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We'll take that away. It's confused us a little bit, but we'll take that away. We might need to come back to you and—. Yes.
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If you could write to us about that, that would be helpful.
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Yes.
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Thank you. Minister, you got, or Welsh Government, really, got the Public Policy Institute for Wales to study this proposed policy and they concluded that it would have no substantial impacts on net income, poverty or work behaviour for families with children, and that the impact on work participation and work hours for mothers and families with a child of target age is extremely small. What do you say to that?
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QMSum_209
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If you could write to us about that, that would be helpful.
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Yes.
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Thank you. Minister, you got, or Welsh Government, really, got the Public Policy Institute for Wales to study this proposed policy and they concluded that it would have no substantial impacts on net income, poverty or work behaviour for families with children, and that the impact on work participation and work hours for mothers and families with a child of target age is extremely small. What do you say to that?
|
Well, Mark, I can only refer to what I said earlier. Our real-life evidence that is accumulating now is showing us examples of where people are making savings and increasing disposable income—as I mentioned earlier, up to £250 per week within some poorer households; so, real-life examples—but also where it's enabling them to make much better choices about when they work because there's more childcare offer available, or, alternatively, to work their childcare provision and their working hours around being able to spend more time with their children, which they currently can't do.
| false |
QMSum_209
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Yes.
|
Thank you. Minister, you got, or Welsh Government, really, got the Public Policy Institute for Wales to study this proposed policy and they concluded that it would have no substantial impacts on net income, poverty or work behaviour for families with children, and that the impact on work participation and work hours for mothers and families with a child of target age is extremely small. What do you say to that?
|
Well, Mark, I can only refer to what I said earlier. Our real-life evidence that is accumulating now is showing us examples of where people are making savings and increasing disposable income—as I mentioned earlier, up to £250 per week within some poorer households; so, real-life examples—but also where it's enabling them to make much better choices about when they work because there's more childcare offer available, or, alternatively, to work their childcare provision and their working hours around being able to spend more time with their children, which they currently can't do.
|
And I don't want to go back over Llyr's questions.
| false |
QMSum_209
|
Thank you. Minister, you got, or Welsh Government, really, got the Public Policy Institute for Wales to study this proposed policy and they concluded that it would have no substantial impacts on net income, poverty or work behaviour for families with children, and that the impact on work participation and work hours for mothers and families with a child of target age is extremely small. What do you say to that?
|
Well, Mark, I can only refer to what I said earlier. Our real-life evidence that is accumulating now is showing us examples of where people are making savings and increasing disposable income—as I mentioned earlier, up to £250 per week within some poorer households; so, real-life examples—but also where it's enabling them to make much better choices about when they work because there's more childcare offer available, or, alternatively, to work their childcare provision and their working hours around being able to spend more time with their children, which they currently can't do.
|
And I don't want to go back over Llyr's questions.
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I understand. That's not my focus. I just wondered about the quality of this PPIW piece of work. They said if you had a work requirement, as you do, it would cost £61 million a year on their numbers, substantially less than you're saying, and then they said it would cost £144 million without a work requirement. Now, that implies to me that 57 per cent of the parents wouldn't be working and would continue not working even if there is this available with a work requirement. I mean, are those numbers really credible from PPIW?
| false |
QMSum_209
|
Well, Mark, I can only refer to what I said earlier. Our real-life evidence that is accumulating now is showing us examples of where people are making savings and increasing disposable income—as I mentioned earlier, up to £250 per week within some poorer households; so, real-life examples—but also where it's enabling them to make much better choices about when they work because there's more childcare offer available, or, alternatively, to work their childcare provision and their working hours around being able to spend more time with their children, which they currently can't do.
|
And I don't want to go back over Llyr's questions.
|
I understand. That's not my focus. I just wondered about the quality of this PPIW piece of work. They said if you had a work requirement, as you do, it would cost £61 million a year on their numbers, substantially less than you're saying, and then they said it would cost £144 million without a work requirement. Now, that implies to me that 57 per cent of the parents wouldn't be working and would continue not working even if there is this available with a work requirement. I mean, are those numbers really credible from PPIW?
|
It's not quite comparing like with like. Just to draw your attention, Mark, and the committee's attention to that the PPIW analysis was looking at a provision of 38 weeks. Ours is a 48-week option. And the fact that we are having parents already saying to us that their ability to actually extend that into the 48 weeks—beyond the term time and so on—carries advantages that are not picked up in that report.
| false |
QMSum_209
|
And I don't want to go back over Llyr's questions.
|
I understand. That's not my focus. I just wondered about the quality of this PPIW piece of work. They said if you had a work requirement, as you do, it would cost £61 million a year on their numbers, substantially less than you're saying, and then they said it would cost £144 million without a work requirement. Now, that implies to me that 57 per cent of the parents wouldn't be working and would continue not working even if there is this available with a work requirement. I mean, are those numbers really credible from PPIW?
|
It's not quite comparing like with like. Just to draw your attention, Mark, and the committee's attention to that the PPIW analysis was looking at a provision of 38 weeks. Ours is a 48-week option. And the fact that we are having parents already saying to us that their ability to actually extend that into the 48 weeks—beyond the term time and so on—carries advantages that are not picked up in that report.
|
And what is your early assessment of the income levels of families who are finding this offer most attractive?
| false |
QMSum_209
|
I understand. That's not my focus. I just wondered about the quality of this PPIW piece of work. They said if you had a work requirement, as you do, it would cost £61 million a year on their numbers, substantially less than you're saying, and then they said it would cost £144 million without a work requirement. Now, that implies to me that 57 per cent of the parents wouldn't be working and would continue not working even if there is this available with a work requirement. I mean, are those numbers really credible from PPIW?
|
It's not quite comparing like with like. Just to draw your attention, Mark, and the committee's attention to that the PPIW analysis was looking at a provision of 38 weeks. Ours is a 48-week option. And the fact that we are having parents already saying to us that their ability to actually extend that into the 48 weeks—beyond the term time and so on—carries advantages that are not picked up in that report.
|
And what is your early assessment of the income levels of families who are finding this offer most attractive?
|
I think, from recollection, we're one term in, so we're one term into the assessment, and I mentioned earlier that the majority of parents are below the average income of £26,000 in Wales— it's around about 60 per cent of families are those. We're finding very few families are those who are on higher incomes. It's disproportionately towards those below the average income, and many of them amongst the most disadvantaged families are opting in to this offer where it is being offered. So, clearly, they're seeing the benefits of it.
| false |
QMSum_209
|
It's not quite comparing like with like. Just to draw your attention, Mark, and the committee's attention to that the PPIW analysis was looking at a provision of 38 weeks. Ours is a 48-week option. And the fact that we are having parents already saying to us that their ability to actually extend that into the 48 weeks—beyond the term time and so on—carries advantages that are not picked up in that report.
