 Okay, so I'm Nikolas, I was born say 200 kilometers to the east of here in Cologne, Cologne, in a different country, and in that country I was trained as a mathematician. And five years ago I came to Tilbridge to join the Department of econometrics in the war as a teacher and as a researcher. And, well, as a teacher I've mostly been involved in the econometrics programs like the moment the master in quantitative finance, actuarial science, also the econometrics and mathematical economics master. Well, a lot of what I'm teaching is, I would say in the broad sense applied mathematics sometimes very, very applied mathematics and I strongly believe in teaching mathematics by storytelling. But it's not. Okay, here's the beautiful theory, because the problem with that is you only see the beauty after you've understood it plus maybe I'm never going to see it. Instead, I like to tell stories okay someone has a problem, so they're supposed to sell a very complicated derivative financial derivative, or they're supposed to make the financial system safer or they have to assess a certain risk, risk that certain company goes bankrupt, risk that a disease breaks out, you could also tell stories like that. Yeah, and I usually tell these stories, so there's this person, and it's their job to solve this problem, and then they come to you maybe and say okay here please econometrician help me. And then I'm a strong believer also in staring at problems until they start to look easy. So I do, I believe that most things are actually easy once you've properly understood. Yes, I mean there may be exceptions like the solar system, maybe or cricket, but most things are actually easy. If you look at them for long enough and then it's my job as a teacher and as a researcher both to stare at stuff until has started to make it easy and then to explain to people why it's also easy. And of course also to tell these tricks to people so that they can also stare at stuff and make it easy. Yeah well, and my teachings mostly in financial mathematics I would say in a broad sense. The topics somehow were much more popular when I was a student like 15 years ago and then came the financial crisis and people said oh it didn't work. The models were all wrong let's stop studying this let's give up. And I started to become really interested because somehow just because they are all these unsolved problems and just because we don't properly understand how to deal with all these risks doesn't mean that there isn't a lot of research to be done and there's a lot of stuff that you still need to understand better and yeah also there are still these jobs right because it's not like the banks stop doing business after the financial crisis so there's still a lot to learn and to understand and I guess this is what I stand for as a teacher. Thanks for listening.