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tr-sq-1101 | tr-sq-1101_0 | Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received no apologies for absence. Can I ask Members if there are any declarations of interest, please? No. Okay, thank you. Item 2 this morning is our scrutiny session on Estyn's annual report 2018-19. I'm very pleased to welcome Meilyr Rowlands, Her Majesty's Chief Inspector, Estyn; Jassa Scott, strategic director at Estyn; and Claire Morgan, strategic director at Estyn. Thank you all for attending. We're looking forward to hearing what you've got to say. We'll go straight into questions from Suzy Davies. Suzy Davies AM: Bore da. Good morning, everybody. Thank you for the papers upfront, in which you say that the most striking feature of the education system, looking forward, of course is the curriculum and the change that that's bringing. How can we be sure that, during this period of change, standards don't slip? And also, from the point of view of scrutiny, will we be back in a situation where we're being told, 'You can't compare one set of results against the previous year's results, because of the nature of the change'? Meilyr Rowlands: Bore da, bawb. Thank you for the invitation to come here. I think that's a good question. I think any kind of major educational reform has got risks attached to it, particularly if those changes were made too quickly. I think this process of reform has been going on in the background for a few years now, so I think there is a track record of standards and provision not slipping. We've seen small incremental improvements. So, overall, I think we can be fairly confident that standards won't slip during this period of preparation. Suzy Davies AM: Can I just ask: is that based on your evidence around primary schools, where the sort of ethos that we've seen in the curriculum has been already articulated through the foundation phase? Meilyr Rowlands: The track record I'm talking about is across the board, so it's very difficult to
Question: What did Meilyr Rowlands say school could do about the poverty gap between pupils?
Answer: | There was a two-pronged approach to solve the problem. One is the new curriculum, which was all about improving the quality of teaching and learning in the classroom. Poor pupils could gain more from it than their peers. The other one was to have a community-focused approach to schools through helping the pupils and their families. |
tr-sq-1102 | tr-sq-1102_0 | Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received no apologies for absence. Can I ask Members if there are any declarations of interest, please? No. Okay, thank you. Item 2 this morning is our scrutiny session on Estyn's annual report 2018-19. I'm very pleased to welcome Meilyr Rowlands, Her Majesty's Chief Inspector, Estyn; Jassa Scott, strategic director at Estyn; and Claire Morgan, strategic director at Estyn. Thank you all for attending. We're looking forward to hearing what you've got to say. We'll go straight into questions from Suzy Davies. Suzy Davies AM: Bore da. Good morning, everybody. Thank you for the papers upfront, in which you say that the most striking feature of the education system, looking forward, of course is the curriculum and the change that that's bringing. How can we be sure that, during this period of change, standards don't slip? And also, from the point of view of scrutiny, will we be back in a situation where we're being told, 'You can't compare one set of results against the previous year's results, because of the nature of the change'? Meilyr Rowlands: Bore da, bawb. Thank you for the invitation to come here. I think that's a good question. I think any kind of major educational reform has got risks attached to it, particularly if those changes were made too quickly. I think this process of reform has been going on in the background for a few years now, so I think there is a track record of standards and provision not slipping. We've seen small incremental improvements. So, overall, I think we can be fairly confident that standards won't slip during this period of preparation. Suzy Davies AM: Can I just ask: is that based on your evidence around primary schools, where the sort of ethos that we've seen in the curriculum has been already articulated through the foundation phase? Meilyr Rowlands: The track record I'm talking about is across the board, so it's very
Question: Why did pupils from better-off backgrounds do less well, according to Meilyr Rowlands?
Answer: | Because they had to make sure that more able and talented children do well, who are mainly from poor backgrounds. |
tr-sq-1103 | tr-sq-1103_0 | Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received no apologies for absence. Can I ask Members if there are any declarations of interest, please? No. Okay, thank you. Item 2 this morning is our scrutiny session on Estyn's annual report 2018-19. I'm very pleased to welcome Meilyr Rowlands, Her Majesty's Chief Inspector, Estyn; Jassa Scott, strategic director at Estyn; and Claire Morgan, strategic director at Estyn. Thank you all for attending. We're looking forward to hearing what you've got to say. We'll go straight into questions from Suzy Davies. Suzy Davies AM: Bore da. Good morning, everybody. Thank you for the papers upfront, in which you say that the most striking feature of the education system, looking forward, of course is the curriculum and the change that that's bringing. How can we be sure that, during this period of change, standards don't slip? And also, from the point of view of scrutiny, will we be back in a situation where we're being told, 'You can't compare one set of results against the previous year's results, because of the nature of the change'? Meilyr Rowlands: Bore da, bawb. Thank you for the invitation to come here. I think that's a good question. I think any kind of major educational reform has got risks attached to it, particularly if those changes were made too quickly. I think this process of reform has been going on in the background for a few years now, so I think there is a track record of standards and provision not slipping. We've seen small incremental improvements. So, overall, I think we can be fairly confident that standards won't slip during this period of preparation. Suzy Davies AM: Can I just ask: is that based on your evidence around primary schools, where the sort of ethos that we've seen in the curriculum has been already articulated through the foundation phase? Meilyr Rowlands: The track record I'm talking about is across the board, so
Question: Why did Jassa Scott believe it was more difficult for secondary schools to prioritize mental health and well-being?
Answer: | First of all, secondary school pupils got to notice the differences between their everyday life at school and somehow felt not cared about. It was also more of a challenge for a secondary school to provide an effective set of support from that whole-staff awareness of some of the challenges. That is to say, it was more difficult for teachers in secondary schools to pick up signs that pupils may be struggling. |
tr-gq-1104 | tr-gq-1104_0 | Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received no apologies for absence. Can I ask Members if there are any declarations of interest, please? No. Okay, thank you. Item 2 this morning is our scrutiny session on Estyn's annual report 2018-19. I'm very pleased to welcome Meilyr Rowlands, Her Majesty's Chief Inspector, Estyn; Jassa Scott, strategic director at Estyn; and Claire Morgan, strategic director at Estyn. Thank you all for attending. We're looking forward to hearing what you've got to say. We'll go straight into questions from Suzy Davies. Suzy Davies AM: Bore da. Good morning, everybody. Thank you for the papers upfront, in which you say that the most striking feature of the education system, looking forward, of course is the curriculum and the change that that's bringing. How can we be sure that, during this period of change, standards don't slip? And also, from the point of view of scrutiny, will we be back in a situation where we're being told, 'You can't compare one set of results against the previous year's results, because of the nature of the change'? Meilyr Rowlands: Bore da, bawb. Thank you for the invitation to come here. I think that's a good question. I think any kind of major educational reform has got risks attached to it, particularly if those changes were made too quickly. I think this process of reform has been going on in the background for a few years now, so I think there is a track record of standards and provision not slipping. We've seen small incremental improvements. So, overall, I think we can be fairly confident that standards won't slip during this period of preparation. Suzy Davies AM: Can I just ask: is that based on your evidence around primary schools, where the sort of ethos that we've seen in the curriculum has been already articulated through the foundation phase? Meilyr Rowlands: The track record I'm talking about is across the board, so it's very difficult to think of anything that's actually got worse over the
Question: Summarize the whole meeting.
Answer: | A curriculum reform was to carry out throughout Wales. The group discussed with Estyn about the obstacles and difficulties faced by secondary schools when bringing the reform into practice, such as teacher shortage and lack of funds, and how Estyn tackled them. Then the council questioned Estyn over their inspection over local authorities' educational services including regional consortia and independent schools. In addition, the group also talked about specific skill development of literacy and numeracy, concluding that literacy should be the top priority of the progress. They also dug into concerns regarding students' economic background and the schools' ability to care for students' mental well-being. |
tr-sq-1105 | tr-sq-1105_0 | Text: Grad D: Channel one. PhD G: Test. PhD E: Hello. Grad D: Channel three. PhD G: Test. PhD A: Uh - oh. Professor F: So you think we're going now, yes? OK, good. Alright Going again Uh <unk>disfmarker<unk> So we're gonna go around as before, and uh do <unk>disfmarker<unk> do our digits. Uh transcript one three one one dash one three three zero. <unk>comment<unk> three two three <unk>comment<unk> four seven six five <unk>comment<unk> five three one six two four one <unk>comment<unk> six seven <unk>comment<unk> seven <unk>comment<unk> eight <unk>comment<unk> nine zero nine four zero zero three <unk>comment<unk> zero one five eight <unk>comment<unk> one seven three five three <unk>comment<unk> two six eight zero <unk>comment<unk> three six two four three zero seven <unk>comment<unk> four <unk>comment<unk> five zero six nine four <unk>comment<unk> seven four <unk>comment<unk> eight five seven <unk>comment<unk> nine six one five <unk>comment<unk> O seven eight O two <unk>comment<unk> zero nine six zero four zero zero <unk>comment<unk> one <unk>comment<unk> two <unk>comment<unk> Uh <unk>disfmarker<unk> Yeah, you don't actually n need to say the name. Grad C: OK, <unk>vocalsound<unk> this is Barry Chen and I am reading transcript Professor F: That 'll probably be bleeped out. Grad C: OK. Professor F: So. That's if these are anonymized, but <unk>vocalsound<unk> Yeah <unk>disfmarker<unk> Grad C: Oh. <unk>comment<unk> OK. Professor F: uh <unk>disfmarker<unk> I mean <unk>disfmarker<unk> not that there's anything defamatory about uh <unk>disfmarker<unk> eight five seven or <unk>vocalsound<unk> or anything, but Grad C: OK
Question: Summarize the discussion about language training data for cell phones
Answer: | The team was gathering data from different languages and preparing relevant baselines. The professor reiterated that the multilingual focus was key since the reason for this project was to replace mel cepstra with a more robust, multilingual model. They needed sufficient diversity in the languages they used. |
tr-sq-1106 | tr-sq-1106_0 | Text: Grad D: Channel one. PhD G: Test. PhD E: Hello. Grad D: Channel three. PhD G: Test. PhD A: Uh - oh. Professor F: So you think we're going now, yes? OK, good. Alright Going again Uh <unk>disfmarker<unk> So we're gonna go around as before, and uh do <unk>disfmarker<unk> do our digits. Uh transcript one three one one dash one three three zero. <unk>comment<unk> three two three <unk>comment<unk> four seven six five <unk>comment<unk> five three one six two four one <unk>comment<unk> six seven <unk>comment<unk> seven <unk>comment<unk> eight <unk>comment<unk> nine zero nine four zero zero three <unk>comment<unk> zero one five eight <unk>comment<unk> one seven three five three <unk>comment<unk> two six eight zero <unk>comment<unk> three six two four three zero seven <unk>comment<unk> four <unk>comment<unk> five zero six nine four <unk>comment<unk> seven four <unk>comment<unk> eight five seven <unk>comment<unk> nine six one five <unk>comment<unk> O seven eight O two <unk>comment<unk> zero nine six zero four zero zero <unk>comment<unk> one <unk>comment<unk> two <unk>comment<unk> Uh <unk>disfmarker<unk> Yeah, you don't actually n need to say the name. Grad C: OK, <unk>vocalsound<unk> this is Barry Chen and I am reading transcript Professor F: That 'll probably be bleeped out. Grad C: OK. Professor F: So. That's if these are anonymized, but <unk>vocalsound<unk> Yeah <unk>disfmarker<unk> Grad C: Oh. <unk>comment<unk> OK. Professor F: uh <unk>disfmarker<unk> I mean <unk>disfmarker<unk> not that there's anything defamatory about uh <unk>disfmarker<unk> eight five seven or <unk>vocalsound<unk> or anything, but Grad C: OK
Question: Did the Professor agree with Grad G on cross-lingual data?
Answer: | Grad G thought that the multi-lingual aspect of the model was not very important. The professor disagreed. He explained that the point of the project was to have something robust that could apply to many languages. |
tr-sq-1107 | tr-sq-1107_0 | Text: Grad D: Channel one. PhD G: Test. PhD E: Hello. Grad D: Channel three. PhD G: Test. PhD A: Uh - oh. Professor F: So you think we're going now, yes? OK, good. Alright Going again Uh <unk>disfmarker<unk> So we're gonna go around as before, and uh do <unk>disfmarker<unk> do our digits. Uh transcript one three one one dash one three three zero. <unk>comment<unk> three two three <unk>comment<unk> four seven six five <unk>comment<unk> five three one six two four one <unk>comment<unk> six seven <unk>comment<unk> seven <unk>comment<unk> eight <unk>comment<unk> nine zero nine four zero zero three <unk>comment<unk> zero one five eight <unk>comment<unk> one seven three five three <unk>comment<unk> two six eight zero <unk>comment<unk> three six two four three zero seven <unk>comment<unk> four <unk>comment<unk> five zero six nine four <unk>comment<unk> seven four <unk>comment<unk> eight five seven <unk>comment<unk> nine six one five <unk>comment<unk> O seven eight O two <unk>comment<unk> zero nine six zero four zero zero <unk>comment<unk> one <unk>comment<unk> two <unk>comment<unk> Uh <unk>disfmarker<unk> Yeah, you don't actually n need to say the name. Grad C: OK, <unk>vocalsound<unk> this is Barry Chen and I am reading transcript Professor F: That 'll probably be bleeped out. Grad C: OK. Professor F: So. That's if these are anonymized, but <unk>vocalsound<unk> Yeah <unk>disfmarker<unk> Grad C: Oh. <unk>comment<unk> OK. Professor F: uh <unk>disfmarker<unk> I mean <unk>disfmarker<unk> not that there's anything defamatory about uh <unk>disfmarker<unk> eight five seven or <unk>vocalsound<unk> or anything, but Grad C: OK
Question: What did the team think about the diversity of languages they needed?
Answer: | The team arrived at the conclusion that they only needed sufficient breadth, not every possible language. As long as most languages used over cellular phones were covered, they were fine. The similarity between different languages would help them cover more ground with fewer languages. |
tr-sq-1108 | tr-sq-1108_0 | Text: Grad D: Channel one. PhD G: Test. PhD E: Hello. Grad D: Channel three. PhD G: Test. PhD A: Uh - oh. Professor F: So you think we're going now, yes? OK, good. Alright Going again Uh <unk>disfmarker<unk> So we're gonna go around as before, and uh do <unk>disfmarker<unk> do our digits. Uh transcript one three one one dash one three three zero. <unk>comment<unk> three two three <unk>comment<unk> four seven six five <unk>comment<unk> five three one six two four one <unk>comment<unk> six seven <unk>comment<unk> seven <unk>comment<unk> eight <unk>comment<unk> nine zero nine four zero zero three <unk>comment<unk> zero one five eight <unk>comment<unk> one seven three five three <unk>comment<unk> two six eight zero <unk>comment<unk> three six two four three zero seven <unk>comment<unk> four <unk>comment<unk> five zero six nine four <unk>comment<unk> seven four <unk>comment<unk> eight five seven <unk>comment<unk> nine six one five <unk>comment<unk> O seven eight O two <unk>comment<unk> zero nine six zero four zero zero <unk>comment<unk> one <unk>comment<unk> two <unk>comment<unk> Uh <unk>disfmarker<unk> Yeah, you don't actually n need to say the name. Grad C: OK, <unk>vocalsound<unk> this is Barry Chen and I am reading transcript Professor F: That 'll probably be bleeped out. Grad C: OK. Professor F: So. That's if these are anonymized, but <unk>vocalsound<unk> Yeah <unk>disfmarker<unk> Grad C: Oh. <unk>comment<unk> OK. Professor F: uh <unk>disfmarker<unk> I mean <unk>disfmarker<unk> not that there's anything defamatory about uh <unk>disfmarker<unk> eight five seven or <unk>vocalsound<unk> or anything, but Grad
Question: Summarize the discussion on moving between data formats and the logistics of training models
Answer: | The Spanish data was not in the desired HTK format and needed to be processed, which was turning into somewhat of a challenge. The team also realized that moving data was making their processes slower and they needed to rely on faster machines to complete their tasks. The team discussed various linguistic features and computational methods for linguistic analysis that they could incorporate. |
tr-sq-1109 | tr-sq-1109_0 | Text: Grad D: Channel one. PhD G: Test. PhD E: Hello. Grad D: Channel three. PhD G: Test. PhD A: Uh - oh. Professor F: So you think we're going now, yes? OK, good. Alright Going again Uh <unk>disfmarker<unk> So we're gonna go around as before, and uh do <unk>disfmarker<unk> do our digits. Uh transcript one three one one dash one three three zero. <unk>comment<unk> three two three <unk>comment<unk> four seven six five <unk>comment<unk> five three one six two four one <unk>comment<unk> six seven <unk>comment<unk> seven <unk>comment<unk> eight <unk>comment<unk> nine zero nine four zero zero three <unk>comment<unk> zero one five eight <unk>comment<unk> one seven three five three <unk>comment<unk> two six eight zero <unk>comment<unk> three six two four three zero seven <unk>comment<unk> four <unk>comment<unk> five zero six nine four <unk>comment<unk> seven four <unk>comment<unk> eight five seven <unk>comment<unk> nine six one five <unk>comment<unk> O seven eight O two <unk>comment<unk> zero nine six zero four zero zero <unk>comment<unk> one <unk>comment<unk> two <unk>comment<unk> Uh <unk>disfmarker<unk> Yeah, you don't actually n need to say the name. Grad C: OK, <unk>vocalsound<unk> this is Barry Chen and I am reading transcript Professor F: That 'll probably be bleeped out. Grad C: OK. Professor F: So. That's if these are anonymized, but <unk>vocalsound<unk> Yeah <unk>disfmarker<unk> Grad C: Oh. <unk>comment<unk> OK. Professor F: uh <unk>disfmarker<unk> I mean <unk>disfmarker<unk> not that there's anything defamatory about uh <unk>disfmarker<unk> eight five seven or <unk>vocalsound<unk> or anything, but Grad C: OK. Professor
Question: What concerns did the team have about disk space?
Answer: | The professor expressed that copying the information between drives clogged the network and slowed down their task. Though, the team was getting four more 36 GB drives. The professor also wanted to get more information on space available on computational servers. |
tr-sq-1110 | tr-sq-1110_0 | Text: Grad D: Channel one. PhD G: Test. PhD E: Hello. Grad D: Channel three. PhD G: Test. PhD A: Uh - oh. Professor F: So you think we're going now, yes? OK, good. Alright Going again Uh <unk>disfmarker<unk> So we're gonna go around as before, and uh do <unk>disfmarker<unk> do our digits. Uh transcript one three one one dash one three three zero. <unk>comment<unk> three two three <unk>comment<unk> four seven six five <unk>comment<unk> five three one six two four one <unk>comment<unk> six seven <unk>comment<unk> seven <unk>comment<unk> eight <unk>comment<unk> nine zero nine four zero zero three <unk>comment<unk> zero one five eight <unk>comment<unk> one seven three five three <unk>comment<unk> two six eight zero <unk>comment<unk> three six two four three zero seven <unk>comment<unk> four <unk>comment<unk> five zero six nine four <unk>comment<unk> seven four <unk>comment<unk> eight five seven <unk>comment<unk> nine six one five <unk>comment<unk> O seven eight O two <unk>comment<unk> zero nine six zero four zero zero <unk>comment<unk> one <unk>comment<unk> two <unk>comment<unk> Uh <unk>disfmarker<unk> Yeah, you don't actually n need to say the name. Grad C: OK, <unk>vocalsound<unk> this is Barry Chen and I am reading transcript Professor F: That 'll probably be bleeped out. Grad C: OK. Professor F: So. That's if these are anonymized, but <unk>vocalsound<unk> Yeah <unk>disfmarker<unk> Grad C: Oh. <unk>comment<unk> OK. Professor F: uh <unk>disfmarker<unk> I mean <unk>disfmarker<unk> not that there's anything defamatory about uh <unk>disfmarker<unk> eight five seven or <unk>vocalsound<unk> or anything, but Grad C: OK.
Question: What did the team discuss about the cheating experiment?
Answer: | The team thought that doing a cheating experiment, where they try to identify the most important features, would be useful. Even if the results were not as great as they expected them to be, it could still be a valuable addition to their work. They thought that they could normalize the features using a sigmoid and try this for their work. |
tr-gq-1111 | tr-gq-1111_0 | Text: Grad D: Channel one. PhD G: Test. PhD E: Hello. Grad D: Channel three. PhD G: Test. PhD A: Uh - oh. Professor F: So you think we're going now, yes? OK, good. Alright Going again Uh <unk>disfmarker<unk> So we're gonna go around as before, and uh do <unk>disfmarker<unk> do our digits. Uh transcript one three one one dash one three three zero. <unk>comment<unk> three two three <unk>comment<unk> four seven six five <unk>comment<unk> five three one six two four one <unk>comment<unk> six seven <unk>comment<unk> seven <unk>comment<unk> eight <unk>comment<unk> nine zero nine four zero zero three <unk>comment<unk> zero one five eight <unk>comment<unk> one seven three five three <unk>comment<unk> two six eight zero <unk>comment<unk> three six two four three zero seven <unk>comment<unk> four <unk>comment<unk> five zero six nine four <unk>comment<unk> seven four <unk>comment<unk> eight five seven <unk>comment<unk> nine six one five <unk>comment<unk> O seven eight O two <unk>comment<unk> zero nine six zero four zero zero <unk>comment<unk> one <unk>comment<unk> two <unk>comment<unk> Uh <unk>disfmarker<unk> Yeah, you don't actually n need to say the name. Grad C: OK, <unk>vocalsound<unk> this is Barry Chen and I am reading transcript Professor F: That 'll probably be bleeped out. Grad C: OK. Professor F: So. That's if these are anonymized, but <unk>vocalsound<unk> Yeah <unk>disfmarker<unk> Grad C: Oh. <unk>comment<unk> OK. Professor F: uh <unk>disfmarker<unk> I mean <unk>disfmarker<unk> not that there's anything defamatory about uh <unk>disfmarker<unk> eight five seven or <unk>vocalsound<unk> or anything, but Grad C: OK. Professor F: Uh
Question: Summarize the meeting
Answer: | The meeting included an introduction to the project, the mechanics of training the data, standardizing the data for the models, the time involved, and planning efficient use of computational resources . The team members shared and discussed the existing model as well as the tests they intended to run. There was a problem standardizing labels as well as converting HTK labels to the format that the team wanted. Adding more dimensions to the current model was also causing concern because of the upper bound on computational resources. |
tr-sq-1112 | tr-sq-1112_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to today's meeting of the Children, Young People and Education Committee. We've received no apologies for absence. Can I ask Members whether there are any declarations of interest, please? Darren Millar AM: Yes, I have a declaration of interest, Chair. I understand that my daughter features in one of the videos that is going to be used to contribute evidence to this inquiry. And, in addition, I'm a governor of one of the schools that features in the video. Lynne Neagle AM: Thank you, Darren. So, item 2, then, today is our first session on the provision of textbooks and learning resources for pupils, which is a video of interviews with young people and teachers. The committee team has been out to take video evidence around Wales, and we're now going to watch the results of that on the screen. Okay. Well, I'm sure that the committee would want me to place on record our thanks to the young people and the teachers who took part in that very helpful and informative video. We'll move on now then to our evidence session, and I'm very pleased to welcome Gareth Pierce, chief executive of the WJEC, Mike Ebbsworth, assistant director educational support, WJEC, Philip Blaker, chief executive of Qualifications Wales, and Emyr George, associate director general qualifications at Qualifications Wales. So, thank you all of you for attending and thank you for the papers that you provided in advance as well. If you're happy, we'll go straight into questions now, and if I can just start by asking you to outline what you see as your role in ensuring that students and teachers in Wales have the resources that they need to pass general qualifications and what you think the role of commercial publishers and Welsh Government is. Philip Blaker: Shall I start? So, Qualifications Wales is the regulator of the awarding bodies, so we regulate awarding bodies. Our powers are structured around the regulating of awarding bodies. We don't regulate commercial publishers nor the provision of textbooks within that. In regulating the awarding body, our primary focus is also on the design of the qualifications and then the delivery of the assessment. So, it
Question: Summarize the role of Qualification Wales, according to Philip Blaker.
Answer: | Qualification Wales was the regulator of the awarding bodies, mainly focusing on the design of the qualifications and the delivery of the assessment. They were also responsible for maintaining standards, making sure that the grades people got were fair through comparable outcomes. |
tr-sq-1113 | tr-sq-1113_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to today's meeting of the Children, Young People and Education Committee. We've received no apologies for absence. Can I ask Members whether there are any declarations of interest, please? Darren Millar AM: Yes, I have a declaration of interest, Chair. I understand that my daughter features in one of the videos that is going to be used to contribute evidence to this inquiry. And, in addition, I'm a governor of one of the schools that features in the video. Lynne Neagle AM: Thank you, Darren. So, item 2, then, today is our first session on the provision of textbooks and learning resources for pupils, which is a video of interviews with young people and teachers. The committee team has been out to take video evidence around Wales, and we're now going to watch the results of that on the screen. Okay. Well, I'm sure that the committee would want me to place on record our thanks to the young people and the teachers who took part in that very helpful and informative video. We'll move on now then to our evidence session, and I'm very pleased to welcome Gareth Pierce, chief executive of the WJEC, Mike Ebbsworth, assistant director educational support, WJEC, Philip Blaker, chief executive of Qualifications Wales, and Emyr George, associate director general qualifications at Qualifications Wales. So, thank you all of you for attending and thank you for the papers that you provided in advance as well. If you're happy, we'll go straight into questions now, and if I can just start by asking you to outline what you see as your role in ensuring that students and teachers in Wales have the resources that they need to pass general qualifications and what you think the role of commercial publishers and Welsh Government is. Philip Blaker: Shall I start? So, Qualifications Wales is the regulator of the awarding bodies, so we regulate awarding bodies. Our powers are structured around the regulating of awarding bodies. We don't regulate commercial publishers nor the provision of textbooks within that. In regulating the awarding body, our primary focus is also on the design of the qualifications and then the delivery of the assessment. So
Question: What did Gareth Pierce think of the translation of materials between the two languages?
