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Okay. We've heard evidence regarding the difficulties caused by HEFCW having a legal duty to quality-assure all the provision in two further education colleges. That sounds to me like some kind of an anomaly or an unintended consequence of the Act. Could you clarify that and explain the situation in that instance?
|
Thank you. My understanding—and as I said, it's a bit difficult, because I can't put myself into the thought process of the Minister at the time and what his expectation was. But, certainly, my understanding is that it was not an unintended consequence, it was an expectation built into the Act that HEFCW and Estyn would work together on these matters. The Act built on what were the quality assessment arrangements in the 1992 Act, which required HEFCW to secure arrangements for the assessment of the quality of education provided by funding institutions. So, as a consequence of that approach, HEFCW's quality assessment duty currently encompasses all the education provided by or on behalf of a regulated institution. So, it is complicated, and Huw can help me out here if I get it wrong, but my understanding is that it was not an unintended consequence, that was the expectation of what would happen when the legislation was passed. Huw.
|
I would completely agree with what the Minister has said.
|
As always. [Laughter.] At least in public, Huw.
| false |
QMSum_3
|
Thank you. My understanding—and as I said, it's a bit difficult, because I can't put myself into the thought process of the Minister at the time and what his expectation was. But, certainly, my understanding is that it was not an unintended consequence, it was an expectation built into the Act that HEFCW and Estyn would work together on these matters. The Act built on what were the quality assessment arrangements in the 1992 Act, which required HEFCW to secure arrangements for the assessment of the quality of education provided by funding institutions. So, as a consequence of that approach, HEFCW's quality assessment duty currently encompasses all the education provided by or on behalf of a regulated institution. So, it is complicated, and Huw can help me out here if I get it wrong, but my understanding is that it was not an unintended consequence, that was the expectation of what would happen when the legislation was passed. Huw.
|
I would completely agree with what the Minister has said.
|
As always. [Laughter.] At least in public, Huw.
|
There is the expectation that they will work together in concert. There's a lot of joint operation. I think, going forward, we would expect that to continue. We're looking to the new Bill to try to make that clearer. That was a theme in the general and technical consultation exercises that we've engaged in over the last couple of years.
| false |
QMSum_3
|
I would completely agree with what the Minister has said.
|
As always. [Laughter.] At least in public, Huw.
|
There is the expectation that they will work together in concert. There's a lot of joint operation. I think, going forward, we would expect that to continue. We're looking to the new Bill to try to make that clearer. That was a theme in the general and technical consultation exercises that we've engaged in over the last couple of years.
|
So, you're happy, therefore, that that partnership has worked. Are you happy with that?
| false |
QMSum_3
|
As always. [Laughter.] At least in public, Huw.
|
There is the expectation that they will work together in concert. There's a lot of joint operation. I think, going forward, we would expect that to continue. We're looking to the new Bill to try to make that clearer. That was a theme in the general and technical consultation exercises that we've engaged in over the last couple of years.
|
So, you're happy, therefore, that that partnership has worked. Are you happy with that?
|
Certainly, in our consultation for the upcoming Act, we've generally heard, certainly from our further education colleges, that they've been quite content with the arrangements. No concerns about it, certainly from further education colleges.
| false |
QMSum_3
|
There is the expectation that they will work together in concert. There's a lot of joint operation. I think, going forward, we would expect that to continue. We're looking to the new Bill to try to make that clearer. That was a theme in the general and technical consultation exercises that we've engaged in over the last couple of years.
|
So, you're happy, therefore, that that partnership has worked. Are you happy with that?
|
Certainly, in our consultation for the upcoming Act, we've generally heard, certainly from our further education colleges, that they've been quite content with the arrangements. No concerns about it, certainly from further education colleges.
|
There are differences in the systems of quality assurance as they've historically applied to FE and HE, but I understand that that has meant that, as FE colleges become more interested in HE, they've had to learn new ways, and that's taken a little bit of time. But, I'm not aware of any dissatisfaction.
| false |
QMSum_3
|
So, you're happy, therefore, that that partnership has worked. Are you happy with that?
|
Certainly, in our consultation for the upcoming Act, we've generally heard, certainly from our further education colleges, that they've been quite content with the arrangements. No concerns about it, certainly from further education colleges.
|
There are differences in the systems of quality assurance as they've historically applied to FE and HE, but I understand that that has meant that, as FE colleges become more interested in HE, they've had to learn new ways, and that's taken a little bit of time. But, I'm not aware of any dissatisfaction.
|
Okay, which moves us on to this idea of having one quality assurance body or one quality assurance framework. Is that your intention and how will that work in practice?
| false |
QMSum_3
|
Certainly, in our consultation for the upcoming Act, we've generally heard, certainly from our further education colleges, that they've been quite content with the arrangements. No concerns about it, certainly from further education colleges.
