areas. the of rain will fall in some areas. the next one is marching in. pretty wet to northern ireland, wales, central and west england, heading towards the south—east, some miserable weather. lots of standing water, nowhere for the rain to go. into eastern areas, chilly here, patchy mist and fog, perhaps frost in the north but it's milder, windier and wetterfor many parts. north but it's milder, windier and wetter for many parts. particularly england and wales, northern ireland initially. it should move out of the way but should give significant rain and flooding issues. rain behind it, and flooding issues. rain behind it, a stronger wind but a milder direction, 12 to 14 tomorrow. still that chilly breeze in the far north of scotland but tomorrow night, this low pressure is moving here, windier weather will result as well as more rain. by wednesday pushing its way southwards, likely to become slow moving. to the south we see brighter

weather, possibly 15 or 16 even. to the north, chilly, the shower is a tad wintry on the tops of the scottish mountains but that milder air will move northwards again as we head towards the end of the week. we are looking at the prospect of some 16 and welcome to scotland's largest town, a stone's throw from glasgow. historically, it was a labour stronghold until the party's rout in scotland in 2015, when the snp had a spectacular win here. so with a general election looming, what are the preoccupations and passions of the people of paisley — be it domestic issues or defence, education and the environment, young and old, rich and poor? tonight, politicians and people from every major sector are gathered to debate how they, and scotland, are faring 25 years on from the opening

of scotland's parliament. good evening. applause paisley became an economic powerhouse in the industrial revolution, at the forefront of the textile industry, home of the famous paisley pattern, and equally famous radicals. now it's a university town with one of the uk's foremost logistics companies, a famous football team doing quite well, i'm told, and a vibrant arts scene. people here — paisley buddies as they are called —

are fiercely protective of their town, which was in danger of having the life sucked out of it by two massive out—of—town malls, but it has mounted a fightback. however, last year the town failed in its bid for 20 million from the levelling up fund. so tonight, near paisley, at scotland's national manufacturing institute, we have an array of guests to discuss the key issues for them as we head to a general election — and in front of them, our politicians. john nicolson, a former bbc journalist by trade, is the snp mp for ochil and south perthshire and the snp�*s shadow culture secretary. the former teacher michael shanks, the shadow minister of state for scotland, won the rutherglen and hamilton west by—election from the snp in october, making him one of two labour mps. craig hoy is the chairman of the scottish conservatives, and the msp for the south of scotland region, and was for many years a journalist and businessman. the liberal democrat mp for north east fife, wendy chamberlain, is her party's chief whip and spokesperson for work and pensions.

she was a police officer for many years and also worked in business in the private sector. patrick harvie is the co—leader of the scottish green party and has been the msp for glasgow region since 2003 — he is the minister for zero carbon buildings. before entering the scottish parliament, he worked in the area of sexual health. paisley faces lots of challenges and hurdles, so let's hear from our audience of locals. lesbian with you, sharon, a secondary school teacher. have a question to the panel. —— lets start with you, sharon. issues have come up with in teaching and i have come up with in teaching and i have come up with in teaching and i have come across them myself in class, basically a rise in violence in the classroom, children against each other but also for that is

against the teachers. what we come across is we are seeing hunger in the classroom, children who are not eating. essentially what my question is, what are the government doing wrong to cause such a sad state of affairs? £31 wrong to cause such a sad state of affairs? . ., , wrong to cause such a sad state of affairs? _, , .., ., , ., affairs? of course education is a devolved issue _ affairs? of course education is a devolved issue like _ affairs? of course education is a devolved issue like health - affairs? of course education is a devolved issue like health but i affairs? of course education is a i devolved issue like health but both issues are going to play a big part in the general election. john nicolson, the snp has been in charge for a long time, there are many issues with education in scotland, but those twin things of behaviour in the classroom and hunger are not entirely unrelated. i in the classroom and hunger are not entirely unrelated.— entirely unrelated. i was going to ask sharon _ entirely unrelated. i was going to ask sharon if— entirely unrelated. i was going to ask sharon if she _ entirely unrelated. i was going to ask sharon if she linked - entirely unrelated. i was going to ask sharon if she linked the - entirely unrelated. i was going to l ask sharon if she linked the hunger with the upsurge in violence. i see you nodding. it is tragic, that children are going to school hungry. it's a tragedy and a wealthy country like the united kingdom, and if it is having a knock—on effect as you say on violence in the classroom... but it is something that you are in

