So, my name is Neda Rostum and I'm going to present to you today the impact of COVID-19 on women's labor market outcomes, evidence from the many region. This is a paper that is co-authored with Vladimir Lenzi, Dr. Vladimir from DNSQA and Dr. D'Hemres from the Ministry of Planning and Economic Development in Egypt. And so, let me take you to the objectives of this paper. So, what we wanted to do is that we wanted to look at the impact of COVID-19 on women's labor market outcomes in the many region. And we wanted specifically to look at how school closures affected mothers' decision to supply their labor. And also to look at whether the employers showed specific preference for single or child-free women over child carers during the pandemic. And so, let me first give you some motivation about the topic and also important background information about women's labor force participation in the many region. So, this graph is retrieved from a paper that was recently published by Nellie Maleche Ital and it's published on the IRF website. And I thought that this graph is really amazing because it really gives, like, the history of women's labor force participation in the many region. So, the first thing I want you to look at is the plot in the top right here for women in 1998. And I think the thing that you can notice the first, the most noticeable thing about this plot is that we have this very large orange area. And this area actually reflects the number of, like, the share of women who are out of the labor force. So, for women, for example, with tertiary education almost 40% of them are out of the labor force and if you add to that those who are unemployed, they amount to almost 50% of those women. And so, when you go also down the education ladder, you can see that this share is increasing even more. And so, I also want you to look at the same column down. So, you can see, for example, the progress over time, whether labor force participation for women improved. And obviously, you can see that it's actually worsening. So, more and more women are leaving the labor market or are pushed out of the labor market. And the reason for that actually is related basically to what is happening in the public formal sector, yes. So, the public formal sector started to shrink over time due to structural change in the economy. And so, what happened is that the government wanted to leave the space for the private sector to basically pick up the demand side of the equation or to create more jobs in the market and to retire from the labor market. But what happened is that the private sector was not able to provide those jobs. And you can obviously see this specifically in the graph for men here in 2018, for example. You can see that the dark green area is the share of men working in the private sector, in the private sector, the formal one. And then because the private sector, the formal private sector was not able to grow as much as the public sector was shrinking, the informal sector was filling up the gap. So, the green part here. And all what I'm saying now is just happening for women, not for women. As you can see here from the 2018 graph for women. And it seems that the private sector for like it's, you cannot even see it I think on the graph. The share of women working in the private formal sector, it's really almost not there. And this is related to obviously something like the inability of the private sector to create jobs, but also it's heavily related to culture basically and to women's decision to participate in the labor market. So, let me take you to like the three underlying factors that explain women's decision to work in the manager. So, why women would supply labor in the MENA region? So, first, it's related to economic needs. So, if a woman is married to a man who cannot provide, so usually they're not considered as the main breadwinners in the household. So, if the main breadwinner in the household is not able to provide enough to the family, they would usually go and work. And this mostly happens in lower strata of the society. And also, the second reason is why women don't provide their supply in the labor market is related to values. So, we have a lot of papers talking about the idea that values women who enter the labor market, they are usually looked at as they're not taking very well care of their children or especially if they work long hours, they're not able to provide enough care for the husbands and so on. And also, there were some papers in the literature in the MENA region related to marriageability. So, women anticipate that if they work, the probability that they're getting married is low or they can work, but after they get married, they just leave the job. So, given those two factors that are heavily related to culture, women always look for opportunities that would give them the jobs that you don't work long hours and you have those long maternity leaves like two or three years and so on. And so, these jobs basically were the public jobs that are not offered anymore and the private sector is not able to provide those jobs anymore. So, they just decide not to participate anymore in the labor force. And so, why am I giving you all of this background information? Because what we thought is that it's very interesting to see how the pandemic would change some of the social norms that are preventing women from entering the labor market or that maybe those norms actually become more rooted and so even push more women out of the labor market. So, that's what we wanted to explore, whether the social and the labor market changes that are brought by the pandemic would affect the women's labor force participation and their labor market outcomes. So, what can we find in the empirical evidence? The international literature provides controversial insights about the changes that were brought by the pandemic internationally, so worldwide. So for example, there are those papers that hypothesize and also show through the data that the lockdown is used household relocation of tasks. So, men are taking more responsibilities when it comes to child care and when it comes to household chores and so on. And also, there's like this other opposite side of the literature that shows that mothers had to take longer spells of unpaid leave and unemployment for the provision of child care due to, of course, the closure of the nurseries and the schools and so on. So men like not providing more help and they had to leave their jobs basically for that, to take care of their children and so on. And there's also like this interesting stream of literature that discusses the employer's adoption of more flexible work schedules and telecommuting options. So, the idea is that because of the pandemic, we saw that work can be done at home. There's other methods of work. And so some of the employers started to adopt this and give more flexible schedules for women and this would allow them to balance between work and between their taking care of the children and the household chores and so on. So this might be actually something that encourages more women to enter the labor market if it persists over time, of course. So this is for the international empirical evidence. What do we have in the MENA region? We don't have a lot of papers working on that or even touching, they're just touching upon the topic from different aspects but not exactly working on this topic. So we have this paper by Abdul Faraj. He's working in Jordan and he just mentions the increased violence against women in Jordan so it's not really related to our topic but it shows that there's no more women empowerment due to COVID basically. And we also have, as they're telling us, actually Dr. Vladimir has worked on this paper as well. So in this paper they show the share of jobs that can be performed remotely is low in sectors that employ women. So basically the hypothesis I just told you about that women can work remotely is not an option for many women in the MENA region because they work in sectors that doesn't allow for that. They cannot just take their laptops and work at home. And then also there is this very recent paper. This is this one paper that really works on the same question, our same research question. And it looks at like the how the women increase their household chores in during the pandemic due to the school closures. And their final conclusion was that women with children were not more likely to exit work during the pandemic or during school closure. So this is for the MENA region literature. Now we want to explore, like as I said, our research questions and we do that through a data set that has been released by the ERF. It's the COVID-19 MENA monitor household survey. It's a phone survey that was collected over five waves starting from October 2020. So like seven months after the start of COVID. We have an unbalanced panel of almost 6,000 women surveyed at least once between five waves in four countries, Morocco, Tunisia, Egypt and Jordan. And the point here is that like for Egypt and Jordan, we only have like two waves and for Morocco and Tunisia, we have four waves. So we were not able to have for all the countries, all the data. And also like data availability really depends on which variable we're looking at. So for example, for variables on the evaluation of women in activity, we have all the almost 14,000 observations. When it comes to variables reflecting losses in labor market outcomes, we have almost 2,000 observations only. And as I said, like they started collecting data in October 2020 or they have like the data collected already by October 2020. So for that, this means that we don't have information about COVID before, sorry, about the labor market outcomes before the pandemic. And so actually this data was collected through retrospective questions. So they asked them what did you use to work in February 2020 and so on. We have a battery of labor market outcomes. We have like the normal definition of being unemployed, remaining out of the labor force. We have also some variables on being temporarily laid off, permanently laid off, the reduction in the number of hours, the pay cut, a wage delay and the net monthly wage. So in most of the specification, we have all of these variables just as dummy variables for the three first columns. And of course, for the net monthly wage, we have a continuous variable. So now we come to our empirical strategy. So we have our outcome variables that I just mentioned and then we have also our independent variable here having the number of children for women living in like region J at time T. And we have also this like the beta two, which is like the COVID regime effect. So it reflects the school closure and the beta, we have our outcome of interest, which is the school closure, the interaction with the number of children. So yes, sure. So it shows basically whether women... So what is the impact of school closure on women with children?  