|
And what is your early assessment of the income levels of families who are finding this offer most attractive?
|
I think, from recollection, we're one term in, so we're one term into the assessment, and I mentioned earlier that the majority of parents are below the average income of £26,000 in Wales— it's around about 60 per cent of families are those. We're finding very few families are those who are on higher incomes. It's disproportionately towards those below the average income, and many of them amongst the most disadvantaged families are opting in to this offer where it is being offered. So, clearly, they're seeing the benefits of it.
|
And what consideration have you given to integrating this Welsh Government offer with the UK Government offer of tax-free childcare that's applicable across the UK?
| false |
QMSum_209
|
And what is your early assessment of the income levels of families who are finding this offer most attractive?
|
I think, from recollection, we're one term in, so we're one term into the assessment, and I mentioned earlier that the majority of parents are below the average income of £26,000 in Wales— it's around about 60 per cent of families are those. We're finding very few families are those who are on higher incomes. It's disproportionately towards those below the average income, and many of them amongst the most disadvantaged families are opting in to this offer where it is being offered. So, clearly, they're seeing the benefits of it.
|
And what consideration have you given to integrating this Welsh Government offer with the UK Government offer of tax-free childcare that's applicable across the UK?
|
Well, that offer, as you rightly say, is available across the UK and still is. The fact that it's more integrated within their scheme within England—the tax offer is more integrated—has caused them some problems in complexity and in the administration of this and the digital platforms that they've had. That offer is still available in Wales and it might well be that parents who opt in to that say, 'Well, we do want to buy additional hours beyond the 30 hours', but this 30 hours is there for every—
| false |
QMSum_209
|
I think, from recollection, we're one term in, so we're one term into the assessment, and I mentioned earlier that the majority of parents are below the average income of £26,000 in Wales— it's around about 60 per cent of families are those. We're finding very few families are those who are on higher incomes. It's disproportionately towards those below the average income, and many of them amongst the most disadvantaged families are opting in to this offer where it is being offered. So, clearly, they're seeing the benefits of it.
|
And what consideration have you given to integrating this Welsh Government offer with the UK Government offer of tax-free childcare that's applicable across the UK?
|
Well, that offer, as you rightly say, is available across the UK and still is. The fact that it's more integrated within their scheme within England—the tax offer is more integrated—has caused them some problems in complexity and in the administration of this and the digital platforms that they've had. That offer is still available in Wales and it might well be that parents who opt in to that say, 'Well, we do want to buy additional hours beyond the 30 hours', but this 30 hours is there for every—
|
I wonder, Minister, whether what you're doing, in a very good way, to promote your project—people will see that as the childcare offer and, at least in my experience, very few parents are aware of the tax-free childcare on a UK basis.
| false |
QMSum_209
|
And what consideration have you given to integrating this Welsh Government offer with the UK Government offer of tax-free childcare that's applicable across the UK?
|
Well, that offer, as you rightly say, is available across the UK and still is. The fact that it's more integrated within their scheme within England—the tax offer is more integrated—has caused them some problems in complexity and in the administration of this and the digital platforms that they've had. That offer is still available in Wales and it might well be that parents who opt in to that say, 'Well, we do want to buy additional hours beyond the 30 hours', but this 30 hours is there for every—
|
I wonder, Minister, whether what you're doing, in a very good way, to promote your project—people will see that as the childcare offer and, at least in my experience, very few parents are aware of the tax-free childcare on a UK basis.
|
You're right—sorry. That's absolutely one of the lessons we've learnt from even this early stage of the early implementers, because there are elements of a childcare offer within the tax offer, within universal credit, within working tax credit. There are little bits of different ones and it does cause confusion. So, one of the lessons that we've learnt from the Talk Childcare communication strategy alongside this is the importance of communicating to parents and providers who the parents go to what is best for them to access, how they access it easily, and we'll learn more as these pilots roll by.
| false |
QMSum_209
|
Well, that offer, as you rightly say, is available across the UK and still is. The fact that it's more integrated within their scheme within England—the tax offer is more integrated—has caused them some problems in complexity and in the administration of this and the digital platforms that they've had. That offer is still available in Wales and it might well be that parents who opt in to that say, 'Well, we do want to buy additional hours beyond the 30 hours', but this 30 hours is there for every—
|
I wonder, Minister, whether what you're doing, in a very good way, to promote your project—people will see that as the childcare offer and, at least in my experience, very few parents are aware of the tax-free childcare on a UK basis.
|
You're right—sorry. That's absolutely one of the lessons we've learnt from even this early stage of the early implementers, because there are elements of a childcare offer within the tax offer, within universal credit, within working tax credit. There are little bits of different ones and it does cause confusion. So, one of the lessons that we've learnt from the Talk Childcare communication strategy alongside this is the importance of communicating to parents and providers who the parents go to what is best for them to access, how they access it easily, and we'll learn more as these pilots roll by.
|
So, as you go into the Her Majesty's Revenue and Customs criteria—you have a £100,000 cap, as well as the £6,000 minimum wage cap, and you're getting HMRC to say whether people are eligible, which requires them to set up that account with HMRC—will you assure this committee that you will make sure that parents who are doing that are aware of the UK tax-free childcare offer, and that their providers also are? Because we've been looking, say, at the £7.50 extra per day, but, if someone's eligible for this offer, they should also be eligible for the UK tax-free childcare offer and have set up the account to do that. So, will you make sure that those parents know to pay their provider out of tax-free funds, rather than paying them the fully taxed amounts, which might otherwise happen?
| false |
QMSum_209
|
I wonder, Minister, whether what you're doing, in a very good way, to promote your project—people will see that as the childcare offer and, at least in my experience, very few parents are aware of the tax-free childcare on a UK basis.
|
You're right—sorry. That's absolutely one of the lessons we've learnt from even this early stage of the early implementers, because there are elements of a childcare offer within the tax offer, within universal credit, within working tax credit. There are little bits of different ones and it does cause confusion. So, one of the lessons that we've learnt from the Talk Childcare communication strategy alongside this is the importance of communicating to parents and providers who the parents go to what is best for them to access, how they access it easily, and we'll learn more as these pilots roll by.
|
So, as you go into the Her Majesty's Revenue and Customs criteria—you have a £100,000 cap, as well as the £6,000 minimum wage cap, and you're getting HMRC to say whether people are eligible, which requires them to set up that account with HMRC—will you assure this committee that you will make sure that parents who are doing that are aware of the UK tax-free childcare offer, and that their providers also are? Because we've been looking, say, at the £7.50 extra per day, but, if someone's eligible for this offer, they should also be eligible for the UK tax-free childcare offer and have set up the account to do that. So, will you make sure that those parents know to pay their provider out of tax-free funds, rather than paying them the fully taxed amounts, which might otherwise happen?