Answer: | Gareth Pierce was aware that many websites they referred to in their resources and many case studies were purely in English, while it was the Welsh language that was used in the educational context. Gareth Pierce believed it was very unfortunate for different schools to translate materials independently from each other, concluding that it would be necessary to translate materials in both languages to enable teachers to refer to terms in both languages. |
tr-sq-1114 | tr-sq-1114_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to today's meeting of the Children, Young People and Education Committee. We've received no apologies for absence. Can I ask Members whether there are any declarations of interest, please? Darren Millar AM: Yes, I have a declaration of interest, Chair. I understand that my daughter features in one of the videos that is going to be used to contribute evidence to this inquiry. And, in addition, I'm a governor of one of the schools that features in the video. Lynne Neagle AM: Thank you, Darren. So, item 2, then, today is our first session on the provision of textbooks and learning resources for pupils, which is a video of interviews with young people and teachers. The committee team has been out to take video evidence around Wales, and we're now going to watch the results of that on the screen. Okay. Well, I'm sure that the committee would want me to place on record our thanks to the young people and the teachers who took part in that very helpful and informative video. We'll move on now then to our evidence session, and I'm very pleased to welcome Gareth Pierce, chief executive of the WJEC, Mike Ebbsworth, assistant director educational support, WJEC, Philip Blaker, chief executive of Qualifications Wales, and Emyr George, associate director general qualifications at Qualifications Wales. So, thank you all of you for attending and thank you for the papers that you provided in advance as well. If you're happy, we'll go straight into questions now, and if I can just start by asking you to outline what you see as your role in ensuring that students and teachers in Wales have the resources that they need to pass general qualifications and what you think the role of commercial publishers and Welsh Government is. Philip Blaker: Shall I start? So, Qualifications Wales is the regulator of the awarding bodies, so we regulate awarding bodies. Our powers are structured around the regulating of awarding bodies. We don't regulate commercial publishers nor the provision of textbooks within that. In regulating the awarding body, our primary focus is also on the design of the qualifications and then the delivery of the assessment
Question: Why did Darren Millar AM disagree about WJEC's approaches to textbooks?
Answer: | Darren Millar thought replacing textbooks would cause a lot of pressure and extra work for teachers and students, believing that the textbook was a basic element for children to learn and revise and an essential core piece for qualification. Also the digital resources were not accessible for everyone even in Wales. Darren Millar AN was also worried some learners would face disadvantages as a result of textbooks, who might not adapt digital contents well. |
tr-sq-1115 | tr-sq-1115_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to today's meeting of the Children, Young People and Education Committee. We've received no apologies for absence. Can I ask Members whether there are any declarations of interest, please? Darren Millar AM: Yes, I have a declaration of interest, Chair. I understand that my daughter features in one of the videos that is going to be used to contribute evidence to this inquiry. And, in addition, I'm a governor of one of the schools that features in the video. Lynne Neagle AM: Thank you, Darren. So, item 2, then, today is our first session on the provision of textbooks and learning resources for pupils, which is a video of interviews with young people and teachers. The committee team has been out to take video evidence around Wales, and we're now going to watch the results of that on the screen. Okay. Well, I'm sure that the committee would want me to place on record our thanks to the young people and the teachers who took part in that very helpful and informative video. We'll move on now then to our evidence session, and I'm very pleased to welcome Gareth Pierce, chief executive of the WJEC, Mike Ebbsworth, assistant director educational support, WJEC, Philip Blaker, chief executive of Qualifications Wales, and Emyr George, associate director general qualifications at Qualifications Wales. So, thank you all of you for attending and thank you for the papers that you provided in advance as well. If you're happy, we'll go straight into questions now, and if I can just start by asking you to outline what you see as your role in ensuring that students and teachers in Wales have the resources that they need to pass general qualifications and what you think the role of commercial publishers and Welsh Government is. Philip Blaker: Shall I start? So, Qualifications Wales is the regulator of the awarding bodies, so we regulate awarding bodies. Our powers are structured around the regulating of awarding bodies. We don't regulate commercial publishers nor the provision of textbooks within that. In regulating the awarding body, our primary focus is also on the design of the qualifications and then the delivery of the assessment. So
Question: How did the WJEC tackle the concerns raised by Darren Millar AM?
Answer: | About the accessibility of digital resources, Mike Ebbsworth held that the teachers could print the materials to suit the learners at any given time, while Gareth Pierce believed that the technology, as well as the content of a textbook in some form, was vital. They both agreed that the digitalization process would add flexibility to the teaching materials. About the pupils' adaptation of digital contents, the WJEC thought digital literacy was a basic skill for examinations as A-level or GSCE. Also it was hard to evaluate whether it was the lack of textbooks that affected pupils' performance, as there were so many factors. |
tr-sq-1116 | tr-sq-1116_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to today's meeting of the Children, Young People and Education Committee. We've received no apologies for absence. Can I ask Members whether there are any declarations of interest, please? Darren Millar AM: Yes, I have a declaration of interest, Chair. I understand that my daughter features in one of the videos that is going to be used to contribute evidence to this inquiry. And, in addition, I'm a governor of one of the schools that features in the video. Lynne Neagle AM: Thank you, Darren. So, item 2, then, today is our first session on the provision of textbooks and learning resources for pupils, which is a video of interviews with young people and teachers. The committee team has been out to take video evidence around Wales, and we're now going to watch the results of that on the screen. Okay. Well, I'm sure that the committee would want me to place on record our thanks to the young people and the teachers who took part in that very helpful and informative video. We'll move on now then to our evidence session, and I'm very pleased to welcome Gareth Pierce, chief executive of the WJEC, Mike Ebbsworth, assistant director educational support, WJEC, Philip Blaker, chief executive of Qualifications Wales, and Emyr George, associate director general qualifications at Qualifications Wales. So, thank you all of you for attending and thank you for the papers that you provided in advance as well. If you're happy, we'll go straight into questions now, and if I can just start by asking you to outline what you see as your role in ensuring that students and teachers in Wales have the resources that they need to pass general qualifications and what you think the role of commercial publishers and Welsh Government is. Philip Blaker: Shall I start? So, Qualifications Wales is the regulator of the awarding bodies, so we regulate awarding bodies. Our powers are structured around the regulating of awarding bodies. We don't regulate commercial publishers nor the provision of textbooks within that. In regulating the awarding body, our primary focus is also on the design of the qualifications and then the delivery of the assessment. So
Question: What did Gareth Pierce talk about the subsidy in developing materials bilingually?
Answer: | Gareth Pierce believed that the subsidy would be necessary, and thought of the subsidy for producing resources in two languages for the curriculum. |
tr-sq-1117 | tr-sq-1117_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to today's meeting of the Children, Young People and Education Committee. We've received no apologies for absence. Can I ask Members whether there are any declarations of interest, please? Darren Millar AM: Yes, I have a declaration of interest, Chair. I understand that my daughter features in one of the videos that is going to be used to contribute evidence to this inquiry. And, in addition, I'm a governor of one of the schools that features in the video. Lynne Neagle AM: Thank you, Darren. So, item 2, then, today is our first session on the provision of textbooks and learning resources for pupils, which is a video of interviews with young people and teachers. The committee team has been out to take video evidence around Wales, and we're now going to watch the results of that on the screen. Okay. Well, I'm sure that the committee would want me to place on record our thanks to the young people and the teachers who took part in that very helpful and informative video. We'll move on now then to our evidence session, and I'm very pleased to welcome Gareth Pierce, chief executive of the WJEC, Mike Ebbsworth, assistant director educational support, WJEC, Philip Blaker, chief executive of Qualifications Wales, and Emyr George, associate director general qualifications at Qualifications Wales. So, thank you all of you for attending and thank you for the papers that you provided in advance as well. If you're happy, we'll go straight into questions now, and if I can just start by asking you to outline what you see as your role in ensuring that students and teachers in Wales have the resources that they need to pass general qualifications and what you think the role of commercial publishers and Welsh Government is. Philip Blaker: Shall I start? So, Qualifications Wales is the regulator of the awarding bodies, so we regulate awarding bodies. Our powers are structured around the regulating of awarding bodies. We don't regulate commercial publishers nor the provision of textbooks within that. In regulating the awarding body, our primary focus is also on the design of the qualifications and then
Question: What was the decision of WJEC to reduce the delay between materials having an English version and a Welsh version?
Answer: | The publishers in England agreed to hold the English version back for a period of time until the Welsh version was available and then to publish simultaneously. |
tr-sq-1118 | tr-sq-1118_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to today's meeting of the Children, Young People and Education Committee. We've received no apologies for absence. Can I ask Members whether there are any declarations of interest, please? Darren Millar AM: Yes, I have a declaration of interest, Chair. I understand that my daughter features in one of the videos that is going to be used to contribute evidence to this inquiry. And, in addition, I'm a governor of one of the schools that features in the video. Lynne Neagle AM: Thank you, Darren. So, item 2, then, today is our first session on the provision of textbooks and learning resources for pupils, which is a video of interviews with young people and teachers. The committee team has been out to take video evidence around Wales, and we're now going to watch the results of that on the screen. Okay. Well, I'm sure that the committee would want me to place on record our thanks to the young people and the teachers who took part in that very helpful and informative video. We'll move on now then to our evidence session, and I'm very pleased to welcome Gareth Pierce, chief executive of the WJEC, Mike Ebbsworth, assistant director educational support, WJEC, Philip Blaker, chief executive of Qualifications Wales, and Emyr George, associate director general qualifications at Qualifications Wales. So, thank you all of you for attending and thank you for the papers that you provided in advance as well. If you're happy, we'll go straight into questions now, and if I can just start by asking you to outline what you see as your role in ensuring that students and teachers in Wales have the resources that they need to pass general qualifications and what you think the role of commercial publishers and Welsh Government is. Philip Blaker: Shall I start? So, Qualifications Wales is the regulator of the awarding bodies, so we regulate awarding bodies. Our powers are structured around the regulating of awarding bodies. We don't regulate commercial publishers nor the provision of textbooks within that. In regulating the awarding body, our primary focus is also on the design of the qualifications and then the delivery of the
Question: Why was the council disagree about WJEC's decision to delay the Welsh/English version?
Answer: | Darren Millar AM thought it was inappropriate to delay the availability of a textbook that was already late on schedule so that the two language version could be published on the same day. John Griffiths worried that the approach would potentially put English students using the English-language version or Welsh students using the Welsh-language version at a disadvantage. |
tr-sq-1119 | tr-sq-1119_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to today's meeting of the Children, Young People and Education Committee. We've received no apologies for absence. Can I ask Members whether there are any declarations of interest, please? Darren Millar AM: Yes, I have a declaration of interest, Chair. I understand that my daughter features in one of the videos that is going to be used to contribute evidence to this inquiry. And, in addition, I'm a governor of one of the schools that features in the video. Lynne Neagle AM: Thank you, Darren. So, item 2, then, today is our first session on the provision of textbooks and learning resources for pupils, which is a video of interviews with young people and teachers. The committee team has been out to take video evidence around Wales, and we're now going to watch the results of that on the screen. Okay. Well, I'm sure that the committee would want me to place on record our thanks to the young people and the teachers who took part in that very helpful and informative video. We'll move on now then to our evidence session, and I'm very pleased to welcome Gareth Pierce, chief executive of the WJEC, Mike Ebbsworth, assistant director educational support, WJEC, Philip Blaker, chief executive of Qualifications Wales, and Emyr George, associate director general qualifications at Qualifications Wales. So, thank you all of you for attending and thank you for the papers that you provided in advance as well. If you're happy, we'll go straight into questions now, and if I can just start by asking you to outline what you see as your role in ensuring that students and teachers in Wales have the resources that they need to pass general qualifications and what you think the role of commercial publishers and Welsh Government is. Philip Blaker: Shall I start? So, Qualifications Wales is the regulator of the awarding bodies, so we regulate awarding bodies. Our powers are structured around the regulating of awarding bodies. We don't regulate commercial publishers nor the provision of textbooks within that. In regulating the awarding body, our primary focus is also on the design of the qualifications and then the delivery
Question: What did Gareth Pierce think of the digital inequalities as a kind of unfairness?
Answer: | Gareth pierce believed that there were different types of unfairness in different individuals' opinions. It was hard to judge what sort of inequality could be having an impact on young people in therms of achievement. So Gareth Pierce didn't think he could go any further than acknowledging any inequality was unfair. |
tr-sq-1120 | tr-sq-1120_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to today's meeting of the Children, Young People and Education Committee. We've received no apologies for absence. Can I ask Members whether there are any declarations of interest, please? Darren Millar AM: Yes, I have a declaration of interest, Chair. I understand that my daughter features in one of the videos that is going to be used to contribute evidence to this inquiry. And, in addition, I'm a governor of one of the schools that features in the video. Lynne Neagle AM: Thank you, Darren. So, item 2, then, today is our first session on the provision of textbooks and learning resources for pupils, which is a video of interviews with young people and teachers. The committee team has been out to take video evidence around Wales, and we're now going to watch the results of that on the screen. Okay. Well, I'm sure that the committee would want me to place on record our thanks to the young people and the teachers who took part in that very helpful and informative video. We'll move on now then to our evidence session, and I'm very pleased to welcome Gareth Pierce, chief executive of the WJEC, Mike Ebbsworth, assistant director educational support, WJEC, Philip Blaker, chief executive of Qualifications Wales, and Emyr George, associate director general qualifications at Qualifications Wales. So, thank you all of you for attending and thank you for the papers that you provided in advance as well. If you're happy, we'll go straight into questions now, and if I can just start by asking you to outline what you see as your role in ensuring that students and teachers in Wales have the resources that they need to pass general qualifications and what you think the role of commercial publishers and Welsh Government is. Philip Blaker: Shall I start? So, Qualifications Wales is the regulator of the awarding bodies, so we regulate awarding bodies. Our powers are structured around the regulating of awarding bodies. We don't regulate commercial publishers nor the provision of textbooks within that. In regulating the awarding body, our primary focus is also on the design of the
Question: According to Gareth Pierce, how did they develop the pupils' skills to analyse and combine information into a discursive argument?
Answer: | They drew on a body of expertise and emphasized the importance of the approach and skill. They would also assist young people with their engagement with the scholar items and understanding some themes. |
tr-sq-1121 | tr-sq-1121_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to today's meeting of the Children, Young People and Education Committee. We've received no apologies for absence. Can I ask Members whether there are any declarations of interest, please? Darren Millar AM: Yes, I have a declaration of interest, Chair. I understand that my daughter features in one of the videos that is going to be used to contribute evidence to this inquiry. And, in addition, I'm a governor of one of the schools that features in the video. Lynne Neagle AM: Thank you, Darren. So, item 2, then, today is our first session on the provision of textbooks and learning resources for pupils, which is a video of interviews with young people and teachers. The committee team has been out to take video evidence around Wales, and we're now going to watch the results of that on the screen. Okay. Well, I'm sure that the committee would want me to place on record our thanks to the young people and the teachers who took part in that very helpful and informative video. We'll move on now then to our evidence session, and I'm very pleased to welcome Gareth Pierce, chief executive of the WJEC, Mike Ebbsworth, assistant director educational support, WJEC, Philip Blaker, chief executive of Qualifications Wales, and Emyr George, associate director general qualifications at Qualifications Wales. So, thank you all of you for attending and thank you for the papers that you provided in advance as well. If you're happy, we'll go straight into questions now, and if I can just start by asking you to outline what you see as your role in ensuring that students and teachers in Wales have the resources that they need to pass general qualifications and what you think the role of commercial publishers and Welsh Government is. Philip Blaker: Shall I start? So, Qualifications Wales is the regulator of the awarding bodies, so we regulate awarding bodies. Our powers are structured around the regulating of awarding bodies. We don't regulate commercial publishers nor the provision of textbooks within that. In regulating the awarding body, our primary focus is also on the design of the qualifications and then the delivery of the assessment.
Question: How did WJEC respond to the criticisms from Estyn about the materials?
Answer: | Gareth Pierce decided that they would have regular meetings with Estyn about any problems with the specimen assessments and the mark schemes. They agreed with Estyn that ideally the whole package of resources should be available before teaching starts and would work on that. |
tr-sq-1122 | tr-sq-1122_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to today's meeting of the Children, Young People and Education Committee. We've received no apologies for absence. Can I ask Members whether there are any declarations of interest, please? Darren Millar AM: Yes, I have a declaration of interest, Chair. I understand that my daughter features in one of the videos that is going to be used to contribute evidence to this inquiry. And, in addition, I'm a governor of one of the schools that features in the video. Lynne Neagle AM: Thank you, Darren. So, item 2, then, today is our first session on the provision of textbooks and learning resources for pupils, which is a video of interviews with young people and teachers. The committee team has been out to take video evidence around Wales, and we're now going to watch the results of that on the screen. Okay. Well, I'm sure that the committee would want me to place on record our thanks to the young people and the teachers who took part in that very helpful and informative video. We'll move on now then to our evidence session, and I'm very pleased to welcome Gareth Pierce, chief executive of the WJEC, Mike Ebbsworth, assistant director educational support, WJEC, Philip Blaker, chief executive of Qualifications Wales, and Emyr George, associate director general qualifications at Qualifications Wales. So, thank you all of you for attending and thank you for the papers that you provided in advance as well. If you're happy, we'll go straight into questions now, and if I can just start by asking you to outline what you see as your role in ensuring that students and teachers in Wales have the resources that they need to pass general qualifications and what you think the role of commercial publishers and Welsh Government is. Philip Blaker: Shall I start? So, Qualifications Wales is the regulator of the awarding bodies, so we regulate awarding bodies. Our powers are structured around the regulating of awarding bodies. We don't regulate commercial publishers nor the provision of textbooks within that. In regulating the awarding body, our primary focus is also on the design of the qualifications and then the delivery of the assessment. So,
Question: According to Philip Blaker, who should be responsible for developing the curriculum resources?
Answer: | Philip Blaker thought it needed to be determined. But he also believed that Welsh Government had a role in curriculum at that moment, so Welsh Government had responsibility for the curriculum and drew people together to look at the new model for the future. |
tr-gq-1123 | tr-gq-1123_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to today's meeting of the Children, Young People and Education Committee. We've received no apologies for absence. Can I ask Members whether there are any declarations of interest, please? Darren Millar AM: Yes, I have a declaration of interest, Chair. I understand that my daughter features in one of the videos that is going to be used to contribute evidence to this inquiry. And, in addition, I'm a governor of one of the schools that features in the video. Lynne Neagle AM: Thank you, Darren. So, item 2, then, today is our first session on the provision of textbooks and learning resources for pupils, which is a video of interviews with young people and teachers. The committee team has been out to take video evidence around Wales, and we're now going to watch the results of that on the screen. Okay. Well, I'm sure that the committee would want me to place on record our thanks to the young people and the teachers who took part in that very helpful and informative video. We'll move on now then to our evidence session, and I'm very pleased to welcome Gareth Pierce, chief executive of the WJEC, Mike Ebbsworth, assistant director educational support, WJEC, Philip Blaker, chief executive of Qualifications Wales, and Emyr George, associate director general qualifications at Qualifications Wales. So, thank you all of you for attending and thank you for the papers that you provided in advance as well. If you're happy, we'll go straight into questions now, and if I can just start by asking you to outline what you see as your role in ensuring that students and teachers in Wales have the resources that they need to pass general qualifications and what you think the role of commercial publishers and Welsh Government is. Philip Blaker: Shall I start? So, Qualifications Wales is the regulator of the awarding bodies, so we regulate awarding bodies. Our powers are structured around the regulating of awarding bodies. We don't regulate commercial publishers nor the provision of textbooks within that. In regulating the awarding body, our primary focus is also on the design of the qualifications and then the delivery of the assessment. So, it's much more around the assessment side
Question: Summarize the whole meeting.
Answer: | The meeting was mainly about the provision of textbooks and learning resources for pupils. To start with, Philip Blaker generally introduced the position of Qualification Wales in the education system, focusing on the design of the qualifications and then the delivery of the assessment. Meanwhile, Gareth Pierce talked about the process of making teaching materials available bilingually, both in English and Welsh language. It was suggested that both versions be carried out simultaneously to ensure equity. Concerns were also raised about whether the procedure would delay the availability of the textbooks. What's more, the meeting also discussed the digitalization of materials. The council worried that the lack of digital accessibility and digital literacy would have an impact on pupils' performance. However, it was concluded that the process would widen the access to different materials. The meeting also talked about the timetable of the curriculum reform and the general plan for the future, mainly on the qualification and teaching materials. |
tr-sq-1124 | tr-sq-1124_0 | Text: Project Manager: <unk>vocalsound<unk> Alright, yeah. <unk>gap<unk> crack on <unk>gap<unk>. Okay so we'll start off with a quick overview of the minutes. I think to sum up the last meeting, would be to say um the requirements that we've um set out. Those are we were going to go for what seemed to be a fairly minimal design based on uh a small joystick, <unk>vocalsound<unk> L_C_D_ and a couple of other buttons for navigation um with power being I suppose one of the main single purpose buttons. Um we were also going to use <unk>gap<unk> novelty of being able to locate the remote control again via a small transmitter with any luck, the idea to try and separate us and also because of the minimal design um looks like we'll be able to be fairly adventurous in the actual physical shape of our remote control with any luck. Um that pretty much sums up the last one. So we'll just crack on, um like to maybe start with the Industrial Designer if it's possible. Industrial Designer: <unk>vocalsound<unk> Uh uh okay. Project Manager: Um uh the con today is the concep today. Industrial Designer: I'll just <unk>disfmarker<unk> Project Manager: This uh meeting is the conceptual design phase and is um <unk>disfmarker<unk> Sorry about this. <unk>gap<unk>. And is to cover things like um what the parts might be made of, um, can we uh outsource these from elsewhere, um will we have to construct any items ourselves? Industrial Designer: <unk>vocalsound<unk> Uh I have a presentation <unk>gap<unk> I just saved it in the uh the folder. Project Manager: Yeah, okay well I'll just uh I'll load it up then. Um <unk>vocalsound<unk>. Which one do y Industrial Designer: Uh. Project Manager: Oh, interface concept? User Interface: Yeah, that's me. Project Manager: That'
Question: What did the group discuss about user requirements of the new remote control?
Answer: | Marketing pointed out that customers generally expected the new remote control to be fancy and technologically innovative. The trendiest shape might be fruit and vegetable. Users hoped that the remote control could be spongy. Marketing suggested that the team could decide on a shape of fruit and rubber material. |
tr-sq-1125 | tr-sq-1125_0 | Text: Project Manager: <unk>vocalsound<unk> Alright, yeah. <unk>gap<unk> crack on <unk>gap<unk>. Okay so we'll start off with a quick overview of the minutes. I think to sum up the last meeting, would be to say um the requirements that we've um set out. Those are we were going to go for what seemed to be a fairly minimal design based on uh a small joystick, <unk>vocalsound<unk> L_C_D_ and a couple of other buttons for navigation um with power being I suppose one of the main single purpose buttons. Um we were also going to use <unk>gap<unk> novelty of being able to locate the remote control again via a small transmitter with any luck, the idea to try and separate us and also because of the minimal design um looks like we'll be able to be fairly adventurous in the actual physical shape of our remote control with any luck. Um that pretty much sums up the last one. So we'll just crack on, um like to maybe start with the Industrial Designer if it's possible. Industrial Designer: <unk>vocalsound<unk> Uh uh okay. Project Manager: Um uh the con today is the concep today. Industrial Designer: I'll just <unk>disfmarker<unk> Project Manager: This uh meeting is the conceptual design phase and is um <unk>disfmarker<unk> Sorry about this. <unk>gap<unk>. And is to cover things like um what the parts might be made of, um, can we uh outsource these from elsewhere, um will we have to construct any items ourselves? Industrial Designer: <unk>vocalsound<unk> Uh I have a presentation <unk>gap<unk> I just saved it in the uh the folder. Project Manager: Yeah, okay well I'll just uh I'll load it up then. Um <unk>vocalsound<unk>. Which one do y Industrial Designer: Uh. Project Manager: Oh, interface concept? User Interface: Yeah, that's me. Project Manager
Question: What did Marketing think of rubber material when discussing user requirements of the new remote control?
