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tr-sq-901

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Text: PhD A: It's not very significant. Professor B: Uh, channel one. Yes. Grad D: Channel three. Professor B: OK. PhD F: Mm - hmm. Grad D: Channel three. PhD A: Ta Grad D: Channel three. Alright. Professor B: OK, did you solve speech recognition last week? Grad E: Almost. Professor B: Alright! Let's do image processing. PhD C: Yes, again. PhD A: Great. PhD C: We did it again, Morgan. Professor B: Alright! Grad E: Doo - doop, doo - doo. PhD A: What's wrong with <unk>disfmarker<unk>? Professor B: OK. It's April fifth. Actually, Hynek should be getting back in town shortly if he isn't already. PhD C: Is he gonna come here? Professor B: Uh. Well, we 'll drag him here. I know where he is. PhD C: So when you said " in town ", you mean <unk>pause<unk> Oregon. Professor B: U u u u uh, I meant, you know, this end of the world, yeah, <unk>vocalsound<unk> is really what I meant, PhD C: Oh. Grad E: Doo, doo - doo. Professor B: uh, cuz he's been in Europe. Grad E: Doo - doo. Professor B: So. PhD C: I have something just fairly brief to report on. Professor B: Mmm. PhD C: Um, I did some <unk>pause<unk> experim uh, uh, just a few more experiments before I had to, <unk>vocalsound<unk> uh, go away for the w well, that week. Professor B: Great! PhD C: Was it last week or whenever? Um, so what I was Question: What did PhD A think about VAD? Answer:

PhD A thought that a good VAD could not be made without baseline features. On-line normalization was not helping the model when spectral subtraction was already in play. The short filters were performing as well as the long ones, and the model was doing well on the well-matched case. Despite mixed results, the shorter latency was a positive sign.

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Text: PhD A: It's not very significant. Professor B: Uh, channel one. Yes. Grad D: Channel three. Professor B: OK. PhD F: Mm - hmm. Grad D: Channel three. PhD A: Ta Grad D: Channel three. Alright. Professor B: OK, did you solve speech recognition last week? Grad E: Almost. Professor B: Alright! Let's do image processing. PhD C: Yes, again. PhD A: Great. PhD C: We did it again, Morgan. Professor B: Alright! Grad E: Doo - doop, doo - doo. PhD A: What's wrong with <unk>disfmarker<unk>? Professor B: OK. It's April fifth. Actually, Hynek should be getting back in town shortly if he isn't already. PhD C: Is he gonna come here? Professor B: Uh. Well, we 'll drag him here. I know where he is. PhD C: So when you said " in town ", you mean <unk>pause<unk> Oregon. Professor B: U u u u uh, I meant, you know, this end of the world, yeah, <unk>vocalsound<unk> is really what I meant, PhD C: Oh. Grad E: Doo, doo - doo. Professor B: uh, cuz he's been in Europe. Grad E: Doo - doo. Professor B: So. PhD C: I have something just fairly brief to report on. Professor B: Mmm. PhD C: Um, I did some <unk>pause<unk> experim uh, uh, just a few more experiments before I had to, <unk>vocalsound<unk> uh, go away for the w well, that week. Professor B: Great! PhD C: Was it last week or whenever? Um, so what I was started playing with was Question: Summarize the meeting Answer:

The meeting began with an update on the HTK backend. The team was testing different numbers for Gaussian mixtures. The team then discussed how performance on the Aurora tasks was measured. The final score for Aurora was a weighted average, but it seemed that there was no practical implementation against which tasks were being measured. The VAD of the team's existing system for Aurora was better. The team was also working on feature classification, mainly to do voice-unvoice detection. The meeting concluded with a few more updates on the Aurora project.

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Text: Industrial Designer: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Hmm. Project Manager: Okay. Good morning everybody. Um I'm glad you could all come. I'm really excited to start this team. Um I'm just gonna have a little PowerPoint presentation for us, for our kick-off meeting. My name is Rose Lindgren. I I'll be the Project Manager. Um our agenda today is we are gonna do a little opening and then I'm gonna talk a little bit about the project, then we'll move into acquaintance such as getting to know each other a little bit, including a tool training exercise. And then we'll move into the project plan, do a little discussion and close, since we only have twenty five minutes. First of all our project aim. Um we are creating a new remote control which we have three goals about, it needs to be original, trendy and user-friendly. I'm hoping that we can all work together to achieve all three of those. Um so we're gonna divide us up into three <unk>vocalsound<unk> compa three parts. First the functional design which will be uh first we'll do individual work, come into a meeting, the conceptional design, individual work and a meeting, and then the detailed design, individual work and a meeting. So that we'll each be doing our own ideas and then coming together and um collaborating. Okay, we're gonna get to know each other a little bit. So um, what we're gonna do is start off with um let's start off with Amina. Um Alima, Industrial Designer: Alima. Project Manager: sorry, Alima. Industrial Designer: <unk>vocalsound<unk> <unk>vocalsound<unk> Project Manager: Um we're gonna do a little tool training, so we are gonna work with that whiteboard behind you. Um introduce yourself, um say one thing about yourself and then draw your favourite animal and tell Question: Summarize the discussion about use cases. Answer:

Marketing was tired of too many buttons with different functions separately, but yet he doubted whether combining all different remotes together was necessary because he felt it ended up with multimedia overload. User Interface thought remote controls were pretty nice but could be a bit annoying because users didn't have to get up and walk across the room to change a channel. However, three separate remote controls with too many buttons for TV could be confusing and complicated. Industrial Designer agreed with having too many remotes around.

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Text: Industrial Designer: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Hmm. Project Manager: Okay. Good morning everybody. Um I'm glad you could all come. I'm really excited to start this team. Um I'm just gonna have a little PowerPoint presentation for us, for our kick-off meeting. My name is Rose Lindgren. I I'll be the Project Manager. Um our agenda today is we are gonna do a little opening and then I'm gonna talk a little bit about the project, then we'll move into acquaintance such as getting to know each other a little bit, including a tool training exercise. And then we'll move into the project plan, do a little discussion and close, since we only have twenty five minutes. First of all our project aim. Um we are creating a new remote control which we have three goals about, it needs to be original, trendy and user-friendly. I'm hoping that we can all work together to achieve all three of those. Um so we're gonna divide us up into three <unk>vocalsound<unk> compa three parts. First the functional design which will be uh first we'll do individual work, come into a meeting, the conceptional design, individual work and a meeting, and then the detailed design, individual work and a meeting. So that we'll each be doing our own ideas and then coming together and um collaborating. Okay, we're gonna get to know each other a little bit. So um, what we're gonna do is start off with um let's start off with Amina. Um Alima, Industrial Designer: Alima. Project Manager: sorry, Alima. Industrial Designer: <unk>vocalsound<unk> <unk>vocalsound<unk> Project Manager: Um we're gonna do a little tool training, so we are gonna work with that whiteboard behind you. Um introduce yourself, um say one thing about yourself and then draw your Question: What did Industrial Designer propose in the discussion about remote control style? Answer:

Industrial Designer proposed that it's important to use the remote control with ease. Buttons, in the proper size, shouldn't be too many to confuse. He thought users were supposed to know what they were doing. And he was particularly interested in not moving the control around to get it to work with the infra-red. Industrial Designer also proposed that the remote control to be designed should work for what it's doing.

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Text: Industrial Designer: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Hmm. Project Manager: Okay. Good morning everybody. Um I'm glad you could all come. I'm really excited to start this team. Um I'm just gonna have a little PowerPoint presentation for us, for our kick-off meeting. My name is Rose Lindgren. I I'll be the Project Manager. Um our agenda today is we are gonna do a little opening and then I'm gonna talk a little bit about the project, then we'll move into acquaintance such as getting to know each other a little bit, including a tool training exercise. And then we'll move into the project plan, do a little discussion and close, since we only have twenty five minutes. First of all our project aim. Um we are creating a new remote control which we have three goals about, it needs to be original, trendy and user-friendly. I'm hoping that we can all work together to achieve all three of those. Um so we're gonna divide us up into three <unk>vocalsound<unk> compa three parts. First the functional design which will be uh first we'll do individual work, come into a meeting, the conceptional design, individual work and a meeting, and then the detailed design, individual work and a meeting. So that we'll each be doing our own ideas and then coming together and um collaborating. Okay, we're gonna get to know each other a little bit. So um, what we're gonna do is start off with um let's start off with Amina. Um Alima, Industrial Designer: Alima. Project Manager: sorry, Alima. Industrial Designer: <unk>vocalsound<unk> <unk>vocalsound<unk> Project Manager: Um we're gonna do a little tool training, so we are gonna work with that whiteboard behind you. Question: Summarize the decision of the discussion about the conflict over combining all the remotes content together versus having five different remotes. Answer:

Have one remote that has the main functions such as turning on, turning off, channel changing, volume; and another remote with all the special things.

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Text: Industrial Designer: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Hmm. Project Manager: Okay. Good morning everybody. Um I'm glad you could all come. I'm really excited to start this team. Um I'm just gonna have a little PowerPoint presentation for us, for our kick-off meeting. My name is Rose Lindgren. I I'll be the Project Manager. Um our agenda today is we are gonna do a little opening and then I'm gonna talk a little bit about the project, then we'll move into acquaintance such as getting to know each other a little bit, including a tool training exercise. And then we'll move into the project plan, do a little discussion and close, since we only have twenty five minutes. First of all our project aim. Um we are creating a new remote control which we have three goals about, it needs to be original, trendy and user-friendly. I'm hoping that we can all work together to achieve all three of those. Um so we're gonna divide us up into three <unk>vocalsound<unk> compa three parts. First the functional design which will be uh first we'll do individual work, come into a meeting, the conceptional design, individual work and a meeting, and then the detailed design, individual work and a meeting. So that we'll each be doing our own ideas and then coming together and um collaborating. Okay, we're gonna get to know each other a little bit. So um, what we're gonna do is start off with um let's start off with Amina. Um Alima, Industrial Designer: Alima. Project Manager: sorry, Alima. Industrial Designer: <unk>vocalsound<unk> <unk>vocalsound<unk> Project Manager: Um we're gonna do a little tool training, so we are gonna work with that whiteboard behind you. Um introduce yourself, um say one thing about yourself and then draw your Question: What did the group discuss about the object of the remote control? Answer:

Marketing thought they should design a remote control for television only due to the issue of advancement. User Interface supposed that it would be nice to have playing and recording and stop buttons on remote controls for the video recorder as well, but he didn't know if that worked technologically. Industrial Designer agreed to define the object of remote control, and he proposed that it would be simpler if it's just for television because there were fewer buttons, which would benefit older people or people that weren't very co-ordinated hand-eye.

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Text: Industrial Designer: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Hmm. Project Manager: Okay. Good morning everybody. Um I'm glad you could all come. I'm really excited to start this team. Um I'm just gonna have a little PowerPoint presentation for us, for our kick-off meeting. My name is Rose Lindgren. I I'll be the Project Manager. Um our agenda today is we are gonna do a little opening and then I'm gonna talk a little bit about the project, then we'll move into acquaintance such as getting to know each other a little bit, including a tool training exercise. And then we'll move into the project plan, do a little discussion and close, since we only have twenty five minutes. First of all our project aim. Um we are creating a new remote control which we have three goals about, it needs to be original, trendy and user-friendly. I'm hoping that we can all work together to achieve all three of those. Um so we're gonna divide us up into three <unk>vocalsound<unk> compa three parts. First the functional design which will be uh first we'll do individual work, come into a meeting, the conceptional design, individual work and a meeting, and then the detailed design, individual work and a meeting. So that we'll each be doing our own ideas and then coming together and um collaborating. Okay, we're gonna get to know each other a little bit. So um, what we're gonna do is start off with um let's start off with Amina. Um Alima, Industrial Designer: Alima. Project Manager: sorry, Alima. Industrial Designer: <unk>vocalsound<unk> <unk>vocalsound<unk> Project Manager: Um we're gonna do a little tool training, so we are gonna work with that whiteboard behind you. Um introduce yourself, um say one thing about yourself and then Question: What's the advantage of designing a remote control for television only? Answer:

It would be simpler if it's just for television because there were fewer buttons, which would benefit older people or people that weren't very co-ordinated hand-eye.

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Text: Industrial Designer: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Hmm. Project Manager: Okay. Good morning everybody. Um I'm glad you could all come. I'm really excited to start this team. Um I'm just gonna have a little PowerPoint presentation for us, for our kick-off meeting. My name is Rose Lindgren. I I'll be the Project Manager. Um our agenda today is we are gonna do a little opening and then I'm gonna talk a little bit about the project, then we'll move into acquaintance such as getting to know each other a little bit, including a tool training exercise. And then we'll move into the project plan, do a little discussion and close, since we only have twenty five minutes. First of all our project aim. Um we are creating a new remote control which we have three goals about, it needs to be original, trendy and user-friendly. I'm hoping that we can all work together to achieve all three of those. Um so we're gonna divide us up into three <unk>vocalsound<unk> compa three parts. First the functional design which will be uh first we'll do individual work, come into a meeting, the conceptional design, individual work and a meeting, and then the detailed design, individual work and a meeting. So that we'll each be doing our own ideas and then coming together and um collaborating. Okay, we're gonna get to know each other a little bit. So um, what we're gonna do is start off with um let's start off with Amina. Um Alima, Industrial Designer: Alima. Project Manager: sorry, Alima. Industrial Designer: <unk>vocalsound<unk> <unk>vocalsound<unk> Project Manager: Um we're gonna do a little tool training, so we are gonna work with that whiteboard behind you. Um introduce yourself, um say one thing about yourself and then Question: Summarize User Interface's opinions towards the object of remote control. Answer:

User Interface supposed that it would be nice to have playing and recording and stop buttons on remote controls for the video recorder as well, but he didn't know if that worked technologically.

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Text: Industrial Designer: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Hmm. Project Manager: Okay. Good morning everybody. Um I'm glad you could all come. I'm really excited to start this team. Um I'm just gonna have a little PowerPoint presentation for us, for our kick-off meeting. My name is Rose Lindgren. I I'll be the Project Manager. Um our agenda today is we are gonna do a little opening and then I'm gonna talk a little bit about the project, then we'll move into acquaintance such as getting to know each other a little bit, including a tool training exercise. And then we'll move into the project plan, do a little discussion and close, since we only have twenty five minutes. First of all our project aim. Um we are creating a new remote control which we have three goals about, it needs to be original, trendy and user-friendly. I'm hoping that we can all work together to achieve all three of those. Um so we're gonna divide us up into three <unk>vocalsound<unk> compa three parts. First the functional design which will be uh first we'll do individual work, come into a meeting, the conceptional design, individual work and a meeting, and then the detailed design, individual work and a meeting. So that we'll each be doing our own ideas and then coming together and um collaborating. Okay, we're gonna get to know each other a little bit. So um, what we're gonna do is start off with um let's start off with Amina. Um Alima, Industrial Designer: Alima. Project Manager: sorry, Alima. Industrial Designer: <unk>vocalsound<unk> <unk>vocalsound<unk> Project Manager: Um we're gonna do a little tool training, so we are gonna work with that whiteboard behind you. Um introduce yourself, um say one thing about yourself and then draw your favourite animal and tell us about Question: Summarize the whole meeting. Answer:

Project Manager briefed members on a new remote control project. By drawing favourite animals, the team got to know each other. Two complementary remote controls could be designed for a certain object, one having main functions and another with all the special things. And this device was just aimed for television, without video recorder functions on it.

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Text: Project Manager: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: Okay. Good afternoon again. User Interface: <unk>vocalsound<unk> Project Manager: So we should have our final meeting about the detail designed of <unk>disfmarker<unk> detail design of the product of the remote control. Um <unk>vocalsound<unk> So here is the agenda for today. Uh uh just going to go quickly through the minutes of the last last uh meeting then we have a p presentation of prototype of you two, sounds interesting. And we'll have um <unk>vocalsound<unk> presentation of evaluation crit criteria by ou our Marketing Experts. Then we'll have to go through finance evaluation of the of the cost of the thing and um hopefully uh we should fit the target o tw of twelve point five uh uh Euro. <unk>vocalsound<unk> Okay. So let's go. Uh if I go quickly through the minutes of the last meeting. <unk>vocalsound<unk> So we went through th uh w we took this following decisions. No L_C_D_, no speech recognition technology, okay, we went through a b to a banana look and feel for the remote control. We went through the use of wheels and but buttons. <unk>vocalsound<unk> And also the use of a basis station for battery ch charging and uh also to um call the to call the mot mote remote control when it is lost. Okay. Um. Good. So guys let <unk>gap<unk> this uh wonderful thing. Industrial Designer: Okay so we can go to the slides. Project Manager: <unk>vocalsound<unk> Oh yeah. Sorry. Um. Industrial Designer: Yeah. Number three. Oh number two sorry. Project Manager: Which is <unk>gap<unk> <unk>disfmarker<unk> Industrial Designer: So final design. Final design. Okay so Michael you can go ahead. User Interface: Yeah so uh following our decision to uh make a yellow <unk>disfmarker<unk> well Question: Summarize the group discussion about the presentation on the prototype. Answer:

User Interface and Industrial Designer firstly presented on the prototype features which agreed to have a banana shape with a size that fitted to the hand. Also, they showed the prototype with a leaf base station with a calling button to locate the remote control. As agreed by the group, the prototype would have two scroll wheels to control the volume and the channel, the turbo button that also could be used to turn on the TV, the teletext button to faster switch the channel. Also, the group decided to give up on the solar cells and to use rechargeable batteries for the power source. Concerning the product cost, the group decided to use a regular chip for the speaker.

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Text: Project Manager: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: Okay. Good afternoon again. User Interface: <unk>vocalsound<unk> Project Manager: So we should have our final meeting about the detail designed of <unk>disfmarker<unk> detail design of the product of the remote control. Um <unk>vocalsound<unk> So here is the agenda for today. Uh uh just going to go quickly through the minutes of the last last uh meeting then we have a p presentation of prototype of you two, sounds interesting. And we'll have um <unk>vocalsound<unk> presentation of evaluation crit criteria by ou our Marketing Experts. Then we'll have to go through finance evaluation of the of the cost of the thing and um hopefully uh we should fit the target o tw of twelve point five uh uh Euro. <unk>vocalsound<unk> Okay. So let's go. Uh if I go quickly through the minutes of the last meeting. <unk>vocalsound<unk> So we went through th uh w we took this following decisions. No L_C_D_, no speech recognition technology, okay, we went through a b to a banana look and feel for the remote control. We went through the use of wheels and but buttons. <unk>vocalsound<unk> And also the use of a basis station for battery ch charging and uh also to um call the to call the mot mote remote control when it is lost. Okay. Um. Good. So guys let <unk>gap<unk> this uh wonderful thing. Industrial Designer: Okay so we can go to the slides. Project Manager: <unk>vocalsound<unk> Oh yeah. Sorry. Um. Industrial Designer: Yeah. Number three. Oh number two sorry. Project Manager: Which is <unk>gap<unk> <unk>disfmarker<unk> Industrial Designer: So final design. Final design. Okay so Michael you can go ahead. User Interface: Yeah so uh following our decision to uh make a yellow <unk>disfmarker<unk> well to make Question: Summarize the group discussion about the evaluation criteria. Answer:

Marketing constructed a list of evaluation criteria based on the general user requirement. The group had an evaluation on the prototype, and they agreed it was a fancy, handy, and cool device that was easy to use. While User Interface disagreed with the criteria on whether people would change their remote control for a new one because he thought the banana didn't have a positive impression and it might have a market for young people.

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Text: Project Manager: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: Okay. Good afternoon again. User Interface: <unk>vocalsound<unk> Project Manager: So we should have our final meeting about the detail designed of <unk>disfmarker<unk> detail design of the product of the remote control. Um <unk>vocalsound<unk> So here is the agenda for today. Uh uh just going to go quickly through the minutes of the last last uh meeting then we have a p presentation of prototype of you two, sounds interesting. And we'll have um <unk>vocalsound<unk> presentation of evaluation crit criteria by ou our Marketing Experts. Then we'll have to go through finance evaluation of the of the cost of the thing and um hopefully uh we should fit the target o tw of twelve point five uh uh Euro. <unk>vocalsound<unk> Okay. So let's go. Uh if I go quickly through the minutes of the last meeting. <unk>vocalsound<unk> So we went through th uh w we took this following decisions. No L_C_D_, no speech recognition technology, okay, we went through a b to a banana look and feel for the remote control. We went through the use of wheels and but buttons. <unk>vocalsound<unk> And also the use of a basis station for battery ch charging and uh also to um call the to call the mot mote remote control when it is lost. Okay. Um. Good. So guys let <unk>gap<unk> this uh wonderful thing. Industrial Designer: Okay so we can go to the slides. Project Manager: <unk>vocalsound<unk> Oh yeah. Sorry. Um. Industrial Designer: Yeah. Number three. Oh number two sorry. Project Manager: Which is <unk>gap<unk> <unk>disfmarker<unk> Industrial Designer: So final design. Final design. Okay so Michael you can go ahead. User Interface: Yeah so uh following our decision to u Question: Why did User Interface change from giving two out of seven to giving four when discussing evaluation criteria on whether people would buy the remote control? Answer:

When discussing the criteria on whether people would change their remote control, User Interface gave a two out of seven on it because of the negative impression the banana brought. In fact, User Interface didn't want a banana on the living room table though the product was handy, unless other twenty-five-Euro remote controls looked ugly. While, User Interface thought it still had the word of its feature at the beginning, so User Interface changed to give four on this criteria question.