|
There are differences in the systems of quality assurance as they've historically applied to FE and HE, but I understand that that has meant that, as FE colleges become more interested in HE, they've had to learn new ways, and that's taken a little bit of time. But, I'm not aware of any dissatisfaction.
|
Okay, which moves us on to this idea of having one quality assurance body or one quality assurance framework. Is that your intention and how will that work in practice?
|
I am aware, and we've listened to stakeholders' concerns regarding proposals to introduce a single quality assessment body. As I said, we recognise that stakeholders are broadly content with the current situation with regard to Estyn and QAA. So, we've been listening to that, following the technical consultation, and policy officials are working through options in regard to ensuring what quality assurance will look like in the commission. As I said, I don't want to pre-empt bringing forward the legislation, but the principles underlying any assurance regime would need to be coherent, need to be effective and need to be comprehensive. What we're also very clear about, and I think it is important to say, is that any quality framework covering higher education will be compatible with ENQA, which I think is really, really important going forward. And by an extension of that, it would be compatible with current UK-wide baseline standards. So, we don't want to create specific problems for the HE sector in Wales.
| false |
QMSum_3
|
There are differences in the systems of quality assurance as they've historically applied to FE and HE, but I understand that that has meant that, as FE colleges become more interested in HE, they've had to learn new ways, and that's taken a little bit of time. But, I'm not aware of any dissatisfaction.
|
Okay, which moves us on to this idea of having one quality assurance body or one quality assurance framework. Is that your intention and how will that work in practice?
|
I am aware, and we've listened to stakeholders' concerns regarding proposals to introduce a single quality assessment body. As I said, we recognise that stakeholders are broadly content with the current situation with regard to Estyn and QAA. So, we've been listening to that, following the technical consultation, and policy officials are working through options in regard to ensuring what quality assurance will look like in the commission. As I said, I don't want to pre-empt bringing forward the legislation, but the principles underlying any assurance regime would need to be coherent, need to be effective and need to be comprehensive. What we're also very clear about, and I think it is important to say, is that any quality framework covering higher education will be compatible with ENQA, which I think is really, really important going forward. And by an extension of that, it would be compatible with current UK-wide baseline standards. So, we don't want to create specific problems for the HE sector in Wales.
|
But, you have touched on this, there is substantial concern in the sector about this offer to move to one assurance body for the tertiary sector. One vice-chancellor has told us:
| false |
QMSum_3
|
Okay, which moves us on to this idea of having one quality assurance body or one quality assurance framework. Is that your intention and how will that work in practice?
|
I am aware, and we've listened to stakeholders' concerns regarding proposals to introduce a single quality assessment body. As I said, we recognise that stakeholders are broadly content with the current situation with regard to Estyn and QAA. So, we've been listening to that, following the technical consultation, and policy officials are working through options in regard to ensuring what quality assurance will look like in the commission. As I said, I don't want to pre-empt bringing forward the legislation, but the principles underlying any assurance regime would need to be coherent, need to be effective and need to be comprehensive. What we're also very clear about, and I think it is important to say, is that any quality framework covering higher education will be compatible with ENQA, which I think is really, really important going forward. And by an extension of that, it would be compatible with current UK-wide baseline standards. So, we don't want to create specific problems for the HE sector in Wales.
|
But, you have touched on this, there is substantial concern in the sector about this offer to move to one assurance body for the tertiary sector. One vice-chancellor has told us:
|
Well, sometimes, I think it is necessary, maybe, to cause a stir. If we don't change things, it does beg the point of, 'Why are any of us here if we're not here to sometimes move things forward?' And change is challenging always, but I would like to reassure all of our vice-chancellors and our sector as a whole that we're not going to do anything in the quality assurance regime that would risk what is the very high reputation and standards that Welsh universities currently comply with or would set them apart from institutions across the border or in a European context. Huw.
| false |
QMSum_3
|
I am aware, and we've listened to stakeholders' concerns regarding proposals to introduce a single quality assessment body. As I said, we recognise that stakeholders are broadly content with the current situation with regard to Estyn and QAA. So, we've been listening to that, following the technical consultation, and policy officials are working through options in regard to ensuring what quality assurance will look like in the commission. As I said, I don't want to pre-empt bringing forward the legislation, but the principles underlying any assurance regime would need to be coherent, need to be effective and need to be comprehensive. What we're also very clear about, and I think it is important to say, is that any quality framework covering higher education will be compatible with ENQA, which I think is really, really important going forward. And by an extension of that, it would be compatible with current UK-wide baseline standards. So, we don't want to create specific problems for the HE sector in Wales.
|
But, you have touched on this, there is substantial concern in the sector about this offer to move to one assurance body for the tertiary sector. One vice-chancellor has told us:
|
Well, sometimes, I think it is necessary, maybe, to cause a stir. If we don't change things, it does beg the point of, 'Why are any of us here if we're not here to sometimes move things forward?' And change is challenging always, but I would like to reassure all of our vice-chancellors and our sector as a whole that we're not going to do anything in the quality assurance regime that would risk what is the very high reputation and standards that Welsh universities currently comply with or would set them apart from institutions across the border or in a European context. Huw.