So for school closure, we have... We achieved the data from the Oxford COVID, the 19th government response tracker. I'm just going to move from the slide, but it's just the 30... We take the average of 30 days for each point. For the preliminary results we have, so we didn't get like very significant results in most of our regressions. What we had is for our variable like a coefficient of interest, the number of children times the school closure index. We had this significant result that says that women with children in the time of school closure were more likely to be unemployed than women without children in that same time, that same period. And they were also less likely to be out of the labor force. And this is actually... Might reflect that it seems that women with children in the time of COVID were trying to penetrate again to the labor market or something like that. And so this might reflect that there was this need for women to go in the labor market because of the husband having trouble with providing to the whole family. So this reflects again on the literature that we have been talking about on the hypothesis of needs. So women entered the labor market because of the needs. So because also like if you notice here, it's exactly the opposite sign. Women with children, the bigger the number of children, they're less likely to be unemployed and more likely to be out of the labor force. So they're more likely to be discouraged workers. And our results also we tried this with the... So we also have whether the women had to be suspended, had to be terminated. We didn't find any significant results for that. We only found some significant results for losing more than 25% of the hours worked. And you can see that women also with children during the tight times of the pandemic, they were less likely to lose those two hours. And this might also again reflect that they were more keen to keep on working and to keep on just not losing hours like working even more. And again, might reflect something related to needs. However, our results are not robust throughout different specifications. We tried the multinomial logic for like those different variables. We have also tried alternative specification. So we have added the number of children under six. We have separated those groups, so the children under six and children in school. And as you can see that there is no significant results for most of the most important outcome variables that we are looking at. Okay, I'm done. So just to conclude, it seems that the pandemic might have highlighted that some women in the Middle East might still be considered as secondary income earners. The normal and that the household economic needs may be an important explanatory factor for them to determine entering the labor market again, so their labor market participation. We found that from the demand side, women were not penalized. Like if we go back to the tables, you can see that women were not penalized for having children from the side of the employer. And again, finally, like our results are just not robust. So we may say that our results, like we didn't find a lot of change happening from the peak of a situation. Okay, so that's it. Thank you.


Let me just point out that it's about three points. The first one is about globalization or anti-globalization and populism and so-called some moderators said that the established intellectuals. And he defined that we are the established intellectuals. I do not know whether he includes me or not. But anyway, that's the definition. I'd like to talk about the little go-back to the 1999 in Seattle. We had WTO conference. Bill Clinton wanted to launch the new round after the WTO itself was settled in 1994. With 400 arrested demonstrations, as I instead saw there, as I said, thank you, sir, undersecretary, the complete mess. And we failed to launch the round because of an anti-globalization movement, mainly sponsored by NGOs and developing countries, talking about all the new additional issues rather than trade and services, such as investment and so on. And at that time, what was the biggest was is mainly the government, including the United States, tried to represent the support, globalization on behalf of the globalizing companies. Globalization and internationalization is a little different. International companies respect, more to say local authorities and local rules. The global companies want to keep their own global standard and push all the countries to accept such kind of global standard. That's a big difference between global companies and international companies or international standard itself. The significant issue at that time what we discussed is so-called investor state dispute settlement agreement, ISDS, that all the global companies can raise any kind of complaints or claim to the government directly, hosting government. This is the new dimension at that time. But suddenly, if you read a little that's about the article, USMCA, United States pulled out ISDS clause from the agreement between Canada and the United States. And at the same time, just one year before the almost 12th end of the TPP, when the United States finally pulled out, they said the one of the reason is because there is ISDS. ISDS itself is proposed by the United States on behalf of all the global companies, but finally they did it. Now they are coming back, too. In that sense, the local authorities or local rules. And I think that is one of the big phenomena that is going on, that is not the trade or trading services. Mainly, that is more what is an investment or some other agreement or regulations. That's one thing. The second point what I would like to raise is the US-China. The many people that I also asked many times in Japan what is the impact of the US-China trade war and so on. But I said this is not the trade war. Actually, the war in hegemony, in particular in the field of cyber, cyber technology or cyberspace and so on. You can say that, for example, the quantum computing, internet, you can pick up some of the cyber attack or some kind of cyber technologies or some domestic intervention made by the cyber attack and so on, which is already said by the United States. It's Vice President Pence. In addition to the intellectual property rights issue or some other way to say it, bilateral trade issues, blah, blah, blah, blah. But real core part is not really the trade. That's the second point what I'd like to say. And at that time, the maybe European Union's approach can be appreciated when we are going to solve this kind of question in the cyberspace. It's one that's not completely but a part of the solution is the GDPR, General Data Protection Regulation, proposed by the European Union. And many of the companies, including all the global, GAFA companies, have to oblige with all that kind of the regulations. And that kind of stuff is maybe a good thing to do. The third point as well as I'd like to raise is the North Korea. As a friend of mine, Don Johnson has already raised. I think for the time being, the real winner so far is Kim Jong-un. I think Trump is not making any success in that sense. Even though he says that, well, he protected United States or mainly this mainland US by stopping all the, what do you say, threat of the nuclear bomb into the mainland. But the issue is, as Japan or some other neighboring countries or international community is raising about deep nuclearization issue, I don't think that will go. There is no way to. At least when North Korea raised the issue about peace treaty, I don't think the Western world is ready. In particular, the United States is ready to go into that kind of peace treaty with North Korea, including China and so on. And in that sense, the issue itself, as I said, that it's not moving, and why Japan is not so much concerned, it's because the issue itself or the situation has not changed more than 30 years. Once North Korea started nuclear programs and so on, we are always under pressure and the threat with nuclear bomb and mid-range missile. US issue is ICBM. So for the time being, when the North Korea committed not to launch any ICBM, the United States can say that, or Trump can say that the United States is completely safe. But Japan, Korea, some other neighboring countries are not safe enough. But I don't think because the player is different, it will not go on. And Japan is not really the main player in this negotiation itself. I have to confess. So well, as I just have to conclude, I think there was no way to go about the North Korea. I'm pessimistic, but at the same time, as usual. Thank you very much.