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Text: Project Manager: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: Okay. Good afternoon again. User Interface: <unk>vocalsound<unk> Project Manager: So we should have our final meeting about the detail designed of <unk>disfmarker<unk> detail design of the product of the remote control. Um <unk>vocalsound<unk> So here is the agenda for today. Uh uh just going to go quickly through the minutes of the last last uh meeting then we have a p presentation of prototype of you two, sounds interesting. And we'll have um <unk>vocalsound<unk> presentation of evaluation crit criteria by ou our Marketing Experts. Then we'll have to go through finance evaluation of the of the cost of the thing and um hopefully uh we should fit the target o tw of twelve point five uh uh Euro. <unk>vocalsound<unk> Okay. So let's go. Uh if I go quickly through the minutes of the last meeting. <unk>vocalsound<unk> So we went through th uh w we took this following decisions. No L_C_D_, no speech recognition technology, okay, we went through a b to a banana look and feel for the remote control. We went through the use of wheels and but buttons. <unk>vocalsound<unk> And also the use of a basis station for battery ch charging and uh also to um call the to call the mot mote remote control when it is lost. Okay. Um. Good. So guys let <unk>gap<unk> this uh wonderful thing. Industrial Designer: Okay so we can go to the slides. Project Manager: <unk>vocalsound<unk> Oh yeah. Sorry. Um. Industrial Designer: Yeah. Number three. Oh number two sorry. Project Manager: Which is <unk>gap<unk> <unk>disfmarker<unk> Industrial Designer: So final design. Final design. Okay so Michael you can go ahead. User Interface: Yeah so uh following our decision to uh make a yellow <unk>disfmarker<unk> well to make Question: Summarize the group discussion about the cost estimation. Answer:

The group had a production cost of 12.5 Euros. They agreed to not add solar cells for power source nor a sample speaker instead of a simple beep. They would have one battery, two regular chips on the print, double curves which stuck to the plastic, two scroll wheels, and three push buttons. The group would not use LCD and they would have a base station that was made out of units of plastic to balance the cost.

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Text: Project Manager: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: Okay. Good afternoon again. User Interface: <unk>vocalsound<unk> Project Manager: So we should have our final meeting about the detail designed of <unk>disfmarker<unk> detail design of the product of the remote control. Um <unk>vocalsound<unk> So here is the agenda for today. Uh uh just going to go quickly through the minutes of the last last uh meeting then we have a p presentation of prototype of you two, sounds interesting. And we'll have um <unk>vocalsound<unk> presentation of evaluation crit criteria by ou our Marketing Experts. Then we'll have to go through finance evaluation of the of the cost of the thing and um hopefully uh we should fit the target o tw of twelve point five uh uh Euro. <unk>vocalsound<unk> Okay. So let's go. Uh if I go quickly through the minutes of the last meeting. <unk>vocalsound<unk> So we went through th uh w we took this following decisions. No L_C_D_, no speech recognition technology, okay, we went through a b to a banana look and feel for the remote control. We went through the use of wheels and but buttons. <unk>vocalsound<unk> And also the use of a basis station for battery ch charging and uh also to um call the to call the mot mote remote control when it is lost. Okay. Um. Good. So guys let <unk>gap<unk> this uh wonderful thing. Industrial Designer: Okay so we can go to the slides. Project Manager: <unk>vocalsound<unk> Oh yeah. Sorry. Um. Industrial Designer: Yeah. Number three. Oh number two sorry. Project Manager: Which is <unk>gap<unk> <unk>disfmarker<unk> Industrial Designer: So final design. Final design. Okay so Michael you can go ahead. User Interface: Yeah so uh following our decision to uh make a yellow <unk>disfmarker<unk> well to make Question: Summarize the group discussion about the project process. Answer:

Project Manager agreed that the group had used fairly on the whiteboard and digital pen during the meeting. They all agreed on much creativity satisfaction during the discussion. User Interface supplemented that they should focus on broader target markets within the European countries. Also, Project Manager suggested that they should use the same evaluation criteria to do a street survey with young people. The group agreed to improve in an integrated circuit board to control things other than TV.

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Text: Project Manager: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: Okay. Good afternoon again. User Interface: <unk>vocalsound<unk> Project Manager: So we should have our final meeting about the detail designed of <unk>disfmarker<unk> detail design of the product of the remote control. Um <unk>vocalsound<unk> So here is the agenda for today. Uh uh just going to go quickly through the minutes of the last last uh meeting then we have a p presentation of prototype of you two, sounds interesting. And we'll have um <unk>vocalsound<unk> presentation of evaluation crit criteria by ou our Marketing Experts. Then we'll have to go through finance evaluation of the of the cost of the thing and um hopefully uh we should fit the target o tw of twelve point five uh uh Euro. <unk>vocalsound<unk> Okay. So let's go. Uh if I go quickly through the minutes of the last meeting. <unk>vocalsound<unk> So we went through th uh w we took this following decisions. No L_C_D_, no speech recognition technology, okay, we went through a b to a banana look and feel for the remote control. We went through the use of wheels and but buttons. <unk>vocalsound<unk> And also the use of a basis station for battery ch charging and uh also to um call the to call the mot mote remote control when it is lost. Okay. Um. Good. So guys let <unk>gap<unk> this uh wonderful thing. Industrial Designer: Okay so we can go to the slides. Project Manager: <unk>vocalsound<unk> Oh yeah. Sorry. Um. Industrial Designer: Yeah. Number three. Oh number two sorry. Project Manager: Which is <unk>gap<unk> <unk>disfmarker<unk> Industrial Designer: So final design. Final design. Okay so Michael you can go ahead. User Interface: Yeah so uh following our decision to uh make a yellow <unk>disf Question: What did User Interface think of the new investigation next time when discussing the project process? Answer:

User Interface suggested two new ideas. Firstly, to simplify the circuit board that they were using inside. This was because the group might need an integrated circuit. Secondly, version two could have the ability to control things other than the TV and not just electronic equipment but the whole environment of the room.

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Text: Project Manager: <unk>vocalsound<unk> Marketing: <unk>vocalsound<unk> Project Manager: Okay. Good afternoon again. User Interface: <unk>vocalsound<unk> Project Manager: So we should have our final meeting about the detail designed of <unk>disfmarker<unk> detail design of the product of the remote control. Um <unk>vocalsound<unk> So here is the agenda for today. Uh uh just going to go quickly through the minutes of the last last uh meeting then we have a p presentation of prototype of you two, sounds interesting. And we'll have um <unk>vocalsound<unk> presentation of evaluation crit criteria by ou our Marketing Experts. Then we'll have to go through finance evaluation of the of the cost of the thing and um hopefully uh we should fit the target o tw of twelve point five uh uh Euro. <unk>vocalsound<unk> Okay. So let's go. Uh if I go quickly through the minutes of the last meeting. <unk>vocalsound<unk> So we went through th uh w we took this following decisions. No L_C_D_, no speech recognition technology, okay, we went through a b to a banana look and feel for the remote control. We went through the use of wheels and but buttons. <unk>vocalsound<unk> And also the use of a basis station for battery ch charging and uh also to um call the to call the mot mote remote control when it is lost. Okay. Um. Good. So guys let <unk>gap<unk> this uh wonderful thing. Industrial Designer: Okay so we can go to the slides. Project Manager: <unk>vocalsound<unk> Oh yeah. Sorry. Um. Industrial Designer: Yeah. Number three. Oh number two sorry. Project Manager: Which is <unk>gap<unk> <unk>disfmarker<unk> Industrial Designer: So final design. Final design. Okay so Michael you can go ahead. User Interface: Yeah so uh following our decision to uh make a yellow <unk>disfmarker<unk> well to make a banana Project Question: Summarize the whole meeting. Answer:

Project Manager started meeting on the detailed design of the remote control. User Interface and Industrial Designer gave a presentation on the prototype with a banana leaf base station and a hand-sized remote with two scroll wheels, the turbo button, the teletext button, the calling button, the rechargeable-batteries power source, and the speaker regular chip. Next, the group evaluated based on Marketing's list of user requirement criteria. Then, groupmates discussed the cost estimation, including the component production cost. They agreed to use plastic instead of rubber material for the dual chips. Also, they agreed not to use LCD and no button supplements to avoid over budget. Lastly, the group discussed the project process. The group agreed they had creativity, while User Interface suggested that they should find out more target markets. Besides, Project Manager suggested doing a street survey. Also, User Interface suggested that they could simplify the interface and the circuit board.

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Text: PhD F: And we're on. Professor D: OK. Might wanna <unk>vocalsound<unk> close the door so that <unk>disfmarker<unk> Uh, Stephane will <unk>disfmarker<unk> PhD F: I 'll get it. Professor D: Yeah PhD F: Hey Dave? Could you go ahead and turn on, uh, Stephane's <unk>disfmarker<unk> Grad C: Mm - hmm. Professor D: So that's the virtual Stephane over there. PhD F: OK. Professor G: Do you use a PC for recording? Or <unk>disfmarker<unk> PhD F: Uh, yeah, a Linux box. Yeah. It's got, uh, like sixteen channels going into it. Professor G: Uh - huh. Uh - huh. The quality is quite good? Or <unk>disfmarker<unk>? PhD F: Mm - hmm. Yeah, so far, it's been pretty good. Professor G: Mm - hmm. Professor D: Yeah. So, uh, yeah <unk>disfmarker<unk> the suggestion was to have these guys start to <unk>disfmarker<unk> PhD F: OK. Why don't you go ahead, Dave? Grad C: OK. Um, so, yeah, the <unk>disfmarker<unk> this past week I've been main mainly occupied with, um, getting some results, u from the SRI system trained on this short Hub - five training set for the mean subtraction method. And, um, I ran some tests last night. But, um, c the results are suspicious. Um, it's, um, <unk>vocalsound<unk> cuz they're <unk>disfmarker<unk> the baseline results are worse than, um, Andreas <unk>disfmarker<unk> than results Andreas got Question: Summarize the discussion on SRI experiments and mean subtraction Answer:

The SRI system was doing worse on the hub-five training set for mean subtraction. The model performed better on six seconds of training data rather than twelve seconds, but the improvement was only point three percent. The professor thought small differences were important for research but not as important in industry. One suggestion for further work was changing speech rate using the algorithm, though it came at the risk of degrading the data.

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Text: PhD F: And we're on. Professor D: OK. Might wanna <unk>vocalsound<unk> close the door so that <unk>disfmarker<unk> Uh, Stephane will <unk>disfmarker<unk> PhD F: I 'll get it. Professor D: Yeah PhD F: Hey Dave? Could you go ahead and turn on, uh, Stephane's <unk>disfmarker<unk> Grad C: Mm - hmm. Professor D: So that's the virtual Stephane over there. PhD F: OK. Professor G: Do you use a PC for recording? Or <unk>disfmarker<unk> PhD F: Uh, yeah, a Linux box. Yeah. It's got, uh, like sixteen channels going into it. Professor G: Uh - huh. Uh - huh. The quality is quite good? Or <unk>disfmarker<unk>? PhD F: Mm - hmm. Yeah, so far, it's been pretty good. Professor G: Mm - hmm. Professor D: Yeah. So, uh, yeah <unk>disfmarker<unk> the suggestion was to have these guys start to <unk>disfmarker<unk> PhD F: OK. Why don't you go ahead, Dave? Grad C: OK. Um, so, yeah, the <unk>disfmarker<unk> this past week I've been main mainly occupied with, um, getting some results, u from the SRI system trained on this short Hub - five training set for the mean subtraction method. And, um, I ran some tests last night. But, um, c the results are suspicious. Um, it's, um, <unk>vocalsound<unk> cuz they're <unk>disfmarker<unk> the baseline results are worse than, um, Andreas <unk>disfmarker<unk> than results Andreas got previously. Question: What did the professor think about speech rate algorithms? Answer:

The professor thought it mattered how fast someone was speaking since the model was getting a spectrum over different kinds of speech sounds. He was skeptical that changing speech rate was the solution, though he thought it was worth looking into. His solution was collecting more samplings of different phones for when people speak slower.

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Text: PhD F: And we're on. Professor D: OK. Might wanna <unk>vocalsound<unk> close the door so that <unk>disfmarker<unk> Uh, Stephane will <unk>disfmarker<unk> PhD F: I 'll get it. Professor D: Yeah PhD F: Hey Dave? Could you go ahead and turn on, uh, Stephane's <unk>disfmarker<unk> Grad C: Mm - hmm. Professor D: So that's the virtual Stephane over there. PhD F: OK. Professor G: Do you use a PC for recording? Or <unk>disfmarker<unk> PhD F: Uh, yeah, a Linux box. Yeah. It's got, uh, like sixteen channels going into it. Professor G: Uh - huh. Uh - huh. The quality is quite good? Or <unk>disfmarker<unk>? PhD F: Mm - hmm. Yeah, so far, it's been pretty good. Professor G: Mm - hmm. Professor D: Yeah. So, uh, yeah <unk>disfmarker<unk> the suggestion was to have these guys start to <unk>disfmarker<unk> PhD F: OK. Why don't you go ahead, Dave? Grad C: OK. Um, so, yeah, the <unk>disfmarker<unk> this past week I've been main mainly occupied with, um, getting some results, u from the SRI system trained on this short Hub - five training set for the mean subtraction method. And, um, I ran some tests last night. But, um, c the results are suspicious. Um, it's, um, <unk>vocalsound<unk> cuz they're <unk>disfmarker<unk> the baseline results are worse than, um, Andreas <unk>disfmarker<unk> than results Andreas got previously. Question: What did the team discuss about LDA filters? Answer:

Grad C thought that one way to improve performance might be training LDA filters in different conditions. The professor D agreed that the LDA filter was interesting. He thought hamming would work too. Professor G said that most people just do on-line filtering, which entailed subtracting the mean, not LDA.

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Text: PhD F: And we're on. Professor D: OK. Might wanna <unk>vocalsound<unk> close the door so that <unk>disfmarker<unk> Uh, Stephane will <unk>disfmarker<unk> PhD F: I 'll get it. Professor D: Yeah PhD F: Hey Dave? Could you go ahead and turn on, uh, Stephane's <unk>disfmarker<unk> Grad C: Mm - hmm. Professor D: So that's the virtual Stephane over there. PhD F: OK. Professor G: Do you use a PC for recording? Or <unk>disfmarker<unk> PhD F: Uh, yeah, a Linux box. Yeah. It's got, uh, like sixteen channels going into it. Professor G: Uh - huh. Uh - huh. The quality is quite good? Or <unk>disfmarker<unk>? PhD F: Mm - hmm. Yeah, so far, it's been pretty good. Professor G: Mm - hmm. Professor D: Yeah. So, uh, yeah <unk>disfmarker<unk> the suggestion was to have these guys start to <unk>disfmarker<unk> PhD F: OK. Why don't you go ahead, Dave? Grad C: OK. Um, so, yeah, the <unk>disfmarker<unk> this past week I've been main mainly occupied with, um, getting some results, u from the SRI system trained on this short Hub - five training set for the mean subtraction method. And, um, I ran some tests last night. But, um, c the results are suspicious. Um, it's, um, <unk>vocalsound<unk> cuz they're <unk>disfmarker<unk> the baseline results are worse than, um, Andreas <unk>disfmarker<unk> than results Andreas got previously. And Question: Summarize the discussion on noise addition Answer:

Too much noise was causing the model to perform worse, so the noise addition was constant and not too high. The overall improvement was good. The smoothing for the average for noise addition was only done on low gains. The model performed better on high mismatch.

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Text: PhD F: And we're on. Professor D: OK. Might wanna <unk>vocalsound<unk> close the door so that <unk>disfmarker<unk> Uh, Stephane will <unk>disfmarker<unk> PhD F: I 'll get it. Professor D: Yeah PhD F: Hey Dave? Could you go ahead and turn on, uh, Stephane's <unk>disfmarker<unk> Grad C: Mm - hmm. Professor D: So that's the virtual Stephane over there. PhD F: OK. Professor G: Do you use a PC for recording? Or <unk>disfmarker<unk> PhD F: Uh, yeah, a Linux box. Yeah. It's got, uh, like sixteen channels going into it. Professor G: Uh - huh. Uh - huh. The quality is quite good? Or <unk>disfmarker<unk>? PhD F: Mm - hmm. Yeah, so far, it's been pretty good. Professor G: Mm - hmm. Professor D: Yeah. So, uh, yeah <unk>disfmarker<unk> the suggestion was to have these guys start to <unk>disfmarker<unk> PhD F: OK. Why don't you go ahead, Dave? Grad C: OK. Um, so, yeah, the <unk>disfmarker<unk> this past week I've been main mainly occupied with, um, getting some results, u from the SRI system trained on this short Hub - five training set for the mean subtraction method. And, um, I ran some tests last night. But, um, c the results are suspicious. Um, it's, um, <unk>vocalsound<unk> cuz they're <unk>disfmarker<unk> the baseline results are worse than, um, Andreas <unk>disfmarker<unk> than results Andreas got previously. Question: What did the team discuss about high mismatch? Answer:

The model that PhD B was working on performed better on high mismatch than on the well matched case. The professor thought that this reflected the team's priority, which had always focused more so on the high mismatched case. PhD H was concerned that their model did worse on medium and high mismatch. Adding noise hurt their model.

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Text: PhD F: And we're on. Professor D: OK. Might wanna <unk>vocalsound<unk> close the door so that <unk>disfmarker<unk> Uh, Stephane will <unk>disfmarker<unk> PhD F: I 'll get it. Professor D: Yeah PhD F: Hey Dave? Could you go ahead and turn on, uh, Stephane's <unk>disfmarker<unk> Grad C: Mm - hmm. Professor D: So that's the virtual Stephane over there. PhD F: OK. Professor G: Do you use a PC for recording? Or <unk>disfmarker<unk> PhD F: Uh, yeah, a Linux box. Yeah. It's got, uh, like sixteen channels going into it. Professor G: Uh - huh. Uh - huh. The quality is quite good? Or <unk>disfmarker<unk>? PhD F: Mm - hmm. Yeah, so far, it's been pretty good. Professor G: Mm - hmm. Professor D: Yeah. So, uh, yeah <unk>disfmarker<unk> the suggestion was to have these guys start to <unk>disfmarker<unk> PhD F: OK. Why don't you go ahead, Dave? Grad C: OK. Um, so, yeah, the <unk>disfmarker<unk> this past week I've been main mainly occupied with, um, getting some results, u from the SRI system trained on this short Hub - five training set for the mean subtraction method. And, um, I ran some tests last night. But, um, c the results are suspicious. Um, it's, um, <unk>vocalsound<unk> cuz they're <unk>disfmarker<unk> the baseline results are worse than, um, Andreas <unk>disfmarker<unk> than results Andreas got previously. And Question: What did professor G say about smoothing? Answer:

Professor G was trying to understand where the smoothing took place in PhD B's model. Professor G suggested that the smoothing was best done as early as possible.

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Text: PhD F: And we're on. Professor D: OK. Might wanna <unk>vocalsound<unk> close the door so that <unk>disfmarker<unk> Uh, Stephane will <unk>disfmarker<unk> PhD F: I 'll get it. Professor D: Yeah PhD F: Hey Dave? Could you go ahead and turn on, uh, Stephane's <unk>disfmarker<unk> Grad C: Mm - hmm. Professor D: So that's the virtual Stephane over there. PhD F: OK. Professor G: Do you use a PC for recording? Or <unk>disfmarker<unk> PhD F: Uh, yeah, a Linux box. Yeah. It's got, uh, like sixteen channels going into it. Professor G: Uh - huh. Uh - huh. The quality is quite good? Or <unk>disfmarker<unk>? PhD F: Mm - hmm. Yeah, so far, it's been pretty good. Professor G: Mm - hmm. Professor D: Yeah. So, uh, yeah <unk>disfmarker<unk> the suggestion was to have these guys start to <unk>disfmarker<unk> PhD F: OK. Why don't you go ahead, Dave? Grad C: OK. Um, so, yeah, the <unk>disfmarker<unk> this past week I've been main mainly occupied with, um, getting some results, u from the SRI system trained on this short Hub - five training set for the mean subtraction method. And, um, I ran some tests last night. But, um, c the results are suspicious. Um, it's, um, <unk>vocalsound<unk> cuz they're <unk>disfmarker<unk> the baseline results are worse than, um, Andreas <unk>disfmarker<unk> than results Andreas got previously. And <unk>vocal Question: Summarize the meeting Answer:

The team discussed SRI experiments, multi-band approaches, latency, VAD, and noise addition. The mean subtraction approach for SRI that relied on a twelve second interval resulted in a zero point three percent improvement over the six second model, not necessarily significant. The team thought that training the model on different speeds of speech would be helpful to add to this progress. Grad A introduced the team to her formal proposal for the qualifier exam. The work focused on intermediate classifiers and multi-band graphical models for speech recognition. The team then discussed noise removal as well The model PhD B was working on did not do well in non-stationary noise environments. In general, however, the model had improved. The VAD was labeling speech as silence segments, which could be attributed to alignment issues. The team thought that noise addition techniques might help the model.