|
I agree, obviously. I think the fear is misplaced, but coming back to another theme in the conversation so far about futureproofing, what we're seeing in the figures that the Minister outlined to you earlier about the growth in postgraduate and the growth in part-time is the desire of a greater number of people at different ages to engage in higher and tertiary education, and quite often that will be in a workplace or it will be in a non-conventional institutional setting. Historically, the quality assurance regimes for work-based learning have tended to sit with Estyn; the assurance regimes for the universities have sat with the QAA. There's quite a lot of learning that all sides have got to engage in if we're going to be able to have continued high quality in these new areas that are being explored. That's an issue not just in Wales. The Augar report, which was published earlier this year in England, drew attention to this as being a major problem in the relationship over the border between Ofsted and the QAA. So, I think we're not looking to impose one institution on anybody, but we are looking to encourage greater synergy in the ways in which quality assurance and enhancement is undertaken in those different areas of activity.
| false |
QMSum_3
|
But, you have touched on this, there is substantial concern in the sector about this offer to move to one assurance body for the tertiary sector. One vice-chancellor has told us:
|
Well, sometimes, I think it is necessary, maybe, to cause a stir. If we don't change things, it does beg the point of, 'Why are any of us here if we're not here to sometimes move things forward?' And change is challenging always, but I would like to reassure all of our vice-chancellors and our sector as a whole that we're not going to do anything in the quality assurance regime that would risk what is the very high reputation and standards that Welsh universities currently comply with or would set them apart from institutions across the border or in a European context. Huw.
|
I agree, obviously. I think the fear is misplaced, but coming back to another theme in the conversation so far about futureproofing, what we're seeing in the figures that the Minister outlined to you earlier about the growth in postgraduate and the growth in part-time is the desire of a greater number of people at different ages to engage in higher and tertiary education, and quite often that will be in a workplace or it will be in a non-conventional institutional setting. Historically, the quality assurance regimes for work-based learning have tended to sit with Estyn; the assurance regimes for the universities have sat with the QAA. There's quite a lot of learning that all sides have got to engage in if we're going to be able to have continued high quality in these new areas that are being explored. That's an issue not just in Wales. The Augar report, which was published earlier this year in England, drew attention to this as being a major problem in the relationship over the border between Ofsted and the QAA. So, I think we're not looking to impose one institution on anybody, but we are looking to encourage greater synergy in the ways in which quality assurance and enhancement is undertaken in those different areas of activity.
|
And finally, therefore, looking at overseas providers. Currently, of course, universities can award their degrees to students being taught by providers overseas. We know this created problems for the University of Wales in 2011. They faced a scandal; that's probably the best word to use there. Will the new Bill address these issues?
| false |
QMSum_3
|
Well, sometimes, I think it is necessary, maybe, to cause a stir. If we don't change things, it does beg the point of, 'Why are any of us here if we're not here to sometimes move things forward?' And change is challenging always, but I would like to reassure all of our vice-chancellors and our sector as a whole that we're not going to do anything in the quality assurance regime that would risk what is the very high reputation and standards that Welsh universities currently comply with or would set them apart from institutions across the border or in a European context. Huw.
|
I agree, obviously. I think the fear is misplaced, but coming back to another theme in the conversation so far about futureproofing, what we're seeing in the figures that the Minister outlined to you earlier about the growth in postgraduate and the growth in part-time is the desire of a greater number of people at different ages to engage in higher and tertiary education, and quite often that will be in a workplace or it will be in a non-conventional institutional setting. Historically, the quality assurance regimes for work-based learning have tended to sit with Estyn; the assurance regimes for the universities have sat with the QAA. There's quite a lot of learning that all sides have got to engage in if we're going to be able to have continued high quality in these new areas that are being explored. That's an issue not just in Wales. The Augar report, which was published earlier this year in England, drew attention to this as being a major problem in the relationship over the border between Ofsted and the QAA. So, I think we're not looking to impose one institution on anybody, but we are looking to encourage greater synergy in the ways in which quality assurance and enhancement is undertaken in those different areas of activity.
|
And finally, therefore, looking at overseas providers. Currently, of course, universities can award their degrees to students being taught by providers overseas. We know this created problems for the University of Wales in 2011. They faced a scandal; that's probably the best word to use there. Will the new Bill address these issues?
|
Well, certainly transnational education does present real opportunities for Welsh institutions, but if not managed appropriately and regulated appropriately can cause real risks to reputation to our sector. When I meet with vice-chancellors in universities in different parts of the world, and when I am visiting different countries, one of the great things that I'm able to say is that we have a sector that provides fantastic quality of teaching, excellence in research and a wonderful student experience, and that is undermined if institutions find themselves undertaking TNE activities that put that at risk. So, it's an important consideration for the health of the whole sector that any TNE undertaken by a Welsh institution has the appropriate quality guarantees built into that because it's a problem not just for an individual institution, but it could undermine the very strong reputation that the Welsh sector has as a whole. Huw, was there anything further about TNE?
