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Text: Project Manager: Okay. Hi Team. Hope you had a good lunch. Marketing: <unk>gap<unk> Project Manager: <unk>vocalsound<unk> Okay we're back for the conceptual design meeting. Um let's get started. 'Kay, here is the agenda for today's meeting. Um we're gonna open it and I'm gonna keep the minutes as Project Manager. We're gonna have three presentations, one from each of you again. And then we are going to come to decision on the remote control concepts and then we're gonna close it up. And we have forty minutes again. 'Kay, and just to reiterate um after this meeting the team will reach a decision on the concepts of the remote control. Okay. Let's go ahead and start off with your presentations. Who would like to go first? Industrial Designer: Just trying to move mine right now. Project Manager: Okay. Um Courtney would you mind starting us off? Marketing: Yeah <unk>gap<unk>. Project Manager: Okay. Trend watching? 'Kay. Marketing: Yeah. Okay, so trend watching. Uh since we do put the fashion in electronics, it is kind of important how our product looks. So I guess we can go ahead and go to the next. So what they want. Right now customers want fancy versus functional. Um basically about fifty eight percent of what they <unk>disfmarker<unk> like of the product that they want, describing like the <unk>disfmarker<unk> in order of how much they want, fifty eight per cent of the decision of what it should look like, fancy versus functional, and then it has to also be technologically innovative, and yet easy to use. So the customer basically is confused. They don't know exactly what they want. They want us to tell them. <unk>gap<unk> Industrial Designer: They want everything, but simply. Marketing: Yes. Exactly. Industrial Designer: <unk>vocalsound<unk> Okay. Marketing: So we can go to next Question: Summarize the team's discussion and decision on the energy source of the remote. Answer:

User Interface pointed out that if the remote was small, it would not go well with a base. The team then decided on a single smaller remote instead of a bigger one with a base, and a locating device would sufficiently prevent the remote from being lost. In terms of the battery, Industrial Designer suggested one small lithium battery instead of double A's or triple A's. An initial lithium battery could be sold with the remote, while subsequent replacements would be bought separately. With this suggestion in mind, the team decided to come back to it in the next meeting.

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Text: Project Manager: Okay. Hi Team. Hope you had a good lunch. Marketing: <unk>gap<unk> Project Manager: <unk>vocalsound<unk> Okay we're back for the conceptual design meeting. Um let's get started. 'Kay, here is the agenda for today's meeting. Um we're gonna open it and I'm gonna keep the minutes as Project Manager. We're gonna have three presentations, one from each of you again. And then we are going to come to decision on the remote control concepts and then we're gonna close it up. And we have forty minutes again. 'Kay, and just to reiterate um after this meeting the team will reach a decision on the concepts of the remote control. Okay. Let's go ahead and start off with your presentations. Who would like to go first? Industrial Designer: Just trying to move mine right now. Project Manager: Okay. Um Courtney would you mind starting us off? Marketing: Yeah <unk>gap<unk>. Project Manager: Okay. Trend watching? 'Kay. Marketing: Yeah. Okay, so trend watching. Uh since we do put the fashion in electronics, it is kind of important how our product looks. So I guess we can go ahead and go to the next. So what they want. Right now customers want fancy versus functional. Um basically about fifty eight percent of what they <unk>disfmarker<unk> like of the product that they want, describing like the <unk>disfmarker<unk> in order of how much they want, fifty eight per cent of the decision of what it should look like, fancy versus functional, and then it has to also be technologically innovative, and yet easy to use. So the customer basically is confused. They don't know exactly what they want. They want us to tell them. <unk>gap<unk> Industrial Designer: They want everything, but simply. Marketing: Yes. Exactly. Industrial Designer: <unk>vocalsound<unk> Okay. Marketing: So we can go to next. Project Manager: Question: How did the team decide against a base for the remote? Answer:

It was first suggested by User Interface that a charging base would not go well with a small remote. The team agreed on this, and Project Manager reminded them the remote was not going to be a huge one. User Interface worried that a small remote without a base could be more easily lost, but Marketing reassured the team that this wouldn't be a problem if the remote had a locating device. Each team member then gave his/her opinion on the issue, all preferring a smaller remote without a base.

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Text: Project Manager: Okay. Hi Team. Hope you had a good lunch. Marketing: <unk>gap<unk> Project Manager: <unk>vocalsound<unk> Okay we're back for the conceptual design meeting. Um let's get started. 'Kay, here is the agenda for today's meeting. Um we're gonna open it and I'm gonna keep the minutes as Project Manager. We're gonna have three presentations, one from each of you again. And then we are going to come to decision on the remote control concepts and then we're gonna close it up. And we have forty minutes again. 'Kay, and just to reiterate um after this meeting the team will reach a decision on the concepts of the remote control. Okay. Let's go ahead and start off with your presentations. Who would like to go first? Industrial Designer: Just trying to move mine right now. Project Manager: Okay. Um Courtney would you mind starting us off? Marketing: Yeah <unk>gap<unk>. Project Manager: Okay. Trend watching? 'Kay. Marketing: Yeah. Okay, so trend watching. Uh since we do put the fashion in electronics, it is kind of important how our product looks. So I guess we can go ahead and go to the next. So what they want. Right now customers want fancy versus functional. Um basically about fifty eight percent of what they <unk>disfmarker<unk> like of the product that they want, describing like the <unk>disfmarker<unk> in order of how much they want, fifty eight per cent of the decision of what it should look like, fancy versus functional, and then it has to also be technologically innovative, and yet easy to use. So the customer basically is confused. They don't know exactly what they want. They want us to tell them. <unk>gap<unk> Industrial Designer: They want everything, but simply. Marketing: Yes. Exactly. Industrial Designer: <unk>vocalsound<unk> Okay. Marketing: So we can go to next Question: What points did the team mention about lithium batteries when discussing the energy source for the remote? Answer:

When first suggesting one small lithium battery for the remote, Industrial Designer pointed out its wide availability and proved success in various electronic products. Project Manager had concerns on it being more expensive, but Industrial Designer said the final cost could be levelled down by its longer battery life. The bulk price for lithium batteries would also be fairly cheap. As for how to realize this design in the sales, Industrial Designer suggested providing one initial lithium battery along with the remote, while replacements would be sold separately.

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Text: Project Manager: Okay. Hi Team. Hope you had a good lunch. Marketing: <unk>gap<unk> Project Manager: <unk>vocalsound<unk> Okay we're back for the conceptual design meeting. Um let's get started. 'Kay, here is the agenda for today's meeting. Um we're gonna open it and I'm gonna keep the minutes as Project Manager. We're gonna have three presentations, one from each of you again. And then we are going to come to decision on the remote control concepts and then we're gonna close it up. And we have forty minutes again. 'Kay, and just to reiterate um after this meeting the team will reach a decision on the concepts of the remote control. Okay. Let's go ahead and start off with your presentations. Who would like to go first? Industrial Designer: Just trying to move mine right now. Project Manager: Okay. Um Courtney would you mind starting us off? Marketing: Yeah <unk>gap<unk>. Project Manager: Okay. Trend watching? 'Kay. Marketing: Yeah. Okay, so trend watching. Uh since we do put the fashion in electronics, it is kind of important how our product looks. So I guess we can go ahead and go to the next. So what they want. Right now customers want fancy versus functional. Um basically about fifty eight percent of what they <unk>disfmarker<unk> like of the product that they want, describing like the <unk>disfmarker<unk> in order of how much they want, fifty eight per cent of the decision of what it should look like, fancy versus functional, and then it has to also be technologically innovative, and yet easy to use. So the customer basically is confused. They don't know exactly what they want. They want us to tell them. <unk>gap<unk> Industrial Designer: They want everything, but simply. Marketing: Yes. Exactly. Industrial Designer: <unk>vocalsound<unk> Okay. Marketing: So we can go to Question: Summarize the team's discussion and decision on the user interface concept of the remote. Answer:

Project Manager liked the phone dial shape with their logo in the middle, but User Interface thought the remote would be too wide or the buttons too small. Despite Industrial Designer's proposal for scrolls, the team decided on buttons on the side instead. For their logo, Project Manager suggested putting it on a major button, but User Interface objected that it would wear off. They finally decided on leaving a space on the latex cover for the logo to be always visible. As for the colour for buttons, their decision was blue-based touch buttons with a yellow illumination.

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Text: Project Manager: Okay. Hi Team. Hope you had a good lunch. Marketing: <unk>gap<unk> Project Manager: <unk>vocalsound<unk> Okay we're back for the conceptual design meeting. Um let's get started. 'Kay, here is the agenda for today's meeting. Um we're gonna open it and I'm gonna keep the minutes as Project Manager. We're gonna have three presentations, one from each of you again. And then we are going to come to decision on the remote control concepts and then we're gonna close it up. And we have forty minutes again. 'Kay, and just to reiterate um after this meeting the team will reach a decision on the concepts of the remote control. Okay. Let's go ahead and start off with your presentations. Who would like to go first? Industrial Designer: Just trying to move mine right now. Project Manager: Okay. Um Courtney would you mind starting us off? Marketing: Yeah <unk>gap<unk>. Project Manager: Okay. Trend watching? 'Kay. Marketing: Yeah. Okay, so trend watching. Uh since we do put the fashion in electronics, it is kind of important how our product looks. So I guess we can go ahead and go to the next. So what they want. Right now customers want fancy versus functional. Um basically about fifty eight percent of what they <unk>disfmarker<unk> like of the product that they want, describing like the <unk>disfmarker<unk> in order of how much they want, fifty eight per cent of the decision of what it should look like, fancy versus functional, and then it has to also be technologically innovative, and yet easy to use. So the customer basically is confused. They don't know exactly what they want. They want us to tell them. <unk>gap<unk> Industrial Designer: They want everything, but simply. Marketing: Yes. Exactly. Industrial Designer: <unk>vocal Question: When discussing the outer design of the remote, how did User Interface advise against Project Manager's idea of shaping the remote like a retro phone dial? Answer:

Project Manager suggested having a large version of the company's logo in the middle of the remote. User Interface pointed out that this design would make the remote too big and wide to fit into one hand. Furthermore, a large logo would take up so much space that the buttons would have to be smaller, and thus they would be less discernible. Project Manager acknowledged that User Interface's argument was reasonable. User Interface then proposed an alternative design, curving the remote like a hand with scroll buttons on the side.

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Text: Project Manager: Okay. Hi Team. Hope you had a good lunch. Marketing: <unk>gap<unk> Project Manager: <unk>vocalsound<unk> Okay we're back for the conceptual design meeting. Um let's get started. 'Kay, here is the agenda for today's meeting. Um we're gonna open it and I'm gonna keep the minutes as Project Manager. We're gonna have three presentations, one from each of you again. And then we are going to come to decision on the remote control concepts and then we're gonna close it up. And we have forty minutes again. 'Kay, and just to reiterate um after this meeting the team will reach a decision on the concepts of the remote control. Okay. Let's go ahead and start off with your presentations. Who would like to go first? Industrial Designer: Just trying to move mine right now. Project Manager: Okay. Um Courtney would you mind starting us off? Marketing: Yeah <unk>gap<unk>. Project Manager: Okay. Trend watching? 'Kay. Marketing: Yeah. Okay, so trend watching. Uh since we do put the fashion in electronics, it is kind of important how our product looks. So I guess we can go ahead and go to the next. So what they want. Right now customers want fancy versus functional. Um basically about fifty eight percent of what they <unk>disfmarker<unk> like of the product that they want, describing like the <unk>disfmarker<unk> in order of how much they want, fifty eight per cent of the decision of what it should look like, fancy versus functional, and then it has to also be technologically innovative, and yet easy to use. So the customer basically is confused. They don't know exactly what they want. They want us to tell them. <unk>gap<unk> Industrial Designer: They want everything, but simply. Marketing: Yes. Exactly. Industrial Designer: <unk>vocalsound<unk> Okay. Marketing: So we can go to next Question: What did the team decide to do for the logo to remain visible on the remote? Answer:

For the logo to remain despite latex cover changes, Project Manager proposed to print it on a button. Yet User Interface opposed this idea for fear that the print would wear off. Industrial Designer suggested putting the logo on the back of the remote, but this option was ruled out since the logo must be always visible. User Interface presented another option where the remote would consist of two pieces, but this too was incompatible with the cover design. Finally, Industrial Designer suggested leaving a cut-out space on latex covers to show the logo, and all agreed on this design.

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Text: Project Manager: Okay. Hi Team. Hope you had a good lunch. Marketing: <unk>gap<unk> Project Manager: <unk>vocalsound<unk> Okay we're back for the conceptual design meeting. Um let's get started. 'Kay, here is the agenda for today's meeting. Um we're gonna open it and I'm gonna keep the minutes as Project Manager. We're gonna have three presentations, one from each of you again. And then we are going to come to decision on the remote control concepts and then we're gonna close it up. And we have forty minutes again. 'Kay, and just to reiterate um after this meeting the team will reach a decision on the concepts of the remote control. Okay. Let's go ahead and start off with your presentations. Who would like to go first? Industrial Designer: Just trying to move mine right now. Project Manager: Okay. Um Courtney would you mind starting us off? Marketing: Yeah <unk>gap<unk>. Project Manager: Okay. Trend watching? 'Kay. Marketing: Yeah. Okay, so trend watching. Uh since we do put the fashion in electronics, it is kind of important how our product looks. So I guess we can go ahead and go to the next. So what they want. Right now customers want fancy versus functional. Um basically about fifty eight percent of what they <unk>disfmarker<unk> like of the product that they want, describing like the <unk>disfmarker<unk> in order of how much they want, fifty eight per cent of the decision of what it should look like, fancy versus functional, and then it has to also be technologically innovative, and yet easy to use. So the customer basically is confused. They don't know exactly what they want. They want us to tell them. <unk>gap<unk> Industrial Designer: They want everything, but simply. Marketing: Yes. Exactly. Industrial Designer: <unk>vocalsound<unk> Okay. Marketing: So we can go to next. Project Manager: Mm 'kay Question: Summarize the whole meeting. Answer:

This was the conceptual design meeting for the remote. The first presentation was given by Marketing on trend watching. Marketing pointed out that customers wanted the remote to be technologically innovative and yet simple to use, and that the current fashion trend was fruits and vegetable patterns. Clearly labelled large buttons with the company logo and colour scheme were also preferred. User Interface followed with the presentation on interface concepts, proposing to have a scroll-down design and a distinctly recognizable demographic for specific buttons. Industrial Designer's presentation on component design provided information for the material needed for the remote, and certain restrictions coming with different options. After User Interface's additional thoughts on voice recognition, the team discussed designs of the energy source, the material, and the user interface concept, deciding on latex covers, the gun-metal grey colour, and blue and yellow touch buttons.

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Text: Sian Thomas: Bore da. Unfortunately, the Chair, Lynne Neagle, is unable to attend today's meeting. Therefore, in accordance with Standing Order 17.22, I call for nominations for a temporary Chair, for the duration of the meeting. Julie Morgan AM: I nominate John Griffiths. Sian Thomas: Any further nominations? I therefore declare that John Griffiths has been appointed temporary Chair, and I invite him to chair for the duration of today's meeting. John Griffiths AM: Thank you very much. I thank the Members for that. Welcome, everyone, to this meeting of the Children, Young People and Education Committee. The first item on our agenda today is apologies, substitutions, declarations of interest. Obviously, Lynne Neagle isn't able to be with us today. We haven't received any other apologies. Are there any declarations of interest? No. We will move on then to item 2 on our agenda, the continuation of our inquiry into targeted funding to improve educational outcomes, and evidence session 8. And I'm very pleased to welcome Estyn here this morning to give evidence to the committee. Would you like to introduce yourselves for the record, please? Meilyr Rowlands: Meilyr Rowlands, chief inspector. Claire Morgan: Claire Morgan, strategic director. Simon Brown: Simon Brown, strategic director. John Griffiths AM: Okay. Thank you. And welcome again. If it's okay, we'll move straight into questions—we have quite a number of questions to get through this morning. Firstly, Llyr. Llyr Gruffydd AM: Thank you, Chair, and good morning. I just want to start by asking about your perception of how schools are using the pupil development grant funding, and to what extent they are genuinely targeting that funding exclusively towards children eligible for free school meals. Meilyr Rowlands: Thank you for the question. This grant has been targeted far better by now than it was originally. Estyn has made several reports regarding the effectiveness of the grant, and, really, going back to before this specific grant, to a similar grant, called RAISE. At the start of this grant, the funding was often spent on tackling underachievement, rather Question: How was the effectiveness of the pupil development grant funding? Answer:

Meilyr Rowlands introduced that the grant had been targeted far better by now than it was originally and it was very specific towards the different use of the fund in each aspect of the school day, especially for those students eligible for free school meals. However, Llyr Gruffydd AM questioned that research by Ipsos MORI and the Wales Institute of Social and Economic Research, Data and Methods had shown that there was some kind of blurring. Meilyr Rowlands indicated that although schools were not following the exact process, the spirit of PDG was included, which was fair enough.

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Text: Sian Thomas: Bore da. Unfortunately, the Chair, Lynne Neagle, is unable to attend today's meeting. Therefore, in accordance with Standing Order 17.22, I call for nominations for a temporary Chair, for the duration of the meeting. Julie Morgan AM: I nominate John Griffiths. Sian Thomas: Any further nominations? I therefore declare that John Griffiths has been appointed temporary Chair, and I invite him to chair for the duration of today's meeting. John Griffiths AM: Thank you very much. I thank the Members for that. Welcome, everyone, to this meeting of the Children, Young People and Education Committee. The first item on our agenda today is apologies, substitutions, declarations of interest. Obviously, Lynne Neagle isn't able to be with us today. We haven't received any other apologies. Are there any declarations of interest? No. We will move on then to item 2 on our agenda, the continuation of our inquiry into targeted funding to improve educational outcomes, and evidence session 8. And I'm very pleased to welcome Estyn here this morning to give evidence to the committee. Would you like to introduce yourselves for the record, please? Meilyr Rowlands: Meilyr Rowlands, chief inspector. Claire Morgan: Claire Morgan, strategic director. Simon Brown: Simon Brown, strategic director. John Griffiths AM: Okay. Thank you. And welcome again. If it's okay, we'll move straight into questions—we have quite a number of questions to get through this morning. Firstly, Llyr. Llyr Gruffydd AM: Thank you, Chair, and good morning. I just want to start by asking about your perception of how schools are using the pupil development grant funding, and to what extent they are genuinely targeting that funding exclusively towards children eligible for free school meals. Meilyr Rowlands: Thank you for the question. This grant has been targeted far better by now than it was originally. Estyn has made several reports regarding the effectiveness of the grant, and, really, going back to before this specific grant, to a similar grant, called RAISE. At the start of this grant, the funding was often spent on tackling underachievement Question: What was emphasized on the more able and talented stream? Answer:

Meilyr Rowlands introduced that Estyn had always been very strongly focused on improving the performance of more able pupils. More inspections were added to this certain group of students, especially at the relative performance of different groups and different performances of boys and girls. Currently the main strategy was always to identify where there were weaknesses to ensure the overall process of a typical school day.

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Text: Sian Thomas: Bore da. Unfortunately, the Chair, Lynne Neagle, is unable to attend today's meeting. Therefore, in accordance with Standing Order 17.22, I call for nominations for a temporary Chair, for the duration of the meeting. Julie Morgan AM: I nominate John Griffiths. Sian Thomas: Any further nominations? I therefore declare that John Griffiths has been appointed temporary Chair, and I invite him to chair for the duration of today's meeting. John Griffiths AM: Thank you very much. I thank the Members for that. Welcome, everyone, to this meeting of the Children, Young People and Education Committee. The first item on our agenda today is apologies, substitutions, declarations of interest. Obviously, Lynne Neagle isn't able to be with us today. We haven't received any other apologies. Are there any declarations of interest? No. We will move on then to item 2 on our agenda, the continuation of our inquiry into targeted funding to improve educational outcomes, and evidence session 8. And I'm very pleased to welcome Estyn here this morning to give evidence to the committee. Would you like to introduce yourselves for the record, please? Meilyr Rowlands: Meilyr Rowlands, chief inspector. Claire Morgan: Claire Morgan, strategic director. Simon Brown: Simon Brown, strategic director. John Griffiths AM: Okay. Thank you. And welcome again. If it's okay, we'll move straight into questions—we have quite a number of questions to get through this morning. Firstly, Llyr. Llyr Gruffydd AM: Thank you, Chair, and good morning. I just want to start by asking about your perception of how schools are using the pupil development grant funding, and to what extent they are genuinely targeting that funding exclusively towards children eligible for free school meals. Meilyr Rowlands: Thank you for the question. This grant has been targeted far better by now than it was originally. Estyn has made several reports regarding the effectiveness of the grant, and, really, going back to before this specific grant, to a similar grant, called RAISE. At the start of this grant, the funding was often spent on tackling underachieve Question: What was the proportion of schools making effective use of the PDG? Answer:

Michelle Brown AM suggested that only two thirds of secondary and primary schools were making effective use of the PDG while the meaning, a third, were still not using that PDG effectively. Meilyr Rowlands regarded this issue of lacking good leadership and suggested improving attendance, offering extra-curricular activities, literacy and numeracy support, tracking pupils would improve the process, especially to engage the learners.

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Text: Sian Thomas: Bore da. Unfortunately, the Chair, Lynne Neagle, is unable to attend today's meeting. Therefore, in accordance with Standing Order 17.22, I call for nominations for a temporary Chair, for the duration of the meeting. Julie Morgan AM: I nominate John Griffiths. Sian Thomas: Any further nominations? I therefore declare that John Griffiths has been appointed temporary Chair, and I invite him to chair for the duration of today's meeting. John Griffiths AM: Thank you very much. I thank the Members for that. Welcome, everyone, to this meeting of the Children, Young People and Education Committee. The first item on our agenda today is apologies, substitutions, declarations of interest. Obviously, Lynne Neagle isn't able to be with us today. We haven't received any other apologies. Are there any declarations of interest? No. We will move on then to item 2 on our agenda, the continuation of our inquiry into targeted funding to improve educational outcomes, and evidence session 8. And I'm very pleased to welcome Estyn here this morning to give evidence to the committee. Would you like to introduce yourselves for the record, please? Meilyr Rowlands: Meilyr Rowlands, chief inspector. Claire Morgan: Claire Morgan, strategic director. Simon Brown: Simon Brown, strategic director. John Griffiths AM: Okay. Thank you. And welcome again. If it's okay, we'll move straight into questions—we have quite a number of questions to get through this morning. Firstly, Llyr. Llyr Gruffydd AM: Thank you, Chair, and good morning. I just want to start by asking about your perception of how schools are using the pupil development grant funding, and to what extent they are genuinely targeting that funding exclusively towards children eligible for free school meals. Meilyr Rowlands: Thank you for the question. This grant has been targeted far better by now than it was originally. Estyn has made several reports regarding the effectiveness of the grant, and, really, going back to before this specific grant, to a similar grant, called RAISE. At the start of this grant, the funding was often spent on tackling underachievement, rather Question: What did the PDG come into working with families? Answer:

Claire Morgan first suggested that in the best schools, the headteachers consider themselves to be community leaders as well as headteachers, and they often set up arrangements where they engaged directly with the families of disadvantaged children or children who were under achieving generally. And PDG would be used for appointing staff to these positions to connect the family with the school.

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Text: Sian Thomas: Bore da. Unfortunately, the Chair, Lynne Neagle, is unable to attend today's meeting. Therefore, in accordance with Standing Order 17.22, I call for nominations for a temporary Chair, for the duration of the meeting. Julie Morgan AM: I nominate John Griffiths. Sian Thomas: Any further nominations? I therefore declare that John Griffiths has been appointed temporary Chair, and I invite him to chair for the duration of today's meeting. John Griffiths AM: Thank you very much. I thank the Members for that. Welcome, everyone, to this meeting of the Children, Young People and Education Committee. The first item on our agenda today is apologies, substitutions, declarations of interest. Obviously, Lynne Neagle isn't able to be with us today. We haven't received any other apologies. Are there any declarations of interest? No. We will move on then to item 2 on our agenda, the continuation of our inquiry into targeted funding to improve educational outcomes, and evidence session 8. And I'm very pleased to welcome Estyn here this morning to give evidence to the committee. Would you like to introduce yourselves for the record, please? Meilyr Rowlands: Meilyr Rowlands, chief inspector. Claire Morgan: Claire Morgan, strategic director. Simon Brown: Simon Brown, strategic director. John Griffiths AM: Okay. Thank you. And welcome again. If it's okay, we'll move straight into questions—we have quite a number of questions to get through this morning. Firstly, Llyr. Llyr Gruffydd AM: Thank you, Chair, and good morning. I just want to start by asking about your perception of how schools are using the pupil development grant funding, and to what extent they are genuinely targeting that funding exclusively towards children eligible for free school meals. Meilyr Rowlands: Thank you for the question. This grant has been targeted far better by now than it was originally. Estyn has made several reports regarding the effectiveness of the grant, and, really, going back to before this specific grant, to a similar grant, called RAISE. At the start of this grant, the funding was often spent on tackling underachievement Question: How did the government plan to spread the method of building connections? Answer:

Claire Morgan suggested that the first thing to do was to finish the inspection report, and the government should highlight the practice there. In this way, detailed outcomes of the methods would be listed and would be shared in the conferences where different schools join in it. But Hefin David AM challenged that it was not engaging and Claire Morgan argued that the learning process worthed trying.