|
Yes, absolutely. And I think, if it's okay, Owain would like to add something as well.
| false |
QMSum_209
|
You're right—sorry. That's absolutely one of the lessons we've learnt from even this early stage of the early implementers, because there are elements of a childcare offer within the tax offer, within universal credit, within working tax credit. There are little bits of different ones and it does cause confusion. So, one of the lessons that we've learnt from the Talk Childcare communication strategy alongside this is the importance of communicating to parents and providers who the parents go to what is best for them to access, how they access it easily, and we'll learn more as these pilots roll by.
|
So, as you go into the Her Majesty's Revenue and Customs criteria—you have a £100,000 cap, as well as the £6,000 minimum wage cap, and you're getting HMRC to say whether people are eligible, which requires them to set up that account with HMRC—will you assure this committee that you will make sure that parents who are doing that are aware of the UK tax-free childcare offer, and that their providers also are? Because we've been looking, say, at the £7.50 extra per day, but, if someone's eligible for this offer, they should also be eligible for the UK tax-free childcare offer and have set up the account to do that. So, will you make sure that those parents know to pay their provider out of tax-free funds, rather than paying them the fully taxed amounts, which might otherwise happen?
|
Yes, absolutely. And I think, if it's okay, Owain would like to add something as well.
|
Yes, just to say, as I understand how things currently work with the English offer and TFC, when a parent applies, that automatically happens in terms of, on the one hand, they're given a 'yes' or 'no' in terms of their eligibility for the 30-hours offer in England, but they will also be told in terms of the parental account that's set up under TFC. So, that is integrated in the offer, and we'll be looking to do the same in terms of the Welsh offer. But, obviously, what we're not looking at doing in terms of the 30-hours offer is the setting up of the parental account to make the payment; the payment currently is very much between local government and the provider directly, rather than the TFC model, where the parent pays the provider.
| false |
QMSum_209
|
So, as you go into the Her Majesty's Revenue and Customs criteria—you have a £100,000 cap, as well as the £6,000 minimum wage cap, and you're getting HMRC to say whether people are eligible, which requires them to set up that account with HMRC—will you assure this committee that you will make sure that parents who are doing that are aware of the UK tax-free childcare offer, and that their providers also are? Because we've been looking, say, at the £7.50 extra per day, but, if someone's eligible for this offer, they should also be eligible for the UK tax-free childcare offer and have set up the account to do that. So, will you make sure that those parents know to pay their provider out of tax-free funds, rather than paying them the fully taxed amounts, which might otherwise happen?
|
Yes, absolutely. And I think, if it's okay, Owain would like to add something as well.
|
Yes, just to say, as I understand how things currently work with the English offer and TFC, when a parent applies, that automatically happens in terms of, on the one hand, they're given a 'yes' or 'no' in terms of their eligibility for the 30-hours offer in England, but they will also be told in terms of the parental account that's set up under TFC. So, that is integrated in the offer, and we'll be looking to do the same in terms of the Welsh offer. But, obviously, what we're not looking at doing in terms of the 30-hours offer is the setting up of the parental account to make the payment; the payment currently is very much between local government and the provider directly, rather than the TFC model, where the parent pays the provider.
|
Thank you.
| false |
QMSum_209
|
Yes, absolutely. And I think, if it's okay, Owain would like to add something as well.
|
Yes, just to say, as I understand how things currently work with the English offer and TFC, when a parent applies, that automatically happens in terms of, on the one hand, they're given a 'yes' or 'no' in terms of their eligibility for the 30-hours offer in England, but they will also be told in terms of the parental account that's set up under TFC. So, that is integrated in the offer, and we'll be looking to do the same in terms of the Welsh offer. But, obviously, what we're not looking at doing in terms of the 30-hours offer is the setting up of the parental account to make the payment; the payment currently is very much between local government and the provider directly, rather than the TFC model, where the parent pays the provider.
|
Thank you.
|
Thank you. Okay. Well, we have come to—well, we've run over, actually. So, we've come to the end of our time. Can I thank the Minister and the officials for attending? You are, of course, back with us on 16 May for Stage 1 of the Bill, so we will look forward to seeing you then. You will be sent a transcript to check for accuracy, as is usual practice. But thank you again, all of you.
| false |
QMSum_209
|
Yes, just to say, as I understand how things currently work with the English offer and TFC, when a parent applies, that automatically happens in terms of, on the one hand, they're given a 'yes' or 'no' in terms of their eligibility for the 30-hours offer in England, but they will also be told in terms of the parental account that's set up under TFC. So, that is integrated in the offer, and we'll be looking to do the same in terms of the Welsh offer. But, obviously, what we're not looking at doing in terms of the 30-hours offer is the setting up of the parental account to make the payment; the payment currently is very much between local government and the provider directly, rather than the TFC model, where the parent pays the provider.
|
Thank you.
|
Thank you. Okay. Well, we have come to—well, we've run over, actually. So, we've come to the end of our time. Can I thank the Minister and the officials for attending? You are, of course, back with us on 16 May for Stage 1 of the Bill, so we will look forward to seeing you then. You will be sent a transcript to check for accuracy, as is usual practice. But thank you again, all of you.
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Lovely. Thank you—diolch yn fawr.
| false |
QMSum_209
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Thank you.
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Thank you. Okay. Well, we have come to—well, we've run over, actually. So, we've come to the end of our time. Can I thank the Minister and the officials for attending? You are, of course, back with us on 16 May for Stage 1 of the Bill, so we will look forward to seeing you then. You will be sent a transcript to check for accuracy, as is usual practice. But thank you again, all of you.
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Lovely. Thank you—diolch yn fawr.
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Okay, item 3 then is papers to note. As Members can see, there are 11 papers to note. So, if Members are content, I'd suggest that we note all of them in a block, if that's okay. Yes, okay. Thank you. Item 4, then. Can I propose, in accordance with Standing Order 17.42, that the committee resolves to meet in private for the remainder of the meeting? Are Members content? Okay. Thank you.
| false |
QMSum_209
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Thank you. Okay. Well, we have come to—well, we've run over, actually. So, we've come to the end of our time. Can I thank the Minister and the officials for attending? You are, of course, back with us on 16 May for Stage 1 of the Bill, so we will look forward to seeing you then. You will be sent a transcript to check for accuracy, as is usual practice. But thank you again, all of you.
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Lovely. Thank you—diolch yn fawr.