Answer: | During Industrial Designer's presentation, the team was asked to choose from rubber, plastic and titanium. Marketing showed a preference for rubber. The reasons were explained when user requirements of the new remote control were presented. Marketing pointed out that customers expected the remote control to be spongy. To bring a spongy feel, rubber was the best choice. Besides, rubber was damage-resistant, and its price was more reasonable than titanium. |
tr-sq-1126 | tr-sq-1126_0 | Text: Project Manager: <unk>vocalsound<unk> Alright, yeah. <unk>gap<unk> crack on <unk>gap<unk>. Okay so we'll start off with a quick overview of the minutes. I think to sum up the last meeting, would be to say um the requirements that we've um set out. Those are we were going to go for what seemed to be a fairly minimal design based on uh a small joystick, <unk>vocalsound<unk> L_C_D_ and a couple of other buttons for navigation um with power being I suppose one of the main single purpose buttons. Um we were also going to use <unk>gap<unk> novelty of being able to locate the remote control again via a small transmitter with any luck, the idea to try and separate us and also because of the minimal design um looks like we'll be able to be fairly adventurous in the actual physical shape of our remote control with any luck. Um that pretty much sums up the last one. So we'll just crack on, um like to maybe start with the Industrial Designer if it's possible. Industrial Designer: <unk>vocalsound<unk> Uh uh okay. Project Manager: Um uh the con today is the concep today. Industrial Designer: I'll just <unk>disfmarker<unk> Project Manager: This uh meeting is the conceptual design phase and is um <unk>disfmarker<unk> Sorry about this. <unk>gap<unk>. And is to cover things like um what the parts might be made of, um, can we uh outsource these from elsewhere, um will we have to construct any items ourselves? Industrial Designer: <unk>vocalsound<unk> Uh I have a presentation <unk>gap<unk> I just saved it in the uh the folder. Project Manager: Yeah, okay well I'll just uh I'll load it up then. Um <unk>vocalsound<unk>. Which one do y Industrial Designer: Uh. Project Manager: Oh, interface concept? User Interface: Yeah, that's me
Question: What did the group discuss about details on the new remote control style and the plan for the next meeting?
Answer: | The team made some decisions on the remote control design for the present stage. The keypad was given up, for a menu display could better classify channels into subgroups. Standard components such as the conventional battery were the final choices for the remote control. The team would adopt a double-curved design and rubber material. A corporate logo would be incorporated. There would be a special beeping sound for the location function. The new remote control could be programmed on the LCD screen as well as using software on the computer. In the next meeting, Industrial Designer and User Interface would present a prototype of the remote control. The team would also make a product evaluation. |
tr-sq-1127 | tr-sq-1127_0 | Text: Project Manager: <unk>vocalsound<unk> Alright, yeah. <unk>gap<unk> crack on <unk>gap<unk>. Okay so we'll start off with a quick overview of the minutes. I think to sum up the last meeting, would be to say um the requirements that we've um set out. Those are we were going to go for what seemed to be a fairly minimal design based on uh a small joystick, <unk>vocalsound<unk> L_C_D_ and a couple of other buttons for navigation um with power being I suppose one of the main single purpose buttons. Um we were also going to use <unk>gap<unk> novelty of being able to locate the remote control again via a small transmitter with any luck, the idea to try and separate us and also because of the minimal design um looks like we'll be able to be fairly adventurous in the actual physical shape of our remote control with any luck. Um that pretty much sums up the last one. So we'll just crack on, um like to maybe start with the Industrial Designer if it's possible. Industrial Designer: <unk>vocalsound<unk> Uh uh okay. Project Manager: Um uh the con today is the concep today. Industrial Designer: I'll just <unk>disfmarker<unk> Project Manager: This uh meeting is the conceptual design phase and is um <unk>disfmarker<unk> Sorry about this. <unk>gap<unk>. And is to cover things like um what the parts might be made of, um, can we uh outsource these from elsewhere, um will we have to construct any items ourselves? Industrial Designer: <unk>vocalsound<unk> Uh I have a presentation <unk>gap<unk> I just saved it in the uh the folder. Project Manager: Yeah, okay well I'll just uh I'll load it up then. Um <unk>vocalsound<unk>. Which one do y Industrial Designer: Uh. Project Manager: Oh, interface concept
Question: What did User Interface think of the incorporation of a keypad when discussing details on the new remote control style and a plan for the next meeting?
Answer: | User Interface pointed out that the keypad might irritate users, for it was hard for them to remember the exact number of every channel. Instead, User Interface recommended the LCD screen menu display. With the menu structure, channels could be better classified into subgroups. Users could name these subgroups as "news", "music" and so on. |
tr-sq-1128 | tr-sq-1128_0 | Text: Project Manager: <unk>vocalsound<unk> Alright, yeah. <unk>gap<unk> crack on <unk>gap<unk>. Okay so we'll start off with a quick overview of the minutes. I think to sum up the last meeting, would be to say um the requirements that we've um set out. Those are we were going to go for what seemed to be a fairly minimal design based on uh a small joystick, <unk>vocalsound<unk> L_C_D_ and a couple of other buttons for navigation um with power being I suppose one of the main single purpose buttons. Um we were also going to use <unk>gap<unk> novelty of being able to locate the remote control again via a small transmitter with any luck, the idea to try and separate us and also because of the minimal design um looks like we'll be able to be fairly adventurous in the actual physical shape of our remote control with any luck. Um that pretty much sums up the last one. So we'll just crack on, um like to maybe start with the Industrial Designer if it's possible. Industrial Designer: <unk>vocalsound<unk> Uh uh okay. Project Manager: Um uh the con today is the concep today. Industrial Designer: I'll just <unk>disfmarker<unk> Project Manager: This uh meeting is the conceptual design phase and is um <unk>disfmarker<unk> Sorry about this. <unk>gap<unk>. And is to cover things like um what the parts might be made of, um, can we uh outsource these from elsewhere, um will we have to construct any items ourselves? Industrial Designer: <unk>vocalsound<unk> Uh I have a presentation <unk>gap<unk> I just saved it in the uh the folder. Project Manager: Yeah, okay well I'll just uh I'll load it up then. Um <unk>vocalsound<unk>. Which one do y Industrial Designer: Uh. Project Manager: Oh
Question: Summarize Project Manager's opinions towards the idea of a programmable remote control when discussing details on the new remote control style and the plan for the next meeting.
Answer: | Marketing did not understand the purpose of a programmable remote control. Project Manager agreed with User Interface on that if users used the remote control for different devices, they would need to program particular commands into codes on the remote control. Project Manager added that users could even make the remote control perform a specific function by looking up the function name produced by themselves, instead of looking for the command code on the computer. |
tr-sq-1129 | tr-sq-1129_0 | Text: Project Manager: <unk>vocalsound<unk> Alright, yeah. <unk>gap<unk> crack on <unk>gap<unk>. Okay so we'll start off with a quick overview of the minutes. I think to sum up the last meeting, would be to say um the requirements that we've um set out. Those are we were going to go for what seemed to be a fairly minimal design based on uh a small joystick, <unk>vocalsound<unk> L_C_D_ and a couple of other buttons for navigation um with power being I suppose one of the main single purpose buttons. Um we were also going to use <unk>gap<unk> novelty of being able to locate the remote control again via a small transmitter with any luck, the idea to try and separate us and also because of the minimal design um looks like we'll be able to be fairly adventurous in the actual physical shape of our remote control with any luck. Um that pretty much sums up the last one. So we'll just crack on, um like to maybe start with the Industrial Designer if it's possible. Industrial Designer: <unk>vocalsound<unk> Uh uh okay. Project Manager: Um uh the con today is the concep today. Industrial Designer: I'll just <unk>disfmarker<unk> Project Manager: This uh meeting is the conceptual design phase and is um <unk>disfmarker<unk> Sorry about this. <unk>gap<unk>. And is to cover things like um what the parts might be made of, um, can we uh outsource these from elsewhere, um will we have to construct any items ourselves? Industrial Designer: <unk>vocalsound<unk> Uh I have a presentation <unk>gap<unk> I just saved it in the uh the folder. Project Manager: Yeah, okay well I'll just uh I'll load it up then. Um <unk>vocalsound<unk>. Which one do y Industrial Designer: Uh. Project Manager: Oh, interface concept? User Interface: Yeah
Question: What did Project Manager think of the target market group when discussing details on the new remote control style and the plan for the next meeting?
Answer: | Project Manager mentioned the target market group because the team would make a product evaluation on the next meeting. Project Manager implied that the team should consider a younger age bracket, for they were most likely to be the group that owned enough free cash, and was, at the same time, prone to replace their remote controls. |
tr-gq-1130 | tr-gq-1130_0 | Text: Project Manager: <unk>vocalsound<unk> Alright, yeah. <unk>gap<unk> crack on <unk>gap<unk>. Okay so we'll start off with a quick overview of the minutes. I think to sum up the last meeting, would be to say um the requirements that we've um set out. Those are we were going to go for what seemed to be a fairly minimal design based on uh a small joystick, <unk>vocalsound<unk> L_C_D_ and a couple of other buttons for navigation um with power being I suppose one of the main single purpose buttons. Um we were also going to use <unk>gap<unk> novelty of being able to locate the remote control again via a small transmitter with any luck, the idea to try and separate us and also because of the minimal design um looks like we'll be able to be fairly adventurous in the actual physical shape of our remote control with any luck. Um that pretty much sums up the last one. So we'll just crack on, um like to maybe start with the Industrial Designer if it's possible. Industrial Designer: <unk>vocalsound<unk> Uh uh okay. Project Manager: Um uh the con today is the concep today. Industrial Designer: I'll just <unk>disfmarker<unk> Project Manager: This uh meeting is the conceptual design phase and is um <unk>disfmarker<unk> Sorry about this. <unk>gap<unk>. And is to cover things like um what the parts might be made of, um, can we uh outsource these from elsewhere, um will we have to construct any items ourselves? Industrial Designer: <unk>vocalsound<unk> Uh I have a presentation <unk>gap<unk> I just saved it in the uh the folder. Project Manager: Yeah, okay well I'll just uh I'll load it up then. Um <unk>vocalsound<unk>. Which one do y Industrial Designer: Uh. Project Manager: Oh, interface concept? User Interface: Yeah, that's me. Project Manager: That's you. We've
Question: Summarize the whole meeting.
Answer: | After a brief review of the last meeting, Industrial Designer, User Interface and Marketing gave their presentations respectively on components, interface design and user requirements of the new remote control. Considering Marketing's advice and the budget, the team temporarily decided on a double-curved rubber remote control with an ergonomic joystick and an LCD screen menu display. Users could program their remote controls on the LCD screen as well as using software on the computer. Power would be supplied to the remote control by standard batteries. The beeping sound of the location function could be customized. Project Manager informed the team of the plan for the next meeting. Industrial Designer and User Interface would present a prototype of the remote control. The team would also make a product evaluation. |
tr-sq-1131 | tr-sq-1131_0 | Text: Grad G: Time. Grad C: Thanks. Grad G: Are you Fey? Undergrad D: I am Fey, yeah. Grad G: Oh. Grad B: What day is today? Undergrad D: Hi. Grad G: Hi. I think we've met before, like, I remember talking to you about Aspect or something like that at some point or other. Undergrad D: A couple times yeah. Grad F: It's the uh twenty <unk>disfmarker<unk> nineteenth. Grad B: Nineteenth? Undergrad D: That's right, yeah. Grad G: So. Undergrad D: And you were my GSI briefly, until I dropped the class. Grad F: Grad B: Right, right. Grad G: Oh that's right. Undergrad D: But. Grad G: Well. Grad C: OK, wh wh Grad G: No offense. Grad C: Yeah. Grad G: Like. Grad C: OK. Some in some introductions are in order. Grad G: Oh, OK sorry. Grad C: OK. Grad G: Getting ahead of myself. Grad C: So. Um. For those who don't know <unk>disfmarker<unk> Everyone knows me, this is great. Um, apart from that, sort of the old gang, Johno and Bhaskara have been with us from <unk>disfmarker<unk> from day one Grad G: Yay! Grad E: Hi. Grad C: and um they're engaged in <unk>disfmarker<unk> in various activities, some of which you will hear about today. Ami is um our counselor and spiritual guidance and um also interested in problems concerning reference of the more complex type, PhD A: Well. Grad E: Oh wow. Grad C: and um he sits in as a interested participant and helper. Is that a good characterization? PhD A: u That's pretty good, I think. Grad C: I don't
Question: Summarize the discussion about capturing the intention of subjects
Answer: | The new system for collecting subject intention focused on allowing subjects to come up with the intent themselves. Instead of giving them a list of goals, the subjects would, with the help of an instructor, figure out what they want to do in the environment. The earlier interaction with the instructor would give them a sense of how specific their goals in the environment could be. Another idea was to use pictures for people to help determine their intention, but the manufacturing of pictures seemed to be a very intensive project. |
tr-sq-1132 | tr-sq-1132_0 | Text: Grad G: Time. Grad C: Thanks. Grad G: Are you Fey? Undergrad D: I am Fey, yeah. Grad G: Oh. Grad B: What day is today? Undergrad D: Hi. Grad G: Hi. I think we've met before, like, I remember talking to you about Aspect or something like that at some point or other. Undergrad D: A couple times yeah. Grad F: It's the uh twenty <unk>disfmarker<unk> nineteenth. Grad B: Nineteenth? Undergrad D: That's right, yeah. Grad G: So. Undergrad D: And you were my GSI briefly, until I dropped the class. Grad F: Grad B: Right, right. Grad G: Oh that's right. Undergrad D: But. Grad G: Well. Grad C: OK, wh wh Grad G: No offense. Grad C: Yeah. Grad G: Like. Grad C: OK. Some in some introductions are in order. Grad G: Oh, OK sorry. Grad C: OK. Grad G: Getting ahead of myself. Grad C: So. Um. For those who don't know <unk>disfmarker<unk> Everyone knows me, this is great. Um, apart from that, sort of the old gang, Johno and Bhaskara have been with us from <unk>disfmarker<unk> from day one Grad G: Yay! Grad E: Hi. Grad C: and um they're engaged in <unk>disfmarker<unk> in various activities, some of which you will hear about today. Ami is um our counselor and spiritual guidance and um also interested in problems concerning reference of the more complex type, PhD A: Well. Grad E: Oh wow. Grad C: and um he sits in as a interested participant and helper. Is that a good characterization? PhD A: u That's pretty good, I think. Grad C: I don't know
Question: What did Grad C think about capturing subject intention?
Answer: | Grad C introduced the topic and explained that the new idea was to allow subjects to generate high level tasks, like going shopping, by themselves. Subjects would also be provided a high level schematic which would give them basic features of the environment. Though, the schematic would not contain detailed information, like a street map, which would be reserved for interactions with the wizard. An instructor would be hired to help subjects navigate the high level tasks. |
tr-sq-1133 | tr-sq-1133_0 | Text: Grad G: Time. Grad C: Thanks. Grad G: Are you Fey? Undergrad D: I am Fey, yeah. Grad G: Oh. Grad B: What day is today? Undergrad D: Hi. Grad G: Hi. I think we've met before, like, I remember talking to you about Aspect or something like that at some point or other. Undergrad D: A couple times yeah. Grad F: It's the uh twenty <unk>disfmarker<unk> nineteenth. Grad B: Nineteenth? Undergrad D: That's right, yeah. Grad G: So. Undergrad D: And you were my GSI briefly, until I dropped the class. Grad F: Grad B: Right, right. Grad G: Oh that's right. Undergrad D: But. Grad G: Well. Grad C: OK, wh wh Grad G: No offense. Grad C: Yeah. Grad G: Like. Grad C: OK. Some in some introductions are in order. Grad G: Oh, OK sorry. Grad C: OK. Grad G: Getting ahead of myself. Grad C: So. Um. For those who don't know <unk>disfmarker<unk> Everyone knows me, this is great. Um, apart from that, sort of the old gang, Johno and Bhaskara have been with us from <unk>disfmarker<unk> from day one Grad G: Yay! Grad E: Hi. Grad C: and um they're engaged in <unk>disfmarker<unk> in various activities, some of which you will hear about today. Ami is um our counselor and spiritual guidance and um also interested in problems concerning reference of the more complex type, PhD A: Well. Grad E: Oh wow. Grad C: and um he sits in as a interested participant and helper. Is that a good characterization? PhD A: u That's pretty good, I think. Grad C: I don't
Question: What did Grad G think about capturing the subject intention?
Answer: | Grad G learned that the materials would be based on real materials about Heidelberg and that the instructor would allow subjects to get a feel for the system's capabilities. Grad G also learned that the interactions would be more natural. |
tr-sq-1134 | tr-sq-1134_0 | Text: Grad G: Time. Grad C: Thanks. Grad G: Are you Fey? Undergrad D: I am Fey, yeah. Grad G: Oh. Grad B: What day is today? Undergrad D: Hi. Grad G: Hi. I think we've met before, like, I remember talking to you about Aspect or something like that at some point or other. Undergrad D: A couple times yeah. Grad F: It's the uh twenty <unk>disfmarker<unk> nineteenth. Grad B: Nineteenth? Undergrad D: That's right, yeah. Grad G: So. Undergrad D: And you were my GSI briefly, until I dropped the class. Grad F: Grad B: Right, right. Grad G: Oh that's right. Undergrad D: But. Grad G: Well. Grad C: OK, wh wh Grad G: No offense. Grad C: Yeah. Grad G: Like. Grad C: OK. Some in some introductions are in order. Grad G: Oh, OK sorry. Grad C: OK. Grad G: Getting ahead of myself. Grad C: So. Um. For those who don't know <unk>disfmarker<unk> Everyone knows me, this is great. Um, apart from that, sort of the old gang, Johno and Bhaskara have been with us from <unk>disfmarker<unk> from day one Grad G: Yay! Grad E: Hi. Grad C: and um they're engaged in <unk>disfmarker<unk> in various activities, some of which you will hear about today. Ami is um our counselor and spiritual guidance and um also interested in problems concerning reference of the more complex type, PhD A: Well. Grad E: Oh wow. Grad C: and um he sits in as a interested participant and helper. Is that a good characterization? PhD A: u That's pretty good, I think
Question: Summarize the discussion about designing the new SPG schema based on a more flexible organization
Answer: | The team wanted to figure out how roles would be connected to actions. The thought that their current XML schema forced the model to look up, requiring the whole body of the model. The new idea they came up with was to create a parallel intention oriented specification in addition to the pure schema, which would allow for a more flexible schema. |
tr-sq-1135 | tr-sq-1135_0 | Text: Grad G: Time. Grad C: Thanks. Grad G: Are you Fey? Undergrad D: I am Fey, yeah. Grad G: Oh. Grad B: What day is today? Undergrad D: Hi. Grad G: Hi. I think we've met before, like, I remember talking to you about Aspect or something like that at some point or other. Undergrad D: A couple times yeah. Grad F: It's the uh twenty <unk>disfmarker<unk> nineteenth. Grad B: Nineteenth? Undergrad D: That's right, yeah. Grad G: So. Undergrad D: And you were my GSI briefly, until I dropped the class. Grad F: Grad B: Right, right. Grad G: Oh that's right. Undergrad D: But. Grad G: Well. Grad C: OK, wh wh Grad G: No offense. Grad C: Yeah. Grad G: Like. Grad C: OK. Some in some introductions are in order. Grad G: Oh, OK sorry. Grad C: OK. Grad G: Getting ahead of myself. Grad C: So. Um. For those who don't know <unk>disfmarker<unk> Everyone knows me, this is great. Um, apart from that, sort of the old gang, Johno and Bhaskara have been with us from <unk>disfmarker<unk> from day one Grad G: Yay! Grad E: Hi. Grad C: and um they're engaged in <unk>disfmarker<unk> in various activities, some of which you will hear about today. Ami is um our counselor and spiritual guidance and um also interested in problems concerning reference of the more complex type, PhD A: Well. Grad E: Oh wow. Grad C: and um he sits in as a interested participant and helper. Is that a good characterization? PhD A: u That's pretty good, I think. Grad C: I don't know
Question: What did Grad C think about the SPG schema?
Answer: | Grad C thought an approach in which the model had to refer to parents seemed inefficient. The model would constantly have to go back. Grad C wanted to completely redo it, even if it meant throwing away what the team had developed thus far. |
tr-gq-1136 | tr-gq-1136_0 | Text: Grad G: Time. Grad C: Thanks. Grad G: Are you Fey? Undergrad D: I am Fey, yeah. Grad G: Oh. Grad B: What day is today? Undergrad D: Hi. Grad G: Hi. I think we've met before, like, I remember talking to you about Aspect or something like that at some point or other. Undergrad D: A couple times yeah. Grad F: It's the uh twenty <unk>disfmarker<unk> nineteenth. Grad B: Nineteenth? Undergrad D: That's right, yeah. Grad G: So. Undergrad D: And you were my GSI briefly, until I dropped the class. Grad F: Grad B: Right, right. Grad G: Oh that's right. Undergrad D: But. Grad G: Well. Grad C: OK, wh wh Grad G: No offense. Grad C: Yeah. Grad G: Like. Grad C: OK. Some in some introductions are in order. Grad G: Oh, OK sorry. Grad C: OK. Grad G: Getting ahead of myself. Grad C: So. Um. For those who don't know <unk>disfmarker<unk> Everyone knows me, this is great. Um, apart from that, sort of the old gang, Johno and Bhaskara have been with us from <unk>disfmarker<unk> from day one Grad G: Yay! Grad E: Hi. Grad C: and um they're engaged in <unk>disfmarker<unk> in various activities, some of which you will hear about today. Ami is um our counselor and spiritual guidance and um also interested in problems concerning reference of the more complex type, PhD A: Well. Grad E: Oh wow. Grad C: and um he sits in as a interested participant and helper. Is that a good characterization? PhD A: u That's pretty good, I think. Grad C: I don't know. PhD A: Yeah
Question: Summarize the meeting
Answer: | Meeting participants began by going over the logistics of recruiting participants, particularly through departmental mailing lists. They then moved onto discussing a new role, the instructor, who would help experimental participants figure out their intentions. This would eliminate a pre-written set of goals for the participants. Participants also discussed how the schema would incorporate other information, like choosing movies, and how more complex actions, like that of purchasing goods, could be incorporated into the source-path-goal schema. Finally, the participants concluded that an SPG schema of a different kind, one that can transfer previously acquired information, may be more helpful. The meeting concluded with the discussion of a new meeting time. |
tr-sq-1137 | tr-sq-1137_0 | Text: Project Manager: Uh 'kay. So <unk>disfmarker<unk> Marketing: So so so. User Interface: Put on your mic. Industrial Designer: <unk>vocalsound<unk> So you forgot how this works again? User Interface: Boss. Project Manager: Yep. Industrial Designer: <unk>gap<unk> Boss. Marketing: Maybe. Maybe maybe maybe. Project Manager: Okay so we're here to talk about the detailed design of the product, 'kay? User Interface: Yep. Project Manager: And here's the agenda for this meeting. Uh I'm just gonna open, say a few boring words to start with again, and start taking minutes afterwards. You guys are gonna give us a presentation of our wonder product that I can see some demonstrations of over there. Looks cool. And then we're gonna evaluate it. Marketing: <unk>vocalsound<unk> Bra User Interface: <unk>vocalsound<unk> Project Manager: Then we're gonna talk about finance, and I've got a lovely Excel spreadsheet that I knocked up in the last five minutes for this. And uh Industrial Designer: <unk>vocalsound<unk> Hmm you knocked it up? Project Manager: yep. And <unk>vocalsound<unk> we're gonna evaluate the product and close. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: Got forty minutes to do this in. We should be fine. Let's try and keep this one on schedule. User Interface: Alright. Project Manager: So <unk>disfmarker<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Your thing is in <unk>disfmarker<unk> where is it? Is it in <unk>disfmarker<unk> User Interface: Three, three. Industrial Designer: Thi third third third. The end product thingy. Yeah. Project Manager: Who wants it? User Interface: Pedro can have it. Industrial Designer: <unk>vocalsound<unk> User Interface: I like <unk>d
Question: Summarize the presentation on the function design.
Answer: | The industrial designer introduced that the product not only had some basic functions, it also had the locator function and provided users with a revolutionary way of zapping. As for the material, the product would be made of plastic and rubber. In addition, the final design was thought to be slightly lighter and smaller than the present model. Later, the group went on to check the controller's paging ability and talked about some details on buttons. |
tr-sq-1138 | tr-sq-1138_0 | Text: Project Manager: Uh 'kay. So <unk>disfmarker<unk> Marketing: So so so. User Interface: Put on your mic. Industrial Designer: <unk>vocalsound<unk> So you forgot how this works again? User Interface: Boss. Project Manager: Yep. Industrial Designer: <unk>gap<unk> Boss. Marketing: Maybe. Maybe maybe maybe. Project Manager: Okay so we're here to talk about the detailed design of the product, 'kay? User Interface: Yep. Project Manager: And here's the agenda for this meeting. Uh I'm just gonna open, say a few boring words to start with again, and start taking minutes afterwards. You guys are gonna give us a presentation of our wonder product that I can see some demonstrations of over there. Looks cool. And then we're gonna evaluate it. Marketing: <unk>vocalsound<unk> Bra User Interface: <unk>vocalsound<unk> Project Manager: Then we're gonna talk about finance, and I've got a lovely Excel spreadsheet that I knocked up in the last five minutes for this. And uh Industrial Designer: <unk>vocalsound<unk> Hmm you knocked it up? Project Manager: yep. And <unk>vocalsound<unk> we're gonna evaluate the product and close. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: Got forty minutes to do this in. We should be fine. Let's try and keep this one on schedule. User Interface: Alright. Project Manager: So <unk>disfmarker<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Your thing is in <unk>disfmarker<unk> where is it? Is it in <unk>disfmarker<unk> User Interface: Three, three. Industrial Designer: Thi third third third. The end product thingy. Yeah. Project Manager: Who wants it? User Interface: Pedro can have it. Industrial Designer: <unk>vocalsound<unk> User Interface
Question: What did the user interface designer and the project manager discuss about the trigger button?
