BS: I was going to ask about the relationship between the educational team and the exhibits team, how that works.
SB: Are you talking about the green team, the helpers - or the people who build exhibits?
BS: The people who build exhibits.
SB: We are quite separate. We don't - have any involvement - in the exhibits really. A nice new exhibit appears on the floor and Claire and I will have a look at it and if it's something that's really going to be good for schools then we'll - we'll focus on it, you know. Our main relationship is - saying to them "please don't take that exhibit away somewhere else cause we've got a school coming in next week and we've already sent them a trail and we want to use it." So, we have a - we have that role, you know - making the best use of the exhibition that we've got but we don't have any input into - exhibits and they don't have any input into our shows. It's just - it would be impossible to to do that because we're too big an organisation. We've got too much happening.
I am very interested in exhibit development and when they - I've heard that they've got some lovely things on electricity coming up for the summer theme and I'm determined to use them for - Electricity Matters in theme week. Because I want, you know I want to make the most of all the good things that we've got but I haven't had any involvement. The only time that I personally have had involvement with exhibits, was when we had a project called "The GeoQuest Project" which was quite a number of years ago, because I'm geologist, that's my degree - and we got some funding to do these exhibits. So then I was involved with exhibits. So, if you've got a specialisation you know, perhaps if I was a chemist and they were building chemistry exhibits, perhaps I would get involved but - um - otherwise no.