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Okay, item 3 then is papers to note. As Members can see, there are 11 papers to note. So, if Members are content, I'd suggest that we note all of them in a block, if that's okay. Yes, okay. Thank you. Item 4, then. Can I propose, in accordance with Standing Order 17.42, that the committee resolves to meet in private for the remainder of the meeting? Are Members content? Okay. Thank you.
| null | false |
QMSum_209
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So. OK. Doesn't look like it crashed. That 's great.
| null |
So I think maybe what 's causing it to crash is I keep starting it and then stopping it to see if it 's working. And so I think starting it and then stopping it and starting it again causes it to crash. So , I won't do that anymore.
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And it looks like you 've found a way of uh mapping the location to the without having people have to give their names each time ?
| false |
QMSum_198
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So. OK. Doesn't look like it crashed. That 's great.
|
So I think maybe what 's causing it to crash is I keep starting it and then stopping it to see if it 's working. And so I think starting it and then stopping it and starting it again causes it to crash. So , I won't do that anymore.
|
And it looks like you 've found a way of uh mapping the location to the without having people have to give their names each time ?
|
Sounds like an initialization thing.
| false |
QMSum_198
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So I think maybe what 's causing it to crash is I keep starting it and then stopping it to see if it 's working. And so I think starting it and then stopping it and starting it again causes it to crash. So , I won't do that anymore.
|
And it looks like you 've found a way of uh mapping the location to the without having people have to give their names each time ?
|
Sounds like an initialization thing.
|
I mean it 's like you have the So you know that
| false |
QMSum_198
|
And it looks like you 've found a way of uh mapping the location to the without having people have to give their names each time ?
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Sounds like an initialization thing.
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I mean it 's like you have the So you know that
|
No.
| false |
QMSum_198
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Sounds like an initialization thing.
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I mean it 's like you have the So you know that
|
No.
|
I mean , are you going to write down that I sat here ?
| false |
QMSum_198
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I mean it 's like you have the So you know that
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No.
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I mean , are you going to write down that I sat here ?
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I 'm gonna collect the digit forms and write it down.
| false |
QMSum_198
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No.
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I mean , are you going to write down that I sat here ?
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I 'm gonna collect the digit forms and write it down.
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OK.
| false |
QMSum_198
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I mean , are you going to write down that I sat here ?
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I 'm gonna collect the digit forms and write it down.
|
OK.
|
Oh , OK.
| false |
QMSum_198
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I 'm gonna collect the digit forms and write it down.
|
OK.
|
Oh , OK.
|
So So they should be right with what 's on the digit forms. OK , so I 'll go ahead and start with digits. u And I should say that uh , you just pau you just read each line an and then pause briefly.
| false |
QMSum_198
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OK.
|
Oh , OK.
|
So So they should be right with what 's on the digit forms. OK , so I 'll go ahead and start with digits. u And I should say that uh , you just pau you just read each line an and then pause briefly.
|
And start by giving the transcript number.
| false |
QMSum_198
|
Oh , OK.
|
So So they should be right with what 's on the digit forms. OK , so I 'll go ahead and start with digits. u And I should say that uh , you just pau you just read each line an and then pause briefly.
|
And start by giving the transcript number.
|
Tran
| false |
QMSum_198
|
So So they should be right with what 's on the digit forms. OK , so I 'll go ahead and start with digits. u And I should say that uh , you just pau you just read each line an and then pause briefly.
|
And start by giving the transcript number.
|
Tran
|
Transcript Uh. OK , OK.
| false |
QMSum_198
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And start by giving the transcript number.
|
Tran
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Transcript Uh. OK , OK.
|
Oh sorry , go ahead.
| false |
QMSum_198
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Tran
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Transcript Uh. OK , OK.
|
Oh sorry , go ahead.
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So uh , you see , Don , the unbridled excitement of the work that we have on this project.
| false |
QMSum_198
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Transcript Uh. OK , OK.
|
Oh sorry , go ahead.
|
So uh , you see , Don , the unbridled excitement of the work that we have on this project.
|
OK.
| false |
QMSum_198
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Oh sorry , go ahead.
|
So uh , you see , Don , the unbridled excitement of the work that we have on this project.
|
OK.
|
It 's just uh
| false |
QMSum_198
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So uh , you see , Don , the unbridled excitement of the work that we have on this project.
|
OK.
|
It 's just uh
|
Umh.
| false |
QMSum_198
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OK.
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It 's just uh
|
Umh.
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Uh , you know , it doesn't seem like a bad idea to have that information.
| false |
QMSum_198
|
It 's just uh
|
Umh.
|
Uh , you know , it doesn't seem like a bad idea to have that information.
|
And I 'm surprised I sort of I 'm surprised I forgot that ,
| false |
QMSum_198
|
Umh.
|
Uh , you know , it doesn't seem like a bad idea to have that information.
|
And I 'm surprised I sort of I 'm surprised I forgot that ,
|
Yeah , I I 'd I think it 's some
| false |
QMSum_198
|
Uh , you know , it doesn't seem like a bad idea to have that information.
|
And I 'm surprised I sort of I 'm surprised I forgot that ,
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Yeah , I I 'd I think it 's some
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but uh I think that would be a good thing to add. After I just printed out a zillion of them.
| false |
QMSum_198
|
And I 'm surprised I sort of I 'm surprised I forgot that ,
|
Yeah , I I 'd I think it 's some
|
but uh I think that would be a good thing to add. After I just printed out a zillion of them.
|
Yeah , well , that 's Um , so I I do have a a an agenda suggestion. Uh , we I think the things that we talk about in this meeting uh tend to be a mixture of uh procedural uh mundane things and uh research points and um I was thinking I think it was a meeting a couple of weeks ago that we we spent much of the time talking about the mundane stuff cuz that 's easier to get out of the way and then we sort of drifted into the research and maybe five minutes into that Andreas had to leave. So uh I 'm suggesting we turn it around and and uh sort of we have anybody has some mundane points that we could send an email later , uh hold them for a bit , and let 's talk about the the research - y kind of things. Um , so um the one th one thing I know that we have on that is uh we had talked a a couple weeks before um uh about the uh the stuff you were doing with with uh um uh l l attempting to locate events , we had a little go around trying to figure out what you meant by " events " but I think , you know , what we had meant by " events " I guess was uh points of overlap between speakers. But I th I gather from our discussion a little earlier today that you also mean uh interruptions with something else
| false |
QMSum_198
|
Yeah , I I 'd I think it 's some
|
but uh I think that would be a good thing to add. After I just printed out a zillion of them.