Answer: | The user interface designer thought it might be interesting to have a trigger button on the controller because it felt like there should be something, but they couldn't figure out what button was important enough to put there and they didn't want to accidentally hit the power button. Then the project manager proposed that having a trigger plus the scroll might solve the problem of landing and scrolling as it would be hit on both sides. The user interface designer agreed and further suggested tweaking that a little bit in the final design phase. |
tr-sq-1139 | tr-sq-1139_0 | Text: Project Manager: Uh 'kay. So <unk>disfmarker<unk> Marketing: So so so. User Interface: Put on your mic. Industrial Designer: <unk>vocalsound<unk> So you forgot how this works again? User Interface: Boss. Project Manager: Yep. Industrial Designer: <unk>gap<unk> Boss. Marketing: Maybe. Maybe maybe maybe. Project Manager: Okay so we're here to talk about the detailed design of the product, 'kay? User Interface: Yep. Project Manager: And here's the agenda for this meeting. Uh I'm just gonna open, say a few boring words to start with again, and start taking minutes afterwards. You guys are gonna give us a presentation of our wonder product that I can see some demonstrations of over there. Looks cool. And then we're gonna evaluate it. Marketing: <unk>vocalsound<unk> Bra User Interface: <unk>vocalsound<unk> Project Manager: Then we're gonna talk about finance, and I've got a lovely Excel spreadsheet that I knocked up in the last five minutes for this. And uh Industrial Designer: <unk>vocalsound<unk> Hmm you knocked it up? Project Manager: yep. And <unk>vocalsound<unk> we're gonna evaluate the product and close. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: Got forty minutes to do this in. We should be fine. Let's try and keep this one on schedule. User Interface: Alright. Project Manager: So <unk>disfmarker<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Your thing is in <unk>disfmarker<unk> where is it? Is it in <unk>disfmarker<unk> User Interface: Three, three. Industrial Designer: Thi third third third. The end product thingy. Yeah. Project Manager: Who wants it? User Interface: Pedro can have it. Industrial Designer: <unk>vocalsound<unk> User Interface: I like
Question: Summarize the marketing expert's perspective on the product.
Answer: | The marketing expert thought there were three things making the product marketable - the features, the characteristics, and the corporation behind the product. One drawback of the product was that it was only targeted at TV, but the marketing believed this limitation wouldn't be noteworthy in comparison with other good features. Besides, the marketing proposed that the product should be upgradable but the project manager pointed out the risk of doing that. |
tr-sq-1140 | tr-sq-1140_0 | Text: Project Manager: Uh 'kay. So <unk>disfmarker<unk> Marketing: So so so. User Interface: Put on your mic. Industrial Designer: <unk>vocalsound<unk> So you forgot how this works again? User Interface: Boss. Project Manager: Yep. Industrial Designer: <unk>gap<unk> Boss. Marketing: Maybe. Maybe maybe maybe. Project Manager: Okay so we're here to talk about the detailed design of the product, 'kay? User Interface: Yep. Project Manager: And here's the agenda for this meeting. Uh I'm just gonna open, say a few boring words to start with again, and start taking minutes afterwards. You guys are gonna give us a presentation of our wonder product that I can see some demonstrations of over there. Looks cool. And then we're gonna evaluate it. Marketing: <unk>vocalsound<unk> Bra User Interface: <unk>vocalsound<unk> Project Manager: Then we're gonna talk about finance, and I've got a lovely Excel spreadsheet that I knocked up in the last five minutes for this. And uh Industrial Designer: <unk>vocalsound<unk> Hmm you knocked it up? Project Manager: yep. And <unk>vocalsound<unk> we're gonna evaluate the product and close. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: Got forty minutes to do this in. We should be fine. Let's try and keep this one on schedule. User Interface: Alright. Project Manager: So <unk>disfmarker<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Your thing is in <unk>disfmarker<unk> where is it? Is it in <unk>disfmarker<unk> User Interface: Three, three. Industrial Designer: Thi third third third. The end product thingy. Yeah. Project Manager: Who wants it? User Interface: Pedro can have it. Industrial Designer: <unk>vocalsound<unk> User Interface: I
Question: What did the marketing think of the marketable part of product design?
Answer: | The marketing expert thought there were three things making the product marketable - the features, the characteristics, and the corporation behind the product. The features included the scroll, the locator, durability, and dependability. The characteristics referred to reliability, comfort, ergonomics, and being environmentally sensitive. As for the business background, they were a new company wanting to make a name for themselves and aiming at supplying good products at a fair price. All these above made the product competitive and the marketing believed they should go after more of the exclusivity sense than the mass market sense. |
tr-sq-1141 | tr-sq-1141_0 | Text: Project Manager: Uh 'kay. So <unk>disfmarker<unk> Marketing: So so so. User Interface: Put on your mic. Industrial Designer: <unk>vocalsound<unk> So you forgot how this works again? User Interface: Boss. Project Manager: Yep. Industrial Designer: <unk>gap<unk> Boss. Marketing: Maybe. Maybe maybe maybe. Project Manager: Okay so we're here to talk about the detailed design of the product, 'kay? User Interface: Yep. Project Manager: And here's the agenda for this meeting. Uh I'm just gonna open, say a few boring words to start with again, and start taking minutes afterwards. You guys are gonna give us a presentation of our wonder product that I can see some demonstrations of over there. Looks cool. And then we're gonna evaluate it. Marketing: <unk>vocalsound<unk> Bra User Interface: <unk>vocalsound<unk> Project Manager: Then we're gonna talk about finance, and I've got a lovely Excel spreadsheet that I knocked up in the last five minutes for this. And uh Industrial Designer: <unk>vocalsound<unk> Hmm you knocked it up? Project Manager: yep. And <unk>vocalsound<unk> we're gonna evaluate the product and close. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: Got forty minutes to do this in. We should be fine. Let's try and keep this one on schedule. User Interface: Alright. Project Manager: So <unk>disfmarker<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Your thing is in <unk>disfmarker<unk> where is it? Is it in <unk>disfmarker<unk> User Interface: Three, three. Industrial Designer: Thi third third third. The end product thingy. Yeah. Project Manager: Who wants it? User Interface: Pedro can have it. Industrial Designer: <unk>vocalsound<unk>
Question: Why did the industrial designer and the project manager disagree to make the product upgradable?
Answer: | The marketing suggested producing the controller in a way that makes it upgradable like a sim card in the telephone. However, the industrial designer argued that if the controller was to have other functions it would need more buttons and they should design another version instead. Also, the project manager pointed out there would be some risks of making it unusable or less usable. |
tr-sq-1142 | tr-sq-1142_0 | Text: Project Manager: Uh 'kay. So <unk>disfmarker<unk> Marketing: So so so. User Interface: Put on your mic. Industrial Designer: <unk>vocalsound<unk> So you forgot how this works again? User Interface: Boss. Project Manager: Yep. Industrial Designer: <unk>gap<unk> Boss. Marketing: Maybe. Maybe maybe maybe. Project Manager: Okay so we're here to talk about the detailed design of the product, 'kay? User Interface: Yep. Project Manager: And here's the agenda for this meeting. Uh I'm just gonna open, say a few boring words to start with again, and start taking minutes afterwards. You guys are gonna give us a presentation of our wonder product that I can see some demonstrations of over there. Looks cool. And then we're gonna evaluate it. Marketing: <unk>vocalsound<unk> Bra User Interface: <unk>vocalsound<unk> Project Manager: Then we're gonna talk about finance, and I've got a lovely Excel spreadsheet that I knocked up in the last five minutes for this. And uh Industrial Designer: <unk>vocalsound<unk> Hmm you knocked it up? Project Manager: yep. And <unk>vocalsound<unk> we're gonna evaluate the product and close. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: Got forty minutes to do this in. We should be fine. Let's try and keep this one on schedule. User Interface: Alright. Project Manager: So <unk>disfmarker<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Your thing is in <unk>disfmarker<unk> where is it? Is it in <unk>disfmarker<unk> User Interface: Three, three. Industrial Designer: Thi third third third. The end product thingy. Yeah. Project Manager: Who wants it? User Interface: Pedro can have it. Industrial Designer: <unk>vocalsound<unk> User Interface: I like <unk>dis
Question: Summarize the discussion about product quotation.
Answer: | When evaluating the cost of the product, the group discussed some details of the components and made some adjustments on the chip, curve, button and scroll wheel. They finally got an accurate estimate of fifteen point eight Euros, which was thought to be within the budget of twelve-five Euros. |
tr-gq-1143 | tr-gq-1143_0 | Text: Project Manager: Uh 'kay. So <unk>disfmarker<unk> Marketing: So so so. User Interface: Put on your mic. Industrial Designer: <unk>vocalsound<unk> So you forgot how this works again? User Interface: Boss. Project Manager: Yep. Industrial Designer: <unk>gap<unk> Boss. Marketing: Maybe. Maybe maybe maybe. Project Manager: Okay so we're here to talk about the detailed design of the product, 'kay? User Interface: Yep. Project Manager: And here's the agenda for this meeting. Uh I'm just gonna open, say a few boring words to start with again, and start taking minutes afterwards. You guys are gonna give us a presentation of our wonder product that I can see some demonstrations of over there. Looks cool. And then we're gonna evaluate it. Marketing: <unk>vocalsound<unk> Bra User Interface: <unk>vocalsound<unk> Project Manager: Then we're gonna talk about finance, and I've got a lovely Excel spreadsheet that I knocked up in the last five minutes for this. And uh Industrial Designer: <unk>vocalsound<unk> Hmm you knocked it up? Project Manager: yep. And <unk>vocalsound<unk> we're gonna evaluate the product and close. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: Got forty minutes to do this in. We should be fine. Let's try and keep this one on schedule. User Interface: Alright. Project Manager: So <unk>disfmarker<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Your thing is in <unk>disfmarker<unk> where is it? Is it in <unk>disfmarker<unk> User Interface: Three, three. Industrial Designer: Thi third third third. The end product thingy. Yeah. Project Manager: Who wants it? User Interface: Pedro can have it. Industrial Designer: <unk>vocalsound<unk> User Interface: I like <unk>disfmark
Question: Summarize the whole meeting.
Answer: | The group mainly talked about the detailed design of the product at this meeting. First, the industrial designer introduced the function design of the product. It had not only some basic functions, but also the locator function and provided users with a revolutionary way of zapping. Later, the group went on to check the controller's paging ability and talked about more details on buttons. Next, the marketing expert mentioned three things making the product marketable and one possible drawback of the product. Besides, the marketing recommended making it upgradable but the project manager pointed out the risk of doing that. When evaluating the cost of the product, the group discussed some details of the components and made some adjustments. They finally got an estimate of fifteen point eight Euros, which was within the budget. In the end, they did some self-assessment and celebrated the completion of the project. |
tr-sq-1144 | tr-sq-1144_0 | Text: Marketing: Hello. Project Manager: <unk>gap<unk>. <unk>gap<unk>. Marketing: Yes, I made it. English from now on <unk>vocalsound<unk>. <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> <unk>gap<unk>. <unk>vocalsound<unk> Marketing: Drawing or <unk>disfmarker<unk> Project Manager: Yeah just testing. Marketing: Yeah. Project Manager: Mm? English. Industrial Designer: Just kidding. Project Manager: <unk>gap<unk>. Industrial Designer: So annoying. Project Manager: Break is over. Marketing: Ooh it works. Project Manager: Whoo. Marketing: <unk>vocalsound<unk> Spicy. Project Manager: <unk>vocalsound<unk> Spicy. Marketing: Where are are all the other presentations? Industrial Designer: I just put it in the in the shared folder so it should be <unk>disfmarker<unk> Marketing: The conceptual or <unk>disfmarker<unk> Industrial Designer: yeah I think so. Yeah, conceptual design. What or whatever does it <unk>disfmarker<unk> Marketing: Ah. Because I see only my own presentation <unk>vocalsound<unk> <unk>gap<unk> User Interface: <unk>vocalsound<unk> Industrial Designer: No no no, can you go back one? Marketing: yeah. Industrial Designer: Uh 'cause it has to be PowerPoint pre yeah components design, that's it. Marketing: This? <unk>gap<unk> I'll just put it in there. Project Manager: So, he's coming. Industrial Designer: <unk>gap<unk>. <unk>vocalsound<unk> I did get a bit more done than the last time, Marketing: Or not. User Interface: Okay. Project Manager: Oh okay. Industrial Designer: 'cause I knew that I didn't have time so I just copy and paste everything into the <unk>disfmarker<unk> User Interface: <unk>vocalsound<unk> Marketing: Ah, Project Manager: Ah. She <unk>
Question: Summarize the personal presentations on the appearance design, the speak recognition system and the ideal materials of the remote control.
Answer: | According to the Marketing, the drawback of the existing remote controls was that they were not so good-looking, so their conceptual remote control would be with an appealing and bright color.The Industrial Designer laid his emphasis on the materials that he would not like the remote control to be made in a too formal way, like those the elders were using. As for the User Interface, he proposed to add a speak recognition system onto the remote control in order to make it able to function once it received the user's voice instruction. |
tr-sq-1145 | tr-sq-1145_0 | Text: Marketing: Hello. Project Manager: <unk>gap<unk>. <unk>gap<unk>. Marketing: Yes, I made it. English from now on <unk>vocalsound<unk>. <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> <unk>gap<unk>. <unk>vocalsound<unk> Marketing: Drawing or <unk>disfmarker<unk> Project Manager: Yeah just testing. Marketing: Yeah. Project Manager: Mm? English. Industrial Designer: Just kidding. Project Manager: <unk>gap<unk>. Industrial Designer: So annoying. Project Manager: Break is over. Marketing: Ooh it works. Project Manager: Whoo. Marketing: <unk>vocalsound<unk> Spicy. Project Manager: <unk>vocalsound<unk> Spicy. Marketing: Where are are all the other presentations? Industrial Designer: I just put it in the in the shared folder so it should be <unk>disfmarker<unk> Marketing: The conceptual or <unk>disfmarker<unk> Industrial Designer: yeah I think so. Yeah, conceptual design. What or whatever does it <unk>disfmarker<unk> Marketing: Ah. Because I see only my own presentation <unk>vocalsound<unk> <unk>gap<unk> User Interface: <unk>vocalsound<unk> Industrial Designer: No no no, can you go back one? Marketing: yeah. Industrial Designer: Uh 'cause it has to be PowerPoint pre yeah components design, that's it. Marketing: This? <unk>gap<unk> I'll just put it in there. Project Manager: So, he's coming. Industrial Designer: <unk>gap<unk>. <unk>vocalsound<unk> I did get a bit more done than the last time, Marketing: Or not. User Interface: Okay. Project Manager: Oh okay. Industrial Designer: 'cause I knew that I didn't have time so I just copy and paste everything into the <unk>disfmarker<unk> User Interface: <unk>vocalsound<unk> Marketing: Ah, Project Manager:
Question: What did the Marketing think of the materials when giving personal presentations on the appearance design, the speak recognition system and the ideal materials of the remote control?
Answer: | The Marketing proposed to use titanium as the material of the front side of the remote control for that it would look strong but not be so hard to handle. However, he went on to point out the problem that the color would be dark, which meant that it might not cater for the youth's tastes. Thus they might not use the titanium as the main material. |
tr-sq-1146 | tr-sq-1146_0 | Text: Marketing: Hello. Project Manager: <unk>gap<unk>. <unk>gap<unk>. Marketing: Yes, I made it. English from now on <unk>vocalsound<unk>. <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> <unk>gap<unk>. <unk>vocalsound<unk> Marketing: Drawing or <unk>disfmarker<unk> Project Manager: Yeah just testing. Marketing: Yeah. Project Manager: Mm? English. Industrial Designer: Just kidding. Project Manager: <unk>gap<unk>. Industrial Designer: So annoying. Project Manager: Break is over. Marketing: Ooh it works. Project Manager: Whoo. Marketing: <unk>vocalsound<unk> Spicy. Project Manager: <unk>vocalsound<unk> Spicy. Marketing: Where are are all the other presentations? Industrial Designer: I just put it in the in the shared folder so it should be <unk>disfmarker<unk> Marketing: The conceptual or <unk>disfmarker<unk> Industrial Designer: yeah I think so. Yeah, conceptual design. What or whatever does it <unk>disfmarker<unk> Marketing: Ah. Because I see only my own presentation <unk>vocalsound<unk> <unk>gap<unk> User Interface: <unk>vocalsound<unk> Industrial Designer: No no no, can you go back one? Marketing: yeah. Industrial Designer: Uh 'cause it has to be PowerPoint pre yeah components design, that's it. Marketing: This? <unk>gap<unk> I'll just put it in there. Project Manager: So, he's coming. Industrial Designer: <unk>gap<unk>. <unk>vocalsound<unk> I did get a bit more done than the last time, Marketing: Or not. User Interface: Okay. Project Manager: Oh okay. Industrial Designer: 'cause I knew that I didn't have time so I just copy and paste everything into the <unk>disfmarker<unk> User Interface: <unk>vocalsound<unk> Marketing: Ah, Project Manager:
Question: What did the Industrial Designer recommend to do when discussing personal presentations on the appearance design, the speak recognition system and the ideal materials of the remote control?
Answer: | In order to meet with the annual trend of fruity elements, the Industrial Designer suggested making the remote control in a banana shape. For one thing, it would be related to the annual fashion trend and for another, the yellow color would satisfy the youth. However, in case the banana shape would be out of fashion next year, it might not be a perfect solution. |
tr-sq-1147 | tr-sq-1147_0 | Text: Marketing: Hello. Project Manager: <unk>gap<unk>. <unk>gap<unk>. Marketing: Yes, I made it. English from now on <unk>vocalsound<unk>. <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> <unk>gap<unk>. <unk>vocalsound<unk> Marketing: Drawing or <unk>disfmarker<unk> Project Manager: Yeah just testing. Marketing: Yeah. Project Manager: Mm? English. Industrial Designer: Just kidding. Project Manager: <unk>gap<unk>. Industrial Designer: So annoying. Project Manager: Break is over. Marketing: Ooh it works. Project Manager: Whoo. Marketing: <unk>vocalsound<unk> Spicy. Project Manager: <unk>vocalsound<unk> Spicy. Marketing: Where are are all the other presentations? Industrial Designer: I just put it in the in the shared folder so it should be <unk>disfmarker<unk> Marketing: The conceptual or <unk>disfmarker<unk> Industrial Designer: yeah I think so. Yeah, conceptual design. What or whatever does it <unk>disfmarker<unk> Marketing: Ah. Because I see only my own presentation <unk>vocalsound<unk> <unk>gap<unk> User Interface: <unk>vocalsound<unk> Industrial Designer: No no no, can you go back one? Marketing: yeah. Industrial Designer: Uh 'cause it has to be PowerPoint pre yeah components design, that's it. Marketing: This? <unk>gap<unk> I'll just put it in there. Project Manager: So, he's coming. Industrial Designer: <unk>gap<unk>. <unk>vocalsound<unk> I did get a bit more done than the last time, Marketing: Or not. User Interface: Okay. Project Manager: Oh okay. Industrial Designer: 'cause I knew that I didn't have time so I just copy and paste everything into the <unk>disfmarker<unk> User Interface: <unk>vocalsound<unk> Marketing: Ah, Project Manager: Ah. She <unk>gap<unk>
Question: What did the group talk about the shape, the color and the front buttons of the remote control?
Answer: | As to cater to the fashion trend, the group decided to put the remote control in a fruity shape and a bright lovely color. Then in order to make their product both good-looking and comfortable to hold, they reached the agreement that the front side of the remote control would be made of plastic while the back would be made of titanium. The group also spent some time on the internal design of the product, for example, the chip would be made of silicon and electrical cable would be just the same as other counterparts. |
tr-sq-1148 | tr-sq-1148_0 | Text: Marketing: Hello. Project Manager: <unk>gap<unk>. <unk>gap<unk>. Marketing: Yes, I made it. English from now on <unk>vocalsound<unk>. <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> <unk>gap<unk>. <unk>vocalsound<unk> Marketing: Drawing or <unk>disfmarker<unk> Project Manager: Yeah just testing. Marketing: Yeah. Project Manager: Mm? English. Industrial Designer: Just kidding. Project Manager: <unk>gap<unk>. Industrial Designer: So annoying. Project Manager: Break is over. Marketing: Ooh it works. Project Manager: Whoo. Marketing: <unk>vocalsound<unk> Spicy. Project Manager: <unk>vocalsound<unk> Spicy. Marketing: Where are are all the other presentations? Industrial Designer: I just put it in the in the shared folder so it should be <unk>disfmarker<unk> Marketing: The conceptual or <unk>disfmarker<unk> Industrial Designer: yeah I think so. Yeah, conceptual design. What or whatever does it <unk>disfmarker<unk> Marketing: Ah. Because I see only my own presentation <unk>vocalsound<unk> <unk>gap<unk> User Interface: <unk>vocalsound<unk> Industrial Designer: No no no, can you go back one? Marketing: yeah. Industrial Designer: Uh 'cause it has to be PowerPoint pre yeah components design, that's it. Marketing: This? <unk>gap<unk> I'll just put it in there. Project Manager: So, he's coming. Industrial Designer: <unk>gap<unk>. <unk>vocalsound<unk> I did get a bit more done than the last time, Marketing: Or not. User Interface: Okay. Project Manager: Oh okay. Industrial Designer: 'cause I knew that I didn't have time so I just copy and paste everything into the <unk>disfmarker<unk> User Interface: <unk>vocalsound<unk> Marketing: Ah, Project Manager: Ah. She
Question: Why did the Marketing disagree with the Industrial Designer when discussing the shape, the color and the front buttons of the remote control?
Answer: | While discussing the button layout, the group found that some of the elements could not be removable on the remote control, so the Industrial Designer proposed to make those elements with titanium and other things with plastic. However, the Marketing did not agree with this because he thought the plastic would not make the remote control look strong or be satisfactory to be held in hand. |
tr-sq-1149 | tr-sq-1149_0 | Text: Marketing: Hello. Project Manager: <unk>gap<unk>. <unk>gap<unk>. Marketing: Yes, I made it. English from now on <unk>vocalsound<unk>. <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> <unk>gap<unk>. <unk>vocalsound<unk> Marketing: Drawing or <unk>disfmarker<unk> Project Manager: Yeah just testing. Marketing: Yeah. Project Manager: Mm? English. Industrial Designer: Just kidding. Project Manager: <unk>gap<unk>. Industrial Designer: So annoying. Project Manager: Break is over. Marketing: Ooh it works. Project Manager: Whoo. Marketing: <unk>vocalsound<unk> Spicy. Project Manager: <unk>vocalsound<unk> Spicy. Marketing: Where are are all the other presentations? Industrial Designer: I just put it in the in the shared folder so it should be <unk>disfmarker<unk> Marketing: The conceptual or <unk>disfmarker<unk> Industrial Designer: yeah I think so. Yeah, conceptual design. What or whatever does it <unk>disfmarker<unk> Marketing: Ah. Because I see only my own presentation <unk>vocalsound<unk> <unk>gap<unk> User Interface: <unk>vocalsound<unk> Industrial Designer: No no no, can you go back one? Marketing: yeah. Industrial Designer: Uh 'cause it has to be PowerPoint pre yeah components design, that's it. Marketing: This? <unk>gap<unk> I'll just put it in there. Project Manager: So, he's coming. Industrial Designer: <unk>gap<unk>. <unk>vocalsound<unk> I did get a bit more done than the last time, Marketing: Or not. User Interface: Okay. Project Manager: Oh okay. Industrial Designer: 'cause I knew that I didn't have time so I just copy and paste everything into the <unk>disfmarker<unk> User Interface: <unk>vocalsound<unk> Marketing: Ah, Project Manager: Ah. She <unk>gap<unk>. Marketing: I can'
Question: What did the User Interface elaborate on the shape of the button?