| true |
QMSum_3
|
I agree, obviously. I think the fear is misplaced, but coming back to another theme in the conversation so far about futureproofing, what we're seeing in the figures that the Minister outlined to you earlier about the growth in postgraduate and the growth in part-time is the desire of a greater number of people at different ages to engage in higher and tertiary education, and quite often that will be in a workplace or it will be in a non-conventional institutional setting. Historically, the quality assurance regimes for work-based learning have tended to sit with Estyn; the assurance regimes for the universities have sat with the QAA. There's quite a lot of learning that all sides have got to engage in if we're going to be able to have continued high quality in these new areas that are being explored. That's an issue not just in Wales. The Augar report, which was published earlier this year in England, drew attention to this as being a major problem in the relationship over the border between Ofsted and the QAA. So, I think we're not looking to impose one institution on anybody, but we are looking to encourage greater synergy in the ways in which quality assurance and enhancement is undertaken in those different areas of activity.
|
And finally, therefore, looking at overseas providers. Currently, of course, universities can award their degrees to students being taught by providers overseas. We know this created problems for the University of Wales in 2011. They faced a scandal; that's probably the best word to use there. Will the new Bill address these issues?
|
Well, certainly transnational education does present real opportunities for Welsh institutions, but if not managed appropriately and regulated appropriately can cause real risks to reputation to our sector. When I meet with vice-chancellors in universities in different parts of the world, and when I am visiting different countries, one of the great things that I'm able to say is that we have a sector that provides fantastic quality of teaching, excellence in research and a wonderful student experience, and that is undermined if institutions find themselves undertaking TNE activities that put that at risk. So, it's an important consideration for the health of the whole sector that any TNE undertaken by a Welsh institution has the appropriate quality guarantees built into that because it's a problem not just for an individual institution, but it could undermine the very strong reputation that the Welsh sector has as a whole. Huw, was there anything further about TNE?
|
Well, just to say that we are live to that, as I know HEFCW and the QAA are. We've had conversations with both in the recent past. There is quality assurance of offshore activity through the QAA. When they visit institutions with their reviews they will look at a selection of those overseas activities and there are periodic thematic reviews of the activity in particular countries. I think we would hope and believe that HEFCW, in its conversations with the QAA, would be keeping that under review to minimise the risk and maximise the opportunities.
| false |
QMSum_3
|
And finally, therefore, looking at overseas providers. Currently, of course, universities can award their degrees to students being taught by providers overseas. We know this created problems for the University of Wales in 2011. They faced a scandal; that's probably the best word to use there. Will the new Bill address these issues?
|
Well, certainly transnational education does present real opportunities for Welsh institutions, but if not managed appropriately and regulated appropriately can cause real risks to reputation to our sector. When I meet with vice-chancellors in universities in different parts of the world, and when I am visiting different countries, one of the great things that I'm able to say is that we have a sector that provides fantastic quality of teaching, excellence in research and a wonderful student experience, and that is undermined if institutions find themselves undertaking TNE activities that put that at risk. So, it's an important consideration for the health of the whole sector that any TNE undertaken by a Welsh institution has the appropriate quality guarantees built into that because it's a problem not just for an individual institution, but it could undermine the very strong reputation that the Welsh sector has as a whole. Huw, was there anything further about TNE?
|
Well, just to say that we are live to that, as I know HEFCW and the QAA are. We've had conversations with both in the recent past. There is quality assurance of offshore activity through the QAA. When they visit institutions with their reviews they will look at a selection of those overseas activities and there are periodic thematic reviews of the activity in particular countries. I think we would hope and believe that HEFCW, in its conversations with the QAA, would be keeping that under review to minimise the risk and maximise the opportunities.
|
So, you're not actually looking to use the new legislation to strengthen the regulation around this.
| false |
QMSum_3
|
Well, certainly transnational education does present real opportunities for Welsh institutions, but if not managed appropriately and regulated appropriately can cause real risks to reputation to our sector. When I meet with vice-chancellors in universities in different parts of the world, and when I am visiting different countries, one of the great things that I'm able to say is that we have a sector that provides fantastic quality of teaching, excellence in research and a wonderful student experience, and that is undermined if institutions find themselves undertaking TNE activities that put that at risk. So, it's an important consideration for the health of the whole sector that any TNE undertaken by a Welsh institution has the appropriate quality guarantees built into that because it's a problem not just for an individual institution, but it could undermine the very strong reputation that the Welsh sector has as a whole. Huw, was there anything further about TNE?