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Text: Lynne Neagle AM: Good afternoon, everyone. Welcome to the first virtual meeting of the Children, Young People and Education Committee. In accordance with Standing Order 34.19, I determine that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Friday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video conference. A record of the proceedings will be published as usual. Aside from the procedural adaptation relating to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind all participants that the microphones will be controlled centrally, so there's no need to turn them on and off individually? Can I ask whether there are any declarations of interest, please? No. Okay. Thank you. Can I just then, again, note for the record that, if, for any reason, I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Item 2, then, this afternoon is an evidence session with the Welsh Government on the impact of the coronavirus epidemic on education in Wales. I'm very pleased to welcome Kirsty Williams AM, Minister for Education, Steve Davies, director of the education directorate, and Huw Morris, who is group director, skills, higher education and lifelong learning. Can I welcome you all and thank you for attending? Minister, I understand you'd like to make a short opening statement. Kirsty Williams AM: Thank you very much, Lynne. And indeed, if I could just begin by, once again, putting on the record my gratitude to everyone who is helping us get through this pandemic. There are a vast number of people who are keeping our school hubs open, looking after vulnerable children, and the children of key workers. Because of them, and their efforts, those key workers are able to carry on their critical roles in responding to COVID-19. I am extremely proud of the way that members of the school community have gone above and beyond. They have Question: What did the meeting discuss about the school reopening date? Answer:

Hefin David AM raised a question concerning the date schools might reopen since there had been an increase in the number of students who had returned to some schools. However, Kirsty Williams AM had not been given an exact date by the chief medical officer and the public had to wait for the advice of the medical and scientific advisers. Now, the only thing for certain was the five principles that had been published earlier that day concerning the school reopening issues.

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Text: Lynne Neagle AM: Good afternoon, everyone. Welcome to the first virtual meeting of the Children, Young People and Education Committee. In accordance with Standing Order 34.19, I determine that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Friday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video conference. A record of the proceedings will be published as usual. Aside from the procedural adaptation relating to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind all participants that the microphones will be controlled centrally, so there's no need to turn them on and off individually? Can I ask whether there are any declarations of interest, please? No. Okay. Thank you. Can I just then, again, note for the record that, if, for any reason, I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Item 2, then, this afternoon is an evidence session with the Welsh Government on the impact of the coronavirus epidemic on education in Wales. I'm very pleased to welcome Kirsty Williams AM, Minister for Education, Steve Davies, director of the education directorate, and Huw Morris, who is group director, skills, higher education and lifelong learning. Can I welcome you all and thank you for attending? Minister, I understand you'd like to make a short opening statement. Kirsty Williams AM: Thank you very much, Lynne. And indeed, if I could just begin by, once again, putting on the record my gratitude to everyone who is helping us get through this pandemic. There are a vast number of people who are keeping our school hubs open, looking after vulnerable children, and the children of key workers. Because of them, and their efforts, those key workers are able to carry on their critical roles in responding to COVID-19. I am extremely proud of the way that members of the school community have gone above and beyond Question: What was included in Kirsty Williams AM's explanation about five principles? Answer:

Firstly, any decision to have more children returning to school made should align with the safety and the physical and the emotional well-being of students and the staff. Secondly, new decisions made from the education ministry should be taken in the context of the wider Welsh Government response to dealing with this pandemic. Thirdly, communication with the parents and staff were crucial and they should be given time to adapt to the changes. Moreover, certain groups of children accessing more education within a school setting should also be considered. Lastly, to have adequate numbers of workforce available in order to assure those settings as safe as possible, and how to tackle with the challenges about keeping social distancing in the context of education or school transport issues should be taken into account.

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Text: Lynne Neagle AM: Good afternoon, everyone. Welcome to the first virtual meeting of the Children, Young People and Education Committee. In accordance with Standing Order 34.19, I determine that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Friday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video conference. A record of the proceedings will be published as usual. Aside from the procedural adaptation relating to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind all participants that the microphones will be controlled centrally, so there's no need to turn them on and off individually? Can I ask whether there are any declarations of interest, please? No. Okay. Thank you. Can I just then, again, note for the record that, if, for any reason, I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Item 2, then, this afternoon is an evidence session with the Welsh Government on the impact of the coronavirus epidemic on education in Wales. I'm very pleased to welcome Kirsty Williams AM, Minister for Education, Steve Davies, director of the education directorate, and Huw Morris, who is group director, skills, higher education and lifelong learning. Can I welcome you all and thank you for attending? Minister, I understand you'd like to make a short opening statement. Kirsty Williams AM: Thank you very much, Lynne. And indeed, if I could just begin by, once again, putting on the record my gratitude to everyone who is helping us get through this pandemic. There are a vast number of people who are keeping our school hubs open, looking after vulnerable children, and the children of key workers. Because of them, and their efforts, those key workers are able to carry on their critical roles in responding to COVID-19. I am extremely proud of the way that members of the school community have gone above and beyond. They have kept their schools Question: What did the meeting talk about the current education situation? Answer:

Sian Gwenllian AM introduced that according to the Welsh Government, currently 1 percent of the children of Wales and some 5 percent of the staff actually attended the schools. Kirsty Williams AM added that on average,there were 518 school hubs open each day, with up to 4,200 children attending. There has been an increase in the number of attendances since the summer term and there were approximately 5.6 per cent of the teaching population working in those hubs. The overall education situation seemed positive, with 600 vulnerable children averaging per day.

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Text: Lynne Neagle AM: Good afternoon, everyone. Welcome to the first virtual meeting of the Children, Young People and Education Committee. In accordance with Standing Order 34.19, I determine that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Friday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video conference. A record of the proceedings will be published as usual. Aside from the procedural adaptation relating to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind all participants that the microphones will be controlled centrally, so there's no need to turn them on and off individually? Can I ask whether there are any declarations of interest, please? No. Okay. Thank you. Can I just then, again, note for the record that, if, for any reason, I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Item 2, then, this afternoon is an evidence session with the Welsh Government on the impact of the coronavirus epidemic on education in Wales. I'm very pleased to welcome Kirsty Williams AM, Minister for Education, Steve Davies, director of the education directorate, and Huw Morris, who is group director, skills, higher education and lifelong learning. Can I welcome you all and thank you for attending? Minister, I understand you'd like to make a short opening statement. Kirsty Williams AM: Thank you very much, Lynne. And indeed, if I could just begin by, once again, putting on the record my gratitude to everyone who is helping us get through this pandemic. There are a vast number of people who are keeping our school hubs open, looking after vulnerable children, and the children of key workers. Because of them, and their efforts, those key workers are able to carry on their critical roles in responding to COVID-19. I am extremely proud of the way that members Question: What did Kirsty Williams AM say about the education challenges as being faced by schools and the related methods to assure safety? Answer:

To answer Sian Gwenllian AM's question, Kirsty Williams AM mentioned that to include more critical workers and vulnerable students, more local authorities had been advised to move to a hub model, and the education ministry office had been able to publish guidance to local authorities on how issues around safe working in those hubs should be followed. Local authorities are asked to report any incidents where they were concerned about operation issues on the ground. Kirsty Williams AM also agreed with Sian Gwenllian AM that testing was crucially important in dealing with this crisis and the ability to be able to test, to trace and to quarantine would be critical to the next phase.

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Text: Lynne Neagle AM: Good afternoon, everyone. Welcome to the first virtual meeting of the Children, Young People and Education Committee. In accordance with Standing Order 34.19, I determine that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Friday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video conference. A record of the proceedings will be published as usual. Aside from the procedural adaptation relating to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind all participants that the microphones will be controlled centrally, so there's no need to turn them on and off individually? Can I ask whether there are any declarations of interest, please? No. Okay. Thank you. Can I just then, again, note for the record that, if, for any reason, I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Item 2, then, this afternoon is an evidence session with the Welsh Government on the impact of the coronavirus epidemic on education in Wales. I'm very pleased to welcome Kirsty Williams AM, Minister for Education, Steve Davies, director of the education directorate, and Huw Morris, who is group director, skills, higher education and lifelong learning. Can I welcome you all and thank you for attending? Minister, I understand you'd like to make a short opening statement. Kirsty Williams AM: Thank you very much, Lynne. And indeed, if I could just begin by, once again, putting on the record my gratitude to everyone who is helping us get through this pandemic. There are a vast number of people who are keeping our school hubs open, looking after vulnerable children, and the children of key workers. Because of them, and their efforts, those key workers are able to carry on their critical roles in responding to COVID-19. I am extremely proud of the way that members of the school community have gone above and beyond. They Question: What did the meeting discuss about the impact on particular children with intense need? Answer:

Dawn Bowden AM asked about the methods to include more vulnerable children to the hubs and to begin with, Kirsty Williams AM suggested that this challenge was faced by the four nations. The Welsh Government, together with local authorities and local education systems were looking to support families whose children had special education needs in a number of ways, including to decrease risks for hiring a social worker. Moreover, Dawn Bowden AM assumed that appropriate referral mechanisms should still be in place, which was agreed by Kirsty Williams AM who added that schools should remain in contact with children and continue to identify vulnerable children.

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Text: Lynne Neagle AM: Good afternoon, everyone. Welcome to the first virtual meeting of the Children, Young People and Education Committee. In accordance with Standing Order 34.19, I determine that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Friday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video conference. A record of the proceedings will be published as usual. Aside from the procedural adaptation relating to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind all participants that the microphones will be controlled centrally, so there's no need to turn them on and off individually? Can I ask whether there are any declarations of interest, please? No. Okay. Thank you. Can I just then, again, note for the record that, if, for any reason, I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Item 2, then, this afternoon is an evidence session with the Welsh Government on the impact of the coronavirus epidemic on education in Wales. I'm very pleased to welcome Kirsty Williams AM, Minister for Education, Steve Davies, director of the education directorate, and Huw Morris, who is group director, skills, higher education and lifelong learning. Can I welcome you all and thank you for attending? Minister, I understand you'd like to make a short opening statement. Kirsty Williams AM: Thank you very much, Lynne. And indeed, if I could just begin by, once again, putting on the record my gratitude to everyone who is helping us get through this pandemic. There are a vast number of people who are keeping our school hubs open, looking after vulnerable children, and the children of key workers. Because of them, and their efforts, those key workers are able to carry on their critical roles in responding to COVID-19. I am extremely proud of the way that members of the school community have Question: What did Kirsty Williams AM react in response to help students with emotional and mental health difficulties? Answer:

Kirsty Williams AM mentioned that those children would have currently been receiving school counselling, and there would be more children receiving support. In this case, the additional money will be made available to local authorities to be able to increase and ramp up services to support children and families with intense need. Moreover, how to adapt patterns to deliver these services to the pandemic situation would be discussed. For instance, video or telephone methods would be adopted and one to one basis help patterns would also be included to support professional learning for counsellings.

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Text: Lynne Neagle AM: Good afternoon, everyone. Welcome to the first virtual meeting of the Children, Young People and Education Committee. In accordance with Standing Order 34.19, I determine that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Friday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video conference. A record of the proceedings will be published as usual. Aside from the procedural adaptation relating to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind all participants that the microphones will be controlled centrally, so there's no need to turn them on and off individually? Can I ask whether there are any declarations of interest, please? No. Okay. Thank you. Can I just then, again, note for the record that, if, for any reason, I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Item 2, then, this afternoon is an evidence session with the Welsh Government on the impact of the coronavirus epidemic on education in Wales. I'm very pleased to welcome Kirsty Williams AM, Minister for Education, Steve Davies, director of the education directorate, and Huw Morris, who is group director, skills, higher education and lifelong learning. Can I welcome you all and thank you for attending? Minister, I understand you'd like to make a short opening statement. Kirsty Williams AM: Thank you very much, Lynne. And indeed, if I could just begin by, once again, putting on the record my gratitude to everyone who is helping us get through this pandemic. There are a vast number of people who are keeping our school hubs open, looking after vulnerable children, and the children of key workers. Because of them, and their efforts, those key workers are able to carry on their critical roles in responding to COVID-19. I am extremely proud of the way that members of the school community have gone above and beyond. Question: What did Kirsty Williams AM suggest about keeping students studying at home? Answer:

As being questioned by Suzy Davies AM about continuing studies at home during the lockdown, Kirsty Williams AM suggested that educationalists and social services staff had really reached out to families and they intent to make sure that families with difficulties were aware of the support that was available out there for them and their children. Meanwhile, local authorities were encouraged to keep in contact with families to recognize their special needs for student education at home.

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Text: Lynne Neagle AM: Good afternoon, everyone. Welcome to the first virtual meeting of the Children, Young People and Education Committee. In accordance with Standing Order 34.19, I determine that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Friday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video conference. A record of the proceedings will be published as usual. Aside from the procedural adaptation relating to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind all participants that the microphones will be controlled centrally, so there's no need to turn them on and off individually? Can I ask whether there are any declarations of interest, please? No. Okay. Thank you. Can I just then, again, note for the record that, if, for any reason, I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Item 2, then, this afternoon is an evidence session with the Welsh Government on the impact of the coronavirus epidemic on education in Wales. I'm very pleased to welcome Kirsty Williams AM, Minister for Education, Steve Davies, director of the education directorate, and Huw Morris, who is group director, skills, higher education and lifelong learning. Can I welcome you all and thank you for attending? Minister, I understand you'd like to make a short opening statement. Kirsty Williams AM: Thank you very much, Lynne. And indeed, if I could just begin by, once again, putting on the record my gratitude to everyone who is helping us get through this pandemic. There are a vast number of people who are keeping our school hubs open, looking after vulnerable children, and the children of key workers. Because of them, and their efforts, those key workers are able to carry on their critical roles in responding to COVID-19. I am extremely proud of the Question: How did Kirsty Williams AM plan to narrow the attainment gap between disadvantaged pupils and their more affluent peers? Answer:

Kirsty Williams AM first introduced the difficult situation as being face by these group of children, whose educational journey would be slightly different with others. And it was always important that children could have an equal opportunity and have equal access to learning at this time. To tackle the challenge, Hwb digital learning platform had been heavily invested and the government had also invested heavily in the national purchasing of Microsoft Office and Google for Education tools, which were available to all families. Meanwhile, connection to the Internet would further be assured.

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Text: Lynne Neagle AM: Good afternoon, everyone. Welcome to the first virtual meeting of the Children, Young People and Education Committee. In accordance with Standing Order 34.19, I determine that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Friday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video conference. A record of the proceedings will be published as usual. Aside from the procedural adaptation relating to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind all participants that the microphones will be controlled centrally, so there's no need to turn them on and off individually? Can I ask whether there are any declarations of interest, please? No. Okay. Thank you. Can I just then, again, note for the record that, if, for any reason, I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Item 2, then, this afternoon is an evidence session with the Welsh Government on the impact of the coronavirus epidemic on education in Wales. I'm very pleased to welcome Kirsty Williams AM, Minister for Education, Steve Davies, director of the education directorate, and Huw Morris, who is group director, skills, higher education and lifelong learning. Can I welcome you all and thank you for attending? Minister, I understand you'd like to make a short opening statement. Kirsty Williams AM: Thank you very much, Lynne. And indeed, if I could just begin by, once again, putting on the record my gratitude to everyone who is helping us get through this pandemic. There are a vast number of people who are keeping our school hubs open, looking after vulnerable children, and the children of key workers. Because of them, and their efforts, those key workers are able to carry on their critical roles in responding to COVID-19. I am extremely proud of the way that members of the school community have gone above and beyond. They have kept their schools open out Question: What did working with local authorities actually mean? Answer:

Kirsty Williams AM shared that the government were working closely with local authorities to understand what school had already done, for instance lending Chromebooks, iPads and laptops to children. Schools should make sure that students' access to current education patterns were available to all. Besides, nationwide purchase of digital learning tools, the government was also looking to purchase and distribute Mi-Fi connectivity on a national level. Last but not least, the government and local authorities were together continuing to identify education gap and decided to repurpose some of the resources which had been previously identified for the EdTech investment, using those resources to fill this particular gap.

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Text: Lynne Neagle AM: Good afternoon, everyone. Welcome to the first virtual meeting of the Children, Young People and Education Committee. In accordance with Standing Order 34.19, I determine that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Friday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video conference. A record of the proceedings will be published as usual. Aside from the procedural adaptation relating to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind all participants that the microphones will be controlled centrally, so there's no need to turn them on and off individually? Can I ask whether there are any declarations of interest, please? No. Okay. Thank you. Can I just then, again, note for the record that, if, for any reason, I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Item 2, then, this afternoon is an evidence session with the Welsh Government on the impact of the coronavirus epidemic on education in Wales. I'm very pleased to welcome Kirsty Williams AM, Minister for Education, Steve Davies, director of the education directorate, and Huw Morris, who is group director, skills, higher education and lifelong learning. Can I welcome you all and thank you for attending? Minister, I understand you'd like to make a short opening statement. Kirsty Williams AM: Thank you very much, Lynne. And indeed, if I could just begin by, once again, putting on the record my gratitude to everyone who is helping us get through this pandemic. There are a vast number of people who are keeping our school hubs open, looking after vulnerable children, and the children of key workers. Because of them, and their efforts, those key workers are able to carry on their critical roles in responding to COVID-19. I am extremely proud of the way that members of the school community have gone above and beyond Question: What did Kirsty Williams AM expect for new examinations and school qualifications? Answer:

Janet Finch-Saunders AM asked about how A-level and GCSE would be awarded in alignment with Qualifications Wales and Kirsty Williams AM explained that to cancel this summer's exam series was the only clear decision although it was devastating for both students and teachers. Currently, to grade the performance, teachers would first be asked to submit a grade they believed that the student would have obtained, should they have taken an exam. And teachers would have a range of data and their own professional judgment when grading. Once that information had been submitted to Qualifications Wales, there would be a process by which that data would be moderated; moderated from centre to centre and across the nation.

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Text: Lynne Neagle AM: Good afternoon, everyone. Welcome to the first virtual meeting of the Children, Young People and Education Committee. In accordance with Standing Order 34.19, I determine that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Friday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video conference. A record of the proceedings will be published as usual. Aside from the procedural adaptation relating to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind all participants that the microphones will be controlled centrally, so there's no need to turn them on and off individually? Can I ask whether there are any declarations of interest, please? No. Okay. Thank you. Can I just then, again, note for the record that, if, for any reason, I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Item 2, then, this afternoon is an evidence session with the Welsh Government on the impact of the coronavirus epidemic on education in Wales. I'm very pleased to welcome Kirsty Williams AM, Minister for Education, Steve Davies, director of the education directorate, and Huw Morris, who is group director, skills, higher education and lifelong learning. Can I welcome you all and thank you for attending? Minister, I understand you'd like to make a short opening statement. Kirsty Williams AM: Thank you very much, Lynne. And indeed, if I could just begin by, once again, putting on the record my gratitude to everyone who is helping us get through this pandemic. There are a vast number of people who are keeping our school hubs open, looking after vulnerable children, and the children of key workers. Because of them, and their efforts, those key workers are able to carry on their critical roles in responding to COVID-19. I am extremely proud of the way that members of the school community have gone above and beyond. They have kept their Question: What did the meeting discuss to assure higher and further education? Answer:

To get the students who planned to enter college for the next step, Kirsty Williams AM introduced that last week, on Hwb, they were able to launch a programme for year 13 students to help them get ready for university. On the Hwb website, students would be able to see the subject listings, everything from animal science through to law, politics, history and science, with links through to higher education and further education courses that students could avail themselves of. There was also a section on preparation for essential study skills, whether that was report writing or academic writing.Similar preparation like the help from career advice website was also accessible. Meanwhile, new materials and resources would be developed.

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Text: Lynne Neagle AM: Good afternoon, everyone. Welcome to the first virtual meeting of the Children, Young People and Education Committee. In accordance with Standing Order 34.19, I determine that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Friday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video conference. A record of the proceedings will be published as usual. Aside from the procedural adaptation relating to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind all participants that the microphones will be controlled centrally, so there's no need to turn them on and off individually? Can I ask whether there are any declarations of interest, please? No. Okay. Thank you. Can I just then, again, note for the record that, if, for any reason, I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Item 2, then, this afternoon is an evidence session with the Welsh Government on the impact of the coronavirus epidemic on education in Wales. I'm very pleased to welcome Kirsty Williams AM, Minister for Education, Steve Davies, director of the education directorate, and Huw Morris, who is group director, skills, higher education and lifelong learning. Can I welcome you all and thank you for attending? Minister, I understand you'd like to make a short opening statement. Kirsty Williams AM: Thank you very much, Lynne. And indeed, if I could just begin by, once again, putting on the record my gratitude to everyone who is helping us get through this pandemic. There are a vast number of people who are keeping our school hubs open, looking after vulnerable children, and the children of key workers. Because of them, and their efforts, those key workers are able to carry on their critical roles in responding to COVID-19. I am extremely proud of the way that members of the school community have gone above and beyond. They have kept their schools Question: What did the meeting discuss about the student support regime? Answer:

Suzy Davies AM asked whether the money of the student support regime would decrease since students were currently studying at home at a much lower cost. Kirsty Williams AM made it clear that there would be no change on that, as the same amount of money would go to students' accounts as a way of assuring students' attendance and the family's confidence under the extreme situation.