Answer: | The User Interface proposed to make most of the buttons in a round shape which altogether located in a triangle. In the middle of the triangle, there would be a square button and the four buttons next to it would be respectively the channel control and the volume control, just as all the other remote controls. |
tr-gq-1150 | tr-gq-1150_0 | Text: Marketing: Hello. Project Manager: <unk>gap<unk>. <unk>gap<unk>. Marketing: Yes, I made it. English from now on <unk>vocalsound<unk>. <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> <unk>gap<unk>. <unk>vocalsound<unk> Marketing: Drawing or <unk>disfmarker<unk> Project Manager: Yeah just testing. Marketing: Yeah. Project Manager: Mm? English. Industrial Designer: Just kidding. Project Manager: <unk>gap<unk>. Industrial Designer: So annoying. Project Manager: Break is over. Marketing: Ooh it works. Project Manager: Whoo. Marketing: <unk>vocalsound<unk> Spicy. Project Manager: <unk>vocalsound<unk> Spicy. Marketing: Where are are all the other presentations? Industrial Designer: I just put it in the in the shared folder so it should be <unk>disfmarker<unk> Marketing: The conceptual or <unk>disfmarker<unk> Industrial Designer: yeah I think so. Yeah, conceptual design. What or whatever does it <unk>disfmarker<unk> Marketing: Ah. Because I see only my own presentation <unk>vocalsound<unk> <unk>gap<unk> User Interface: <unk>vocalsound<unk> Industrial Designer: No no no, can you go back one? Marketing: yeah. Industrial Designer: Uh 'cause it has to be PowerPoint pre yeah components design, that's it. Marketing: This? <unk>gap<unk> I'll just put it in there. Project Manager: So, he's coming. Industrial Designer: <unk>gap<unk>. <unk>vocalsound<unk> I did get a bit more done than the last time, Marketing: Or not. User Interface: Okay. Project Manager: Oh okay. Industrial Designer: 'cause I knew that I didn't have time so I just copy and paste everything into the <unk>disfmarker<unk> User Interface: <unk>vocalsound<unk> Marketing: Ah, Project Manager: Ah. She <unk>gap<unk>. Marketing: I can't cut and paste it into
Question: Summarize the whole meeting.
Answer: | The meeting began with the members' personal presentations on the conceptual remote control. The Marketing would like the remote control to be with an appealing appearance and light material to attract more young consumers. The User Interface proposed to add a speak recognition system onto the remote control so that it would be able to function according to the user's instruction. After the presentations, they spent some time on the button layout and the shape of the remote control. Though the discussion was mostly smooth, they hardly reached an agreement towards the materials. At the end of the meeting, the group talked about the company features on the product, including a slogan and a logo. |
tr-sq-1151 | tr-sq-1151_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to the Children, Young People and Education committee this morning. We've received apologies for absence from Siân Gwenllian and there is no substitute this morning. Can I ask if Members have got any declarations of interest they'd like to make, please? No? Okay. Thank you. Item 2 this morning, then, is a further session on our follow-up on our 'Mind over matter' report. I'm very pleased to welcome Carol Shillabeer, who is chief executive of Powys Teaching Health Board, and who manages the Together for Children and Young People programme. Thank you very much for attending, and thank you for the written update that you provided in advance to the committee. We've got a lot of ground that we want to cover this morning, so if it's okay we'll go straight into questions. If I can just start and ask you if you're satisfied with the progress that's been made since the programme was established in 2015. Carol Shillabeer: Thank you very much for that question, Chair. I've got to say 'yes', in many regards. So, the key focus of the programme in the early stages was about improving access to specialist child and adolescent mental health services. We developed the windscreen model—or we lifted the windscreen model. Other models that are very similar have been talked about as well, and our big focus was on ensuring that we could make immediate progress around access to specialist CAMHS. It's some years ago now since this committee did the original report, and obviously Healthcare Inspectorate Wales and the Wales Audit Office had done reports in the past, and I think there was a need for a programme that could focus on action. You'll see in the written update that we covered quite a large number of areas, and so therefore had to make a prioritisation. The prioritisation was at the specialist CAMHS end. We have provided the committee with a red, amber or green rating of where we feel that we were, and that was just before submission of the evidence. Overall I would say we have made progress. I recognise you recognise that in your '
Question: Summarize the discussion about early help and enhanced support.
Answer: | The Mental Health Measure's target had increased significantly among the UK. The programme well met the demand with more contacts, more staff, and shorter access times, but it still did not completely sustain at that stage. As for intervention resources, there had been good attempts to help. As for the stakeholder workshop, it was successful support on early help and enhanced support. Finally, as for the legacy arrangements, CAMHS element would move to CAMHS network, part of the NHS mental health network. |
tr-sq-1152 | tr-sq-1152_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to the Children, Young People and Education committee this morning. We've received apologies for absence from Siân Gwenllian and there is no substitute this morning. Can I ask if Members have got any declarations of interest they'd like to make, please? No? Okay. Thank you. Item 2 this morning, then, is a further session on our follow-up on our 'Mind over matter' report. I'm very pleased to welcome Carol Shillabeer, who is chief executive of Powys Teaching Health Board, and who manages the Together for Children and Young People programme. Thank you very much for attending, and thank you for the written update that you provided in advance to the committee. We've got a lot of ground that we want to cover this morning, so if it's okay we'll go straight into questions. If I can just start and ask you if you're satisfied with the progress that's been made since the programme was established in 2015. Carol Shillabeer: Thank you very much for that question, Chair. I've got to say 'yes', in many regards. So, the key focus of the programme in the early stages was about improving access to specialist child and adolescent mental health services. We developed the windscreen model—or we lifted the windscreen model. Other models that are very similar have been talked about as well, and our big focus was on ensuring that we could make immediate progress around access to specialist CAMHS. It's some years ago now since this committee did the original report, and obviously Healthcare Inspectorate Wales and the Wales Audit Office had done reports in the past, and I think there was a need for a programme that could focus on action. You'll see in the written update that we covered quite a large number of areas, and so therefore had to make a prioritisation. The prioritisation was at the specialist CAMHS end. We have provided the committee with a red, amber or green rating of where we feel that we were, and that was just before submission of the evidence. Overall I would say we have made progress
Question: What did Carol Shillabeer think about the legacy arrangements when talking about early help and enhanced support?
Answer: | The specialist CAMHS element would move to the CAMHS network. The whole-school approach had already been settled in the Government while the programme had constructed a relative connection. |
tr-sq-1153 | tr-sq-1153_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to the Children, Young People and Education committee this morning. We've received apologies for absence from Siân Gwenllian and there is no substitute this morning. Can I ask if Members have got any declarations of interest they'd like to make, please? No? Okay. Thank you. Item 2 this morning, then, is a further session on our follow-up on our 'Mind over matter' report. I'm very pleased to welcome Carol Shillabeer, who is chief executive of Powys Teaching Health Board, and who manages the Together for Children and Young People programme. Thank you very much for attending, and thank you for the written update that you provided in advance to the committee. We've got a lot of ground that we want to cover this morning, so if it's okay we'll go straight into questions. If I can just start and ask you if you're satisfied with the progress that's been made since the programme was established in 2015. Carol Shillabeer: Thank you very much for that question, Chair. I've got to say 'yes', in many regards. So, the key focus of the programme in the early stages was about improving access to specialist child and adolescent mental health services. We developed the windscreen model—or we lifted the windscreen model. Other models that are very similar have been talked about as well, and our big focus was on ensuring that we could make immediate progress around access to specialist CAMHS. It's some years ago now since this committee did the original report, and obviously Healthcare Inspectorate Wales and the Wales Audit Office had done reports in the past, and I think there was a need for a programme that could focus on action. You'll see in the written update that we covered quite a large number of areas, and so therefore had to make a prioritisation. The prioritisation was at the specialist CAMHS end. We have provided the committee with a red, amber or green rating of where we feel that we were, and that was just before submission of the evidence. Overall I would say we have made progress. I recognise you recognise that in your '
Question: What were the outcomes of stakeholder workshops on early help?
Answer: | The workshop brought all the agencies together, along with their demands and interests. Furthermore, there was a planning group reflection for the next stage to which three commitments had been made. First, values-led approaches were to be developed to bring multiple agencies together to have a common purpose. The second was to develop ingredients for successful working. The third was to determine the priorities of the next step. |
tr-sq-1154 | tr-sq-1154_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to the Children, Young People and Education committee this morning. We've received apologies for absence from Siân Gwenllian and there is no substitute this morning. Can I ask if Members have got any declarations of interest they'd like to make, please? No? Okay. Thank you. Item 2 this morning, then, is a further session on our follow-up on our 'Mind over matter' report. I'm very pleased to welcome Carol Shillabeer, who is chief executive of Powys Teaching Health Board, and who manages the Together for Children and Young People programme. Thank you very much for attending, and thank you for the written update that you provided in advance to the committee. We've got a lot of ground that we want to cover this morning, so if it's okay we'll go straight into questions. If I can just start and ask you if you're satisfied with the progress that's been made since the programme was established in 2015. Carol Shillabeer: Thank you very much for that question, Chair. I've got to say 'yes', in many regards. So, the key focus of the programme in the early stages was about improving access to specialist child and adolescent mental health services. We developed the windscreen model—or we lifted the windscreen model. Other models that are very similar have been talked about as well, and our big focus was on ensuring that we could make immediate progress around access to specialist CAMHS. It's some years ago now since this committee did the original report, and obviously Healthcare Inspectorate Wales and the Wales Audit Office had done reports in the past, and I think there was a need for a programme that could focus on action. You'll see in the written update that we covered quite a large number of areas, and so therefore had to make a prioritisation. The prioritisation was at the specialist CAMHS end. We have provided the committee with a red, amber or green rating of where we feel that we were, and that was just before submission of the evidence. Overall I would say we have made progress. I recognise you recognise that in your 'Min
Question: Summarize the discussion about neurodevelopmental service.
Answer: | In terms of an increase in neurodevelopmental referrals, Hefin David wanted to know its reasons and measures. Carol Shillabeer responded with no specific idea for the reasons and an introduction of delivery progression for the measures. Being asked, Carol then talked about a broader view of group work, mentioning the limitation of threshold and focused conditions. |
tr-sq-1155 | tr-sq-1155_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to the Children, Young People and Education committee this morning. We've received apologies for absence from Siân Gwenllian and there is no substitute this morning. Can I ask if Members have got any declarations of interest they'd like to make, please? No? Okay. Thank you. Item 2 this morning, then, is a further session on our follow-up on our 'Mind over matter' report. I'm very pleased to welcome Carol Shillabeer, who is chief executive of Powys Teaching Health Board, and who manages the Together for Children and Young People programme. Thank you very much for attending, and thank you for the written update that you provided in advance to the committee. We've got a lot of ground that we want to cover this morning, so if it's okay we'll go straight into questions. If I can just start and ask you if you're satisfied with the progress that's been made since the programme was established in 2015. Carol Shillabeer: Thank you very much for that question, Chair. I've got to say 'yes', in many regards. So, the key focus of the programme in the early stages was about improving access to specialist child and adolescent mental health services. We developed the windscreen model—or we lifted the windscreen model. Other models that are very similar have been talked about as well, and our big focus was on ensuring that we could make immediate progress around access to specialist CAMHS. It's some years ago now since this committee did the original report, and obviously Healthcare Inspectorate Wales and the Wales Audit Office had done reports in the past, and I think there was a need for a programme that could focus on action. You'll see in the written update that we covered quite a large number of areas, and so therefore had to make a prioritisation. The prioritisation was at the specialist CAMHS end. We have provided the committee with a red, amber or green rating of where we feel that we were, and that was just before submission of the evidence. Overall I
Question: What did Carol Shillabeer think about how to meet the capacity to deliver when answering a question about neurodevelopmental service?
Answer: | Carol Shillabeer introduced Dr. Cath Norton and his group which had a standing start in addressing neurodevelopmental issues under the programme. There had been seven teams across Wales, a national pathway, and a community-of-practice-type environment. |
tr-sq-1156 | tr-sq-1156_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to the Children, Young People and Education committee this morning. We've received apologies for absence from Siân Gwenllian and there is no substitute this morning. Can I ask if Members have got any declarations of interest they'd like to make, please? No? Okay. Thank you. Item 2 this morning, then, is a further session on our follow-up on our 'Mind over matter' report. I'm very pleased to welcome Carol Shillabeer, who is chief executive of Powys Teaching Health Board, and who manages the Together for Children and Young People programme. Thank you very much for attending, and thank you for the written update that you provided in advance to the committee. We've got a lot of ground that we want to cover this morning, so if it's okay we'll go straight into questions. If I can just start and ask you if you're satisfied with the progress that's been made since the programme was established in 2015. Carol Shillabeer: Thank you very much for that question, Chair. I've got to say 'yes', in many regards. So, the key focus of the programme in the early stages was about improving access to specialist child and adolescent mental health services. We developed the windscreen model—or we lifted the windscreen model. Other models that are very similar have been talked about as well, and our big focus was on ensuring that we could make immediate progress around access to specialist CAMHS. It's some years ago now since this committee did the original report, and obviously Healthcare Inspectorate Wales and the Wales Audit Office had done reports in the past, and I think there was a need for a programme that could focus on action. You'll see in the written update that we covered quite a large number of areas, and so therefore had to make a prioritisation. The prioritisation was at the specialist CAMHS end. We have provided the committee with a red, amber or green rating of where we feel that we were, and that was just before submission of the evidence. Overall I would say we have made progress. I recognise you
Question: What did Carol Shillabeer find unexpected when talking about neurodevelopmental service?
Answer: | There would be only 40 per cent to 50 per cent of families met a threshold for the support, while more people still needed help. Therefore, focusing on the families who reached a threshold is not good enough, and the programme should tackle all of them. |
tr-sq-1157 | tr-sq-1157_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to the Children, Young People and Education committee this morning. We've received apologies for absence from Siân Gwenllian and there is no substitute this morning. Can I ask if Members have got any declarations of interest they'd like to make, please? No? Okay. Thank you. Item 2 this morning, then, is a further session on our follow-up on our 'Mind over matter' report. I'm very pleased to welcome Carol Shillabeer, who is chief executive of Powys Teaching Health Board, and who manages the Together for Children and Young People programme. Thank you very much for attending, and thank you for the written update that you provided in advance to the committee. We've got a lot of ground that we want to cover this morning, so if it's okay we'll go straight into questions. If I can just start and ask you if you're satisfied with the progress that's been made since the programme was established in 2015. Carol Shillabeer: Thank you very much for that question, Chair. I've got to say 'yes', in many regards. So, the key focus of the programme in the early stages was about improving access to specialist child and adolescent mental health services. We developed the windscreen model—or we lifted the windscreen model. Other models that are very similar have been talked about as well, and our big focus was on ensuring that we could make immediate progress around access to specialist CAMHS. It's some years ago now since this committee did the original report, and obviously Healthcare Inspectorate Wales and the Wales Audit Office had done reports in the past, and I think there was a need for a programme that could focus on action. You'll see in the written update that we covered quite a large number of areas, and so therefore had to make a prioritisation. The prioritisation was at the specialist CAMHS end. We have provided the committee with a red, amber or green rating of where we feel that we were, and that was just before submission of the evidence. Overall I would say we have made progress. I recognise you recognise that in your
Question: Summarize the discussion about in-patient care and workforce.
Answer: | Carol Shillabeer answered Lynne Neagle's question by introducing the progress of the in-patient care programme and the challenge of the workforce. Carol personally recommended employing more psychology assistants as part of a skill mix team and indicated communities of practice to make the best use of the resource. Finally, as for the language, there was an agreement on the use of the Welsh language and the need for enough Welsh language practitioners to respond to vulnerable people. |
tr-sq-1158 | tr-sq-1158_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to the Children, Young People and Education committee this morning. We've received apologies for absence from Siân Gwenllian and there is no substitute this morning. Can I ask if Members have got any declarations of interest they'd like to make, please? No? Okay. Thank you. Item 2 this morning, then, is a further session on our follow-up on our 'Mind over matter' report. I'm very pleased to welcome Carol Shillabeer, who is chief executive of Powys Teaching Health Board, and who manages the Together for Children and Young People programme. Thank you very much for attending, and thank you for the written update that you provided in advance to the committee. We've got a lot of ground that we want to cover this morning, so if it's okay we'll go straight into questions. If I can just start and ask you if you're satisfied with the progress that's been made since the programme was established in 2015. Carol Shillabeer: Thank you very much for that question, Chair. I've got to say 'yes', in many regards. So, the key focus of the programme in the early stages was about improving access to specialist child and adolescent mental health services. We developed the windscreen model—or we lifted the windscreen model. Other models that are very similar have been talked about as well, and our big focus was on ensuring that we could make immediate progress around access to specialist CAMHS. It's some years ago now since this committee did the original report, and obviously Healthcare Inspectorate Wales and the Wales Audit Office had done reports in the past, and I think there was a need for a programme that could focus on action. You'll see in the written update that we covered quite a large number of areas, and so therefore had to make a prioritisation. The prioritisation was at the specialist CAMHS end. We have provided the committee with a red, amber or green rating of where we feel that we were, and that was just before submission of the evidence. Overall I would say
Question: What did Carol Dhillabeer think about the most important part of the work of in-patient care at that time?
Answer: | The most important at that time was the long-term work between health and social care in terms of having a much more integrated and joined-up approach for children. |
tr-sq-1159 | tr-sq-1159_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to the Children, Young People and Education committee this morning. We've received apologies for absence from Siân Gwenllian and there is no substitute this morning. Can I ask if Members have got any declarations of interest they'd like to make, please? No? Okay. Thank you. Item 2 this morning, then, is a further session on our follow-up on our 'Mind over matter' report. I'm very pleased to welcome Carol Shillabeer, who is chief executive of Powys Teaching Health Board, and who manages the Together for Children and Young People programme. Thank you very much for attending, and thank you for the written update that you provided in advance to the committee. We've got a lot of ground that we want to cover this morning, so if it's okay we'll go straight into questions. If I can just start and ask you if you're satisfied with the progress that's been made since the programme was established in 2015. Carol Shillabeer: Thank you very much for that question, Chair. I've got to say 'yes', in many regards. So, the key focus of the programme in the early stages was about improving access to specialist child and adolescent mental health services. We developed the windscreen model—or we lifted the windscreen model. Other models that are very similar have been talked about as well, and our big focus was on ensuring that we could make immediate progress around access to specialist CAMHS. It's some years ago now since this committee did the original report, and obviously Healthcare Inspectorate Wales and the Wales Audit Office had done reports in the past, and I think there was a need for a programme that could focus on action. You'll see in the written update that we covered quite a large number of areas, and so therefore had to make a prioritisation. The prioritisation was at the specialist CAMHS end. We have provided the committee with a red, amber or green rating of where we feel that we were, and that was just before submission of the evidence. Overall I would say we have made progress. I recognise
Question: What did Carol Dhillabeer think about the community of practice when talking about workforce?
Answer: | The practice was guided by the Nation Institute for Health and Care, enabling referrals to match the right practitioner and the right service. It is expected to be more flexible and careful to use the resource. Overall, the community had gradually become standard, doing a collective reflection on service improvement and being clear about mutual learning, but the environment operated still waited to be improved. |
tr-sq-1160 | tr-sq-1160_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to the Children, Young People and Education committee this morning. We've received apologies for absence from Siân Gwenllian and there is no substitute this morning. Can I ask if Members have got any declarations of interest they'd like to make, please? No? Okay. Thank you. Item 2 this morning, then, is a further session on our follow-up on our 'Mind over matter' report. I'm very pleased to welcome Carol Shillabeer, who is chief executive of Powys Teaching Health Board, and who manages the Together for Children and Young People programme. Thank you very much for attending, and thank you for the written update that you provided in advance to the committee. We've got a lot of ground that we want to cover this morning, so if it's okay we'll go straight into questions. If I can just start and ask you if you're satisfied with the progress that's been made since the programme was established in 2015. Carol Shillabeer: Thank you very much for that question, Chair. I've got to say 'yes', in many regards. So, the key focus of the programme in the early stages was about improving access to specialist child and adolescent mental health services. We developed the windscreen model—or we lifted the windscreen model. Other models that are very similar have been talked about as well, and our big focus was on ensuring that we could make immediate progress around access to specialist CAMHS. It's some years ago now since this committee did the original report, and obviously Healthcare Inspectorate Wales and the Wales Audit Office had done reports in the past, and I think there was a need for a programme that could focus on action. You'll see in the written update that we covered quite a large number of areas, and so therefore had to make a prioritisation. The prioritisation was at the specialist CAMHS end. We have provided the committee with a red, amber or green rating of where we feel that we were, and that was just before submission of the evidence. Overall I would say we have made progress. I recognise you
Question: Summarize the discussion about looked-after children and transitional-arrangement.
Answer: | Carol Shillabeer answered a question from Suzy Davies, indicating the intersection between the Together for Children and Young People programme and the Outcomes for Children Group programme. Next, in response to Dawn Bowden, Shillabeer talked about the development of transition guidance and the endeavor to reduce the numbers of transitions and manage them better. |
tr-sq-1161 | tr-sq-1161_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to the Children, Young People and Education committee this morning. We've received apologies for absence from Siân Gwenllian and there is no substitute this morning. Can I ask if Members have got any declarations of interest they'd like to make, please? No? Okay. Thank you. Item 2 this morning, then, is a further session on our follow-up on our 'Mind over matter' report. I'm very pleased to welcome Carol Shillabeer, who is chief executive of Powys Teaching Health Board, and who manages the Together for Children and Young People programme. Thank you very much for attending, and thank you for the written update that you provided in advance to the committee. We've got a lot of ground that we want to cover this morning, so if it's okay we'll go straight into questions. If I can just start and ask you if you're satisfied with the progress that's been made since the programme was established in 2015. Carol Shillabeer: Thank you very much for that question, Chair. I've got to say 'yes', in many regards. So, the key focus of the programme in the early stages was about improving access to specialist child and adolescent mental health services. We developed the windscreen model—or we lifted the windscreen model. Other models that are very similar have been talked about as well, and our big focus was on ensuring that we could make immediate progress around access to specialist CAMHS. It's some years ago now since this committee did the original report, and obviously Healthcare Inspectorate Wales and the Wales Audit Office had done reports in the past, and I think there was a need for a programme that could focus on action. You'll see in the written update that we covered quite a large number of areas, and so therefore had to make a prioritisation. The prioritisation was at the specialist CAMHS end. We have provided the committee with a red, amber or green rating of where we feel that we were, and that was just before submission of the evidence
Question: What did Carol Shillabeer think about the reasons that brought the programme to intersect with the outcomes for children when talking about looked-after children?
Answer: | First, there was a close link between each member. Second, in terms of the question of specialist CAMHS in-patients, there was a need to bring the services together for stronger working. |
tr-sq-1162 | tr-sq-1162_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to the Children, Young People and Education committee this morning. We've received apologies for absence from Siân Gwenllian and there is no substitute this morning. Can I ask if Members have got any declarations of interest they'd like to make, please? No? Okay. Thank you. Item 2 this morning, then, is a further session on our follow-up on our 'Mind over matter' report. I'm very pleased to welcome Carol Shillabeer, who is chief executive of Powys Teaching Health Board, and who manages the Together for Children and Young People programme. Thank you very much for attending, and thank you for the written update that you provided in advance to the committee. We've got a lot of ground that we want to cover this morning, so if it's okay we'll go straight into questions. If I can just start and ask you if you're satisfied with the progress that's been made since the programme was established in 2015. Carol Shillabeer: Thank you very much for that question, Chair. I've got to say 'yes', in many regards. So, the key focus of the programme in the early stages was about improving access to specialist child and adolescent mental health services. We developed the windscreen model—or we lifted the windscreen model. Other models that are very similar have been talked about as well, and our big focus was on ensuring that we could make immediate progress around access to specialist CAMHS. It's some years ago now since this committee did the original report, and obviously Healthcare Inspectorate Wales and the Wales Audit Office had done reports in the past, and I think there was a need for a programme that could focus on action. You'll see in the written update that we covered quite a large number of areas, and so therefore had to make a prioritisation. The prioritisation was at the specialist CAMHS end. We have provided the committee with a red, amber or green rating of where we feel that we were, and that was just before submission of the evidence. Overall I would say we have made progress
Question: What did Carol Dhillabeer think about the development of transition guidance when talking about transitional arrangement?
Answer: | The guidance was developed and the programme was in the process of evaluation. However, there was still further work to do in terms of audit, making sure to get a systematic approach to deal with those who hadn't had the guidance fully implemented. |
tr-gq-1163 | tr-gq-1163_0 | Text: Lynne Neagle AM: Good morning, everyone, and welcome to the Children, Young People and Education committee this morning. We've received apologies for absence from Siân Gwenllian and there is no substitute this morning. Can I ask if Members have got any declarations of interest they'd like to make, please? No? Okay. Thank you. Item 2 this morning, then, is a further session on our follow-up on our 'Mind over matter' report. I'm very pleased to welcome Carol Shillabeer, who is chief executive of Powys Teaching Health Board, and who manages the Together for Children and Young People programme. Thank you very much for attending, and thank you for the written update that you provided in advance to the committee. We've got a lot of ground that we want to cover this morning, so if it's okay we'll go straight into questions. If I can just start and ask you if you're satisfied with the progress that's been made since the programme was established in 2015. Carol Shillabeer: Thank you very much for that question, Chair. I've got to say 'yes', in many regards. So, the key focus of the programme in the early stages was about improving access to specialist child and adolescent mental health services. We developed the windscreen model—or we lifted the windscreen model. Other models that are very similar have been talked about as well, and our big focus was on ensuring that we could make immediate progress around access to specialist CAMHS. It's some years ago now since this committee did the original report, and obviously Healthcare Inspectorate Wales and the Wales Audit Office had done reports in the past, and I think there was a need for a programme that could focus on action. You'll see in the written update that we covered quite a large number of areas, and so therefore had to make a prioritisation. The prioritisation was at the specialist CAMHS end. We have provided the committee with a red, amber or green rating of where we feel that we were, and that was just before submission of the evidence. Overall I would say we have made progress. I recognise you recognise that in your 'Mind over matter'
Question: Summarize the whole meeting.