Okay. Hello everyone. Welcome to my talk game development with OpenXR. My name is Christoph Hark. I am a software engineer at Collabora. And I represent a little bit about what we have been doing at Collabora. So in this talk, we will go over the basics. What is OpenXR? What can it do for us? Why do we need it? Then I will give a little overview about how you can get started with OpenXR. I have a list of example code that you can look at. There is a simple C example that I wrote. I will show the code a little bit and go over it. And lastly, I made a Godot engine plugin for OpenXR. And I will show this plugin and hopefully a live demo works. And the last point is to do what still needs to be done in the Godot engine plugin. Let's get right into it. OpenXR, why do we need it? You can see a lot of VR devices that are currently on the market on the right. Those are very different. The controllers are very different. They have very different inputs, different buttons. Some have touchpads, some have trigger buttons or finger tracking. And the traditional input APIs can't really deal with that. These controllers are also tracked in space. You can move them around and inside your game engine, the position in space will be reflected. And there is no traditional API for that too. And you also have these headsets. They have lenses. You have stereo images. So you have to render two images. So there's a whole bunch of stuff you have to do for VR headsets specifically. And this is currently done with vendor VR runtimes. Every vendor of such a VR headset makes their own runtime or makes a driver for an existing one. So inside one of those runtimes, there is a hardware driver. You connect this headset with USB to your computer and the runtime interprets this data and calculates the position and the button inputs and all that stuff. And it also handles rendering because if you have a headset on your head and it fills your entire field of vision, you really do not want your image to freeze at any time when your game has a hiccup, even when you want the image to be very responsive to your head movements. And this is something that VR runtimes do for you. Each of these runtimes has their own API and recently Kronos released OpenXR, which is a standardized API that hopefully soon every vendor will implement. I will go into a little bit of detail about the current situation on a later slide. So we can think of our vendor VR runtime as the rendering input stack, like libinput or xorg or valent compositor, but specifically for VR hardware. So what VR hardware and runtimes can you use today with OpenXR? On Windows, you have the Oculus Rift and Oculus Quest's standalone headset. I believe you have to opt into a better for this, but I'm not sure. I don't use Windows. But you can use OpenXR on these headsets. For Windows Mixed Reality headsets, you can enable OpenXR and run OpenXR applications, but there is a caveat. You can only use direct 3D applications and not OpenGL. This might have changed, but this is my last information. On Linux, you have the runtime that we at Collabora have been developing. We called it Monado. It uses headset drivers on the one hand OpenHMD, which is a community project that has developed and we have our engineered headsets and written open source drivers for them. Unfortunately, many of those are still incomplete, but you can help develop them. There is a BOF edge for them, I think, tomorrow, where you can look if you are interested in open source driver development. You also have a talk about the Monado runtime if you are interested in that. And Lubas will make a talk about XR Desktop, which is a desktop solution for Linux, and he will go into the history of OpenVR Runtimes 2. Runtime also developed native drivers, for example, for the PSVR headset or for the OSVR HDK 2. And I have been working on integrating LibSurvive, which is another third party library that is based on code that actually was developed at Collabora first. But they developed tracking for headsets like this, like the Valve Index or the HTC Vive with these base stations. And I will show a live demo of this later. So what do we need to know as a game developer about OpenXR? The specification is derived from the Vulkan specification. So if you know this and reach through OpenXR, it will look familiar. It inherits some API concepts. And the concept of having a loader and headers that are provided by an OpenXR SDK that is provided by Kronos. And your application only interacts with this loader and these headers. And the loader will be responsible for finding and using a VR Runtime. That's similar to how you would use a Vulkan driver. If you write a Vulkan application, you don't link directly to a driver. You link to the Vulkan loader and use the Vulkan headers from Kronos. And the Vulkan loader will be responsible for finding a Vulkan driver. And this works similarly. The API is extensible. So there is a core specification, but each vendor can make their own extensions. For example, if you have unusual display configurations, like if you want four displays in your headset, you would make an extension. Or if you have an unusual input device, or if you have one of those cave systems where you have monitors all around you instead of a headset, that would be intermitted in extensions. Yes. So this is our list of examples. I will put the slides on the Boston sites. So you can find all of these. Noteworthy our GXR, which is a library we have developed for the purposes of our XR desktop project, which Lubas will talk about in his talk. It implements an open VR and an open VR and open XR backend. XR Gears is a standalone open XR application. That is basically like GLX Gears, but in VR. And my example that I will be presenting is the open XR simple example. That is really plain C. There is absolutely no abstraction. You can read it from top to bottom and see what's going on directly. It's currently Linux only and only open GL, but pull requests are welcome if you want to implement Windows support for this. This is how you would compile an example for open XR. Basically, there is a package config file that is provided by the open XR SDK. Do you just use the link and see flex from that. And for running this application, either you give it a JSON file that describes which runtime should be used or there's a mechanism where active runtime JSON can be installed system-wide and then you just start the application and everything happens automatically. So for the simple example, I thought we go through the code a little bit. So as you can see, this is just plain code that goes all the way from top to bottom. If you look at this code and think, there should be an abstraction in this code, you are absolutely right. This code, you should probably not program like this. The clear abstract color function, the clear abstract color function, you should put this in functions and stuff like this. So the first thing you want to do is you will create... Yes, the first thing you want to do is to create an XR instance. An instance is like in Vulkan, basically a handle to your runtime. The way you do this is usually you create a struct that is an info struct. All these structs have suffixes and if you want to create something, the struct is called info and you put some info in there. For example, which extensions do you want in our example OpenGL. We want to use OpenGL, so we enable the OpenGL extension and call XR create instance. The next thing would be XR get system. Our system basically describes a form factor. So in the core specifications, the form factors are the R headset like this or in the header you can see there is also a handheld display that would be like an Android phone that you can move around and you can basically have a magic window into our virtual world. But this example is a head mounted display. You get the system. The next step is enumerating few configurations. These are kind of tight to the system, but not really exactly the same. So as I showed, the head mounted display usually has a stereo configuration with two displays, but if you have an unusual configuration, for example, in the header you see there is a configuration for quite a lot too. That is a special headset that has a very high resolution display in the middle and a lower resolution display around that. So we have four displays and that's not a