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Text: Sian Thomas: Bore da. Unfortunately, the Chair, Lynne Neagle, is unable to attend today's meeting. Therefore, in accordance with Standing Order 17.22, I call for nominations for a temporary Chair, for the duration of the meeting. Julie Morgan AM: I nominate John Griffiths. Sian Thomas: Any further nominations? I therefore declare that John Griffiths has been appointed temporary Chair, and I invite him to chair for the duration of today's meeting. John Griffiths AM: Thank you very much. I thank the Members for that. Welcome, everyone, to this meeting of the Children, Young People and Education Committee. The first item on our agenda today is apologies, substitutions, declarations of interest. Obviously, Lynne Neagle isn't able to be with us today. We haven't received any other apologies. Are there any declarations of interest? No. We will move on then to item 2 on our agenda, the continuation of our inquiry into targeted funding to improve educational outcomes, and evidence session 8. And I'm very pleased to welcome Estyn here this morning to give evidence to the committee. Would you like to introduce yourselves for the record, please? Meilyr Rowlands: Meilyr Rowlands, chief inspector. Claire Morgan: Claire Morgan, strategic director. Simon Brown: Simon Brown, strategic director. John Griffiths AM: Okay. Thank you. And welcome again. If it's okay, we'll move straight into questions—we have quite a number of questions to get through this morning. Firstly, Llyr. Llyr Gruffydd AM: Thank you, Chair, and good morning. I just want to start by asking about your perception of how schools are using the pupil development grant funding, and to what extent they are genuinely targeting that funding exclusively towards children eligible for free school meals. Meilyr Rowlands: Thank you for the question. This grant has been targeted far better by now than it was originally. Estyn has made several reports regarding the effectiveness of the grant, and, really, going back to before this specific grant, to a similar grant, called RAISE. At the start of this grant, the funding Question: What did the meeting talk about the attainment gap between pupils on free school meals and those not on free school meals? Answer:

Meilyr Rowlands indicated that it was quite difficult to identify the cause and the effect in terms of the PDG but what was clear was that there had been some improvements by now. Using the same measuring method, in 2017, there was a re-widening of the attainment gap between pupils on free school meals and those not on free school meals. However, currently secondary schools were driven overly by performance indicators and the result turned out to be satisfying, though the exact result still remained unclear.

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Text: Sian Thomas: Bore da. Unfortunately, the Chair, Lynne Neagle, is unable to attend today's meeting. Therefore, in accordance with Standing Order 17.22, I call for nominations for a temporary Chair, for the duration of the meeting. Julie Morgan AM: I nominate John Griffiths. Sian Thomas: Any further nominations? I therefore declare that John Griffiths has been appointed temporary Chair, and I invite him to chair for the duration of today's meeting. John Griffiths AM: Thank you very much. I thank the Members for that. Welcome, everyone, to this meeting of the Children, Young People and Education Committee. The first item on our agenda today is apologies, substitutions, declarations of interest. Obviously, Lynne Neagle isn't able to be with us today. We haven't received any other apologies. Are there any declarations of interest? No. We will move on then to item 2 on our agenda, the continuation of our inquiry into targeted funding to improve educational outcomes, and evidence session 8. And I'm very pleased to welcome Estyn here this morning to give evidence to the committee. Would you like to introduce yourselves for the record, please? Meilyr Rowlands: Meilyr Rowlands, chief inspector. Claire Morgan: Claire Morgan, strategic director. Simon Brown: Simon Brown, strategic director. John Griffiths AM: Okay. Thank you. And welcome again. If it's okay, we'll move straight into questions—we have quite a number of questions to get through this morning. Firstly, Llyr. Llyr Gruffydd AM: Thank you, Chair, and good morning. I just want to start by asking about your perception of how schools are using the pupil development grant funding, and to what extent they are genuinely targeting that funding exclusively towards children eligible for free school meals. Meilyr Rowlands: Thank you for the question. This grant has been targeted far better by now than it was originally. Estyn has made several reports regarding the effectiveness of the grant, and, really, going back to before this specific grant, to a similar grant, called RAISE. At the start of this grant, the funding was Question: What were the reasons for Professor Donaldson being asked to undertake a review of Estyn's role? Answer:

To answer Mark Reckless AM's question, Meilyr Rowlands explained that any good organisation would welcome external scrutiny. Since there had been in the past systems of quinquennial reviews, it would be healthy to have that sort of external view, especially when Estyn aimed at improving the current situation and adopting new changes.

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Text: Sian Thomas: Bore da. Unfortunately, the Chair, Lynne Neagle, is unable to attend today's meeting. Therefore, in accordance with Standing Order 17.22, I call for nominations for a temporary Chair, for the duration of the meeting. Julie Morgan AM: I nominate John Griffiths. Sian Thomas: Any further nominations? I therefore declare that John Griffiths has been appointed temporary Chair, and I invite him to chair for the duration of today's meeting. John Griffiths AM: Thank you very much. I thank the Members for that. Welcome, everyone, to this meeting of the Children, Young People and Education Committee. The first item on our agenda today is apologies, substitutions, declarations of interest. Obviously, Lynne Neagle isn't able to be with us today. We haven't received any other apologies. Are there any declarations of interest? No. We will move on then to item 2 on our agenda, the continuation of our inquiry into targeted funding to improve educational outcomes, and evidence session 8. And I'm very pleased to welcome Estyn here this morning to give evidence to the committee. Would you like to introduce yourselves for the record, please? Meilyr Rowlands: Meilyr Rowlands, chief inspector. Claire Morgan: Claire Morgan, strategic director. Simon Brown: Simon Brown, strategic director. John Griffiths AM: Okay. Thank you. And welcome again. If it's okay, we'll move straight into questions—we have quite a number of questions to get through this morning. Firstly, Llyr. Llyr Gruffydd AM: Thank you, Chair, and good morning. I just want to start by asking about your perception of how schools are using the pupil development grant funding, and to what extent they are genuinely targeting that funding exclusively towards children eligible for free school meals. Meilyr Rowlands: Thank you for the question. This grant has been targeted far better by now than it was originally. Estyn has made several reports regarding the effectiveness of the grant, and, really, going back to before this specific grant, to a similar grant, called RAISE. At the start of this grant, the funding was often spent on tackling underachie Question: What were the benefits to Wales of having an independent body for inspecting? Answer:

Meilyr Rowlands suggested that it was hard to compare Ofsted and Education Scotland and the Education Training Inspectorate in Northern Ireland with the decision to have Estyn as an independent body inspecting schools and other institutions in Wales. Different institutions did things slightly differently, but the government had benefited a lot from each one of them. Meilyr Rowlands concluded that the use of the nominee and peer inspectors in particular supported the whole process in Wales.

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Text: Sian Thomas: Bore da. Unfortunately, the Chair, Lynne Neagle, is unable to attend today's meeting. Therefore, in accordance with Standing Order 17.22, I call for nominations for a temporary Chair, for the duration of the meeting. Julie Morgan AM: I nominate John Griffiths. Sian Thomas: Any further nominations? I therefore declare that John Griffiths has been appointed temporary Chair, and I invite him to chair for the duration of today's meeting. John Griffiths AM: Thank you very much. I thank the Members for that. Welcome, everyone, to this meeting of the Children, Young People and Education Committee. The first item on our agenda today is apologies, substitutions, declarations of interest. Obviously, Lynne Neagle isn't able to be with us today. We haven't received any other apologies. Are there any declarations of interest? No. We will move on then to item 2 on our agenda, the continuation of our inquiry into targeted funding to improve educational outcomes, and evidence session 8. And I'm very pleased to welcome Estyn here this morning to give evidence to the committee. Would you like to introduce yourselves for the record, please? Meilyr Rowlands: Meilyr Rowlands, chief inspector. Claire Morgan: Claire Morgan, strategic director. Simon Brown: Simon Brown, strategic director. John Griffiths AM: Okay. Thank you. And welcome again. If it's okay, we'll move straight into questions—we have quite a number of questions to get through this morning. Firstly, Llyr. Llyr Gruffydd AM: Thank you, Chair, and good morning. I just want to start by asking about your perception of how schools are using the pupil development grant funding, and to what extent they are genuinely targeting that funding exclusively towards children eligible for free school meals. Meilyr Rowlands: Thank you for the question. This grant has been targeted far better by now than it was originally. Estyn has made several reports regarding the effectiveness of the grant, and, really, going back to before this specific grant, to a similar grant, called RAISE. At the start of this grant, the funding was often Question: What did the meeting discuss about the lack of good practice being able to travel into all parts of Wales? Answer:

Darren Millar AM suggested that it had been one of the tough problems that was identified in the past and it was hard to travel the good practice to local authorities, regional consortia, and the Welsh Government efficiently in a short period. Meilyr Rowlands agreed that the problem was highly associated with the foundation phase and training should be included in both a pupil-led learning experience and a teacher-led learning experience, though they shared differences with each other.

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Text: Sian Thomas: Bore da. Unfortunately, the Chair, Lynne Neagle, is unable to attend today's meeting. Therefore, in accordance with Standing Order 17.22, I call for nominations for a temporary Chair, for the duration of the meeting. Julie Morgan AM: I nominate John Griffiths. Sian Thomas: Any further nominations? I therefore declare that John Griffiths has been appointed temporary Chair, and I invite him to chair for the duration of today's meeting. John Griffiths AM: Thank you very much. I thank the Members for that. Welcome, everyone, to this meeting of the Children, Young People and Education Committee. The first item on our agenda today is apologies, substitutions, declarations of interest. Obviously, Lynne Neagle isn't able to be with us today. We haven't received any other apologies. Are there any declarations of interest? No. We will move on then to item 2 on our agenda, the continuation of our inquiry into targeted funding to improve educational outcomes, and evidence session 8. And I'm very pleased to welcome Estyn here this morning to give evidence to the committee. Would you like to introduce yourselves for the record, please? Meilyr Rowlands: Meilyr Rowlands, chief inspector. Claire Morgan: Claire Morgan, strategic director. Simon Brown: Simon Brown, strategic director. John Griffiths AM: Okay. Thank you. And welcome again. If it's okay, we'll move straight into questions—we have quite a number of questions to get through this morning. Firstly, Llyr. Llyr Gruffydd AM: Thank you, Chair, and good morning. I just want to start by asking about your perception of how schools are using the pupil development grant funding, and to what extent they are genuinely targeting that funding exclusively towards children eligible for free school meals. Meilyr Rowlands: Thank you for the question. This grant has been targeted far better by now than it was originally. Estyn has made several reports regarding the effectiveness of the grant, and, really, going back to before this specific grant, to a similar grant, called RAISE. At the start of this grant, the funding was often spent on tackling underachie Question: What was the way to get families and the community more involved in education? Answer:

John Griffiths AM suggested that one way was through community-focused schools that were very much accessible to the community, linked well with outside organisations, having an extended school-day offer. Meilyr Rowlands agreed that it was a good method and the government was delighted to support the remaining schools which still participate in the process in every way. It was concluded that a new mechanism should be added to avoid misunderstanding the role of community-focused schools.

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Text: Sian Thomas: Bore da. Unfortunately, the Chair, Lynne Neagle, is unable to attend today's meeting. Therefore, in accordance with Standing Order 17.22, I call for nominations for a temporary Chair, for the duration of the meeting. Julie Morgan AM: I nominate John Griffiths. Sian Thomas: Any further nominations? I therefore declare that John Griffiths has been appointed temporary Chair, and I invite him to chair for the duration of today's meeting. John Griffiths AM: Thank you very much. I thank the Members for that. Welcome, everyone, to this meeting of the Children, Young People and Education Committee. The first item on our agenda today is apologies, substitutions, declarations of interest. Obviously, Lynne Neagle isn't able to be with us today. We haven't received any other apologies. Are there any declarations of interest? No. We will move on then to item 2 on our agenda, the continuation of our inquiry into targeted funding to improve educational outcomes, and evidence session 8. And I'm very pleased to welcome Estyn here this morning to give evidence to the committee. Would you like to introduce yourselves for the record, please? Meilyr Rowlands: Meilyr Rowlands, chief inspector. Claire Morgan: Claire Morgan, strategic director. Simon Brown: Simon Brown, strategic director. John Griffiths AM: Okay. Thank you. And welcome again. If it's okay, we'll move straight into questions—we have quite a number of questions to get through this morning. Firstly, Llyr. Llyr Gruffydd AM: Thank you, Chair, and good morning. I just want to start by asking about your perception of how schools are using the pupil development grant funding, and to what extent they are genuinely targeting that funding exclusively towards children eligible for free school meals. Meilyr Rowlands: Thank you for the question. This grant has been targeted far better by now than it was originally. Estyn has made several reports regarding the effectiveness of the grant, and, really, going back to before this specific grant, to a similar grant, called RAISE. At the start of this grant, the funding was often spent on tackling Question: To what extent had the rate of improvement differed between the primary and secondary sectors? Answer:

Meilyr Rowlands agreed that indeed in previous annual reports, the difference between primary and secondary did exist. Nearly three quarters of primary schools were doing well and about half of secondary schools were the same. The reason seemed to be there was a widening of gaps when it moved from primary to secondary, but also it was from foundation phase to key stage 2 to key stage 3 to key stage 4. To conclude, Meilyr Rowlands suggested that a whole range of issues should be considered to help explain what had been identified about the gap.

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Text: Sian Thomas: Bore da. Unfortunately, the Chair, Lynne Neagle, is unable to attend today's meeting. Therefore, in accordance with Standing Order 17.22, I call for nominations for a temporary Chair, for the duration of the meeting. Julie Morgan AM: I nominate John Griffiths. Sian Thomas: Any further nominations? I therefore declare that John Griffiths has been appointed temporary Chair, and I invite him to chair for the duration of today's meeting. John Griffiths AM: Thank you very much. I thank the Members for that. Welcome, everyone, to this meeting of the Children, Young People and Education Committee. The first item on our agenda today is apologies, substitutions, declarations of interest. Obviously, Lynne Neagle isn't able to be with us today. We haven't received any other apologies. Are there any declarations of interest? No. We will move on then to item 2 on our agenda, the continuation of our inquiry into targeted funding to improve educational outcomes, and evidence session 8. And I'm very pleased to welcome Estyn here this morning to give evidence to the committee. Would you like to introduce yourselves for the record, please? Meilyr Rowlands: Meilyr Rowlands, chief inspector. Claire Morgan: Claire Morgan, strategic director. Simon Brown: Simon Brown, strategic director. John Griffiths AM: Okay. Thank you. And welcome again. If it's okay, we'll move straight into questions—we have quite a number of questions to get through this morning. Firstly, Llyr. Llyr Gruffydd AM: Thank you, Chair, and good morning. I just want to start by asking about your perception of how schools are using the pupil development grant funding, and to what extent they are genuinely targeting that funding exclusively towards children eligible for free school meals. Meilyr Rowlands: Thank you for the question. This grant has been targeted far better by now than it was originally. Estyn has made several reports regarding the effectiveness of the grant, and, really, going back to before this specific grant, to a similar grant, called RAISE. At the start of this grant, the funding was often spent on tackling underachievement, Question: What did the meeting discuss about the standards in special schools? Answer:

The government highlighted special schools as a successful sector in the annual report, since over 90 per cent of them were good or better. Schools cared for children with emotional and behavioural difficulties were improving and they worked as a team instead of competing with each other. Although the independent special sector over the cycle was slightly different, the overal achievements were significant.

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Text: Sian Thomas: Bore da. Unfortunately, the Chair, Lynne Neagle, is unable to attend today's meeting. Therefore, in accordance with Standing Order 17.22, I call for nominations for a temporary Chair, for the duration of the meeting. Julie Morgan AM: I nominate John Griffiths. Sian Thomas: Any further nominations? I therefore declare that John Griffiths has been appointed temporary Chair, and I invite him to chair for the duration of today's meeting. John Griffiths AM: Thank you very much. I thank the Members for that. Welcome, everyone, to this meeting of the Children, Young People and Education Committee. The first item on our agenda today is apologies, substitutions, declarations of interest. Obviously, Lynne Neagle isn't able to be with us today. We haven't received any other apologies. Are there any declarations of interest? No. We will move on then to item 2 on our agenda, the continuation of our inquiry into targeted funding to improve educational outcomes, and evidence session 8. And I'm very pleased to welcome Estyn here this morning to give evidence to the committee. Would you like to introduce yourselves for the record, please? Meilyr Rowlands: Meilyr Rowlands, chief inspector. Claire Morgan: Claire Morgan, strategic director. Simon Brown: Simon Brown, strategic director. John Griffiths AM: Okay. Thank you. And welcome again. If it's okay, we'll move straight into questions—we have quite a number of questions to get through this morning. Firstly, Llyr. Llyr Gruffydd AM: Thank you, Chair, and good morning. I just want to start by asking about your perception of how schools are using the pupil development grant funding, and to what extent they are genuinely targeting that funding exclusively towards children eligible for free school meals. Meilyr Rowlands: Thank you for the question. This grant has been targeted far better by now than it was originally. Estyn has made several reports regarding the effectiveness of the grant, and, really, going back to before this specific grant, to a similar grant, called RAISE. At the start of this grant, the funding was often spent on tackling underachievement, rather than dealing with the Question: Summarize the whole meeting. Answer:

The meeting between the Children, Young People and Education Committee and the Welsh Government was considered as an evidence session to the continuation of the inquiry into targeted funding to improve educational outcomes. The meeting started by discussing thoroughly about the use of pupil development grant funding in different sectors and the meeting believed that PDG would largely cover each aspect of students' rights and support the school services at the same time. Later, the meeting also agreed about the PDG's contribution to special kids and more able and talented streams. The meeting also talked about changes in key positions to ensure smooth adoption of the new curriculum. In the end, several issues regarding different phases of education and connection between different sectors were brought up and currently, they would work out the final stage.

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Text: Project Manager: Alright? Alright. Thank you for coming to this third meeting of the uh uh design group. Um I think we uh made some definite progress at the last one um and come up with some interesting uh uh w suggestions for our our new remote control. Um I'll again very quickly uh just present some notes of that meeting. Um <unk>vocalsound<unk> the the the problem with existing remote controls, we felt, was that they're ugly um and that people are prepared to pay a premium for something better. Um they've got lots of buttons on them that uh people don't use and find difficult to learn. Um and people lose them. And <unk>vocalsound<unk> We we thought that f for our our new uh uh remote control that everybody will want to rush out and buy, um <unk>vocalsound<unk> that we're <unk>disfmarker<unk> <unk>vocalsound<unk> we should look at speech recognition rather than r rather than buttons, and that if we have any buttons they should be very few of them and only for those functions that are actually identified that that people use. That <unk>disfmarker<unk> um <unk>vocalsound<unk> we want to go for uh a long lasting battery that we gua we guarantee for the life of the uh uh the product and a shape that will be instantly recognisable, A_ um as uh a trendy remote control, and and B_ as uh a Real Reaction product. So that w uh when people are uh happy with that, they will they will want to buy uh everything else from us. Uh <unk>disfmarker<unk> <unk>vocalsound<unk> Okay. So again um, I'll <unk>disfmarker<unk> we'll have the three three presentations from the the the three of you and then uh we'll we'll make a a final a final uh decision. Um and the the decisions that we need to to make today, finally Question: Summarize the discussion about energy source and components design of remote control. Answer:

Industrial Designer proposed to select a combination of solar cells with a back-up basic battery, but Project Manager rejected and preferred a conventional one. In terms of the choice of chips, Industrial Designer pointed out that custom-designed ones were more flexible but would cost more and take a long time, so Project Manager favoured chips off the shelf. However, in view of the significance of technological innovation, the team eventually chose custom-designed ones.

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Text: Project Manager: Alright? Alright. Thank you for coming to this third meeting of the uh uh design group. Um I think we uh made some definite progress at the last one um and come up with some interesting uh uh w suggestions for our our new remote control. Um I'll again very quickly uh just present some notes of that meeting. Um <unk>vocalsound<unk> the the the problem with existing remote controls, we felt, was that they're ugly um and that people are prepared to pay a premium for something better. Um they've got lots of buttons on them that uh people don't use and find difficult to learn. Um and people lose them. And <unk>vocalsound<unk> We we thought that f for our our new uh uh remote control that everybody will want to rush out and buy, um <unk>vocalsound<unk> that we're <unk>disfmarker<unk> <unk>vocalsound<unk> we should look at speech recognition rather than r rather than buttons, and that if we have any buttons they should be very few of them and only for those functions that are actually identified that that people use. That <unk>disfmarker<unk> um <unk>vocalsound<unk> we want to go for uh a long lasting battery that we gua we guarantee for the life of the uh uh the product and a shape that will be instantly recognisable, A_ um as uh a trendy remote control, and and B_ as uh a Real Reaction product. So that w uh when people are uh happy with that, they will they will want to buy uh everything else from us. Uh <unk>disfmarker<unk> <unk>vocalsound<unk> Okay. So again um, I'll <unk>disfmarker<unk> we'll have the three three presentations from the the the three of you and then uh we'll we'll make a a final a final uh decision. Um and the the decisions that we need to to make today, finally Question: Why did Project Manager reject custom-designed chips initially when discussing components design? Answer:

Project Manager learned that custom-designed chips would be expensive and the completion time could not be predicted as the voice technology had not been well developed yet.

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Text: Project Manager: Alright? Alright. Thank you for coming to this third meeting of the uh uh design group. Um I think we uh made some definite progress at the last one um and come up with some interesting uh uh w suggestions for our our new remote control. Um I'll again very quickly uh just present some notes of that meeting. Um <unk>vocalsound<unk> the the the problem with existing remote controls, we felt, was that they're ugly um and that people are prepared to pay a premium for something better. Um they've got lots of buttons on them that uh people don't use and find difficult to learn. Um and people lose them. And <unk>vocalsound<unk> We we thought that f for our our new uh uh remote control that everybody will want to rush out and buy, um <unk>vocalsound<unk> that we're <unk>disfmarker<unk> <unk>vocalsound<unk> we should look at speech recognition rather than r rather than buttons, and that if we have any buttons they should be very few of them and only for those functions that are actually identified that that people use. That <unk>disfmarker<unk> um <unk>vocalsound<unk> we want to go for uh a long lasting battery that we gua we guarantee for the life of the uh uh the product and a shape that will be instantly recognisable, A_ um as uh a trendy remote control, and and B_ as uh a Real Reaction product. So that w uh when people are uh happy with that, they will they will want to buy uh everything else from us. Uh <unk>disfmarker<unk> <unk>vocalsound<unk> Okay. So again um, I'll <unk>disfmarker<unk> we'll have the three three presentations from the the the three of you and then uh we'll we'll make a a final a final uh decision. Um and the the decisions that we need to to make Question: Why did Project Manager agree to use custom-designed chips later in the discussion of components design? Answer:

Industrial Designer pointed out that voice technology was fundamental to the project and Marketing also revealed the importance of technological innovation.