Answer: | This was the Children, Young People and Education committee, guided by Lynne Neagle. The whole meeting was in the quiz form, in which Carol Shillabeer, the chief executive of Powys Teaching Health Board, answered questions about the Together for Children and Young People programme. To begin with, Shillabeer responded to the progress and shortages of the whole programme, followed by the theme of early help and enhanced support for children and young people. The next topic was the CAMHS framework and its effect in promoting a consistent delivery of care. Furthermore, Shillabeer answered questions about neurodevelopmental services, in-patient care, the workforce issue, looked-after children, and transitional arrangement. In the end, Shillabeer indicated the personal position of legacy that there would be something to handle those problems, no matter what it was. |
tr-sq-1164 | tr-sq-1164_0 | Text: Project Manager: Afternoon guys. It's gonna be <unk>gap<unk>. Marketing: Rock and roll. Project Manager: Oh. <unk>vocalsound<unk> <unk>gap<unk> 'Kay. Marketing: So do we need to re-train Mike on how to put his mic on? Project Manager: We may do. Industrial Designer: Think s Marketing: Okay, can he get it all by himself this time? Project Manager: I dunno, I'm feeling like a big boy. Industrial Designer: Mm. Pro Marketing: <unk>gap<unk> Industrial Designer: Probably not, 'cause he's 'S been listening to <unk>gap<unk> too much. Marketing: So <unk>disfmarker<unk> Industrial Designer: He's getting retarded. Yay. Marketing: I believe I can fly. User Interface: Alright well we got some exciting stuff for you guys. Industrial Designer: Or not. User Interface: Or not. <unk>vocalsound<unk> Industrial Designer: Yeah. Marketing: Just what I needed was something exciting. Remember, I'm an old man. Industrial Designer: <unk>vocalsound<unk> Project Manager: 'Kay, ready to go? User Interface: All ready. Project Manager: 'Kay so we've got our conceptual design meeting. Industrial Designer: Apparently I'm old as well. Project Manager: Hopefully we've all got exciting ideas now. Marketing: Thirty's really young, eh? User Interface: <unk>vocalsound<unk> We do. Project Manager: Uh k exciting ideas. 'Kay so here's our agenda our agenda. Um Industrial Designer: <unk>vocalsound<unk> Project Manager: I'm gonna open. I'm gonna talk for a bit about what we're gonna do. I'm gonna take some notes. We're gonna all do a presentation, and then hopefully we're gonna make some decisions now. <unk>vocalsound<unk> Yep
Question: Summarize the discussion about product components.
Answer: | The group decided to produce a mid-sized remote control with a printed circuit board, a medium chip, a transistor, a scroll wheel, a power cradle, a locator, a radio transmitter, an antenna, a speaker, double curves, some LEDs and some buttons. The casing material would be a combination of rubber and plastic. |
tr-sq-1165 | tr-sq-1165_0 | Text: Project Manager: Afternoon guys. It's gonna be <unk>gap<unk>. Marketing: Rock and roll. Project Manager: Oh. <unk>vocalsound<unk> <unk>gap<unk> 'Kay. Marketing: So do we need to re-train Mike on how to put his mic on? Project Manager: We may do. Industrial Designer: Think s Marketing: Okay, can he get it all by himself this time? Project Manager: I dunno, I'm feeling like a big boy. Industrial Designer: Mm. Pro Marketing: <unk>gap<unk> Industrial Designer: Probably not, 'cause he's 'S been listening to <unk>gap<unk> too much. Marketing: So <unk>disfmarker<unk> Industrial Designer: He's getting retarded. Yay. Marketing: I believe I can fly. User Interface: Alright well we got some exciting stuff for you guys. Industrial Designer: Or not. User Interface: Or not. <unk>vocalsound<unk> Industrial Designer: Yeah. Marketing: Just what I needed was something exciting. Remember, I'm an old man. Industrial Designer: <unk>vocalsound<unk> Project Manager: 'Kay, ready to go? User Interface: All ready. Project Manager: 'Kay so we've got our conceptual design meeting. Industrial Designer: Apparently I'm old as well. Project Manager: Hopefully we've all got exciting ideas now. Marketing: Thirty's really young, eh? User Interface: <unk>vocalsound<unk> We do. Project Manager: Uh k exciting ideas. 'Kay so here's our agenda our agenda. Um Industrial Designer: <unk>vocalsound<unk> Project Manager: I'm gonna open. I'm gonna talk for a bit about what we're gonna do. I'm gonna take some notes. We're gonna all do a presentation, and then hopefully we're gonna make some decisions now
Question: What did the user interface designer recommend when discussing the casing material of the product and why?
Answer: | The user interface designer pointed out that if they were to go with titanium, there would be limitations in the amount of shapes because it was tough to shape the titanium. Also, wood was not suitable as it seemed anti-technology. Thus, the user interface designer recommended making a thick plastic inner shell and a rubber outer shell which was more durable and felt better. |
tr-sq-1166 | tr-sq-1166_0 | Text: Project Manager: Afternoon guys. It's gonna be <unk>gap<unk>. Marketing: Rock and roll. Project Manager: Oh. <unk>vocalsound<unk> <unk>gap<unk> 'Kay. Marketing: So do we need to re-train Mike on how to put his mic on? Project Manager: We may do. Industrial Designer: Think s Marketing: Okay, can he get it all by himself this time? Project Manager: I dunno, I'm feeling like a big boy. Industrial Designer: Mm. Pro Marketing: <unk>gap<unk> Industrial Designer: Probably not, 'cause he's 'S been listening to <unk>gap<unk> too much. Marketing: So <unk>disfmarker<unk> Industrial Designer: He's getting retarded. Yay. Marketing: I believe I can fly. User Interface: Alright well we got some exciting stuff for you guys. Industrial Designer: Or not. User Interface: Or not. <unk>vocalsound<unk> Industrial Designer: Yeah. Marketing: Just what I needed was something exciting. Remember, I'm an old man. Industrial Designer: <unk>vocalsound<unk> Project Manager: 'Kay, ready to go? User Interface: All ready. Project Manager: 'Kay so we've got our conceptual design meeting. Industrial Designer: Apparently I'm old as well. Project Manager: Hopefully we've all got exciting ideas now. Marketing: Thirty's really young, eh? User Interface: <unk>vocalsound<unk> We do. Project Manager: Uh k exciting ideas. 'Kay so here's our agenda our agenda. Um Industrial Designer: <unk>vocalsound<unk> Project Manager: I'm gonna open. I'm gonna talk for a bit about what we're gonna do. I'm gonna take some notes. We're gonna all do a presentation, and then hopefully we're gonna make some decisions now. <unk>vocalsound
Question: What were the advantages and disadvantages of a scroll wheel?
Answer: | When everybody was using buttons, a scroll wheel would be new and different, which might push somebody over the edge when they were looking at the new controller versus something else. Plus, many people today were television surfers, and the scroll was a great mechanism for surfing. But there were two problems with the scroll wheel. On one hand, it broke down easily and would bring down the robustness of the whole product. On the other hand, users had to scroll really slowly to keep in pace with the TV's ability to change channels, which would be frustrating. |
tr-sq-1167 | tr-sq-1167_0 | Text: Project Manager: Afternoon guys. It's gonna be <unk>gap<unk>. Marketing: Rock and roll. Project Manager: Oh. <unk>vocalsound<unk> <unk>gap<unk> 'Kay. Marketing: So do we need to re-train Mike on how to put his mic on? Project Manager: We may do. Industrial Designer: Think s Marketing: Okay, can he get it all by himself this time? Project Manager: I dunno, I'm feeling like a big boy. Industrial Designer: Mm. Pro Marketing: <unk>gap<unk> Industrial Designer: Probably not, 'cause he's 'S been listening to <unk>gap<unk> too much. Marketing: So <unk>disfmarker<unk> Industrial Designer: He's getting retarded. Yay. Marketing: I believe I can fly. User Interface: Alright well we got some exciting stuff for you guys. Industrial Designer: Or not. User Interface: Or not. <unk>vocalsound<unk> Industrial Designer: Yeah. Marketing: Just what I needed was something exciting. Remember, I'm an old man. Industrial Designer: <unk>vocalsound<unk> Project Manager: 'Kay, ready to go? User Interface: All ready. Project Manager: 'Kay so we've got our conceptual design meeting. Industrial Designer: Apparently I'm old as well. Project Manager: Hopefully we've all got exciting ideas now. Marketing: Thirty's really young, eh? User Interface: <unk>vocalsound<unk> We do. Project Manager: Uh k exciting ideas. 'Kay so here's our agenda our agenda. Um Industrial Designer: <unk>vocalsound<unk> Project Manager: I'm gonna open. I'm gonna talk for a bit about what we're gonna do. I'm gonna take some notes. We're gonna all do a presentation, and then hopefully we're gonna make some decisions now. <unk>vocalsound<unk> Yep
Question: Summarize the discussion about functional design.
Answer: | The main topics in the discussion about functional design were the functions of speech recognition and rolling through the user's favourite channels. The former was abandoned because it would be disturbed by other sounds, while the latter was adopted by the group for its novelty and feasibility. |
tr-sq-1168 | tr-sq-1168_0 | Text: Project Manager: Afternoon guys. It's gonna be <unk>gap<unk>. Marketing: Rock and roll. Project Manager: Oh. <unk>vocalsound<unk> <unk>gap<unk> 'Kay. Marketing: So do we need to re-train Mike on how to put his mic on? Project Manager: We may do. Industrial Designer: Think s Marketing: Okay, can he get it all by himself this time? Project Manager: I dunno, I'm feeling like a big boy. Industrial Designer: Mm. Pro Marketing: <unk>gap<unk> Industrial Designer: Probably not, 'cause he's 'S been listening to <unk>gap<unk> too much. Marketing: So <unk>disfmarker<unk> Industrial Designer: He's getting retarded. Yay. Marketing: I believe I can fly. User Interface: Alright well we got some exciting stuff for you guys. Industrial Designer: Or not. User Interface: Or not. <unk>vocalsound<unk> Industrial Designer: Yeah. Marketing: Just what I needed was something exciting. Remember, I'm an old man. Industrial Designer: <unk>vocalsound<unk> Project Manager: 'Kay, ready to go? User Interface: All ready. Project Manager: 'Kay so we've got our conceptual design meeting. Industrial Designer: Apparently I'm old as well. Project Manager: Hopefully we've all got exciting ideas now. Marketing: Thirty's really young, eh? User Interface: <unk>vocalsound<unk> We do. Project Manager: Uh k exciting ideas. 'Kay so here's our agenda our agenda. Um Industrial Designer: <unk>vocalsound<unk> Project Manager: I'm gonna open. I'm gonna talk for a bit about what we're gonna do. I'm gonna take some notes. We're gonna all do a presentation, and then hopefully we're gonna make some decisions now. <unk>voc
Question: What did the industrial designer and the user interface designer think of speech recognition?
Answer: | The industrial designer and the user interface designer didn't think speech recognition was practical because it would surely be affected by other sounds if the TV was on or people spoke up in the middle of a TV show. Then the project manager proposed to design a button to activate the recognition, but there would be no difference with controlling the TV by just pressing buttons. |
tr-sq-1169 | tr-sq-1169_0 | Text: Project Manager: Afternoon guys. It's gonna be <unk>gap<unk>. Marketing: Rock and roll. Project Manager: Oh. <unk>vocalsound<unk> <unk>gap<unk> 'Kay. Marketing: So do we need to re-train Mike on how to put his mic on? Project Manager: We may do. Industrial Designer: Think s Marketing: Okay, can he get it all by himself this time? Project Manager: I dunno, I'm feeling like a big boy. Industrial Designer: Mm. Pro Marketing: <unk>gap<unk> Industrial Designer: Probably not, 'cause he's 'S been listening to <unk>gap<unk> too much. Marketing: So <unk>disfmarker<unk> Industrial Designer: He's getting retarded. Yay. Marketing: I believe I can fly. User Interface: Alright well we got some exciting stuff for you guys. Industrial Designer: Or not. User Interface: Or not. <unk>vocalsound<unk> Industrial Designer: Yeah. Marketing: Just what I needed was something exciting. Remember, I'm an old man. Industrial Designer: <unk>vocalsound<unk> Project Manager: 'Kay, ready to go? User Interface: All ready. Project Manager: 'Kay so we've got our conceptual design meeting. Industrial Designer: Apparently I'm old as well. Project Manager: Hopefully we've all got exciting ideas now. Marketing: Thirty's really young, eh? User Interface: <unk>vocalsound<unk> We do. Project Manager: Uh k exciting ideas. 'Kay so here's our agenda our agenda. Um Industrial Designer: <unk>vocalsound<unk> Project Manager: I'm gonna open. I'm gonna talk for a bit about what we're gonna do. I'm gonna take some notes. We're gonna all do a presentation, and then hopefully we're gonna make some decisions now.
Question: What did the group discuss about the function of rolling through the user's favourite channels?
Answer: | According to the user interface designer, to implement this function, the users should press a button to start the program and type in their favourite channels. The project manager liked this idea and the marketing thought it would be another great market tool. In terms of the cost, the project manager believed it wouldn't be too expensive because they could come up with a partnership to produce that quite cheaply, but the marketing held that the technology was available through their own service. Furthermore, this function must be accompanied by a mode switch and an indicator. |
tr-sq-1170 | tr-sq-1170_0 | Text: Project Manager: Afternoon guys. It's gonna be <unk>gap<unk>. Marketing: Rock and roll. Project Manager: Oh. <unk>vocalsound<unk> <unk>gap<unk> 'Kay. Marketing: So do we need to re-train Mike on how to put his mic on? Project Manager: We may do. Industrial Designer: Think s Marketing: Okay, can he get it all by himself this time? Project Manager: I dunno, I'm feeling like a big boy. Industrial Designer: Mm. Pro Marketing: <unk>gap<unk> Industrial Designer: Probably not, 'cause he's 'S been listening to <unk>gap<unk> too much. Marketing: So <unk>disfmarker<unk> Industrial Designer: He's getting retarded. Yay. Marketing: I believe I can fly. User Interface: Alright well we got some exciting stuff for you guys. Industrial Designer: Or not. User Interface: Or not. <unk>vocalsound<unk> Industrial Designer: Yeah. Marketing: Just what I needed was something exciting. Remember, I'm an old man. Industrial Designer: <unk>vocalsound<unk> Project Manager: 'Kay, ready to go? User Interface: All ready. Project Manager: 'Kay so we've got our conceptual design meeting. Industrial Designer: Apparently I'm old as well. Project Manager: Hopefully we've all got exciting ideas now. Marketing: Thirty's really young, eh? User Interface: <unk>vocalsound<unk> We do. Project Manager: Uh k exciting ideas. 'Kay so here's our agenda our agenda. Um Industrial Designer: <unk>vocalsound<unk> Project Manager: I'm gonna open. I'm gonna talk for a bit about what we're gonna do. I'm gonna take some notes. We're gonna all do a presentation, and then hopefully we're gonna make some decisions now. <unk>vocalsound<unk> Yep
Question: Summarize the discussion about price issues.
Answer: | After discussing the functions, the group thought they were approaching the high-end market, so they could push up the price. In spite of that, the project manager supposed the profit expectation might not be so important as opening up a new market and promoting their brand. In the end, they agreed to price the product at thirty-five to fifty Euros. |
tr-gq-1171 | tr-gq-1171_0 | Text: Project Manager: Afternoon guys. It's gonna be <unk>gap<unk>. Marketing: Rock and roll. Project Manager: Oh. <unk>vocalsound<unk> <unk>gap<unk> 'Kay. Marketing: So do we need to re-train Mike on how to put his mic on? Project Manager: We may do. Industrial Designer: Think s Marketing: Okay, can he get it all by himself this time? Project Manager: I dunno, I'm feeling like a big boy. Industrial Designer: Mm. Pro Marketing: <unk>gap<unk> Industrial Designer: Probably not, 'cause he's 'S been listening to <unk>gap<unk> too much. Marketing: So <unk>disfmarker<unk> Industrial Designer: He's getting retarded. Yay. Marketing: I believe I can fly. User Interface: Alright well we got some exciting stuff for you guys. Industrial Designer: Or not. User Interface: Or not. <unk>vocalsound<unk> Industrial Designer: Yeah. Marketing: Just what I needed was something exciting. Remember, I'm an old man. Industrial Designer: <unk>vocalsound<unk> Project Manager: 'Kay, ready to go? User Interface: All ready. Project Manager: 'Kay so we've got our conceptual design meeting. Industrial Designer: Apparently I'm old as well. Project Manager: Hopefully we've all got exciting ideas now. Marketing: Thirty's really young, eh? User Interface: <unk>vocalsound<unk> We do. Project Manager: Uh k exciting ideas. 'Kay so here's our agenda our agenda. Um Industrial Designer: <unk>vocalsound<unk> Project Manager: I'm gonna open. I'm gonna talk for a bit about what we're gonna do. I'm gonna take some notes. We're gonna all do a presentation, and then hopefully we're gonna make some decisions now. <unk>vocalsound<unk> Yep.
Question: Summarize the whole meeting.
Answer: | This was a conceptual design meeting, at which some decisions on product components, functional design, and pricing were made. The group spent a lot of time discussing the components of the device, especially the scroll wheel and power source. The main topics in the discussion about functional design were speech recognition and the function of rolling through the user's favourite channels. The former was abandoned while the latter was adopted by the group for its novelty and feasibility. After discussing the functions, the group thought they were approaching the high-end market, so they could push up the price. In spite of that, the project manager supposed the profit expectation might not be so important as opening up a new market and promoting their brand. In the end, they agreed to price the product at thirty-five to fifty Euros. |
tr-sq-1172 | tr-sq-1172_0 | Text: Marketing: It's Play-Doh. Project Manager: Play-Doh's edible. Did you know that? It's definitely <unk>disfmarker<unk> Marketing: Because kids <unk>disfmarker<unk> yeah. Industrial Designer: I used to eat it. User Interface: I've, I've definitely eaten it before. I didn't know was edible. <unk>vocalsound<unk> <unk>gap<unk>. Project Manager: Yeah. It's it's chew proof. <unk>vocalsound<unk> Marketing: But um, it's it's made edible 'cause, yeah. It's made edible 'cause kids eat it, Project Manager: Yeah. Marketing: and if it's wasn't edible then <unk>disfmarker<unk> Well, normal babies. <unk>vocalsound<unk> User Interface: Actually that makes sense, because I remember like, peopl I dunno if my Mom ever did it but I remember other people's Moms making like home-made Play-Doh where you just like make the <unk>gap<unk> colouring and make some sort of sort of dough. Project Manager: Yeah. Marketing: Oh yeah it is, yeah. Oh yeah. Project Manager: <unk>vocalsound<unk> Right. User Interface: Mm-hmm. Project Manager: Everybody everybody ready? Industrial Designer: Yep. User Interface: Yeah. Project Manager: Okay, let's have your um <unk>disfmarker<unk> let's get <unk>gap<unk> have the uh presentation? Industrial Designer: <unk>vocalsound<unk> User Interface: We've got some <unk>gap<unk>. Industrial Designer: We've got a cool prototype. User Interface: Yeah, it's pretty exciting. So, everything uh that we wanted we wanted it to be ergonomic and to be made out of rubber, very simple and easy to use, Industrial Designer: Double curved. Project Manager: Nice. User Interface: yeah, double curved,
Question: What was the appearance of the prototype as shared in the presentation?
Answer: | The double curved prototype with anti-RSI buttons was ergonomic and comfortable to the size of the hand and to touch as it was made of rubber. The prototype was also easy and convenient to use as the important keys were right at the fingers. On the other hand, it brought fashion to electronics as the remote was offered in colours of black, yellow, blue and red, which contained fruit and vegetable elements. It was innovative and looked different so it would stand out from other remotes in the market. |
tr-sq-1173 | tr-sq-1173_0 | Text: Marketing: It's Play-Doh. Project Manager: Play-Doh's edible. Did you know that? It's definitely <unk>disfmarker<unk> Marketing: Because kids <unk>disfmarker<unk> yeah. Industrial Designer: I used to eat it. User Interface: I've, I've definitely eaten it before. I didn't know was edible. <unk>vocalsound<unk> <unk>gap<unk>. Project Manager: Yeah. It's it's chew proof. <unk>vocalsound<unk> Marketing: But um, it's it's made edible 'cause, yeah. It's made edible 'cause kids eat it, Project Manager: Yeah. Marketing: and if it's wasn't edible then <unk>disfmarker<unk> Well, normal babies. <unk>vocalsound<unk> User Interface: Actually that makes sense, because I remember like, peopl I dunno if my Mom ever did it but I remember other people's Moms making like home-made Play-Doh where you just like make the <unk>gap<unk> colouring and make some sort of sort of dough. Project Manager: Yeah. Marketing: Oh yeah it is, yeah. Oh yeah. Project Manager: <unk>vocalsound<unk> Right. User Interface: Mm-hmm. Project Manager: Everybody everybody ready? Industrial Designer: Yep. User Interface: Yeah. Project Manager: Okay, let's have your um <unk>disfmarker<unk> let's get <unk>gap<unk> have the uh presentation? Industrial Designer: <unk>vocalsound<unk> User Interface: We've got some <unk>gap<unk>. Industrial Designer: We've got a cool prototype. User Interface: Yeah, it's pretty exciting. So, everything uh that we wanted we wanted it to be ergonomic and to be made out of rubber, very simple and easy to use, Industrial Designer: Double curved. Project Manager: Nice. User Interface: yeah, double curved, Marketing
Question: What buttons were on the prototype as shared in the presentation?
Answer: | The button to the thumb was the power button, the index and middle finger were channels up and down, whereas the ring finger and pinkie were volumes up and down. The blue button with the inscription of "L" was to lock, whereas the one with "M" was to mute. Moreover, a numeric keypad was on the top so users could directly key to a channel. |
tr-sq-1174 | tr-sq-1174_0 | Text: Marketing: It's Play-Doh. Project Manager: Play-Doh's edible. Did you know that? It's definitely <unk>disfmarker<unk> Marketing: Because kids <unk>disfmarker<unk> yeah. Industrial Designer: I used to eat it. User Interface: I've, I've definitely eaten it before. I didn't know was edible. <unk>vocalsound<unk> <unk>gap<unk>. Project Manager: Yeah. It's it's chew proof. <unk>vocalsound<unk> Marketing: But um, it's it's made edible 'cause, yeah. It's made edible 'cause kids eat it, Project Manager: Yeah. Marketing: and if it's wasn't edible then <unk>disfmarker<unk> Well, normal babies. <unk>vocalsound<unk> User Interface: Actually that makes sense, because I remember like, peopl I dunno if my Mom ever did it but I remember other people's Moms making like home-made Play-Doh where you just like make the <unk>gap<unk> colouring and make some sort of sort of dough. Project Manager: Yeah. Marketing: Oh yeah it is, yeah. Oh yeah. Project Manager: <unk>vocalsound<unk> Right. User Interface: Mm-hmm. Project Manager: Everybody everybody ready? Industrial Designer: Yep. User Interface: Yeah. Project Manager: Okay, let's have your um <unk>disfmarker<unk> let's get <unk>gap<unk> have the uh presentation? Industrial Designer: <unk>vocalsound<unk> User Interface: We've got some <unk>gap<unk>. Industrial Designer: We've got a cool prototype. User Interface: Yeah, it's pretty exciting. So, everything uh that we wanted we wanted it to be ergonomic and to be made out of rubber, very simple and easy to use, Industrial Designer: Double curved. Project
Question: What did the team think of Project Manager's suggestion of making a right- and left-handed remote during the presentation of the prototype?