|
Yeah , well , that 's Um , so I I do have a a an agenda suggestion. Uh , we I think the things that we talk about in this meeting uh tend to be a mixture of uh procedural uh mundane things and uh research points and um I was thinking I think it was a meeting a couple of weeks ago that we we spent much of the time talking about the mundane stuff cuz that 's easier to get out of the way and then we sort of drifted into the research and maybe five minutes into that Andreas had to leave. So uh I 'm suggesting we turn it around and and uh sort of we have anybody has some mundane points that we could send an email later , uh hold them for a bit , and let 's talk about the the research - y kind of things. Um , so um the one th one thing I know that we have on that is uh we had talked a a couple weeks before um uh about the uh the stuff you were doing with with uh um uh l l attempting to locate events , we had a little go around trying to figure out what you meant by " events " but I think , you know , what we had meant by " events " I guess was uh points of overlap between speakers. But I th I gather from our discussion a little earlier today that you also mean uh interruptions with something else
|
Yeah.
| false |
QMSum_198
|
but uh I think that would be a good thing to add. After I just printed out a zillion of them.
|
Yeah , well , that 's Um , so I I do have a a an agenda suggestion. Uh , we I think the things that we talk about in this meeting uh tend to be a mixture of uh procedural uh mundane things and uh research points and um I was thinking I think it was a meeting a couple of weeks ago that we we spent much of the time talking about the mundane stuff cuz that 's easier to get out of the way and then we sort of drifted into the research and maybe five minutes into that Andreas had to leave. So uh I 'm suggesting we turn it around and and uh sort of we have anybody has some mundane points that we could send an email later , uh hold them for a bit , and let 's talk about the the research - y kind of things. Um , so um the one th one thing I know that we have on that is uh we had talked a a couple weeks before um uh about the uh the stuff you were doing with with uh um uh l l attempting to locate events , we had a little go around trying to figure out what you meant by " events " but I think , you know , what we had meant by " events " I guess was uh points of overlap between speakers. But I th I gather from our discussion a little earlier today that you also mean uh interruptions with something else
|
Yeah.
|
like some other noise.
| false |
QMSum_198
|
Yeah , well , that 's Um , so I I do have a a an agenda suggestion. Uh , we I think the things that we talk about in this meeting uh tend to be a mixture of uh procedural uh mundane things and uh research points and um I was thinking I think it was a meeting a couple of weeks ago that we we spent much of the time talking about the mundane stuff cuz that 's easier to get out of the way and then we sort of drifted into the research and maybe five minutes into that Andreas had to leave. So uh I 'm suggesting we turn it around and and uh sort of we have anybody has some mundane points that we could send an email later , uh hold them for a bit , and let 's talk about the the research - y kind of things. Um , so um the one th one thing I know that we have on that is uh we had talked a a couple weeks before um uh about the uh the stuff you were doing with with uh um uh l l attempting to locate events , we had a little go around trying to figure out what you meant by " events " but I think , you know , what we had meant by " events " I guess was uh points of overlap between speakers. But I th I gather from our discussion a little earlier today that you also mean uh interruptions with something else
|
Yeah.
|
like some other noise.
|
Uh - huh. Yeah.
| false |
QMSum_198
|
Yeah.
|
like some other noise.
|
Uh - huh. Yeah.
|
Yes ? You mean that as an event also.
| false |
QMSum_198
|
like some other noise.
|
Uh - huh. Yeah.
|
Yes ? You mean that as an event also.
|
To
| false |
QMSum_198
|
Uh - huh. Yeah.
|
Yes ? You mean that as an event also.
|
To
|
So at any rate you were you 've you 've done some work on that
| false |
QMSum_198
|
Yes ? You mean that as an event also.
|
To
|
So at any rate you were you 've you 've done some work on that
|
right.
| false |
QMSum_198
|
To
|
So at any rate you were you 've you 've done some work on that
|
right.
|
and um then the other thing would be it might be nice to have a preliminary discussion of some of the other uh research uh areas that uh we 're thinking about doing. Um , I think especially since you you haven't been in in these meetings for a little bit , maybe you have some discussion of some of the p the plausible things to look at now that we 're starting to get data , uh and one of the things I know that also came up uh is some discussions that that uh that uh Jane had with Lokendra uh about some some some um uh work about I I I d I I don't want to try to say cuz I I 'll say it wrong , but anyway some some potential collaboration there about about the about the working with these data.
| false |
QMSum_198
|
So at any rate you were you 've you 've done some work on that
|
right.
|
and um then the other thing would be it might be nice to have a preliminary discussion of some of the other uh research uh areas that uh we 're thinking about doing. Um , I think especially since you you haven't been in in these meetings for a little bit , maybe you have some discussion of some of the p the plausible things to look at now that we 're starting to get data , uh and one of the things I know that also came up uh is some discussions that that uh that uh Jane had with Lokendra uh about some some some um uh work about I I I d I I don't want to try to say cuz I I 'll say it wrong , but anyway some some potential collaboration there about about the about the working with these data.
|
Oh. Sure.
| false |
QMSum_198
|
right.
|
and um then the other thing would be it might be nice to have a preliminary discussion of some of the other uh research uh areas that uh we 're thinking about doing. Um , I think especially since you you haven't been in in these meetings for a little bit , maybe you have some discussion of some of the p the plausible things to look at now that we 're starting to get data , uh and one of the things I know that also came up uh is some discussions that that uh that uh Jane had with Lokendra uh about some some some um uh work about I I I d I I don't want to try to say cuz I I 'll say it wrong , but anyway some some potential collaboration there about about the about the working with these data.
|
Oh. Sure.
|
So. So , uh.
| false |
QMSum_198
|
and um then the other thing would be it might be nice to have a preliminary discussion of some of the other uh research uh areas that uh we 're thinking about doing. Um , I think especially since you you haven't been in in these meetings for a little bit , maybe you have some discussion of some of the p the plausible things to look at now that we 're starting to get data , uh and one of the things I know that also came up uh is some discussions that that uh that uh Jane had with Lokendra uh about some some some um uh work about I I I d I I don't want to try to say cuz I I 'll say it wrong , but anyway some some potential collaboration there about about the about the working with these data.
|
Oh. Sure.
|
So. So , uh.
|
You wanna just go around ?
| false |
QMSum_198
|
Oh. Sure.
|
So. So , uh.
|
You wanna just go around ?
|
Uh. Well , I don't know if we if this is sort of like everybody has something to contribute sort of thing , I think there 's just just a couple a couple people primarily um but um Uh , wh why don't Actually I think that that last one I just said we could do fairly quickly so why don't you you start with that.
| false |
QMSum_198
|
So. So , uh.
|
You wanna just go around ?
|
Uh. Well , I don't know if we if this is sort of like everybody has something to contribute sort of thing , I think there 's just just a couple a couple people primarily um but um Uh , wh why don't Actually I think that that last one I just said we could do fairly quickly so why don't you you start with that.
