1 00:00:04,530 --> 00:00:08,060 Hi, everybody. Welcome to this week's broadcast. 2 00:00:08,070 --> 00:00:13,410 And my guest this week is Helen Parish, our still relatively new senior tutor. 3 00:00:13,410 --> 00:00:18,390 Welcome, Helen. Oh, thank you very much for the invitation. David, tell us, how long have you been at Worcester? 4 00:00:18,990 --> 00:00:22,590 I arrived at the beginning of January, so we're four months in. 5 00:00:22,740 --> 00:00:29,850 And how are you finding college is being a tremendously warm and welcoming environment to find myself at. 6 00:00:29,850 --> 00:00:36,959 And I spent about 20 years in my previous role and got rather used to the fact that I knew everybody knew where everything was. 7 00:00:36,960 --> 00:00:42,480 And now that first new day at school feeling and in January was a little bit disconcerting. 8 00:00:42,480 --> 00:00:48,870 But my colleagues have just been fantastic and constructive and helpful and made me feel very much at home here. 9 00:00:49,020 --> 00:00:57,000 Great. Great. And before we go on to your role as senior tutor, tell us about your previous role. 10 00:00:57,720 --> 00:01:06,600 So I was a member of staff in the history department at the University of Reading, and I was engaged primarily in research and teaching. 11 00:01:07,320 --> 00:01:11,070 So I'm a historian of religion and belief, broadly understood. 12 00:01:11,610 --> 00:01:18,179 I've written some books and papers on the institutional church, Christian churches of the the early modern period, 13 00:01:18,180 --> 00:01:24,630 clerical celibacy and discussions about magic and the supernatural in the same period, 14 00:01:25,450 --> 00:01:31,349 and some more recent work on the relationship between the natural world and the and the supernatural. 15 00:01:31,350 --> 00:01:37,679 And I was teaching students very much on the same kinds of topics to some extent at their request. 16 00:01:37,680 --> 00:01:44,310 I think my original teaching, which was a lot more than traditional in its nature and with a bit of a nudge from the students. 17 00:01:45,000 --> 00:01:51,750 A lot more now on witchcraft and magic and related topics, but I've been head of department in history for a couple of terms, 18 00:01:51,750 --> 00:01:57,090 and at the point at which I came to Worcester, I just stepped down as head of school and humanities. 19 00:01:57,330 --> 00:02:03,030 We must get you to talk about your research at some point in Worcester, because I'm sure there'll be a lot of interest in it. 20 00:02:03,030 --> 00:02:07,980 And having heard you talk to a few of our old members about it, it was fascinating. 21 00:02:08,430 --> 00:02:17,219 But moving on to your current role, you decided that you wanted to move on from reading. 22 00:02:17,220 --> 00:02:20,190 Oxford is a place that's familiar to you, isn't it? 23 00:02:20,580 --> 00:02:29,190 Well, yes, but from a long time ago, I was a Dphil student here in the late 1990s and then held a junior research fellowship. 24 00:02:29,610 --> 00:02:33,239 Wilson So I have a geographical knowledge of the city, 25 00:02:33,240 --> 00:02:39,900 but I'm on a relatively steep learning curve when it comes to the local customs and traditions that prevail. 26 00:02:40,020 --> 00:02:47,760 But you knew about the collegiate structure of Oxford and have these rather wonderful but quite unique institutions work. 27 00:02:48,270 --> 00:02:57,059 Well, yes, I had three very enjoyable years, Jesus College and then three more years at Wilson and the two colleges. 28 00:02:57,060 --> 00:03:01,620 And their outlook, their environment, their architecture, their purpose were very different. 29 00:03:01,620 --> 00:03:05,560 But that's, I think in some ways the attractiveness of the collegiate system. 30 00:03:05,580 --> 00:03:12,120 There are parts of the university that are engaged in the same activities, but with very different perspectives and and outlooks. 31 00:03:12,480 --> 00:03:20,190 So we've tempted you back to Oxford. You're now in the wonderful Worcester College, and for many people listening, 32 00:03:20,190 --> 00:03:24,569 they don't always understand the role that people are playing in college. 33 00:03:24,570 --> 00:03:28,170 So forgive me, but what does the senior tutor do? 34 00:03:28,380 --> 00:03:33,840 I think that's a perfectly reasonable question, and I would give a different answer depending which day of the week it is. 35 00:03:33,840 --> 00:03:40,739 But I'm one of a growing group of what I think are referred to as professional senior tutors in Oxford. 