So my name is Ellen and you begin I specialise in the history of modern South Asia but I'm also the convener of our two MA history programs here in the so as history department and I thought I'd open this webinar session by talking you through our programs introducing you to so as explaining what we do and talking you through the two really the sort of the two to four different program options we run here after that I'll be taking questions and if you put your questions through on the chat function I can answer those through speech and hopefully answer all the questions that you have. So just to sort of talk you through what we offer you here so as at the level of so as itself so as is internationally renowned for its research and teaching in in in the regions of Asia Africa and the Middle East we offer well over 100 graduate programs we are traditionally we were set up over 100 years ago as a graduate level studies institution which means that rather than whereas most universities in the UK have started at undergraduate level and added on their graduate studies we are initially from the from the beginning so as there's been a graduate level institution which is added on undergraduate studies what this really means is that as a graduate students as you are at the heart of what we do and I think all of our students agree that rather than being a second-class citizen as can happen in some institutions graduate students at so as are very much the core of our community and are involved in all the different aspects of life here we offer 100 graduate programs but also a lot of capacity for you to build a program an MA program that suits your particular interests we offer a core course in in history but we also allow you to choose either a year long or two term long open open subjects in other disciplines we also have an unparalleled range of non-European languages that you can learn here either as part of your degree or as an option running alongside your degree we strongly encourage you to take that up and and you'll find that lots of our your tutors here will really kind of help you help you to navigate that and encourage you with that we also have an incredible library very much seen as one of you we're one of the UK's national research libraries people come from all over the world to come and work here so we really do offer international internationally renowned levels of resources here to help you with your studies so that's so as to talk a little bit more about what studying history at so as looks like we are the only history department in Britain and I think I think in Europe more generally to have a history department that is focused exclusively on the regions of Asia Africa in the Middle East our courses are heavily focused around discipline we will teach you historical method you will learn through our core course in the MA program you'll have a very deep learning of the debates that have made the subject of history as it is today but our courses are also designed specifically to look at history of these specific regions of the world so history itself is a discipline that emerged very much from the European Enlightenment and and our courses are set up to help you to critique the subject of history itself so you will study the history of the regions that that we focus on here but we'll also ask you to think about what history looks like from those regions so what does the subject and the institutions and the resources that we use to look at to study history what do those are like how can you engage with them from from a non-European perspective or you know how can we critique the discipline of history not just simply accept it as the definitive way of looking at the past we offer a very good teacher-staff ratio our class sizes are typically we run the history department in Dennis to run most of his teaching through seminar level teaching which means that we have small classes give it a cat class as an absolute maximum of 20 and to run them at a smaller level than that wherever we can the other thing that makes us unique is that we teach about the areas and the subjects that we research so there's a great deal of passion in what we teach and it means that you get cutting-edge classes really based around new research and based around the stuff that we're most interested in and you know what we want to do with our classes is to get you excited and interested in that too to talk a little bit more also about our student cohort it isn't all about us and our passions and the subjects that we like to teach we're also very interested in you we have a very diverse student cohort at MA level which is a challenge but also an exciting part of teaching at the MA level people come to us straight from their BA's they come from us come to us from BA whether they haven't studied any non-European or american history before or they come to us from from area studies BA's people also come to us after working you know having finished their BA some time ago working either in the UK or more internationally and a lot of students come to us from outside the UK and Europe more generally so our student body is very diverse you will have a networking experience I mean you will learn from us but you will also learn from your peers and we know that a lot of our students stay in touch with with the people that they meet at SOAS and continue to work together and communicate together long after they've left us we recognize the different reasons why people are coming to SOAS to study an MA some people will be looking for an academic career path but many others don't and we seek to build that into our courses our courses are designed quite thematically to give you a sound foundation on which to build your knowledge but also to allow you to take those themes up in ways that interest you specifically so while you can tailor make your program you can also choose areas of interest within each of the courses that you study with us and and really develop your interests wherever they lie we'll also work with you particularly around your dissertation which is a piece of work that can lead you to multiple destinations either to an academic one in terms of building on work for a PhD or for a for a non-academic career path where you can you can do research and collect information you might be using you might use your research skills that you're using for the dissertation to work for policy teams to to do many other kind of research based work outside of academia the facts that we have a student a diverse student body means that we also the the trajectory the parts that they follow after studying with us are also pretty diverse many students do go on to study for PhDs do carry on with the academic career path but lots don't those that don't go on to do PhDs go move into a kind of wide variety of career options certainly a lot of students go off and join charity organizations and NGOs but other people come to study with us in order to go on to careers that make a lot more money than that where you you don't just have to be kind of right on charity worker to study it so as at the bottom of the slides that I hope you can see at the moment I've just given some details of students who studied with us recently Alison was working at Deloitte came and did her MA here in the middle of that and following her MA went on to take up a cultural internship at the Royal Historical Palaces which led her to go on to do research at the V&A which had led led her to take take up that career at the PhD path and she's now working at UCL while continuing her teaching fellowship at the V&A Dewey left left so else to go back to to Indonesia where she was working previously she joined a right activist group which and is now working at the University of Indonesia Rob did his MA with Alison is now working at the BBC and we do have a lot of students go on to to take up careers in journalism both in Britain and more internationally so your MA can take you to multiple destinations as kind of people that you study with here and that you meet with while you're studying here great so that's a bit of the background of so as and of the programs that we offer I want now to to really talk you through the the different programs that that that we can provide here we really have two MA programs we have the straight MA history and we also have the MA historical research methods with both of those programs you have the option to take the program with an intensive language setup which I'll talk you through separately so we have four programs if you include the intensive language setup but they operate around two different ideas of kind of the MA history core so let's start with our main MA history program we have the MA history and we also have the MA history with pathway option I think this produces quite a lot of confusion from people who've written to me the pathway option the default system with this is that you will get an MA history degree we have the pathway option which allows you to connect your history your MA history degree to a particular region the pathway is designed for students particularly for students who want to emphasize a regional specialty so for students who want to go on and do a PhD in a particular area studies program they want to show that they have an MA history but with a focus on that particular region or for people who have a very regionally focused research future ahead of them so there's absolutely no obligation to select the pathway the pathway is an option should you need it for whatever you want to use the MA history program to do um so the MA history program is set up in the following way we have 100 it's comprised of 180 credits 60 credits of this comes through our through the dissertation that you will write over the summer period the 10000 my dissertation and 120 credits are made up through talk courses the 120 credits of talk courses are divided up in the following ways you have to do our core course so you'll do our core course as a cohort and the course debating paths and crafting histories this is our methodology course designed to give you a really kind of deep level understanding of historical methodology and the debates that are relevant for studying history in the regions that we're focused in so it is an introduction to archival work to research work but also helping you to see how the regions and the themes that you might be interested in have been looked at broadly and specifically around the the regions that you're studying