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Text: Lynne Neagle AM: Good afternoon, everyone. Welcome to the first virtual meeting of the Children, Young People and Education Committee. In accordance with Standing Order 34.19, I determine that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Friday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video conference. A record of the proceedings will be published as usual. Aside from the procedural adaptation relating to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind all participants that the microphones will be controlled centrally, so there's no need to turn them on and off individually? Can I ask whether there are any declarations of interest, please? No. Okay. Thank you. Can I just then, again, note for the record that, if, for any reason, I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Item 2, then, this afternoon is an evidence session with the Welsh Government on the impact of the coronavirus epidemic on education in Wales. I'm very pleased to welcome Kirsty Williams AM, Minister for Education, Steve Davies, director of the education directorate, and Huw Morris, who is group director, skills, higher education and lifelong learning. Can I welcome you all and thank you for attending? Minister, I understand you'd like to make a short opening statement. Kirsty Williams AM: Thank you very much, Lynne. And indeed, if I could just begin by, once again, putting on the record my gratitude to everyone who is helping us get through this pandemic. There are a vast number of people who are keeping our school hubs open, looking after vulnerable children, and the children of key workers. Because of them, and their efforts, those key workers are able to carry on their critical roles in responding to COVID-19. I am extremely proud of the way that members of the school community have gone above and beyond. They have kept their schools open out of hours Question: Summarize the whole meeting. Answer:

The meeting with the Welsh Government is mainly about the impact of the coronavirus epidemic on education in Wales. To start with, Kirsty Williams AM indicated that still there was not an exact date schools might reopen. Students could only return to school in the safe environment, which required the lead from scientific and medical advisers. Meanwhile, Kirsty Williams AM emphasized that the government would not relax any of the restrictions with regard to education and new measuring methods would be applied concerning performance rate, etc. It was suggested that there was an increase in the number of attendances to the open hubs and the ability to test, to trace and to quarantine would be critical to the next phase. Moreover, the meeting agreed that schools should remain in contact with children in need and continue to identify vulnerable children with emotional and mental health difficulties. Also, methods to assure sustainable higher education would be applied and vocational qualification students would fear none. Last but not least, although the education cost for students receiving support regime would decrease, there would be no change on the allowance.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that we Question: Summarize the discussion about policies and measures related to free-school-meal children during the pandemic. Answer:

According to Kirsty, they are actually in an unusual situation but they were trying to create a system where it would be seamless and it would not necessarily matter that two of those weeks were formally holidays. One particular group of children and young people that they hoped would be eligible to be included in the potentially vulnerable category was young carers. The basic principle they used was that even if it was a minority of children who went to those schools and were vulnerable, they deserved and needed the support through the school.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that we had received from a public health perspective and the situation that Question: What were the measures concerning the normal holiday provision for children? Answer:

Kirsty admitted that they were now in a strange situation. What they were trying to work to was that they would have ongoing provision. Also, they were trying to create a system that would run uniformly. Such was a rapidly-evolving problem and the scale was something that they had not seen in 100 years. Therefore, they would have to evolve and iterate things as they went. Now they were worried about displacement activities. During the holidays, every head teacher would be in school on Monday with their staff.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that we had received from a public health perspective and Question: Would that be possible that they might move children on to fewer sites? Answer:

Based on Kirsty's words, this was a potential. The local authority had already chosen some locations and was already having communications with how they would then staff the centers. The local authorities were best placed to understand what was the best, pragmatic use of the resources that they had available, and of course those resources, primarily, were human beings. They wanted to give the parents confidence that, when they left their child with us, that child would receive something really worthwhile, and they could direct all of their attention to doing their job.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that we had received from a public health perspective and the situation that was Question: How would special schools fit into the new purpose arrangement? Answer:

Already, local authorities were making different provisions. Even in special schools, there would be children whose parents would be key workers. Therefore, they would expect them to expect those sChools to apply the same principle. They would have to continue with the principle of keeping social distance and any provision for a child in a special school in a different setting would be unlikely, given the nature of the special school. Thus, they would look to cater for that within the original school.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that Question: Summarize the discussion about ideas about timescales for setting out what approach would be to handling the lack of exams. Answer:

Kirsty believed that it was a devastating decision to have been taken. But they had done so on the very clear and unambiguous advice from Qualifications Wales. They were dealing with a situation that requires human beings to be involved in it, and those human beings could find themselves unwell. Therefore, their best attempts would be to maintain the normal rhythm of an exam's day in August, but that had to be caveated by the fact that they were dealing with difficult circumstances. With regard to AS-levels, no final decision has been made for exactly how those students would be treated. There were a range of options that could be used. With regard to other types of qualifications, the vast majority of BTECs was a modular continually-assessed piece of work, and they would have every expectation that BTECs would be able to be awarded.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that we had received from a public health perspective and the situation that was developing Question: What was the further clarification and advice about coursework? Answer:

According to Kirsty, all exams were cancelled, but year 11 and 13 would be given a grade. That was because those years and those grades were gateway qualifications, and they were points of movement in the education system. Therefore, it was really important for those students that they were not disadvantaged in any way by not being able to receive a grade that helps them to make a decision as a qualifying step into what they would do next. Actually, they could make sure that their standards were maintained by actually having that modulation across that UK. So, the children could have real confidence.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that we had received from a public health perspective and Question: What's specific about the elements of coursework that were externally verified? Answer:

According to Kirsty, children might well have done lots of oral exams in their English and in their Welsh language. Therefore, they had lots of pieces of work that would have been externally verified. They certainly would ensure that these concerns were passed on. Their job was to make the decision on the examinations on the basis of having confidence that what could be put in places was fair and was equitable, and they had the confidence that they would be the case.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that we had received from a public health Question: Had the universities across the UK indicated that they were content with the approach going forward? Answer:

The answer was positive. The views of university and how university terms might be impacted was one of the ways and one of the reasons that they had factored in to making these decisions. The discussions with universities were ongoing. The conversations would continue as they work through the practicalities of how the gradings that were awarded were going to feed through into university admissions decisions and enrollment.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that we had received from a public Question: Summarize the discussion about issues related to the potential closures of colleges and universities. Answer:

According to Kirsty, they had been very impressed with the maturity and forward-planning that had been adopted by all of those institutions and their representative bodies. They had got consistency in the approach and a common desire, and investment in moving towards online support for students. There was still a safety net idea. Colleges had indicated, as with schools, that, for the most vulnerable learners, they would have something in place that might permit attendance on an individual basis. Any Welsh Government support going to stay, whatever the circumstances were. They would do their best to ensure that there would be no disruption to EMA.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that we Question: What sort of conversations were they having with FE and HE at the moment about how they decide the closures? Answer:

Kirsty believed that universities were autonomous institutions - a status that they guarded jealously and they would never want to question. Colleges were in a similar position, looking to do as much as they could to provide continuity of learning via distance learning methods, and the Bill, potentially, did give them more powers of intervention in both the FE and the HE sector.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that we had received from a public health perspective and the situation that was Question: What were their opinions on support or changes of circumstances? Answer:

Actually, they did not anticipate any change in the approach to students. Individual student circumstances could well change and their expectation would be that the Student Loans Company would respond to that. There would undoubtedly in some cases be really typical challenges to service delivery, simply because organizations could be losing staff because of illness or the need to self-isolate or because they were reacting to social-distancing messages from the Government. They instituted a monitoring process very early on in the onset of the disease, not least because a number of institutions had campuses and activities in China and other parts of south-east Asia. And so, as the disease had progressed, they had seen lessons being learned from the support for students who were in isolation coming from there to the UK.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that we had Question: What's their attitude towards the question whether students might need to be refunded some of their tuition fees? Answer:

In Huw's opinion, there were lessons that would need to be taken on board. There were established quality assurance and enhancement procedures in institutions to enable the tutors and other supporters to make sure that that material meets their needs. The intention in all of these institutions was that they would complete their course of study. Therefore, they were confident that that system would be robust and would make sure that the students were getting a course of learning that met their needs.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that we had received from a public health perspective and Question: Summarize the discussion about problems and related advices concerning vulnerable learners. Answer:

According to Kirsty, this was a really worrying time for children and young people. For schools and institutions, they had the formal NHS counselling services to the check-ins. They were concerned that for some children, their access to their counselling was via their school. They knew that and they were just double checking the capacity of online counseling that already existed - online counselling tools that children already used because they did not want to go to the counsellor in the school and be seen in the school corridor going to the counsellor.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the Question: What considerations were they giving to how that mental health and well-being might be supported through what was an incredibly difficult time for everyone? Answer:

During a prolonged period of closure, they had to acknowledge was what they were looking at—they would expect school staff—well-being staff, for instance in school—to be doing check-ins—phone check-ins, potentially, or FaceTime check-ins, with students, just to keep in touch with them as we go forward. They would be looking to promote amongst young people a range of online facilities that were available—so, for instance, Meic website—so, looking to use a variety of platforms.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that we had received from a public health perspective and the situation Question: Why did they want to keep schools going as long as possible? Answer:

Because that routine of going into school and that normality was one that they had needed and wanted to maintain. They needed to understand, and Kirsty thought that they would also have to recognize, that this support would have to be ongoing once they were back to normal, and they would have to continue to look to support children in the longer term who would have lived through this experience. They were incredibly resilient, and they had been the champions of some of our public health messages. They were so much better and so much more compliant on the whole 'washing your hands' and things like that than even adults have been.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, Question: With regard to the national youth voluntary service, would the support and funds be able to be maintained even if settings had to be shut as well? Answer:

According to Kirsty, no formal decision had been made. They were facing unprecedented circumstances. The normal rules had to change and, those organizations, they would need them to be providing youth services for children when they were back to normal, and they wouldn't want to do anything that would undermine their ability to do that. Their call to the youth service was a call to arms, though.

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Text: Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received apologies for absence from Siân Gwenllian, and I'm very pleased to welcome Helen Mary Jones, who is substituting for Siân today. Can I ask whether Members want to declare any interests, please? Can I just, then, place on record that I have got a son who was about to do A-levels, so is affected by the exam decision? We'll move on, then, to our substantive item today, which is an evidence session with the Welsh Government around the impact of the coronavirus pandemic on education in Wales. I'm very pleased to welcome Kirsty Williams, Minister for Education; Steve Davies, who is director of the education directorate; Huw Morris, who is the group director, skills, higher education and lifelong learning; and Rob Orford, who is the chief scientific adviser for health. Thank you all for coming. We know that this is a really difficult and pressurised time for everyone, and we appreciate your attendance. Minister, I understand you wanted to make an opening statement today. Kirsty Williams AM: Yes, if that's okay, Chair. As you know, it's not usually my practice to do that, but I think it is important today. COVID-19 coronavirus is one of the most significant issues that the Welsh Government and the people of Wales have dealt with in recent times. Dealing with the impacts of this pandemic is extremely challenging. Things are changing on an hourly basis, and we have to make decisions quickly to ensure public safety. But I would like to assure you that our aim, and my aim, and my main concern as the education Minister is to protect all staff and pupils in our schools and other educational settings. But we also have a duty to ensure continuing and continuity of education. Public health is clearly the priority here, but that does not change our belief that no child should miss out on any education, unless absolutely necessary. So, the decision to close all schools from tomorrow for statutory education provision was not taken lightly, but I believe it was necessary, given the advice and recommendations that we had received from a public health perspective and the situation that was developing on the ground Question: Summarize the whole meeting. Answer:

Basically, the Children, Young People and Education Committee's meeting was about the current situations and policies regarding schools, students and staff during the COVID-19 pandemic. Dealing with this pandemic was extremely challenging and the government had to make decisions quickly to ensure public safety. The main concern as the education Minister was to protect all staff and pupils in schools and other educational settings. Their belief was that no child shall miss out on any education, unless absolutely necessary. From next week, schools would have a new proposal which would help support those most in need, including people involved in the immediate response to the coronavirus outbreak. The key was that they were looking at supporting and safeguarding the vulnerable and ensuring continuity of learning, which included all of those who benefited from free school meals and children with additional learning needs. What they needed to do now was to do all the work together as they were facing the continuing challenges posed by the coronavirus.

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Text: Project Manager: <unk>vocalsound<unk> Okay. Good morning everybody. Industrial Designer: Good morning. Project Manager: Oh, everybody is not ready. User Interface: Uh almost. Project Manager: Alright. User Interface: Ready. Project Manager: Okay, let's go. So, we're here today to to have our first kick-off meeting about uh this new project we're going to tak to talk about in a few minutes. Um so I will be uh Sebastian the Project Manager. Um you are the <unk>disfmarker<unk> User Interface: I'm uh Michael. I'm the user interface designer. Project Manager: Okay. Marketing: Hi I'm Guillermo <unk>gap<unk>. I'm the Marketing Expert. Industrial Designer: And I am Hemant, the industrial designer. Project Manager: Okay, very good. Thanks for being here. Um so let's have a look to the the agenda. So, we are going to go through this agenda uh and mainly first to uh <unk>vocalsound<unk> to make <unk>disfmarker<unk> to to be used to the tools uh available in this nice and smart meeting room we have here. Um then we'll go to uh the plans for project and have general discussions about it. So, the goal of this project is to uh developed a new remote control. Um it should be original, trendy, and also user friendly. As usual we will follow the the project method um <unk>vocalsound<unk> that we are using in the <unk>disfmarker<unk> in our company. It is in three step as you know. First the functional design. The second's a conceptual design, and then the detailed design. During each step uh of each design we wi you will work uh s separately, individually on uh your specific tasks and will m we will meet to um to discuss and take decisions about uh what you've you've you did and what uh we will do next. So first, Question: Summarize the project plan. Answer:

Project Manager introduced that the goal of this project was to develop a new remote control. It should be original, trendy, and also user friendly. The group would be going to follow the project method, which included three steps. First the functional design. The second's a conceptual design, and then the detailed design. During each step of each design, groupmates need to work individually on their specific tasks and will meet to discuss and take decisions about what they did and what they will do next.

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Text: Project Manager: <unk>vocalsound<unk> Okay. Good morning everybody. Industrial Designer: Good morning. Project Manager: Oh, everybody is not ready. User Interface: Uh almost. Project Manager: Alright. User Interface: Ready. Project Manager: Okay, let's go. So, we're here today to to have our first kick-off meeting about uh this new project we're going to tak to talk about in a few minutes. Um so I will be uh Sebastian the Project Manager. Um you are the <unk>disfmarker<unk> User Interface: I'm uh Michael. I'm the user interface designer. Project Manager: Okay. Marketing: Hi I'm Guillermo <unk>gap<unk>. I'm the Marketing Expert. Industrial Designer: And I am Hemant, the industrial designer. Project Manager: Okay, very good. Thanks for being here. Um so let's have a look to the the agenda. So, we are going to go through this agenda uh and mainly first to uh <unk>vocalsound<unk> to make <unk>disfmarker<unk> to to be used to the tools uh available in this nice and smart meeting room we have here. Um then we'll go to uh the plans for project and have general discussions about it. So, the goal of this project is to uh developed a new remote control. Um it should be original, trendy, and also user friendly. As usual we will follow the the project method um <unk>vocalsound<unk> that we are using in the <unk>disfmarker<unk> in our company. It is in three step as you know. First the functional design. The second's a conceptual design, and then the detailed design. During each step uh of each design we wi you will work uh s separately, individually on uh your specific tasks and will m we will meet to um to discuss and take decisions about uh what you've you've you did and what uh we will do next. So first Question: Summarize the discussion on favourite animals. Answer:

Firstly, User Interface drew a spider because he thought it was easy to draw in the corner of a whiteboard and spiders can move all about the web in two dimensions. Marketing drew a friendly panther because it was fast and black, so it could hide very easily. And it looked powerful and strong. Industrial Designer drew an elephant because it's peculiar about the way they walk. And they are the biggest terrestrial animal.

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Text: Project Manager: <unk>vocalsound<unk> Okay. Good morning everybody. Industrial Designer: Good morning. Project Manager: Oh, everybody is not ready. User Interface: Uh almost. Project Manager: Alright. User Interface: Ready. Project Manager: Okay, let's go. So, we're here today to to have our first kick-off meeting about uh this new project we're going to tak to talk about in a few minutes. Um so I will be uh Sebastian the Project Manager. Um you are the <unk>disfmarker<unk> User Interface: I'm uh Michael. I'm the user interface designer. Project Manager: Okay. Marketing: Hi I'm Guillermo <unk>gap<unk>. I'm the Marketing Expert. Industrial Designer: And I am Hemant, the industrial designer. Project Manager: Okay, very good. Thanks for being here. Um so let's have a look to the the agenda. So, we are going to go through this agenda uh and mainly first to uh <unk>vocalsound<unk> to make <unk>disfmarker<unk> to to be used to the tools uh available in this nice and smart meeting room we have here. Um then we'll go to uh the plans for project and have general discussions about it. So, the goal of this project is to uh developed a new remote control. Um it should be original, trendy, and also user friendly. As usual we will follow the the project method um <unk>vocalsound<unk> that we are using in the <unk>disfmarker<unk> in our company. It is in three step as you know. First the functional design. The second's a conceptual design, and then the detailed design. During each step uh of each design we wi you will work uh s separately, individually on uh your specific tasks and will m we will meet to um to discuss and take decisions about uh what you've you've you did and what uh we will do next. So first Question: Summarize the discussion about project finance. Answer:

Project Manager mentioned that they should target a selling price of twenty-five Euro for this remote control which would generate a profit of fifty million Euros. And they should target the international market. User Interface supplemented that they need to find out what people are willing to pay for and what kind of product they're expecting for twenty-five Euro.

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Text: Project Manager: <unk>vocalsound<unk> Okay. Good morning everybody. Industrial Designer: Good morning. Project Manager: Oh, everybody is not ready. User Interface: Uh almost. Project Manager: Alright. User Interface: Ready. Project Manager: Okay, let's go. So, we're here today to to have our first kick-off meeting about uh this new project we're going to tak to talk about in a few minutes. Um so I will be uh Sebastian the Project Manager. Um you are the <unk>disfmarker<unk> User Interface: I'm uh Michael. I'm the user interface designer. Project Manager: Okay. Marketing: Hi I'm Guillermo <unk>gap<unk>. I'm the Marketing Expert. Industrial Designer: And I am Hemant, the industrial designer. Project Manager: Okay, very good. Thanks for being here. Um so let's have a look to the the agenda. So, we are going to go through this agenda uh and mainly first to uh <unk>vocalsound<unk> to make <unk>disfmarker<unk> to to be used to the tools uh available in this nice and smart meeting room we have here. Um then we'll go to uh the plans for project and have general discussions about it. So, the goal of this project is to uh developed a new remote control. Um it should be original, trendy, and also user friendly. As usual we will follow the the project method um <unk>vocalsound<unk> that we are using in the <unk>disfmarker<unk> in our company. It is in three step as you know. First the functional design. The second's a conceptual design, and then the detailed design. During each step uh of each design we wi you will work uh s separately, individually on uh your specific tasks and will m we will meet to um to discuss and take decisions about uh what you've you've you did and what uh we will do next Question: What did the group think of drawing a panther? Answer:

Marketing said when he was a child, he wanted to be a panther. Industrial Designer thought it would be difficult to draw a panther. Project Manager thought it would be very funny for them to see Marketing drawing a panther but Industrial Designer didn't like it. So Marketing said it was gonna be a friendly panther. User Interface supplemented that maybe it was happy because it just ate someone.

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Text: Project Manager: <unk>vocalsound<unk> Okay. Good morning everybody. Industrial Designer: Good morning. Project Manager: Oh, everybody is not ready. User Interface: Uh almost. Project Manager: Alright. User Interface: Ready. Project Manager: Okay, let's go. So, we're here today to to have our first kick-off meeting about uh this new project we're going to tak to talk about in a few minutes. Um so I will be uh Sebastian the Project Manager. Um you are the <unk>disfmarker<unk> User Interface: I'm uh Michael. I'm the user interface designer. Project Manager: Okay. Marketing: Hi I'm Guillermo <unk>gap<unk>. I'm the Marketing Expert. Industrial Designer: And I am Hemant, the industrial designer. Project Manager: Okay, very good. Thanks for being here. Um so let's have a look to the the agenda. So, we are going to go through this agenda uh and mainly first to uh <unk>vocalsound<unk> to make <unk>disfmarker<unk> to to be used to the tools uh available in this nice and smart meeting room we have here. Um then we'll go to uh the plans for project and have general discussions about it. So, the goal of this project is to uh developed a new remote control. Um it should be original, trendy, and also user friendly. As usual we will follow the the project method um <unk>vocalsound<unk> that we are using in the <unk>disfmarker<unk> in our company. It is in three step as you know. First the functional design. The second's a conceptual design, and then the detailed design. During each step uh of each design we wi you will work uh s separately, individually on uh your specific tasks and will m we will meet to um to discuss and take decisions about uh what you've you've you did and what u Question: Why did Industrial Designer think that there were some messages when Industrial Designer was drawing the elephant? Answer:

Industrial Designer gave a very detailed introduction to his drawing of an elephant, including the difference between Indian and African elephants. So Project Manager interrupted him and told group mates they would move on to the next topic because they had limited time for discussion. In addition, Project Manager said there would be an update meeting about elephants next time.