|
Well, just to say that we are live to that, as I know HEFCW and the QAA are. We've had conversations with both in the recent past. There is quality assurance of offshore activity through the QAA. When they visit institutions with their reviews they will look at a selection of those overseas activities and there are periodic thematic reviews of the activity in particular countries. I think we would hope and believe that HEFCW, in its conversations with the QAA, would be keeping that under review to minimise the risk and maximise the opportunities.
|
So, you're not actually looking to use the new legislation to strengthen the regulation around this.
|
The arrangements at the moment are that HEFCW uses the QAA to do the reviews and the inspections. I don't think we're currently looking to mandate the detail of how that should happen. The system at the moment works through co-operation between the institutions and the regulator to make sure the quality assurance system is improving and enhancing things. I think we would look to that as a primary mechanism.
| false |
QMSum_3
|
Well, just to say that we are live to that, as I know HEFCW and the QAA are. We've had conversations with both in the recent past. There is quality assurance of offshore activity through the QAA. When they visit institutions with their reviews they will look at a selection of those overseas activities and there are periodic thematic reviews of the activity in particular countries. I think we would hope and believe that HEFCW, in its conversations with the QAA, would be keeping that under review to minimise the risk and maximise the opportunities.
|
So, you're not actually looking to use the new legislation to strengthen the regulation around this.
|
The arrangements at the moment are that HEFCW uses the QAA to do the reviews and the inspections. I don't think we're currently looking to mandate the detail of how that should happen. The system at the moment works through co-operation between the institutions and the regulator to make sure the quality assurance system is improving and enhancing things. I think we would look to that as a primary mechanism.
| null | false |
QMSum_3
|
Did you get my email with the slides ? Ah. Tricky.
| null |
I guess I have to change the pen otherwise. Will be completely different.
|
Dunno. Maybe they're supposed the pen's supposed to go over the seats. Might be seat floor rather than person. Yeah , put it back.
| false |
QMSum_141
|
Did you get my email with the slides ? Ah. Tricky.
|
I guess I have to change the pen otherwise. Will be completely different.
|
Dunno. Maybe they're supposed the pen's supposed to go over the seats. Might be seat floor rather than person. Yeah , put it back.
|
Yeah. And do you think it's .
| false |
QMSum_141
|
I guess I have to change the pen otherwise. Will be completely different.
|
Dunno. Maybe they're supposed the pen's supposed to go over the seats. Might be seat floor rather than person. Yeah , put it back.
|
Yeah. And do you think it's .
|
Yep . Yeah.
| false |
QMSum_141
|
Dunno. Maybe they're supposed the pen's supposed to go over the seats. Might be seat floor rather than person. Yeah , put it back.
|
Yeah. And do you think it's .
|
Yep . Yeah.
|
Okay.
| false |
QMSum_141
|
Yeah. And do you think it's .
|
Yep . Yeah.
|
Okay.
|
Jo's making faces at me.
| false |
QMSum_141
|
Yep . Yeah.
|
Okay.
|
Jo's making faces at me.
|
Yeah.
| false |
QMSum_141
|
Okay.
|
Jo's making faces at me.
|
Yeah.
|
So. Matthew is uh late again.
| false |
QMSum_141
|
Jo's making faces at me.
|
Yeah.
|
So. Matthew is uh late again.
|
Mm-hmm.
| false |
QMSum_141
|
Yeah.
|
So. Matthew is uh late again.
|
Mm-hmm.
|
Probably an important man. Um. So well it is important for him to be here uh.
| false |
QMSum_141
|
So. Matthew is uh late again.
|
Mm-hmm.
|
Probably an important man. Um. So well it is important for him to be here uh.
|
Yeah.
| false |
QMSum_141
|
Mm-hmm.
|
Probably an important man. Um. So well it is important for him to be here uh.
|
Yeah.
|
He he he
| false |
QMSum_141
|
Probably an important man. Um. So well it is important for him to be here uh.
|
Yeah.
|
He he he
|
So what can you ?
| false |
QMSum_141
|
Yeah.
|
He he he
|
So what can you ?
|
You did work together didn't you ?
| false |
QMSum_141
|
He he he
|
So what can you ?
|
You did work together didn't you ?
|
Yeah we will yeah , so I will be able to to summarize uh our meeting ,
| false |
QMSum_141
|
So what can you ?
|
You did work together didn't you ?
|
Yeah we will yeah , so I will be able to to summarize uh our meeting ,
|
Yes.
| false |
QMSum_141
|
You did work together didn't you ?
|
Yeah we will yeah , so I will be able to to summarize uh our meeting ,
|
Yes.
|
but still I think uh it would be in very important if the uh as um main designer. I think we can put on the here.
| false |
QMSum_141
|
Yeah we will yeah , so I will be able to to summarize uh our meeting ,
|
Yes.
|
but still I think uh it would be in very important if the uh as um main designer. I think we can put on the here.
|
Yes. Yes.