Answer: | Industrial Designer recalled that some acquaintances have left- and right-handed people in the family but they all use the right-handed mouse for the computer. Marketing added that the remote only required pressing buttons and it would not be too hard. However, in the end, they agreed to have both in stock to make them more appealing. |
tr-sq-1175 | tr-sq-1175_0 | Text: Marketing: It's Play-Doh. Project Manager: Play-Doh's edible. Did you know that? It's definitely <unk>disfmarker<unk> Marketing: Because kids <unk>disfmarker<unk> yeah. Industrial Designer: I used to eat it. User Interface: I've, I've definitely eaten it before. I didn't know was edible. <unk>vocalsound<unk> <unk>gap<unk>. Project Manager: Yeah. It's it's chew proof. <unk>vocalsound<unk> Marketing: But um, it's it's made edible 'cause, yeah. It's made edible 'cause kids eat it, Project Manager: Yeah. Marketing: and if it's wasn't edible then <unk>disfmarker<unk> Well, normal babies. <unk>vocalsound<unk> User Interface: Actually that makes sense, because I remember like, peopl I dunno if my Mom ever did it but I remember other people's Moms making like home-made Play-Doh where you just like make the <unk>gap<unk> colouring and make some sort of sort of dough. Project Manager: Yeah. Marketing: Oh yeah it is, yeah. Oh yeah. Project Manager: <unk>vocalsound<unk> Right. User Interface: Mm-hmm. Project Manager: Everybody everybody ready? Industrial Designer: Yep. User Interface: Yeah. Project Manager: Okay, let's have your um <unk>disfmarker<unk> let's get <unk>gap<unk> have the uh presentation? Industrial Designer: <unk>vocalsound<unk> User Interface: We've got some <unk>gap<unk>. Industrial Designer: We've got a cool prototype. User Interface: Yeah, it's pretty exciting. So, everything uh that we wanted we wanted it to be ergonomic and to be made out of rubber, very simple and easy to use, Industrial Designer: Double curved. Project Manager: Nice. User Interface: yeah, double curved
Question: Would the remote come under budget as the cost of it was discussed?
Answer: | Play-Doh would be used as it was very cheap, edible and chew-proof. The energy source would be kinetic power and electronics would be the simplest. For the case, it would be double curved and made of rubber. The interface was push buttons and they would be in special colours and forms. Considering the cost of the above materials, the remote would be within budget as it cost ten seventy euros a unit. |
tr-sq-1176 | tr-sq-1176_0 | Text: Marketing: It's Play-Doh. Project Manager: Play-Doh's edible. Did you know that? It's definitely <unk>disfmarker<unk> Marketing: Because kids <unk>disfmarker<unk> yeah. Industrial Designer: I used to eat it. User Interface: I've, I've definitely eaten it before. I didn't know was edible. <unk>vocalsound<unk> <unk>gap<unk>. Project Manager: Yeah. It's it's chew proof. <unk>vocalsound<unk> Marketing: But um, it's it's made edible 'cause, yeah. It's made edible 'cause kids eat it, Project Manager: Yeah. Marketing: and if it's wasn't edible then <unk>disfmarker<unk> Well, normal babies. <unk>vocalsound<unk> User Interface: Actually that makes sense, because I remember like, peopl I dunno if my Mom ever did it but I remember other people's Moms making like home-made Play-Doh where you just like make the <unk>gap<unk> colouring and make some sort of sort of dough. Project Manager: Yeah. Marketing: Oh yeah it is, yeah. Oh yeah. Project Manager: <unk>vocalsound<unk> Right. User Interface: Mm-hmm. Project Manager: Everybody everybody ready? Industrial Designer: Yep. User Interface: Yeah. Project Manager: Okay, let's have your um <unk>disfmarker<unk> let's get <unk>gap<unk> have the uh presentation? Industrial Designer: <unk>vocalsound<unk> User Interface: We've got some <unk>gap<unk>. Industrial Designer: We've got a cool prototype. User Interface: Yeah, it's pretty exciting. So, everything uh that we wanted we wanted it to be ergonomic and to be made out of rubber, very simple and easy to use, Industrial Designer: Double curved. Project Manager: Nice. User Interface: yeah, double curved, Marketing: <unk>
Question: Summarize the evaluation of the remote.
Answer: | On a scale of one to seven, with one being true and seven being untrue, the remote scored a one for the look and feel unanimous. For new technology and being easy to use, it was given a mark of three and two respectively as kinetic energy was the only technological innovation and the remote was better geared for right-handed people. Next, the cost was given as it was under budget. Then, one was given for RSI and the amount of buttons as there were only necessary buttons. Finally, it scored a two for getting lost easily. |
tr-sq-1177 | tr-sq-1177_0 | Text: Marketing: It's Play-Doh. Project Manager: Play-Doh's edible. Did you know that? It's definitely <unk>disfmarker<unk> Marketing: Because kids <unk>disfmarker<unk> yeah. Industrial Designer: I used to eat it. User Interface: I've, I've definitely eaten it before. I didn't know was edible. <unk>vocalsound<unk> <unk>gap<unk>. Project Manager: Yeah. It's it's chew proof. <unk>vocalsound<unk> Marketing: But um, it's it's made edible 'cause, yeah. It's made edible 'cause kids eat it, Project Manager: Yeah. Marketing: and if it's wasn't edible then <unk>disfmarker<unk> Well, normal babies. <unk>vocalsound<unk> User Interface: Actually that makes sense, because I remember like, peopl I dunno if my Mom ever did it but I remember other people's Moms making like home-made Play-Doh where you just like make the <unk>gap<unk> colouring and make some sort of sort of dough. Project Manager: Yeah. Marketing: Oh yeah it is, yeah. Oh yeah. Project Manager: <unk>vocalsound<unk> Right. User Interface: Mm-hmm. Project Manager: Everybody everybody ready? Industrial Designer: Yep. User Interface: Yeah. Project Manager: Okay, let's have your um <unk>disfmarker<unk> let's get <unk>gap<unk> have the uh presentation? Industrial Designer: <unk>vocalsound<unk> User Interface: We've got some <unk>gap<unk>. Industrial Designer: We've got a cool prototype. User Interface: Yeah, it's pretty exciting. So, everything uh that we wanted we wanted it to be ergonomic and to be made out of rubber, very simple and easy to use, Industrial Designer: Double curved. Project Manager: Nice. User Interface: yeah, double curved, Marketing:
Question: Summarize the wrap up of the meeting.
Answer: | The remote fits all criteria and it was something novel. Also, it was marketable in the sense that other remotes would give users repetitive strain injury but this remote would do the complete opposite. Project Manager concluded that everyone had done a great job, both individually and as a team. Though there was some heated discussion during designing the remote, the communication was still great. For the technology that had been used during meetings, Marketing thought it was quite cool. |
tr-gq-1178 | tr-gq-1178_0 | Text: Marketing: It's Play-Doh. Project Manager: Play-Doh's edible. Did you know that? It's definitely <unk>disfmarker<unk> Marketing: Because kids <unk>disfmarker<unk> yeah. Industrial Designer: I used to eat it. User Interface: I've, I've definitely eaten it before. I didn't know was edible. <unk>vocalsound<unk> <unk>gap<unk>. Project Manager: Yeah. It's it's chew proof. <unk>vocalsound<unk> Marketing: But um, it's it's made edible 'cause, yeah. It's made edible 'cause kids eat it, Project Manager: Yeah. Marketing: and if it's wasn't edible then <unk>disfmarker<unk> Well, normal babies. <unk>vocalsound<unk> User Interface: Actually that makes sense, because I remember like, peopl I dunno if my Mom ever did it but I remember other people's Moms making like home-made Play-Doh where you just like make the <unk>gap<unk> colouring and make some sort of sort of dough. Project Manager: Yeah. Marketing: Oh yeah it is, yeah. Oh yeah. Project Manager: <unk>vocalsound<unk> Right. User Interface: Mm-hmm. Project Manager: Everybody everybody ready? Industrial Designer: Yep. User Interface: Yeah. Project Manager: Okay, let's have your um <unk>disfmarker<unk> let's get <unk>gap<unk> have the uh presentation? Industrial Designer: <unk>vocalsound<unk> User Interface: We've got some <unk>gap<unk>. Industrial Designer: We've got a cool prototype. User Interface: Yeah, it's pretty exciting. So, everything uh that we wanted we wanted it to be ergonomic and to be made out of rubber, very simple and easy to use, Industrial Designer: Double curved. Project Manager: Nice. User Interface: yeah, double curved, Marketing: <unk>vocal
Question: Summarize the whole meeting.
Answer: | The meeting began with a presentation on the prototype by Industrial Designer and User Interface and a double curved rubber prototype with anti-RSI buttons was displayed. Next, they discussed the cost of the remote which only cost ten seventy euros a unit and well under the budget of twelve fifty. Then, the team evaluated the remote according to seven criteria and it passed with flying colours as three criteria scored a one and others no more than three. Finally, the meeting ended with team building and a wrap-up, which Project Marketing concluded that the novel remote fit all criteria and the team did a great job. |
tr-sq-1179 | tr-sq-1179_0 | Text: Project Manager: Okay. Hi everybody and welcome to our kick-off meeting um for our new product that we're gonna be designing. Um I'm Mandy and I'm the Project Manager. And I know all your names again, Courtney, Fenella and Amber. Marketing: Yep. Project Manager: Alright. Okay, Industrial Designer: Yep. Project Manager: so first let's go through this PowerPoint. I wonder what button I press? User Interface: Just do it on the <unk>gap<unk> arrow. Industrial Designer: <unk>gap<unk> Project Manager: Yeah, or how about I just click? Okay, here is our agenda for this meeting. Um we're gonna start with our opening which was our introductions. <unk>vocalsound<unk> We're gonna get to know each other a little bit better. Um tool training, we're going to, I guess, figure out what to do on this project with our individual roles. Um we're gonna make a project plan and then have some time for discussion and close up the meeting. Okay, here is our project. We're gonna make a new remote control that's um original, trendy and also user-friendly. And how we are going to do it is each of us is going to um <unk>disfmarker<unk> We're gonna have <unk>disfmarker<unk> discuss the functional design first, <unk>vocalsound<unk> how is it gonna be used, what's the actual goal here, it has to operate T_V_, blah blah blah. And we're going to do individual work on that and then meet. Same thing with conceptual design. Just the basic overview of the project and then we're going to do individual work, meet. That's pretty much the the whole process for today. And then the detailed design, just more in-depth, get the actual schematics of the remote. Okay. Alright. First we're gonna start off by using our tools. And the white
Question: Summarize the process of team building and the discussion about animals.
Answer: | Following the proposal of Project Manager, each of the four team members drew their favourite animals. Marketing drew fish, explaining that he/she liked their water-vascular system, habitat, and normally mild looks. Industrial Designer drew a cat for its independence and decisiveness. User Interface's choice was a badger, alluding to Wind in the Willows and Brian's books. Finally, Project Manager showed his giraffe, and talked about its uniqueness and individuality. |
tr-sq-1180 | tr-sq-1180_0 | Text: Project Manager: Okay. Hi everybody and welcome to our kick-off meeting um for our new product that we're gonna be designing. Um I'm Mandy and I'm the Project Manager. And I know all your names again, Courtney, Fenella and Amber. Marketing: Yep. Project Manager: Alright. Okay, Industrial Designer: Yep. Project Manager: so first let's go through this PowerPoint. I wonder what button I press? User Interface: Just do it on the <unk>gap<unk> arrow. Industrial Designer: <unk>gap<unk> Project Manager: Yeah, or how about I just click? Okay, here is our agenda for this meeting. Um we're gonna start with our opening which was our introductions. <unk>vocalsound<unk> We're gonna get to know each other a little bit better. Um tool training, we're going to, I guess, figure out what to do on this project with our individual roles. Um we're gonna make a project plan and then have some time for discussion and close up the meeting. Okay, here is our project. We're gonna make a new remote control that's um original, trendy and also user-friendly. And how we are going to do it is each of us is going to um <unk>disfmarker<unk> We're gonna have <unk>disfmarker<unk> discuss the functional design first, <unk>vocalsound<unk> how is it gonna be used, what's the actual goal here, it has to operate T_V_, blah blah blah. And we're going to do individual work on that and then meet. Same thing with conceptual design. Just the basic overview of the project and then we're going to do individual work, meet. That's pretty much the the whole process for today. And then the detailed design, just more in-depth, get the actual schematics of the remote. Okay. Alright. First we're gonna start off by using our tools. And
Question: What did the team say about being allergic to cats when discussing their favourite animals?
Answer: | When both Marketing and Industrial Designer had admitted to being allergic to cats, Project Manager attempted to propose a situation where they actually were around one. After this proposal was decisively rejected by User Interface, Project Manager talked about his/her experience with a roommate, proving that one could be used to cats if they were around them for a long time. Yet Marketing and Industrial Designer insisted on the severity of their allergies. |
tr-sq-1181 | tr-sq-1181_0 | Text: Project Manager: Okay. Hi everybody and welcome to our kick-off meeting um for our new product that we're gonna be designing. Um I'm Mandy and I'm the Project Manager. And I know all your names again, Courtney, Fenella and Amber. Marketing: Yep. Project Manager: Alright. Okay, Industrial Designer: Yep. Project Manager: so first let's go through this PowerPoint. I wonder what button I press? User Interface: Just do it on the <unk>gap<unk> arrow. Industrial Designer: <unk>gap<unk> Project Manager: Yeah, or how about I just click? Okay, here is our agenda for this meeting. Um we're gonna start with our opening which was our introductions. <unk>vocalsound<unk> We're gonna get to know each other a little bit better. Um tool training, we're going to, I guess, figure out what to do on this project with our individual roles. Um we're gonna make a project plan and then have some time for discussion and close up the meeting. Okay, here is our project. We're gonna make a new remote control that's um original, trendy and also user-friendly. And how we are going to do it is each of us is going to um <unk>disfmarker<unk> We're gonna have <unk>disfmarker<unk> discuss the functional design first, <unk>vocalsound<unk> how is it gonna be used, what's the actual goal here, it has to operate T_V_, blah blah blah. And we're going to do individual work on that and then meet. Same thing with conceptual design. Just the basic overview of the project and then we're going to do individual work, meet. That's pretty much the the whole process for today. And then the detailed design, just more in-depth, get the actual schematics of the remote. Okay. Alright. First we're gonna start off by using our tools.
Question: In the discussion of favourite animals, what was said about User Interface's choice?
Answer: | The animal User Interface drew was a badger. When Project Manager demanded the reason for this unusual choice, User Interface first answered that it was because badgers were grumpy and nocturnal. Industrial Designer joked about whether this suggested that User Interface had the same characteristics. User Interface then explained that his/her favourable impression of the badger came from books like Wind in the Willow, where badgers were cooler animals than what people generally imagine them to be. |
tr-sq-1182 | tr-sq-1182_0 | Text: Project Manager: Okay. Hi everybody and welcome to our kick-off meeting um for our new product that we're gonna be designing. Um I'm Mandy and I'm the Project Manager. And I know all your names again, Courtney, Fenella and Amber. Marketing: Yep. Project Manager: Alright. Okay, Industrial Designer: Yep. Project Manager: so first let's go through this PowerPoint. I wonder what button I press? User Interface: Just do it on the <unk>gap<unk> arrow. Industrial Designer: <unk>gap<unk> Project Manager: Yeah, or how about I just click? Okay, here is our agenda for this meeting. Um we're gonna start with our opening which was our introductions. <unk>vocalsound<unk> We're gonna get to know each other a little bit better. Um tool training, we're going to, I guess, figure out what to do on this project with our individual roles. Um we're gonna make a project plan and then have some time for discussion and close up the meeting. Okay, here is our project. We're gonna make a new remote control that's um original, trendy and also user-friendly. And how we are going to do it is each of us is going to um <unk>disfmarker<unk> We're gonna have <unk>disfmarker<unk> discuss the functional design first, <unk>vocalsound<unk> how is it gonna be used, what's the actual goal here, it has to operate T_V_, blah blah blah. And we're going to do individual work on that and then meet. Same thing with conceptual design. Just the basic overview of the project and then we're going to do individual work, meet. That's pretty much the the whole process for today. And then the detailed design, just more in-depth, get the actual schematics of the remote. Okay. Alright. First we're gonna start off by using our tools. And the
Question: Summarize the first ideas they raised for the design of the remote.
Answer: | The aspects they mentioned were its compatibility, ergonomics, and the battery type it would use. Since the remote control was expected to be multifunctional, it must be compatible with all kinds of devices. This would also require a detailed instruction booklet for customers. The design of its look and curvature would also matter. Finally, the team agreed to keep the battery problem on hold. |
tr-sq-1183 | tr-sq-1183_0 | Text: Project Manager: Okay. Hi everybody and welcome to our kick-off meeting um for our new product that we're gonna be designing. Um I'm Mandy and I'm the Project Manager. And I know all your names again, Courtney, Fenella and Amber. Marketing: Yep. Project Manager: Alright. Okay, Industrial Designer: Yep. Project Manager: so first let's go through this PowerPoint. I wonder what button I press? User Interface: Just do it on the <unk>gap<unk> arrow. Industrial Designer: <unk>gap<unk> Project Manager: Yeah, or how about I just click? Okay, here is our agenda for this meeting. Um we're gonna start with our opening which was our introductions. <unk>vocalsound<unk> We're gonna get to know each other a little bit better. Um tool training, we're going to, I guess, figure out what to do on this project with our individual roles. Um we're gonna make a project plan and then have some time for discussion and close up the meeting. Okay, here is our project. We're gonna make a new remote control that's um original, trendy and also user-friendly. And how we are going to do it is each of us is going to um <unk>disfmarker<unk> We're gonna have <unk>disfmarker<unk> discuss the functional design first, <unk>vocalsound<unk> how is it gonna be used, what's the actual goal here, it has to operate T_V_, blah blah blah. And we're going to do individual work on that and then meet. Same thing with conceptual design. Just the basic overview of the project and then we're going to do individual work, meet. That's pretty much the the whole process for today. And then the detailed design, just more in-depth, get the actual schematics of the remote. Okay. Alright. First we're gonna start off by using our tools.
Question: What is Industrial Designer's opinion on dealing with the compatibility of the remote?
Answer: | Industrial Designer perceived that the single remote should be able to control every possible device, and this would be rather difficult to achieve. Industrial Designer thought that VHSs would be phased out shortly, but they should still take it into consideration for the time being. Industrial Designer drew the conclusion that they had to make sure it could cover all the variances in signals. |
tr-sq-1184 | tr-sq-1184_0 | Text: Project Manager: Okay. Hi everybody and welcome to our kick-off meeting um for our new product that we're gonna be designing. Um I'm Mandy and I'm the Project Manager. And I know all your names again, Courtney, Fenella and Amber. Marketing: Yep. Project Manager: Alright. Okay, Industrial Designer: Yep. Project Manager: so first let's go through this PowerPoint. I wonder what button I press? User Interface: Just do it on the <unk>gap<unk> arrow. Industrial Designer: <unk>gap<unk> Project Manager: Yeah, or how about I just click? Okay, here is our agenda for this meeting. Um we're gonna start with our opening which was our introductions. <unk>vocalsound<unk> We're gonna get to know each other a little bit better. Um tool training, we're going to, I guess, figure out what to do on this project with our individual roles. Um we're gonna make a project plan and then have some time for discussion and close up the meeting. Okay, here is our project. We're gonna make a new remote control that's um original, trendy and also user-friendly. And how we are going to do it is each of us is going to um <unk>disfmarker<unk> We're gonna have <unk>disfmarker<unk> discuss the functional design first, <unk>vocalsound<unk> how is it gonna be used, what's the actual goal here, it has to operate T_V_, blah blah blah. And we're going to do individual work on that and then meet. Same thing with conceptual design. Just the basic overview of the project and then we're going to do individual work, meet. That's pretty much the the whole process for today. And then the detailed design, just more in-depth, get the actual schematics of the remote. Okay. Alright. First we're gonna start off by
Question: In the discussion of first ideas on the design, what did they decide on the battery type at the meeting?
Answer: | The team first hesitated between double A and triple A batteries. Double A's would be more convenient for customers, since most people usually have this type around. However, triple A batteries would allow the remote to be thinner. Industrial Designer then proposed that they could also try a small lithium battery. With all these possible options, Project Manager decided that they should leave this question aside and move on with the meeting, as long as they kept the battery problem in mind. |
tr-gq-1185 | tr-gq-1185_0 | Text: Project Manager: Okay. Hi everybody and welcome to our kick-off meeting um for our new product that we're gonna be designing. Um I'm Mandy and I'm the Project Manager. And I know all your names again, Courtney, Fenella and Amber. Marketing: Yep. Project Manager: Alright. Okay, Industrial Designer: Yep. Project Manager: so first let's go through this PowerPoint. I wonder what button I press? User Interface: Just do it on the <unk>gap<unk> arrow. Industrial Designer: <unk>gap<unk> Project Manager: Yeah, or how about I just click? Okay, here is our agenda for this meeting. Um we're gonna start with our opening which was our introductions. <unk>vocalsound<unk> We're gonna get to know each other a little bit better. Um tool training, we're going to, I guess, figure out what to do on this project with our individual roles. Um we're gonna make a project plan and then have some time for discussion and close up the meeting. Okay, here is our project. We're gonna make a new remote control that's um original, trendy and also user-friendly. And how we are going to do it is each of us is going to um <unk>disfmarker<unk> We're gonna have <unk>disfmarker<unk> discuss the functional design first, <unk>vocalsound<unk> how is it gonna be used, what's the actual goal here, it has to operate T_V_, blah blah blah. And we're going to do individual work on that and then meet. Same thing with conceptual design. Just the basic overview of the project and then we're going to do individual work, meet. That's pretty much the the whole process for today. And then the detailed design, just more in-depth, get the actual schematics of the remote. Okay. Alright. First we're gonna start off by using our tools. And the whiteboard thing, do you guys
Question: Summarize the whole meeting.
Answer: | This is the first of a series of meetings devoted to the design of a remote control, and it aims only at the proposition of general first ideas on the project. Project Manager started off the meeting by introducing the team and their plan for the project. The team got to know each other better by drawing out their favourite animals and justifying their choice. Project Manager then invited everyone to raise ideas about the remote. Their discussion included its multifunctional nature, ergonomic design and battery type, but there was no final decision on these matters. The work was split among the team members, as each took up the task of the working design, the technical functions design, or marketing. |
tr-sq-1186 | tr-sq-1186_0 | Text: Project Manager: <unk>vocalsound<unk> So um nice to see you again. Uh. So, uh. Tod uh for this meeting I will take the notes and do the minutes. Uh so we will see our three presentations. Um we will start with the uh Manager Expert wi who will talk about uh user re requirements, whats user needs and what it desire for this devi device. Marketing: Okay, can I have the laptop over here, or? Project Manager: Yep. Oh, I don't think so. I think you have to come here. Marketing: Okay. Have to get up. <unk>vocalsound<unk> Project Manager: I dunno. I think it should stay. Marketing: Excuse me. Industrial Designer: Yeah, that's it. Project Manager: <unk>gap<unk> Marketing: <unk>vocalsound<unk> Okay. Project Manager: Should stay in the square here. <unk>vocalsound<unk> Marketing: Okay. Project Manager: Oh, maybe. Marketing: Okay, so basically I'm gonna present some findings of a study we conducted uh into uh what users want in this remote control. Project Manager: Oh, you can put it here. Oh that's okay, it's jus Marketing: Um so first of all we <unk>disfmarker<unk> what we did is we um conducted a an experiment with a hundred test subjects. Um we put them in a in our um usability laboratory and got them to, you know, um play with remote controls, and also to complete, after they'd done that, to complete a questionnaire uh to tell us what they like and what they don't like in remote controls. <unk>vocalsound<unk> <unk>vocalsound<unk> So basically um the major things we found out was that um basically users don't like the look and feel of of most remote controls that are currently on the market. Um they, you know, seventy five percent of the people we we uh did the experiments on, found that rem
Question: Summarize the discussion about high technology features.
Answer: | Marketing had concluded that younger users might be more expected to use high technology features such as LCD display and speech recognition. However, the industrial designer was worried it would influence the design of circuits and make the price out of range, while marketing thought they could afford it. Industrial designer also mentioned that they should care about battery life if speech recognition was used. |
tr-sq-1187 | tr-sq-1187_0 | Text: Project Manager: <unk>vocalsound<unk> So um nice to see you again. Uh. So, uh. Tod uh for this meeting I will take the notes and do the minutes. Uh so we will see our three presentations. Um we will start with the uh Manager Expert wi who will talk about uh user re requirements, whats user needs and what it desire for this devi device. Marketing: Okay, can I have the laptop over here, or? Project Manager: Yep. Oh, I don't think so. I think you have to come here. Marketing: Okay. Have to get up. <unk>vocalsound<unk> Project Manager: I dunno. I think it should stay. Marketing: Excuse me. Industrial Designer: Yeah, that's it. Project Manager: <unk>gap<unk> Marketing: <unk>vocalsound<unk> Okay. Project Manager: Should stay in the square here. <unk>vocalsound<unk> Marketing: Okay. Project Manager: Oh, maybe. Marketing: Okay, so basically I'm gonna present some findings of a study we conducted uh into uh what users want in this remote control. Project Manager: Oh, you can put it here. Oh that's okay, it's jus Marketing: Um so first of all we <unk>disfmarker<unk> what we did is we um conducted a an experiment with a hundred test subjects. Um we put them in a in our um usability laboratory and got them to, you know, um play with remote controls, and also to complete, after they'd done that, to complete a questionnaire uh to tell us what they like and what they don't like in remote controls. <unk>vocalsound<unk> <unk>vocalsound<unk> So basically um the major things we found out was that um basically users don't like the look and feel of of most remote controls that are currently on the market. Um they, you know, seventy five percent of the people we we uh did the experiments on, found that
Question: Summarize user interface's opinions towards radio wave interference.