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Text: Project Manager: <unk>vocalsound<unk> Okay. Good morning everybody. Industrial Designer: Good morning. Project Manager: Oh, everybody is not ready. User Interface: Uh almost. Project Manager: Alright. User Interface: Ready. Project Manager: Okay, let's go. So, we're here today to to have our first kick-off meeting about uh this new project we're going to tak to talk about in a few minutes. Um so I will be uh Sebastian the Project Manager. Um you are the <unk>disfmarker<unk> User Interface: I'm uh Michael. I'm the user interface designer. Project Manager: Okay. Marketing: Hi I'm Guillermo <unk>gap<unk>. I'm the Marketing Expert. Industrial Designer: And I am Hemant, the industrial designer. Project Manager: Okay, very good. Thanks for being here. Um so let's have a look to the the agenda. So, we are going to go through this agenda uh and mainly first to uh <unk>vocalsound<unk> to make <unk>disfmarker<unk> to to be used to the tools uh available in this nice and smart meeting room we have here. Um then we'll go to uh the plans for project and have general discussions about it. So, the goal of this project is to uh developed a new remote control. Um it should be original, trendy, and also user friendly. As usual we will follow the the project method um <unk>vocalsound<unk> that we are using in the <unk>disfmarker<unk> in our company. It is in three step as you know. First the functional design. The second's a conceptual design, and then the detailed design. During each step uh of each design we wi you will work uh s separately, individually on uh your specific tasks and will m we will meet to um to discuss and take decisions about uh what you've you've you did and what uh we will Question: Why did Project Manager say that money was an important part of the project? Answer:

User Interface asked a question that whether it would be a stand-alone unit that they are going to be selling. So Project Manager answered that they should decide which kind of remote control they want to go, if it should be a specific remote control to some specific device, or if it should be a universal one. User Interface responded that they need to design the product to fit the expecting twenty-five Euro based on the requirement. Project Manager agreed and invited group mates to input ideas in the next meeting.

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Text: Project Manager: <unk>vocalsound<unk> Okay. Good morning everybody. Industrial Designer: Good morning. Project Manager: Oh, everybody is not ready. User Interface: Uh almost. Project Manager: Alright. User Interface: Ready. Project Manager: Okay, let's go. So, we're here today to to have our first kick-off meeting about uh this new project we're going to tak to talk about in a few minutes. Um so I will be uh Sebastian the Project Manager. Um you are the <unk>disfmarker<unk> User Interface: I'm uh Michael. I'm the user interface designer. Project Manager: Okay. Marketing: Hi I'm Guillermo <unk>gap<unk>. I'm the Marketing Expert. Industrial Designer: And I am Hemant, the industrial designer. Project Manager: Okay, very good. Thanks for being here. Um so let's have a look to the the agenda. So, we are going to go through this agenda uh and mainly first to uh <unk>vocalsound<unk> to make <unk>disfmarker<unk> to to be used to the tools uh available in this nice and smart meeting room we have here. Um then we'll go to uh the plans for project and have general discussions about it. So, the goal of this project is to uh developed a new remote control. Um it should be original, trendy, and also user friendly. As usual we will follow the the project method um <unk>vocalsound<unk> that we are using in the <unk>disfmarker<unk> in our company. It is in three step as you know. First the functional design. The second's a conceptual design, and then the detailed design. During each step uh of each design we wi you will work uh s separately, individually on uh your specific tasks and will m we will meet to um to discuss and take decisions about uh what you've you've you did and what uh we will do next. So first, Question: Summarize the whole meeting. Answer:

Project Manager initiated the first meeting topic on the new project agenda, including welcoming the groupmates, the project plan, the project method and tools. Next, Project Manager invited everyone to draw their favourite animal on the whiteboard. Then, Project Manager introduced the target selling price of twenty-five Euros for the remote control and a profit of fifty million Euros. The target market would be the international market.

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Text: Industrial Designer: <unk>gap<unk>. User Interface: Hello <unk>vocalsound<unk>. 'Kay. Project Manager: You all saw the newsflash? Industrial Designer: It's <unk>disfmarker<unk> Project Manager: Or you got the same message? Marketing: Yeah I I just saw it one minute ago. Project Manager: <unk>vocalsound<unk> Yeah sorry. Industrial Designer: I don't know. Marketing: When I uh <unk>disfmarker<unk> Industrial Designer: I didn't see it yet I think. User Interface: Newsflash? D did I miss something? Marketing: <unk>vocalsound<unk> Yeah. Project Manager: Yeah. Yeah I received an email so I thought I I can't mail you so I thought I'd just drop it in the folder, but <unk>disfmarker<unk> Marketing: Yeah pretty much. Industrial Designer: Hey what's wrong with my computer? User Interface: Okay. Project Manager: Is it unlocked? User Interface: No. Industrial Designer: <unk>gap<unk>. Marketing: Mm. Yeah that's my presentation. <unk>vocalsound<unk> Project Manager: Woah. I uh kind of opened it <unk>gap<unk>. User Interface: Mm. Industrial Designer: Huh? Marketing: Mm? Project Manager: Uh <unk>disfmarker<unk> Industrial Designer: What the <unk>disfmarker<unk> Marketing: Oh right. User Interface: I think you have to uh change your desktop uh Project Manager: Okay. Marketing: <unk>vocalsound<unk> User Interface: size. Marketing: Ooh. <unk>vocalsound<unk> Project Manager: 'Kay. Everybody ready? Industrial Designer: Not really. Marketing: Well <unk>disfmarker<unk> Industrial Designer: Sorry. Project Manager: No no no. Yes yes yes. User Interface: <unk>gap<unk> computer is uh not functioning? Marketing: Alright. Project Manager: Question: Summarize the ideas of the individual presentations on the design, the functions and the target users of the remote control. Answer:

According to the Marketing, the research finding showed that the current users are older than forty, which is to say that they have to aim the consumers at below forty as long as they want a new market. As for the User Interface, he thought an extra function was needed to hide all the features and display a clear menu. Of course, some fashionable functions would also be welcomed. Then the group came to realize that it would be really hard to compromise between the functions and the fashion.

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Text: Industrial Designer: <unk>gap<unk>. User Interface: Hello <unk>vocalsound<unk>. 'Kay. Project Manager: You all saw the newsflash? Industrial Designer: It's <unk>disfmarker<unk> Project Manager: Or you got the same message? Marketing: Yeah I I just saw it one minute ago. Project Manager: <unk>vocalsound<unk> Yeah sorry. Industrial Designer: I don't know. Marketing: When I uh <unk>disfmarker<unk> Industrial Designer: I didn't see it yet I think. User Interface: Newsflash? D did I miss something? Marketing: <unk>vocalsound<unk> Yeah. Project Manager: Yeah. Yeah I received an email so I thought I I can't mail you so I thought I'd just drop it in the folder, but <unk>disfmarker<unk> Marketing: Yeah pretty much. Industrial Designer: Hey what's wrong with my computer? User Interface: Okay. Project Manager: Is it unlocked? User Interface: No. Industrial Designer: <unk>gap<unk>. Marketing: Mm. Yeah that's my presentation. <unk>vocalsound<unk> Project Manager: Woah. I uh kind of opened it <unk>gap<unk>. User Interface: Mm. Industrial Designer: Huh? Marketing: Mm? Project Manager: Uh <unk>disfmarker<unk> Industrial Designer: What the <unk>disfmarker<unk> Marketing: Oh right. User Interface: I think you have to uh change your desktop uh Project Manager: Okay. Marketing: <unk>vocalsound<unk> User Interface: size. Marketing: Ooh. <unk>vocalsound<unk> Project Manager: 'Kay. Everybody ready? Industrial Designer: Not really. Marketing: Well <unk>disfmarker<unk> Industrial Designer: Sorry. Project Manager: No no no. Yes yes yes. User Interface: <unk>gap<unk> computer is uh not functioning? Marketing: Alright. Project Manager: Question: What did the Marketing think about previous remote controls when giving his presentation on the design,the functions and the target users? Answer:

As per his research, the Marketing found that the existing remote controls were not satisfactory in terms of their appearance and feel. In addition, some remote controls were not easy to find and very hard to master. What was also worth mentioning was that some details like the brightness of the screen and the colors needed improvement as well.

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Text: Industrial Designer: <unk>gap<unk>. User Interface: Hello <unk>vocalsound<unk>. 'Kay. Project Manager: You all saw the newsflash? Industrial Designer: It's <unk>disfmarker<unk> Project Manager: Or you got the same message? Marketing: Yeah I I just saw it one minute ago. Project Manager: <unk>vocalsound<unk> Yeah sorry. Industrial Designer: I don't know. Marketing: When I uh <unk>disfmarker<unk> Industrial Designer: I didn't see it yet I think. User Interface: Newsflash? D did I miss something? Marketing: <unk>vocalsound<unk> Yeah. Project Manager: Yeah. Yeah I received an email so I thought I I can't mail you so I thought I'd just drop it in the folder, but <unk>disfmarker<unk> Marketing: Yeah pretty much. Industrial Designer: Hey what's wrong with my computer? User Interface: Okay. Project Manager: Is it unlocked? User Interface: No. Industrial Designer: <unk>gap<unk>. Marketing: Mm. Yeah that's my presentation. <unk>vocalsound<unk> Project Manager: Woah. I uh kind of opened it <unk>gap<unk>. User Interface: Mm. Industrial Designer: Huh? Marketing: Mm? Project Manager: Uh <unk>disfmarker<unk> Industrial Designer: What the <unk>disfmarker<unk> Marketing: Oh right. User Interface: I think you have to uh change your desktop uh Project Manager: Okay. Marketing: <unk>vocalsound<unk> User Interface: size. Marketing: Ooh. <unk>vocalsound<unk> Project Manager: 'Kay. Everybody ready? Industrial Designer: Not really. Marketing: Well <unk>disfmarker<unk> Industrial Designer: Sorry. Project Manager: No no no. Yes yes yes. User Interface: <unk>gap<unk> computer is uh not functioning? Marketing: Alright Question: Why did the Project Manager agree with the User Interface when discussing their presentations on the design, the functions and the target users of the remote control? Answer:

The User Interface put forward to add an extra function to the remote control to make it be able to hide some features and display a clear menu. The Project Manager was in favor of this design for that it would be easy to find those really essential functions on the menu more easily.

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Text: Industrial Designer: <unk>gap<unk>. User Interface: Hello <unk>vocalsound<unk>. 'Kay. Project Manager: You all saw the newsflash? Industrial Designer: It's <unk>disfmarker<unk> Project Manager: Or you got the same message? Marketing: Yeah I I just saw it one minute ago. Project Manager: <unk>vocalsound<unk> Yeah sorry. Industrial Designer: I don't know. Marketing: When I uh <unk>disfmarker<unk> Industrial Designer: I didn't see it yet I think. User Interface: Newsflash? D did I miss something? Marketing: <unk>vocalsound<unk> Yeah. Project Manager: Yeah. Yeah I received an email so I thought I I can't mail you so I thought I'd just drop it in the folder, but <unk>disfmarker<unk> Marketing: Yeah pretty much. Industrial Designer: Hey what's wrong with my computer? User Interface: Okay. Project Manager: Is it unlocked? User Interface: No. Industrial Designer: <unk>gap<unk>. Marketing: Mm. Yeah that's my presentation. <unk>vocalsound<unk> Project Manager: Woah. I uh kind of opened it <unk>gap<unk>. User Interface: Mm. Industrial Designer: Huh? Marketing: Mm? Project Manager: Uh <unk>disfmarker<unk> Industrial Designer: What the <unk>disfmarker<unk> Marketing: Oh right. User Interface: I think you have to uh change your desktop uh Project Manager: Okay. Marketing: <unk>vocalsound<unk> User Interface: size. Marketing: Ooh. <unk>vocalsound<unk> Project Manager: 'Kay. Everybody ready? Industrial Designer: Not really. Marketing: Well <unk>disfmarker<unk> Industrial Designer: Sorry. Project Manager: No no no. Yes yes yes. User Interface: <unk>gap<unk> computer is uh not functioning? Marketing: Alright. Project Manager: <unk>vocalsound<unk> Okay. Industrial Designer Question: Summarize the ideal functions and button layout of the remote control. Answer:

To maximize the satisfaction of the users, the first thing should be confirmed is that the power button should be put on the right top where it can be reached with a thumb easily. Then like all the remote controls, they should have up and down for the channels and left and right for the volume. Besides, the button for the screen brightness was also important. To make their remote control unique, the User Interface proposed to add their logo on it.

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Text: Industrial Designer: <unk>gap<unk>. User Interface: Hello <unk>vocalsound<unk>. 'Kay. Project Manager: You all saw the newsflash? Industrial Designer: It's <unk>disfmarker<unk> Project Manager: Or you got the same message? Marketing: Yeah I I just saw it one minute ago. Project Manager: <unk>vocalsound<unk> Yeah sorry. Industrial Designer: I don't know. Marketing: When I uh <unk>disfmarker<unk> Industrial Designer: I didn't see it yet I think. User Interface: Newsflash? D did I miss something? Marketing: <unk>vocalsound<unk> Yeah. Project Manager: Yeah. Yeah I received an email so I thought I I can't mail you so I thought I'd just drop it in the folder, but <unk>disfmarker<unk> Marketing: Yeah pretty much. Industrial Designer: Hey what's wrong with my computer? User Interface: Okay. Project Manager: Is it unlocked? User Interface: No. Industrial Designer: <unk>gap<unk>. Marketing: Mm. Yeah that's my presentation. <unk>vocalsound<unk> Project Manager: Woah. I uh kind of opened it <unk>gap<unk>. User Interface: Mm. Industrial Designer: Huh? Marketing: Mm? Project Manager: Uh <unk>disfmarker<unk> Industrial Designer: What the <unk>disfmarker<unk> Marketing: Oh right. User Interface: I think you have to uh change your desktop uh Project Manager: Okay. Marketing: <unk>vocalsound<unk> User Interface: size. Marketing: Ooh. <unk>vocalsound<unk> Project Manager: 'Kay. Everybody ready? Industrial Designer: Not really. Marketing: Well <unk>disfmarker<unk> Industrial Designer: Sorry. Project Manager: No no no. Yes yes yes. User Interface: <unk>gap<unk> computer is uh not functioning? Marketing: Alright. Project Manager: <unk>vocal Question: What did the Marketing recommend to do when discussing the ideal functions and the button layout of the remote control? Answer:

During their discussion of the button layout, the first agreement they achieved was that the power button should be put on the top of the remote control. Then the Project Manager proposed to put it on the right that most people are right-handed, however, considering that a few would be left-handed, the Marketing put forward to design some special additions to meet such need.

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Text: Industrial Designer: <unk>gap<unk>. User Interface: Hello <unk>vocalsound<unk>. 'Kay. Project Manager: You all saw the newsflash? Industrial Designer: It's <unk>disfmarker<unk> Project Manager: Or you got the same message? Marketing: Yeah I I just saw it one minute ago. Project Manager: <unk>vocalsound<unk> Yeah sorry. Industrial Designer: I don't know. Marketing: When I uh <unk>disfmarker<unk> Industrial Designer: I didn't see it yet I think. User Interface: Newsflash? D did I miss something? Marketing: <unk>vocalsound<unk> Yeah. Project Manager: Yeah. Yeah I received an email so I thought I I can't mail you so I thought I'd just drop it in the folder, but <unk>disfmarker<unk> Marketing: Yeah pretty much. Industrial Designer: Hey what's wrong with my computer? User Interface: Okay. Project Manager: Is it unlocked? User Interface: No. Industrial Designer: <unk>gap<unk>. Marketing: Mm. Yeah that's my presentation. <unk>vocalsound<unk> Project Manager: Woah. I uh kind of opened it <unk>gap<unk>. User Interface: Mm. Industrial Designer: Huh? Marketing: Mm? Project Manager: Uh <unk>disfmarker<unk> Industrial Designer: What the <unk>disfmarker<unk> Marketing: Oh right. User Interface: I think you have to uh change your desktop uh Project Manager: Okay. Marketing: <unk>vocalsound<unk> User Interface: size. Marketing: Ooh. <unk>vocalsound<unk> Project Manager: 'Kay. Everybody ready? Industrial Designer: Not really. Marketing: Well <unk>disfmarker<unk> Industrial Designer: Sorry. Project Manager: No no no. Yes yes yes. User Interface: <unk>gap<unk> computer is uh not functioning? Marketing: Alright. Project Manager: <unk> Question: What did the Marketing think of the screen location when discussing the ideal functions and the button layout of the remote control? Answer:

The User Interface proposed to add a logo on the remote control, but the problem came that it did matter much how to locate the screen and the logo. At first the Marketing planned to put the logo on the left top but then he elaborated himself that the logo should be the last one to be considered that it would be put wherever space was left, instead of letting the logo decide where the screen would be put.

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Text: Industrial Designer: <unk>gap<unk>. User Interface: Hello <unk>vocalsound<unk>. 'Kay. Project Manager: You all saw the newsflash? Industrial Designer: It's <unk>disfmarker<unk> Project Manager: Or you got the same message? Marketing: Yeah I I just saw it one minute ago. Project Manager: <unk>vocalsound<unk> Yeah sorry. Industrial Designer: I don't know. Marketing: When I uh <unk>disfmarker<unk> Industrial Designer: I didn't see it yet I think. User Interface: Newsflash? D did I miss something? Marketing: <unk>vocalsound<unk> Yeah. Project Manager: Yeah. Yeah I received an email so I thought I I can't mail you so I thought I'd just drop it in the folder, but <unk>disfmarker<unk> Marketing: Yeah pretty much. Industrial Designer: Hey what's wrong with my computer? User Interface: Okay. Project Manager: Is it unlocked? User Interface: No. Industrial Designer: <unk>gap<unk>. Marketing: Mm. Yeah that's my presentation. <unk>vocalsound<unk> Project Manager: Woah. I uh kind of opened it <unk>gap<unk>. User Interface: Mm. Industrial Designer: Huh? Marketing: Mm? Project Manager: Uh <unk>disfmarker<unk> Industrial Designer: What the <unk>disfmarker<unk> Marketing: Oh right. User Interface: I think you have to uh change your desktop uh Project Manager: Okay. Marketing: <unk>vocalsound<unk> User Interface: size. Marketing: Ooh. <unk>vocalsound<unk> Project Manager: 'Kay. Everybody ready? Industrial Designer: Not really. Marketing: Well <unk>disfmarker<unk> Industrial Designer: Sorry. Project Manager: No no no. Yes yes yes. User Interface: <unk>gap<unk> computer is uh not functioning? Marketing: Alright. Project Manager: <unk>vocalsound<unk> Okay. Industrial Designer: Okay. Where do I Question: Summarize the whole meeting. Answer:

The whole meeting was about what the group should do for the remote control, from a good-looking appearance to a joyful user experience. At the beginning, the group had individual presentations about their previous research findings. Through those presentations, all of the four got a general idea about the target market, the functions and the layout. They talked about the functions carefully as well as the interface design of the remote control later on. Finally, under the leadership of the Project Manager, all the members got some assignments for their next detailed design.

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Text: Grad C: Hmm. Testing channel two. Grad E: Two, two. Grad C: Two. Grad E: Two. Oh. Grad D: Hello? Grad B: Hmm? Yeah Thank You. OK Well, so Ralf and Tilman are here. Professor F: OK. Great. Great. Grad B: Made it safely. Professor F: So the <unk>disfmarker<unk> what w we h have been doing i they would like us all to read these digits. But we don't all read them but a couple people read them. PhD A: OK. Professor F: Uh, wanna give them all with German accents today or <unk>disfmarker<unk>? Grad B: Sure. Professor F: OK. Grad B: OK and the way you do it is you just read the numbers not as uh each single, so just like I do it. PhD A: Mm - hmm. Grad B: OK. First you read the transcript number. Turn. Grad D: OK, uh <unk>disfmarker<unk> What's <unk>disfmarker<unk> Professor F: OK. Let's be done with this. PhD A: OK. Professor F: OK. this is Ami, who <unk>disfmarker<unk> And this is Tilman and Ralf. PhD A: Hi. Uh - huh. Nice to meet you. Grad D: Hi. Professor F: Hi. OK. So we're gonna try to finish by five so people who want to can go hear Nancy Chang's talk, uh downstairs. PhD A: Hmm. Professor F: And you guys are g giving talks on tomorrow and Wednesday lunch times, PhD A: Yes. Grad D: Mmm. Professor F: right? That's great. OK so, do y do you know what we're gonna do? Grad B: I thought two things uh we 'll introduce ourselves and what Question: Summarize what was said on SmartKom architecture Answer:

It was decided that SmartKom's action plans should be represented in XML as a state transition network. It was proposed that the term 'dialogue planner' should replace 'dialogue manager'. Prolog will be phased out completely and replaced by Java code. The dialogue manager must be capable of changing states, i.e. go from being event driven to answering a question from a planning module.