36 00:03:40,740 --> 00:03:46,830 So individuals who haven't necessarily been engaged in teaching or research at the college to which 37 00:03:46,830 --> 00:03:52,649 they're appointed and who are taking on the senior tutor role as effectively a full time job, 38 00:03:52,650 --> 00:03:57,240 often in conjunction with two different missions, which is part of my my job at the moment. 39 00:03:57,930 --> 00:04:01,830 And in some cases, senior tutor was actors as tutor for graduates. 40 00:04:02,580 --> 00:04:10,409 And it's a fascinating job. Some of it is is because higher level strategy and planning, thinking about the education that we're providing, 41 00:04:10,410 --> 00:04:14,490 how we're offering our students the best experience that we can. 42 00:04:15,210 --> 00:04:21,030 A lot of it is liaising with other parts of the university and with the senior tutor community more widely, 43 00:04:21,030 --> 00:04:28,980 but often the most enjoyable bits of the parts that involve day to day, sometimes serendipitous contact with students in college. 44 00:04:29,100 --> 00:04:35,280 Can I ask you about that? Because I know people will be interested to hear what you do. 45 00:04:35,280 --> 00:04:41,760 It sounds like a wide ranging role, but what sort of things do people bring to you when they come to see you? 46 00:04:42,480 --> 00:04:51,360 So in some cases, I will make contact with students if there are concerns about academic progress or if I think a conversation might be useful. 47 00:04:51,660 --> 00:04:59,790 And on academic and pastoral matters, students will genuinely come to me if they have some good news they want to share. 48 00:04:59,910 --> 00:05:03,040 It's always a delight to hear if. 49 00:05:03,130 --> 00:05:07,330 They want to talk in a bit more detail about the course that they're taking, 50 00:05:07,330 --> 00:05:12,370 about the teaching arrangements, about their current performance ambitions, 51 00:05:12,370 --> 00:05:17,469 or if there are that there are other parts of college life that they want to get 52 00:05:17,470 --> 00:05:21,550 involved in or think I ought to be getting involved in to provide help where I can. 53 00:05:21,580 --> 00:05:24,250 So in the last three or four months, actually, 54 00:05:24,250 --> 00:05:32,469 some of the most interesting project work has been around around sustainability and environment, but also around equalities, 55 00:05:32,470 --> 00:05:40,300 diversity and inclusion, where it's nice to be working alongside members of college, but also a very active and thoughtful student population. 56 00:05:40,510 --> 00:05:48,400 It sounds like you're doing a whole range of things, but are you always the bad cop or are you sometimes the good cop too? 57 00:05:48,700 --> 00:05:56,080 No, it's nice to be the good cop. So I send lectures out to students when they win prizes and bursaries. 58 00:05:56,650 --> 00:06:01,210 Students get letters of congratulations for good performances in collections and in films. 59 00:06:01,660 --> 00:06:05,790 And when students get close to graduating, it's nice to be part of that, 60 00:06:05,830 --> 00:06:11,260 that sense of occasion and satisfaction that comes from from completing a programme of study. 61 00:06:11,920 --> 00:06:17,200 And you're not doing this all on your own. You are part of a much bigger academic team, aren't you? 62 00:06:17,440 --> 00:06:23,260 Tell us about the team. Yeah. So a lot of my time is spent working with colleagues in the academic office. 63 00:06:23,890 --> 00:06:30,549 I couldn't wish for a better group of people to work for is that their knowledge is is extensive and generously 64 00:06:30,550 --> 00:06:37,420 shared and they're willing to provide advice and support and well-placed to do that on a daily basis. 65 00:06:37,420 --> 00:06:44,020 So I work very closely with the academic administrator for the photographer and 66 00:06:44,290 --> 00:06:49,089 at the stands after Elizabeth Smith and Sophie Clayton and Henrietta Smethurst, 67 00:06:49,090 --> 00:06:54,550 who are responsible for effectively the smooth delivery of academic activity within college. 68 00:06:55,270 --> 00:06:59,980 And I also work very closely as tutor for admissions with our admissions office 69 00:07:00,190 --> 00:07:05,769 and I and so are tremendously enthusiastic and do a lot of positive work. 70 00:07:05,770 --> 00:07:10,509 And in that area it's really easy to take that for granted. 71 00:07:10,510 --> 00:07:14,560 And I know they work and you work as a team incredibly hard. 72 00:07:15,100 --> 00:07:19,569 It's the purpose for which was to and Oxford really exists. 