| false |
QMSum_141
|
Yes.
|
but still I think uh it would be in very important if the uh as um main designer. I think we can put on the here.
|
Yes. Yes.
|
Uh basically w yeah we we designed the two uh items.
| false |
QMSum_141
|
but still I think uh it would be in very important if the uh as um main designer. I think we can put on the here.
|
Yes. Yes.
|
Uh basically w yeah we we designed the two uh items.
|
Mm. Um yes
| false |
QMSum_141
|
Yes. Yes.
|
Uh basically w yeah we we designed the two uh items.
|
Mm. Um yes
|
Um , can we have a phone ,
| false |
QMSum_141
|
Uh basically w yeah we we designed the two uh items.
|
Mm. Um yes
|
Um , can we have a phone ,
|
but w we
| false |
QMSum_141
|
Mm. Um yes
|
Um , can we have a phone ,
|
but w we
|
can someone
| false |
QMSum_141
|
Um , can we have a phone ,
|
but w we
|
can someone
|
Yes , maybe we should phone him. Um well Um ,
| false |
QMSum_141
|
but w we
|
can someone
|
Yes , maybe we should phone him. Um well Um ,
|
it's really w well designed .
| false |
QMSum_141
|
can someone
|
Yes , maybe we should phone him. Um well Um ,
|
it's really w well designed .
|
Mm. Mm , object tracking.
| false |
QMSum_141
|
Yes , maybe we should phone him. Um well Um ,
|
it's really w well designed .
|
Mm. Mm , object tracking.
|
when he is not here we will just we just have to continue. Um so just for record I I will take uh notes again.
| false |
QMSum_141
|
it's really w well designed .
|
Mm. Mm , object tracking.
|
when he is not here we will just we just have to continue. Um so just for record I I will take uh notes again.
|
Yeah.
| false |
QMSum_141
|
Mm. Mm , object tracking.
|
when he is not here we will just we just have to continue. Um so just for record I I will take uh notes again.
|
Yeah.
|
Okay.
| false |
QMSum_141
|
when he is not here we will just we just have to continue. Um so just for record I I will take uh notes again.
|
Yeah.
|
Okay.
|
And um well first thing uh I was uh uh I got an email from uh from my superior again that we really should stay within the budget of the uh twelve Euro and fifty cents.
| false |
QMSum_141
|
Yeah.
|
Okay.
|
And um well first thing uh I was uh uh I got an email from uh from my superior again that we really should stay within the budget of the uh twelve Euro and fifty cents.
|
'Kay.
| false |
QMSum_141
|
Okay.
|
And um well first thing uh I was uh uh I got an email from uh from my superior again that we really should stay within the budget of the uh twelve Euro and fifty cents.
|
'Kay.
|
when you stay in it's good , when you don't stay in you have to redesign. There is no uh no negotiation uh possible in this matter. So we have to consider that. Good.
| false |
QMSum_141
|
And um well first thing uh I was uh uh I got an email from uh from my superior again that we really should stay within the budget of the uh twelve Euro and fifty cents.
|
'Kay.
|
when you stay in it's good , when you don't stay in you have to redesign. There is no uh no negotiation uh possible in this matter. So we have to consider that. Good.
|
Yep.
| false |
QMSum_141
|
'Kay.
|
when you stay in it's good , when you don't stay in you have to redesign. There is no uh no negotiation uh possible in this matter. So we have to consider that. Good.
|
Yep.
|
Um so maybe Anna , you can have your presentation.
| false |
QMSum_141
|
when you stay in it's good , when you don't stay in you have to redesign. There is no uh no negotiation uh possible in this matter. So we have to consider that. Good.
|
Yep.
|
Um so maybe Anna , you can have your presentation.
|
Well we can't no we can't do evaluation 'til we have a design.
| false |
QMSum_141
|
Yep.
|
Um so maybe Anna , you can have your presentation.
|
Well we can't no we can't do evaluation 'til we have a design.
|
Okay Matthew. Nice uh you are here.
| false |
QMSum_141
|
Um so maybe Anna , you can have your presentation.
|
Well we can't no we can't do evaluation 'til we have a design.
|
Okay Matthew. Nice uh you are here.
|
Great.
| false |
QMSum_141
|
Well we can't no we can't do evaluation 'til we have a design.
|
Okay Matthew. Nice uh you are here.
|
Great.
|
Great. Great. Oh ma maybe then you can start now with mm presenting your uh your designs.
| false |
QMSum_141
|
Okay Matthew. Nice uh you are here.
|
Great.
|
Great. Great. Oh ma maybe then you can start now with mm presenting your uh your designs.
|
Yep. So I will start by the the basic one that uh fits into uh eight Euros actually , right , seven eight Euros ,
| false |
QMSum_141
|
Great.
|
Great. Great. Oh ma maybe then you can start now with mm presenting your uh your designs.