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Text: Grad C: Hmm. Testing channel two. Grad E: Two, two. Grad C: Two. Grad E: Two. Oh. Grad D: Hello? Grad B: Hmm? Yeah Thank You. OK Well, so Ralf and Tilman are here. Professor F: OK. Great. Great. Grad B: Made it safely. Professor F: So the <unk>disfmarker<unk> what w we h have been doing i they would like us all to read these digits. But we don't all read them but a couple people read them. PhD A: OK. Professor F: Uh, wanna give them all with German accents today or <unk>disfmarker<unk>? Grad B: Sure. Professor F: OK. Grad B: OK and the way you do it is you just read the numbers not as uh each single, so just like I do it. PhD A: Mm - hmm. Grad B: OK. First you read the transcript number. Turn. Grad D: OK, uh <unk>disfmarker<unk> What's <unk>disfmarker<unk> Professor F: OK. Let's be done with this. PhD A: OK. Professor F: OK. this is Ami, who <unk>disfmarker<unk> And this is Tilman and Ralf. PhD A: Hi. Uh - huh. Nice to meet you. Grad D: Hi. Professor F: Hi. OK. So we're gonna try to finish by five so people who want to can go hear Nancy Chang's talk, uh downstairs. PhD A: Hmm. Professor F: And you guys are g giving talks on tomorrow and Wednesday lunch times, PhD A: Yes. Grad D: Mmm. Professor F: right? That's great. OK so, do y do you know what we're gonna do? Grad B: I thought two things uh we 'll introduce ourselves and what we Question: What were the modules for the SmartKom. Answer:

SmartKom should feature a well defined core interface, with domain-specific information kept external. A syntactic analysis component that performs chunk parsing will be added to the system.

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Text: Grad C: Hmm. Testing channel two. Grad E: Two, two. Grad C: Two. Grad E: Two. Oh. Grad D: Hello? Grad B: Hmm? Yeah Thank You. OK Well, so Ralf and Tilman are here. Professor F: OK. Great. Great. Grad B: Made it safely. Professor F: So the <unk>disfmarker<unk> what w we h have been doing i they would like us all to read these digits. But we don't all read them but a couple people read them. PhD A: OK. Professor F: Uh, wanna give them all with German accents today or <unk>disfmarker<unk>? Grad B: Sure. Professor F: OK. Grad B: OK and the way you do it is you just read the numbers not as uh each single, so just like I do it. PhD A: Mm - hmm. Grad B: OK. First you read the transcript number. Turn. Grad D: OK, uh <unk>disfmarker<unk> What's <unk>disfmarker<unk> Professor F: OK. Let's be done with this. PhD A: OK. Professor F: OK. this is Ami, who <unk>disfmarker<unk> And this is Tilman and Ralf. PhD A: Hi. Uh - huh. Nice to meet you. Grad D: Hi. Professor F: Hi. OK. So we're gonna try to finish by five so people who want to can go hear Nancy Chang's talk, uh downstairs. PhD A: Hmm. Professor F: And you guys are g giving talks on tomorrow and Wednesday lunch times, PhD A: Yes. Grad D: Mmm. Professor F: right? That's great. OK so, do y do you know what we're gonna do? Grad B: I thought two things uh we 'll introduce ourselves and Question: What problems were reported due to SmartKom modules interaction? Answer:

As a functional module, the action planner is too restrictive for the tourist domain and requires complex slots from the dialogue manager. Interactions in a deep map system between the spatial planner and the route planner are too convoluted. SmartKom requires a fast and robust parser that includes language-specific extensions.

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Text: Grad C: Hmm. Testing channel two. Grad E: Two, two. Grad C: Two. Grad E: Two. Oh. Grad D: Hello? Grad B: Hmm? Yeah Thank You. OK Well, so Ralf and Tilman are here. Professor F: OK. Great. Great. Grad B: Made it safely. Professor F: So the <unk>disfmarker<unk> what w we h have been doing i they would like us all to read these digits. But we don't all read them but a couple people read them. PhD A: OK. Professor F: Uh, wanna give them all with German accents today or <unk>disfmarker<unk>? Grad B: Sure. Professor F: OK. Grad B: OK and the way you do it is you just read the numbers not as uh each single, so just like I do it. PhD A: Mm - hmm. Grad B: OK. First you read the transcript number. Turn. Grad D: OK, uh <unk>disfmarker<unk> What's <unk>disfmarker<unk> Professor F: OK. Let's be done with this. PhD A: OK. Professor F: OK. this is Ami, who <unk>disfmarker<unk> And this is Tilman and Ralf. PhD A: Hi. Uh - huh. Nice to meet you. Grad D: Hi. Professor F: Hi. OK. So we're gonna try to finish by five so people who want to can go hear Nancy Chang's talk, uh downstairs. PhD A: Hmm. Professor F: And you guys are g giving talks on tomorrow and Wednesday lunch times, PhD A: Yes. Grad D: Mmm. Professor F: right? That's great. OK so, do y do you know what we're gonna do? Grad B: I thought two things uh we 'll introduce ourselves and what Question: What was said about the parser interface? Answer:

Efforts are in progress to complete and test the code, generate an English grammar like that used in the German system, and get the parser interface working. A 'wizard of Oz' style data collection experiment is in progress to model users' underlying intentions when communicating with the dialogue component of a tourist domain GPS.

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Text: Grad C: Hmm. Testing channel two. Grad E: Two, two. Grad C: Two. Grad E: Two. Oh. Grad D: Hello? Grad B: Hmm? Yeah Thank You. OK Well, so Ralf and Tilman are here. Professor F: OK. Great. Great. Grad B: Made it safely. Professor F: So the <unk>disfmarker<unk> what w we h have been doing i they would like us all to read these digits. But we don't all read them but a couple people read them. PhD A: OK. Professor F: Uh, wanna give them all with German accents today or <unk>disfmarker<unk>? Grad B: Sure. Professor F: OK. Grad B: OK and the way you do it is you just read the numbers not as uh each single, so just like I do it. PhD A: Mm - hmm. Grad B: OK. First you read the transcript number. Turn. Grad D: OK, uh <unk>disfmarker<unk> What's <unk>disfmarker<unk> Professor F: OK. Let's be done with this. PhD A: OK. Professor F: OK. this is Ami, who <unk>disfmarker<unk> And this is Tilman and Ralf. PhD A: Hi. Uh - huh. Nice to meet you. Grad D: Hi. Professor F: Hi. OK. So we're gonna try to finish by five so people who want to can go hear Nancy Chang's talk, uh downstairs. PhD A: Hmm. Professor F: And you guys are g giving talks on tomorrow and Wednesday lunch times, PhD A: Yes. Grad D: Mmm. Professor F: right? That's great. OK so, do y do you know what we're gonna do? Grad B: I thought two things uh we 'll introduce ourselves and what we do Question: What was discussed in the meeting? Answer:

The group discussed plans and concerns regarding the architecture of SmartKom, its proposed modules, and the types of interactions expected to take place between modules. The meeting was largely focused on SmartKom's decision making capacity and how to adapt this functionality to the tourist information domain. The group set a date for assessing SmartKom plans.

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Text: Project Manager: Okay. Right. Conceptual design meeting. Right. Okay, so <unk>disfmarker<unk> Right well um from the last meeting <unk>vocalsound<unk> I was trying to send you the minutes, but uh it didn't work out too well, so maybe in sort of um quick summary of the last uh meeting, I can quickly give you what we what we had. User Interface: <unk>vocalsound<unk> Project Manager: Uh right, so <unk>disfmarker<unk> Wishing I hadn't closed the damn <unk>disfmarker<unk> Right so we had the fact that we're gonna have the the logo uh the company logo in its uh colour scheme incorporated onto the the device the remote device. We had uh made our decisions about uh made our decisions about uh the device itself, that it was gonna be simple to make it uh enable us to complete the project in time. We're gonna have uh effectively two pages, a front page which had the uh features that the uh the customers most wanted, and then the uh the backup features on the second page so that it could uh meet the technical requirements. And the customers wouldn't have to look at them too often, only as and when required. So. So basically what decisions uh have we uh made? Uh have there been any uh changes? Industrial Designer: I think we all have a presentation again, Project Manager: Right. Industrial Designer: so if we go through those and then um Marketing: Yeah. Project Manager: Three presentation, yeah. Industrial Designer: <unk>gap<unk>. Shall I go first again? <unk>gap<unk> Project Manager: So <unk>disfmarker<unk> Yeah, fine. Marketing: Okay. Industrial Designer: I see <unk>gap<unk> this a little more smoothly than the last one. <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Industrial Designer: Okay right, let's get Question: What did the group discuss about components of the remote control and what is the conclusion of the discussion? Answer:

Industrial Designer gave a presentation about his findings on each of the components of the remote control. Then the team discussed the power supply, buttons, circuit board and speech recognition system of the remote. They finally agreed that they should use a kinetic power supply, simple push buttons and a simple circuit board. And a finder feature rather than a voice recognition feature would be a better choice.

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Text: Project Manager: Okay. Right. Conceptual design meeting. Right. Okay, so <unk>disfmarker<unk> Right well um from the last meeting <unk>vocalsound<unk> I was trying to send you the minutes, but uh it didn't work out too well, so maybe in sort of um quick summary of the last uh meeting, I can quickly give you what we what we had. User Interface: <unk>vocalsound<unk> Project Manager: Uh right, so <unk>disfmarker<unk> Wishing I hadn't closed the damn <unk>disfmarker<unk> Right so we had the fact that we're gonna have the the logo uh the company logo in its uh colour scheme incorporated onto the the device the remote device. We had uh made our decisions about uh made our decisions about uh the device itself, that it was gonna be simple to make it uh enable us to complete the project in time. We're gonna have uh effectively two pages, a front page which had the uh features that the uh the customers most wanted, and then the uh the backup features on the second page so that it could uh meet the technical requirements. And the customers wouldn't have to look at them too often, only as and when required. So. So basically what decisions uh have we uh made? Uh have there been any uh changes? Industrial Designer: I think we all have a presentation again, Project Manager: Right. Industrial Designer: so if we go through those and then um Marketing: Yeah. Project Manager: Three presentation, yeah. Industrial Designer: <unk>gap<unk>. Shall I go first again? <unk>gap<unk> Project Manager: So <unk>disfmarker<unk> Yeah, fine. Marketing: Okay. Industrial Designer: I see <unk>gap<unk> this a little more smoothly than the last one. <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Industrial Designer: Okay right, let's get started Question: What did Industrial Designer suggest about the simple push button when discussing the components of the remote? Answer:

Industrial Designer suggested that simple push buttons just require a simple chip, so that would keep the cost of the remote down.

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Text: Project Manager: Okay. Right. Conceptual design meeting. Right. Okay, so <unk>disfmarker<unk> Right well um from the last meeting <unk>vocalsound<unk> I was trying to send you the minutes, but uh it didn't work out too well, so maybe in sort of um quick summary of the last uh meeting, I can quickly give you what we what we had. User Interface: <unk>vocalsound<unk> Project Manager: Uh right, so <unk>disfmarker<unk> Wishing I hadn't closed the damn <unk>disfmarker<unk> Right so we had the fact that we're gonna have the the logo uh the company logo in its uh colour scheme incorporated onto the the device the remote device. We had uh made our decisions about uh made our decisions about uh the device itself, that it was gonna be simple to make it uh enable us to complete the project in time. We're gonna have uh effectively two pages, a front page which had the uh features that the uh the customers most wanted, and then the uh the backup features on the second page so that it could uh meet the technical requirements. And the customers wouldn't have to look at them too often, only as and when required. So. So basically what decisions uh have we uh made? Uh have there been any uh changes? Industrial Designer: I think we all have a presentation again, Project Manager: Right. Industrial Designer: so if we go through those and then um Marketing: Yeah. Project Manager: Three presentation, yeah. Industrial Designer: <unk>gap<unk>. Shall I go first again? <unk>gap<unk> Project Manager: So <unk>disfmarker<unk> Yeah, fine. Marketing: Okay. Industrial Designer: I see <unk>gap<unk> this a little more smoothly than the last one. <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Industrial Designer: Okay right, let's Question: What did User Interface think about the voice recognition system of the remote when discussing the components of the remote? Answer:

User Interface thought that there were many remotes that already had the function of voice recognition, so it was better not to compete with that sort of remote and to find a different viewpoint of finding the lost control. She believed that a finder function rather than a speech function would be a better choice for their remote.

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Text: Project Manager: Okay. Right. Conceptual design meeting. Right. Okay, so <unk>disfmarker<unk> Right well um from the last meeting <unk>vocalsound<unk> I was trying to send you the minutes, but uh it didn't work out too well, so maybe in sort of um quick summary of the last uh meeting, I can quickly give you what we what we had. User Interface: <unk>vocalsound<unk> Project Manager: Uh right, so <unk>disfmarker<unk> Wishing I hadn't closed the damn <unk>disfmarker<unk> Right so we had the fact that we're gonna have the the logo uh the company logo in its uh colour scheme incorporated onto the the device the remote device. We had uh made our decisions about uh made our decisions about uh the device itself, that it was gonna be simple to make it uh enable us to complete the project in time. We're gonna have uh effectively two pages, a front page which had the uh features that the uh the customers most wanted, and then the uh the backup features on the second page so that it could uh meet the technical requirements. And the customers wouldn't have to look at them too often, only as and when required. So. So basically what decisions uh have we uh made? Uh have there been any uh changes? Industrial Designer: I think we all have a presentation again, Project Manager: Right. Industrial Designer: so if we go through those and then um Marketing: Yeah. Project Manager: Three presentation, yeah. Industrial Designer: <unk>gap<unk>. Shall I go first again? <unk>gap<unk> Project Manager: So <unk>disfmarker<unk> Yeah, fine. Marketing: Okay. Industrial Designer: I see <unk>gap<unk> this a little more smoothly than the last one. <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Industrial Designer: Okay right, let's Question: What did the team discuss about the design of the remote control and what is the conclusion of the discussion? Answer:

The team discussed the material of the remote and the shape of the buttons. They finally made the decision that the case and buttons of the remote should be made of rubber, and the shape of buttons should be as simple as possible.

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Text: Project Manager: Okay. Right. Conceptual design meeting. Right. Okay, so <unk>disfmarker<unk> Right well um from the last meeting <unk>vocalsound<unk> I was trying to send you the minutes, but uh it didn't work out too well, so maybe in sort of um quick summary of the last uh meeting, I can quickly give you what we what we had. User Interface: <unk>vocalsound<unk> Project Manager: Uh right, so <unk>disfmarker<unk> Wishing I hadn't closed the damn <unk>disfmarker<unk> Right so we had the fact that we're gonna have the the logo uh the company logo in its uh colour scheme incorporated onto the the device the remote device. We had uh made our decisions about uh made our decisions about uh the device itself, that it was gonna be simple to make it uh enable us to complete the project in time. We're gonna have uh effectively two pages, a front page which had the uh features that the uh the customers most wanted, and then the uh the backup features on the second page so that it could uh meet the technical requirements. And the customers wouldn't have to look at them too often, only as and when required. So. So basically what decisions uh have we uh made? Uh have there been any uh changes? Industrial Designer: I think we all have a presentation again, Project Manager: Right. Industrial Designer: so if we go through those and then um Marketing: Yeah. Project Manager: Three presentation, yeah. Industrial Designer: <unk>gap<unk>. Shall I go first again? <unk>gap<unk> Project Manager: So <unk>disfmarker<unk> Yeah, fine. Marketing: Okay. Industrial Designer: I see <unk>gap<unk> this a little more smoothly than the last one. <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Industrial Designer: Okay right, let's get started Question: What did marketing suggest about the shape and materials of buttons when discussing the design of the remote? Answer:

Marketing suggested that the fancy design on the remote control is important to customers according to his research, so the buttons could be shaped like fruit and vegetables, and the buttons could be made out of rubber rather than hard plastic.

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Text: Project Manager: Okay. Right. Conceptual design meeting. Right. Okay, so <unk>disfmarker<unk> Right well um from the last meeting <unk>vocalsound<unk> I was trying to send you the minutes, but uh it didn't work out too well, so maybe in sort of um quick summary of the last uh meeting, I can quickly give you what we what we had. User Interface: <unk>vocalsound<unk> Project Manager: Uh right, so <unk>disfmarker<unk> Wishing I hadn't closed the damn <unk>disfmarker<unk> Right so we had the fact that we're gonna have the the logo uh the company logo in its uh colour scheme incorporated onto the the device the remote device. We had uh made our decisions about uh made our decisions about uh the device itself, that it was gonna be simple to make it uh enable us to complete the project in time. We're gonna have uh effectively two pages, a front page which had the uh features that the uh the customers most wanted, and then the uh the backup features on the second page so that it could uh meet the technical requirements. And the customers wouldn't have to look at them too often, only as and when required. So. So basically what decisions uh have we uh made? Uh have there been any uh changes? Industrial Designer: I think we all have a presentation again, Project Manager: Right. Industrial Designer: so if we go through those and then um Marketing: Yeah. Project Manager: Three presentation, yeah. Industrial Designer: <unk>gap<unk>. Shall I go first again? <unk>gap<unk> Project Manager: So <unk>disfmarker<unk> Yeah, fine. Marketing: Okay. Industrial Designer: I see <unk>gap<unk> this a little more smoothly than the last one. <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Industrial Designer: Okay right, let's get started Question: What did User Interface suggest about the shape of the button when discussing the design of the remote? Answer:

User Interface believed that fancy buttons might create lots of trouble for people to use the remote. So, he suggested that there could be only one fancy button. For example, the stand by button could be shaped like an apple, and all the other buttons could only stay in normal shape.

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Text: Project Manager: Okay. Right. Conceptual design meeting. Right. Okay, so <unk>disfmarker<unk> Right well um from the last meeting <unk>vocalsound<unk> I was trying to send you the minutes, but uh it didn't work out too well, so maybe in sort of um quick summary of the last uh meeting, I can quickly give you what we what we had. User Interface: <unk>vocalsound<unk> Project Manager: Uh right, so <unk>disfmarker<unk> Wishing I hadn't closed the damn <unk>disfmarker<unk> Right so we had the fact that we're gonna have the the logo uh the company logo in its uh colour scheme incorporated onto the the device the remote device. We had uh made our decisions about uh made our decisions about uh the device itself, that it was gonna be simple to make it uh enable us to complete the project in time. We're gonna have uh effectively two pages, a front page which had the uh features that the uh the customers most wanted, and then the uh the backup features on the second page so that it could uh meet the technical requirements. And the customers wouldn't have to look at them too often, only as and when required. So. So basically what decisions uh have we uh made? Uh have there been any uh changes? Industrial Designer: I think we all have a presentation again, Project Manager: Right. Industrial Designer: so if we go through those and then um Marketing: Yeah. Project Manager: Three presentation, yeah. Industrial Designer: <unk>gap<unk>. Shall I go first again? <unk>gap<unk> Project Manager: So <unk>disfmarker<unk> Yeah, fine. Marketing: Okay. Industrial Designer: I see <unk>gap<unk> this a little more smoothly than the last one. <unk>vocalsound<unk> Project Manager: <unk>vocalsound<unk> Industrial Designer: Okay right, let's get started. Um basically the uh for the <unk> Question: Summarize the whole meeting. Answer:

The project manager gave a brief review of the last meeting. After the Industrial Designer's presentation about the components of the remote and team's discussion about it, the team agreed that the kinetic power supply, simple push buttons and a simple circuit board and a finder feature are better choices for the remote. Then, the team discussed the design of the remote. They made the decision that standard rubber case and rubber buttons and a single curve are better choices for the remote, and the shape of buttons should be simple.