73 00:07:19,570 --> 00:07:25,630 And what are your observations coming in from from writing about how perhaps Oxford does things differently? 74 00:07:25,900 --> 00:07:31,240 To some extent, there is just a shared language across the higher education sector. 75 00:07:31,240 --> 00:07:34,450 Almost every university will be concerned about the same issues, 76 00:07:34,450 --> 00:07:43,209 talking about the same concerns and prioritising and the business of education and providing our students with a challenging educational environment, 77 00:07:43,210 --> 00:07:49,180 but one in which they can can thrive and develop as scholars and as individuals. 78 00:07:49,630 --> 00:07:53,350 There are some notable differences. Teaching style is very different here. 79 00:07:54,100 --> 00:07:58,329 I was used to teaching classes of 2530 students at the time in reading. 80 00:07:58,330 --> 00:08:06,910 So a 1 to 1 tutorial system is one of those stand out differences between what's on offer here, and it's just a lot of other institutions. 81 00:08:07,060 --> 00:08:14,410 But the subject level content, the expectations that we have and the opportunities that are presented are tremendous. 82 00:08:14,410 --> 00:08:18,220 And the fact that students take advantage of that is is very much to their credit. 83 00:08:18,520 --> 00:08:23,169 One of the things that people often say to me is that the terms are too short, 84 00:08:23,170 --> 00:08:30,520 and it does make for very intense short periods of real pressure for people. 85 00:08:30,550 --> 00:08:38,410 Is that what you see when you talk to students, that there is an unstoppable pace to the to the teaching time, 86 00:08:38,680 --> 00:08:45,490 even if we accept the the business of teaching and learning starts before first week and goes on beyond a week. 87 00:08:45,880 --> 00:08:50,350 I don't think that level of focus, that level of time and commitment, 88 00:08:50,350 --> 00:08:55,640 that that level of activity could be sustained for a 12 or 13 week period without a break. 89 00:08:55,690 --> 00:08:59,829 But so it is a big demand on everyone's time in the eight weeks. 90 00:08:59,830 --> 00:09:08,230 But that sense of the collective endeavour and the support that's available and the vibrancy of the academic community is is untouchable. 91 00:09:08,500 --> 00:09:11,500 This is a potentially political question. 92 00:09:11,920 --> 00:09:18,760 Do senior tutors in Oxford ever talk about extending the length of term and maybe having a reading week in the middle? 93 00:09:19,360 --> 00:09:25,270 I've not heard it mentioned, but I may have my way years to the wrong pavements when I it when I'm listening. 94 00:09:25,630 --> 00:09:28,360 It's a model that is certainly more prevalent elsewhere, 95 00:09:28,990 --> 00:09:35,890 particularly the universities that are semester sized and run 12 or 13 week semesters with a break. 96 00:09:36,010 --> 00:09:40,360 I think here there's probably something about once you are on the treadmill, it's very hard to stop. 97 00:09:41,350 --> 00:09:43,659 And I'm going to be at that pace for four, 98 00:09:43,660 --> 00:09:50,590 four weeks and then taking a break and then trying to recapture that energy might turn out to be rather harder than we think. 99 00:09:50,920 --> 00:09:55,270 But for people who aren't used to that system, it does take a bit of time to get used to it. 100 00:09:55,470 --> 00:09:59,050 You know, there is support, isn't there? Tell us, you know, how this fall was. 101 00:09:59,080 --> 00:10:02,980 So I think Worcester does a fantastic job of supporting its students on. 102 00:10:03,290 --> 00:10:09,740 The academic side and on the pastoral non-academic side, while recognising that the two are inextricably linked. 103 00:10:10,010 --> 00:10:14,330 So I will meet students either at their request or at their teachers request. 104 00:10:14,810 --> 00:10:23,060 And my focus is generally on the academic side. But that doesn't mean that the personal circumstances of the student are not important. 105 00:10:23,870 --> 00:10:30,620 We have a designated welfare lead. We have a very effective team that provides additional support. 106 00:10:30,920 --> 00:10:37,760 And colleagues in the academic office are used to dealing with questions and queries from students on a on a regular basis. 107 00:10:38,120 --> 00:10:43,489 So alongside that very close academic relationship that comes through the tutorial system, 108 00:10:43,490 --> 00:10:51,080 there is plenty of opportunity for students to seek advice and guidance elsewhere and many colleagues who are well placed to provide it. 109 00:10:51,890 --> 00:10:56,600 I'm hugely grateful for the hard landing support officer readouts for he does because 110 00:10:56,600 --> 00:11:01,370 she can talk through precisely those kinds of academic related issues for students, 111 00:11:01,370 --> 00:11:05,570 whether it is time management, research skills dealing with writer's block. 