so you'll look at different kinds of archives you'll also look at debates around political theory gender in history um global history military history imperial history um so so this is yeah it's it's a very um well established and um focus method historically of course focused on historical methodology but specifically for the history of Asia Africa and Middle East alongside your core course you need to do 90 credits of other talk courses all of the courses that we teach within the history department that are on our website are described as list a courses all of these are 15 credit courses that run for one term only we've standardized all of our courses these are assessed only through coursework we don't have exams um and coursework usually typically two pieces of coursework um written over the space of a 10-week term period including with some extra time around breaks um you need to take 60 credits from our list a courses so 60 credits of history courses which means four different courses that we offer within the history department um you can then take up to 30 credits of open auctions so 30 credits of courses from other departments many other departments have also opted for the term long 15 credit courses like us but there are also a couple of year-long 30 credit courses so you can effectively do two one or two um courses from outside the history department if you want to do the MA history with pathway you need to take 45 credits of history courses you need to take three history courses alongside your core course um three history courses from the particular region you wish to specialise in but otherwise if you just want to do the straightforward MA history course you need to take your 60 credits your four courses and they can be from any region so you'll use term one and term two while you're studying it so as to do your core course and to do your your your your your chosen taught course modules so effectively you're studying your core course throughout the year um and then you are also studying three courses each term um if you're going to work on the terminal model um at the end of the second term you'll need to submit a dissertation plan which will help you with throughout the year that identifies the area that you want to work on in your dissertation the sources that you're going to use and the supervisor you're going to work with that will form the basis of the 10 000 my dissertation which you write over the course of your of the summer you'll see on the slide that it says a 10 000 my dissertation linked to the major course um we actually don't talk about major and minor courses anymore although some departments so as do um the idea of linking the dissertation to one of the courses you've studied is not to restrict your options but rather to make sure that you are writing about something that you have a strong grounding in then you're going to have um you effectively have three and a half months to write your dissertation which I think feels like quite a long time at the beginning of the degree but goes very quickly so we find that students do much better if they are able to start work on a dissertation that they on a topic that they have some understanding of it also by linking the dissertation to a course it also means that you've got a clear uh someone who you can work with who is who is expert in that field and can guide you properly with with with your dissertation work so the connection to a course is very much intended to help you and support you rather than to restrict you if you have a topic that you want to work on that doesn't link directly to a course will will pay you up with someone who is best able to supervise you we'd encourage you to use what you have learned in the courses that you've studied with us to build towards that topic so there's definitely that kind of leeway but we do ask that by the end of the second term you have a clear idea of what your dissertation is going to be on that we can set you up for support and guidance appropriately I've got a list of the courses that are running next year at the end of this power point and and I'll talk you through those but this is a very broad range we do have comparative and global courses although I think that these aren't running next year because of leave arrangements with members of staff but there's certainly scope again we encourage you strongly to think comparatively across the courses you're studying there's also the option to to do a language either as part of your credits open option or or alongside the degree sort of on the side through through our evening studies class here at SOAS so our intensive language programs are a two-year MA a two-year MA program effectively a sort of double MA stretched over over two years that allows you to do all the components of the MA history alongside added credits in intensive language learning while we teach a broad range of languages at SOAS we have this intensive language program set up with only three languages at the moment Japanese Korean and Arabic this is because the intensive language program involves a summer study abroad period where you work in an internationally renowned university in in one of the in the country the language that you're studying I think you're based in in Tokyo if you study Japanese you're based in Seoul if you study Korean and I think you're based in Jordan if you do the Arabic intensive language program all the intensive language classes and study abroad period are managed by my colleagues in the language department they're not managed by history specialists we provide the the kind of the history discipline element of this program but you're in the very capable hands of my colleagues in the in the language department who have been running these study abroad sessions and these language learning sessions for four years it's a very well established program so the MA history and intensive language program is a 315 credit MA program which includes the 120 taught the 120 credits of the taught courses that I showed you with the in the last slide of the MA history program but sorry I should expand this fully but with the intensive language courses added in around that and the way in which this is divided is that you study 60 credits of your history program in the first year so typically you do the core course and two term long courses alongside doing 60 credits of your intensive language teaching and when I say intensive I mean intensive and I mean pretty intense students who are studying these these courses typically have language classes on four out of every five working days sometimes I think the Arabic program is even more intensive than that and the idea here is to really in many ways students focus on the language in the first year of these programs to really build a basis in that language to really get that established they then have the 45 credit study abroad in the summer come back to so as where they do the remainder of their their taught history courses so the other the 60 credits of the taught courses either four more history courses or two more history courses with their open options and then they have slightly fewer hours of language learning in that second year on the basis that the language has been established through the first year in the summer study period at the end of the fourth term then students write their 60 credit dissertation following exactly the same setup as as the straight in the history program all of these intensive language programs are open to students from any language ability you don't need to know any Japanese Korean or Arabic beforehand equally if you do know these languages you're very welcome to join the program at the beginning of your first term at SOAS there's a number of placing exams that put you into classes based on your ability to take you through at that level these classes are taught alongside the BA language learning language programs that SOAS offers so it's not just an MA history class for your language classes but all the students that are studying these programs at the moment say that that's been a really nice way to get to know more people and certainly to build networks of people interested in the same kinds of areas that they're studying and it also gives you a way to meet people who are not necessarily history students which well you know clearly you're coming to meet other history students that can be a good thing too so this has overlapped with our straight MA history course but is is an MA course for people who already have a clear idea of a history research project who have a clear history research project in mind it has been developed particularly for students who who really want to do an MA as a sort of stepping stone to a clear PhD program they have a PhD program in mind perhaps but that said we also have students who have done this program who don't necessarily want to go on and do a PhD but do have a very clear project in mind for their career path and want to use this MA program to follow that up so the the the division of of taught courses and to the dissertation is exactly the same as with our MA history program you have 120 taught courses you have the 10,000 wide 60 credit dissertation that you do in the summer period after term two but you have two core compulsory courses one is core one is compulsory but effectively it's the same thing so you do our debating past crafting histories core course the methodology training course alongside the MA history cohort but you also have to do a research training course on a dissertation project a research project design course so this core course is effectively a mini PhD you are set up with one-to-one supervision with a member of staff in the department who who is expert in the area of interest that you have and you meet for we sort of say typically about eight hours of supervision over the course of the year to talk through your project and to devise two essays two five thousand word essays so the the general practice is to write one essay in each of the terms often typically one essay will look at the question of sources around the project that you're interested in another might take a question of methodology and the idea is that these two long essays help you to improve and set up your PhD sorry your dissertation proposal that you then write over the summer we do ask all applicants for this course to submit a research proposal this isn't anything as like a sort of detailed proposal as you need for a PhD program but we