|
OK. Shall I shall I just start ? OK.
| false |
QMSum_198
|
You wanna just go around ?
|
Uh. Well , I don't know if we if this is sort of like everybody has something to contribute sort of thing , I think there 's just just a couple a couple people primarily um but um Uh , wh why don't Actually I think that that last one I just said we could do fairly quickly so why don't you you start with that.
|
OK. Shall I shall I just start ? OK.
|
Yeah , just explain what it was.
| false |
QMSum_198
|
Uh. Well , I don't know if we if this is sort of like everybody has something to contribute sort of thing , I think there 's just just a couple a couple people primarily um but um Uh , wh why don't Actually I think that that last one I just said we could do fairly quickly so why don't you you start with that.
|
OK. Shall I shall I just start ? OK.
|
Yeah , just explain what it was.
|
Um , so , uh , he was interested in the question of you know , relating to his to the research he presented recently , um of inference structures , and uh , the need to build in , um , this this sort of uh mechanism for understanding of language. And he gave the example in his talk about how um , e a I 'm remembering it just off the top of my head right now , but it 's something about how um , i " Joe slipped " you know , " John had washed the floor " or something like that. And I don't have it quite right , but that kind of thing , where you have to draw the inference that , OK , there 's this time sequence , but also the the the causal aspects of the uh floor and and how it might have been the cause of the fall and that um it was the other person who fell than the one who cleaned it and it These sorts of things. So , I looked through the transcript that we have so far , and um , fou identified a couple different types of things of that type and um , one of them was something like uh , during the course of the transcript , um um , w we had gone through the part where everyone said which channel they were on and which device they were on , and um , the question was raised " Well , should we restart the recording at this point ? " And and Dan Ellis said , " Well , we 're just so far ahead of the game right now we really don't need to ". Now , how would you interpret that without a lot of inference ? So , the inferences that are involved are things like , OK , so , how do you interpret " ahead of the game " ? You know. So it 's the it 's i What you what you int what you draw you know , the conclusions that you need to draw are that space is involved in recording ,
| false |
QMSum_198
|
OK. Shall I shall I just start ? OK.
|
Yeah , just explain what it was.
|
Um , so , uh , he was interested in the question of you know , relating to his to the research he presented recently , um of inference structures , and uh , the need to build in , um , this this sort of uh mechanism for understanding of language. And he gave the example in his talk about how um , e a I 'm remembering it just off the top of my head right now , but it 's something about how um , i " Joe slipped " you know , " John had washed the floor " or something like that. And I don't have it quite right , but that kind of thing , where you have to draw the inference that , OK , there 's this time sequence , but also the the the causal aspects of the uh floor and and how it might have been the cause of the fall and that um it was the other person who fell than the one who cleaned it and it These sorts of things. So , I looked through the transcript that we have so far , and um , fou identified a couple different types of things of that type and um , one of them was something like uh , during the course of the transcript , um um , w we had gone through the part where everyone said which channel they were on and which device they were on , and um , the question was raised " Well , should we restart the recording at this point ? " And and Dan Ellis said , " Well , we 're just so far ahead of the game right now we really don't need to ". Now , how would you interpret that without a lot of inference ? So , the inferences that are involved are things like , OK , so , how do you interpret " ahead of the game " ? You know. So it 's the it 's i What you what you int what you draw you know , the conclusions that you need to draw are that space is involved in recording ,
|
Hmm , metaphorically.
| false |
QMSum_198
|
Yeah , just explain what it was.
|
Um , so , uh , he was interested in the question of you know , relating to his to the research he presented recently , um of inference structures , and uh , the need to build in , um , this this sort of uh mechanism for understanding of language. And he gave the example in his talk about how um , e a I 'm remembering it just off the top of my head right now , but it 's something about how um , i " Joe slipped " you know , " John had washed the floor " or something like that. And I don't have it quite right , but that kind of thing , where you have to draw the inference that , OK , there 's this time sequence , but also the the the causal aspects of the uh floor and and how it might have been the cause of the fall and that um it was the other person who fell than the one who cleaned it and it These sorts of things. So , I looked through the transcript that we have so far , and um , fou identified a couple different types of things of that type and um , one of them was something like uh , during the course of the transcript , um um , w we had gone through the part where everyone said which channel they were on and which device they were on , and um , the question was raised " Well , should we restart the recording at this point ? " And and Dan Ellis said , " Well , we 're just so far ahead of the game right now we really don't need to ". Now , how would you interpret that without a lot of inference ? So , the inferences that are involved are things like , OK , so , how do you interpret " ahead of the game " ? You know. So it 's the it 's i What you what you int what you draw you know , the conclusions that you need to draw are that space is involved in recording ,
|
Hmm , metaphorically.
|
that um , i that i we have enough space , and he continues , like " we 're so ahead of the game cuz now we have built - in downsampling ". So you have to sort of get the idea that um , " ahead of the game " is sp speaking with respect to space limitations , that um that in fact downsampling is gaining us enough space , and that therefore we can keep the recording we 've done so far. But there are a lot of different things like that.
| false |
QMSum_198
|
Um , so , uh , he was interested in the question of you know , relating to his to the research he presented recently , um of inference structures , and uh , the need to build in , um , this this sort of uh mechanism for understanding of language. And he gave the example in his talk about how um , e a I 'm remembering it just off the top of my head right now , but it 's something about how um , i " Joe slipped " you know , " John had washed the floor " or something like that. And I don't have it quite right , but that kind of thing , where you have to draw the inference that , OK , there 's this time sequence , but also the the the causal aspects of the uh floor and and how it might have been the cause of the fall and that um it was the other person who fell than the one who cleaned it and it These sorts of things. So , I looked through the transcript that we have so far , and um , fou identified a couple different types of things of that type and um , one of them was something like uh , during the course of the transcript , um um , w we had gone through the part where everyone said which channel they were on and which device they were on , and um , the question was raised " Well , should we restart the recording at this point ? " And and Dan Ellis said , " Well , we 're just so far ahead of the game right now we really don't need to ". Now , how would you interpret that without a lot of inference ? So , the inferences that are involved are things like , OK , so , how do you interpret " ahead of the game " ? You know. So it 's the it 's i What you what you int what you draw you know , the conclusions that you need to draw are that space is involved in recording ,
|
Hmm , metaphorically.
|
that um , i that i we have enough space , and he continues , like " we 're so ahead of the game cuz now we have built - in downsampling ". So you have to sort of get the idea that um , " ahead of the game " is sp speaking with respect to space limitations , that um that in fact downsampling is gaining us enough space , and that therefore we can keep the recording we 've done so far. But there are a lot of different things like that.