stereo configuration anymore, but a quad configuration. Another concept in OpenXR are spaces. The spaces that you really want for your application is either a stage or a local space and this describes basically your physical space and all your coordinates that you have are relative to this space. So these reference spaces that the OpenXR specification defines are basically a stage space for a system like this where you can move around in a stage. There will be other configurations for augmented reality systems that you can move around in the entire physical world, but currently if you probably want the stage space as a reference, let's skip that because the time is short. The last important concept I want to touch is our action. This is a concept that has been introduced by OSVR and SteamVR, but it has been basically perfected in OpenXR. So typically if you do input APIs pretend, for example, that everything is an Xbox 360 controller and you can get the A button, the state of A button, the state of B button, the state of the joysticks and stuff like this. But with VR hardware, you have so diverse hardware that's not cutting it anymore. So instead, there is a new model where your application defines a set of actions that it wants to have. For example, it says the user can jump and jumping is a boolean action.  For example, the A button on this would be a jump. And then your application all has to worry about is the jump action triggered or is it not triggered and the VR runtime will do the rest. So this is what happens here. This is a grab action where you would take something and in OpenXR there are a bunch of known controllers that are specified exactly. So this controller is in the OpenXR specification and your application can say for this controller, I want the jump action to be on the A button, but it's not really necessary. OpenXR, XR runtimes are supposed to provide an interface to the user where they can see the application has a jump action and the user can see my hardware has these buttons and then I can connect this. So this is basically a suggestion but it doesn't have to be... the runtime doesn't have to do what the application says. And let's give the rendering part because of time. The application, when you run it, looks like this. I have to say that this is currently running on our Monado OpenXR runtime with the LibSurviveTrior for this headset. So this is an entire open source stack and there's no close source software anywhere in this stack. And this is basically the application. It gets the position from the headset and represents that in the world. It gets the position and the rotation from the controller. And this is basically the example. It is on the free desktop GitLab, so if you want to look at the code, you can check it out. And maybe a bit more interesting is the Godot plugin. So basically what I have on the right side here is the Godot OpenVR FPS, which is an example that Godot developer wrote for the SteamVR system and to port this example to my OpenXR plugin. Basically what you will do is you'll delete the add-on for OpenVR and you'll copy in the plugin, the more add-ons. You just copy over the OpenXR plugin and then in Godot in the project you have to basically edit one line in a script that says load the OpenVR plugin. Let's say it's OpenVR, but I already changed it and say use that load the OpenXR plugin.  You can basically use your OpenVR project on OpenXR. So here is some teleport input that was already in the project. You can teleport around, go in there with just some example content that I did not make. This is Bastian Ollic who made this demo. You can take one of those jumps and make it go throw it not very well. But basically you can develop a game with it. As you can imagine, this is all very much work in progress and there's a lot to do. So the code of this plugin is also on Fritastop GitLab if you want to check it out. Let's see. What is to do? First is I want to package the OpenXR loader and headers in distributions basically like the Vulkan headers and Vulkan Vulkan headers and Vulkan come on. Yeah, whatever. Let's just do it like this. I mentioned the action bindings in my when discussing the C code and as you probably didn't see it but in Godot there is currently no UI to define these actions. There is an open issue for the OpenVR plugin I have commented in this too we should build a UI inside Godot where you can say there is a jump action and then you should also be able to suggest for the ViveIndex controller the jump action should be on the A button for this UI that is really needed before this is really usable because right now it's basically all hard coded inside the plugin code and it's not easy to edit. There is also some low level stuff that should be improved in the Godot code base here is a definition of a struct the OpenXR specification and you basically have to give this information to the OpenXR runtime this is for example a GLX context currently I call GLX getCurrentContext which is maybe more of a hack it would be nice if you could get the GL context that Godot uses from Godot and plug it in there and of course a Windows port would be very nice because currently this plugin only works on Linux so basically putting some defines like use platform windows and fill the respective platform specific graphics struct there is a window specific OpenGL context and stuff like this and of course we need some testing that basically concludes my talk I have some promotion to make for a first XR conference in 2020 that we will make the ad collaborator will make in Amsterdam if you want to know more you can go to the website thank you for listening questions a little bit yes I am involved in the development of the OpenXR specification personally a little bit we have we at Collabora are a member of Kronos and have been working with Kronos to develop the OpenXR specification we have some members who are more some colleagues who are more involved in OpenXR for example the specification editor for the OpenXR specification is from Collabora it's right in public if you know him so what is the best way to get involved in developing features for OpenXR so basically the official way is you join Kronos and participate in the discussions inside Kronos maybe a little less official way to contribute to our Monado OpenXR runtime make an implementation of our feature and prove that it works and then maybe we at Collabora can help stream it into the OpenXR specification


AL amylidosis, also referred to as light chain amylidosis, is a rare disease that arises due to abnormal plasma cells. Plasma cells are immune cells that originate from the bone marrow and usually produce normal antibodies. These antibodies are made up of heavy and light chain proteins and are used to fight infections. In AL amylidosis, instead of producing normal antibodies, plasma cells produce abnormal and misfolded light chains known as amyloid proteins. These amyloid proteins then deposit in your body and disrupt normal organ function. The symptoms of AL amylidosis are usually related to the organs that are damaged by the protein deposition. The common organs affected by AL amylidosis are the heart, kidneys, nerves, gut, skin and soft tissue, and the tongue. Common symptoms include neuropathy or numbness or tingling in your hands or feet, shortness of breath related to heart involvement, or swelling of the legs such as edema due to kidney problems or heart problems, changes in skin color, joint pain and anemia. Early diagnosis of AL amylidosis is important to minimize organ damage and improve prognosis. This is commonly made with imaging, blood and urine tests, specialized testing of the affected organ systems, and likely a biopsy where a small piece of tissue is taken and looked at under a microscope. As the mechanism of disease development is similar to myeloma, AL amylidosis patients are often treated with the same drugs such as chemotherapy, immunotherapy or stem cell transplant. The treatment of AL amylidosis is complex given the organ damage caused by the disease. However, there are promising novel therapies that include a combination of drugs for the future treatment of patients with AL amylidosis. For example, drugs that can help the body to remove amyloid deposits are currently under investigation in clinical trials. For more information, please visit the MPE website.