want to see that you've pinpointed a specific time period a specific set of historical questions you've thought about how you're going to work on that so particularly kind of what sources you're interested in using you've got some basis from which you can then begin to design the essays that you write for the research design course so this is more of an independent research MA and we do require you to have a clear idea of what you're interested in but we will work with you carefully to help you sculpt two two essays that will that work as building blocks for the dissertation that you write at the end of the program you then of course still have 60 credits to cover through your taught classes this can be through four of the taught options on the the list a on the on the history list of courses it could be two history courses and and 30 credits open option you can choose those as as suit you so that yeah as I say that this is you build you build the scope in here to build the MA program that best suits your interests you can also do the MA historical search methods program with an intensive language option so that works in the same basis as the the the MA history and intensive language program again it's you this this program works only with Japanese Korean and Arabic you will do 60 credits of taught language in the first year alongside typically the debating past the compulsory course and the research design course your course you'll have your summer period away your 45 credits summer period away and then come back and do the remainder of your taught courses alongside 30 credits of language learning in your second year to get ready to write your your dissertation so the breakdown of history courses to language courses is the same for the MA historical methods with intensive language but obviously the course the history courses that you choose with the MA historical methods and intensive language follows this follows the breakdown on this slide rather than the MA history slide the final thing I want to show you is the list of courses that we are running next year we like many universities at the moment we have to work within the constraints of research funding programs which means that all not all colleagues are being encouraged to find find funding for to pursue their own research which often takes them out of the teaching calendar for a year we endeavor to run as many courses as we can with expert teaching as many courses with expert teaching as we can but the the funding structure and sabbatical structure does limit what we can it does does affect quite which courses we can run on on a yearly basis we recognize that that has a big impact on our MA because if you're only here to study for a year you you you really you know your your course choices are somewhat dictated by members of staff who are available to teach that year I should add that all of the MA history programs I've taught you through are available on a part-time option so you can study them over a two-year period and even a four-year period if you want to do the intensive language options so if you're going to do a part-time MA history and intensive language that summer period away can't be done part-time you have to do one summer block away the part-time courses are literally a division in half so rather than doing rather than doing four courses over each term or your core course and and six taught options over two terms you'll do your core course and two taught options in the first year and then so you do your core course that runs through term one and term two you do one sort of option in term one and that one sort of option in term two alongside the core course and then in your second year you would do two taught options in the first term and two options in the second year so it's literally a sort of a split of the ours in the classes across the two years if you're taking these courses part-time. The advantage of doing the part-time courses that you will are likely to get slightly different range of course options offered for the years that you're studying with us. I hope that that's clear. If not, please do ask me questions in the question and ask the session that will follow shortly and I'll try to explain that slightly better. But so if you come to study with us next year from next September, 2018, these are the courses that we'll be running over that academic year. I would flag that the one area that we're not able to cover in depth with our only teaching next year is our South East Asian area options. If you are interested in coming to study a South East Asian history in particular, please do drop me a line and consider if you can, applying in 2019 to 2021. I very much hope that we will be able to run those courses, they do exist. It's just around teaching availability for next year. You can see from the titles here that these courses are framed in fairly general terms. So if I take, give you the example of my MA history course, which is gender law and the family in the history of mine in South Asia, the fourth one down on the list of options. This course runs from the establishment from sort of the 17th century, the very early days of company presence in South Asia through to post-liberalization in India. So we cover different chronological ranges and different themes and topics each week. And I have students writing on vulgar ideas of gender through to discussions of monsoon with Gabi Gushy Gabi Khan. So the course is designed to appeal to a very broad range of interests of people who are interested in gender law and the family and lots of the people who take that option are as many people who are interested in the kind of more historical period of South Asian history. There's also lots of people who are interested in the post-colonial or much more contemporary period of South Asian history. So, and these courses are all arranged slightly differently but they're all designed to sort of be taught somewhat thematically to help you find something that is of interest to you, to cater to a broad range of interests. Okay, that's the end of the presentation that I have for you. I will just show you my email address in case you want to get in touch. I'll show that to you now there. So that's en2atsoas.ac.uk. If you've got any questions, do please drop me a line. But I'm now going to take questions from the chat feed. So Drithi is studying in India and is pursuing a three year long undergraduate degree in comparative literature rather than history. And as I understand your question, Drithi, the question is whether doing a comparative literature degree is enough to mean you can gain admittance to the MA history program or whether or not you'd need to do another degree or kind of something more historical in focus before you could be eligible for the program. I think that's what I'm understanding from your question. No, you would absolutely be able to apply straight from your comparative literature degree. What we would ask you to do is to use your application statement to talk about how you feel your degree so far has prepared you for the kind of MA history program that we teach here. Why have you decided to now study a more historical course like the one that we offer? And what would you like to do with it? How would you use the skills that you have so far to kind of excel in this course here? We, in many ways, our firmer requirement is that you have a two one or international equivalent undergraduate degree because that suggests an ability to deal with sort of the stamina, I guess, of an MA program. But we are very much open to students from a range of backgrounds. I would say that this year we've admitted students from a science background, from a performing arts background, all of whom wrote quite specific statements explaining why they were now interested in history and in history of the regions that we teach. We do consider every application on an individual basis. So please do use that statement to explain exactly why you want to come study with us. But that's absolutely not doing history. It's absolutely not a hindrance to admittance at all and we would encourage you to apply if you're interested. Ruthie's also asked about internship for international students. We don't offer formal internships as part of the MA history program. We have begun working on this but it became such a complicated piece of work for us to manage. Informally, members of staff may be able to give you information to help you set up internships for international students. There's also questions of visa and visa status which I don't know enough about. I'm afraid what I would suggest though, if you've got any questions about visas, please do write to my colleagues in admissions and their email addresses, master's admissions or one word at soas.ac.uk or you can find their details on the website. So my next question is from Anne Luens about part-time study. So if you study part-time, is there a rule about how many credits you can take each year? Are you expected to choose 90 credits per year exactly? So in fact, it's not 90 credits per year, no, because 60 credits of that is the dissertation which will be done, has to be done over a summer. I mean, if you're studying part-time, you can work on the dissertation for two years. We'd encourage you to do that. But you would need to divide the 120 credits of taught courses over the two years. We strongly recommend a fairly even division of that. So to have 60 credits in one year, 60 credits in the other, usually again, we recommend that you do the methodology course in the first year and two tour options alongside that and then four options in your second year of part-time study. I think that there is probably scope to adapt that if need be. If that was, if you needed to, we could, if you could explain that's your situation to us and we could sort of try and work out for you. I can't offer any guarantees, but we'd certainly be keen to help you as far as possible. But the standard arrangement is usually that sort of 60 credit of taught courses in year one, 60 credits of taught courses in year two. I would also, it might well be worth flagging that the credit framework system that we use here assumes that one credit is equal to about 10 hours of work. So a 15 credit course is equal to 150 hours of work. Having sat down and sort of worked out the maths of this over a two-term structure, the credit system anticipates something like 60 hours of work a week. It's a pretty big workload. And that workload includes everything, reading for your class, we need to think about kind of getting access to that material. But an MA history course is a large workload and I would stress that people have asked if they can do the MA history alongside full-time work. My answer would be no, we expect presence in classes. This isn't a distance learning program. You need to be able to attend classes in person and you really need to have the space in your calendar to take on quite serious levels of research work if you really want to get the most out of the MA history which obviously is a time commitment and a financial commitment. So we would encourage you to think about the hours that you need to set aside for it. So I hope that answers your question somewhat, Anne. So Akane from Japan. So there's a number of questions here. Let me start. So the first question from Akane is about when the department decides on an instructor for dissertation writing. So that's a great question. We don't decide who you're gonna work with for your dissertation, you have to do that. The whole point of the dissertation module is for you to gain experience of designing, setting up and then executing a research project all on your own. You need to set up the research questions that you're interested in looking at.  