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Text: Project Manager: Alright? Alright. Thank you for coming to this third meeting of the uh uh design group. Um I think we uh made some definite progress at the last one um and come up with some interesting uh uh w suggestions for our our new remote control. Um I'll again very quickly uh just present some notes of that meeting. Um <unk>vocalsound<unk> the the the problem with existing remote controls, we felt, was that they're ugly um and that people are prepared to pay a premium for something better. Um they've got lots of buttons on them that uh people don't use and find difficult to learn. Um and people lose them. And <unk>vocalsound<unk> We we thought that f for our our new uh uh remote control that everybody will want to rush out and buy, um <unk>vocalsound<unk> that we're <unk>disfmarker<unk> <unk>vocalsound<unk> we should look at speech recognition rather than r rather than buttons, and that if we have any buttons they should be very few of them and only for those functions that are actually identified that that people use. That <unk>disfmarker<unk> um <unk>vocalsound<unk> we want to go for uh a long lasting battery that we gua we guarantee for the life of the uh uh the product and a shape that will be instantly recognisable, A_ um as uh a trendy remote control, and and B_ as uh a Real Reaction product. So that w uh when people are uh happy with that, they will they will want to buy uh everything else from us. Uh <unk>disfmarker<unk> <unk>vocalsound<unk> Okay. So again um, I'll <unk>disfmarker<unk> we'll have the three three presentations from the the the three of you and then uh we'll we'll make a a final a final uh decision. Um and the the decisions that we need to to make today, finally, are Question: What did the group discuss about button design of remote control? Answer:

User Interface proposed that to avoid excessive buttons, a slide button could be used and envisaged that the push button could be added when changing the function of the slider. Project Manager agreed and supposed that three buttons could be put on a slider. Eventually, the team achieved an agreement that they need buttons for channel change, power, menu and volume.

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Text: Project Manager: Alright? Alright. Thank you for coming to this third meeting of the uh uh design group. Um I think we uh made some definite progress at the last one um and come up with some interesting uh uh w suggestions for our our new remote control. Um I'll again very quickly uh just present some notes of that meeting. Um <unk>vocalsound<unk> the the the problem with existing remote controls, we felt, was that they're ugly um and that people are prepared to pay a premium for something better. Um they've got lots of buttons on them that uh people don't use and find difficult to learn. Um and people lose them. And <unk>vocalsound<unk> We we thought that f for our our new uh uh remote control that everybody will want to rush out and buy, um <unk>vocalsound<unk> that we're <unk>disfmarker<unk> <unk>vocalsound<unk> we should look at speech recognition rather than r rather than buttons, and that if we have any buttons they should be very few of them and only for those functions that are actually identified that that people use. That <unk>disfmarker<unk> um <unk>vocalsound<unk> we want to go for uh a long lasting battery that we gua we guarantee for the life of the uh uh the product and a shape that will be instantly recognisable, A_ um as uh a trendy remote control, and and B_ as uh a Real Reaction product. So that w uh when people are uh happy with that, they will they will want to buy uh everything else from us. Uh <unk>disfmarker<unk> <unk>vocalsound<unk> Okay. So again um, I'll <unk>disfmarker<unk> we'll have the three three presentations from the the the three of you and then uh we'll we'll make a a final a final uh decision. Um and the the decisions that we need to to make today, finally, Question: What did Project Manager think about slide buttons when discussing button design? Answer:

Project Manager thought push buttons were simpler, cheaper and more reliable and initially had doubts about slide buttons. But when User Interface revealed that slide buttons actually cost the same as push buttons, Project Manager agreed to the idea and supposed that three buttons could be installed on a slide button to save space.

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Text: Project Manager: Alright? Alright. Thank you for coming to this third meeting of the uh uh design group. Um I think we uh made some definite progress at the last one um and come up with some interesting uh uh w suggestions for our our new remote control. Um I'll again very quickly uh just present some notes of that meeting. Um <unk>vocalsound<unk> the the the problem with existing remote controls, we felt, was that they're ugly um and that people are prepared to pay a premium for something better. Um they've got lots of buttons on them that uh people don't use and find difficult to learn. Um and people lose them. And <unk>vocalsound<unk> We we thought that f for our our new uh uh remote control that everybody will want to rush out and buy, um <unk>vocalsound<unk> that we're <unk>disfmarker<unk> <unk>vocalsound<unk> we should look at speech recognition rather than r rather than buttons, and that if we have any buttons they should be very few of them and only for those functions that are actually identified that that people use. That <unk>disfmarker<unk> um <unk>vocalsound<unk> we want to go for uh a long lasting battery that we gua we guarantee for the life of the uh uh the product and a shape that will be instantly recognisable, A_ um as uh a trendy remote control, and and B_ as uh a Real Reaction product. So that w uh when people are uh happy with that, they will they will want to buy uh everything else from us. Uh <unk>disfmarker<unk> <unk>vocalsound<unk> Okay. So again um, I'll <unk>disfmarker<unk> we'll have the three three presentations from the the the three of you and then uh we'll we'll make a a final a final uh decision. Um and the the decisions that we need to to make today, finally Question: What buttons did the team think was needed in the discussion of button design? Answer:

The team initially supposed that the buttons for channel change, power and volume were needed. But then, they came to realize that people might need to change brightness, tint and stuff so they thought a menu button was also needed.

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Text: Project Manager: Alright? Alright. Thank you for coming to this third meeting of the uh uh design group. Um I think we uh made some definite progress at the last one um and come up with some interesting uh uh w suggestions for our our new remote control. Um I'll again very quickly uh just present some notes of that meeting. Um <unk>vocalsound<unk> the the the problem with existing remote controls, we felt, was that they're ugly um and that people are prepared to pay a premium for something better. Um they've got lots of buttons on them that uh people don't use and find difficult to learn. Um and people lose them. And <unk>vocalsound<unk> We we thought that f for our our new uh uh remote control that everybody will want to rush out and buy, um <unk>vocalsound<unk> that we're <unk>disfmarker<unk> <unk>vocalsound<unk> we should look at speech recognition rather than r rather than buttons, and that if we have any buttons they should be very few of them and only for those functions that are actually identified that that people use. That <unk>disfmarker<unk> um <unk>vocalsound<unk> we want to go for uh a long lasting battery that we gua we guarantee for the life of the uh uh the product and a shape that will be instantly recognisable, A_ um as uh a trendy remote control, and and B_ as uh a Real Reaction product. So that w uh when people are uh happy with that, they will they will want to buy uh everything else from us. Uh <unk>disfmarker<unk> <unk>vocalsound<unk> Okay. So again um, I'll <unk>disfmarker<unk> we'll have the three three presentations from the the the three of you and then uh we'll we'll make a a final a final uh decision. Um and the the decisions that we need to to make today, finally, are um what energy source we Question: Summarize the whole meeting. Answer:

This is the third meeting of the design group. Project Manager raised the question left over from the last meeting. That is, what kind of energy source should be used. Industrial Designer preferred a combination of solar cells with a back-up basic battery, but Project Manager rejected and decided to use a long-term battery in light of the production cost. Then Industrial Designer described the advantages and disadvantages of custom-designed chips and chips off the shelf. Due to the significance of technological innovation, the team decided to choose the former. After discussion, the team agreed that they needed buttons for channel change, power, menu and volume, and proposed to add a slide button. In terms of the appearance design, Marketing proposed to follow the fashion and use a spongy material. In order to keep up with the changes in fashion, the team recommended interchangeable covers.

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Text: Grad E: As usual. Grad B: Yes. Whew! I almost forgot <unk>pause<unk> about the meeting. I woke up twenty minutes ago, thinking, what did I forget? Grad D: It's great how the br brain sort of does that. Grad E: Something's not right here. Grad B: Internal alarms. Grad D: OK. So the news for me is A, my forthcoming travel plans Grad B: Yes. Grad D: in two weeks from today? Yeah? More or less? I 'll be off to Sicily and Germany for a couple, three days. Grad B: Now what are y what are you doing there? I forgot? Grad D: OK, I'm flying to Sicily basically to drop off Simon there with his grandparents. And then I'm flying to Germany t to go to a MOKU - Treffen which is the meeting of all the module - responsible people in SmartKom, Grad B: Mmm. Grad D: and, represent ICI and myself I guess there. And um. That's the mmm actual reason. And then I'm also going up to EML for a day, and then I'm going to <unk>vocalsound<unk> meet the very big boss, Wolfgang Walster, in Saarbruecken and the System system integration people in Kaiserslautern and then I'm flying back via Sicily pick up my son come back here on the fourth of July. And uh. Grad E: What a great time to be coming back to the Grad B: God bless America. Grad E: You 'll see maybe <unk>disfmarker<unk> see the fireworks from your plane coming in. Grad D: And I'm sure all the <unk>disfmarker<unk> the people at the airport will be happy to work on that day. Grad E: Yeah. You 'll get even better service than usual. Grad B: Wait, aren't you flying on Lufthansa though? Grad D: Mm - hmm. Ali Question: What was said in future work? Answer:

An idea for future work was suggested during the visit of the german project manager: the possibility to use the same system for language generation. Setting up certain inputs in the Bayes-net would imply certain intentions, which would trigger dialogues. Having a system able to ask questions could contribute significantly to training the belief-net. The possibility of incorporating language generation into the system will have to be discussed further.

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Text: Grad E: As usual. Grad B: Yes. Whew! I almost forgot <unk>pause<unk> about the meeting. I woke up twenty minutes ago, thinking, what did I forget? Grad D: It's great how the br brain sort of does that. Grad E: Something's not right here. Grad B: Internal alarms. Grad D: OK. So the news for me is A, my forthcoming travel plans Grad B: Yes. Grad D: in two weeks from today? Yeah? More or less? I 'll be off to Sicily and Germany for a couple, three days. Grad B: Now what are y what are you doing there? I forgot? Grad D: OK, I'm flying to Sicily basically to drop off Simon there with his grandparents. And then I'm flying to Germany t to go to a MOKU - Treffen which is the meeting of all the module - responsible people in SmartKom, Grad B: Mmm. Grad D: and, represent ICI and myself I guess there. And um. That's the mmm actual reason. And then I'm also going up to EML for a day, and then I'm going to <unk>vocalsound<unk> meet the very big boss, Wolfgang Walster, in Saarbruecken and the System system integration people in Kaiserslautern and then I'm flying back via Sicily pick up my son come back here on the fourth of July. And uh. Grad E: What a great time to be coming back to the Grad B: God bless America. Grad E: You 'll see maybe <unk>disfmarker<unk> see the fireworks from your plane coming in. Grad D: And I'm sure all the <unk>disfmarker<unk> the people at the airport will be happy to work on that day. Grad E: Yeah. You 'll get even better service than usual. Grad B: Wait, aren't you flying on Lufthansa though? Grad D: Mm Question: Why was the project fit to be included in a conference paper? Answer:

There is potential to make a conference paper out of presenting the current work and the project aspirations within a parsing paradigm. Similarly, as no one could recall some of the points of the conference call, the group will have to meet again and define the exact structure and content of the paper they are going to submit.

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Text: Grad E: As usual. Grad B: Yes. Whew! I almost forgot <unk>pause<unk> about the meeting. I woke up twenty minutes ago, thinking, what did I forget? Grad D: It's great how the br brain sort of does that. Grad E: Something's not right here. Grad B: Internal alarms. Grad D: OK. So the news for me is A, my forthcoming travel plans Grad B: Yes. Grad D: in two weeks from today? Yeah? More or less? I 'll be off to Sicily and Germany for a couple, three days. Grad B: Now what are y what are you doing there? I forgot? Grad D: OK, I'm flying to Sicily basically to drop off Simon there with his grandparents. And then I'm flying to Germany t to go to a MOKU - Treffen which is the meeting of all the module - responsible people in SmartKom, Grad B: Mmm. Grad D: and, represent ICI and myself I guess there. And um. That's the mmm actual reason. And then I'm also going up to EML for a day, and then I'm going to <unk>vocalsound<unk> meet the very big boss, Wolfgang Walster, in Saarbruecken and the System system integration people in Kaiserslautern and then I'm flying back via Sicily pick up my son come back here on the fourth of July. And uh. Grad E: What a great time to be coming back to the Grad B: God bless America. Grad E: You 'll see maybe <unk>disfmarker<unk> see the fireworks from your plane coming in. Grad D: And I'm sure all the <unk>disfmarker<unk> the people at the airport will be happy to work on that day. Grad E: Yeah. You 'll get even better service than usual. Grad B: Wait, aren't you flying on Lufthansa though? Grad D: Mm - h Question: What was said about the bayes-net? Answer:

The Bayes-net is going to be the focus of the presentation. In order to complete a functioning prototype of the belief-net, it was decided to start expanding the Ontology and Discourse nodes by working with a simple construction, like "where is X?". A robust analysis of such a basic utterance will indicate what the limits of the information derived from the construction are, as well as ways to design the whole module and fit other constructions in.

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Text: Grad E: As usual. Grad B: Yes. Whew! I almost forgot <unk>pause<unk> about the meeting. I woke up twenty minutes ago, thinking, what did I forget? Grad D: It's great how the br brain sort of does that. Grad E: Something's not right here. Grad B: Internal alarms. Grad D: OK. So the news for me is A, my forthcoming travel plans Grad B: Yes. Grad D: in two weeks from today? Yeah? More or less? I 'll be off to Sicily and Germany for a couple, three days. Grad B: Now what are y what are you doing there? I forgot? Grad D: OK, I'm flying to Sicily basically to drop off Simon there with his grandparents. And then I'm flying to Germany t to go to a MOKU - Treffen which is the meeting of all the module - responsible people in SmartKom, Grad B: Mmm. Grad D: and, represent ICI and myself I guess there. And um. That's the mmm actual reason. And then I'm also going up to EML for a day, and then I'm going to <unk>vocalsound<unk> meet the very big boss, Wolfgang Walster, in Saarbruecken and the System system integration people in Kaiserslautern and then I'm flying back via Sicily pick up my son come back here on the fourth of July. And uh. Grad E: What a great time to be coming back to the Grad B: God bless America. Grad E: You 'll see maybe <unk>disfmarker<unk> see the fireworks from your plane coming in. Grad D: And I'm sure all the <unk>disfmarker<unk> the people at the airport will be happy to work on that day. Grad E: Yeah. You 'll get even better service than usual. Grad B: Wait, aren't you flying on Lufthansa though? Grad D: Mm - hmm. Alit Question: What was the meeting about? Answer:

An idea for future work was suggested during the visit of the german project manager: the possibility to use the same system for language generation. Setting up certain inputs in the Bayes-net would imply certain intentions, which would trigger dialogues. There is potential to make a conference paper out of presenting the current work and the project aspirations within a parsing paradigm. The focus should be the Bayes-net, to which all other modules interface. Situation, User, Discourse and Ontology feed into the net to infer user intentions. It was suggested that they start analysing what the Discourse and Ontology would give as inputs to the Bayes-net.

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Text: Grad B: Sorry. Mental <unk>disfmarker<unk> mental Palm Pilot. Right. Hence <unk>pause<unk> no problem. Grad F: Let's see. So. What? I'm supposed to be on channel five? Her. Nope. Doesn't seem to be, Grad B: Hello <unk>pause<unk> I'm channel one. Grad F: yeah. Grad D: Grad E: What does your thing say on the back? Grad D: Testing. Grad F: Nnn, five. Alright, I'm five. Grad D: Sibilance. Sibilance. <unk>comment<unk> <unk>pause<unk> Three, three. I am three. Grad B: Eh. Grad D: See, that matches the seat up there. So. Grad F: Yeah, well, I g guess <unk>pause<unk> it's coming up then, or <unk>disfmarker<unk> Grad D: Cuz it's <unk>disfmarker<unk> That starts counting from zero and these start counting from one. Ergo, the classic off - by - one error. Grad B: But mine is correct. Grad D: Is it? Grad E: No. Grad B: It's one. Channel one. Grad D: Your mike <unk>pause<unk> number <unk>pause<unk> is what we're t Grad E: Look at the back. Grad B: Oh, oh, oh! Oh. Grad D: Ho! Grad B: So <unk>disfmarker<unk> Grad D: I've bested you again, Nancy. Grad B: But your p No, but the paper's correct. Grad D: The paper is correct. Grad B: Look at the paper. Grad D: I didn't det I was saying the microphone, not the paper. Professor C: Nnn, Grad B: Oh. Professor C: it's n Grad B: OK. Professor C: It's always offset. Yeah Question: Language generation Answer:

For the SmartKom generation module, all the syntax-to-prosody rules are going to be re-written for English. Additionally, OGI can offer a range of synthesiser voices to choose from.

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Text: Grad B: Sorry. Mental <unk>disfmarker<unk> mental Palm Pilot. Right. Hence <unk>pause<unk> no problem. Grad F: Let's see. So. What? I'm supposed to be on channel five? Her. Nope. Doesn't seem to be, Grad B: Hello <unk>pause<unk> I'm channel one. Grad F: yeah. Grad D: Grad E: What does your thing say on the back? Grad D: Testing. Grad F: Nnn, five. Alright, I'm five. Grad D: Sibilance. Sibilance. <unk>comment<unk> <unk>pause<unk> Three, three. I am three. Grad B: Eh. Grad D: See, that matches the seat up there. So. Grad F: Yeah, well, I g guess <unk>pause<unk> it's coming up then, or <unk>disfmarker<unk> Grad D: Cuz it's <unk>disfmarker<unk> That starts counting from zero and these start counting from one. Ergo, the classic off - by - one error. Grad B: But mine is correct. Grad D: Is it? Grad E: No. Grad B: It's one. Channel one. Grad D: Your mike <unk>pause<unk> number <unk>pause<unk> is what we're t Grad E: Look at the back. Grad B: Oh, oh, oh! Oh. Grad D: Ho! Grad B: So <unk>disfmarker<unk> Grad D: I've bested you again, Nancy. Grad B: But your p No, but the paper's correct. Grad D: The paper is correct. Grad B: Look at the paper. Grad D: I didn't det I was saying the microphone, not the paper. Professor C: Nnn, Grad B: Oh. Professor C: it's n Grad B: OK. Professor C Question: What were the difficulties that were encountered by the language generation? Answer:

As the translation of the german SmartKom into English moves on, the generation rules may prove difficult to tackle for someone without experience in functional programming, as they are written in LISP.

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Text: Grad B: Sorry. Mental <unk>disfmarker<unk> mental Palm Pilot. Right. Hence <unk>pause<unk> no problem. Grad F: Let's see. So. What? I'm supposed to be on channel five? Her. Nope. Doesn't seem to be, Grad B: Hello <unk>pause<unk> I'm channel one. Grad F: yeah. Grad D: Grad E: What does your thing say on the back? Grad D: Testing. Grad F: Nnn, five. Alright, I'm five. Grad D: Sibilance. Sibilance. <unk>comment<unk> <unk>pause<unk> Three, three. I am three. Grad B: Eh. Grad D: See, that matches the seat up there. So. Grad F: Yeah, well, I g guess <unk>pause<unk> it's coming up then, or <unk>disfmarker<unk> Grad D: Cuz it's <unk>disfmarker<unk> That starts counting from zero and these start counting from one. Ergo, the classic off - by - one error. Grad B: But mine is correct. Grad D: Is it? Grad E: No. Grad B: It's one. Channel one. Grad D: Your mike <unk>pause<unk> number <unk>pause<unk> is what we're t Grad E: Look at the back. Grad B: Oh, oh, oh! Oh. Grad D: Ho! Grad B: So <unk>disfmarker<unk> Grad D: I've bested you again, Nancy. Grad B: But your p No, but the paper's correct. Grad D: The paper is correct. Grad B: Look at the paper. Grad D: I didn't det I was saying the microphone, not the paper. Professor C: Nnn, Grad B: Oh. Professor C: it's n Grad B: OK. Professor C: It Question: What were the problems associated with mental spaces? Answer:

The Bayes-net is going to be the focus of the presentation. In order to complete a functioning prototype of the belief-net, it was decided to start expanding the Ontology and Discourse nodes by working with a simple construction, like "where is X?". A robust analysis of such a basic utterance will indicate what the limits of the information derived from the construction are, as well as ways to design the whole module and fit other constructions in.

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Text: Grad B: Sorry. Mental <unk>disfmarker<unk> mental Palm Pilot. Right. Hence <unk>pause<unk> no problem. Grad F: Let's see. So. What? I'm supposed to be on channel five? Her. Nope. Doesn't seem to be, Grad B: Hello <unk>pause<unk> I'm channel one. Grad F: yeah. Grad D: Grad E: What does your thing say on the back? Grad D: Testing. Grad F: Nnn, five. Alright, I'm five. Grad D: Sibilance. Sibilance. <unk>comment<unk> <unk>pause<unk> Three, three. I am three. Grad B: Eh. Grad D: See, that matches the seat up there. So. Grad F: Yeah, well, I g guess <unk>pause<unk> it's coming up then, or <unk>disfmarker<unk> Grad D: Cuz it's <unk>disfmarker<unk> That starts counting from zero and these start counting from one. Ergo, the classic off - by - one error. Grad B: But mine is correct. Grad D: Is it? Grad E: No. Grad B: It's one. Channel one. Grad D: Your mike <unk>pause<unk> number <unk>pause<unk> is what we're t Grad E: Look at the back. Grad B: Oh, oh, oh! Oh. Grad D: Ho! Grad B: So <unk>disfmarker<unk> Grad D: I've bested you again, Nancy. Grad B: But your p No, but the paper's correct. Grad D: The paper is correct. Grad B: Look at the paper. Grad D: I didn't det I was saying the microphone, not the paper. Professor C: Nnn, Grad B: Oh. Professor C: it's n Grad B: OK. Professor Question: What was said of the "where is X" construction? Answer:

Additionally, in the example "Where is X?" construction, the ambiguity (Location or Path) could be coded either in the semantics of the construction or as if determined by context. The former could mean creating a different construction for every slight pragmatic variation, and the latter, some of the belief-net probabilities could be instantiated in the lexicon.

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Text: Grad B: Sorry. Mental <unk>disfmarker<unk> mental Palm Pilot. Right. Hence <unk>pause<unk> no problem. Grad F: Let's see. So. What? I'm supposed to be on channel five? Her. Nope. Doesn't seem to be, Grad B: Hello <unk>pause<unk> I'm channel one. Grad F: yeah. Grad D: Grad E: What does your thing say on the back? Grad D: Testing. Grad F: Nnn, five. Alright, I'm five. Grad D: Sibilance. Sibilance. <unk>comment<unk> <unk>pause<unk> Three, three. I am three. Grad B: Eh. Grad D: See, that matches the seat up there. So. Grad F: Yeah, well, I g guess <unk>pause<unk> it's coming up then, or <unk>disfmarker<unk> Grad D: Cuz it's <unk>disfmarker<unk> That starts counting from zero and these start counting from one. Ergo, the classic off - by - one error. Grad B: But mine is correct. Grad D: Is it? Grad E: No. Grad B: It's one. Channel one. Grad D: Your mike <unk>pause<unk> number <unk>pause<unk> is what we're t Grad E: Look at the back. Grad B: Oh, oh, oh! Oh. Grad D: Ho! Grad B: So <unk>disfmarker<unk> Grad D: I've bested you again, Nancy. Grad B: But your p No, but the paper's correct. Grad D: The paper is correct. Grad B: Look at the paper. Grad D: I didn't det I was saying the microphone, not the paper. Professor C: Nnn, Grad B: Oh. Professor C: it's n Grad B: OK. Professor C: It Question: What were the resolutions in the meeting? Answer:

Several technical matters are being resolved: a conversion program is being written for data to be translated between XML and the Java Embedded-Bayes notation; the language generation templates are now available for the english version of the SmartKom system; SmartKom now works on three different machines at ICSI. On the other hand, future collaboration on belief-nets has already been agreed with another research group. The construction analysis and formalism are also progressing. Several issues that have been dealt with were mentioned during the meeting: indefinite pronouns and wh-questions, noun-phrase structure, etc. This analysis is being done with the help of a linguist, who often provides different perspectives to methods and terminology.