|
So , do you think his interest is in using this as a data source , or training material , or what ?
| false |
QMSum_198
|
Hmm , metaphorically.
|
that um , i that i we have enough space , and he continues , like " we 're so ahead of the game cuz now we have built - in downsampling ". So you have to sort of get the idea that um , " ahead of the game " is sp speaking with respect to space limitations , that um that in fact downsampling is gaining us enough space , and that therefore we can keep the recording we 've done so far. But there are a lot of different things like that.
|
So , do you think his interest is in using this as a data source , or training material , or what ?
|
Well , I I should maybe interject to say this started off with a discussion that I had with him , so um we were trying to think of ways that his interests could interact with ours
| false |
QMSum_198
|
that um , i that i we have enough space , and he continues , like " we 're so ahead of the game cuz now we have built - in downsampling ". So you have to sort of get the idea that um , " ahead of the game " is sp speaking with respect to space limitations , that um that in fact downsampling is gaining us enough space , and that therefore we can keep the recording we 've done so far. But there are a lot of different things like that.
|
So , do you think his interest is in using this as a data source , or training material , or what ?
|
Well , I I should maybe interject to say this started off with a discussion that I had with him , so um we were trying to think of ways that his interests could interact with ours
|
Mm - hmm.
| false |
QMSum_198
|
So , do you think his interest is in using this as a data source , or training material , or what ?
|
Well , I I should maybe interject to say this started off with a discussion that I had with him , so um we were trying to think of ways that his interests could interact with ours
|
Mm - hmm.
|
and um uh I thought that if we were going to project into the future when we had a lot of data , uh and um such things might be useful for that in or before we invested too much uh effort into that he should uh , with Jane 's help , look into some of the data that we 're already have and see , is there anything to this at all ?
| false |
QMSum_198
|
Well , I I should maybe interject to say this started off with a discussion that I had with him , so um we were trying to think of ways that his interests could interact with ours
|
Mm - hmm.
|
and um uh I thought that if we were going to project into the future when we had a lot of data , uh and um such things might be useful for that in or before we invested too much uh effort into that he should uh , with Jane 's help , look into some of the data that we 're already have and see , is there anything to this at all ?
|
Mm - hmm.
| false |
QMSum_198
|
Mm - hmm.
|
and um uh I thought that if we were going to project into the future when we had a lot of data , uh and um such things might be useful for that in or before we invested too much uh effort into that he should uh , with Jane 's help , look into some of the data that we 're already have and see , is there anything to this at all ?
|
Mm - hmm.
|
Is there any point which you think that , you know , you could gain some advantage and some potential use for it. Cuz it could be that you 'd look through it and you say " well , this is just the wrong task for for him to pursue his "
| false |
QMSum_198
|
and um uh I thought that if we were going to project into the future when we had a lot of data , uh and um such things might be useful for that in or before we invested too much uh effort into that he should uh , with Jane 's help , look into some of the data that we 're already have and see , is there anything to this at all ?
|
Mm - hmm.
|
Is there any point which you think that , you know , you could gain some advantage and some potential use for it. Cuz it could be that you 'd look through it and you say " well , this is just the wrong task for for him to pursue his "
|
Wrong , yeah.
| false |
QMSum_198
|
Mm - hmm.
|
Is there any point which you think that , you know , you could gain some advantage and some potential use for it. Cuz it could be that you 'd look through it and you say " well , this is just the wrong task for for him to pursue his "
|
Wrong , yeah.
|
And and uh I got the impression from your mail that in fact there was enough things like this just in the little sample that that you looked at that that it 's plausible at least.
| false |
QMSum_198
|
Is there any point which you think that , you know , you could gain some advantage and some potential use for it. Cuz it could be that you 'd look through it and you say " well , this is just the wrong task for for him to pursue his "
|
Wrong , yeah.
|
And and uh I got the impression from your mail that in fact there was enough things like this just in the little sample that that you looked at that that it 's plausible at least.
|
It 's possible. Uh , he was he he you know We met and he was gonna go and uh you know , y look through them more systematically
| false |
QMSum_198
|
Wrong , yeah.
|
And and uh I got the impression from your mail that in fact there was enough things like this just in the little sample that that you looked at that that it 's plausible at least.
|
It 's possible. Uh , he was he he you know We met and he was gonna go and uh you know , y look through them more systematically
|
Yeah.
| false |
QMSum_198
|
And and uh I got the impression from your mail that in fact there was enough things like this just in the little sample that that you looked at that that it 's plausible at least.
|
It 's possible. Uh , he was he he you know We met and he was gonna go and uh you know , y look through them more systematically
|
Yeah.
|
and then uh meet again.
| false |
QMSum_198
|
It 's possible. Uh , he was he he you know We met and he was gonna go and uh you know , y look through them more systematically
|
Yeah.
|
and then uh meet again.
|
Yeah.
| false |
QMSum_198
|
Yeah.
|
and then uh meet again.
|
Yeah.
|
So it 's , you know , not a matter of a
| false |
QMSum_198
|
and then uh meet again.
|
Yeah.
|
So it 's , you know , not a matter of a
|
Yeah.
| false |
QMSum_198
|
Yeah.
|
So it 's , you know , not a matter of a
|
Yeah.
|
But , yeah , I think I think it was optimistic.
| false |
QMSum_198
|
So it 's , you know , not a matter of a
|
Yeah.
|
But , yeah , I think I think it was optimistic.
|
So anyway , that 's that 's e a quite different thing from anything we 've talked about that , you know , might might might come out from some of this.
| false |
QMSum_198
|
Yeah.
|
But , yeah , I think I think it was optimistic.
|
So anyway , that 's that 's e a quite different thing from anything we 've talked about that , you know , might might might come out from some of this.
|
But he can use text , basically. I mean , he 's talking about just using text
| false |
QMSum_198
|
But , yeah , I think I think it was optimistic.
|
So anyway , that 's that 's e a quite different thing from anything we 've talked about that , you know , might might might come out from some of this.
|
But he can use text , basically. I mean , he 's talking about just using text
|
That 's his major I mentioned several that w had to do with implications drawn from intonational contours
| false |
QMSum_198
|
So anyway , that 's that 's e a quite different thing from anything we 've talked about that , you know , might might might come out from some of this.
|
But he can use text , basically. I mean , he 's talking about just using text
|
That 's his major I mentioned several that w had to do with implications drawn from intonational contours
|
pretty much , or ?
| false |
QMSum_198
|
But he can use text , basically. I mean , he 's talking about just using text
|
That 's his major I mentioned several that w had to do with implications drawn from intonational contours
|
pretty much , or ?
|
and that wasn't as directly relevant to what he 's doing. He 's interested in these these knowledge structures ,
| false |
QMSum_198
|
That 's his major I mentioned several that w had to do with implications drawn from intonational contours
|
pretty much , or ?