So the point is that you choose your dissertation supervisor. As I said earlier on, we encourage you to think about building your dissertation project around your talk courses. So it may well be if you've got a course that's very interesting to you that becomes the basis of your thought for your dissertation, you may well want to work with the tutor of that course to work on for your dissertation. And then you'll have meetings with that tutor to work out your research plan to devise your dissertation plan over the terms one and two. And then a couple of meetings at the beginning of the summer period with them to set you up on your MA work, which you'll do over the summer. I also, as an MA convener, I ran a series of workshops in that first term really helping you to devise the project, giving you the milestones that you need to build a research project. So we will absolutely help you to build a research project. We'll explain what you need to do, but the choice is yours about what you do with it and who you work with on it. So the second question then is how often will you see the instructor? Well, this is also a great question and is an incentive for you to start thinking about your dissertation from the beginning of the course. We are available in the terms that we're teaching, we're very available. The summer period when you're writing your dissertation is also the period when members of the staff are writing their research work too. So all of your dissertation supervisors will be available throughout the terms and we'll set up a series of meetings with you at the end of the second term. So I normally endeavour to hold three one-hour meetings with my MA students at the end of the second term. And then I'm available on email through the summer, but the expectation is that students will be well enough established by that point to do the research themselves. So I'm working with six students this year on their MA dissertations and we've met throughout terms one and two and I'm just about to hold my second and third hour long meeting with them to help formulate their project. So you do need to keep in mind that your supervisor is going to be doing their own research work over the summer, but they do, there's a commitment from us to meet with you for a substantial period for around three hours to set up the project, three hours and then email availability to set up the project in the first instance. So the third question is, how many students will be included in the dissertation writing class in most cases? So we don't run dissertation writing classes specifically. We do have a language, there's a specific writing workshop department or so as that runs a writing workshop, research skills workshops through the years. We'll give you information about that, help to set you up for that. I run three two-hour workshops to kind of help you build the project proposal, think through the dissertation and those workshops will run for the group as a whole. So it'll be your main cohort of around 35 to 40 students, but then you should use the office hours that your tutors will offer or tutors offer at least two hours a week and normally available around that via email to meet on a one-on-one basis to devise your dissertation. So there's also a question here, is there any possibility that I can't take your preferred course? So the list A optional courses in other departments. So you do need to take a requirement for our MA History program is that you take a set number of history courses. So you need to take 60 credits of history courses. You need to take four courses offered on list A. So we hope that you can take all the courses on this day that you would like to. Timetabling obviously is an issue in this and it may be that there are classes that clash. We try and avoid this as much as possible, but the timetable team that so as our extraordinary human beings. Precisely because our degree programs allow people so much choice between different programs, they're having to balance a lot of different demands. So there is a chance that you will have a clash in your timetable with between courses that you like, but we will help you to find courses that fit your interests as best as best as we can. I'd say that our commitment to building tailor-made courses for you runs deep. As well as having academic tutors, you'll also be assigned to a personal advisor who will meet with you right at the beginning of the program, talk you through and advise you on your course options. So that would be the person to sort of talk through any problems with timetabling that you're having. There are a lot of colleagues in other departments outside of history who run very historical courses and we can and we have recognized some of those courses taught outside the history department as history courses that can count for your List A courses, but we do need to manage that on a kind of individual basis. So do please try to find as many List A courses as that interest you as possible, but if not come and talk to me and talk to your personal advisor who you'll be allocated to right at the beginning of the program. So the fifth question is all the classes are held during term one, term two. So what can you do in the third term? The third term is for you to write your dissertation, which is a serious piece of work. So that's right, all the classes run in term one and term two, but the third term is set up very much for you to begin your research project, to meet with your dissertation supervisor, really kind of hone your archives, set up that dissertation, which you then write over the summer. So the third term is the research term where your mental stuff is still available for meeting where you really need to set that project up. What is the dissertation deadline and is there any students who submit early and how early? So the dissertation deadline is normally around the 15th of September. Certainly students do submit early and you can submit the dissertation whenever you like. All assessed coursework is submitted using our online system, which allows you to, I think, take down work and put up second versions of it right the way up until the official deadline. So you could submit something early, then decide you actually want to submit a revised copy and submit that again, closer to the deadline. You need to submit the dissertation when you think it's ready, as sort of in terms of explaining about the credit system in relation to hours of work. So the dissertation is valued at 60 credits, which is the equivalent of 600 hours of work. It's a serious piece of work and we encourage students to take that seriously. We'll give you the, we'll explain how you need to get ready for it and prepare for it, but I think you'll find that you'll need a lot of that summer to work on that dissertation. So the seventh question is, when can I obtain a library card? As soon as you enroll at SOAS, your student card that will get you access to all the buildings also gets you access to the library and all of the resources that functions with that. Your email ID will get you access to all of the online resources that the library has. So that's one of your first tools that you're given when you join SOAS. And then the eighth question is, how many MA students are likely to be interested in Chinese areas per year? That is a question that is very tricky to answer. It varies a lot. We have a lot of students interested in Chinese. History and students who come to study Chinese history from outside the MA history program. So history of art, recruit a lot of students who are interested in China who come and study our courses, but the numbers change every year. What I would say is that we have had a lot of interest in Chinese history this year. Next year we plan to run all tutorials at a capped number of 20 students. So you won't ever be in a class bigger than 20 and we hope to keep you in classes smaller than that. So I hope that that answers that question. And the ninth question, is it possible to take sources and research design in historical research if you're getting the MA history instead of the MA in historical methods? No, the sources and research design course is specific to the MA historical methods course. That is, you can only do that course as part of the historical research methods program. So that is precisely the difference between the two MA courses. If you want to do the sources and research design course, you need to apply to the MA historical methods program and to do that you also need to write a research proposal, setting out clearly your areas of interest, what sort of the topics, the themes, the sources you'd like to explore in those two 5,000 word essays that form the basis of that course. So I, yeah, I hope that that's clear and answers all of those questions. I haven't got any more questions that have been submitted by a chat. Good, thank you. I'm glad I answered all those questions. Okay, thanks. If anybody has more questions, please feel free to send them now. Or if not, please feel free to email me at en2atsoas.ac.uk after this event. I'm available and would always be very happy to answer any concerns, questions, queries, as specific as you need, as you might have.