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Text: Project Manager: Mm-hmm? Okay. Ooh. User Interface: <unk>gap<unk> Industrial Designer: So we're 'kay? On the <unk>gap<unk> or <unk>disfmarker<unk> No. I dunno where to put it 'cause the <unk>disfmarker<unk> Okay. Could you s take it off? <unk>gap<unk>. Marketing: Is that alright? <unk>vocalsound<unk> <unk>gap<unk> or <unk>disfmarker<unk> Okay. Industrial Designer: Okay. Marketing: Keeps coming off. 'S fiddly. Project Manager: Hmm. <unk>gap<unk> Marketing: <unk>vocalsound<unk> Right. Project Manager: How do we sta wa how do we start? Does anybody know? Marketing: Oh, another one. Project Manager: So that's this <unk>disfmarker<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: Oh okay, right. Industrial Designer: Are we free to take notes uh <unk>disfmarker<unk> Okay. Project Manager: Uh <unk>vocalsound<unk> <unk>gap<unk>. <unk>vocalsound<unk> <unk>gap<unk>. Hmm. Okay, just hang on a second everybody. I haven't actually looked at this yet. Marketing: <unk>vocalsound<unk> Ah. Project Manager: <unk>gap<unk> um <unk>disfmarker<unk> Marketing: Very nice. Project Manager: I haven't looked at it, but let's just start it off and we'll see what happens. If you're all ready. User Interface: Yeah. Project Manager: So <unk>gap<unk> is the agenda? Opening, acquaintance, tool training and project plan, discussion and then closing. Project aim is a new remote control. It's original, uh trendy and it's user-friendly. Marketing: 'Kay. Project Manager: Project method, functional Question: What are the functions and characters discussed by the group that a remote control should incorporate? Answer:

Firstly the group confirmed that their target is a TV remote control. Marketing expects the control to be produced in medium size. User Interface indicated that the control should have a simple practical interface, without a great amount of buttons. Project Manager intended to relate the control with other devices like DVD, HI-FI, video, etc. And the team agreed on the inexpensiveness of the control.

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Text: Project Manager: Mm-hmm? Okay. Ooh. User Interface: <unk>gap<unk> Industrial Designer: So we're 'kay? On the <unk>gap<unk> or <unk>disfmarker<unk> No. I dunno where to put it 'cause the <unk>disfmarker<unk> Okay. Could you s take it off? <unk>gap<unk>. Marketing: Is that alright? <unk>vocalsound<unk> <unk>gap<unk> or <unk>disfmarker<unk> Okay. Industrial Designer: Okay. Marketing: Keeps coming off. 'S fiddly. Project Manager: Hmm. <unk>gap<unk> Marketing: <unk>vocalsound<unk> Right. Project Manager: How do we sta wa how do we start? Does anybody know? Marketing: Oh, another one. Project Manager: So that's this <unk>disfmarker<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: Oh okay, right. Industrial Designer: Are we free to take notes uh <unk>disfmarker<unk> Okay. Project Manager: Uh <unk>vocalsound<unk> <unk>gap<unk>. <unk>vocalsound<unk> <unk>gap<unk>. Hmm. Okay, just hang on a second everybody. I haven't actually looked at this yet. Marketing: <unk>vocalsound<unk> Ah. Project Manager: <unk>gap<unk> um <unk>disfmarker<unk> Marketing: Very nice. Project Manager: I haven't looked at it, but let's just start it off and we'll see what happens. If you're all ready. User Interface: Yeah. Project Manager: So <unk>gap<unk> is the agenda? Opening, acquaintance, tool training and project plan, discussion and then closing. Project aim is a new remote control. It's original, uh trendy and it's user-friendly. Marketing: 'Kay. Project Manager: Project method, functional design, individual work, another meeting, Question: What is the problem concerning feasibility? Answer:

Project Manager had an idea of the insertion of LCD display screen on the remote control, which may possess different pages for different devices. However, they reaffirmed the budget of twenty-five per unit and decided to be realistic with the budget.

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Text: Project Manager: Mm-hmm? Okay. Ooh. User Interface: <unk>gap<unk> Industrial Designer: So we're 'kay? On the <unk>gap<unk> or <unk>disfmarker<unk> No. I dunno where to put it 'cause the <unk>disfmarker<unk> Okay. Could you s take it off? <unk>gap<unk>. Marketing: Is that alright? <unk>vocalsound<unk> <unk>gap<unk> or <unk>disfmarker<unk> Okay. Industrial Designer: Okay. Marketing: Keeps coming off. 'S fiddly. Project Manager: Hmm. <unk>gap<unk> Marketing: <unk>vocalsound<unk> Right. Project Manager: How do we sta wa how do we start? Does anybody know? Marketing: Oh, another one. Project Manager: So that's this <unk>disfmarker<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: Oh okay, right. Industrial Designer: Are we free to take notes uh <unk>disfmarker<unk> Okay. Project Manager: Uh <unk>vocalsound<unk> <unk>gap<unk>. <unk>vocalsound<unk> <unk>gap<unk>. Hmm. Okay, just hang on a second everybody. I haven't actually looked at this yet. Marketing: <unk>vocalsound<unk> Ah. Project Manager: <unk>gap<unk> um <unk>disfmarker<unk> Marketing: Very nice. Project Manager: I haven't looked at it, but let's just start it off and we'll see what happens. If you're all ready. User Interface: Yeah. Project Manager: So <unk>gap<unk> is the agenda? Opening, acquaintance, tool training and project plan, discussion and then closing. Project aim is a new remote control. It's original, uh trendy and it's user-friendly. Marketing: 'Kay. Project Manager: Project method, functional Question: Summarize the group's discussion about technical and functional designs of the remote control? Answer:

Marketing believed that an ideal remote control should compress 3-4 different controllers in a thin combination. Users can switch controllers by sliding or flipping. Industrial Designer proposed a two-sided controller and said that he could keep it simple on one side and complicated on the other side.

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Text: Project Manager: Mm-hmm? Okay. Ooh. User Interface: <unk>gap<unk> Industrial Designer: So we're 'kay? On the <unk>gap<unk> or <unk>disfmarker<unk> No. I dunno where to put it 'cause the <unk>disfmarker<unk> Okay. Could you s take it off? <unk>gap<unk>. Marketing: Is that alright? <unk>vocalsound<unk> <unk>gap<unk> or <unk>disfmarker<unk> Okay. Industrial Designer: Okay. Marketing: Keeps coming off. 'S fiddly. Project Manager: Hmm. <unk>gap<unk> Marketing: <unk>vocalsound<unk> Right. Project Manager: How do we sta wa how do we start? Does anybody know? Marketing: Oh, another one. Project Manager: So that's this <unk>disfmarker<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: Oh okay, right. Industrial Designer: Are we free to take notes uh <unk>disfmarker<unk> Okay. Project Manager: Uh <unk>vocalsound<unk> <unk>gap<unk>. <unk>vocalsound<unk> <unk>gap<unk>. Hmm. Okay, just hang on a second everybody. I haven't actually looked at this yet. Marketing: <unk>vocalsound<unk> Ah. Project Manager: <unk>gap<unk> um <unk>disfmarker<unk> Marketing: Very nice. Project Manager: I haven't looked at it, but let's just start it off and we'll see what happens. If you're all ready. User Interface: Yeah. Project Manager: So <unk>gap<unk> is the agenda? Opening, acquaintance, tool training and project plan, discussion and then closing. Project aim is a new remote control. It's original, uh trendy and it's user-friendly. Marketing: 'Kay. Project Manager: Project method, functional design, individual work Question: What is the disagreement concerning the two-sided remote control? Answer:

Industrial Designer and Project Manager proposed the two-sided remote control, whose one side could be designed for kids and the other for adults. However, in this way, User Interface prospected a potential hard manipulation.

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Text: Project Manager: Mm-hmm? Okay. Ooh. User Interface: <unk>gap<unk> Industrial Designer: So we're 'kay? On the <unk>gap<unk> or <unk>disfmarker<unk> No. I dunno where to put it 'cause the <unk>disfmarker<unk> Okay. Could you s take it off? <unk>gap<unk>. Marketing: Is that alright? <unk>vocalsound<unk> <unk>gap<unk> or <unk>disfmarker<unk> Okay. Industrial Designer: Okay. Marketing: Keeps coming off. 'S fiddly. Project Manager: Hmm. <unk>gap<unk> Marketing: <unk>vocalsound<unk> Right. Project Manager: How do we sta wa how do we start? Does anybody know? Marketing: Oh, another one. Project Manager: So that's this <unk>disfmarker<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: Oh okay, right. Industrial Designer: Are we free to take notes uh <unk>disfmarker<unk> Okay. Project Manager: Uh <unk>vocalsound<unk> <unk>gap<unk>. <unk>vocalsound<unk> <unk>gap<unk>. Hmm. Okay, just hang on a second everybody. I haven't actually looked at this yet. Marketing: <unk>vocalsound<unk> Ah. Project Manager: <unk>gap<unk> um <unk>disfmarker<unk> Marketing: Very nice. Project Manager: I haven't looked at it, but let's just start it off and we'll see what happens. If you're all ready. User Interface: Yeah. Project Manager: So <unk>gap<unk> is the agenda? Opening, acquaintance, tool training and project plan, discussion and then closing. Project aim is a new remote control. It's original, uh trendy and it's user-friendly. Marketing: 'Kay. Project Manager: Project method, Question: How did the team reached an agreement on solving potential problems of the two-sided remote control? Answer:

Project Manager proposed the design of a flip telephone which could help solve this problem. When the controller is flipped open, users got all the buttons ; while basic buttons are on the cover. The team reached an agreement on it.

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Text: Project Manager: Mm-hmm? Okay. Ooh. User Interface: <unk>gap<unk> Industrial Designer: So we're 'kay? On the <unk>gap<unk> or <unk>disfmarker<unk> No. I dunno where to put it 'cause the <unk>disfmarker<unk> Okay. Could you s take it off? <unk>gap<unk>. Marketing: Is that alright? <unk>vocalsound<unk> <unk>gap<unk> or <unk>disfmarker<unk> Okay. Industrial Designer: Okay. Marketing: Keeps coming off. 'S fiddly. Project Manager: Hmm. <unk>gap<unk> Marketing: <unk>vocalsound<unk> Right. Project Manager: How do we sta wa how do we start? Does anybody know? Marketing: Oh, another one. Project Manager: So that's this <unk>disfmarker<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: Oh okay, right. Industrial Designer: Are we free to take notes uh <unk>disfmarker<unk> Okay. Project Manager: Uh <unk>vocalsound<unk> <unk>gap<unk>. <unk>vocalsound<unk> <unk>gap<unk>. Hmm. Okay, just hang on a second everybody. I haven't actually looked at this yet. Marketing: <unk>vocalsound<unk> Ah. Project Manager: <unk>gap<unk> um <unk>disfmarker<unk> Marketing: Very nice. Project Manager: I haven't looked at it, but let's just start it off and we'll see what happens. If you're all ready. User Interface: Yeah. Project Manager: So <unk>gap<unk> is the agenda? Opening, acquaintance, tool training and project plan, discussion and then closing. Project aim is a new remote control. It's original, uh trendy and it's user-friendly. Marketing: 'Kay. Project Manager: Project method, functional design, Question: What kind of design did the team proposed to help implement demographic marketing strategies? Answer:

Marketing proposed the design of a lid to avoid accidental pressing and touching. Project Manager proposed the design of a lock which could increase safety insurance for kids.

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Text: Project Manager: Mm-hmm? Okay. Ooh. User Interface: <unk>gap<unk> Industrial Designer: So we're 'kay? On the <unk>gap<unk> or <unk>disfmarker<unk> No. I dunno where to put it 'cause the <unk>disfmarker<unk> Okay. Could you s take it off? <unk>gap<unk>. Marketing: Is that alright? <unk>vocalsound<unk> <unk>gap<unk> or <unk>disfmarker<unk> Okay. Industrial Designer: Okay. Marketing: Keeps coming off. 'S fiddly. Project Manager: Hmm. <unk>gap<unk> Marketing: <unk>vocalsound<unk> Right. Project Manager: How do we sta wa how do we start? Does anybody know? Marketing: Oh, another one. Project Manager: So that's this <unk>disfmarker<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: Oh okay, right. Industrial Designer: Are we free to take notes uh <unk>disfmarker<unk> Okay. Project Manager: Uh <unk>vocalsound<unk> <unk>gap<unk>. <unk>vocalsound<unk> <unk>gap<unk>. Hmm. Okay, just hang on a second everybody. I haven't actually looked at this yet. Marketing: <unk>vocalsound<unk> Ah. Project Manager: <unk>gap<unk> um <unk>disfmarker<unk> Marketing: Very nice. Project Manager: I haven't looked at it, but let's just start it off and we'll see what happens. If you're all ready. User Interface: Yeah. Project Manager: So <unk>gap<unk> is the agenda? Opening, acquaintance, tool training and project plan, discussion and then closing. Project aim is a new remote control. It's original, uh trendy and it's user-friendly. Marketing: 'Kay. Project Manager: Project method, functional design, individual work, another meeting, Question: Summarize the whole meeting. Answer:

The team got warmed-up through the opening drawing game which also works as the tool training process. The meeting was primarily composed of discussions among team members on potential functions and designs of remote controls based on their own life experiences. By then, feasibilities on budgets and demographic marketing strategies were also taken into consideration which influence greatly the potential functions and designs.

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Text: Professor A: We're going? OK. Sh - Close your door on <unk>disfmarker<unk> door on the way out? Grad B: OK. Thanks. Professor A: Thanks. Grad B: Oh. Professor A: Yeah. Probably wanna get this other door, too. OK. So. Um. <unk>vocalsound<unk> <unk>vocalsound<unk> What are we talking about today? PhD E: Uh, well, first there are perhaps these uh Meeting Recorder digits that we tested. Professor A: Oh, yeah. That was kind of uh interesting. PhD E: So. Professor A: The <unk>disfmarker<unk> both the uh <unk>disfmarker<unk> <unk>vocalsound<unk> the SRI System and the oth PhD E: Um. Professor A: And for one thing that <unk>disfmarker<unk> that sure shows the <unk>vocalsound<unk> difference between having a lot of uh training data <unk>vocalsound<unk> or not, PhD E: Of data? Yeah. Professor A: uh, the uh <unk>disfmarker<unk> <unk>vocalsound<unk> The best kind of number we have on the English uh <unk>disfmarker<unk> on near microphone only is <unk>disfmarker<unk> is uh three or four percent. PhD E: Mm - hmm. Professor A: And uh it's significantly better than that, using fairly simple front - ends <unk>vocalsound<unk> on <unk>disfmarker<unk> <unk>vocalsound<unk> on the uh <unk>disfmarker<unk> <unk>vocalsound<unk> uh, with the SRI system. PhD E: Mm - hmm. Professor A: So I th I think that the uh <unk>disfmarker<unk> But that's <unk>disfmarker<unk> that's using uh a <unk>disfmarker<unk> a pretty huge amount of data Question: Summarize the discussion about meeting recorder digits Answer:

The team was concerned that there was something wrong with the back-end of the model. The professor was insistent that the problem was probably with the lack of data. The team also speculated that their data was more challenging.

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Text: Professor A: We're going? OK. Sh - Close your door on <unk>disfmarker<unk> door on the way out? Grad B: OK. Thanks. Professor A: Thanks. Grad B: Oh. Professor A: Yeah. Probably wanna get this other door, too. OK. So. Um. <unk>vocalsound<unk> <unk>vocalsound<unk> What are we talking about today? PhD E: Uh, well, first there are perhaps these uh Meeting Recorder digits that we tested. Professor A: Oh, yeah. That was kind of uh interesting. PhD E: So. Professor A: The <unk>disfmarker<unk> both the uh <unk>disfmarker<unk> <unk>vocalsound<unk> the SRI System and the oth PhD E: Um. Professor A: And for one thing that <unk>disfmarker<unk> that sure shows the <unk>vocalsound<unk> difference between having a lot of uh training data <unk>vocalsound<unk> or not, PhD E: Of data? Yeah. Professor A: uh, the uh <unk>disfmarker<unk> <unk>vocalsound<unk> The best kind of number we have on the English uh <unk>disfmarker<unk> on near microphone only is <unk>disfmarker<unk> is uh three or four percent. PhD E: Mm - hmm. Professor A: And uh it's significantly better than that, using fairly simple front - ends <unk>vocalsound<unk> on <unk>disfmarker<unk> <unk>vocalsound<unk> on the uh <unk>disfmarker<unk> <unk>vocalsound<unk> uh, with the SRI system. PhD E: Mm - hmm. Professor A: So I th I think that the uh <unk>disfmarker<unk> But that's <unk>disfmarker<unk> that's using uh a <unk>disfmarker<unk> a pretty huge amount of data, Question: What did the professor think about the back-end? Answer:

The professor thought that they were constrained by the shortage of data in the backend. Bigger companies had massive amounts of data to train their models. He recalled that they had been playing with the states in the back-end, but the results had not been too fruitful.

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Text: Professor A: We're going? OK. Sh - Close your door on <unk>disfmarker<unk> door on the way out? Grad B: OK. Thanks. Professor A: Thanks. Grad B: Oh. Professor A: Yeah. Probably wanna get this other door, too. OK. So. Um. <unk>vocalsound<unk> <unk>vocalsound<unk> What are we talking about today? PhD E: Uh, well, first there are perhaps these uh Meeting Recorder digits that we tested. Professor A: Oh, yeah. That was kind of uh interesting. PhD E: So. Professor A: The <unk>disfmarker<unk> both the uh <unk>disfmarker<unk> <unk>vocalsound<unk> the SRI System and the oth PhD E: Um. Professor A: And for one thing that <unk>disfmarker<unk> that sure shows the <unk>vocalsound<unk> difference between having a lot of uh training data <unk>vocalsound<unk> or not, PhD E: Of data? Yeah. Professor A: uh, the uh <unk>disfmarker<unk> <unk>vocalsound<unk> The best kind of number we have on the English uh <unk>disfmarker<unk> on near microphone only is <unk>disfmarker<unk> is uh three or four percent. PhD E: Mm - hmm. Professor A: And uh it's significantly better than that, using fairly simple front - ends <unk>vocalsound<unk> on <unk>disfmarker<unk> <unk>vocalsound<unk> on the uh <unk>disfmarker<unk> <unk>vocalsound<unk> uh, with the SRI system. PhD E: Mm - hmm. Professor A: So I th I think that the uh <unk>disfmarker<unk> But that's <unk>disfmarker<unk> that's using uh a <unk>disfmarker<unk> a pretty huge amount of data, mostly not Question: What did PhD E think about the noise? Answer:

PhD E speculated that the recording problem probably does not have to do with noise. The difference in result with the tandem and Aurora system was too big. He suggested they could learn more by adding more data from Meeting Recorder digits.

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Text: Professor A: We're going? OK. Sh - Close your door on <unk>disfmarker<unk> door on the way out? Grad B: OK. Thanks. Professor A: Thanks. Grad B: Oh. Professor A: Yeah. Probably wanna get this other door, too. OK. So. Um. <unk>vocalsound<unk> <unk>vocalsound<unk> What are we talking about today? PhD E: Uh, well, first there are perhaps these uh Meeting Recorder digits that we tested. Professor A: Oh, yeah. That was kind of uh interesting. PhD E: So. Professor A: The <unk>disfmarker<unk> both the uh <unk>disfmarker<unk> <unk>vocalsound<unk> the SRI System and the oth PhD E: Um. Professor A: And for one thing that <unk>disfmarker<unk> that sure shows the <unk>vocalsound<unk> difference between having a lot of uh training data <unk>vocalsound<unk> or not, PhD E: Of data? Yeah. Professor A: uh, the uh <unk>disfmarker<unk> <unk>vocalsound<unk> The best kind of number we have on the English uh <unk>disfmarker<unk> on near microphone only is <unk>disfmarker<unk> is uh three or four percent. PhD E: Mm - hmm. Professor A: And uh it's significantly better than that, using fairly simple front - ends <unk>vocalsound<unk> on <unk>disfmarker<unk> <unk>vocalsound<unk> on the uh <unk>disfmarker<unk> <unk>vocalsound<unk> uh, with the SRI system. PhD E: Mm - hmm. Professor A: So I th I think that the uh <unk>disfmarker<unk> But that's <unk>disfmarker<unk> that's using uh a <unk>disfmarker<unk> Question: Summarize the discussion on time series, reverberation and pronouncing zero Answer:

Grad B shared some of his progress on how the modulation spectrum could speak to the intelligibility of different linguistic units. Grad C was working on reverberation and how a model may deal with varying reverberation response. The discussion ended with different pronunciation, "O" and "zero" for the digit zero.

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Text: Professor A: We're going? OK. Sh - Close your door on <unk>disfmarker<unk> door on the way out? Grad B: OK. Thanks. Professor A: Thanks. Grad B: Oh. Professor A: Yeah. Probably wanna get this other door, too. OK. So. Um. <unk>vocalsound<unk> <unk>vocalsound<unk> What are we talking about today? PhD E: Uh, well, first there are perhaps these uh Meeting Recorder digits that we tested. Professor A: Oh, yeah. That was kind of uh interesting. PhD E: So. Professor A: The <unk>disfmarker<unk> both the uh <unk>disfmarker<unk> <unk>vocalsound<unk> the SRI System and the oth PhD E: Um. Professor A: And for one thing that <unk>disfmarker<unk> that sure shows the <unk>vocalsound<unk> difference between having a lot of uh training data <unk>vocalsound<unk> or not, PhD E: Of data? Yeah. Professor A: uh, the uh <unk>disfmarker<unk> <unk>vocalsound<unk> The best kind of number we have on the English uh <unk>disfmarker<unk> on near microphone only is <unk>disfmarker<unk> is uh three or four percent. PhD E: Mm - hmm. Professor A: And uh it's significantly better than that, using fairly simple front - ends <unk>vocalsound<unk> on <unk>disfmarker<unk> <unk>vocalsound<unk> on the uh <unk>disfmarker<unk> <unk>vocalsound<unk> uh, with the SRI system. PhD E: Mm - hmm. Professor A: So I th I think that the uh <unk>disfmarker<unk> But that's <unk>disfmarker<unk> that's using uh a <unk>disfmarker<unk> a pretty huge amount of data, mostly not Question: What did Grad B think about time series? Answer:

Grad B was working with Larry Saul on factorial HMM and doing inference with them. Grad B thought that perhaps modulation spectrum could be used on features and sub-bands to advance this work.

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Text: Professor A: We're going? OK. Sh - Close your door on <unk>disfmarker<unk> door on the way out? Grad B: OK. Thanks. Professor A: Thanks. Grad B: Oh. Professor A: Yeah. Probably wanna get this other door, too. OK. So. Um. <unk>vocalsound<unk> <unk>vocalsound<unk> What are we talking about today? PhD E: Uh, well, first there are perhaps these uh Meeting Recorder digits that we tested. Professor A: Oh, yeah. That was kind of uh interesting. PhD E: So. Professor A: The <unk>disfmarker<unk> both the uh <unk>disfmarker<unk> <unk>vocalsound<unk> the SRI System and the oth PhD E: Um. Professor A: And for one thing that <unk>disfmarker<unk> that sure shows the <unk>vocalsound<unk> difference between having a lot of uh training data <unk>vocalsound<unk> or not, PhD E: Of data? Yeah. Professor A: uh, the uh <unk>disfmarker<unk> <unk>vocalsound<unk> The best kind of number we have on the English uh <unk>disfmarker<unk> on near microphone only is <unk>disfmarker<unk> is uh three or four percent. PhD E: Mm - hmm. Professor A: And uh it's significantly better than that, using fairly simple front - ends <unk>vocalsound<unk> on <unk>disfmarker<unk> <unk>vocalsound<unk> on the uh <unk>disfmarker<unk> <unk>vocalsound<unk> uh, with the SRI system. PhD E: Mm - hmm. Professor A: So I th I think that the uh <unk>disfmarker<unk> But that's <unk>disfmarker<unk> that's using uh a <unk>disfmarker<unk> a pretty huge amount of data, Question: What did the professor think about pronouncing zero? Answer:

The professor pointed out that zero is said in two ways, "O" and "Zero." So, when recording digits, people are told which way to pronounce it.

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Text: Professor A: We're going? OK. Sh - Close your door on <unk>disfmarker<unk> door on the way out? Grad B: OK. Thanks. Professor A: Thanks. Grad B: Oh. Professor A: Yeah. Probably wanna get this other door, too. OK. So. Um. <unk>vocalsound<unk> <unk>vocalsound<unk> What are we talking about today? PhD E: Uh, well, first there are perhaps these uh Meeting Recorder digits that we tested. Professor A: Oh, yeah. That was kind of uh interesting. PhD E: So. Professor A: The <unk>disfmarker<unk> both the uh <unk>disfmarker<unk> <unk>vocalsound<unk> the SRI System and the oth PhD E: Um. Professor A: And for one thing that <unk>disfmarker<unk> that sure shows the <unk>vocalsound<unk> difference between having a lot of uh training data <unk>vocalsound<unk> or not, PhD E: Of data? Yeah. Professor A: uh, the uh <unk>disfmarker<unk> <unk>vocalsound<unk> The best kind of number we have on the English uh <unk>disfmarker<unk> on near microphone only is <unk>disfmarker<unk> is uh three or four percent. PhD E: Mm - hmm. Professor A: And uh it's significantly better than that, using fairly simple front - ends <unk>vocalsound<unk> on <unk>disfmarker<unk> <unk>vocalsound<unk> on the uh <unk>disfmarker<unk> <unk>vocalsound<unk> uh, with the SRI system. PhD E: Mm - hmm. Professor A: So I th I think that the uh <unk>disfmarker<unk> But that's <unk>disfmarker<unk> that's using uh a <unk>disfmarker<unk> a pretty huge amount of data, mostly not digits Question: Summarize the meeting Answer:

The meeting focused on the results from the existing model, speeding up the backend for feature direction, and a few tangential topics being developed for future exploration. The team was unsure why their model was not performing as well as they expected it to, and they suspected that their smaller dataset might be at fault. They also discussed how they could improve the performance of the backend model by improving feature detection. The meeting ended with some students sharing the tangential fields they were exploring and a brief discussion on the different pronunciations of zero.

