, publishing, and in modern times we have actually several students who are independent advisors. So they have their sort of small agencies working as advisors to Westerners, positioned in the region, but, you know, advising. Quite a lot of our students end up working for various NGOs or charity organizations. And that's actually also often. Those students who come to our department because they might have actually, during their gap year, gone to the region and they would have been involved that they then want to have changed formalized knowledge of the region by having a proper university education and grounding, in the region. But obviously, you know, just any of the jobs that requires that you know, understanding of the culture, you know, working in museums, museum curators, we had few of our alumni who actually worked in the British Museum, in charge of the regional collections, librarians, etc. But obviously some students actually end up in the slightly non-academic part of their careers market and they actually go to business, even though we don't really focus predominantly on some sort of, you know, economic, political issues. Obviously, within the study of culture, etc., we cannot not to touch on sort of political reality, historical reality, etc. And, you know, this knowledge is very much useful even in the sort of corporate world. I just want to give you an example. For example, I have a student who did Vietnamese and he did a full degree, so he very much focused on this culture literature, and he then went and he was recruited by a very famous global corporate company. He was a very difficult, very sought after difficult to get into. And he was telling me how most of his interview, the final interview before he was offered a job. He actually spent the interview discussing a Vietnamese novel. And I just want to sort of show you that, you know, obviously you learn a set of skills. You know, the transferable skills which come from the fact that you are engaging with the first, you are writing essays, you are writing presentations, you are talking to the students, you are skilled in presenting your argument or discussing your points of view with other students. All these skills are very practical and very transferable and that could be used in essentially any type of job beyond the obvious. So actually to have a degree such as this, which to some extent is slightly more specialized, that's something which usually makes you stand out in the job market. There are many agencies and companies are actually impressed when they see that you went beyond the obvious and that you went for something which is rightly or wrongly perhaps perceived as more complicated, etc. And I mustn't forget those who are students who obviously are much more interested in an academic career, perhaps so there are students who obviously then go for a postgraduate study. And either continue again within the sort of regional area studies, but very often they can go to a completely different, you know, study, so they sort of create an extra level of knowledge to complement the undergraduate degree. So obviously they continue to do the research degrees or entire PhD. So it's actually a really great mixture and sometimes we are really fascinated by hearing back from our students and learning what they do. So because of the time, I think I will sort of stop, I will stop sharing the screen because at the moment I can't actually read your questions in the chat. And please if anybody wants to ask why simply then you can obviously raise your hand and just ask the question and we will try to answer. Otherwise I will, you know, need to look through the questions and see if we have answered or not. Anybody wants to ask please just. There's a question here from Fion. If I pronounce that right. Are there any opportunities to learn languages outside of your degree extracurricular so extracurricular and I'm not quite sure what the language center or what the policy is. Well, first of all, we all all students as far as can take a language as their open option so even those students who would not be registered on a language degree. They could study a language and quite a few of our students obviously do that. We used to have something called language entitlement program which actually allowed students to attend some of the language courses that are taught in the language center. Aside from our sort of academic departments we also have a language center which is basically really a language tuition provider to general public and most of the courses that obviously are taught in the evening as evening courses. So I think that's one opportunity, but at the moment I'm not sure whether students can actually attend these modules full of charge. I think you would be definitely given a discount but I think that that would be fine. Having said that. If you already have some basic knowledge and you want to perhaps improve that a lot of students societies and exchanges and you can find you know somebody sources of various sort of international institution. We have students from all over the world, speaking so many different languages so many of our students perhaps you know, pair up this with a fellow student and maybe they help them with improving their English while the student from Vietnam helps them with their Vietnamese, etc. I'm sorry, I really can't read the questions. I can read it I don't know there was a lot of discussion about the Japanese side of things which Penny has very kindly answered. I don't think. I guess I would add to to what I just said that you know if you are thinking of doing a language and I really encourage you to have it be part of your degree, because although you know there's so many things to study and the temptation is all audit or I'll take it on. When you do you're going to be so busy. And it. So if you really want to, you know, progress in a language and then I really encourage you to put it into your degree so that you're going to get the most possible out of it. The question about is there a Japanese society, Penny do you want to answer. I think there is a Japan society where you can pop in. And there will be people who are actually from Japan that you can talk to in Japanese. So don't be afraid if you feel like you can't because you can even just sit there and listen in on it. This is a question from my colleague who's now doing a PhD in Japanese studies. She said that some people from like Honda, the car company came over into the Japan society just to talk because they were like hi I'm lonely. No one speaks Japanese at the office so I thought I'd stop by. So you can meet all kinds of people there. And I think this would be similar for any of the regions you know in Africa the Middle East because we have regional centers that organize seminars so you can attend. We have a wide range of activities if you are interested in particular country or language, etc. Of course, so as is positioned at the heart of London, you know, in the Bloomsbury behind the British Museum very close to the British Library, Royal Asiatic Society, and any of these sort of famous institutions So, you know, there's a lot of activities that you can actually outside source, you know, expand your knowledge and get involved. So any more questions. So Fiona again, I'm interested in studying Japanese Korean or Arabic, any tips on how to choose which one. Very quick question isn't it. Obviously that depends on your personal interests. You are spending you know different different areas, different cultures. I can speak about the Arabic, our Arabic program is obviously quite, quite broad. We have a number of Arabic modules at all levels, and we have also a very intensive Arabic studies program, but also we have a slightly less intensive for those who want to learn just the basics of the Arabic language without obviously becoming a completely sort of fluent. A full in depth Arabic studies program obviously you study, you spend many hours a week, dedicated to study of Arabic language while for the non intensive version, you would probably have four hours as is the case for most of our languages usually have four hours per week of language tuition. I really don't feel sufficiently I don't know you are to advise you on your choice. So, anything. So before before perhaps we close this session. Just to say that. Obviously, you have all this information on our website. So if you go to the school so our school of languages and cultures and linguistics. More specifically, if you find the languages and cultures program, you will find a more detailed structure, you will see actually the modules that you can take the options that are available to you throughout the degree program. And most importantly, you have the name of the convener which is Dr. Ben Mehta who couldn't be here today, but you have this email address as well. So, you can email him, but you know you can email anybody, me, but any of our colleagues, because if you are interested in a specific language specific region then it's very easy on our website we have all members of staff listed with the email addresses. And so if you want to know more about Arabic classes or Swahili classes, then you know you can email directly and all colleagues are very happy to, you know, engage in conversation and give you more. Yeah, and just to add to, I think if you look at the so as YouTube channel I know last year during lockdown most of the language teachers did like a language taster thing. So if you have a look on there. And so if you really are choosing completely blind between Arabic Korean, you know, have a look and see how you feel about the different language tasters. Yes, all our email addresses are obviously on the website but if you want more specifically mine is the VH4 usually use the initials for email addresses. It's VH4s at soas.ac.uk and more like is MH and that's the number. 86. 86, yeah. And then again so as.ac.uk. But yeah, please feel free to email us. Yeah, and our next session is about Arabic. So student who mentioned about Arabic you can attend for our Arabic session later at 2pm, because we need to finish now to start next session. So thank you everyone. Okay, thank you everybody. Thank you. Take care. Bye.