Proudly we hail New York City where the American stage begins here is another program with a cast of outstanding players Public service time has been made available by this station to bring you this story as proudly we hail the United States Army Our story is entitled helping hand as proudly we hail the work of the military police of the United States Army The man who exercised their authority with discretion and tact who bring good judgment fairness and understanding to each situation a potent force in maintaining law and order our first act curtain will rise in just a moment, but first You know in the last two years that I've been the announcer on proudly we hail I've had an awful lot of men come up to me and asked me what the situation is in the army today for specialists and technicians Men already trained in their professions in the army or as civilians and I can only tell them that the Opportunities are better today than ever before Now in the first place as men already trained and experienced in your jobs you'll find that the army offers a wide open opportunity for advancement and promotion and in the second place as Specialists interested in what you are doing you'll discover that in the army you'll be able to work with the finest equipment in the world and You'll be doing jobs that are worthwhile and interesting and in the third place as Technicians interested in improving your knowledge and understanding of your particular field You'll be very interested to hear that today's technical training schools in the army are better than ever So men if you've been wondering what the army has to offer you You the trained technician or specialist Take a tip from me and visit your nearest United States Army recruiting station to get all the facts The very friendly people at the recruiting service will be glad to tell you all about it And if you'll just take the time to drop in and get information without obligation I can say very sincerely Believe me, you'll be very glad you did and now your United States Army presents the proudly we hail production helping hand I Made your call in the station told me that it would soon be time to get on the train to start my patrol I've made this trip many times before but somehow Somehow it would all be different now It's hard to explain what happens to a guy's insides when What's the use of thinking about it now In the distance, I can see my partner PFC Sam Miller approaching. We had a job to do Hi, Sam. Hi, Bill. Well, I've been inspected from stem to stern and back again Sergeant said I look like I stepped out of a band box gear and all my shine dazzle you you're okay What's the matter with you you're catching oh Sarge is a good egg. Yeah, I don't get this Your face is as pale and green as if you hadn't slept in a week Actors if you're ready to swallow me alive. What gives got nothing to do with you Come on. We'll check with the conductor find out where our seats are. Whatever you say. Let's go Reserved for military police that makes our seats on the train official After locating the senior officer aboard just in case we needed him as well as a medical officer and aid man We toured the train from front to rear checking page What's the matter soldier my wallet? It's gone. I had my furlough papers in it money everything I own Why did you lacy it? I know I had it when I got on that train. I bought some magazines headed for Camp Crowley I got to take a 30 mile bus ride from the station. I was just about to go into the diner. I'm flat busted $17 she I don't know what to do. It never happened to me before I'm sure I had that wallet when I got on the train. Take care of them. Will you Sam? Yeah, sure bill We placed the soldier in protective custody for his own protection Furnished him with a provisional military police pass in place of his lost furlough papers meal tickets and Transportation to his post to be paid for out of the soldiers pay This is not an arrest. No violation is involved and no adverse report is submitted a Report of incident has sent forward to the man's commanding officer for information Oh, it sure feels good to sit down for a change. I gotta fill out this report Wait a minute Bill. What's wrong? Will you you'll be going on furlough after this trip?  I am All right wise guy who died me? Oh brother that doesn't I give up Okay, you like sad stories. I'll tell you one. I'm all ears Remember that girl I met in Louisville Told you buddy. Yeah, sure.  Yeah, that's what I thought How wrong can you get? Oh That's a tough break bill. Ah the fun we had we went roller skating together long walks talking All the time they never seem to be room enough for everything we wanted to say We even talked about What's the difference now? Well, look, maybe you can patch it up the run ins in Louisville. You got your furlough. Maybe you can like that. I wish it was What happened back there? Come on. It looks like some soldiers got mixed up in a card game Oh Soldiers will be in taken for every cent they had yeah, that card sharp looked familiar Seen him before sure remember that Ohio run the guy was always saying I was a GI myself. Oh, yeah I remember now same one taking a staff sergeant for almost 50 bucks Out of hustlers like that stay in business. He won't civilian police have catch up to him that staff sergeant still sending me Thank you notes for getting them out of a champ.  Yeah with your girl. Oh, I can't figure out what it was I said what I did the last time we wouldn't get How do you know how can you be sure she's through with you? How do you know what I met another guy and zip like that? Yeah, but how do you know you haven't said anything? I wrote her seven letters count them count them seven letters. They all come back on open. Let me look at them Let's go. We've got work Pass order pass sure pass furlough papers orders. Oh, I don't have any What are you doing on the train? I went home to see my mother. I found her from the post and she was pretty sick So no, you're supposed to have a pass. No, it was a weekend I thought I'll have you been in the army so three weeks Nobody told you but whenever you leave the post you're supposed to have a pass. Oh, I didn't know that not on a weekend I'm going back to camp now. Where are you station camp Douglas? How'd you get by before this? Well, I didn't I hitchhiked home I got a ride and press me right up to my front door next time you want to go home Ask your first sergeant or company commander. You won't have any trouble. All right. Yeah, I'm sorry Am I in hot water? Not exactly I'll give you a provisional military police pass what we call a p.m. P.P.  Thanks. Thanks a lot You'll learn after you've been in the army a while that everything is done through channels Helps keep things organized that way. I've learned already next time I have to get home. I'll know what to do Hi, you're cooking. All right. Give me your name organization of cereal. I'll write you out Tell the soldier was giving me the truth. He's a clean-cut kid Hadn't quite grown into his uniform yet In a situation like that a pot in the head in the helping hand goes a long way towards making a serviceman feel that an MP is his Friend he ever gets in the spot. I knew after I gave the soldier the p.m. PP He'd never leave his station again without a pass I'm an excitement. Oh, not much a couple of sailors on the wrong train First sergeant who lost his furlough papers This face was a bit red You notice how many soldiers are traveling with their girls this trip So that's what you've been thinking when you walk through the train. Oh, it just occurred to me. That's oh, sure Brain so filled up with that girl. You can't see cut it out. Okay All I'm saying is that you have said too much Look Bill Sure, you're in love with a girl things like that have happened before it's not the end of the world You'll find another girl. You're not where I find her Union station Maybe I'll put an ad in the newspaper You know any more jokes all that's not what I meant skip it Feel a lot better if you talk about it That's a great. Yeah, I guess I'm acting like an awful dope She meant an awful lot to me. I Didn't think I could ever feel that way about anyone. You understand Sam Yeah, I'm beginning to my furlough is made out to Louisville ten days in Louisville. What'll I do for ten days?  Where's that wherever I happen to be that's home for me. It's been that way for a long time It's a tough break If Bill here comes a soldier with a worried look on his face, you're the doctor Can you help me out MP? I'm gonna bit of a sweat. I'll do what I can you see I bought my girl a gift at the station I'd have enough left over to buy myself a meal before I hit camp. I Haven't had a thing to eat since morning I'm down to my last dime Still got a long way to go where you had it for camp Douglas I'm in the 11th tank battalion. We can pink slip them I'll get you pigs slept good for a couple of meals in the dining great railroad company You'll send that slip to the finance office at your post soldier charges will be deducted from your pay.  Yeah, you feel better after you've eaten. Thanks a lot. I certainly appreciate your help. Follow me soldier We'll go see the conductor Hey, you've been gone a long time anything up I don't know for sure I just passed the washroom I saw a soldier stretched out dead to the world trying to wake him up and it didn't do any good Just keeps on mumbling something and twisting and turning. Oh, is he asleep?  Oh, where is he a Ford in the train about four cars I think he's got a fever and he's sick.  We'll return in just a moment for the second act High school seniors Ensure a secure well-paying future by preparing for it now The United States Army's reserved for you program will guarantee you a classroom seat in an exciting army technical career course Before you enlist you'll get top-notch training and on-the-job experience While serving side-by-side with America's finest young men and women the choice is wide open and it's all yours to make High school graduates can take their choice of from more than 100 interesting courses Everything from atomic technician to welding the fact-filled booklet reserved for you tells you all about this program You'll learn of many other fine army benefits too like regular pay increases promotions exciting travel assignments and Unbeatable leisure time activities Get in on the swing get your free copy of Reserve for you by visiting or writing your nearest United States Army recruiting station You are listening to proudly we hail and now we present the second act of helping hand Two military policemen are making their rounds on a transcontinental train Their job is normally a routine one maintaining law and order a wallet disappears a Passes misplaced a soldier runs out of funds Routine tasks for these two men But something more than routine has happened a soldier has taken sick There he is Sammy stop twisting and turning Billy's just lying there Trying to say something to get easy soldier just lie back easy Sam put your hand on his cheek He's burning up. I just don't don't try to talk now soldier.  