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Text: Project Manager: Mm-hmm. Industrial Designer: Mm yeah. Project Manager: Okay. <unk>vocalsound<unk> I g yeah. Time is it? Marketing: <unk>vocalsound<unk> Fourteen twenty six. Project Manager: Okay. Lovely to see you all again. Um <unk>vocalsound<unk> it's our conceptual design meeting and it's starting at approximately fourteen twenty five and so we have forty minutes for this one again and so we'll go just after three o'clock. Um okay <unk>vocalsound<unk> our agenda, we're gonna do an opening, I'm gonna review the minutes of the last meeting, then we'll have your three presentations um and then we'll have to make a decision on the remote control concepts, and finally we'll close. So Industrial Designer: Okay. Project Manager: opening. Um these are our minutes from r the functional design. We decided our target group is the focus on who can afford it, because we have international appeal and we said it's for all age groups, different um functions of it. Our main objectives were simplicity and fashion. <unk>vocalsound<unk> And s um in specific functions are something to keep the remote from getting lost, large buttons for the essential functions, a possibility for extra functions, like a sliding a sliding piece <unk>vocalsound<unk> and a long-life battery or a charging station. Okay, now three presentations. I'd like to do it in this order, first do the conceptual specification of components, properties and materials <unk>vocalsound<unk> um and then the conceptual specification of user interface <unk>vocalsound<unk> and finally trend watching. Industrial Designer: That would be me. User Interface: Yep. Industrial Designer: Alright. Well. Project Manager: Mm. 'kay. Function F_ eight it. There we go. Industrial Designer: Alright. Um I'm very excited by this one actually guys I uh had a lot of fun doing it. Components design. This is where you look at Question: Summarize presentations on the conceptual specification of components, properties and materials of user interface, trend watching. Answer:

The first presentation mainly covered component design. Industrial Designer introduced what should be the case, the buttons, the circuit board with the chip and the battery made of and what they should look like. The second presentation was about properties and materials. User Interface advocated an LCD with backlighting in a small device. The third presentation was trend watching given by Marketing. So Marketing suggested space materials or the LCD screen because they stressed fashion, simplicity and technology innovation. Also, Marketing didn't suggest that spongy material was necessary.

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Text: Project Manager: Mm-hmm. Industrial Designer: Mm yeah. Project Manager: Okay. <unk>vocalsound<unk> I g yeah. Time is it? Marketing: <unk>vocalsound<unk> Fourteen twenty six. Project Manager: Okay. Lovely to see you all again. Um <unk>vocalsound<unk> it's our conceptual design meeting and it's starting at approximately fourteen twenty five and so we have forty minutes for this one again and so we'll go just after three o'clock. Um okay <unk>vocalsound<unk> our agenda, we're gonna do an opening, I'm gonna review the minutes of the last meeting, then we'll have your three presentations um and then we'll have to make a decision on the remote control concepts, and finally we'll close. So Industrial Designer: Okay. Project Manager: opening. Um these are our minutes from r the functional design. We decided our target group is the focus on who can afford it, because we have international appeal and we said it's for all age groups, different um functions of it. Our main objectives were simplicity and fashion. <unk>vocalsound<unk> And s um in specific functions are something to keep the remote from getting lost, large buttons for the essential functions, a possibility for extra functions, like a sliding a sliding piece <unk>vocalsound<unk> and a long-life battery or a charging station. Okay, now three presentations. I'd like to do it in this order, first do the conceptual specification of components, properties and materials <unk>vocalsound<unk> um and then the conceptual specification of user interface <unk>vocalsound<unk> and finally trend watching. Industrial Designer: That would be me. User Interface: Yep. Industrial Designer: Alright. Well. Project Manager: Mm. 'kay. Function F_ eight it. There we go. Industrial Designer: Alright. Um I'm very excited by this one actually guys I uh had a lot of fun doing it. Components design. This is where you look Question: What did the group think of the possibility to use spongy material when presenting the trend watching? Answer:

Project Manager thought a spongy remote would be easier on the hands, while Industrial Designer thought a latex case was hard to protect the stuff inside. Due to the discussion about repetitive stress injuries mentioned before, they didn't want to go for the spongy remote. Marketing supplemented that grippable thing was more than like sinking into the hands, so Marketing preferred the material like the one people have when sitting on a bicycle.

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Text: Project Manager: Mm-hmm. Industrial Designer: Mm yeah. Project Manager: Okay. <unk>vocalsound<unk> I g yeah. Time is it? Marketing: <unk>vocalsound<unk> Fourteen twenty six. Project Manager: Okay. Lovely to see you all again. Um <unk>vocalsound<unk> it's our conceptual design meeting and it's starting at approximately fourteen twenty five and so we have forty minutes for this one again and so we'll go just after three o'clock. Um okay <unk>vocalsound<unk> our agenda, we're gonna do an opening, I'm gonna review the minutes of the last meeting, then we'll have your three presentations um and then we'll have to make a decision on the remote control concepts, and finally we'll close. So Industrial Designer: Okay. Project Manager: opening. Um these are our minutes from r the functional design. We decided our target group is the focus on who can afford it, because we have international appeal and we said it's for all age groups, different um functions of it. Our main objectives were simplicity and fashion. <unk>vocalsound<unk> And s um in specific functions are something to keep the remote from getting lost, large buttons for the essential functions, a possibility for extra functions, like a sliding a sliding piece <unk>vocalsound<unk> and a long-life battery or a charging station. Okay, now three presentations. I'd like to do it in this order, first do the conceptual specification of components, properties and materials <unk>vocalsound<unk> um and then the conceptual specification of user interface <unk>vocalsound<unk> and finally trend watching. Industrial Designer: That would be me. User Interface: Yep. Industrial Designer: Alright. Well. Project Manager: Mm. 'kay. Function F_ eight it. There we go. Industrial Designer: Alright. Um I'm very excited by this one actually guys I uh had a lot of fun doing it. Components design. This is where you look at what does Question: Why did User Interface think the LCD screen was not useful in practice when discussing the scroll wheels? Answer:

When the group was discussing the four or five buttons around the scroll wheels, Marketing mentioned how to achieve going back to the menu with few buttons for main things if someone was changing the brightness. So User Interface thought that LCD screens might be a good theory, but not as useful in practice because people would not want to look down at the LCD screen and then back up at the television.

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Text: Project Manager: Mm-hmm. Industrial Designer: Mm yeah. Project Manager: Okay. <unk>vocalsound<unk> I g yeah. Time is it? Marketing: <unk>vocalsound<unk> Fourteen twenty six. Project Manager: Okay. Lovely to see you all again. Um <unk>vocalsound<unk> it's our conceptual design meeting and it's starting at approximately fourteen twenty five and so we have forty minutes for this one again and so we'll go just after three o'clock. Um okay <unk>vocalsound<unk> our agenda, we're gonna do an opening, I'm gonna review the minutes of the last meeting, then we'll have your three presentations um and then we'll have to make a decision on the remote control concepts, and finally we'll close. So Industrial Designer: Okay. Project Manager: opening. Um these are our minutes from r the functional design. We decided our target group is the focus on who can afford it, because we have international appeal and we said it's for all age groups, different um functions of it. Our main objectives were simplicity and fashion. <unk>vocalsound<unk> And s um in specific functions are something to keep the remote from getting lost, large buttons for the essential functions, a possibility for extra functions, like a sliding a sliding piece <unk>vocalsound<unk> and a long-life battery or a charging station. Okay, now three presentations. I'd like to do it in this order, first do the conceptual specification of components, properties and materials <unk>vocalsound<unk> um and then the conceptual specification of user interface <unk>vocalsound<unk> and finally trend watching. Industrial Designer: That would be me. User Interface: Yep. Industrial Designer: Alright. Well. Project Manager: Mm. 'kay. Function F_ eight it. There we go. Industrial Designer: Alright. Um I'm very excited by this one actually guys I uh had a lot of fun doing it. Components design. This is where you look at what does it take to make a remote Question: Summarize the group discussion about remote control concept decisions. Answer:

Firstly, the group discussed whether they could have changeable covers of different fruit and vegetable colours. Secondly, they had a discussion on the energy, the case and the chip. Then, group mates decided to have latex in fruity colours, a chip, a menu button to scroll as well as on-off buttons.

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Text: Project Manager: Mm-hmm. Industrial Designer: Mm yeah. Project Manager: Okay. <unk>vocalsound<unk> I g yeah. Time is it? Marketing: <unk>vocalsound<unk> Fourteen twenty six. Project Manager: Okay. Lovely to see you all again. Um <unk>vocalsound<unk> it's our conceptual design meeting and it's starting at approximately fourteen twenty five and so we have forty minutes for this one again and so we'll go just after three o'clock. Um okay <unk>vocalsound<unk> our agenda, we're gonna do an opening, I'm gonna review the minutes of the last meeting, then we'll have your three presentations um and then we'll have to make a decision on the remote control concepts, and finally we'll close. So Industrial Designer: Okay. Project Manager: opening. Um these are our minutes from r the functional design. We decided our target group is the focus on who can afford it, because we have international appeal and we said it's for all age groups, different um functions of it. Our main objectives were simplicity and fashion. <unk>vocalsound<unk> And s um in specific functions are something to keep the remote from getting lost, large buttons for the essential functions, a possibility for extra functions, like a sliding a sliding piece <unk>vocalsound<unk> and a long-life battery or a charging station. Okay, now three presentations. I'd like to do it in this order, first do the conceptual specification of components, properties and materials <unk>vocalsound<unk> um and then the conceptual specification of user interface <unk>vocalsound<unk> and finally trend watching. Industrial Designer: That would be me. User Interface: Yep. Industrial Designer: Alright. Well. Project Manager: Mm. 'kay. Function F_ eight it. There we go. Industrial Designer: Alright. Um I'm very excited by this one actually guys I uh had a lot of fun doing it. Components design. This is where you look at what does it Question: What did the group think of the kinetic battery idea when discussing remote control concept decisions? Answer:

Group mates agreed that the kinetic battery was awesome as long as they considered the cost and the reliability because it was more expensive than a regular battery. Also, groupmates suggested if they could use a cheaper chip, then they could even out the cost of this good kinetic battery technology.

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Text: Project Manager: Mm-hmm. Industrial Designer: Mm yeah. Project Manager: Okay. <unk>vocalsound<unk> I g yeah. Time is it? Marketing: <unk>vocalsound<unk> Fourteen twenty six. Project Manager: Okay. Lovely to see you all again. Um <unk>vocalsound<unk> it's our conceptual design meeting and it's starting at approximately fourteen twenty five and so we have forty minutes for this one again and so we'll go just after three o'clock. Um okay <unk>vocalsound<unk> our agenda, we're gonna do an opening, I'm gonna review the minutes of the last meeting, then we'll have your three presentations um and then we'll have to make a decision on the remote control concepts, and finally we'll close. So Industrial Designer: Okay. Project Manager: opening. Um these are our minutes from r the functional design. We decided our target group is the focus on who can afford it, because we have international appeal and we said it's for all age groups, different um functions of it. Our main objectives were simplicity and fashion. <unk>vocalsound<unk> And s um in specific functions are something to keep the remote from getting lost, large buttons for the essential functions, a possibility for extra functions, like a sliding a sliding piece <unk>vocalsound<unk> and a long-life battery or a charging station. Okay, now three presentations. I'd like to do it in this order, first do the conceptual specification of components, properties and materials <unk>vocalsound<unk> um and then the conceptual specification of user interface <unk>vocalsound<unk> and finally trend watching. Industrial Designer: That would be me. User Interface: Yep. Industrial Designer: Alright. Well. Project Manager: Mm. 'kay. Function F_ eight it. There we go. Industrial Designer: Alright. Um I'm very excited by this one actually guys I uh had a lot of fun doing it. Components design. This is where you look at what does it Question: Why did User Interface think the scroll wheel was not necessary when discussing remote control concept decisions? Answer:

When the group was talking about the scroll wheel could be for changing the volume, User Interface thought it would not work for changing the channel because they really need buttons for changing a channel. So User Interface suggested the group could make a decision on it while they talked about the case.

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Text: Project Manager: Mm-hmm. Industrial Designer: Mm yeah. Project Manager: Okay. <unk>vocalsound<unk> I g yeah. Time is it? Marketing: <unk>vocalsound<unk> Fourteen twenty six. Project Manager: Okay. Lovely to see you all again. Um <unk>vocalsound<unk> it's our conceptual design meeting and it's starting at approximately fourteen twenty five and so we have forty minutes for this one again and so we'll go just after three o'clock. Um okay <unk>vocalsound<unk> our agenda, we're gonna do an opening, I'm gonna review the minutes of the last meeting, then we'll have your three presentations um and then we'll have to make a decision on the remote control concepts, and finally we'll close. So Industrial Designer: Okay. Project Manager: opening. Um these are our minutes from r the functional design. We decided our target group is the focus on who can afford it, because we have international appeal and we said it's for all age groups, different um functions of it. Our main objectives were simplicity and fashion. <unk>vocalsound<unk> And s um in specific functions are something to keep the remote from getting lost, large buttons for the essential functions, a possibility for extra functions, like a sliding a sliding piece <unk>vocalsound<unk> and a long-life battery or a charging station. Okay, now three presentations. I'd like to do it in this order, first do the conceptual specification of components, properties and materials <unk>vocalsound<unk> um and then the conceptual specification of user interface <unk>vocalsound<unk> and finally trend watching. Industrial Designer: That would be me. User Interface: Yep. Industrial Designer: Alright. Well. Project Manager: Mm. 'kay. Function F_ eight it. There we go. Industrial Designer: Alright. Um I'm very excited by this one actually guys I uh had a lot of fun doing it. Components design. This is where you look at what does it take to make a remote control and what should we Question: Summarize the whole meeting. Answer:

This meeting was about the conceptual design of the remote control. Firstly, groupmates presented on the conceptual specification on components, properties and materials as well as a conceptual specification on user interface design. Also, they suggested conceptual designs including the buttons, the circuit board, the chip to print as well as the LCD screen with backlighting in the device. Then, the group had a discussion on the final remote control concepts. So, they decided to have changeable covers in fruity colours, rechargeable batteries and scroll wheels. And they would leave the spongy case and the standard of the chip to be discussed in the next meeting.

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Text: Project Manager: Hello again. User Interface: Hello. Industrial Designer: Hi. <unk>vocalsound<unk> Marketing: Hey, Project Manager. Project Manager: <unk>vocalsound<unk> User Interface: Um, Project Manager, I have something to tell you. Project Manager: Mm yeah. User Interface: I have a little problems with my laptop. Project Manager: Okay. User Interface: And uh s s s so I had a little less time to complete. Project Manager: Okay. User Interface: No, a little problem, uh <unk>vocalsound<unk> big problem. I just thought <unk>disfmarker<unk> Marketing: What was it, problem? User Interface: Um, it didn't work anymore. <unk>vocalsound<unk> Marketing: The laptop? User Interface: The entire Windows uh <unk>disfmarker<unk> Marketing: It hang <unk>disfmarker<unk> hung. User Interface: It it hung. <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Marketing: Ha-ha. Oh. Project Manager. Project Manager: <unk>vocalsound<unk> Yes. <unk>vocalsound<unk> Yes. Industrial Designer: <unk>vocalsound<unk> Marketing: You're our Project Manager. Project Manager: <unk>vocalsound<unk> Your project manager. <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> User Interface: <unk>vocalsound<unk> Project Manager: Welcome to the conceptual design meeting Industrial Designer: <unk>vocalsound<unk> <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: for Real Reaction. Marketing: <unk>vocalsound<unk> Project Manager: Uh, hello again. Uh it's uh the same as the last time. Uh uh, also this time there will be uh three presentations. Industrial Designer: <unk>vocalsound<unk> Project Manager: And we um must uh reach a decision on uh the remote control concepts. Um uh, and at the end, uh I uh Question: Summarize the presentations on components, trend watching, and interface contents. Answer:

Firstly, Industrial Designer presented components based on the target age group's preference for stylish and material, including energy, chip, and LCD. Next, Marketing presented market trends and suggested the group should focus on the main audience and use fresh colours, rubber materials, speech function, and the log-in functionality with the slogan. Then, User Interface presented on interface contents and suggested a big touch screen, a program menu with volume plus and minus.

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Text: Project Manager: Hello again. User Interface: Hello. Industrial Designer: Hi. <unk>vocalsound<unk> Marketing: Hey, Project Manager. Project Manager: <unk>vocalsound<unk> User Interface: Um, Project Manager, I have something to tell you. Project Manager: Mm yeah. User Interface: I have a little problems with my laptop. Project Manager: Okay. User Interface: And uh s s s so I had a little less time to complete. Project Manager: Okay. User Interface: No, a little problem, uh <unk>vocalsound<unk> big problem. I just thought <unk>disfmarker<unk> Marketing: What was it, problem? User Interface: Um, it didn't work anymore. <unk>vocalsound<unk> Marketing: The laptop? User Interface: The entire Windows uh <unk>disfmarker<unk> Marketing: It hang <unk>disfmarker<unk> hung. User Interface: It it hung. <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Marketing: Ha-ha. Oh. Project Manager. Project Manager: <unk>vocalsound<unk> Yes. <unk>vocalsound<unk> Yes. Industrial Designer: <unk>vocalsound<unk> Marketing: You're our Project Manager. Project Manager: <unk>vocalsound<unk> Your project manager. <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> User Interface: <unk>vocalsound<unk> Project Manager: Welcome to the conceptual design meeting Industrial Designer: <unk>vocalsound<unk> <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: for Real Reaction. Marketing: <unk>vocalsound<unk> Project Manager: Uh, hello again. Uh it's uh the same as the last time. Uh uh, also this time there will be uh three presentations. Industrial Designer: <unk>vocalsound<unk> Project Manager: And we um must uh reach a decision on uh the remote control concepts. Um uh, and at the end, uh I Question: What's the advantage of technology innovation when Marketing presenting the trend-watching? Answer:

Marketing suggested the second personal preference from the market trend was to consider technology innovation, including the speech function recognition and the link with mobile phones. The reasons were that the market was screaming for new technologies and users could use remote to do something else, like gaming, when parents were watching some boring program.

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Text: Project Manager: Hello again. User Interface: Hello. Industrial Designer: Hi. <unk>vocalsound<unk> Marketing: Hey, Project Manager. Project Manager: <unk>vocalsound<unk> User Interface: Um, Project Manager, I have something to tell you. Project Manager: Mm yeah. User Interface: I have a little problems with my laptop. Project Manager: Okay. User Interface: And uh s s s so I had a little less time to complete. Project Manager: Okay. User Interface: No, a little problem, uh <unk>vocalsound<unk> big problem. I just thought <unk>disfmarker<unk> Marketing: What was it, problem? User Interface: Um, it didn't work anymore. <unk>vocalsound<unk> Marketing: The laptop? User Interface: The entire Windows uh <unk>disfmarker<unk> Marketing: It hang <unk>disfmarker<unk> hung. User Interface: It it hung. <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Marketing: Ha-ha. Oh. Project Manager. Project Manager: <unk>vocalsound<unk> Yes. <unk>vocalsound<unk> Yes. Industrial Designer: <unk>vocalsound<unk> Marketing: You're our Project Manager. Project Manager: <unk>vocalsound<unk> Your project manager. <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> User Interface: <unk>vocalsound<unk> Project Manager: Welcome to the conceptual design meeting Industrial Designer: <unk>vocalsound<unk> <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: for Real Reaction. Marketing: <unk>vocalsound<unk> Project Manager: Uh, hello again. Uh it's uh the same as the last time. Uh uh, also this time there will be uh three presentations. Industrial Designer: <unk>vocalsound<unk> Project Manager: And we um must uh reach a decision on uh the remote control concepts. Um uh, and at the end, uh Question: What's the conclusion of the discussion about battery versus kinetic when presenting on components? Answer:

Industrial Designer asked about whether group mates choose battery or kinetic. User Interface suggested that they could use the kinetic as a back-up. Marketing supplemented that it could be a combination. So, Industrial Designer concluded that they could use the battery and charge it up with kinetic. Group mates agreed on it.

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Text: Project Manager: Hello again. User Interface: Hello. Industrial Designer: Hi. <unk>vocalsound<unk> Marketing: Hey, Project Manager. Project Manager: <unk>vocalsound<unk> User Interface: Um, Project Manager, I have something to tell you. Project Manager: Mm yeah. User Interface: I have a little problems with my laptop. Project Manager: Okay. User Interface: And uh s s s so I had a little less time to complete. Project Manager: Okay. User Interface: No, a little problem, uh <unk>vocalsound<unk> big problem. I just thought <unk>disfmarker<unk> Marketing: What was it, problem? User Interface: Um, it didn't work anymore. <unk>vocalsound<unk> Marketing: The laptop? User Interface: The entire Windows uh <unk>disfmarker<unk> Marketing: It hang <unk>disfmarker<unk> hung. User Interface: It it hung. <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Marketing: Ha-ha. Oh. Project Manager. Project Manager: <unk>vocalsound<unk> Yes. <unk>vocalsound<unk> Yes. Industrial Designer: <unk>vocalsound<unk> Marketing: You're our Project Manager. Project Manager: <unk>vocalsound<unk> Your project manager. <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> User Interface: <unk>vocalsound<unk> Project Manager: Welcome to the conceptual design meeting Industrial Designer: <unk>vocalsound<unk> <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: for Real Reaction. Marketing: <unk>vocalsound<unk> Project Manager: Uh, hello again. Uh it's uh the same as the last time. Uh uh, also this time there will be uh three presentations. Industrial Designer: <unk>vocalsound<unk> Project Manager: And we um must uh reach a decision on uh the remote control concepts. Um uh, and at the end, uh I u Question: Summarize the decision discussion about parental control, the games, and voice recognition. Answer:

Group mates agreed that they could incorporate the parental control as well as the gaming features into the remote control. However, they would discard the idea of voice recognition because it would be too much for the remote feature.

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Text: Project Manager: Hello again. User Interface: Hello. Industrial Designer: Hi. <unk>vocalsound<unk> Marketing: Hey, Project Manager. Project Manager: <unk>vocalsound<unk> User Interface: Um, Project Manager, I have something to tell you. Project Manager: Mm yeah. User Interface: I have a little problems with my laptop. Project Manager: Okay. User Interface: And uh s s s so I had a little less time to complete. Project Manager: Okay. User Interface: No, a little problem, uh <unk>vocalsound<unk> big problem. I just thought <unk>disfmarker<unk> Marketing: What was it, problem? User Interface: Um, it didn't work anymore. <unk>vocalsound<unk> Marketing: The laptop? User Interface: The entire Windows uh <unk>disfmarker<unk> Marketing: It hang <unk>disfmarker<unk> hung. User Interface: It it hung. <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Marketing: Ha-ha. Oh. Project Manager. Project Manager: <unk>vocalsound<unk> Yes. <unk>vocalsound<unk> Yes. Industrial Designer: <unk>vocalsound<unk> Marketing: You're our Project Manager. Project Manager: <unk>vocalsound<unk> Your project manager. <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> User Interface: <unk>vocalsound<unk> Project Manager: Welcome to the conceptual design meeting Industrial Designer: <unk>vocalsound<unk> <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: for Real Reaction. Marketing: <unk>vocalsound<unk> Project Manager: Uh, hello again. Uh it's uh the same as the last time. Uh uh, also this time there will be uh three presentations. Industrial Designer: <unk>vocalsound<unk> Project Manager: And we um must uh reach a decision on uh the remote control concepts. Um uh, and at the end, uh I uh, when Question: Why did Project Manager disagree with Industrial Designer when discussing parental control? Answer:

When the group suggested having the implementation of parents' log-on screen in the remote, Industrial Designer thought it would be not worth investing much time and effort to program. However, Project manager disagreed with this because there would be a huge market for parental control when they heard from magazines that many parents thought their children were influenced by televisions. Also, Project Manager mentioned that their target group was below forty, and lots of families had children at a young age.