Let's get into the more meaningful type of classification. This is the more meaningful type of classification because this type of classification which we are going to discuss now will give you more insights on how semiconductor behaves. This classification is with respect to energy banks. The basis of this classification now is energy bands.  As in, what is so special about conductors? Ramcharan will enlighten us. Yeah, you can speak. Sir, I think either your voice or I lagged out a bit. Yeah, I am asking that what makes a conductor special? What is so special about conductor? Easily electricity can pass through it. So what makes a metal special is that it has a lot of free electrons. What do we mean by free electrons? Free electrons are the electrons that can jump around. So free electrons can leave one particular atom and it can jump to another atom and it can just freely float. So if you take a piece of metal like this, electron can go from here and it can travel along. So effectively there is a transfer of charge from one location to other location and the medium to transfer the charge is electron. So when I say that metal has free electron, it automatically means that the electron has left the nucleus. It is not bound in a particular nucleus. Now tell me one thing, you have supposed to electron. First electron is bounded by the nucleus and another electron is free. Which has more energy? Bounded electron or the free electron has more energy? Free electron. Free electron has more energy. So if electron is bounded in the nucleus, then its potential energy is lesser. It needs basically energy to leave the particular orbit and move to the next orbit. And if electron is free, it means that it is at any tending to infinity level. So its energy is zero. But if electron is bounded, then its energy is negative. So electron which is bounded has lesser energy and electron that is free has more energy. So I can say that there are large number of electrons in the metal which have higher energy. So if I draw an energy diagram, what I mean to say the energy diagram, it is a plot between the energy of the electron on the x-axis and the energy of the electron on the y-axis. And x-axis is just the extension of the space so that I can accommodate. I will just point, suppose I point four electrons. So I get a space to say that the different energy levels these electrons will have. So if I just plot, I take every electron and plot its energy level. So I will get, suppose these dots. Each dot represents an electron's energy level. Are you getting it? Yes sir. And suppose there is a minimum energy required, there is a minimum energy required for them to be free. For example, suppose this is the energy required, suppose this is the energy required for them to become free. So we can say that in case of metals, there are lot of electrons which are already free because they have energy which is more than the energy required for them to be free. So I can keep on plotting all the electrons energy. So there will be electrons energy like that. So this particular band from here to here, this particular band is called conduction band. Why it is called conduction band? Because these electrons are free and because of these electrons, the metal is conducting. And from here to here, this is called the valence band. Why they are called valence band? Because you can plot the electrons energy which are revolving around the nucleus and you get a plot of a particular atom's valence electrons. So that is why it is called valence band. So you can see that there are few electrons in the valence band which are revolving around the nucleus which already has good amount of energy and they can break free. They can leave a nucleus and jump to another nucleus. So that makes the metal little bit special. This is the diagram or energy diagram for metals. Any doubt on this? No sir. Now let us see semiconductors. See with respect to metal, if you see, let us say you draw couple of nucleases like this, these are nucleus. And this yellow line represents the electron that is freely moving. So it can just leave a nucleus and it can freely revolve around. It can jump from one nucleus to other nucleus. It does not need extra energy to do all this. It freely floats. But with respect to semiconductor, the electron although it is bounded in a nucleus, it will not readily leave the nucleus. But then if you give very small amount of energy, it will just leave the nucleus and jump to the adjacent one. And it will start conducting electricity. So if you draw the valence band and conduction band for the semiconductor, you will get a band like this. Let us say this represents the valence band. Then what do you think the conduction band will start from? If this is the valence band, where the conduction band will start from? A little bit above. Little bit above. So the conduction band will be like this. And there will not be any electrons in the conduction band. Why I am drawing this line at the top? Because there is a fixed amount of energy after which the electron will just come out of metal surface itself or semiconductor surface itself. It cannot conduct electricity anyway. So there is a top limit also up to which electron can have energy in the conduction band. This is conduction band. And this energy is called energy gap, EG. So the minimum energy gap between the valence and the conduction band is called EG. It is simply represented as energy gap. So this EG is less than 3 electron volt if I talk about semiconductors. So minimum amount of energy electrons required to break free is around 3 electron volt in semiconductor. If I say break free, what I mean to say it becomes free from one nucleus. It can jump to other nucleus. It is not a photoelectric effect I am talking about. I am not taking electron out of the surface. I am just giving it sufficient energy so that it leaves a nucleus and remains still inside the material itself. Now let's talk about non-metal. What do you think the non-metal diagram, how it will be? The energy gap will be quite a lot. Quite a lot. Good. So this is the valence band and this is the conduction band. So all the electrons will be in the valence band and there is a huge gap between conduction and the valence band. So this EG is way above 3 electron volt. So this I think gives you more insight with respect to how semiconductor behaves.


So let me just first introduce myself. Good evening, London time to everyone. My name is Senya, and I am Actors Director of the Center for Financial and Management Studies, SEPHEMS. So I am really honored to be here with you and present to you what is going on at SEPHEMS and some of the ways of what SEPHEMS is and some of the history of SEPHEMS as well and also about how the study at SEPHEMS goes. So what I've heard is that you are either thinking about applying or you have already applied. So I'm sure you will have some questions to ask after. So once more warm welcome and let's start from the beginning. So University of London. We call it a Golden Triangle of Britain. So we have University of Cambridge, University of Oxford and University of London. So it's a federal university like Cambridge and Oxford operates with 17 colleges and 10 research institutes and centres. And all of us are having the work on campus. We do a lot of teaching on campus. However, we also have a separate distance learning programs which we offer to the students who are studying from abroad. And the university itself is funded in 1836 and has over 75,000 students in the UK. However, like we started with distance learning way, way, way before internet and online and Zoom. We started in 1858 when Britain still was an empire. So now we have 55,000 students all over the world in 180 countries and a global reputation and experience for teaching and research both online and offline. So this is one of the first universities. Actually, it is the first university in Britain which allowed females to study. University of Cambridge, University of Oxford in the 19th century didn't have it. I didn't have it in their university status. However, University of London was the first one who had this. And it was what made University of London a bit different than other universities around the world. And we started with distance learning programs. And how we did it at the time as Britain was an empire. And we had students studying on distance. They had their secondments in different parts of the empire. And they still needed to study and to understand the world around them. So what has happened is that the books were basically shipped by boats and they were receiving it and studying it. Very colonial past of the university indeed. However, this is something which we need to discuss on further being the source of what this colonial past has brought to current and contemporary contexts of where we are at the moment. So going back to SEPHEMS, Center for Finance and Management Studies, we are at SOAS, School of Oriental and African Studies. And we are one of the partner institutions of the University of London which delivers programs in finance and management studies. So we offer these internationally recognized master programs by distance learning. And at the moment, we have about 2,500 students who are studying in over 160 countries, studying online, enrolled on our courses. SOAS also offers some other programs like Center for Development and Environmental Policy, SEPHEMS. This is our sister program, then Center for International Studies and Diplomacy, CISD, Media and Gender Studies. You'll operate on distance or online learning depends on the program. But at SEPHEMS, we operate straight on