I'll go get her. Yeah, see if the medical officer is still in the diner Hey, stand by will you Sam don't let anybody I don't know yet Nursing captain are in there with him pretty rough. Hey seemed to be in bad shape. I loosened his clothes Captain said he let me know what the score was as soon as he took his temperature We just have to sweat it out Captain wants to see a bill. I'll wait outside. Yeah, let me know How is he fever's way up captain said it's probably an advanced stage of pneumonia We have to get a little hospital right away the next stop is Cincinnati is the general hospital in town there About 15 minutes late that means we'll be there in a half hour 35 minutes at most that's not too bad I got to get some blankets. I'll be right back Blankets I could carry oh fine. That's plenty captain's waiting for one more thing Sam the conductors in the next car We haven't sent a wire to the military police in Cincinnati to have an ambulance waiting at the station was just about to take care of Where are they taking me Just to care that telegram how is he about the same the captain said to let him know if there's any change The nurse will be back in a minute nice going It's about 20 minutes ago. I should give the ambulance just enough time to get there. I don't feel good. You'll be okay, soldier There's nothing to worry about Well, it takes care of everything I guess better go see the conductor to make sure the aisle is cleared when they come aboard to The stretcher right Sam you stay here and direct passengers to another washroom We need as much air as we can in here. We'll do bill meantime. I'll copy down the information I've got the soldiers papers and personal effects. I'll see to what they don't get lost be back as soon as I can Back please clear the aisle Everybody stand back so it was taken into protective custody given the proper medical and hospital care a Report of incident was sent to his commanding officer explaining his illness disposition and absence from duty In all instances like this the military police make out a full report Over buddy. I'm beat. Hi, Sam. Anything new the usual Orientation job on a couple of new recruits Meal tickets and a PMPP for corporal being transferred to a new station. That is wallet lifted. I'll be within a minute Sam I got to get my notebook in order might as well tackle mine too. This is as good a time as any not just about does it Hey Bill Yeah, Sam Long as you're gonna be in Louisville, and you don't know anybody there Why don't you spend some time at my house? No, thanks. I got another patrol tomorrow, but after that I've got a three-day pass I could dig up a couple of laughs and a lot of people around town might be fun Nice try Sam. No go. Well, I was only so I bought me out the war right What time is it? We get there in 15 minutes. This is one time. I wouldn't object to staying on the train and riding on forever Listen if there's anything I can do at least I can do is get rid of these letters Imagine a guy pours it out like each word is a jewel some precious stone What happens he gets kicked in the gut Let's take a look at that envelope, huh? See the pretty postmarks address unknown return Return return return. She wouldn't even open. Wait a minute Karen and Dawson 546 South Chestnut Drive Fairville, Kentucky Fairville, Kentucky.  No wonder. She didn't get the letters the post office isn't a mind reader I know what you're talking about look genius. You had the wrong address Wrong address, of course Fairville is right over the state line. It's in Indiana I know where Fairville is. I've been there a dozen times used to take the bus to Louisville all the time was a short haul Sure, but Fairville is in Indiana.  How could she? She'll probably be a sore as blazes.  Come on. Let's take one last look around before the trip is over. Let's make it a great big look, huh? Yeah, I know you you're just anxious. That's all we spent too much time to get I'm gonna put in a request for another partner next trip.  Do you know I get Swanson and a new man just out of military police school. I guess there's not much to tell him Routine trip. Yeah, just routine Well Have a nice furlough Bill. I'm keeping my fingers crossed. Say hello to your girl for me You can bet on that Thanks for what? Why don't you get lost? Glad to see you. I guess so perhaps you're going to tell me you lost my address That's that's that's pretty close to the truth You'd better explain why I wrote you just as I promised but all the letters came back unopened and I thought look look here Here's my proof. I don't understand They seem to be You have the wrong address. It's Indiana not Kentucky. That's what I found out Bill, how could you have made such a mistake? That's what I'm trying to tell you. I made a mistake And all the time I didn't hear from you up I was beginning to think you were one of those people who get caught up in something and then Nothing, what do you think I went through torture to put it mildly? Bill, I'm sorry. I figured out a hundred different reasons why the letters bounced back without being open and all the Reasons added up to zero silly bill You should have known when a thing like this happens it Well, it was probably because of circumstances that had nothing to do with us I should have known that it had nothing to do with us. Ha ha did did you know that? I thought I'd never see you again boy. I was ready to cancel my furlough, but now I don't think I will You'd better not you don't Karen. I was thinking Yes, I might make the same mistake again when I write you, you know, I mean by accident You might yeah, yeah, so we Well, we could fix it. So so what happened again? how well I for example if We both had the same address Oh Well, I don't know think about it promise I Promise oh boy, this is gonna be the best furlough a guy ever had the very best Wherever the wheels of travel turned the military police are on the job to control and assist service personnel Their presence is insurance for millions of servicemen and women of the armed forces Insurance towards safe arrival without interference or delay The common sense the sense of fair play that the military police bring to the routine situation to prop up at every turn These are the tickets of safety and security towards new destinations Here's a message to the registered nurses of our nation By your choice of a career you have become members of a dedicated profession You have elected to use your knowledge and skills to serve humanity For your unselfishness your efficiency and your high degree of training you are universally respected But perhaps you've reached a point in your career where it's often hard to keep your goals in sight You can't always see where your devotion to your creed is leading if this is true This is the time that you should seriously consider the Army Nurse Corps in this great Organization which is established such a fine tradition you can find a deep and lasting Personal satisfaction in your work. You can clearly see your life of service stretching out before you service to your fellow man service to your country and service to yourself You'll be performing an extremely vital function in our nation's security Yes, if you are a registered nurse there are unparalleled opportunities for you in the Army Nurse Corps This is really a nursing career with a future offering opportunities for world travel valuable specialized training and a good salary You begin as a commissioned officer Enjoying the same prestige pay and benefits of the male officers. You work with the best equipment Have opportunities to develop your professional skills by working with many different types of patients In addition, you'll enjoy a 30-day paid vacation every year But most important of all you'll get a tremendous satisfaction from your work And you'll be doing your country a vital surface act right now Find out if you are qualified to serve as an Army nurse Right to the Surgeon General Department of the Army Washington 25 DC Right today your country needs you right to the Surgeon General Department of the Army Washington 25 DC This has been another program on proudly we hail presented transcribed in cooperation with this station proudly we hail is produced by the recruiting publicity center in New York for the United States Army and this is Mark Hamilton speaking Inviting you to tune in the same station next week for another interesting story on proudly we hail


Stevenson gets a fourth straight win beating Lebanon Valley, 69-57 Glen Clark with head coach Jackie Boswell. Coach, it's really hard to believe that this was a three and eight basketball team just a couple of weeks ago. You believed in them, and you guys have really turned the corner. Yeah, I thought we did a great job today. I thought Lebanon Valley's game plan was excellent as well. They really slowed us down a little bit. But again, I thought that tested us, and I thought we handled the test really well. So really getting, having an opportunity to get in different positions every game. And I think we're doing a great job responding and making adjustments. How much did it help this team to have a few shots go in there and the early go into this game, and maybe loosen them up a little bit from the outside? Yeah, I think that's important. I mean, Kelly went three for three in the first half at the three point line. And those were big threes, because that had to open it up. They had to guard that a little bit. And then I thought in the second half we did a better job of getting to the paint. So we've got to be able to shoot the ball well on our own floor. That's some of the things that we talked about. And obviously they went out with some confidence to do that. You had some bench players getting some key minutes today.  And how about Bryn DeLuzio, a great effort from her with 13 points?  I mean, Kirsten did a great job defensively, because those two post players, they have a really good. And she got tested a little bit. I thought she did a really good job. Bryn, how athletic was that play that she came flying out of nowhere to keep that ball alive so Hannah can get the M1? So yeah, our future looks bright. And we want to make it happen this year. So we just want to keep going. I know you got three games this week, but I'm guessing maybe a couple more trips to the free throw line during the course of the week is as well to have everybody working on it. Yeah, it's been kind of our Achilles heel, except for the last game against Weidner. So we just don't really know what it's going to click. But we just got to keep going at it. And just got to stay focused. Better to deal with those things after wins, obviously. No doubt about that. Quick turnaround for a non-conference game on Monday night. Coach, enjoy this one. Thank you for taking the time for us. Great, thank you. She's Jackie Boswell. I'm Glenn Clark. This is GoMustangSports.com.