112 00:11:06,200 --> 00:11:13,700 But having that resource available on site and from people who know the college environment so well is is tremendous. 113 00:11:14,090 --> 00:11:18,980 And Trinity term is a pretty intense term for the academic team. 114 00:11:19,310 --> 00:11:27,530 Exams are fully underway. You make lots of arrangements for people who need special provision or assistance. 115 00:11:28,400 --> 00:11:34,160 Tell us, you know, how the team is getting on and what kind of things you're currently dealing with when it comes to exams. 116 00:11:34,550 --> 00:11:40,200 So some of it is a basic issue of putting the appropriate timetabled arrangements in place. 117 00:11:40,220 --> 00:11:43,640 We do have a lot of students who for good reasons, 118 00:11:43,640 --> 00:11:50,870 need to sit examinations in college rather than in schools so that a lot of the just school work goes on there in allocating students to rooms. 119 00:11:51,590 --> 00:11:57,770 It has an impact on the wider operation of the college because during the exam season we try to keep noise 120 00:11:57,770 --> 00:12:04,700 levels A at a minimum and avoid substantial building works and other things that might disturb students, 121 00:12:04,700 --> 00:12:12,679 study or distract from from examinations. And along with with that, we have queries coming in on a daily basis from students, 122 00:12:12,680 --> 00:12:20,059 either with questions about examination arrangements or should need to submit mitigating circumstances requests after examinations. 123 00:12:20,060 --> 00:12:29,000 So I think you are right. The core business of the colleges is quite seasonal in that sense, but examinations is very much the focus of this time. 124 00:12:29,030 --> 00:12:38,460 One of the questions I get asked by our members, it's a frequent question Do students who do exams in their rooms have to work so fast? 125 00:12:39,900 --> 00:12:44,300 If students are sitting examinations in college rooms, 126 00:12:44,570 --> 00:12:51,740 they are expected to arrive and insofar as students are sitting examinations online in their own bedrooms. 127 00:12:52,330 --> 00:12:56,170 That's not a formal requirement unless they really want to dress for the occasion. 128 00:12:56,280 --> 00:13:05,540 Yeah. Good. I have been answering correctly and you're part of a very strong synergetic community across all the colleges and you tell us, 129 00:13:05,660 --> 00:13:06,580 you know, how that works. 130 00:13:06,620 --> 00:13:15,140 And so there are another 38 senior tutors who are doing jobs that are in many respects comparable to what I'm doing at Worcester. 131 00:13:15,860 --> 00:13:24,170 We meet formally and a couple of times a term primarily with a focus on university business and its intersection with with college life. 132 00:13:24,950 --> 00:13:29,720 The Admissions University Admissions Committee, which contains a lot of senior tutors, does the same. 133 00:13:29,990 --> 00:13:36,020 There's also a committee for Tutors for Graduates, which meets a couple of times a year. 134 00:13:36,800 --> 00:13:41,420 The cascade of information from university side is is much appreciated, 135 00:13:41,420 --> 00:13:50,150 as is the opportunity for that senior tutors group to get their teeth into the key issues and discuss them in a forum like that. 136 00:13:50,640 --> 00:13:56,770 But in some ways, the connections are almost as valuable, whether they're personal and individual. 137 00:13:56,780 --> 00:13:58,690 So it's a nice environment to be in. 138 00:13:58,700 --> 00:14:05,219 I'm the only senior tutor at Worcester, but knowing that there are plenty of other people who are who are thinking through the same processes, 139 00:14:05,220 --> 00:14:12,710 it's it's good to know that they're really helpful. We haven't touched on how you interface with the tutor for graduates. 140 00:14:13,220 --> 00:14:20,480 There'll be lots of graduates listening in. I know. So how does that work and how do you work with the tutor for graduates? 141 00:14:21,260 --> 00:14:24,710 So Natalia and I work quite closely, but on slightly different things. 142 00:14:24,720 --> 00:14:34,580 So the strategy and planning side of graduate admissions tends to sit more with me, whereas the the pastoral side will sit more with with Natalia. 