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Text: Project Manager: Hello again. User Interface: Hello. Industrial Designer: Hi. <unk>vocalsound<unk> Marketing: Hey, Project Manager. Project Manager: <unk>vocalsound<unk> User Interface: Um, Project Manager, I have something to tell you. Project Manager: Mm yeah. User Interface: I have a little problems with my laptop. Project Manager: Okay. User Interface: And uh s s s so I had a little less time to complete. Project Manager: Okay. User Interface: No, a little problem, uh <unk>vocalsound<unk> big problem. I just thought <unk>disfmarker<unk> Marketing: What was it, problem? User Interface: Um, it didn't work anymore. <unk>vocalsound<unk> Marketing: The laptop? User Interface: The entire Windows uh <unk>disfmarker<unk> Marketing: It hang <unk>disfmarker<unk> hung. User Interface: It it hung. <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Marketing: Ha-ha. Oh. Project Manager. Project Manager: <unk>vocalsound<unk> Yes. <unk>vocalsound<unk> Yes. Industrial Designer: <unk>vocalsound<unk> Marketing: You're our Project Manager. Project Manager: <unk>vocalsound<unk> Your project manager. <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> User Interface: <unk>vocalsound<unk> Project Manager: Welcome to the conceptual design meeting Industrial Designer: <unk>vocalsound<unk> <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: for Real Reaction. Marketing: <unk>vocalsound<unk> Project Manager: Uh, hello again. Uh it's uh the same as the last time. Uh uh, also this time there will be uh three presentations. Industrial Designer: <unk>vocalsound<unk> Project Manager: And we um must uh reach a decision on uh the remote control concepts. Um uh, and at the end, uh I uh Question: What did group mates discuss the expert view when discussing the system properties? Answer:

Marketing suggested building an expert view and a simple view for handy consideration. User Interface suggested that in the menu structure, they could push system properties so that the entire list would pop up for programming. Industrial Designer supplemented that they could build in a back-forward button if someone wanted to watch fewer channels.

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Text: Project Manager: Hello again. User Interface: Hello. Industrial Designer: Hi. <unk>vocalsound<unk> Marketing: Hey, Project Manager. Project Manager: <unk>vocalsound<unk> User Interface: Um, Project Manager, I have something to tell you. Project Manager: Mm yeah. User Interface: I have a little problems with my laptop. Project Manager: Okay. User Interface: And uh s s s so I had a little less time to complete. Project Manager: Okay. User Interface: No, a little problem, uh <unk>vocalsound<unk> big problem. I just thought <unk>disfmarker<unk> Marketing: What was it, problem? User Interface: Um, it didn't work anymore. <unk>vocalsound<unk> Marketing: The laptop? User Interface: The entire Windows uh <unk>disfmarker<unk> Marketing: It hang <unk>disfmarker<unk> hung. User Interface: It it hung. <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Marketing: Ha-ha. Oh. Project Manager. Project Manager: <unk>vocalsound<unk> Yes. <unk>vocalsound<unk> Yes. Industrial Designer: <unk>vocalsound<unk> Marketing: You're our Project Manager. Project Manager: <unk>vocalsound<unk> Your project manager. <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> User Interface: <unk>vocalsound<unk> Project Manager: Welcome to the conceptual design meeting Industrial Designer: <unk>vocalsound<unk> <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: for Real Reaction. Marketing: <unk>vocalsound<unk> Project Manager: Uh, hello again. Uh it's uh the same as the last time. Uh uh, also this time there will be uh three presentations. Industrial Designer: <unk>vocalsound<unk> Project Manager: And we um must uh reach a decision on uh the remote control concepts. Um uh, and at the end, uh I uh, when I finish it off I have Question: Summarize the whole meeting. Answer:

This meeting was about conceptual design. Firstly, groupmates had three presentations on components, trend watching, and interface contents. Their target age group was below forty, so they suggested personal preferences on the remote, like the material, the battery, the speech recognition technology, etc. Then, they discussed the trendy features and decided to include parental control as well as the gaming features in the remote control. Finally, Project Manager shared some master class knowledge with group mates and suggested applying a marketing campaign, large provider marketing approach, and real reaction product idea.

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Text: Project Manager: <unk>vocalsound<unk> Wouldn't wanna be Project Manager. <unk>vocalsound<unk> Uh, what we going to do. Industrial Designer: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: Um, once again I'm uh gonna take minutes. So, um no presentation for me. Uh, first we have a prototype presentation by G_ and G_. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Afterwards some uh User Interface: Yo. Marketing: J_ and J_. <unk>vocalsound<unk> Project Manager: eval eval evalu Industrial Designer: Evaluation. Project Manager: evaluation User Interface: Evaluation criteria. Marketing: Evaluation. Project Manager: s <unk>vocalsound<unk> sorry. Industrial Designer: <unk>vocalsound<unk> Project Manager: Uh evaluation crit criteria. Uh, in combination with the finance I um <unk>vocalsound<unk> uh I received uh a an uh an Excel uh file User Interface: <unk>vocalsound<unk> Marketing: Hmm. Project Manager: which we have to fill in later on. Um, you see. Uh, and then we must see uh if we uh stay under the twelve and a half Euro. Marketing: Hmm. Interesting. Ah, okay. Project Manager: So, that's uh that's a big User Interface: <unk>vocalsound<unk> Oops. Marketing: <unk>vocalsound<unk> Cool. <unk>vocalsound<unk> Industrial Designer: Mm-hmm. That's gonna be t problem. Project Manager: l so let's uh wait it uh um Marketing: <unk>vocalsound<unk> <unk>vocalsound<unk> <unk>vocalsound<unk> Project Manager: we have we have must <unk>disfmarker<unk> uh, User Interface: Some creative uh <unk>disfmark Question: Summarize the evaluation of the marketing expert on the prototype using the past user requirements and trends analysis. Answer:

The marketing expert confirmed with the group that the product was aimed at people with age below forty, but it was also designed for people above forty. The marketing expert also stated that people would need a teletext button because it was originally combined with the menu in the prototype. After that, the marketing expert discussed with the designers to design the prototype with fresh colours so it would be more discoverable when lost. They also agreed on the button numbers and the texture.

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Text: Project Manager: <unk>vocalsound<unk> Wouldn't wanna be Project Manager. <unk>vocalsound<unk> Uh, what we going to do. Industrial Designer: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: Um, once again I'm uh gonna take minutes. So, um no presentation for me. Uh, first we have a prototype presentation by G_ and G_. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Afterwards some uh User Interface: Yo. Marketing: J_ and J_. <unk>vocalsound<unk> Project Manager: eval eval evalu Industrial Designer: Evaluation. Project Manager: evaluation User Interface: Evaluation criteria. Marketing: Evaluation. Project Manager: s <unk>vocalsound<unk> sorry. Industrial Designer: <unk>vocalsound<unk> Project Manager: Uh evaluation crit criteria. Uh, in combination with the finance I um <unk>vocalsound<unk> uh I received uh a an uh an Excel uh file User Interface: <unk>vocalsound<unk> Marketing: Hmm. Project Manager: which we have to fill in later on. Um, you see. Uh, and then we must see uh if we uh stay under the twelve and a half Euro. Marketing: Hmm. Interesting. Ah, okay. Project Manager: So, that's uh that's a big User Interface: <unk>vocalsound<unk> Oops. Marketing: <unk>vocalsound<unk> Cool. <unk>vocalsound<unk> Industrial Designer: Mm-hmm. That's gonna be t problem. Project Manager: l so let's uh wait it uh um Marketing: <unk>vocalsound<unk> <unk>vocalsound<unk> <unk>vocalsound<unk> Project Manager: we have we have must <unk>disfmarker<unk> uh, User Interface: Some creative uh <unk>disfmarker<unk> Project Manager: we must have Question: Summarize the discussion about the shape of the remote control. Answer:

At first the user interface designer wanted to make the remote control curvy. The marketing expert was skeptical of the curvy outlook because it was interrelated with the budget. The marketing expert was concerned as the expert thought it was not necessary. However, the user interface designer insisted on the curvy design as it had a strong aesthetic value. In the end, the designers compromised to make the remote control flat and single-curved instead of double-curved.

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Text: Project Manager: <unk>vocalsound<unk> Wouldn't wanna be Project Manager. <unk>vocalsound<unk> Uh, what we going to do. Industrial Designer: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: Um, once again I'm uh gonna take minutes. So, um no presentation for me. Uh, first we have a prototype presentation by G_ and G_. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Afterwards some uh User Interface: Yo. Marketing: J_ and J_. <unk>vocalsound<unk> Project Manager: eval eval evalu Industrial Designer: Evaluation. Project Manager: evaluation User Interface: Evaluation criteria. Marketing: Evaluation. Project Manager: s <unk>vocalsound<unk> sorry. Industrial Designer: <unk>vocalsound<unk> Project Manager: Uh evaluation crit criteria. Uh, in combination with the finance I um <unk>vocalsound<unk> uh I received uh a an uh an Excel uh file User Interface: <unk>vocalsound<unk> Marketing: Hmm. Project Manager: which we have to fill in later on. Um, you see. Uh, and then we must see uh if we uh stay under the twelve and a half Euro. Marketing: Hmm. Interesting. Ah, okay. Project Manager: So, that's uh that's a big User Interface: <unk>vocalsound<unk> Oops. Marketing: <unk>vocalsound<unk> Cool. <unk>vocalsound<unk> Industrial Designer: Mm-hmm. That's gonna be t problem. Project Manager: l so let's uh wait it uh um Marketing: <unk>vocalsound<unk> <unk>vocalsound<unk> <unk>vocalsound<unk> Project Manager: we have we have must <unk>disfmarker<unk> uh, User Interface: Some creative uh <unk>disfmarker<unk> Project Question: What did the user interface designer and the project manager discuss about the colour of the product? Answer:

The user interface designer was trying to implement a more dynamic and youthful colour on the remote control. However, the designers did not want it to be too childish and stated their will to make it more of an adult-style. Thus they wanted to use metallic grey as the colour of the appearance, and make an extra cover with flashy fruity colours to attract the broader public. Since their target aim was still younger people, a cover would make them more flexible to change the remote control into whatever colour they wanted.

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Text: Project Manager: <unk>vocalsound<unk> Wouldn't wanna be Project Manager. <unk>vocalsound<unk> Uh, what we going to do. Industrial Designer: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: Um, once again I'm uh gonna take minutes. So, um no presentation for me. Uh, first we have a prototype presentation by G_ and G_. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Afterwards some uh User Interface: Yo. Marketing: J_ and J_. <unk>vocalsound<unk> Project Manager: eval eval evalu Industrial Designer: Evaluation. Project Manager: evaluation User Interface: Evaluation criteria. Marketing: Evaluation. Project Manager: s <unk>vocalsound<unk> sorry. Industrial Designer: <unk>vocalsound<unk> Project Manager: Uh evaluation crit criteria. Uh, in combination with the finance I um <unk>vocalsound<unk> uh I received uh a an uh an Excel uh file User Interface: <unk>vocalsound<unk> Marketing: Hmm. Project Manager: which we have to fill in later on. Um, you see. Uh, and then we must see uh if we uh stay under the twelve and a half Euro. Marketing: Hmm. Interesting. Ah, okay. Project Manager: So, that's uh that's a big User Interface: <unk>vocalsound<unk> Oops. Marketing: <unk>vocalsound<unk> Cool. <unk>vocalsound<unk> Industrial Designer: Mm-hmm. That's gonna be t problem. Project Manager: l so let's uh wait it uh um Marketing: <unk>vocalsound<unk> <unk>vocalsound<unk> <unk>vocalsound<unk> Project Manager: we have we have must <unk>disfmarker<unk> uh, User Interface: Some creative uh <unk>disfmarker<unk> Project Manager: we must have Question: How did they discuss the kinetic function of the remote control? Answer:

The project manager wanted to remove the kinetic function as the manager thought it would be a desirable cost reduction. However, the industrial designer did not agree with the project manager because the designer thought it would be a good marketing promotion as people would think that remote controls with kinetic function are cool. Since they still wanted the price to remain on the same level, they decided to adapt the control into a flat one so as to minimize the cost.

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Text: Project Manager: <unk>vocalsound<unk> Wouldn't wanna be Project Manager. <unk>vocalsound<unk> Uh, what we going to do. Industrial Designer: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: Um, once again I'm uh gonna take minutes. So, um no presentation for me. Uh, first we have a prototype presentation by G_ and G_. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Afterwards some uh User Interface: Yo. Marketing: J_ and J_. <unk>vocalsound<unk> Project Manager: eval eval evalu Industrial Designer: Evaluation. Project Manager: evaluation User Interface: Evaluation criteria. Marketing: Evaluation. Project Manager: s <unk>vocalsound<unk> sorry. Industrial Designer: <unk>vocalsound<unk> Project Manager: Uh evaluation crit criteria. Uh, in combination with the finance I um <unk>vocalsound<unk> uh I received uh a an uh an Excel uh file User Interface: <unk>vocalsound<unk> Marketing: Hmm. Project Manager: which we have to fill in later on. Um, you see. Uh, and then we must see uh if we uh stay under the twelve and a half Euro. Marketing: Hmm. Interesting. Ah, okay. Project Manager: So, that's uh that's a big User Interface: <unk>vocalsound<unk> Oops. Marketing: <unk>vocalsound<unk> Cool. <unk>vocalsound<unk> Industrial Designer: Mm-hmm. That's gonna be t problem. Project Manager: l so let's uh wait it uh um Marketing: <unk>vocalsound<unk> <unk>vocalsound<unk> <unk>vocalsound<unk> Project Manager: we have we have must <unk>disfmarker<unk> uh, User Interface: Some creative uh <unk>disfmarker<unk> Project Manager: we must have uh some time for Question: Summarize the whole meeting. Answer:

The group mainly talked about the interface design and price setting of the product. Firstly, the user interface designer gave a presentation on the prototype of the product. They provided the prototypes with a lot of details on the appearances and those details were then further discussed by the group.After that, the marketing expert used a seven-point scale to evaluate the prototype according to the past user requirements and trends analysis. They Cleared some misconceptions and reached a consensus on the targeting group and how they could adapt the product better to suit their needs. Then they discussed the price setting of the product and how many functions needed to be retained or removed. As they were trying very hard to remain the price at twelve and a half Euro, they squabbled over the plus and minus of the functions. In the end, they finalized on the costs and planned a celebration for the closing down of the project.

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Text: Lynne Neagle AM: Okay, good morning, everyone. Welcome to 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? No. Okay. Thank you. Item 2 this morning is our evidence session with the Cabinet Secretary for Education for our inquiry into the status of the Welsh baccalaureate qualification. I'm very pleased to welcome Kirsty Williams AM, Cabinet Secretary for Education; Kevin Palmer, who is deputy director, pedagogy, leadership and professional learning; and Andrew Clark, deputy director, further education and apprenticeships division. So, thank you all for attending, and we're looking forward to hearing what you've got to say. If you're happy, Cabinet Secretary, we'll go straight to questions. Kirsty Williams AM: Of course. Lynne Neagle AM: And the first questions are from Julie Morgan. Julie Morgan AM: Thank you very much, Chair, and bore da. I was going to ask some general questions about the value of the baccalaureate. Could you give us your views on how the Welsh bac is valued by learners and teachers? Kirsty Williams AM: Bore da, Julie, and thank you very much for your question. Firstly, I'd like to begin by saying that I as the Cabinet Secretary value the qualification very much indeed. I believe that it helps ensure that we are able to give our young people in Wales a broad and balanced curriculum, recognising the need to develop knowledge and skills in core subjects but recognising also that the purpose of education is to help prepare our children for further study and the world of work, and I believe that the skills challenge element of the baccalaureate does just that. I meet with young people and teachers all the time who tell me about the positive experiences they have had studying for the Welsh bac, and much of that was evidenced in Qualifications Wales's review into the Welsh baccalaureate. They did focus group work with a representative sample, and many of the learners expressed the fact that they have enjoyed studying for the qualification and have gained a great deal from it. I meet regularly with individuals who have been able Question: What was the grading system and its fairness? Answer:

Kirsty Williams admitted that the grading system was rigorous and equivalent to A-Level. A UCAS tariff associated with it, and it was the individual ability that was evaluated by the system. About the resit issue, the committee agreed that WJEC and the Qualifications Wales was supposed to regulate this.

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Text: Lynne Neagle AM: Okay, good morning, everyone. Welcome to 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? No. Okay. Thank you. Item 2 this morning is our evidence session with the Cabinet Secretary for Education for our inquiry into the status of the Welsh baccalaureate qualification. I'm very pleased to welcome Kirsty Williams AM, Cabinet Secretary for Education; Kevin Palmer, who is deputy director, pedagogy, leadership and professional learning; and Andrew Clark, deputy director, further education and apprenticeships division. So, thank you all for attending, and we're looking forward to hearing what you've got to say. If you're happy, Cabinet Secretary, we'll go straight to questions. Kirsty Williams AM: Of course. Lynne Neagle AM: And the first questions are from Julie Morgan. Julie Morgan AM: Thank you very much, Chair, and bore da. I was going to ask some general questions about the value of the baccalaureate. Could you give us your views on how the Welsh bac is valued by learners and teachers? Kirsty Williams AM: Bore da, Julie, and thank you very much for your question. Firstly, I'd like to begin by saying that I as the Cabinet Secretary value the qualification very much indeed. I believe that it helps ensure that we are able to give our young people in Wales a broad and balanced curriculum, recognising the need to develop knowledge and skills in core subjects but recognising also that the purpose of education is to help prepare our children for further study and the world of work, and I believe that the skills challenge element of the baccalaureate does just that. I meet with young people and teachers all the time who tell me about the positive experiences they have had studying for the Welsh bac, and much of that was evidenced in Qualifications Wales's review into the Welsh baccalaureate. They did focus group work with a representative sample, and many of the learners expressed the fact that they have enjoyed studying for the qualification and have gained a great deal from it. I meet regularly Question: What did Kirsty Williams think of the grading system and its fairness? Answer:

Kirsty Williams assured the committee members that the grading system was rigorous and it focused on the students' ability to think independently. When Dawn Bowden challenged the value of the Welsh baccalaureate, Kirsty Williams defended its qualification by demonstrating its tariff for UCAS. He reiterated that the evaluation engaged and expanded the acquisition of knowledge and skills.

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Text: Lynne Neagle AM: Okay, good morning, everyone. Welcome to 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? No. Okay. Thank you. Item 2 this morning is our evidence session with the Cabinet Secretary for Education for our inquiry into the status of the Welsh baccalaureate qualification. I'm very pleased to welcome Kirsty Williams AM, Cabinet Secretary for Education; Kevin Palmer, who is deputy director, pedagogy, leadership and professional learning; and Andrew Clark, deputy director, further education and apprenticeships division. So, thank you all for attending, and we're looking forward to hearing what you've got to say. If you're happy, Cabinet Secretary, we'll go straight to questions. Kirsty Williams AM: Of course. Lynne Neagle AM: And the first questions are from Julie Morgan. Julie Morgan AM: Thank you very much, Chair, and bore da. I was going to ask some general questions about the value of the baccalaureate. Could you give us your views on how the Welsh bac is valued by learners and teachers? Kirsty Williams AM: Bore da, Julie, and thank you very much for your question. Firstly, I'd like to begin by saying that I as the Cabinet Secretary value the qualification very much indeed. I believe that it helps ensure that we are able to give our young people in Wales a broad and balanced curriculum, recognising the need to develop knowledge and skills in core subjects but recognising also that the purpose of education is to help prepare our children for further study and the world of work, and I believe that the skills challenge element of the baccalaureate does just that. I meet with young people and teachers all the time who tell me about the positive experiences they have had studying for the Welsh bac, and much of that was evidenced in Qualifications Wales's review into the Welsh baccalaureate. They did focus group work with a representative sample, and many of the learners expressed the fact that they have enjoyed studying for the qualification and have gained a great deal from it. Question: Summarize the discussion of the occurrence of "spoon-feeding" in post-16 education. Answer:

Suzy Davies doubted that teachers might not pay enough attention to students' preparation for the baccalaureate and were prone to "spoon-feed". Kirsty Williams, however, pointed out that this was unlikely to happen, for different from the A-Levels which graded students under the particular syllabus of each subject, the baccalaureate evaluated the personal project and the ability of independent thinking.

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Text: Lynne Neagle AM: Okay, good morning, everyone. Welcome to 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? No. Okay. Thank you. Item 2 this morning is our evidence session with the Cabinet Secretary for Education for our inquiry into the status of the Welsh baccalaureate qualification. I'm very pleased to welcome Kirsty Williams AM, Cabinet Secretary for Education; Kevin Palmer, who is deputy director, pedagogy, leadership and professional learning; and Andrew Clark, deputy director, further education and apprenticeships division. So, thank you all for attending, and we're looking forward to hearing what you've got to say. If you're happy, Cabinet Secretary, we'll go straight to questions. Kirsty Williams AM: Of course. Lynne Neagle AM: And the first questions are from Julie Morgan. Julie Morgan AM: Thank you very much, Chair, and bore da. I was going to ask some general questions about the value of the baccalaureate. Could you give us your views on how the Welsh bac is valued by learners and teachers? Kirsty Williams AM: Bore da, Julie, and thank you very much for your question. Firstly, I'd like to begin by saying that I as the Cabinet Secretary value the qualification very much indeed. I believe that it helps ensure that we are able to give our young people in Wales a broad and balanced curriculum, recognising the need to develop knowledge and skills in core subjects but recognising also that the purpose of education is to help prepare our children for further study and the world of work, and I believe that the skills challenge element of the baccalaureate does just that. I meet with young people and teachers all the time who tell me about the positive experiences they have had studying for the Welsh bac, and much of that was evidenced in Qualifications Wales's review into the Welsh baccalaureate. They did focus group work with a representative sample, and many of the learners expressed the fact that they have enjoyed studying for the qualification and have gained a great deal from it. I meet regularly with Question: What did the meeting discuss about universities' views on the baccalaureate? Answer:

The committee members disagreed on the universities' attitudes. Hefin David pointed out that according to the response of an online survey, universities such as Cardiff University refused to consider the baccalaureate as a fair substitute for a full A-Level. However, Kirsty Williams claimed that he had a personal commitment to establishing the recognition of the baccalaureate with the universities and almost all Welsh universities recognized the baccalaureate as a qualification. In the end, despite the ambivalent attitudes of universities, the committee had to admit that the admissions practice was decided by universities and the baccalaureate qualification still required refinement.

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Text: Lynne Neagle AM: Okay, good morning, everyone. Welcome to 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? No. Okay. Thank you. Item 2 this morning is our evidence session with the Cabinet Secretary for Education for our inquiry into the status of the Welsh baccalaureate qualification. I'm very pleased to welcome Kirsty Williams AM, Cabinet Secretary for Education; Kevin Palmer, who is deputy director, pedagogy, leadership and professional learning; and Andrew Clark, deputy director, further education and apprenticeships division. So, thank you all for attending, and we're looking forward to hearing what you've got to say. If you're happy, Cabinet Secretary, we'll go straight to questions. Kirsty Williams AM: Of course. Lynne Neagle AM: And the first questions are from Julie Morgan. Julie Morgan AM: Thank you very much, Chair, and bore da. I was going to ask some general questions about the value of the baccalaureate. Could you give us your views on how the Welsh bac is valued by learners and teachers? Kirsty Williams AM: Bore da, Julie, and thank you very much for your question. Firstly, I'd like to begin by saying that I as the Cabinet Secretary value the qualification very much indeed. I believe that it helps ensure that we are able to give our young people in Wales a broad and balanced curriculum, recognising the need to develop knowledge and skills in core subjects but recognising also that the purpose of education is to help prepare our children for further study and the world of work, and I believe that the skills challenge element of the baccalaureate does just that. I meet with young people and teachers all the time who tell me about the positive experiences they have had studying for the Welsh bac, and much of that was evidenced in Qualifications Wales's review into the Welsh baccalaureate. They did focus group work with a representative sample, and many of the learners expressed the fact that they have enjoyed studying for the qualification and have gained a Question: Did Kirsty Williams' attitude towards the baccalaureate change after the discussion about universities' views on it? Answer:

No, Kirsty Williams still showed confidence in the value of the baccalaureate. Despite the committee members' provision of contradictory evidence, he emphasized the importance of the communication with universities. Kirsty Williams believed that the baccalaureate was a beneficial endeavour for students to undertake before their entrance to the universities, rather than a detriment.