I'm very grateful to be part of the ASEAN Indo-Pacific Forum today. This is an important year for Canada because we're officially launching the Canada-ASEAN Strategic Partnership. ASEAN is one of the world's fastest growing economic regions and Canada's fourth largest merchandise trading partner. Last year, Canadian exports and imports to and from ASEAN increased by 29 percent from the year prior. On est donc déterminé à resserrer et à renforcer nos liens avec l'Association des Nations de l'Asie du Sud-Est. Strengthening our ties with ASEAN is a big part of our Indo-Pacific strategy because we recognize and support ASEAN centrality in the region. We will be increasing our engagement in the long term with an even more active presence. We're already working together in sectors like aerospace, defense, clean technology and education. And today, the focus of this discussion is green infrastructure and resilient supply chains. So some of you may know, Canada is in the midst of our worst wildfire season ever. And this kind of terrible happening isn't limited to Canada. It's going on all around the world, including here in the Indo-Pacific, which is one of the region's most exposed to extreme weather events exacerbated by climate change. In 2023 alone, we've seen heavy rains and flooding here in Indonesia, but also in India, in the Republic of Korea, China and Japan. Tropical storms have hit the Philippines and Taiwan. A cyclone devastated Myanmar. Heat waves have swept over Asia. In April, Laos and Thailand recorded their hottest temperatures ever. The disasters we're facing as a world are not just bad luck. They're being driven by climate change and nature loss. Climate change is a global challenge that requires global solutions. We must be responsible for each other. These past few years, whether it's been through natural disasters, a pandemic, a global economic crisis, or through the consequences of conflicts, we have seen time and time again just how interconnected everyone in the world is. So it's increasingly clear that climate policy is economic policy, is security policy. Communities everywhere must benefit from investments that will guarantee economic and environmental future. Communities everywhere, including here in ASEAN countries, need to see investments that will secure their future, both their economic well-being and the well-being of the environment and nature that supports them. The Asian Development Bank speaks about the need to attain a triple win, building infrastructure that reduces emissions and climate risk, while stimulating economic development and increasing returns for investors at the same time. This is certainly something that Findev Canada is focused on, including in sectors like renewable energy, sustainable transportation, and water projects. Findev Canada is our bilateral development finance institution. It supports sustainable growth through the private sector by providing financing, investment, and blended finance solutions, as well as technical assistance. Last year, during the launch of Canada's Indo-Pacific strategy, we announced a further $750 million in global capitalization for Findev. In May, Findev Canada signed an agreement with the Asian Development Bank to enhance cooperation on sustainable private sector investments across the region. And this week, we're announcing that Findev will be opening a new office here in the Indo-Pacific. These initiatives will support high-quality, high-standard, sustainable infrastructure. Canada will continue to leverage the expertise of our private sector and invest in growth that benefits all sides, including through technical capacity building. Findev Canada's efforts in the region will create growth and improve the well-being of people. And it's just one tool in our toolbox to support good projects. We're also investing in infrastructure through other means. For example, here in Indonesia, we're supporting the Kerian Sipong Water Supply Project that will help provide reliable and safe, clean drinking water to over 2 million people. In the provinces of East Nusa Tangara and Maluku, we're supporting a project that will connect an additional 2 million people to the electrical grid while scaling up solar power investments and lowering the cost of power generation by 20 percent. Canada's financing helped make this project feasible, and contributions from all parties helped catalyze $400 million U.S. from the private sector. These initiatives will help mitigate the effects of climate change while creating economic growth at the same time. In other words, we're keeping people safe while creating jobs and prosperity. Bâtir, un événement durable et prosper ensemble, ça fait partie des objectifs de la Straité ju du Canada pour l'Indo-Pacifique. Our Indo-Pacific strategy is centred on creating jobs and opportunities for everyone. Canadian companies and investors, as well as our scientists and researchers, are well positioned to work with ASEAN partners to foster innovative solutions. We will continue to contribute to the region's growing infrastructure needs and deploy our environmental expertise in areas such as ocean management, disaster risks and resilience, biodiversity, and clean energy. Canada has what it takes to help ASEAN attain its goals. I just mentioned clean energy. Canada is becoming the reliable supplier of clean energy a net zero world needs. More than ever in these challenging times, we need resilient supply chains, stable trading relationships, and alignment on values. This is about securing the resources that our economies and citizens rely on, whether that's energy or raw materials or food. Canada is a reliable partner. It's not a coincidence that we have 15 free trade agreements that cover 61 percent of the world's GDP and open markets to one and a half billion consumers worldwide. And we're negotiating more trade deals, including with ASEAN and right here with our Indonesian hosts. Canada has ambitious, educated workers. Our immigration policies are attracting highly skilled talent, and we have incredible natural resources. Canada is one of the world's largest food exporters and can contribute to ASEAN food security, and we're among the world's largest exporters of fertilizer. We're also a responsible supplier of critical minerals that make everything from solar panels to battery packs. A responsible supplier means that we have high safety standards and environmental protections, because that's the way the world is going. We need to remember to put people at the center of everything we do, including by investing to make sure our workers will have great jobs, not just now, but for generations to come, whether it's to produce electric vehicles or clean steel. When people are doing well, when we make sure the middle class is thriving, we foster security and stability, and stability is a key element of supply chain resilience. It benefits everyone. That's one of the things we have to focus on so much right now. Understanding that insecurity and instability around the world is one of the greatest challenges, not just to economies, but to democracies. When people don't feel secure, secure in their own jobs, secure within their community, feel secure for their kids or for their path to retirement, they become more vulnerable, more vulnerable to populist thinking, to authoritarianism, to being swayed by the misinformation and disinformation that surrounds them every day on social media. People are anxious, no wonder people are anxious. The world is changing now harder and faster than it ever has. Pandemic, climate change, global conflicts, reorienting, geostability, uncertain economics, the rise of AI and automation, putting jobs at risk. No wonder people are worried. No wonder people are anxious. No wonder people are looking for any solutions they can. And what we need as leaders, whether it's political leaders or business leaders, is to show people that there is room for them in the future we're all building together. People see the future as change. They see change as coming to the world. They just aren't sure that there's room for them in that future. And that goes at the very core of the idea of promise, that the idea of progress and that promise that is central to our economies, to our institutions, to our national well-beings. The idea that the hard work of one generation makes things better and easier for the next generation. Our parents all worked hard for us to be able to end up in a room like this at a time like this. All of us are working really hard, but parents everywhere are unsure that tomorrow's opportunities are really going to be greater for their kids because so much else is changing. And that's why offering reliability, stability, a sense that even as everything is changing, we've got this. Our institutions are seeing how the world is going, seeing where the weaknesses are, and pulling together to say, no, you can't just choose what's good for the environment or what's good for the economy. They have to go to better, go together. And you can't just know that trade deals create growth. That growth that's created needs to be shared equitably across citizens, across communities because if not, people pull their support away for pro-growth policies. What we have to do, business and government together, is make sure we are showing our workers, our citizens, our neighbors, our kids, that there is a path forward into a brighter future that features them at the center of it. Being the impact on people of everything we do is central, not just to our short-term success, but to our long-term success as friends and neighbors. And I say neighbors, of course, because Indonesia and Canada are neighbors. Canada is a Pacific nation. The Indo-Pacific is our neighborhood. By engaging and investing in this partnership, we're looking out at the horizon of the Indo-Pacific future with a clear view of the shared prosperity that lies ahead for Canadians and for people throughout this region. Je dis souvent que la promesse du Canada est d'améliorer le niveau de vie pour chaque génération. As I just said, the promise of Canada, the promise of progress is always one that we can make things better for the next generation than it was for the last. But that promise is not unique to Canada. It should be a promise we make to everyone, everywhere. So as we look towards the future, as we look to invest in the future, let us make sure we're remembering that progress, that promise of progress, that things are supposed to get better one year to the next, one generation to the next. And none of us can sit back and hope it'll just happen on its own, or the right government will make it happen on its own, or the right business will show up and make it happen on its own, that it only happens when we understand the role that every single one of us, civil society, business, the public sector, political leadership, all have in working together to create that better future we all need. Merci beaucoup, Michel Zavis. Thank you very much.