143 00:14:34,820 --> 00:14:39,410 So she probably has more day to day encounters with our graduate community than I do. 144 00:14:39,410 --> 00:14:43,580 But that's that's actually something I'd quite like to work with a little bit more. 145 00:14:43,580 --> 00:14:48,860 I see far more undergraduate students than, than postgraduates, which is part and parcel of the job. 146 00:14:49,190 --> 00:14:54,649 But our postgraduate community is substantial in size and has such a lot to offer to 147 00:14:54,650 --> 00:14:58,880 college that joining up with these roles would be it would be a positive way forward. 148 00:14:59,180 --> 00:15:02,720 We also have a lot of administrative support, again, from the academic. 149 00:15:02,790 --> 00:15:11,190 Office who'd help us to handle admissions and selection processes and graduate scholarships and and other things form part of that, 150 00:15:11,880 --> 00:15:14,820 that group activity rather than just sitting with one person. 151 00:15:15,090 --> 00:15:23,310 I know you're working or you're keen to work more closely with new joint heads of research, and then you all have I and John Harrington. 152 00:15:23,370 --> 00:15:28,620 Is it part of your desire to work more closely with the graduate community, but also to promote research at Worcester? 153 00:15:29,160 --> 00:15:34,649 Yeah, I'm not sure it's a formal part of the senior tutor job as as is defined, 154 00:15:34,650 --> 00:15:42,060 but arriving in a college which has decided to make that level of investment and in cultivating a lively research environment. 155 00:15:42,690 --> 00:15:48,959 So it's a nice place to lend my, my offices and at the back door of the research fellows room. 156 00:15:48,960 --> 00:15:52,230 So there's usually plenty of activity and conversation. 157 00:15:52,860 --> 00:15:57,120 And Emmanuella and John are doing a tremendous amount of work already to try and build 158 00:15:57,120 --> 00:16:01,949 bridges across the community and encourage conversations that might not normally take 159 00:16:01,950 --> 00:16:06,690 place within colleges is breaking the assumption that it's faculties in divisions that 160 00:16:06,810 --> 00:16:11,250 handle research and encouraging us to think about the environment that we're offering, 161 00:16:11,730 --> 00:16:15,870 particularly actually to our early career researchers and post-docs, 162 00:16:15,870 --> 00:16:20,459 graduate students who are perhaps looking for a bit of informal mentoring or an 163 00:16:20,460 --> 00:16:26,700 opportunity to share their work to deliver a paper to work with other organisations. 164 00:16:26,700 --> 00:16:32,550 And I'm putting that at the heart of what Worcester does is a really positive investment of time and resource. 165 00:16:32,940 --> 00:16:44,310 And if I can ask you a personal question, you're a mum and as a senior female academic, how do you balance work and home life and manage to stay sane? 166 00:16:45,120 --> 00:16:48,149 I'm quite pleased by the suggestion that I've managed to stay. 167 00:16:48,150 --> 00:16:58,020 So I think slightly perversely the and the flexible working environment during COVID lockdowns, which most of us probably don't want to go back to, 168 00:16:58,050 --> 00:17:04,170 did at least waking me up to to the possibility that there are different ways of managing time within a day. 169 00:17:04,350 --> 00:17:08,490 That means you can focus on the people who who need you most at that time. 170 00:17:08,730 --> 00:17:14,670 My family are probably slightly long suffering and none of them are historians or have the slightest interest in the study of the past. 171 00:17:14,670 --> 00:17:21,059 So I've lost the battle on that one. But I think both of and to some of both of my children, to some extent, 172 00:17:21,060 --> 00:17:30,510 just appreciate knowing what their parents do and knowing what opportunities are available to to them, whatever their career path might might take. 173 00:17:30,720 --> 00:17:37,500 Do you spend time enjoying the gardens at Worcester, you know, walking around and meeting people like the rest of us in college? 174 00:17:37,980 --> 00:17:45,210 Yes. I think for the first couple of weeks, I've barely ventured outside, but that was primarily because the January weather was atrocious. 175 00:17:46,020 --> 00:17:52,919 In spring, the college is just stunning and I've had a couple of walking meetings and I'm flying around the grounds with colleagues 176 00:17:52,920 --> 00:18:01,799 because that seems to me that we'll get into some some fresh air and the grounds and the gardens change on a daily basis. 