|
Yep. So I will start by the the basic one that uh fits into uh eight Euros actually , right , seven eight Euros ,
|
Mm-hmm.
| false |
QMSum_141
|
Great. Great. Oh ma maybe then you can start now with mm presenting your uh your designs.
|
Yep. So I will start by the the basic one that uh fits into uh eight Euros actually , right , seven eight Euros ,
|
Mm-hmm.
|
and uh well first for both they have um a special shape , maybe the designer can uh explain better than me , but uh it's like a surf board.
| false |
QMSum_141
|
Yep. So I will start by the the basic one that uh fits into uh eight Euros actually , right , seven eight Euros ,
|
Mm-hmm.
|
and uh well first for both they have um a special shape , maybe the designer can uh explain better than me , but uh it's like a surf board.
|
Mm 'kay.
| false |
QMSum_141
|
Mm-hmm.
|
and uh well first for both they have um a special shape , maybe the designer can uh explain better than me , but uh it's like a surf board.
|
Mm 'kay.
|
And you you are supposed to surf to browse to surf T_V_ , maybe the web , and uh it's kind of interesting shape because um unconsciously people want to s to surf when they see this stuff.
| false |
QMSum_141
|
and uh well first for both they have um a special shape , maybe the designer can uh explain better than me , but uh it's like a surf board.
|
Mm 'kay.
|
And you you are supposed to surf to browse to surf T_V_ , maybe the web , and uh it's kind of interesting shape because um unconsciously people want to s to surf when they see this stuff.
|
Or browse.
| false |
QMSum_141
|
Mm 'kay.
|
And you you are supposed to surf to browse to surf T_V_ , maybe the web , and uh it's kind of interesting shape because um unconsciously people want to s to surf when they see this stuff.
|
Or browse.
|
And also it's not too far from um a mobile.
| false |
QMSum_141
|
And you you are supposed to surf to browse to surf T_V_ , maybe the web , and uh it's kind of interesting shape because um unconsciously people want to s to surf when they see this stuff.
|
Or browse.
|
And also it's not too far from um a mobile.
|
Mm-hmm.
| false |
QMSum_141
|
Or browse.
|
And also it's not too far from um a mobile.
|
Mm-hmm.
|
Mm.
| false |
QMSum_141
|
And also it's not too far from um a mobile.
|
Mm-hmm.
|
Mm.
|
So people are used to that kind of shape ,
| false |
QMSum_141
|
Mm-hmm.
|
Mm.
|
So people are used to that kind of shape ,
|
Mm.
| false |
QMSum_141
|
Mm.
|
So people are used to that kind of shape ,
|
Mm.
|
Mm-hmm.
| false |
QMSum_141
|
So people are used to that kind of shape ,
|
Mm.
|
Mm-hmm.
|
right. Don't take care too much about the colour because w yeah we don't take
| false |
QMSum_141
|
Mm.
|
Mm-hmm.
|
right. Don't take care too much about the colour because w yeah we don't take
|
Now we are supposed to give some oper offers right now.
| false |
QMSum_141
|
Mm-hmm.
|
right. Don't take care too much about the colour because w yeah we don't take
|
Now we are supposed to give some oper offers right now.
|
yeah. So here would be basically the the the infrared uh uh led
| false |
QMSum_141
|
right. Don't take care too much about the colour because w yeah we don't take
|
Now we are supposed to give some oper offers right now.
|
yeah. So here would be basically the the the infrared uh uh led
|
Mm-hmm.
| false |
QMSum_141
|
Now we are supposed to give some oper offers right now.
|
yeah. So here would be basically the the the infrared uh uh led
|
Mm-hmm.
|
Eye.
| false |
QMSum_141
|
yeah. So here would be basically the the the infrared uh uh led
|
Mm-hmm.
|
Eye.
|
I yeah.
| false |
QMSum_141
|
Mm-hmm.
|
Eye.
|
I yeah.
|
yeah L_A_ L_A_ L_E_D_ ,
| false |
QMSum_141
|
Eye.
|
I yeah.
|
yeah L_A_ L_A_ L_E_D_ ,
|
L_E_D_.
| false |
QMSum_141
|
I yeah.
|
yeah L_A_ L_A_ L_E_D_ ,
|
L_E_D_.
|
the on-off button , in red.
| false |
QMSum_141
|
yeah L_A_ L_A_ L_E_D_ ,
|
L_E_D_.
|
the on-off button , in red.
|
Mm-hmm.
| false |
QMSum_141
|
L_E_D_.
|
the on-off button , in red.
|
Mm-hmm.
|
Here would be the volume. On the on the left ,
| false |
QMSum_141
|
the on-off button , in red.
|
Mm-hmm.
|
Here would be the volume. On the on the left ,
|
Oh yeah.
| false |
QMSum_141
|
Mm-hmm.
|
Here would be the volume. On the on the left ,
|
Oh yeah.
|
Uh-huh.