distance. So I will explain a bit more later on the difference between distance and online learning. So at the moment, we do master programs, diploma programs, certificate and professional awards. So individual professional awards when you're taking only one module, it's very similar to those executive education programs where you study one particular module for two months and you pass exam, which is always in September or October, and you get an individual professional award awarded by the University of London. We have postgraduate certificate programs, postgraduate diploma programs and MSc programs. And I will explain the number of credits for each of them. So when it comes to individual professional awards, that's one module. So even if you take only one module, you're accredited. Then if you want to go further and take postgraduate certificate, you take two modules. If you want postgraduate diploma, you take four modules. And if you want MSc degree, you take six modules. One important point to mention is that dissertation is an elective module. You don't need to take it. But if you take it, you need to take also research methods module unless you are studying quantitative finance. In that case, if you are studying quantitative finance, you don't need to take research methods. You can straight go to dissertation. For all of our programs, dissertation is not obligatory. But you can take it. It's not a problem. And yeah, we can share the slides, no problem at all. So that's OK. And another point to mention, which may be also interesting for you, is that you can also start with the MSc program. But you can exit earlier. Sometimes we have students who are working full time and need some extra work, maybe some family issues, get married, travel abroad. And we then have exit degrees. So if you start the MSc program, but you want to exit earlier, you can exit with a PhD postgraduate diploma. And that's for modules. So it's all very flexibly organized. But why is that so? So I will show it on my next slide. So for MSc programs, you have to take six modules, as mentioned. And MSc program offerings are in MSc in finance and financial law, MSc finance banking, finance economic policy, finance and financial sector management, finance and quantitative finance, I already mentioned the program. Then you can take it to the National Business Administration. MSc in International Business Administration. MSc in public financial management. And MSc in public policy and management. So these are our offerings. These are different degrees which you can take. If you want to do a diploma, postgraduate diploma, so you can take four modules. And depending on which modules you take, you get one of these degrees, banking, economic policy, finance, financial law, financial sector management, policy studies, public financial management, public management, finance and international business administration, postgraduate certificate modules. And you can take one of those modules as an individual professional award, where you take only one module and you get a certificate of achievement in that particular module. So you also have some new modules like doing business in Africa, business and economics in China. So we have reworked the modules on sub-Saharan Africa and then now including the whole African continent. So and these are the study sessions which we have at the moment. So these are the dates and the deadlines for applications. So for session three, I assume you are interested in session three. Enrollment has just opened and the application deadline is the 14th of March on my birthday. And then enrollment closes on 29th of March. And the session starts date is on 12th of April. So these are the dates to keep in mind. And these are very strict dates, as far as I understand. And then application starts on May the 15th. Enrollment, that's application deadline. Enrollment opens on 23rd of May. Enrollment closes on 6th of June. And on 21st of June, the session starts. So these are two following sessions which are about to take place. So it's usually that the dates are, as it follows, the dates are November, January, February, April, April, June, July, September. That's usually how it works. So and how is all the teaching organized with us at 7th? So the first four weeks, you're studying the first part of the module. Let's say you take the module doing business in Africa. And the first four weeks, you study the first four weeks guided modules.  One of the points which I would like to mention here, which is quite important when it comes to business learning studying, this is not online learning. You don't have online lectures. This is learning pedagogy or pedagogy. I've heard that I can use both words. So it's on business learning. So it's very, very flexible. So you can fit in your day-to-day life if you work full time. You can fit studying daily like two hours, one or two hours per day to do your studying in order to be able to pass your exam. So I'm saying to students always instead of watching Netflix or binge-watching Netflix TV series, why not doing something slightly different, reading the unit and the reading material for sevens for your fourth degree. Then you have a week five. This is the week when you are catching up on the reading, you haven't managed to finish in weeks one to four. And you are writing your essay. And after week five, you submit your first assignment, your first essay. This is 1,500 words long. So it's not a very long essay, but it covers sessions one to four. And it helps you to prepare you for week six and nine and your exam. So then after week five, you continue with week six and two nine, where for four weeks you study. Again, you have the weekly units, unit six, unit seven, unit eight, and unit nine. And week 10, where you are again writing the assignment which focuses on week six to nine. And you're writing another assignment of 1,500 words and you're submitting it on the week 10 or week 11. So by doing so, you're getting the feedback from your tutor. Week one to four, assignment, feedback, week six to nine studying, week 10 reading, and you're getting the feedback. And you're ready to take an exam, which is taking place in September and October every year. You only have one exam per year, one exam data per year. And that is how it's been since 1858 at the University of London. And it works like that for more than 150 years. So you say, why would we change something which works well? So the exams are taken online in your own home. But the exams are procted and it is done in such a way. What else I would like to tell you? I'm sure you're going to have lots of questions about exams. But what you're going to receive? You're going to receive a comprehensive study package with units, textbooks, and reading. Once more, just to say, you don't have the lectures. You don't have any online material. It's all in that sense. Like you don't have online lectures. You don't have PowerPoint presentations from the lectures. It's all in text. And it's all based on your own flexibility to study it online. Because you will have a tutor throughout those 10 weeks of studying. And the tutor will be there to help you to guide you through those lectures, through those unit materials. That's going to be what the tutor is for. But the tutor is not going to give any lectures per se. It's based on yourself and your own questions which you're going to ask the tutor to help you with. So you're the one who initiates the talks with tutors. And tutors are also providing you with some feedbacks and some questions in such a way. Oh, yes, this is what we changed during the COVID times. So on the 4th of March, which was on Friday, we had the meeting at the University of London. And we have decided to abandon research centres and teaching centres exams. The first reason why we did that is because you have to pay 80 pounds, or minimal 40 pounds into the countries to actually be at the exam. But by doing it online, that cost will not be taken. And John Paul, it is possible to take two modules in a year. Yeah, it is possible to take. It's possible to take even more than that. It's possible to take four modules in a year. It's possible to take one module per session. That's not a problem at all. So you can take four modules per year and take four exams. So that's possible, no problem at all. But all the exams are going to be taken online. So just to you will have the exams are going to be taken at the same different times. It's like around six weeks, I guess, in September and October, where exams are taking place. And they're not taking the same. They're not going to be taken at the same time. So each exam, you will have 48 hours for each exam. And they're going to be taken at different times in September and October. There are different dates for each exam to take place. They're not taking time at the same time. So that's going to be in such a way. So that's very well organized. 