177 00:18:01,800 --> 00:18:09,510 So when the sun is shining or after rainfall, you get a very different sense of the sights and sounds and the smells. 178 00:18:09,780 --> 00:18:18,569 And London Purchase. Just before the March 2020 lockdown, I bought myself a second hand camera which got put to phenomenal use during lockdown, 179 00:18:18,570 --> 00:18:22,049 just wandering around having the time to to pause and look at things. 180 00:18:22,050 --> 00:18:24,240 And one day I'll bring that into into college. 181 00:18:24,340 --> 00:18:30,510 When you say you've anticipated your next question, which is, yes, have you taken any photographs of Worcester and when can we exhibit them? 182 00:18:32,460 --> 00:18:36,980 I think the exhibition might depend on the focus and the quality of them. 183 00:18:37,000 --> 00:18:44,489 But but it's nice to see people's pictures and actually comments on on the Worcester environment online and on social media. 184 00:18:44,490 --> 00:18:49,350 You get a sense of the vibrancy and the appreciation and the value that is attached 185 00:18:49,350 --> 00:18:54,270 to the circumstances and the situation in which we in which we find ourselves. 186 00:18:55,020 --> 00:18:58,079 You and I are about it coming up with grand plans and then shelving them, 187 00:18:58,080 --> 00:19:03,809 but thinking about a photography series on perspectives of Worcester and just inviting anyone 188 00:19:03,810 --> 00:19:09,870 who is on site to to capture those moments of college life that would otherwise go unnoticed. 189 00:19:10,300 --> 00:19:17,040 In my old workplace, I used to run a photography competition, and it was a global law firm. 190 00:19:17,040 --> 00:19:24,110 So we used to get photographs from all over the world in all our different offices, and some of them were amazing. 191 00:19:24,120 --> 00:19:33,000 So yeah, maybe we should do something like that. Helen Any ambitions that you feel able to share for the rest of your first year? 192 00:19:33,600 --> 00:19:40,290 What are you going to be doing over the summer and what will you be hoping to achieve for the next part of your first year? 193 00:19:40,530 --> 00:19:43,829 I think there are probably still some some bridges to be built. 194 00:19:43,830 --> 00:19:50,340 I've got to know some colleagues very well, both on the administrative and professional side, but also within college. 195 00:19:50,550 --> 00:19:54,150 There are some folk that I haven't yet had a chance to sit down and have the 196 00:19:54,150 --> 00:19:57,960 kind of conversation that probably needs a bit of space outside term time. 197 00:19:58,080 --> 00:20:02,520 And December seems a long way away at the moment, but planning for the next admissions? 198 00:20:03,210 --> 00:20:10,350 We'll start very shortly. We have an open day of open days in college towards the end of June and another one in September, 199 00:20:10,470 --> 00:20:15,330 and that will be following my first admissions cycle as a senior tutor. 200 00:20:15,340 --> 00:20:18,930 So I'm quite keen to get my feet under the table on that one and just learn from the 201 00:20:18,930 --> 00:20:23,790 experience of others before we have before we get too far through the calendar year. 202 00:20:24,150 --> 00:20:30,150 Alan, thank you. I'm glad that you've joined us here at Worcester, that things seem to be going so well, 203 00:20:30,150 --> 00:20:36,390 but also taking the time to tell people what the senior tutor does and some of your ambitions for the role. 204 00:20:36,780 --> 00:20:44,490 It's great to have you on board. For those who would like to make contact with you, it's very easy to do that, isn't it? 205 00:20:44,580 --> 00:20:48,750 I have two email addresses. One of them is for the easier to remember. 206 00:20:48,750 --> 00:20:55,880 Senior Dot tutor at work. 6.8 don't uk or I have a personal one which is Helen Parish. 207 00:20:55,890 --> 00:21:03,480 Same address. I'm usually in an office first floor or staircase five and very open to passing traffic and drop ins. 208 00:21:04,080 --> 00:21:10,680 If there's anyone who wants to come and visit, if the doors closed or logs or I'm busy, I might ask you to come back at a different time. 209 00:21:10,890 --> 00:21:13,980 But otherwise I'm very pleased to talk. Right. Great. 210 00:21:14,310 --> 00:21:21,120 Thank you so much. Please do feel free to make an appointment to come and see me and one of my drop ins. 211 00:21:21,480 --> 00:21:27,280 Please let us have feedback about who to interview on the cast. 212 00:21:27,630 --> 00:21:32,370 But for now, thanks for listening and I look forward to talking to you all very soon.