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Text: Lynne Neagle AM: Okay, good morning, everyone. Welcome to 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? No. Okay. Thank you. Item 2 this morning is our evidence session with the Cabinet Secretary for Education for our inquiry into the status of the Welsh baccalaureate qualification. I'm very pleased to welcome Kirsty Williams AM, Cabinet Secretary for Education; Kevin Palmer, who is deputy director, pedagogy, leadership and professional learning; and Andrew Clark, deputy director, further education and apprenticeships division. So, thank you all for attending, and we're looking forward to hearing what you've got to say. If you're happy, Cabinet Secretary, we'll go straight to questions. Kirsty Williams AM: Of course. Lynne Neagle AM: And the first questions are from Julie Morgan. Julie Morgan AM: Thank you very much, Chair, and bore da. I was going to ask some general questions about the value of the baccalaureate. Could you give us your views on how the Welsh bac is valued by learners and teachers? Kirsty Williams AM: Bore da, Julie, and thank you very much for your question. Firstly, I'd like to begin by saying that I as the Cabinet Secretary value the qualification very much indeed. I believe that it helps ensure that we are able to give our young people in Wales a broad and balanced curriculum, recognising the need to develop knowledge and skills in core subjects but recognising also that the purpose of education is to help prepare our children for further study and the world of work, and I believe that the skills challenge element of the baccalaureate does just that. I meet with young people and teachers all the time who tell me about the positive experiences they have had studying for the Welsh bac, and much of that was evidenced in Qualifications Wales's review into the Welsh baccalaureate. They did focus group work with a representative sample, and many of the learners expressed the fact that they have enjoyed studying for the qualification and have gained a great deal from it Question: What did Andrew Clark think of the inconsistency with how admission offers were made concerning the skill challenge certificates? Answer:

Andrew Clark thought the inconsistency reflected the different ways that universities treat the skill challenge certificates and the baccalaureate, whose prime focus was individual ability. He added that the universities' attitudes had changed significantly since there was a graded qualification, for even those who did not make the baccalaureate part of their offer considered it a valuable sign that young people were prepared to go to university.

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Text: Lynne Neagle AM: Okay, good morning, everyone. Welcome to 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? No. Okay. Thank you. Item 2 this morning is our evidence session with the Cabinet Secretary for Education for our inquiry into the status of the Welsh baccalaureate qualification. I'm very pleased to welcome Kirsty Williams AM, Cabinet Secretary for Education; Kevin Palmer, who is deputy director, pedagogy, leadership and professional learning; and Andrew Clark, deputy director, further education and apprenticeships division. So, thank you all for attending, and we're looking forward to hearing what you've got to say. If you're happy, Cabinet Secretary, we'll go straight to questions. Kirsty Williams AM: Of course. Lynne Neagle AM: And the first questions are from Julie Morgan. Julie Morgan AM: Thank you very much, Chair, and bore da. I was going to ask some general questions about the value of the baccalaureate. Could you give us your views on how the Welsh bac is valued by learners and teachers? Kirsty Williams AM: Bore da, Julie, and thank you very much for your question. Firstly, I'd like to begin by saying that I as the Cabinet Secretary value the qualification very much indeed. I believe that it helps ensure that we are able to give our young people in Wales a broad and balanced curriculum, recognising the need to develop knowledge and skills in core subjects but recognising also that the purpose of education is to help prepare our children for further study and the world of work, and I believe that the skills challenge element of the baccalaureate does just that. I meet with young people and teachers all the time who tell me about the positive experiences they have had studying for the Welsh bac, and much of that was evidenced in Qualifications Wales's review into the Welsh baccalaureate. They did focus group work with a representative sample, and many of the learners expressed the fact that they have enjoyed studying for the qualification and have gained a great deal from it. I meet regularly with individuals who have been able to use Question: What did the meeting discuss about the universal adoption? Answer:

The committee members expressed their hope that all schools would be able to organize the baccalaureate, as well as its corresponding training courses. Via their professional programs, there would be more available support for teachers to ensure that they had the skills and the confidence to deliver the qualification in a high-quality manner. Financial support would be provided as well.

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Text: Lynne Neagle AM: Okay, good morning, everyone. Welcome to 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? No. Okay. Thank you. Item 2 this morning is our evidence session with the Cabinet Secretary for Education for our inquiry into the status of the Welsh baccalaureate qualification. I'm very pleased to welcome Kirsty Williams AM, Cabinet Secretary for Education; Kevin Palmer, who is deputy director, pedagogy, leadership and professional learning; and Andrew Clark, deputy director, further education and apprenticeships division. So, thank you all for attending, and we're looking forward to hearing what you've got to say. If you're happy, Cabinet Secretary, we'll go straight to questions. Kirsty Williams AM: Of course. Lynne Neagle AM: And the first questions are from Julie Morgan. Julie Morgan AM: Thank you very much, Chair, and bore da. I was going to ask some general questions about the value of the baccalaureate. Could you give us your views on how the Welsh bac is valued by learners and teachers? Kirsty Williams AM: Bore da, Julie, and thank you very much for your question. Firstly, I'd like to begin by saying that I as the Cabinet Secretary value the qualification very much indeed. I believe that it helps ensure that we are able to give our young people in Wales a broad and balanced curriculum, recognising the need to develop knowledge and skills in core subjects but recognising also that the purpose of education is to help prepare our children for further study and the world of work, and I believe that the skills challenge element of the baccalaureate does just that. I meet with young people and teachers all the time who tell me about the positive experiences they have had studying for the Welsh bac, and much of that was evidenced in Qualifications Wales's review into the Welsh baccalaureate. They did focus group work with a representative sample, and many of the learners expressed the fact that they have enjoyed studying for the qualification and have gained a great deal from it. I meet Question: What did Kirsty Williams think of the funding that went to the consortia? Answer:

Kirsty Williams explained to the committee members that the funding would go via consortia to schools. Individual schools had the right to plan independently in which aspects they would spend the money in order to meet the professional learning needs of their staff. Thus, if the schools realized that they had particular needs for the baccalaureate, they would spend the money in the area to seek improvement.

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Text: Lynne Neagle AM: Okay, good morning, everyone. Welcome to 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? No. Okay. Thank you. Item 2 this morning is our evidence session with the Cabinet Secretary for Education for our inquiry into the status of the Welsh baccalaureate qualification. I'm very pleased to welcome Kirsty Williams AM, Cabinet Secretary for Education; Kevin Palmer, who is deputy director, pedagogy, leadership and professional learning; and Andrew Clark, deputy director, further education and apprenticeships division. So, thank you all for attending, and we're looking forward to hearing what you've got to say. If you're happy, Cabinet Secretary, we'll go straight to questions. Kirsty Williams AM: Of course. Lynne Neagle AM: And the first questions are from Julie Morgan. Julie Morgan AM: Thank you very much, Chair, and bore da. I was going to ask some general questions about the value of the baccalaureate. Could you give us your views on how the Welsh bac is valued by learners and teachers? Kirsty Williams AM: Bore da, Julie, and thank you very much for your question. Firstly, I'd like to begin by saying that I as the Cabinet Secretary value the qualification very much indeed. I believe that it helps ensure that we are able to give our young people in Wales a broad and balanced curriculum, recognising the need to develop knowledge and skills in core subjects but recognising also that the purpose of education is to help prepare our children for further study and the world of work, and I believe that the skills challenge element of the baccalaureate does just that. I meet with young people and teachers all the time who tell me about the positive experiences they have had studying for the Welsh bac, and much of that was evidenced in Qualifications Wales's review into the Welsh baccalaureate. They did focus group work with a representative sample, and many of the learners expressed the fact that they have enjoyed studying for the qualification and have gained a great deal from it. I meet regularly with individuals who have Question: What did the meeting discuss about the mental and emotional health of young people? Answer:

Kirsty Williams admitted that the qualification examinations would bring pressure to students. In fact, as he pointed out, students were prone to form a wrong impression that the more they had achieved, the more successful they would get. Thus, he expressed his desire to guide the students to make the right decisions in terms of their A-Levels and baccalaureate.

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Text: Lynne Neagle AM: Okay, good morning, everyone. Welcome to 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? No. Okay. Thank you. Item 2 this morning is our evidence session with the Cabinet Secretary for Education for our inquiry into the status of the Welsh baccalaureate qualification. I'm very pleased to welcome Kirsty Williams AM, Cabinet Secretary for Education; Kevin Palmer, who is deputy director, pedagogy, leadership and professional learning; and Andrew Clark, deputy director, further education and apprenticeships division. So, thank you all for attending, and we're looking forward to hearing what you've got to say. If you're happy, Cabinet Secretary, we'll go straight to questions. Kirsty Williams AM: Of course. Lynne Neagle AM: And the first questions are from Julie Morgan. Julie Morgan AM: Thank you very much, Chair, and bore da. I was going to ask some general questions about the value of the baccalaureate. Could you give us your views on how the Welsh bac is valued by learners and teachers? Kirsty Williams AM: Bore da, Julie, and thank you very much for your question. Firstly, I'd like to begin by saying that I as the Cabinet Secretary value the qualification very much indeed. I believe that it helps ensure that we are able to give our young people in Wales a broad and balanced curriculum, recognising the need to develop knowledge and skills in core subjects but recognising also that the purpose of education is to help prepare our children for further study and the world of work, and I believe that the skills challenge element of the baccalaureate does just that. I meet with young people and teachers all the time who tell me about the positive experiences they have had studying for the Welsh bac, and much of that was evidenced in Qualifications Wales's review into the Welsh baccalaureate. They did focus group work with a representative sample, and many of the learners expressed the fact that they have enjoyed studying for the qualification and have gained a great deal from it. Question: What did the meeting discuss about the effect of the Welsh baccalaureate on wider education provisions? Answer:

Janet Finch-Saunders worried about the narrowing of the curriculum at Key Stage 4. Kirsty Williams assured her that the skill challenge certificate actually ensured a broad variety of choices available. He added that the Qualifications Wales had reviewed into the qualification to see whether the teachers were too onerous and if there was any duplication in students' examinations. As for the Welsh learners who chose England institutions instead of Welsh ones, Kirsty Williams explained that the reasons behind might be various and hard to quantify.

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Text: Lynne Neagle AM: Okay, good morning, everyone. Welcome to 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? No. Okay. Thank you. Item 2 this morning is our evidence session with the Cabinet Secretary for Education for our inquiry into the status of the Welsh baccalaureate qualification. I'm very pleased to welcome Kirsty Williams AM, Cabinet Secretary for Education; Kevin Palmer, who is deputy director, pedagogy, leadership and professional learning; and Andrew Clark, deputy director, further education and apprenticeships division. So, thank you all for attending, and we're looking forward to hearing what you've got to say. If you're happy, Cabinet Secretary, we'll go straight to questions. Kirsty Williams AM: Of course. Lynne Neagle AM: And the first questions are from Julie Morgan. Julie Morgan AM: Thank you very much, Chair, and bore da. I was going to ask some general questions about the value of the baccalaureate. Could you give us your views on how the Welsh bac is valued by learners and teachers? Kirsty Williams AM: Bore da, Julie, and thank you very much for your question. Firstly, I'd like to begin by saying that I as the Cabinet Secretary value the qualification very much indeed. I believe that it helps ensure that we are able to give our young people in Wales a broad and balanced curriculum, recognising the need to develop knowledge and skills in core subjects but recognising also that the purpose of education is to help prepare our children for further study and the world of work, and I believe that the skills challenge element of the baccalaureate does just that. I meet with young people and teachers all the time who tell me about the positive experiences they have had studying for the Welsh bac, and much of that was evidenced in Qualifications Wales's review into the Welsh baccalaureate. They did focus group work with a representative sample, and many of the learners expressed the fact that they have enjoyed studying for the qualification and Question: What did Kirsty Williams think of the students who crossed the border of the Welsh and attended institutions that did not offer Welsh-medium provision? Answer:

Kirsty Williams admitted that the crossing and moves were happening and did not deny the evidence as Sian Gwenllian implied. On the contrary, he believed that the reason behind the crossing was complicated and hard to quantify. He exemplified some of them: the eagerness to adjust to the English system, the nature of the offer (the combination of the A-Levels that institution offered), etc. In conclusion, Kirsty Williams believed that no effective evidence could demonstrate that the avoidance of the baccalaureate was the sole driver for the students choices to move to other areas.

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Text: Lynne Neagle AM: Okay, good morning, everyone. Welcome to 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? No. Okay. Thank you. Item 2 this morning is our evidence session with the Cabinet Secretary for Education for our inquiry into the status of the Welsh baccalaureate qualification. I'm very pleased to welcome Kirsty Williams AM, Cabinet Secretary for Education; Kevin Palmer, who is deputy director, pedagogy, leadership and professional learning; and Andrew Clark, deputy director, further education and apprenticeships division. So, thank you all for attending, and we're looking forward to hearing what you've got to say. If you're happy, Cabinet Secretary, we'll go straight to questions. Kirsty Williams AM: Of course. Lynne Neagle AM: And the first questions are from Julie Morgan. Julie Morgan AM: Thank you very much, Chair, and bore da. I was going to ask some general questions about the value of the baccalaureate. Could you give us your views on how the Welsh bac is valued by learners and teachers? Kirsty Williams AM: Bore da, Julie, and thank you very much for your question. Firstly, I'd like to begin by saying that I as the Cabinet Secretary value the qualification very much indeed. I believe that it helps ensure that we are able to give our young people in Wales a broad and balanced curriculum, recognising the need to develop knowledge and skills in core subjects but recognising also that the purpose of education is to help prepare our children for further study and the world of work, and I believe that the skills challenge element of the baccalaureate does just that. I meet with young people and teachers all the time who tell me about the positive experiences they have had studying for the Welsh bac, and much of that was evidenced in Qualifications Wales's review into the Welsh baccalaureate. They did focus group work with a representative sample, and many of the learners expressed the fact that they have enjoyed studying for the qualification and have gained a Question: What did Kirsty Williams think of the teachers' training for better skills of delivering the baccalaureate? Answer:

On the topic of teachers' training, Kirsty Williams quoted from the ITE programmes that Teachers should be able to help children and young people to make links across their learning, bringing together different aspects to examine important topics such as citizenship, enterprise, financial capability and sustainability. The shifts in pedagogical principles were expected accordingly.

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Text: Lynne Neagle AM: Okay, good morning, everyone. Welcome to 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? No. Okay. Thank you. Item 2 this morning is our evidence session with the Cabinet Secretary for Education for our inquiry into the status of the Welsh baccalaureate qualification. I'm very pleased to welcome Kirsty Williams AM, Cabinet Secretary for Education; Kevin Palmer, who is deputy director, pedagogy, leadership and professional learning; and Andrew Clark, deputy director, further education and apprenticeships division. So, thank you all for attending, and we're looking forward to hearing what you've got to say. If you're happy, Cabinet Secretary, we'll go straight to questions. Kirsty Williams AM: Of course. Lynne Neagle AM: And the first questions are from Julie Morgan. Julie Morgan AM: Thank you very much, Chair, and bore da. I was going to ask some general questions about the value of the baccalaureate. Could you give us your views on how the Welsh bac is valued by learners and teachers? Kirsty Williams AM: Bore da, Julie, and thank you very much for your question. Firstly, I'd like to begin by saying that I as the Cabinet Secretary value the qualification very much indeed. I believe that it helps ensure that we are able to give our young people in Wales a broad and balanced curriculum, recognising the need to develop knowledge and skills in core subjects but recognising also that the purpose of education is to help prepare our children for further study and the world of work, and I believe that the skills challenge element of the baccalaureate does just that. I meet with young people and teachers all the time who tell me about the positive experiences they have had studying for the Welsh bac, and much of that was evidenced in Qualifications Wales's review into the Welsh baccalaureate. They did focus group work with a representative sample, and many of the learners expressed the fact that they have enjoyed studying for the qualification and have gained a great deal from it. I meet regularly with individuals who have been able to use their bac Question: Summarize the whole meeting. Answer:

The meeting was mainly about the Welsh baccalaureate. The committee began with the value of the baccalaureate. There have been young people who entered universities with a baccalaureate qualification. The goal of the committee was to further refine the qualification to balance it with other qualifications that had been recognized by universities and school leaders such as A-Levels. The grading system has been admitted to be rigorous. Students were expected to be evaluated on their individual ability. Although universities showed ambivalent attitudes towards the baccalaureate, its advantage could not be denied. The committee aimed to aid financially in the Welsh schools in organizing the baccalaureate and offering its corresponding courses of high quality.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I have received apologies for absence from Jack Sargeant, and I'm very pleased to welcome Vikki Howells, who is substituting for Jack this morning. Can I ask whether there are any declarations of interest from Members, please? No. Okay. Thank you. Item 2 this morning is our last evidence session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill, and I'm really pleased to welcome back Julie Morgan AM, Deputy Minister for Health and Social Services; Karen Cornish, who is deputy director of the children and families division; and Emma Gammon, who is the lawyer working on the Bill. So, thank you all for coming. If you're happy, we'll go straight into questions because we've got lots of ground that we want to cover, and the first questions are from Janet Finch-Saunders. Janet Finch-Saunders AM: Good morning. Thank you, Chair. Good morning, Deputy Minister. Of those individuals who responded to our written consultation in a personal capacity, nearly 70 per cent do not support this Bill. We also heard a clear message from the parents we met last week who oppose this Bill that, as parents, they understand clearly the difference between child abuse and a light smack from a loving parent. How would you like to respond to that? Julie Morgan AM: Thank you very much, Janet, for that question. I think I'd like to start by saying that child abuse is not the issue that the Bill is trying to address. What the Bill is trying to do is prohibit all forms of physical punishment, and that is in order to protect children's rights and to ensure that children have the same protection from physical punishment as adults. But I do understand that people have different views, and that's why this process has been so important—for us to hear what your views are and what parents' views are. I know that, often, people use different euphemisms really to make light of physical punishment. I've heard expressions used such as a 'light smack' or a Question: Summarize the discussion about the bill to ban physical punishment. Answer:

Julie Morgan thought there was a need for legislation to ban any physical punishment and this bill aimed at protecting children's rights. To ensure the effectiveness of the bill, there was an implementation group with representatives of the police, the crime commissioner, the Crown Prosecution Service, and the social service. Therefore, Julie Morgan was confident about the implementation of legislation. Furthermore, ongoing monitoring had been used to look for the view of the public and ongoing evaluation would come to practice in the next step.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I have received apologies for absence from Jack Sargeant, and I'm very pleased to welcome Vikki Howells, who is substituting for Jack this morning. Can I ask whether there are any declarations of interest from Members, please? No. Okay. Thank you. Item 2 this morning is our last evidence session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill, and I'm really pleased to welcome back Julie Morgan AM, Deputy Minister for Health and Social Services; Karen Cornish, who is deputy director of the children and families division; and Emma Gammon, who is the lawyer working on the Bill. So, thank you all for coming. If you're happy, we'll go straight into questions because we've got lots of ground that we want to cover, and the first questions are from Janet Finch-Saunders. Janet Finch-Saunders AM: Good morning. Thank you, Chair. Good morning, Deputy Minister. Of those individuals who responded to our written consultation in a personal capacity, nearly 70 per cent do not support this Bill. We also heard a clear message from the parents we met last week who oppose this Bill that, as parents, they understand clearly the difference between child abuse and a light smack from a loving parent. How would you like to respond to that? Julie Morgan AM: Thank you very much, Janet, for that question. I think I'd like to start by saying that child abuse is not the issue that the Bill is trying to address. What the Bill is trying to do is prohibit all forms of physical punishment, and that is in order to protect children's rights and to ensure that children have the same protection from physical punishment as adults. But I do understand that people have different views, and that's why this process has been so important—for us to hear what your views are and what parents' views are. I know that, often, people use different euphemisms really to make light of physical punishment. I've heard expressions used such Question: What did Julie Morgan think about a light smack from a loving parent when talking about the bill to ban physical punishment? Answer:

All forms of physical punishment including smacks from a loving parent should be prohibited by legislation to protect children's rights. There were multiple other ways to help parents bring up children rather than the physical punishment.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I have received apologies for absence from Jack Sargeant, and I'm very pleased to welcome Vikki Howells, who is substituting for Jack this morning. Can I ask whether there are any declarations of interest from Members, please? No. Okay. Thank you. Item 2 this morning is our last evidence session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill, and I'm really pleased to welcome back Julie Morgan AM, Deputy Minister for Health and Social Services; Karen Cornish, who is deputy director of the children and families division; and Emma Gammon, who is the lawyer working on the Bill. So, thank you all for coming. If you're happy, we'll go straight into questions because we've got lots of ground that we want to cover, and the first questions are from Janet Finch-Saunders. Janet Finch-Saunders AM: Good morning. Thank you, Chair. Good morning, Deputy Minister. Of those individuals who responded to our written consultation in a personal capacity, nearly 70 per cent do not support this Bill. We also heard a clear message from the parents we met last week who oppose this Bill that, as parents, they understand clearly the difference between child abuse and a light smack from a loving parent. How would you like to respond to that? Julie Morgan AM: Thank you very much, Janet, for that question. I think I'd like to start by saying that child abuse is not the issue that the Bill is trying to address. What the Bill is trying to do is prohibit all forms of physical punishment, and that is in order to protect children's rights and to ensure that children have the same protection from physical punishment as adults. But I do understand that people have different views, and that's why this process has been so important—for us to hear what your views are and what parents' views are. I know that, often, people use different euphemisms really to make light of physical punishment. I've heard expressions used such as a 'light smack' or Question: What were measures to make sure the effectiveness of the bill to ban physical punishment? Answer:

Julie Morgan pointed to the importance of knowing the effect of legislation. To attain this goal, their team has put forward the ongoing monitoring and surveys in terms of the views of the public. In the following steps, ongoing evaluation would be added for independent individuals.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I have received apologies for absence from Jack Sargeant, and I'm very pleased to welcome Vikki Howells, who is substituting for Jack this morning. Can I ask whether there are any declarations of interest from Members, please? No. Okay. Thank you. Item 2 this morning is our last evidence session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill, and I'm really pleased to welcome back Julie Morgan AM, Deputy Minister for Health and Social Services; Karen Cornish, who is deputy director of the children and families division; and Emma Gammon, who is the lawyer working on the Bill. So, thank you all for coming. If you're happy, we'll go straight into questions because we've got lots of ground that we want to cover, and the first questions are from Janet Finch-Saunders. Janet Finch-Saunders AM: Good morning. Thank you, Chair. Good morning, Deputy Minister. Of those individuals who responded to our written consultation in a personal capacity, nearly 70 per cent do not support this Bill. We also heard a clear message from the parents we met last week who oppose this Bill that, as parents, they understand clearly the difference between child abuse and a light smack from a loving parent. How would you like to respond to that? Julie Morgan AM: Thank you very much, Janet, for that question. I think I'd like to start by saying that child abuse is not the issue that the Bill is trying to address. What the Bill is trying to do is prohibit all forms of physical punishment, and that is in order to protect children's rights and to ensure that children have the same protection from physical punishment as adults. But I do understand that people have different views, and that's why this process has been so important—for us to hear what your views are and what parents' views are. I know that, often, people use different euphemisms really to make light of physical punishment. I've heard expressions used such as a 'light smack' or a 'lov Question: Summarize the discussion about relative agencies and workload. Answer:

Julie Morgan answered questions about the bill's impact on other agencies, including the social service, MASHs, CAFCASS. Morgan emphasized the dependence of their work as well as the feasibility of workload changed by the bill.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I have received apologies for absence from Jack Sargeant, and I'm very pleased to welcome Vikki Howells, who is substituting for Jack this morning. Can I ask whether there are any declarations of interest from Members, please? No. Okay. Thank you. Item 2 this morning is our last evidence session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill, and I'm really pleased to welcome back Julie Morgan AM, Deputy Minister for Health and Social Services; Karen Cornish, who is deputy director of the children and families division; and Emma Gammon, who is the lawyer working on the Bill. So, thank you all for coming. If you're happy, we'll go straight into questions because we've got lots of ground that we want to cover, and the first questions are from Janet Finch-Saunders. Janet Finch-Saunders AM: Good morning. Thank you, Chair. Good morning, Deputy Minister. Of those individuals who responded to our written consultation in a personal capacity, nearly 70 per cent do not support this Bill. We also heard a clear message from the parents we met last week who oppose this Bill that, as parents, they understand clearly the difference between child abuse and a light smack from a loving parent. How would you like to respond to that? Julie Morgan AM: Thank you very much, Janet, for that question. I think I'd like to start by saying that child abuse is not the issue that the Bill is trying to address. What the Bill is trying to do is prohibit all forms of physical punishment, and that is in order to protect children's rights and to ensure that children have the same protection from physical punishment as adults. But I do understand that people have different views, and that's why this process has been so important—for us to hear what your views are and what parents' views are. I know that, often, people use different euphemisms really to make light of physical punishment. I've heard expressions used such as a Question: What did Julie Morgan and Karen Cornish think about the relationship with other agencies when talking about relative agencies and workload? Answer:

Julie Morgan and Karen Cornish thought it was really important for agencies, like social services, the police, MASHs to work together in a consistent and appropriate way. However, the team was not dependent on others' work, considering not every area would get their help.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I have received apologies for absence from Jack Sargeant, and I'm very pleased to welcome Vikki Howells, who is substituting for Jack this morning. Can I ask whether there are any declarations of interest from Members, please? No. Okay. Thank you. Item 2 this morning is our last evidence session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill, and I'm really pleased to welcome back Julie Morgan AM, Deputy Minister for Health and Social Services; Karen Cornish, who is deputy director of the children and families division; and Emma Gammon, who is the lawyer working on the Bill. So, thank you all for coming. If you're happy, we'll go straight into questions because we've got lots of ground that we want to cover, and the first questions are from Janet Finch-Saunders. Janet Finch-Saunders AM: Good morning. Thank you, Chair. Good morning, Deputy Minister. Of those individuals who responded to our written consultation in a personal capacity, nearly 70 per cent do not support this Bill. We also heard a clear message from the parents we met last week who oppose this Bill that, as parents, they understand clearly the difference between child abuse and a light smack from a loving parent. How would you like to respond to that? Julie Morgan AM: Thank you very much, Janet, for that question. I think I'd like to start by saying that child abuse is not the issue that the Bill is trying to address. What the Bill is trying to do is prohibit all forms of physical punishment, and that is in order to protect children's rights and to ensure that children have the same protection from physical punishment as adults. But I do understand that people have different views, and that's why this process has been so important—for us to hear what your views are and what parents' views are. I know that, often, people use different euphemisms really to make light of physical punishment. I've heard expressions used such as a ' Question: What did Julie Morgan respond to the worry of heavy workload for social workers when talking about relative agencies and workload? Answer:

Julie Morgan first paid tribute to the work done by social workers. Then, Morgan gave examples from the professionals that there had not been a big rise of referrals, but a slight increase at the beginning which was estimated to fall over time. Moreover, he indicated that a baseline would work in the future to see what exactly happened.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I have received apologies for absence from Jack Sargeant, and I'm very pleased to welcome Vikki Howells, who is substituting for Jack this morning. Can I ask whether there are any declarations of interest from Members, please? No. Okay. Thank you. Item 2 this morning is our last evidence session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill, and I'm really pleased to welcome back Julie Morgan AM, Deputy Minister for Health and Social Services; Karen Cornish, who is deputy director of the children and families division; and Emma Gammon, who is the lawyer working on the Bill. So, thank you all for coming. If you're happy, we'll go straight into questions because we've got lots of ground that we want to cover, and the first questions are from Janet Finch-Saunders. Janet Finch-Saunders AM: Good morning. Thank you, Chair. Good morning, Deputy Minister. Of those individuals who responded to our written consultation in a personal capacity, nearly 70 per cent do not support this Bill. We also heard a clear message from the parents we met last week who oppose this Bill that, as parents, they understand clearly the difference between child abuse and a light smack from a loving parent. How would you like to respond to that? Julie Morgan AM: Thank you very much, Janet, for that question. I think I'd like to start by saying that child abuse is not the issue that the Bill is trying to address. What the Bill is trying to do is prohibit all forms of physical punishment, and that is in order to protect children's rights and to ensure that children have the same protection from physical punishment as adults. But I do understand that people have different views, and that's why this process has been so important—for us to hear what your views are and what parents' views are. I know that, often, people use different euphemisms really to make light of physical punishment. I've heard expressions used such as a 'light smack' or a Question: Summarize the discussion about parenting issues and teachers' preparation. Answer:

As for the parenting issues, the legislation would go up to 18 years old, providing parenting information of different ages. Also, a mapping exercise would be carried out by officials to clearly identify existing gaps and opportunities to do more. As for school issues, teachers would learn childcare legislation by attending training courses, and the group committee would provide procedures and processes needed to deal with different cases. The discussion then further talked about health and communication problems, including the promotion of the work of health visitors, teachers' responsibilities, and the intentions for mapping exercise in the next step.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I have received apologies for absence from Jack Sargeant, and I'm very pleased to welcome Vikki Howells, who is substituting for Jack this morning. Can I ask whether there are any declarations of interest from Members, please? No. Okay. Thank you. Item 2 this morning is our last evidence session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill, and I'm really pleased to welcome back Julie Morgan AM, Deputy Minister for Health and Social Services; Karen Cornish, who is deputy director of the children and families division; and Emma Gammon, who is the lawyer working on the Bill. So, thank you all for coming. If you're happy, we'll go straight into questions because we've got lots of ground that we want to cover, and the first questions are from Janet Finch-Saunders. Janet Finch-Saunders AM: Good morning. Thank you, Chair. Good morning, Deputy Minister. Of those individuals who responded to our written consultation in a personal capacity, nearly 70 per cent do not support this Bill. We also heard a clear message from the parents we met last week who oppose this Bill that, as parents, they understand clearly the difference between child abuse and a light smack from a loving parent. How would you like to respond to that? Julie Morgan AM: Thank you very much, Janet, for that question. I think I'd like to start by saying that child abuse is not the issue that the Bill is trying to address. What the Bill is trying to do is prohibit all forms of physical punishment, and that is in order to protect children's rights and to ensure that children have the same protection from physical punishment as adults. But I do understand that people have different views, and that's why this process has been so important—for us to hear what your views are and what parents' views are. I know that, often, people use different euphemisms really to make light of physical punishment. I've heard expressions used such as a ' Question: What did Julie Morgan think about the cost of training for teachers when talking about parenting issues and teachers' preparation? Answer:

Julie Morgan thought the cost of training would be minimal as teachers had had courses about childcare issues and something about the bill would be absorbed into that without any additional fund.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I have received apologies for absence from Jack Sargeant, and I'm very pleased to welcome Vikki Howells, who is substituting for Jack this morning. Can I ask whether there are any declarations of interest from Members, please? No. Okay. Thank you. Item 2 this morning is our last evidence session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill, and I'm really pleased to welcome back Julie Morgan AM, Deputy Minister for Health and Social Services; Karen Cornish, who is deputy director of the children and families division; and Emma Gammon, who is the lawyer working on the Bill. So, thank you all for coming. If you're happy, we'll go straight into questions because we've got lots of ground that we want to cover, and the first questions are from Janet Finch-Saunders. Janet Finch-Saunders AM: Good morning. Thank you, Chair. Good morning, Deputy Minister. Of those individuals who responded to our written consultation in a personal capacity, nearly 70 per cent do not support this Bill. We also heard a clear message from the parents we met last week who oppose this Bill that, as parents, they understand clearly the difference between child abuse and a light smack from a loving parent. How would you like to respond to that? Julie Morgan AM: Thank you very much, Janet, for that question. I think I'd like to start by saying that child abuse is not the issue that the Bill is trying to address. What the Bill is trying to do is prohibit all forms of physical punishment, and that is in order to protect children's rights and to ensure that children have the same protection from physical punishment as adults. But I do understand that people have different views, and that's why this process has been so important—for us to hear what your views are and what parents' views are. I know that, often, people use different euphemisms really to make light of physical punishment. I've heard expressions used such as a ' Question: What did Julie Morgan think about the communication process through health visitors when talking about parenting issues and teachers' preparation? Answer:

The Healthy Child Wales programme and the role of health visitors were really crucial as providing universal service. Based on the bill, they could promote positive parenting by encouraging parents not to use physical punishment. As for people who did not access the Healthy Child Wales programme and the issues regarding coverage, the group would identify the gaps and relative measures with a mapping exercise.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I have received apologies for absence from Jack Sargeant, and I'm very pleased to welcome Vikki Howells, who is substituting for Jack this morning. Can I ask whether there are any declarations of interest from Members, please? No. Okay. Thank you. Item 2 this morning is our last evidence session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill, and I'm really pleased to welcome back Julie Morgan AM, Deputy Minister for Health and Social Services; Karen Cornish, who is deputy director of the children and families division; and Emma Gammon, who is the lawyer working on the Bill. So, thank you all for coming. If you're happy, we'll go straight into questions because we've got lots of ground that we want to cover, and the first questions are from Janet Finch-Saunders. Janet Finch-Saunders AM: Good morning. Thank you, Chair. Good morning, Deputy Minister. Of those individuals who responded to our written consultation in a personal capacity, nearly 70 per cent do not support this Bill. We also heard a clear message from the parents we met last week who oppose this Bill that, as parents, they understand clearly the difference between child abuse and a light smack from a loving parent. How would you like to respond to that? Julie Morgan AM: Thank you very much, Janet, for that question. I think I'd like to start by saying that child abuse is not the issue that the Bill is trying to address. What the Bill is trying to do is prohibit all forms of physical punishment, and that is in order to protect children's rights and to ensure that children have the same protection from physical punishment as adults. But I do understand that people have different views, and that's why this process has been so important—for us to hear what your views are and what parents' views are. I know that, often, people use different euphemisms really to make light of physical punishment. I've heard expressions used such as a 'light smack' or a 'loving Question: Summarize the discussion about resource implications. Answer:

Julie Morgan said the team had done their best preparation to cover all eventualities, such as the awareness-raising campaign, a mapping exercise, and the arrangements of organizations. Later on, Morgan told something about an in-the-round discussion with the Cabinet, where some costings had been decided.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I have received apologies for absence from Jack Sargeant, and I'm very pleased to welcome Vikki Howells, who is substituting for Jack this morning. Can I ask whether there are any declarations of interest from Members, please? No. Okay. Thank you. Item 2 this morning is our last evidence session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill, and I'm really pleased to welcome back Julie Morgan AM, Deputy Minister for Health and Social Services; Karen Cornish, who is deputy director of the children and families division; and Emma Gammon, who is the lawyer working on the Bill. So, thank you all for coming. If you're happy, we'll go straight into questions because we've got lots of ground that we want to cover, and the first questions are from Janet Finch-Saunders. Janet Finch-Saunders AM: Good morning. Thank you, Chair. Good morning, Deputy Minister. Of those individuals who responded to our written consultation in a personal capacity, nearly 70 per cent do not support this Bill. We also heard a clear message from the parents we met last week who oppose this Bill that, as parents, they understand clearly the difference between child abuse and a light smack from a loving parent. How would you like to respond to that? Julie Morgan AM: Thank you very much, Janet, for that question. I think I'd like to start by saying that child abuse is not the issue that the Bill is trying to address. What the Bill is trying to do is prohibit all forms of physical punishment, and that is in order to protect children's rights and to ensure that children have the same protection from physical punishment as adults. But I do understand that people have different views, and that's why this process has been so important—for us to hear what your views are and what parents' views are. I know that, often, people use different euphemisms really to make light of physical punishment. I've heard expressions used such as a 'light smack' or Question: What did Julie Morgan think about unforeseen costs when talking about resource implications? Answer:

Morgan admitted the existence of unknown cost but emphasized the best preparation done by the team to cover all eventualities. As for public service, the team relied on the information gained from the organizations and Morgan pointed out legislation was put on to the part where public service had been dealing with and for that, there would not be a big impact.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I have received apologies for absence from Jack Sargeant, and I'm very pleased to welcome Vikki Howells, who is substituting for Jack this morning. Can I ask whether there are any declarations of interest from Members, please? No. Okay. Thank you. Item 2 this morning is our last evidence session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill, and I'm really pleased to welcome back Julie Morgan AM, Deputy Minister for Health and Social Services; Karen Cornish, who is deputy director of the children and families division; and Emma Gammon, who is the lawyer working on the Bill. So, thank you all for coming. If you're happy, we'll go straight into questions because we've got lots of ground that we want to cover, and the first questions are from Janet Finch-Saunders. Janet Finch-Saunders AM: Good morning. Thank you, Chair. Good morning, Deputy Minister. Of those individuals who responded to our written consultation in a personal capacity, nearly 70 per cent do not support this Bill. We also heard a clear message from the parents we met last week who oppose this Bill that, as parents, they understand clearly the difference between child abuse and a light smack from a loving parent. How would you like to respond to that? Julie Morgan AM: Thank you very much, Janet, for that question. I think I'd like to start by saying that child abuse is not the issue that the Bill is trying to address. What the Bill is trying to do is prohibit all forms of physical punishment, and that is in order to protect children's rights and to ensure that children have the same protection from physical punishment as adults. But I do understand that people have different views, and that's why this process has been so important—for us to hear what your views are and what parents' views are. I know that, often, people use different euphemisms really to make light of physical punishment. I've heard expressions used such as a 'light smack' or Question: What did Karen Cornish think about the budget given when talking about resource implications? Answer:

The amount of money decided on the awareness-raising campaign was £2.2 million over six years. With the organ donation bill, it was about £4 million. Karen felt confident with the amount in terms of the initial stages of the awareness campaign.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I have received apologies for absence from Jack Sargeant, and I'm very pleased to welcome Vikki Howells, who is substituting for Jack this morning. Can I ask whether there are any declarations of interest from Members, please? No. Okay. Thank you. Item 2 this morning is our last evidence session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill, and I'm really pleased to welcome back Julie Morgan AM, Deputy Minister for Health and Social Services; Karen Cornish, who is deputy director of the children and families division; and Emma Gammon, who is the lawyer working on the Bill. So, thank you all for coming. If you're happy, we'll go straight into questions because we've got lots of ground that we want to cover, and the first questions are from Janet Finch-Saunders. Janet Finch-Saunders AM: Good morning. Thank you, Chair. Good morning, Deputy Minister. Of those individuals who responded to our written consultation in a personal capacity, nearly 70 per cent do not support this Bill. We also heard a clear message from the parents we met last week who oppose this Bill that, as parents, they understand clearly the difference between child abuse and a light smack from a loving parent. How would you like to respond to that? Julie Morgan AM: Thank you very much, Janet, for that question. I think I'd like to start by saying that child abuse is not the issue that the Bill is trying to address. What the Bill is trying to do is prohibit all forms of physical punishment, and that is in order to protect children's rights and to ensure that children have the same protection from physical punishment as adults. But I do understand that people have different views, and that's why this process has been so important—for us to hear what your views are and what parents' views are. I know that, often, people use different euphemisms really to make light of physical punishment. I've heard expressions used such as a 'light smack' or a 'loving smack Question: Summarize the whole meeting. Answer:

This meeting mainly talked about the Abolition of Defence of Reasonable Punishment Bill. Julie Morgan, Deputy Minister for Health and Social Services, and Karen Cornish, deputy director of the Children and Families Division, took charge of answering the relevant questions. To start with, the meeting first discussed the motivation of such legislation and the impact on social service and other agencies. Support for parents and teachers were then discussed, involving their demands and means to address. To continue, the meeting turned to the criminal perspective, discussing the out-of-court disposals, malicious reporting, and non-conviction information. The next step was to talk about costings, followed by the topic of human rights and eventually the awareness raising.

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Text: Project Manager: Okay, welcome everyone to our next meeting. I'm busy writing and busy leading the meeting, but um I've prepared a little presentation once again um or at least an agenda I think uh the biggest part of the presentation will be uh on your side. Um we are here at the conceptual design meeting, which is hereby opened. Um once again I will try to uh write some minutes which I just from the previous meeting uh placed inside our project folder, which was quite some typing. Um today we once again have uh three presentations, if I'm right, and after that we will take a decision on the remote control concepts. And just as the last time we have forty minutes to accomplish that. Okay, well Industrial Designer: <unk>vocalsound<unk> Project Manager: I'd say let's start with the first presentation. Marketing: 'Kay. Project Manager: Um in the same order as last time? Industrial Designer: W sure. User Interface: Mm. Alright. Project Manager: Okay. Well, take it away. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>gap<unk> <unk>vocalsound<unk> Okay uh welcome you all. User Interface: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Industrial Designer: Components design, um <unk>vocalsound<unk> uh first of all uh I would like to uh uh accommodate some of those uh things I uh uh <unk>disfmarker<unk> elaborate some of the things I did. I I elaborated on the concept. What should be um uh said about uh the components, uh its properties and what kind of materials should we use to uh to make uh one of those r remote controls. Uh well first of all I've uh d subtracted some of the components that is that are used uh are w w um <unk>vocalsound<unk> you know from what uh the remote control's formed. Uh first of all, the case Question: What did the group discuss about the remote control concept? Answer:

Industrial Designer expressed a desire to make remote control from rubber and LCD touch screen. Industrial Designer designed a remote control chargeable with a mount station instead of plugging it. In addition, User Interface emphasized that the remote control should not only have an LCD screen, but also some necessary buttons. Marketing introduced watch trends about colours, shapes and material of remote control from the past years. Based on the analysis of marketing, the group did a discussion about target people and made initial design decisions.

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Text: Project Manager: Okay, welcome everyone to our next meeting. I'm busy writing and busy leading the meeting, but um I've prepared a little presentation once again um or at least an agenda I think uh the biggest part of the presentation will be uh on your side. Um we are here at the conceptual design meeting, which is hereby opened. Um once again I will try to uh write some minutes which I just from the previous meeting uh placed inside our project folder, which was quite some typing. Um today we once again have uh three presentations, if I'm right, and after that we will take a decision on the remote control concepts. And just as the last time we have forty minutes to accomplish that. Okay, well Industrial Designer: <unk>vocalsound<unk> Project Manager: I'd say let's start with the first presentation. Marketing: 'Kay. Project Manager: Um in the same order as last time? Industrial Designer: W sure. User Interface: Mm. Alright. Project Manager: Okay. Well, take it away. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>gap<unk> <unk>vocalsound<unk> Okay uh welcome you all. User Interface: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Industrial Designer: Components design, um <unk>vocalsound<unk> uh first of all uh I would like to uh uh accommodate some of those uh things I uh uh <unk>disfmarker<unk> elaborate some of the things I did. I I elaborated on the concept. What should be um uh said about uh the components, uh its properties and what kind of materials should we use to uh to make uh one of those r remote controls. Uh well first of all I've uh d subtracted some of the components that is that are used uh are w w um <unk>vocalsound<unk> you know from what uh the remote control's formed. Uh first of all, the Question: Summarize User Interface's opinion about remote control design? Answer:

User Interface thought speech recognition function was useful because people always lost remote control. It would be easy to find with a microphone in the remote. The basic design of remote control would include volume and program icon, buttons move and mute, recognisable and scroll function in the curvy shape. This design would mainly be toward young people.

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Text: Project Manager: Okay, welcome everyone to our next meeting. I'm busy writing and busy leading the meeting, but um I've prepared a little presentation once again um or at least an agenda I think uh the biggest part of the presentation will be uh on your side. Um we are here at the conceptual design meeting, which is hereby opened. Um once again I will try to uh write some minutes which I just from the previous meeting uh placed inside our project folder, which was quite some typing. Um today we once again have uh three presentations, if I'm right, and after that we will take a decision on the remote control concepts. And just as the last time we have forty minutes to accomplish that. Okay, well Industrial Designer: <unk>vocalsound<unk> Project Manager: I'd say let's start with the first presentation. Marketing: 'Kay. Project Manager: Um in the same order as last time? Industrial Designer: W sure. User Interface: Mm. Alright. Project Manager: Okay. Well, take it away. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>gap<unk> <unk>vocalsound<unk> Okay uh welcome you all. User Interface: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Industrial Designer: Components design, um <unk>vocalsound<unk> uh first of all uh I would like to uh uh accommodate some of those uh things I uh uh <unk>disfmarker<unk> elaborate some of the things I did. I I elaborated on the concept. What should be um uh said about uh the components, uh its properties and what kind of materials should we use to uh to make uh one of those r remote controls. Uh well first of all I've uh d subtracted some of the components that is that are used uh are w w um <unk>vocalsound<unk> you know from what uh the remote control's formed. Uh first of all, the Question: What was Marketing's conclusion about the remote control watch trend? Answer:

Marketing introduced watch trends in shapes, colours, material and functions from the past years. In Marketing's data, young people prefered fruity colours, round shapes and soft material. In contrast, elderly people liked dark colours, square shapes with round edges and hard material.

tr-sq-799

tr-sq-799_0

Text: Project Manager: Okay, welcome everyone to our next meeting. I'm busy writing and busy leading the meeting, but um I've prepared a little presentation once again um or at least an agenda I think uh the biggest part of the presentation will be uh on your side. Um we are here at the conceptual design meeting, which is hereby opened. Um once again I will try to uh write some minutes which I just from the previous meeting uh placed inside our project folder, which was quite some typing. Um today we once again have uh three presentations, if I'm right, and after that we will take a decision on the remote control concepts. And just as the last time we have forty minutes to accomplish that. Okay, well Industrial Designer: <unk>vocalsound<unk> Project Manager: I'd say let's start with the first presentation. Marketing: 'Kay. Project Manager: Um in the same order as last time? Industrial Designer: W sure. User Interface: Mm. Alright. Project Manager: Okay. Well, take it away. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>gap<unk> <unk>vocalsound<unk> Okay uh welcome you all. User Interface: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Industrial Designer: Components design, um <unk>vocalsound<unk> uh first of all uh I would like to uh uh accommodate some of those uh things I uh uh <unk>disfmarker<unk> elaborate some of the things I did. I I elaborated on the concept. What should be um uh said about uh the components, uh its properties and what kind of materials should we use to uh to make uh one of those r remote controls. Uh well first of all I've uh d subtracted some of the components that is that are used uh are w w um <unk>vocalsound<unk> you know from what uh the remote control's formed. Uh first of all, the Question: Summarize the discussion about User Interface design about remote control. Answer:

User Interface designed position of normal and usual buttons such as plus, minus, sound and program. Project Manager suggested the microphone was a special point so it should be placed visibly. Then User Interface decided to put the microphone in a company logo. Marketing thought scroll was convenient, Industrial Designer agreed and designed scroll on the side. Project Manager thought remote control would be fancier with scroll.

tr-sq-800

tr-sq-800_0

Text: Project Manager: Okay, welcome everyone to our next meeting. I'm busy writing and busy leading the meeting, but um I've prepared a little presentation once again um or at least an agenda I think uh the biggest part of the presentation will be uh on your side. Um we are here at the conceptual design meeting, which is hereby opened. Um once again I will try to uh write some minutes which I just from the previous meeting uh placed inside our project folder, which was quite some typing. Um today we once again have uh three presentations, if I'm right, and after that we will take a decision on the remote control concepts. And just as the last time we have forty minutes to accomplish that. Okay, well Industrial Designer: <unk>vocalsound<unk> Project Manager: I'd say let's start with the first presentation. Marketing: 'Kay. Project Manager: Um in the same order as last time? Industrial Designer: W sure. User Interface: Mm. Alright. Project Manager: Okay. Well, take it away. User Interface: <unk>vocalsound<unk> Industrial Designer: <unk>gap<unk> <unk>vocalsound<unk> Okay uh welcome you all. User Interface: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Industrial Designer: Components design, um <unk>vocalsound<unk> uh first of all uh I would like to uh uh accommodate some of those uh things I uh uh <unk>disfmarker<unk> elaborate some of the things I did. I I elaborated on the concept. What should be um uh said about uh the components, uh its properties and what kind of materials should we use to uh to make uh one of those r remote controls. Uh well first of all I've uh d subtracted some of the components that is that are used uh are w w um <unk>vocalsound<unk> you know from what uh the remote control's formed. Uh first of all, the Question: What did the group think about microphone position on the remote control? Answer:

Marketing thought it was easy with a microphone on the remote control so that it was easy to find. User Interface agreed and thought it was better to put the microphone in a corner. Industrial Designer thought no matter where the microphone was, it would not be visible. So where to place didn't matter. Project Manager thought the microphone should be in an important position to see because it was a special selling point of remote control.