150 years of practice makes it perfect to organize distance learning and to have it all clear how it's done. So it's a long time. So now everyone is doing distance learning, online learning, but the University of London is doing it for 150 years already. So they're not changing much of how they have done the things before. So we were thinking about going back to exam centres. But at the end, it seems that it's all going to be online when it comes to how exams are going to take place. Can I take an elective module before a core module? It depends on the program. But mostly you can. However, in most of the programs, we recommend that you first take your core modules first so that you establish your core strengths first and then you get electives. But for instance, for my own International Business Administration, yeah, you can. You can take the elective modules before the core modules. However, I'm not sure about says another. So there is a visual learning resource, but not audio. There are no online lectures at all provided. Some yes, but it's more like online videos, which you can watch as a part of your learning. But the modules are made in such a way that you don't need it. It's all mostly text with some videos here and there and some online lectures here and there, online guest speakers. But it's not provided as the kind of that it's throughout. So what we have, we have a comprehensive study packs with the units, textbooks, and readings. Some of them do include some visual materials as well. But it's a rather exception then that it's really taking place. We just wanted to make it simple and to make it straightforward because we have students who are, for instance, doing their fieldwork. We have students who are employed by the UN, by the World Bank. And sometimes they are in some very remote locations where they don't have internet connection. And so that's why it's better to have it all in textual material. We have a virtual learning environment where we have this kind of online platform, which is both audio and visual as well. So you can access your tutor. You can have discussions with your mates, with your classmates online. So this is the virtual platform. And you submit your paperwork, sorry, your assignments, you submit on that virtual platform. You have your academic tutors, which are there throughout these 10 weeks. They have 72 hours to respond to your questions. We put 72 hours because of the time zones. But it is usually that they respond immediately, unless it's like a three o'clock in London when you're submitting your questions, you will have to wait a couple of hours. So it's like a nine to five work, let's say. But they have to respond in 72 hours. That's kind of a ground rule. So you also have a source at the University of London Sandhouse and Source Library, which you can use. Source is one of the national UK national libraries. Well, we have five national libraries in the UK, and Source is one of them. So you have really amazing resources in the library at Source. And later on, when you graduate, you still have alumni access to the library. The same is for the University of London Sandhouse Library. It's one of the richest libraries in the UK and the world. The same is with Source Library as well. It's like really the resources you have in both sources combined, it's really amazing. And you have lifelong alumni access to them. Another point I would mention is the study skills resources, the resources on how to write the assignment, how to study online and on distance, how to do the rigorous work, what is academic integrity. All of that is available online. And all of you will really get an amazing help in hand with all those study skills resources from both University of London and Source. So if you would like to see how the modules actually work. Oh, sorry. Another point I forgot to mention is entry requirements. So you should have enough for a second class UK bachelor's degree or international equivalent in any discipline. Sometimes the students, if the students have lower ranked degrees, but have really a lot of work experience, it can always be recognized into your favor. Relevant professional experience always counts. And if your first degree is not taught in English, you will need to provide evidence of a language ability or any similar IELTS or any similar English ability requirement. So the fee is 1,820 pounds per module, which is like as it is in many of the, let me see, I have a question. That's exactly what this digital library, you don't have to be in UK at all to visit the library. When I was talking about library, I meant digital libraries. I should have mentioned it more clearly. What I meant was digital resources, which are really amazing. In both University of London and Source Library, both online, everything is available online. You don't have to be present at Source to be able to access those digital resources, which you need to have. Everything is available online. So which makes me, and you have it as an alumni, once you graduate, you have it as an alumni, you have an access to all of those resources. So the last point I would say is the fees. The fees are like 1,820 per module and 10,920 pounds for an MSc. As we can see the difference, when you're studying online, when you're studying on campus and when you're studying online, the fees are much higher. The fees are around 21,000 pounds when you're studying on campus. At the moment, our students, which are studying on campus, are actually studying online. That's why I'm always mentioning it's on distance. That's why it's 10,920 pounds.  The scholarship is available, but most of the scholarships are coming and some kind of internship loans are coming from employers. They are most willing for the employers, but you can also check it on our website at the University of London website if there are any particular scholarships which you may take. So at the moment, there are some, but there are many of them which can be taken. I'm not even sure whether the Chivening Scholarship operates for distance learning programs, but we should definitely lobby also Chivening Scholarship so that they're also able to operate on distance learning as well, that you don't have to take the courses on campus to get the scholarship. But at the moment, still, it is much better value for money to take the things online, or to take this on distance learning than to take it online, because at the moment, our students are actually studying online, but they are paying as if they are on campus. So distance learning is really something that has the best of both worlds of online and distance learning. And what else I would like to mention is we have, at the moment, we have, with our future learn, we have the courses if you would like to see how it works. So also we have our MOOCs courses on risk management in the global economy, understanding public financial management. So you can see some specimen examples about how we work and how we operate. We also have on our website, you can download some of the units on our SEPHEMS ACUK website. You can download the units and see whether it is something which you feel comfortable and the way how it is delivered is something you feel comfortable with. So last but not the least, a couple of more slides to put here. These are some of the avenues where our graduates work and where our students are employed later on. And also European Bank of Research and Development employs some of our students. Many of those consultancy, the consultancy corporations are employing our students. So there is a much wider list of our students where they work. So British Embassy, I don't know whether it's mentioned here, but the investment platforms throughout the world, many public policy, big international organizations, they're all employing our students at the moment. So we have been working in partnerships with many big international organizations. So if you have any questions, you can always ask me. And here, Dr. Alberto Asker, who is the module program director of public policy management and financial sector management modules, is here to answer any of your questions. And I'll stay here for as much as it's needed to answer some of your questions. I hope I didn't take so much of the time to go through the slides, but if any other questions, we are here. Either on chat or if it's possible, we can also answer them. You can also speak directly to us. Any further questions? I guess no. Kati and Rachel, if... Yes, hello. Yes, hi, Ibrahim. Yes, I have... Thank you for the brief presentation. I have two questions. One is about the academic tutas. According to your presentation, it seems that the whole learning will be just reading materials, mostly, except in some cases where it is required to interact with maybe fellow learners or the academic tutas. Yes. So what will be the role of the academic tutas except just answering questions to students? And then the other question is, if I have received an offer, or maybe I have started with maybe, let me say, MSc in public policy management, and then maybe later I have that intention to move to other sister courses, like maybe, let me say, the following steps. What is the protocol and what's the way forward? Over. Yes, so as far as I understand, the courses are not connected, so you can't move from one course to another. Like, you can move to those courses which are on SEPHIMS, those programs which I mentioned here, you can move without any problem. Let me just say, like... financial law, banking, economic policy, financial sector management, quantity finance, national business administration, public financial management, public policy management, you can move because they operate in the same way. However, CISD courses in diplomacy are 16 weeks long and they operate on different ways, on different platforms. So it's not that easy to move from one to another. However, our courses are operating on eight weeks programs, actually 10 weeks, sorry. So it's easier to move if you want to move from banking to financial sector management. It's just the metropore directors chatting in between. Related to which program you are at the moment you applied for, public financial management, you said? No, I said public policy and management. Yes, I think about the tutors and tutors' role. I think Alberto can say a bit more about this one because