Learning how to write powerful paragraphs is a critical skill indeed. Not only does it help you when it comes to English, but it cuts across other subject areas. Now, in past videos, I have suggested using what I call the PEE structure, the point evidence explanation. And I still stand by that. I think that's the best and most efficient way to really get into the practice of writing really effective paragraphs. However, in this video, what I wanted to do was to elaborate on that and add an extra L at the end of PEE to make it a PEEL paragraph or a PEEL structure. Essentially, the only addition is the linking back to the question. However, you can do that anyway using the point evidence explanation method and the point evidence explanation technique. Now, one of the elements that students do find surprising, indeed some of the students on my course have found it really challenging, is knowing, okay, I understand how to use this structure and this framework, I understand the different elements of this framework. However, what I struggle with sometimes, especially when I'm under exam conditions, is what are really good ways to even begin the point, the evidence, the explanation and then linking back to the question. So what I thought would be really helpful in this video is to basically go over the PEEL structure, so recapping the point evidence explanation, but then adding the link in. However, what I also want to add in is the words, literally the phrases that you can copy word for word at the beginning of each of them. So at the beginning of the point, this is what you can use. Beginning of evidence, this is what you can use. Explanation, this is what you can use and link, this is exactly what you can use.  You will see a massive improvement, even in the feedback that you get from your teachers and most importantly, you will get really, really confident in terms of writing. Paragraphs are not pausing and wasting valuable time, particularly if you're writing under exam conditions, but to be honest, even if this is an essay submission that you're making, you don't want to spend hours and hours thinking about how to write the paragraph. It just does not really make sense. It's not a great use of your time. So now what I'm going to go over is literally the Peel structure. I will show you what different components go into this paragraph, but also as you can see behind me, I have basically framed and structured an example paragraph in response to a question. Okay, so I'm going to go over that to show you how you can slot in these opening phrases for each section. So firstly, as I mentioned, and I'll still stand by it, the point evidence explanation method is a really, really good method to adopt. However, the L is just an extra element to add at the end, okay? So this is how the Peel structure works and this is what the Peel structure includes. So firstly, it's a point. So you make your point and how you can open by making your point. And remember that the point bit is you referring back to the question, highlighting the keywords. Do make sure you refer to my video on keywords if you're not entirely clear and then answer the question directly, okay? So in your point, you're literally making your point and answering the question directly. Then, following on from that, you follow with evidence. Support your point by using words from the text. You also, going back to the point, you first make your point and what I would suggest with the point bit, so this is the purple bit here, begin all of your points with the writer effectively, dot, dot, dot. So the writer effectively presents blah, blah, blah. The writer effectively structures a text, blah, blah. Whatever it states, just begin with the writer effectively and then add the remaining bit of your point. Then as I mentioned, the evidence is you supporting your point by using words from the text to show that's not just your own words. You have also found it in the text and I would suggest open your evidence with, we learned that, dot, dot, we learned that the play states, speech marks and you add your evidence. Explanation, this is when you explain how the evidence supports your point and in the explanation bit add techniques. So for instance, in this case, I would suggest beginning your explanation with the use of, for instance, the use of a metaphor is really powerful because of XYZ metaphor is a technique I would suggest you mention. Also don't forget the technique, it can also be a structural technique, you can talk about sentence types, you can talk about beginning, verses end and so on. Finally, now this is the link, the final bit. So link is linking back to the question and I would suggest beginning your link, your final bit within your paragraph with thus the writer effectively, blah, blah, blah. Using the keywords from the question. Here is an example of just a random question I've taken from a past paper. Now, the question is, how has the writer structured the text to interest you as a reader? So let's see how we can apply the point, evidence, explanation and link method so the writer effectively for your point. We learned that for your evidence, the use of for your explanation and thus the writer for your link, okay? Now, I would suggest opening the paragraph in this way. So this is my example paragraph. The writer effectively structure the text to interest us as readers as we learn that the car is traveling in the darkness. So can you see here in the purple bit, I have began with the writer effectively, okay? Irrespective and it doesn't really matter if the text is a play, a novel, a poem, a short extract, there is a writer or even here you can add plural. So for example, if it's two sources you're referring to, you can state the writer's plural. However, you can state the writer effectively structured or whatever the keyword within the question is, okay? So that's the point. Then the evidence. We learned that night will soon fall as it would be dark by four. Now, the evidence here I have embedded it. I've made it flow as part of the sentence. So here the evidence is it would be dark by four. Open speech marks, close speech marks, okay? Again, I've opened my evidence by writing, we learned that. Now explanation, the use of a simple sentence focuses our attention on how difficult the journey is. Again, here as you can see the use of, you could use that for any explanation in any paragraph, okay? And finally, I've ended off with my link. Thus the writer focuses our attention on the dark setting to make us feel anxious and worried for travelers in the car, okay? Now of course here it's interest us as readers, hence I've linked it back to how this makes us interested because we feel really anxious and worried. So as I've mentioned, essentially when you're writing any really, really strong paragraph either opt for the point evidence explanation or the peel method point evidence explanation link, okay? And opening your point just really literally state the writer effectively does whatever the question states. Then your evidence is we learned that dot dot dot then you put your evidence. Then your explanation is the use of dot dot dot explain that. And then finally the link is thus the writer has going back to the question keywords within the question. So that's really it when it comes to peel paragraphs. As I mentioned, peel paragraph structure is a really, really good and effective structure to adopt when writing a really solid and powerful essay. However, you can basically use this as well as the peel structure for any kind of essay. Thanks so much for listening.