|
and that wasn't as directly relevant to what he 's doing. He 's interested in these these knowledge structures ,
|
OK.
| false |
QMSum_198
|
pretty much , or ?
|
and that wasn't as directly relevant to what he 's doing. He 's interested in these these knowledge structures ,
|
OK.
|
Yeah , interesting.
| false |
QMSum_198
|
and that wasn't as directly relevant to what he 's doing. He 's interested in these these knowledge structures ,
|
OK.
|
Yeah , interesting.
|
inferences that you draw i from
| false |
QMSum_198
|
OK.
|
Yeah , interesting.
|
inferences that you draw i from
|
I mean , he certainly could use text , but we were in fact looking to see if there is there is there something in common between our interest in meetings and his interest in in in this stuff. So.
| false |
QMSum_198
|
Yeah , interesting.
|
inferences that you draw i from
|
I mean , he certainly could use text , but we were in fact looking to see if there is there is there something in common between our interest in meetings and his interest in in in this stuff. So.
|
And I imagine that transcripts of speech I mean text that is speech probably has more of those than sort of prepared writing. I I don't know whether it would or not , but it seems like it would.
| false |
QMSum_198
|
inferences that you draw i from
|
I mean , he certainly could use text , but we were in fact looking to see if there is there is there something in common between our interest in meetings and his interest in in in this stuff. So.
|
And I imagine that transcripts of speech I mean text that is speech probably has more of those than sort of prepared writing. I I don't know whether it would or not , but it seems like it would.
|
I don't know , probably de probably depends on what the prepared writing was. But.
| false |
QMSum_198
|
I mean , he certainly could use text , but we were in fact looking to see if there is there is there something in common between our interest in meetings and his interest in in in this stuff. So.
|
And I imagine that transcripts of speech I mean text that is speech probably has more of those than sort of prepared writing. I I don't know whether it would or not , but it seems like it would.
|
I don't know , probably de probably depends on what the prepared writing was. But.
|
Yeah , I don't think I would make that leap , because i in narratives , you know I mean , if you spell out everything in a narrative , it can be really tedious ,
| false |
QMSum_198
|
And I imagine that transcripts of speech I mean text that is speech probably has more of those than sort of prepared writing. I I don't know whether it would or not , but it seems like it would.
|
I don't know , probably de probably depends on what the prepared writing was. But.
|
Yeah , I don't think I would make that leap , because i in narratives , you know I mean , if you spell out everything in a narrative , it can be really tedious ,
|
Mm - hmm.
| false |
QMSum_198
|
I don't know , probably de probably depends on what the prepared writing was. But.
|
Yeah , I don't think I would make that leap , because i in narratives , you know I mean , if you spell out everything in a narrative , it can be really tedious ,
|
Mm - hmm.
|
so.
| false |
QMSum_198
|
Yeah , I don't think I would make that leap , because i in narratives , you know I mean , if you spell out everything in a narrative , it can be really tedious ,
|
Mm - hmm.
|
so.
|
Yeah , I 'm just thinking , you know , when you 're when you 're face to face , you have a lot of backchannel and And
| false |
QMSum_198
|
Mm - hmm.
|
so.
|
Yeah , I 'm just thinking , you know , when you 're when you 're face to face , you have a lot of backchannel and And
|
Oh. That aspect.
| false |
QMSum_198
|
so.
|
Yeah , I 'm just thinking , you know , when you 're when you 're face to face , you have a lot of backchannel and And
|
Oh. That aspect.
|
Yeah. And so I think it 's just easier to do that sort of broad inference jumping if it 's face to face. I mean , so , if I just read that Dan was saying " we 're ahead of the game " in that in that context ,
| false |
QMSum_198
|
Yeah , I 'm just thinking , you know , when you 're when you 're face to face , you have a lot of backchannel and And
|
Oh. That aspect.
|
Yeah. And so I think it 's just easier to do that sort of broad inference jumping if it 's face to face. I mean , so , if I just read that Dan was saying " we 're ahead of the game " in that in that context ,
|
Well Yeah.
| false |
QMSum_198
|
Oh. That aspect.
|
Yeah. And so I think it 's just easier to do that sort of broad inference jumping if it 's face to face. I mean , so , if I just read that Dan was saying " we 're ahead of the game " in that in that context ,
|
Well Yeah.
|
I might not realize that he was talking about disk space as opposed to anything else.
| false |
QMSum_198
|
Yeah. And so I think it 's just easier to do that sort of broad inference jumping if it 's face to face. I mean , so , if I just read that Dan was saying " we 're ahead of the game " in that in that context ,
|
Well Yeah.
|
I might not realize that he was talking about disk space as opposed to anything else.
|
I you know , I I had several that had to do with backchannels and this wasn't one of them.
| false |
QMSum_198
|
Well Yeah.
|
I might not realize that he was talking about disk space as opposed to anything else.
|
I you know , I I had several that had to do with backchannels and this wasn't one of them.
|
Uh - huh.
| false |
QMSum_198
|
I might not realize that he was talking about disk space as opposed to anything else.
|
I you know , I I had several that had to do with backchannels and this wasn't one of them.
|
Uh - huh.
|
This this one really does um m make you leap from So he said , you know , " we 're ahead of the game , w we have built - in downsampling ".
| false |
QMSum_198
|
I you know , I I had several that had to do with backchannels and this wasn't one of them.
|
Uh - huh.
|
This this one really does um m make you leap from So he said , you know , " we 're ahead of the game , w we have built - in downsampling ".
|
Mm - hmm.
| false |
QMSum_198
|
Uh - huh.
|
This this one really does um m make you leap from So he said , you know , " we 're ahead of the game , w we have built - in downsampling ".
|
Mm - hmm.
|
And the inference , i if you had it written down , would be
| false |
QMSum_198
|
This this one really does um m make you leap from So he said , you know , " we 're ahead of the game , w we have built - in downsampling ".
|
Mm - hmm.
|
And the inference , i if you had it written down , would be
|
I guess it would be the same.
| false |
QMSum_198
|
Mm - hmm.
|
And the inference , i if you had it written down , would be
|
I guess it would be the same.
|
Uh - huh. But there are others that have backchannelling , it 's just he was less interested in those.
| false |
QMSum_198
|
And the inference , i if you had it written down , would be
|
I guess it would be the same.
|
Uh - huh. But there are others that have backchannelling , it 's just he was less interested in those.
|
Can I Sorry to interrupt. Um , I f f f I 've @ @ d A minute uh , several minutes ago , I , like , briefly was was not listening and So who is " he " in this context ?
| false |
QMSum_198
|
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