| false |
QMSum_141
|
Here would be the volume. On the on the left ,
|
Oh yeah.
|
Uh-huh.
|
okay , so
| false |
QMSum_141
|
Oh yeah.
|
Uh-huh.
|
okay , so
|
Mm-hmm , hmm.
| false |
QMSum_141
|
Uh-huh.
|
okay , so
|
Mm-hmm , hmm.
|
Yes.
| false |
QMSum_141
|
okay , so
|
Mm-hmm , hmm.
|
Yes.
|
easy to turn on t and off. And um so this is a very cheap version so there are maybe you can carry on uh Matthew.
| false |
QMSum_141
|
Mm-hmm , hmm.
|
Yes.
|
easy to turn on t and off. And um so this is a very cheap version so there are maybe you can carry on uh Matthew.
|
Also so you have uh uh browsing the channels , actually
| false |
QMSum_141
|
Yes.
|
easy to turn on t and off. And um so this is a very cheap version so there are maybe you can carry on uh Matthew.
|
Also so you have uh uh browsing the channels , actually
|
Mm-hmm.
| false |
QMSum_141
|
easy to turn on t and off. And um so this is a very cheap version so there are maybe you can carry on uh Matthew.
|
Also so you have uh uh browsing the channels , actually
|
Mm-hmm.
|
so you can go up and down the channels ,
| false |
QMSum_141
|
Also so you have uh uh browsing the channels , actually
|
Mm-hmm.
|
so you can go up and down the channels ,
|
Yeah.
| false |
QMSum_141
|
Mm-hmm.
|
so you can go up and down the channels ,
|
Yeah.
|
uh , if you have a video or something you can forward , back.
| false |
QMSum_141
|
so you can go up and down the channels ,
|
Yeah.
|
uh , if you have a video or something you can forward , back.
|
How can you change from V_C_R_ to uh T_V_ , by the way ?
| false |
QMSum_141
|
Yeah.
|
uh , if you have a video or something you can forward , back.
|
How can you change from V_C_R_ to uh T_V_ , by the way ?
|
Oh no no no , this is a single this this is a model with just the T_V_ one.
| false |
QMSum_141
|
uh , if you have a video or something you can forward , back.
|
How can you change from V_C_R_ to uh T_V_ , by the way ?
|
Oh no no no , this is a single this this is a model with just the T_V_ one.
|
Okay yeah. Yeah yeah.
| false |
QMSum_141
|
How can you change from V_C_R_ to uh T_V_ , by the way ?
|
Oh no no no , this is a single this this is a model with just the T_V_ one.
|
Okay yeah. Yeah yeah.
|
Ah , okay.
| false |
QMSum_141
|
Oh no no no , this is a single this this is a model with just the T_V_ one.
|
Okay yeah. Yeah yeah.
|
Ah , okay.
|
No no just sorry , this is a standard T_V_ one , we are not talking about that. So and then we have usually there twelve keys but we know that we rel that we have only ten digits.
| false |
QMSum_141
|
Okay yeah. Yeah yeah.
|
Ah , okay.
|
No no just sorry , this is a standard T_V_ one , we are not talking about that. So and then we have usually there twelve keys but we know that we rel that we have only ten digits.
|
Mm-hmm.
| false |
QMSum_141
|
Ah , okay.
|
No no just sorry , this is a standard T_V_ one , we are not talking about that. So and then we have usually there twelve keys but we know that we rel that we have only ten digits.
|
Mm-hmm.
|
The extra two are for uh having or giving an option for uh having more than one channel. And the other one is for the teletext or something you want to browse through from that. Actually.
| false |
QMSum_141
|
No no just sorry , this is a standard T_V_ one , we are not talking about that. So and then we have usually there twelve keys but we know that we rel that we have only ten digits.
|
Mm-hmm.
|
The extra two are for uh having or giving an option for uh having more than one channel. And the other one is for the teletext or something you want to browse through from that. Actually.
|
Yeah.
| false |
QMSum_141
|
Mm-hmm.
|
The extra two are for uh having or giving an option for uh having more than one channel. And the other one is for the teletext or something you want to browse through from that. Actually.
|
Yeah.
|
Okay so
| false |
QMSum_141
|
The extra two are for uh having or giving an option for uh having more than one channel. And the other one is for the teletext or something you want to browse through from that. Actually.
|
Yeah.
|
Okay so
|
Mm-hmm.
| false |
QMSum_141
|
Yeah.
|
Okay so
|
Mm-hmm.
|
it's it's t a very basic remote then , it's only
| false |
QMSum_141
|
Okay so
|
Mm-hmm.
|
it's it's t a very basic remote then , it's only
|
It's a very basic minimal thing
| false |
QMSum_141
|
Mm-hmm.
|
it's it's t a very basic remote then , it's only
|
It's a very basic minimal thing
|
Mm.
| false |
QMSum_141
|
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