Answer: | User interface said that they could make this wave in specific frequency to avoid interfering with other devices. A password could also be put inside the wave in case that two neighbours had the same remote controls. If two devices were trying to go to communicate with the TV set, then the wave with more energy was chosen. |
tr-sq-1188 | tr-sq-1188_0 | Text: Project Manager: <unk>vocalsound<unk> So um nice to see you again. Uh. So, uh. Tod uh for this meeting I will take the notes and do the minutes. Uh so we will see our three presentations. Um we will start with the uh Manager Expert wi who will talk about uh user re requirements, whats user needs and what it desire for this devi device. Marketing: Okay, can I have the laptop over here, or? Project Manager: Yep. Oh, I don't think so. I think you have to come here. Marketing: Okay. Have to get up. <unk>vocalsound<unk> Project Manager: I dunno. I think it should stay. Marketing: Excuse me. Industrial Designer: Yeah, that's it. Project Manager: <unk>gap<unk> Marketing: <unk>vocalsound<unk> Okay. Project Manager: Should stay in the square here. <unk>vocalsound<unk> Marketing: Okay. Project Manager: Oh, maybe. Marketing: Okay, so basically I'm gonna present some findings of a study we conducted uh into uh what users want in this remote control. Project Manager: Oh, you can put it here. Oh that's okay, it's jus Marketing: Um so first of all we <unk>disfmarker<unk> what we did is we um conducted a an experiment with a hundred test subjects. Um we put them in a in our um usability laboratory and got them to, you know, um play with remote controls, and also to complete, after they'd done that, to complete a questionnaire uh to tell us what they like and what they don't like in remote controls. <unk>vocalsound<unk> <unk>vocalsound<unk> So basically um the major things we found out was that um basically users don't like the look and feel of of most remote controls that are currently on the market. Um they, you know, seventy five percent of the people we
Question: Summarize industrial designer's opinions towards whether the price would be out of range when discussing the cost of different factors.
Answer: | Industrial designer thought that if they only used LCD displays, backlight radio frequency communication with the TV set and other related things, the price would be ok. However, if speech recognition was required, the price would be out of range. And he preferred IR circuits because it was much cheaper. |
tr-sq-1189 | tr-sq-1189_0 | Text: Project Manager: <unk>vocalsound<unk> So um nice to see you again. Uh. So, uh. Tod uh for this meeting I will take the notes and do the minutes. Uh so we will see our three presentations. Um we will start with the uh Manager Expert wi who will talk about uh user re requirements, whats user needs and what it desire for this devi device. Marketing: Okay, can I have the laptop over here, or? Project Manager: Yep. Oh, I don't think so. I think you have to come here. Marketing: Okay. Have to get up. <unk>vocalsound<unk> Project Manager: I dunno. I think it should stay. Marketing: Excuse me. Industrial Designer: Yeah, that's it. Project Manager: <unk>gap<unk> Marketing: <unk>vocalsound<unk> Okay. Project Manager: Should stay in the square here. <unk>vocalsound<unk> Marketing: Okay. Project Manager: Oh, maybe. Marketing: Okay, so basically I'm gonna present some findings of a study we conducted uh into uh what users want in this remote control. Project Manager: Oh, you can put it here. Oh that's okay, it's jus Marketing: Um so first of all we <unk>disfmarker<unk> what we did is we um conducted a an experiment with a hundred test subjects. Um we put them in a in our um usability laboratory and got them to, you know, um play with remote controls, and also to complete, after they'd done that, to complete a questionnaire uh to tell us what they like and what they don't like in remote controls. <unk>vocalsound<unk> <unk>vocalsound<unk> So basically um the major things we found out was that um basically users don't like the look and feel of of most remote controls that are currently on the market. Um they, you know, seventy five percent of the people we we uh did the experiments on, found that
Question: What did the group think of buttons when discussing basic functions.
Answer: | They wanted the number of buttons to be as small as possible and only stuck on useful functions. They thought that channel changing and volume setting button was obviously needed. There could also be key buttons which were used to select a specific channel. An individual power button was also considered necessary after discussion. But the user interface rejected having a TV setting button on the remote control. |
tr-sq-1190 | tr-sq-1190_0 | Text: Project Manager: <unk>vocalsound<unk> So um nice to see you again. Uh. So, uh. Tod uh for this meeting I will take the notes and do the minutes. Uh so we will see our three presentations. Um we will start with the uh Manager Expert wi who will talk about uh user re requirements, whats user needs and what it desire for this devi device. Marketing: Okay, can I have the laptop over here, or? Project Manager: Yep. Oh, I don't think so. I think you have to come here. Marketing: Okay. Have to get up. <unk>vocalsound<unk> Project Manager: I dunno. I think it should stay. Marketing: Excuse me. Industrial Designer: Yeah, that's it. Project Manager: <unk>gap<unk> Marketing: <unk>vocalsound<unk> Okay. Project Manager: Should stay in the square here. <unk>vocalsound<unk> Marketing: Okay. Project Manager: Oh, maybe. Marketing: Okay, so basically I'm gonna present some findings of a study we conducted uh into uh what users want in this remote control. Project Manager: Oh, you can put it here. Oh that's okay, it's jus Marketing: Um so first of all we <unk>disfmarker<unk> what we did is we um conducted a an experiment with a hundred test subjects. Um we put them in a in our um usability laboratory and got them to, you know, um play with remote controls, and also to complete, after they'd done that, to complete a questionnaire uh to tell us what they like and what they don't like in remote controls. <unk>vocalsound<unk> <unk>vocalsound<unk> So basically um the major things we found out was that um basically users don't like the look and feel of of most remote controls that are currently on the market. Um they, you know, seventy five percent of the people we we uh did the experiments on
Question: What did the group think of the clock or timer when discussing basic functions?
Answer: | The marketing hoped there would be some features on the control to display the name. Industrial designer also wondered about whether the time setting for turning on TV was useful. While the project manager thought that if time was added, a bigger display would be required, which was not useful for users. |
tr-sq-1191 | tr-sq-1191_0 | Text: Project Manager: <unk>vocalsound<unk> So um nice to see you again. Uh. So, uh. Tod uh for this meeting I will take the notes and do the minutes. Uh so we will see our three presentations. Um we will start with the uh Manager Expert wi who will talk about uh user re requirements, whats user needs and what it desire for this devi device. Marketing: Okay, can I have the laptop over here, or? Project Manager: Yep. Oh, I don't think so. I think you have to come here. Marketing: Okay. Have to get up. <unk>vocalsound<unk> Project Manager: I dunno. I think it should stay. Marketing: Excuse me. Industrial Designer: Yeah, that's it. Project Manager: <unk>gap<unk> Marketing: <unk>vocalsound<unk> Okay. Project Manager: Should stay in the square here. <unk>vocalsound<unk> Marketing: Okay. Project Manager: Oh, maybe. Marketing: Okay, so basically I'm gonna present some findings of a study we conducted uh into uh what users want in this remote control. Project Manager: Oh, you can put it here. Oh that's okay, it's jus Marketing: Um so first of all we <unk>disfmarker<unk> what we did is we um conducted a an experiment with a hundred test subjects. Um we put them in a in our um usability laboratory and got them to, you know, um play with remote controls, and also to complete, after they'd done that, to complete a questionnaire uh to tell us what they like and what they don't like in remote controls. <unk>vocalsound<unk> <unk>vocalsound<unk> So basically um the major things we found out was that um basically users don't like the look and feel of of most remote controls that are currently on the market. Um they, you know, seventy five percent of the people we we uh did the experiments on
Question: Summarize the discussion about the conclusion of experiments and questionnaire for user requirement.
Answer: | Users didn't like the look and feel of most remote controls currently on the market. And most users only used ten percent of buttons on the remote control. Channel selection button was the most commonly used button, followed by the volume button. Young users might prefer to have high technology features such as LCD display or speech recognition function on the remote control. |
tr-sq-1192 | tr-sq-1192_0 | Text: Project Manager: <unk>vocalsound<unk> So um nice to see you again. Uh. So, uh. Tod uh for this meeting I will take the notes and do the minutes. Uh so we will see our three presentations. Um we will start with the uh Manager Expert wi who will talk about uh user re requirements, whats user needs and what it desire for this devi device. Marketing: Okay, can I have the laptop over here, or? Project Manager: Yep. Oh, I don't think so. I think you have to come here. Marketing: Okay. Have to get up. <unk>vocalsound<unk> Project Manager: I dunno. I think it should stay. Marketing: Excuse me. Industrial Designer: Yeah, that's it. Project Manager: <unk>gap<unk> Marketing: <unk>vocalsound<unk> Okay. Project Manager: Should stay in the square here. <unk>vocalsound<unk> Marketing: Okay. Project Manager: Oh, maybe. Marketing: Okay, so basically I'm gonna present some findings of a study we conducted uh into uh what users want in this remote control. Project Manager: Oh, you can put it here. Oh that's okay, it's jus Marketing: Um so first of all we <unk>disfmarker<unk> what we did is we um conducted a an experiment with a hundred test subjects. Um we put them in a in our um usability laboratory and got them to, you know, um play with remote controls, and also to complete, after they'd done that, to complete a questionnaire uh to tell us what they like and what they don't like in remote controls. <unk>vocalsound<unk> <unk>vocalsound<unk> So basically um the major things we found out was that um basically users don't like the look and feel of of most remote controls that are currently on the market. Um they, you know, seventy five percent of the people we we uh did the experiments on, found that
Question: Summarize the discussion about the new requirement and basic functions.
Answer: | New requirement included avoiding the teletext, focusing on remote control only for TV and keeping the product recognizable. All the group members agreed. They also decided to start with basic functions and then move on to the more advanced feature. Then they concluded that LCD display, channel button and volume button were necessary. |
tr-gq-1193 | tr-gq-1193_0 | Text: Project Manager: <unk>vocalsound<unk> So um nice to see you again. Uh. So, uh. Tod uh for this meeting I will take the notes and do the minutes. Uh so we will see our three presentations. Um we will start with the uh Manager Expert wi who will talk about uh user re requirements, whats user needs and what it desire for this devi device. Marketing: Okay, can I have the laptop over here, or? Project Manager: Yep. Oh, I don't think so. I think you have to come here. Marketing: Okay. Have to get up. <unk>vocalsound<unk> Project Manager: I dunno. I think it should stay. Marketing: Excuse me. Industrial Designer: Yeah, that's it. Project Manager: <unk>gap<unk> Marketing: <unk>vocalsound<unk> Okay. Project Manager: Should stay in the square here. <unk>vocalsound<unk> Marketing: Okay. Project Manager: Oh, maybe. Marketing: Okay, so basically I'm gonna present some findings of a study we conducted uh into uh what users want in this remote control. Project Manager: Oh, you can put it here. Oh that's okay, it's jus Marketing: Um so first of all we <unk>disfmarker<unk> what we did is we um conducted a an experiment with a hundred test subjects. Um we put them in a in our um usability laboratory and got them to, you know, um play with remote controls, and also to complete, after they'd done that, to complete a questionnaire uh to tell us what they like and what they don't like in remote controls. <unk>vocalsound<unk> <unk>vocalsound<unk> So basically um the major things we found out was that um basically users don't like the look and feel of of most remote controls that are currently on the market. Um they, you know, seventy five percent of the people we we uh did the experiments on, found that rem remote the remote
Question: Summarize the whole meeting.
Answer: | This meeting included three presentations from marketing, user interface and industrial design and discussion about core function of remote control. At first, marketing introduced the conclusion of experiment and questionnaire. Users thought remote controls were ugly and only used a few buttons. Since young users might prefer high technology features like speech recognition. After that, the user interface introduced how electric circuits, keyboard and transmitter reacted together. And group members discussed solutions of wave interference. Then industrial designer talked about working design and how LCD display or speech recognition might influence the design of circuits. And whether adding these functions would make the price out of range was discussed. After discussing new requirements for remote control from management, the group members started with core and basic functions, such as necessary buttons. Finally, they mentioned something about speech recognition and speech commands and their influence on battery life. |
tr-sq-1194 | tr-sq-1194_0 | Text: The Acting Chair (Mr. Bruce Stanton (Simcoe North, CPC)): Honourable members, I call this meeting to order. Welcome to the 15thmeeting of the House of Commons Special Committee on the COVID-19 Pandemic. This will be a hybrid meeting. Members will be participating via video conference or in person. I will remind you that in order to avoid issues with sound, members participating in person should not also be connecting by video conference. In order to ensure that those joining the meeting via video conference can be seen and heard by those in the chamber, two screens have been set up here on either side of the Speaker's chair, and members in the chamber can listen to the floor audio or to interpretation using the earpieces on their desks. Before speaking, please wait until I recognize you by name and please direct your remarks through the chair. For those joining by video conference, I'd like to remind you to leave your microphones on mute when you are not speaking. Also, please note that if you want to speak in English, you need to be on the English channel for interpretation, and if you want to speak French, you should do so on the French channel. Should you wish to alternate between the two languages, please change to the channel for the language that you happen to be using at the time. Should members participating by video conference need to request the floor outside their designated speaking times, they should activate their mic and state that they have a point of order. Those in the Chamber can rise in the usual way. Please note that today's proceedings will be televised in the same way as a typical sitting of the House. We will now proceed to ministerial announcements. I invite the Right Hon. Prime Minister to take the floor. Right Hon. Justin Trudeau (Papineau, Lib.): Thank you, Mr.Chair. I rise today to address what so many people of colour live with every day. Over the past few days, we've seen horrific reports of police violence against black men and women south of the border, but these are not isolated incidents or elsewhere problems. Prejudice, discrimination and violence are a lived reality for far too many people. They are a result of systems that far too often condone,
Question: Which condolences were shared?
Answer: | Condolences were shared to the families of the people who were involved in a fatal accident in Placentia bay. Sadly, Mr. Dufuor, Mr. Rogers, and Mrs. Louise Feltham also passed away the week before. Condolences were also given to the essential workers who lost their lives in service of others. |
tr-sq-1195 | tr-sq-1195_0 | Text: The Acting Chair (Mr. Bruce Stanton (Simcoe North, CPC)): Honourable members, I call this meeting to order. Welcome to the 15thmeeting of the House of Commons Special Committee on the COVID-19 Pandemic. This will be a hybrid meeting. Members will be participating via video conference or in person. I will remind you that in order to avoid issues with sound, members participating in person should not also be connecting by video conference. In order to ensure that those joining the meeting via video conference can be seen and heard by those in the chamber, two screens have been set up here on either side of the Speaker's chair, and members in the chamber can listen to the floor audio or to interpretation using the earpieces on their desks. Before speaking, please wait until I recognize you by name and please direct your remarks through the chair. For those joining by video conference, I'd like to remind you to leave your microphones on mute when you are not speaking. Also, please note that if you want to speak in English, you need to be on the English channel for interpretation, and if you want to speak French, you should do so on the French channel. Should you wish to alternate between the two languages, please change to the channel for the language that you happen to be using at the time. Should members participating by video conference need to request the floor outside their designated speaking times, they should activate their mic and state that they have a point of order. Those in the Chamber can rise in the usual way. Please note that today's proceedings will be televised in the same way as a typical sitting of the House. We will now proceed to ministerial announcements. I invite the Right Hon. Prime Minister to take the floor. Right Hon. Justin Trudeau (Papineau, Lib.): Thank you, Mr.Chair. I rise today to address what so many people of colour live with every day. Over the past few days, we've seen horrific reports of police violence against black men and women south of the border, but these are not isolated incidents or elsewhere problems. Prejudice, discrimination and violence are a lived reality for far too many people. They are a result of systems that far too often
Question: What were the accusations levied against the Liberals?
Answer: | The Liberals were accused of promoting the harmful status quo of maintaining the ban on blood donations from gay men and trans women. Additionally, they, together with the conservatives, were also accused of using the emergency wage subsidy to fund their own partisan activities at the expense of vulnerable citizens. |
tr-sq-1196 | tr-sq-1196_0 | Text: The Acting Chair (Mr. Bruce Stanton (Simcoe North, CPC)): Honourable members, I call this meeting to order. Welcome to the 15thmeeting of the House of Commons Special Committee on the COVID-19 Pandemic. This will be a hybrid meeting. Members will be participating via video conference or in person. I will remind you that in order to avoid issues with sound, members participating in person should not also be connecting by video conference. In order to ensure that those joining the meeting via video conference can be seen and heard by those in the chamber, two screens have been set up here on either side of the Speaker's chair, and members in the chamber can listen to the floor audio or to interpretation using the earpieces on their desks. Before speaking, please wait until I recognize you by name and please direct your remarks through the chair. For those joining by video conference, I'd like to remind you to leave your microphones on mute when you are not speaking. Also, please note that if you want to speak in English, you need to be on the English channel for interpretation, and if you want to speak French, you should do so on the French channel. Should you wish to alternate between the two languages, please change to the channel for the language that you happen to be using at the time. Should members participating by video conference need to request the floor outside their designated speaking times, they should activate their mic and state that they have a point of order. Those in the Chamber can rise in the usual way. Please note that today's proceedings will be televised in the same way as a typical sitting of the House. We will now proceed to ministerial announcements. I invite the Right Hon. Prime Minister to take the floor. Right Hon. Justin Trudeau (Papineau, Lib.): Thank you, Mr.Chair. I rise today to address what so many people of colour live with every day. Over the past few days, we've seen horrific reports of police violence against black men and women south of the border, but these are not isolated incidents or elsewhere problems. Prejudice, discrimination and violence are a lived reality for far too many people. They are a result of systems that far too often condone
Question: Which groups were thanked for their efforts?
Answer: | Essential workers were thanked for their efforts in saving lives during the ongoing pandemic. It was noted that the week was Paramedic Services Week in appreciation of their work. |
tr-sq-1197 | tr-sq-1197_0 | Text: The Acting Chair (Mr. Bruce Stanton (Simcoe North, CPC)): Honourable members, I call this meeting to order. Welcome to the 15thmeeting of the House of Commons Special Committee on the COVID-19 Pandemic. This will be a hybrid meeting. Members will be participating via video conference or in person. I will remind you that in order to avoid issues with sound, members participating in person should not also be connecting by video conference. In order to ensure that those joining the meeting via video conference can be seen and heard by those in the chamber, two screens have been set up here on either side of the Speaker's chair, and members in the chamber can listen to the floor audio or to interpretation using the earpieces on their desks. Before speaking, please wait until I recognize you by name and please direct your remarks through the chair. For those joining by video conference, I'd like to remind you to leave your microphones on mute when you are not speaking. Also, please note that if you want to speak in English, you need to be on the English channel for interpretation, and if you want to speak French, you should do so on the French channel. Should you wish to alternate between the two languages, please change to the channel for the language that you happen to be using at the time. Should members participating by video conference need to request the floor outside their designated speaking times, they should activate their mic and state that they have a point of order. Those in the Chamber can rise in the usual way. Please note that today's proceedings will be televised in the same way as a typical sitting of the House. We will now proceed to ministerial announcements. I invite the Right Hon. Prime Minister to take the floor. Right Hon. Justin Trudeau (Papineau, Lib.): Thank you, Mr.Chair. I rise today to address what so many people of colour live with every day. Over the past few days, we've seen horrific reports of police violence against black men and women south of the border, but these are not isolated incidents or elsewhere problems. Prejudice, discrimination and violence are a lived reality for far too many people. They are a result of systems that far too often condone, normal
Question: What issues did Canadian farmers face?
Answer: | Farmers were faced by inaccessibility of financial aid due to the complicated online calculator. Even after consulting with accountants, it still wasn't clear on how to navigate the assistance program. |
tr-sq-1198 | tr-sq-1198_0 | Text: The Acting Chair (Mr. Bruce Stanton (Simcoe North, CPC)): Honourable members, I call this meeting to order. Welcome to the 15thmeeting of the House of Commons Special Committee on the COVID-19 Pandemic. This will be a hybrid meeting. Members will be participating via video conference or in person. I will remind you that in order to avoid issues with sound, members participating in person should not also be connecting by video conference. In order to ensure that those joining the meeting via video conference can be seen and heard by those in the chamber, two screens have been set up here on either side of the Speaker's chair, and members in the chamber can listen to the floor audio or to interpretation using the earpieces on their desks. Before speaking, please wait until I recognize you by name and please direct your remarks through the chair. For those joining by video conference, I'd like to remind you to leave your microphones on mute when you are not speaking. Also, please note that if you want to speak in English, you need to be on the English channel for interpretation, and if you want to speak French, you should do so on the French channel. Should you wish to alternate between the two languages, please change to the channel for the language that you happen to be using at the time. Should members participating by video conference need to request the floor outside their designated speaking times, they should activate their mic and state that they have a point of order. Those in the Chamber can rise in the usual way. Please note that today's proceedings will be televised in the same way as a typical sitting of the House. We will now proceed to ministerial announcements. I invite the Right Hon. Prime Minister to take the floor. Right Hon. Justin Trudeau (Papineau, Lib.): Thank you, Mr.Chair. I rise today to address what so many people of colour live with every day. Over the past few days, we've seen horrific reports of police violence against black men and women south of the border, but these are not isolated incidents or elsewhere problems. Prejudice, discrimination and violence are a lived reality for far too many people. They are a result of systems that far too often condone, normal
Question: What was said on women issues?
Answer: | Funds were requested to help fight human trafficking that affected vulnerable women and girls. There was concern for the rise in women abuse going up by as much as 400% and funds to support organizations to fight this not being released. Additionally, the members were made aware of the stripping of titles from First Nation women. |
tr-sq-1199 | tr-sq-1199_0 | Text: The Acting Chair (Mr. Bruce Stanton (Simcoe North, CPC)): Honourable members, I call this meeting to order. Welcome to the 15thmeeting of the House of Commons Special Committee on the COVID-19 Pandemic. This will be a hybrid meeting. Members will be participating via video conference or in person. I will remind you that in order to avoid issues with sound, members participating in person should not also be connecting by video conference. In order to ensure that those joining the meeting via video conference can be seen and heard by those in the chamber, two screens have been set up here on either side of the Speaker's chair, and members in the chamber can listen to the floor audio or to interpretation using the earpieces on their desks. Before speaking, please wait until I recognize you by name and please direct your remarks through the chair. For those joining by video conference, I'd like to remind you to leave your microphones on mute when you are not speaking. Also, please note that if you want to speak in English, you need to be on the English channel for interpretation, and if you want to speak French, you should do so on the French channel. Should you wish to alternate between the two languages, please change to the channel for the language that you happen to be using at the time. Should members participating by video conference need to request the floor outside their designated speaking times, they should activate their mic and state that they have a point of order. Those in the Chamber can rise in the usual way. Please note that today's proceedings will be televised in the same way as a typical sitting of the House. We will now proceed to ministerial announcements. I invite the Right Hon. Prime Minister to take the floor. Right Hon. Justin Trudeau (Papineau, Lib.): Thank you, Mr.Chair. I rise today to address what so many people of colour live with every day. Over the past few days, we've seen horrific reports of police violence against black men and women south of the border, but these are not isolated incidents or elsewhere problems. Prejudice, discrimination and violence are a lived reality for far too many people. They are a result of systems that far too often condone,
Question: What did the committee say on housing?
Answer: | Ms. Leah Gazan asked for help to tackle homelessness and provide rental assistance. The Minister of Families, Children and Social Development pointed to the ministries efforts to help with essential supplies and expenses. |
tr-gq-1200 | tr-gq-1200_0 | Text: The Acting Chair (Mr. Bruce Stanton (Simcoe North, CPC)): Honourable members, I call this meeting to order. Welcome to the 15thmeeting of the House of Commons Special Committee on the COVID-19 Pandemic. This will be a hybrid meeting. Members will be participating via video conference or in person. I will remind you that in order to avoid issues with sound, members participating in person should not also be connecting by video conference. In order to ensure that those joining the meeting via video conference can be seen and heard by those in the chamber, two screens have been set up here on either side of the Speaker's chair, and members in the chamber can listen to the floor audio or to interpretation using the earpieces on their desks. Before speaking, please wait until I recognize you by name and please direct your remarks through the chair. For those joining by video conference, I'd like to remind you to leave your microphones on mute when you are not speaking. Also, please note that if you want to speak in English, you need to be on the English channel for interpretation, and if you want to speak French, you should do so on the French channel. Should you wish to alternate between the two languages, please change to the channel for the language that you happen to be using at the time. Should members participating by video conference need to request the floor outside their designated speaking times, they should activate their mic and state that they have a point of order. Those in the Chamber can rise in the usual way. Please note that today's proceedings will be televised in the same way as a typical sitting of the House. We will now proceed to ministerial announcements. I invite the Right Hon. Prime Minister to take the floor. Right Hon. Justin Trudeau (Papineau, Lib.): Thank you, Mr.Chair. I rise today to address what so many people of colour live with every day. Over the past few days, we've seen horrific reports of police violence against black men and women south of the border, but these are not isolated incidents or elsewhere problems. Prejudice, discrimination and violence are a lived reality for far too many people. They are a result of systems that far too often condone, normal
Question: Summarize the whole meeting.
Answer: | The meeting started off with petitions from members that included appeals to the Government to take action on issues such as raising the minimum wage for essential workers. The members then moved on to giving statements that included recognition for people who had recently lost their lives, as well as praise and criticism for efforts by the Government and private organizations. Finally, the members quizzed ministers on various issues facing various groups such as farmers and women. |