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Text: Project Manager: Uh it fell off. One, two, three, four, yeah, we're ready. Okay. Welcome to this second meeting. Um it's now quarter after twelve and we're given forty minutes um for this meeting. This is a meeting on functional design. Um and I wanna welcome you all and thank you all for doing some research in between. Um I did <unk>disfmarker<unk> took the minutes from the first meeting and I'll show them to you in a moment. Um I know each of you have a presentation and um in thinking about the forty minutes, I thought it would take only like three minutes for the previous minutes, um each of you having about seven minutes or maybe a little more, maybe a little less for your pre presentations and a little discussion, because there's <unk>disfmarker<unk> I happen to have been told there were some new project requirements and we have to make some uh decision on what functions it will have. Okay? Is this ap everybody agree with this? Industrial Designer: Oops. User Interface: Yes. Marketing: Yes. Project Manager: Okay. Um and after the meeting there'll be things to be done and as you can see it says we get to get lunch, um and then some more individual work and then putting minutes away and individual actions. <unk>vocalsound<unk> Um but uh now for the minutes of the first meeting. And go to that one. Um as you can see it was this earlier today. Um Kate, Steph, Sarah and myself in our four capacities were present. I opened the meeting, the product was developed uh and reviewed, and we talked about the financial end of it. Um and it had some implications, um the four million sales target and new ideas of not too many buttons, bright colours and some of the influence of the Japanese. And we closed early so you could then proceed with your research and getting your reports together for tod this meeting <unk>vocalsound<unk> Anybody have any questions on those minutes? Are they complete, did they discuss Question: Summarize the discussion about the menu function and interaction with other tools of the remote control. Answer:

Marketing tried to re-envision the remote control about the menu functionality, the current technology and the interaction with other tools based on the market research. Marketing suggested discarding unnecessary buttons and made a fancier remote control. They could also use the technology of speech recognition to help build the interaction.

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Text: Project Manager: Uh it fell off. One, two, three, four, yeah, we're ready. Okay. Welcome to this second meeting. Um it's now quarter after twelve and we're given forty minutes um for this meeting. This is a meeting on functional design. Um and I wanna welcome you all and thank you all for doing some research in between. Um I did <unk>disfmarker<unk> took the minutes from the first meeting and I'll show them to you in a moment. Um I know each of you have a presentation and um in thinking about the forty minutes, I thought it would take only like three minutes for the previous minutes, um each of you having about seven minutes or maybe a little more, maybe a little less for your pre presentations and a little discussion, because there's <unk>disfmarker<unk> I happen to have been told there were some new project requirements and we have to make some uh decision on what functions it will have. Okay? Is this ap everybody agree with this? Industrial Designer: Oops. User Interface: Yes. Marketing: Yes. Project Manager: Okay. Um and after the meeting there'll be things to be done and as you can see it says we get to get lunch, um and then some more individual work and then putting minutes away and individual actions. <unk>vocalsound<unk> Um but uh now for the minutes of the first meeting. And go to that one. Um as you can see it was this earlier today. Um Kate, Steph, Sarah and myself in our four capacities were present. I opened the meeting, the product was developed uh and reviewed, and we talked about the financial end of it. Um and it had some implications, um the four million sales target and new ideas of not too many buttons, bright colours and some of the influence of the Japanese. And we closed early so you could then proceed with your research and getting your reports together for tod this meeting <unk>vocalsound<unk> Anybody have any questions on those minutes? Are they complete Question: What did Marketing think about the menu functionality when discussing the menu function and interaction with other tools of the remote control? Answer:

Marketing held the opinion that they had to make some change on the button. According to the market research, fifty percent of users dislike the current look and feel of remote control, and only use ten percent of the buttons. More importantly, eighty percent would spend more money on a fancy remote control. The research showed that it was the time to discard some unnecessary buttons and made it fancier.

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Text: Project Manager: Uh it fell off. One, two, three, four, yeah, we're ready. Okay. Welcome to this second meeting. Um it's now quarter after twelve and we're given forty minutes um for this meeting. This is a meeting on functional design. Um and I wanna welcome you all and thank you all for doing some research in between. Um I did <unk>disfmarker<unk> took the minutes from the first meeting and I'll show them to you in a moment. Um I know each of you have a presentation and um in thinking about the forty minutes, I thought it would take only like three minutes for the previous minutes, um each of you having about seven minutes or maybe a little more, maybe a little less for your pre presentations and a little discussion, because there's <unk>disfmarker<unk> I happen to have been told there were some new project requirements and we have to make some uh decision on what functions it will have. Okay? Is this ap everybody agree with this? Industrial Designer: Oops. User Interface: Yes. Marketing: Yes. Project Manager: Okay. Um and after the meeting there'll be things to be done and as you can see it says we get to get lunch, um and then some more individual work and then putting minutes away and individual actions. <unk>vocalsound<unk> Um but uh now for the minutes of the first meeting. And go to that one. Um as you can see it was this earlier today. Um Kate, Steph, Sarah and myself in our four capacities were present. I opened the meeting, the product was developed uh and reviewed, and we talked about the financial end of it. Um and it had some implications, um the four million sales target and new ideas of not too many buttons, bright colours and some of the influence of the Japanese. And we closed early so you could then proceed with your research and getting your reports together for tod this meeting <unk>vocalsound<unk> Anybody have any questions on those minutes? Are they complete, did they discuss everything that we covered last time Question: According to Marketing, why was the revolution of interaction necessary? Answer:

The market research showed that many people were dissatisfied with the current remote control. Therefore, it was necessary to bring new technology into the product, which could also help to get positive marketing for other tools.

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Text: Project Manager: Uh it fell off. One, two, three, four, yeah, we're ready. Okay. Welcome to this second meeting. Um it's now quarter after twelve and we're given forty minutes um for this meeting. This is a meeting on functional design. Um and I wanna welcome you all and thank you all for doing some research in between. Um I did <unk>disfmarker<unk> took the minutes from the first meeting and I'll show them to you in a moment. Um I know each of you have a presentation and um in thinking about the forty minutes, I thought it would take only like three minutes for the previous minutes, um each of you having about seven minutes or maybe a little more, maybe a little less for your pre presentations and a little discussion, because there's <unk>disfmarker<unk> I happen to have been told there were some new project requirements and we have to make some uh decision on what functions it will have. Okay? Is this ap everybody agree with this? Industrial Designer: Oops. User Interface: Yes. Marketing: Yes. Project Manager: Okay. Um and after the meeting there'll be things to be done and as you can see it says we get to get lunch, um and then some more individual work and then putting minutes away and individual actions. <unk>vocalsound<unk> Um but uh now for the minutes of the first meeting. And go to that one. Um as you can see it was this earlier today. Um Kate, Steph, Sarah and myself in our four capacities were present. I opened the meeting, the product was developed uh and reviewed, and we talked about the financial end of it. Um and it had some implications, um the four million sales target and new ideas of not too many buttons, bright colours and some of the influence of the Japanese. And we closed early so you could then proceed with your research and getting your reports together for tod this meeting <unk>vocalsound<unk> Anybody have any questions on those minutes? Are they complete, did they discuss everything Question: Summarize the discussion about the functions and source of the power of the remote control. Answer:

User Interface argued that they should discard the existing standard, and only keep the basic and user-friendly functions like channel selection, volume and enter key. Then they talked about the conflicts between technology and price. The application of some high technology such as speech recognition and solar energy would add to the cost. Therefore, to ensure the low price of the remote control, they had to think it over when deciding whether to use speech recognition. It was also difficult for the group to select between solar energy and charger. Although solar energy was fancy and environmentally friendly, the cost was much higher than using a charger. Finally, Marketing suggested making the remote control a dock to place it.

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Text: Project Manager: Uh it fell off. One, two, three, four, yeah, we're ready. Okay. Welcome to this second meeting. Um it's now quarter after twelve and we're given forty minutes um for this meeting. This is a meeting on functional design. Um and I wanna welcome you all and thank you all for doing some research in between. Um I did <unk>disfmarker<unk> took the minutes from the first meeting and I'll show them to you in a moment. Um I know each of you have a presentation and um in thinking about the forty minutes, I thought it would take only like three minutes for the previous minutes, um each of you having about seven minutes or maybe a little more, maybe a little less for your pre presentations and a little discussion, because there's <unk>disfmarker<unk> I happen to have been told there were some new project requirements and we have to make some uh decision on what functions it will have. Okay? Is this ap everybody agree with this? Industrial Designer: Oops. User Interface: Yes. Marketing: Yes. Project Manager: Okay. Um and after the meeting there'll be things to be done and as you can see it says we get to get lunch, um and then some more individual work and then putting minutes away and individual actions. <unk>vocalsound<unk> Um but uh now for the minutes of the first meeting. And go to that one. Um as you can see it was this earlier today. Um Kate, Steph, Sarah and myself in our four capacities were present. I opened the meeting, the product was developed uh and reviewed, and we talked about the financial end of it. Um and it had some implications, um the four million sales target and new ideas of not too many buttons, bright colours and some of the influence of the Japanese. And we closed early so you could then proceed with your research and getting your reports together for tod this meeting <unk>vocalsound<unk> Anybody have any questions on those minutes? Are they complete, did they discuss everything that Question: Why did Industrial Designer reject the idea of using solar energy as the source of power? Answer:

Solar energy was not so convenient for users when using remote control at night. because it would be hard for it to store up energy. In addition, Industrial Designer had questions about the cost of adding solar energy to the remote control.

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Text: Project Manager: Uh it fell off. One, two, three, four, yeah, we're ready. Okay. Welcome to this second meeting. Um it's now quarter after twelve and we're given forty minutes um for this meeting. This is a meeting on functional design. Um and I wanna welcome you all and thank you all for doing some research in between. Um I did <unk>disfmarker<unk> took the minutes from the first meeting and I'll show them to you in a moment. Um I know each of you have a presentation and um in thinking about the forty minutes, I thought it would take only like three minutes for the previous minutes, um each of you having about seven minutes or maybe a little more, maybe a little less for your pre presentations and a little discussion, because there's <unk>disfmarker<unk> I happen to have been told there were some new project requirements and we have to make some uh decision on what functions it will have. Okay? Is this ap everybody agree with this? Industrial Designer: Oops. User Interface: Yes. Marketing: Yes. Project Manager: Okay. Um and after the meeting there'll be things to be done and as you can see it says we get to get lunch, um and then some more individual work and then putting minutes away and individual actions. <unk>vocalsound<unk> Um but uh now for the minutes of the first meeting. And go to that one. Um as you can see it was this earlier today. Um Kate, Steph, Sarah and myself in our four capacities were present. I opened the meeting, the product was developed uh and reviewed, and we talked about the financial end of it. Um and it had some implications, um the four million sales target and new ideas of not too many buttons, bright colours and some of the influence of the Japanese. And we closed early so you could then proceed with your research and getting your reports together for tod this meeting <unk>vocalsound<unk> Anybody have any questions on those minutes? Are they Question: What did Industrial Designer think about the technology of speech recognition when discussing the functions and source of the power of the remote control? Answer:

Industrial Designer argued that although Industrial Designer appreciated the idea of speech recognition, it was not practical and affordable to put the technology of speech into a cheap mass-produced device.

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Text: Project Manager: Uh it fell off. One, two, three, four, yeah, we're ready. Okay. Welcome to this second meeting. Um it's now quarter after twelve and we're given forty minutes um for this meeting. This is a meeting on functional design. Um and I wanna welcome you all and thank you all for doing some research in between. Um I did <unk>disfmarker<unk> took the minutes from the first meeting and I'll show them to you in a moment. Um I know each of you have a presentation and um in thinking about the forty minutes, I thought it would take only like three minutes for the previous minutes, um each of you having about seven minutes or maybe a little more, maybe a little less for your pre presentations and a little discussion, because there's <unk>disfmarker<unk> I happen to have been told there were some new project requirements and we have to make some uh decision on what functions it will have. Okay? Is this ap everybody agree with this? Industrial Designer: Oops. User Interface: Yes. Marketing: Yes. Project Manager: Okay. Um and after the meeting there'll be things to be done and as you can see it says we get to get lunch, um and then some more individual work and then putting minutes away and individual actions. <unk>vocalsound<unk> Um but uh now for the minutes of the first meeting. And go to that one. Um as you can see it was this earlier today. Um Kate, Steph, Sarah and myself in our four capacities were present. I opened the meeting, the product was developed uh and reviewed, and we talked about the financial end of it. Um and it had some implications, um the four million sales target and new ideas of not too many buttons, bright colours and some of the influence of the Japanese. And we closed early so you could then proceed with your research and getting your reports together for tod this meeting <unk>vocalsound<unk> Anybody have any questions on those minutes? Are they complete, did they discuss everything that we covered last time? 'Ka Question: Summarize the whole meeting. Answer:

The meeting mainly focused on the functional design of the remote control. After Project Manager reviewed the last meeting briefly, Marketing made a presentation about re-envisioning the menu functionality, current technology, and interaction with other tools of the remote control by discarding unnecessary buttons and adding the speech recognition to the remote control according to market research. User Interface argued that they should discard the existing standard, and only keep the basic and user-friendly functions like channel selection, volume and enter key. The group then discussed the source of power whether to have a charger or solar power. Although solar energy was fancy and environmentally friendly, the cost was much higher than using a charger. The group faced some difficulty when deciding the target group whether for the young end or for the lower end of the age range who have more money than sense. In the next part, the group reached a consensus in terms of the keys of the remote control, which is power, channel, volume, enter, number.

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Text: Lynne Neagle AM: Okay. Good morning, everyone. Welcome to the Children, Young People and Education Committee. We've received apologies for absence from Suzy Davies and Jack Sargeant and I'm very pleased to welcome Jayne Bryant back, who is substituting for Jack today. Are there any declarations of interest from Members, please? No. Okay, thank you. Item 2, then, this morning, is our sixth scrutiny session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill. I'm very pleased to welcome our witnesses this morning: Sally Jenkins, who is chair of All Wales Heads of Children’s Services and is here representing the Association of Directors of Social Services; Alastair Birch, who is senior system leader for equalities and safeguarding at Pembrokeshire County Council, who is here representing the Association of Directors of Education Wales; and Councillor Huw David, who is the Welsh Local Government Association spokesperson for health and social care and leader of Bridgend County Borough Council. So, thank you all for attending this morning. We're very pleased to have you here. We've got a lot of ground to cover, so, if you're happy, we'll go straight into questions and I'll start just by asking about your general support for the Bill, which is outlined in the evidence. Can you just explain why you think the current law is ineffective or unclear? Alastair Birch: Bore da—bore da, bawb. So, I'm Alastair Birch. The statement, really, from ADEW is that the rights of the child should be educated and achieved, really, under the United Nations Convention on the Rights of the Child. The current legislation has been criticised, obviously, by the UN concerning the defence of reasonable punishment still being within our current legislation. So, we will always—ADEW will always—advocate that the rights of the child be upheld, so that is really the fundamental aspect in terms of the statement from ADEW, and the position of ADEW is that the rights of the child are fundamental in this process. And there are certain articles—. I know that the Rights of Children and Young Persons ( Question: What did the group discuss about the unintended consequences for this Bill? Answer:

Huw David thought there were no unintended consequences if the Bill was implemented carefully with the right resources. Then he talked about the increasing number of looked-after children in Wales, and Sally Jenkins helped to explain the reasons for this. Alastair Birch thought that there would be an increased focus on the UNCRC. In addition, children need to be part of the discussion in terms of children having a discussion around this point, which would affect them. Improving the voice of the child in any educational context would be good and powerful for children, which would be a positive unintended consequence, and it could reinvigorate some of the voice of the child discussion within various contexts.

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Text: Lynne Neagle AM: Okay. Good morning, everyone. Welcome to the Children, Young People and Education Committee. We've received apologies for absence from Suzy Davies and Jack Sargeant and I'm very pleased to welcome Jayne Bryant back, who is substituting for Jack today. Are there any declarations of interest from Members, please? No. Okay, thank you. Item 2, then, this morning, is our sixth scrutiny session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill. I'm very pleased to welcome our witnesses this morning: Sally Jenkins, who is chair of All Wales Heads of Children’s Services and is here representing the Association of Directors of Social Services; Alastair Birch, who is senior system leader for equalities and safeguarding at Pembrokeshire County Council, who is here representing the Association of Directors of Education Wales; and Councillor Huw David, who is the Welsh Local Government Association spokesperson for health and social care and leader of Bridgend County Borough Council. So, thank you all for attending this morning. We're very pleased to have you here. We've got a lot of ground to cover, so, if you're happy, we'll go straight into questions and I'll start just by asking about your general support for the Bill, which is outlined in the evidence. Can you just explain why you think the current law is ineffective or unclear? Alastair Birch: Bore da—bore da, bawb. So, I'm Alastair Birch. The statement, really, from ADEW is that the rights of the child should be educated and achieved, really, under the United Nations Convention on the Rights of the Child. The current legislation has been criticised, obviously, by the UN concerning the defence of reasonable punishment still being within our current legislation. So, we will always—ADEW will always—advocate that the rights of the child be upheld, so that is really the fundamental aspect in terms of the statement from ADEW, and the position of ADEW is that the rights of the child are fundamental in this process. And there are certain articles—. I know that the Rights of Children and Young Persons Question: What did Huw David say about the unintended consequences for this Bill? Answer:

Huw David thought if this Bill was implemented carefully with the right resources, there might not be unintended consequences. However, for every piece of legislation, it would be about the implementation and the cultural change. Currently, the number of looked-after children in Wales were growing a lot, and this was because of the most appalling neglect and abuse. Huw David did not want this focus to be lost.

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Text: Lynne Neagle AM: Okay. Good morning, everyone. Welcome to the Children, Young People and Education Committee. We've received apologies for absence from Suzy Davies and Jack Sargeant and I'm very pleased to welcome Jayne Bryant back, who is substituting for Jack today. Are there any declarations of interest from Members, please? No. Okay, thank you. Item 2, then, this morning, is our sixth scrutiny session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill. I'm very pleased to welcome our witnesses this morning: Sally Jenkins, who is chair of All Wales Heads of Children’s Services and is here representing the Association of Directors of Social Services; Alastair Birch, who is senior system leader for equalities and safeguarding at Pembrokeshire County Council, who is here representing the Association of Directors of Education Wales; and Councillor Huw David, who is the Welsh Local Government Association spokesperson for health and social care and leader of Bridgend County Borough Council. So, thank you all for attending this morning. We're very pleased to have you here. We've got a lot of ground to cover, so, if you're happy, we'll go straight into questions and I'll start just by asking about your general support for the Bill, which is outlined in the evidence. Can you just explain why you think the current law is ineffective or unclear? Alastair Birch: Bore da—bore da, bawb. So, I'm Alastair Birch. The statement, really, from ADEW is that the rights of the child should be educated and achieved, really, under the United Nations Convention on the Rights of the Child. The current legislation has been criticised, obviously, by the UN concerning the defence of reasonable punishment still being within our current legislation. So, we will always—ADEW will always—advocate that the rights of the child be upheld, so that is really the fundamental aspect in terms of the statement from ADEW, and the position of ADEW is that the rights of the child are fundamental in this process. And there are certain articles—. Question: What did people say about what caused the raising of the number of the looked-after children when talking about the unintended consequences? Answer:

There were many reasons that had led to the increasing numbers of children becoming looked after across England and Wales, and it was hard to identify a single reason. Increased austerity was a part of this. In addition, an increased awareness of adverse childhood experiences and the emphasis of the impact on children of domestic abuse also affected this. It was also because of our understanding of what happened to children in those households. Besides, changes in our practice with colleagues in the judiciary, changes in the police service, and changes in the preventative services were other elements.

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Text: Lynne Neagle AM: Okay. Good morning, everyone. Welcome to the Children, Young People and Education Committee. We've received apologies for absence from Suzy Davies and Jack Sargeant and I'm very pleased to welcome Jayne Bryant back, who is substituting for Jack today. Are there any declarations of interest from Members, please? No. Okay, thank you. Item 2, then, this morning, is our sixth scrutiny session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill. I'm very pleased to welcome our witnesses this morning: Sally Jenkins, who is chair of All Wales Heads of Children’s Services and is here representing the Association of Directors of Social Services; Alastair Birch, who is senior system leader for equalities and safeguarding at Pembrokeshire County Council, who is here representing the Association of Directors of Education Wales; and Councillor Huw David, who is the Welsh Local Government Association spokesperson for health and social care and leader of Bridgend County Borough Council. So, thank you all for attending this morning. We're very pleased to have you here. We've got a lot of ground to cover, so, if you're happy, we'll go straight into questions and I'll start just by asking about your general support for the Bill, which is outlined in the evidence. Can you just explain why you think the current law is ineffective or unclear? Alastair Birch: Bore da—bore da, bawb. So, I'm Alastair Birch. The statement, really, from ADEW is that the rights of the child should be educated and achieved, really, under the United Nations Convention on the Rights of the Child. The current legislation has been criticised, obviously, by the UN concerning the defence of reasonable punishment still being within our current legislation. So, we will always—ADEW will always—advocate that the rights of the child be upheld, so that is really the fundamental aspect in terms of the statement from ADEW, and the position of ADEW is that the rights of the child are fundamental in this process. And there are certain articles—. I know that the Rights of Children and Young Persons (W Question: Summarize the questions and answers on the implementation for social services. Answer:

The first question was about whether members of the public should be encouraged to contact social services departments if they saw a child being smacked. Sally Jenkins answered that they had a duty to report this. Second question was about to what extent "Anyone accused or convicted of assaulting a child will be subject to long-term social services involvement in their family and social stigma" accurately. Sally Jenkins said that this was not punitive approaches from social services, and their aim was to get in and get out, and let families find their own solutions. Third question was about whether there was a need for legislation if natural behavior and the culture was changing. Huw David mentioned that there was already existing legislation that covered those children who were abused by parents. However, the threshold was not clear enough for children. Then they outlined the practical ways in which social services' interaction with parents would change because of this proposed law. The last question was about the assessment of how this Bill would impact on emergency and out of hours local authority services. Sally Jenkins said that they had out-of-hours provision and emergency duty teams already across Wales that operate 24/7. And there was no doubt that they exist and they work closely with police colleagues.