Alberto is a program director of public policy and management. If Alberto is here, he can say a few more words. So it's not only me speaking. I can add anything else. Alberto? Yes, hello, Stenya. Sorry, just a switch on. No worries. Microphone and all these, yes. Yeah, I wasn't sure whether you were still here. Just a saving band with and being able to listen better in this way. Yeah. Thank you, Stenya. As you said, within the opening of CISD, there are the two MSc programs, public policy management and public financial management, two CISD programs. They do overlap to a certain extent, although the public financial management program is more specialized in a sense. The public policy management program discover several ways to take the public sector, the management of the public sector. So there are a number of modules concerning public policy, others concerning public management, and others concerning public financial management. Instead of the MSc, public financial management is definitely more specialized. It may attract more an interest from the side of accountants. People are really walking, possibly in central government, treasuries or finance departments. And roughly, we may have four times more students in PPM with respect to BFM. Having said that, however, as I said, there are some overlaps. So even if you take the PPM, public policy and management program, it is still possible to select modules from the public financial management program in case you may like to study more subjects like financial planning and programming and budgeting in the public sector or public sector accounting or auditing or the way in which taxation and other sources of revenues are made in the public sector. So these are just a few words to zoom into the details of these MSc programs. But very happy to take any more specific questions. Yeah. If you have any questions, you can always contact Alberto as well further on email. It's AA144, I think. Is it? That's correct. So it's ACOK. But yeah. And what's the role of the tutors? So who will answer? Alberto or myself? If you like, I can spend a few words, Sonia. Yeah. So we have a pool of about 80 tutors. And most of them, they're like colleagues in other UK universities, UK-based universities. A few of them are based abroad. But typically, they share a heritage having studied or taught at SOAS in the past. So we keep these intellectual linkages in collaboration with them. And the role of tutor over the course of the study session is the one to provide assistance to students in many ways as students require this to happen. So there is an online forum where students try to induce some thinking, some discussion from the side of the students. But on the other hand, tutors are just there in case there is any question, either in the forum or through via direct messaging through the virtual learning environment. Tutors do also play an important role whenever it comes to marking the assignments, especially the first assignment, because the feedback which they provide to the first piece of written work from the side of the students is quite crucial to signal whether they are on spot on the right track based on what they write after the first four weeks into the course. Having said that, as Senia explained, these programs were originally designed, conceived as distance learning programs, not quite online learning programs, which means we do not kind of force or pull students to be online, to interact live or in a timely fashion to assignments given online and so on. It's a deliberate choice, which typically fits with a busy work and live family schedule of most of our students. So students may feel to be kind of in a solo mode sometimes because they have the assigned readings to do typically in the evenings or in the weekend, but still they're not alone. Any time they want to have an exchange, they have any questions to post to tutors, there are tutors assigned to them. I believe Senia, we must still retain a ratio of one tutor to about 10 students. So tutors are never quite overburden and so they can reply typically in a timely fashion. Yeah, indeed. So they're always there to help during those 10 weeks of studying and to give a feedback. Not just about the questions, but also there is a discussion forum and some questions, some thoughts as well as you go as it goes along. So, yeah. And I got another question on the chat box. What is the difference between SEPHEMSAUCE and the University of London? Indeed, it's a bit confusing with all those acronyms. Like when I just started, I had the same question. As well. So the University of London is a big confederation of the universities which provide distance learning courses. So University of London works in partnerships with institutions like SAUCE, LST, King's College, University College of London and all the other institutions around which are actually delivering all those distance learning programs. So, for instance, King's College would work mostly with computer science, goes mostly with the arts. And we are working as SEPHEMS and SAUCE, we are providing distance learning programs related to SEPHEMS, CISD, gender, media as well. So, and we are mostly working with the masses, MSC programs. So, well, for instance, LST works on undergraduate programs in finance and management. And we also do postgraduate programs in finance and management. So we are not overlapping, but we do different kinds of degrees throughout. And SEPHEMS is a part of SAUCE. So, SEPHEMS is one of those four programs which one of those four centers at SAUCE which offer distance learning. So you have SEPHEMS, you have CISD and you have Center for Gender and Media Studies at SAUCE. And at SEPHEMS offerings, you have finance and financial law, finance and banking, finance economic policy, financial sector management, quality finance, international business administration, public financial management and public policy management. Those are the programs which are offered through SEPHEMS. This is a part of SAUCE and SAUCE is a part of University of London as the way how to talk about it. So it's the big umbrella is University of London under the University of London, there is SAUCE and under SAUCE, there is SEPHEMS. I hope it's a bit clearer now. Yes, no? Again, you get accredited degrees from the University of London. Yeah, no worries. It is a bit of a, it's a big institution and a big structure. So it works like that, as I say, for more than 100 years when it comes to distance learning. So far it works well, but let's see. So far so good. We don't change much. We just, as the technology became more in place, we have actually just applied new technologies to the ways how we operate. So it's a bit easier. So we can now do exams. We don't have to do exams in the centres anymore. Exams are done at home. Any other questions we have? So far, we still have five minutes as far as I understood. So last questions, yes, no? We have seven more minutes actually. I'll just jump in and say thank you so much for that great session. And just so that all our students are aware, we have recorded this session and we will be sharing it with you via email as well. So if there is anything that maybe you want to go back and revisit or look through again, then we will be sharing that with you. So yeah, thank you again. That was a really great session. And yeah, unless there's any more questions, we can finish a little bit early. We can hold on for a few more moments. Yeah, just if there is anything just to clarify, these are, this is the way how we work. We work mostly with the textual material and also like some of our modules are very quantitative and you really need to work with the text as it goes around. And this is the best way to do this. And this is really what makes us different from all those degree meals which are mushrooming online. So we keep our academic integrity and we do it with the textual material with units with the reading which you need to do. And that's the way how we make say, we make a different, how we make ourselves different from other others on which offer this is learning programs. So sure, just to put my email address here in chat as well, if anyone needs has any further questions and Albertos is A144 as far as I remember. So you can always contact us. So yeah, if I register primacy and do finish four modules but discontinue later, yes indeed, you are eligible for a diploma. We call it the exit degree.  If you do only one module, you get a professional award. If you do two, you get certificate. If you get four, you get a diploma. If you get all four of them, you get an MSc degree. And again, you don't need to do this dissertation per se. If you want for some employers, you need to do these dissertations or in some countries you need to do the dissertation, but it's not a requirement for everyone. You can do it but you don't have to. So if you want to do dissertation, the only requirement is that you do one module which is research methods. So that's all, unless you're doing quantity finance. If you're doing quantity finance, you don't even need to do the methods one. So other than that, that's the way it goes. So if you don't have any further questions, just I would like to thank you for being here with us today and I would just like to say that if you have any further questions, you can always contact me on my email. Brilliant. Thank you so much, everyone. That was great. Thank you. Thank you. Thank you, Kathy, Rachel and Alberto. And thank you for all of you who came to this open, open day session. So looking forward to seeing, to hear more from you and to see you in our modules. Bye-bye. Thank you. Thank you.