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Text: Lynne Neagle AM: Okay. Good morning, everyone. Welcome to the Children, Young People and Education Committee. We've received apologies for absence from Suzy Davies and Jack Sargeant and I'm very pleased to welcome Jayne Bryant back, who is substituting for Jack today. Are there any declarations of interest from Members, please? No. Okay, thank you. Item 2, then, this morning, is our sixth scrutiny session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill. I'm very pleased to welcome our witnesses this morning: Sally Jenkins, who is chair of All Wales Heads of Children’s Services and is here representing the Association of Directors of Social Services; Alastair Birch, who is senior system leader for equalities and safeguarding at Pembrokeshire County Council, who is here representing the Association of Directors of Education Wales; and Councillor Huw David, who is the Welsh Local Government Association spokesperson for health and social care and leader of Bridgend County Borough Council. So, thank you all for attending this morning. We're very pleased to have you here. We've got a lot of ground to cover, so, if you're happy, we'll go straight into questions and I'll start just by asking about your general support for the Bill, which is outlined in the evidence. Can you just explain why you think the current law is ineffective or unclear? Alastair Birch: Bore da—bore da, bawb. So, I'm Alastair Birch. The statement, really, from ADEW is that the rights of the child should be educated and achieved, really, under the United Nations Convention on the Rights of the Child. The current legislation has been criticised, obviously, by the UN concerning the defence of reasonable punishment still being within our current legislation. So, we will always—ADEW will always—advocate that the rights of the child be upheld, so that is really the fundamental aspect in terms of the statement from ADEW, and the position of ADE Question: What Sally Jenkins answered to what extent was "Anyone accused or convicted of assaulting a child will be subject to long-term social services involvement in their family and social stigma" accurately when discussing the implementation for social services? Answer:

First, Sally Jenkins made it clear that very few numbers of families where they had long-term intervention currently. What they do was they go in for short periods in families' lives to work with them and their family members. Their aim was to get in and get out. In terms of long-term intervention, they wanted families to find their own solutions. To conclude, this was not a punitive approach from social services.

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Text: Lynne Neagle AM: Okay. Good morning, everyone. Welcome to the Children, Young People and Education Committee. We've received apologies for absence from Suzy Davies and Jack Sargeant and I'm very pleased to welcome Jayne Bryant back, who is substituting for Jack today. Are there any declarations of interest from Members, please? No. Okay, thank you. Item 2, then, this morning, is our sixth scrutiny session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill. I'm very pleased to welcome our witnesses this morning: Sally Jenkins, who is chair of All Wales Heads of Children’s Services and is here representing the Association of Directors of Social Services; Alastair Birch, who is senior system leader for equalities and safeguarding at Pembrokeshire County Council, who is here representing the Association of Directors of Education Wales; and Councillor Huw David, who is the Welsh Local Government Association spokesperson for health and social care and leader of Bridgend County Borough Council. So, thank you all for attending this morning. We're very pleased to have you here. We've got a lot of ground to cover, so, if you're happy, we'll go straight into questions and I'll start just by asking about your general support for the Bill, which is outlined in the evidence. Can you just explain why you think the current law is ineffective or unclear? Alastair Birch: Bore da—bore da, bawb. So, I'm Alastair Birch. The statement, really, from ADEW is that the rights of the child should be educated and achieved, really, under the United Nations Convention on the Rights of the Child. The current legislation has been criticised, obviously, by the UN concerning the defence of reasonable punishment still being within our current legislation. So, we will always—ADEW will always—advocate that the rights of the child be upheld, so that is really the fundamental aspect in terms of the statement from ADEW, and the position of ADEW is that the rights of the child are fundamental in this Question: Summarize Huw David' s opinion on whether there was a need for legislation if natural behavior and the culture is changing when discussing the implementation for social services. Answer:

Huw David said that there had already existed legislation that covered those children who were currently being assaulted and abused by their parents which went on a daily basis. However, the threshold of being abused was not clear, and children might be told that being smacked by their parents was acceptable. However, it was necessary to know where the line is, and this would be a step forward.

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Text: Lynne Neagle AM: Okay. Good morning, everyone. Welcome to the Children, Young People and Education Committee. We've received apologies for absence from Suzy Davies and Jack Sargeant and I'm very pleased to welcome Jayne Bryant back, who is substituting for Jack today. Are there any declarations of interest from Members, please? No. Okay, thank you. Item 2, then, this morning, is our sixth scrutiny session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill. I'm very pleased to welcome our witnesses this morning: Sally Jenkins, who is chair of All Wales Heads of Children’s Services and is here representing the Association of Directors of Social Services; Alastair Birch, who is senior system leader for equalities and safeguarding at Pembrokeshire County Council, who is here representing the Association of Directors of Education Wales; and Councillor Huw David, who is the Welsh Local Government Association spokesperson for health and social care and leader of Bridgend County Borough Council. So, thank you all for attending this morning. We're very pleased to have you here. We've got a lot of ground to cover, so, if you're happy, we'll go straight into questions and I'll start just by asking about your general support for the Bill, which is outlined in the evidence. Can you just explain why you think the current law is ineffective or unclear? Alastair Birch: Bore da—bore da, bawb. So, I'm Alastair Birch. The statement, really, from ADEW is that the rights of the child should be educated and achieved, really, under the United Nations Convention on the Rights of the Child. The current legislation has been criticised, obviously, by the UN concerning the defence of reasonable punishment still being within our current legislation. So, we will always—ADEW will always—advocate that the rights of the child be upheld, so that is really the fundamental aspect in terms of the statement from ADEW, and the position of ADEW is that the rights of the child are fundamental in this process. And there are certain articles—. I know that the Rights of Children and Young Persons (W Question: Summarize the specific questions and answers on the impact on education. Answer:

There were totally two questions proposed on impact on education. First, Jayne Bryant asked how confident they were that teachers and others working in those educational settings would be clear about how to support the implementation of this Bill. Alastair Birch responded that training requirements for all professionals in education settings were clear. The awareness needed to be clear for educational professionals that the duty to report was there. The second question was about whether there was a risk that those in education settings would have a key role in referring more parents to social services, which could cause potential harm to relationships and cause mistrust. Alastair Birch disagreed that this was a matter of mistrust. He thought if a professional believed there was significant harm to that child, they were under a duty to report that to social care.

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Text: Lynne Neagle AM: Okay. Good morning, everyone. Welcome to the Children, Young People and Education Committee. We've received apologies for absence from Suzy Davies and Jack Sargeant and I'm very pleased to welcome Jayne Bryant back, who is substituting for Jack today. Are there any declarations of interest from Members, please? No. Okay, thank you. Item 2, then, this morning, is our sixth scrutiny session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill. I'm very pleased to welcome our witnesses this morning: Sally Jenkins, who is chair of All Wales Heads of Children’s Services and is here representing the Association of Directors of Social Services; Alastair Birch, who is senior system leader for equalities and safeguarding at Pembrokeshire County Council, who is here representing the Association of Directors of Education Wales; and Councillor Huw David, who is the Welsh Local Government Association spokesperson for health and social care and leader of Bridgend County Borough Council. So, thank you all for attending this morning. We're very pleased to have you here. We've got a lot of ground to cover, so, if you're happy, we'll go straight into questions and I'll start just by asking about your general support for the Bill, which is outlined in the evidence. Can you just explain why you think the current law is ineffective or unclear? Alastair Birch: Bore da—bore da, bawb. So, I'm Alastair Birch. The statement, really, from ADEW is that the rights of the child should be educated and achieved, really, under the United Nations Convention on the Rights of the Child. The current legislation has been criticised, obviously, by the UN concerning the defence of reasonable punishment still being within our current legislation. So, we will always—ADEW will always—advocate that the rights of the child be upheld, so that is really the fundamental aspect in terms of the statement from ADEW, and the position of ADEW is that the rights of the child are fundamental in this process. And there are certain Question: How confident Alastair Birch was that teachers and others working in those educational settings would be clear about how to support the implementation of this Bill? Answer:

Training requirements for all professionals in education settings were clear. The bible in terms of education professionals included 'keeping learners safe'. Therefore, the awareness needed to be clear for educational professionals that the duty to report was there. When they feel the significant harm happened, they should report this and it would go to the childcare assessment team. And schools were fundamental in the support for the families, since they had the relationships with the families.

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Text: Lynne Neagle AM: Okay. Good morning, everyone. Welcome to the Children, Young People and Education Committee. We've received apologies for absence from Suzy Davies and Jack Sargeant and I'm very pleased to welcome Jayne Bryant back, who is substituting for Jack today. Are there any declarations of interest from Members, please? No. Okay, thank you. Item 2, then, this morning, is our sixth scrutiny session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill. I'm very pleased to welcome our witnesses this morning: Sally Jenkins, who is chair of All Wales Heads of Children’s Services and is here representing the Association of Directors of Social Services; Alastair Birch, who is senior system leader for equalities and safeguarding at Pembrokeshire County Council, who is here representing the Association of Directors of Education Wales; and Councillor Huw David, who is the Welsh Local Government Association spokesperson for health and social care and leader of Bridgend County Borough Council. So, thank you all for attending this morning. We're very pleased to have you here. We've got a lot of ground to cover, so, if you're happy, we'll go straight into questions and I'll start just by asking about your general support for the Bill, which is outlined in the evidence. Can you just explain why you think the current law is ineffective or unclear? Alastair Birch: Bore da—bore da, bawb. So, I'm Alastair Birch. The statement, really, from ADEW is that the rights of the child should be educated and achieved, really, under the United Nations Convention on the Rights of the Child. The current legislation has been criticised, obviously, by the UN concerning the defence of reasonable punishment still being within our current legislation. So, we will always—ADEW will always—advocate that the rights of the child be upheld, so that is really the fundamental aspect in terms of the statement from ADEW, and the position of ADEW is that the rights of the child Question: How did Alastair Birch respond to whether there was a risk that those in education settings would have a key role in referring more parents to social services, which causes mistrust? Answer:

Alastair Birch did not think it was a matter of mistrust. Alastair Birch said that part of the work with families, and most of the referrals they made were with parental consent. This consent was a key element. For those that were not referred at threshold, it would come back to school for some support.

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Text: Lynne Neagle AM: Okay. Good morning, everyone. Welcome to the Children, Young People and Education Committee. We've received apologies for absence from Suzy Davies and Jack Sargeant and I'm very pleased to welcome Jayne Bryant back, who is substituting for Jack today. Are there any declarations of interest from Members, please? No. Okay, thank you. Item 2, then, this morning, is our sixth scrutiny session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill. I'm very pleased to welcome our witnesses this morning: Sally Jenkins, who is chair of All Wales Heads of Children’s Services and is here representing the Association of Directors of Social Services; Alastair Birch, who is senior system leader for equalities and safeguarding at Pembrokeshire County Council, who is here representing the Association of Directors of Education Wales; and Councillor Huw David, who is the Welsh Local Government Association spokesperson for health and social care and leader of Bridgend County Borough Council. So, thank you all for attending this morning. We're very pleased to have you here. We've got a lot of ground to cover, so, if you're happy, we'll go straight into questions and I'll start just by asking about your general support for the Bill, which is outlined in the evidence. Can you just explain why you think the current law is ineffective or unclear? Alastair Birch: Bore da—bore da, bawb. So, I'm Alastair Birch. The statement, really, from ADEW is that the rights of the child should be educated and achieved, really, under the United Nations Convention on the Rights of the Child. The current legislation has been criticised, obviously, by the UN concerning the defence of reasonable punishment still being within our current legislation. So, we will always—ADEW will always—advocate that the rights of the child be upheld, so that is really the fundamental aspect in terms of the statement from ADEW, and the position of ADEW is that the rights of the child are fundamental in this process. And there are certain articles—. I know that the Rights of Children and Young Persons (Wales) Measure 2011 made Question: Summarize their discussions on awareness raising. Answer:

The first question was about how they should make it clear that the legislation is not trying to criminalize parents, and who should be responsible for this. Sally Jenkins responded that those drivers in relation to that awareness raising should be the key. There were a lot of ways for this including preventative services, universal services and etc. Then they had some discussions on whether the awareness raising should be on the face of the Bill and who should pay for this. Huw David was not sure whether being on the Bill was necessary, but he said it was worth consideration. Welsh Government Ministers should have a duty on 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 apologies for absence from Suzy Davies and Jack Sargeant and I'm very pleased to welcome Jayne Bryant back, who is substituting for Jack today. Are there any declarations of interest from Members, please? No. Okay, thank you. Item 2, then, this morning, is our sixth scrutiny session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill. I'm very pleased to welcome our witnesses this morning: Sally Jenkins, who is chair of All Wales Heads of Children’s Services and is here representing the Association of Directors of Social Services; Alastair Birch, who is senior system leader for equalities and safeguarding at Pembrokeshire County Council, who is here representing the Association of Directors of Education Wales; and Councillor Huw David, who is the Welsh Local Government Association spokesperson for health and social care and leader of Bridgend County Borough Council. So, thank you all for attending this morning. We're very pleased to have you here. We've got a lot of ground to cover, so, if you're happy, we'll go straight into questions and I'll start just by asking about your general support for the Bill, which is outlined in the evidence. Can you just explain why you think the current law is ineffective or unclear? Alastair Birch: Bore da—bore da, bawb. So, I'm Alastair Birch. The statement, really, from ADEW is that the rights of the child should be educated and achieved, really, under the United Nations Convention on the Rights of the Child. The current legislation has been criticised, obviously, by the UN concerning the defence of reasonable punishment still being within our current legislation. So, we will always—ADEW will always—advocate that the rights of the child be upheld, so that is really the fundamental aspect in terms of the statement from ADEW, and the position of ADEW is that the rights of the child are fundamental in this process. And there are certain articles—. I know that Question: Summarize the discussion on how to make it clear to parents that the legislation is not trying to criminalize parents. Answer:

Sally Jenkins said that this was very broad. Colleagues in education, in social care, in preventative services, and also Welsh Government and the National Assembly were key to this. There were lots of routes that could go through in terms of raising awareness, including preventative services, universal services and regional safeguarding boards and the national safeguarding boards. It was about that wider issue of awareness raising, and using all of those avenues would help us to do that in the broadest sense.

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Text: Lynne Neagle AM: Okay. Good morning, everyone. Welcome to the Children, Young People and Education Committee. We've received apologies for absence from Suzy Davies and Jack Sargeant and I'm very pleased to welcome Jayne Bryant back, who is substituting for Jack today. Are there any declarations of interest from Members, please? No. Okay, thank you. Item 2, then, this morning, is our sixth scrutiny session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill. I'm very pleased to welcome our witnesses this morning: Sally Jenkins, who is chair of All Wales Heads of Children’s Services and is here representing the Association of Directors of Social Services; Alastair Birch, who is senior system leader for equalities and safeguarding at Pembrokeshire County Council, who is here representing the Association of Directors of Education Wales; and Councillor Huw David, who is the Welsh Local Government Association spokesperson for health and social care and leader of Bridgend County Borough Council. So, thank you all for attending this morning. We're very pleased to have you here. We've got a lot of ground to cover, so, if you're happy, we'll go straight into questions and I'll start just by asking about your general support for the Bill, which is outlined in the evidence. Can you just explain why you think the current law is ineffective or unclear? Alastair Birch: Bore da—bore da, bawb. So, I'm Alastair Birch. The statement, really, from ADEW is that the rights of the child should be educated and achieved, really, under the United Nations Convention on the Rights of the Child. The current legislation has been criticised, obviously, by the UN concerning the defence of reasonable punishment still being within our current legislation. So, we will always—ADEW will always—advocate that the rights of the child be upheld, so that is really the fundamental aspect in terms of the statement from ADEW, and the position of ADEW is that the rights of the child are fundamental in this process. And there are certain articles—. I know that the Rights of Children and Question: What did Huw David respond to whether this needed to be on the face of the Bill? Answer:

Huw David said he was not sure whether this was necessary or not since he was not a legislator. Obviously, he thought there was an inherent interest in Welsh Government raising awareness. This was worthy of consideration. Then he said this should be a duty on Welsh Government Ministers.

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Text: Lynne Neagle AM: Okay. Good morning, everyone. Welcome to the Children, Young People and Education Committee. We've received apologies for absence from Suzy Davies and Jack Sargeant and I'm very pleased to welcome Jayne Bryant back, who is substituting for Jack today. Are there any declarations of interest from Members, please? No. Okay, thank you. Item 2, then, this morning, is our sixth scrutiny session on the Children (Abolition of Defence of Reasonable Punishment) (Wales) Bill. I'm very pleased to welcome our witnesses this morning: Sally Jenkins, who is chair of All Wales Heads of Children’s Services and is here representing the Association of Directors of Social Services; Alastair Birch, who is senior system leader for equalities and safeguarding at Pembrokeshire County Council, who is here representing the Association of Directors of Education Wales; and Councillor Huw David, who is the Welsh Local Government Association spokesperson for health and social care and leader of Bridgend County Borough Council. So, thank you all for attending this morning. We're very pleased to have you here. We've got a lot of ground to cover, so, if you're happy, we'll go straight into questions and I'll start just by asking about your general support for the Bill, which is outlined in the evidence. Can you just explain why you think the current law is ineffective or unclear? Alastair Birch: Bore da—bore da, bawb. So, I'm Alastair Birch. The statement, really, from ADEW is that the rights of the child should be educated and achieved, really, under the United Nations Convention on the Rights of the Child. The current legislation has been criticised, obviously, by the UN concerning the defence of reasonable punishment still being within our current legislation. So, we will always—ADEW will always—advocate that the rights of the child be upheld, so that is really the fundamental aspect in terms of the statement from ADEW, and the position of ADEW is that the rights of the child are fundamental in this process. And there are certain articles—. I know that the Rights of Children and Young Persons (Wales) Measure 2011 made sure that Question: Summarize the whole meeting. Answer:

This was a Children, Young People and Education Committee, and it was the sixth scrutiny session on the Children Bill, specifically on Abolition of Defense of Reasonable Punishment. To start this meeting, Alastair Birch shared opinion on why people think the current law was inefficient and unclear, and then Sally Jenkins listed some evidence that physical punishment was actually harmful. Then they had some discussions on how to balance the need for greater clarity around the definition of what constitutes corporal punishment, and the importance of simplicity in the Bill. This discussion led to a further discussion on the implementation phase for that nuancing, and its impact on other services. After sharing all of these positive feedbacks in terms of the Bill and its intention, they had some discussions on unintended consequences for this Bill. Then some specific questions on implementation for social services, and its impact on education were proposed and answered. Finally, they had some discussions on the importance of awareness raising.

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Text: Project Manager: Uh, making a profit of fifty million Euros. <unk>vocalsound<unk> Industrial Designer: Alright so twenty five. User Interface: Mm 'kay. Project Manager: So, it's go gonna have to be be pretty damn trendy. <unk>vocalsound<unk> Industrial Designer: So yeah, I've <unk>disfmarker<unk> The only the only remote controls I've used usually come with the television, and they're fairly basic. Project Manager: Yeah. Yeah. User Interface: Mm-hmm. Industrial Designer: So uh <unk>disfmarker<unk> <unk>vocalsound<unk> Project Manager: Yeah, I was thinking that as well, I think the the only ones that I've seen that you buy are the sort of one for all type things where they're, User Interface: Yeah the universal ones. Yeah. Industrial Designer: Mm. Project Manager: yeah. So presumably that might be an idea to put into. Industrial Designer: But but to sell it for twenty five you need a lot of neat features. For sure. Marketing: Slim. Project Manager: Yeah, yeah. User Interface: Yeah. Project Manager: Uh 'cause I mean, what <unk>disfmarker<unk> uh twenty five Euros, that's about I dunno, fifteen Pounds or so? And that's quite a lot for a remote control. User Interface: Mm-hmm, it's about that. Industrial Designer: Yeah, yeah. User Interface: Mm. Marketing: <unk>vocalsound<unk> User Interface: Um well my first thoughts would be most remote controls are grey or black. As you said they come with the T_V_ so it's normally just your basic grey black remote control <unk>gap<unk> functions, Project Manager: Uh-huh. User Interface: so maybe we could think about colour? Project Manager: Mm-hmm. User Interface: Make <unk>disfmarker<unk> that might make it a bit different from the rest Question: Summarize the discussion about desired features of the new remote controls. Answer:

The team came up with three general desired features about their new TV remote controls. First, it should be universal (which was the one for all type things). Second, the remote controls were required to be slim. Most importantly, it should be different from the rest in the market, suggesting that the new remote controls would be with some kinds of a gimmick, such as whistling for retrieval.