charge of that budget for education. let mejust come charge of that budget for education. let me just come out and talk about health. faye, you are a nurse in paisley? health. faye, you are a nurse in paisle ? ., ., ., , ., paisley? hello. i am a nurse at the r0 al paisley? hello. i am a nurse at the royal alexandra _ paisley? hello. i am a nurse at the royal alexandra hospital _ paisley? hello. i am a nurse at the royal alexandra hospital in - paisley? hello. i am a nurse at thel royal alexandra hospital in paisley. in the _ royal alexandra hospital in paisley. in the last _ royal alexandra hospital in paisley. in the last few years of staying in paisley, — in the last few years of staying in paisley, i've seen a lot that has changed — paisley, i've seen a lot that has changed in_ paisley, i've seen a lot that has changed in the nhs. that's why i am here today— changed in the nhs. that's why i am here today to ask, looking at scotland's state of stabbing generally, we have in the last couple — generally, we have in the last couple of— generally, we have in the last couple of months or maybe less, the crisis _ couple of months or maybe less, the crisis of— couple of months or maybe less, the crisis of workforce on safe staffing _ crisis of workforce on safe staffing. —— the state of staffing generaiix — staffing. —— the state of staffing generally. if you could just tell me. _ generally. if you could just tell me. with —

generally. if you could just tell me, with the new recruitment coming up, me, with the new recruitment coming up. what _ me, with the new recruitment coming up. what is _ me, with the new recruitment coming up, what is the government going to do, up, what is the government going to do. what _ up, what is the government going to do. what is — up, what is the government going to do, what is going to make the difference? and looking mental health. — difference? and looking mental health, there is a lot going on, people — health, there is a lot going on, pennie are _ health, there is a lot going on, people are not assessing mental heatth— people are not assessing mental health as — people are not assessing mental health as necessary. what is the plan? _ health as necessary. what is the lan? ~ ., health as necessary. what is the lan? . ., ., ., health as necessary. what is the lan? ., ., ., ., ~' ., health as necessary. what is the plan? we are going to talk to a anel plan? we are going to talk to a panel about — plan? we are going to talk to a panel about that _ plan? we are going to talk to a panel about that but _ plan? we are going to talk to a panel about that but let - plan? we are going to talk to a panel about that but let us - plan? we are going to talk to a | panel about that but let us take plan? we are going to talk to a i panel about that but let us take a question from terry, a community activist. ,., ., question from terry, a community activist. ~ ., , activist. good evening. against the backdro activist. good evening. against the backdr0p of — activist. good evening. against the backdrop of the _ activist. good evening. against the backdrop of the current _ backdrop of the current cost—of—living - backdrop of the current cost—of—living crisis - backdrop of the current cost—of—living crisis in. backdrop of the current. cost—of—living crisis in the backdrop of the current - cost—of—living crisis in the light of the — cost—of—living crisis in the light of the lil— cost—of—living crisis in the light of the liz truss _ cost—of—living crisis in the light of the liz truss era, _ cost—of—living crisis in the light of the liz truss era, one - cost—of—living crisis in the light i of the liz truss era, one industry that is— of the liz truss era, one industry that is certainly— of the liz truss era, one industry that is certainly thriving - of the liz truss era, one industry that is certainly thriving in - that is certainly thriving in renfrewshire _ that is certainly thriving in renfrewshire is _ that is certainly thriving in renfrewshire is the - that is certainly thriving in. renfrewshire is the poverty that is certainly thriving in - renfrewshire is the poverty industry and i renfrewshire is the poverty industry and i wonder— renfrewshire is the poverty industry and i wonder what— renfrewshire is the poverty industry and i wonder what the _ renfrewshire is the poverty industry and i wonder what the panel- renfrewshire is the poverty industry and i wonder what the panel felt - and i wonder what the panel felt about— and i wonder what the panel felt about the — and i wonder what the panel felt about the possibility _ and i wonder what the panel felt about the possibility of - and i wonder what the panel felt about the possibility of both - and i wonder what the panel felt i about the possibility of both scarfe and's _ about the possibility of both scarfe and's government— about the possibility of both scarfe and's government working - about the possibility of both scarfe and's government working in - about the possibility of both scarfe . and's government working in tandem to strategise — and's government working in tandem to strategise and _ and's government working in tandem to strategise and positively— and's government working in tandem to strategise and positively tackle . to strategise and positively tackle poverty~ — to strategise and positively tackle poverty~ at — to strategise and positively tackle poverty. at the _ to strategise and positively tackle poverty. at the moment - to strategise and positively tackle poverty. at the moment we - to strategise and positively tackle poverty. at the moment we seem to strategise and positively tackle i poverty. at the moment we seem to to strategise and positively tackle - poverty. at the moment we seem to be livin- poverty. at the moment we seem to be living in— poverty. at the moment we seem to be living in a _ poverty. at the moment we seem to be living in a world — poverty. at the moment we seem to be living in a world where _ poverty. at the moment we seem to be living in a world where we _ poverty. at the moment we seem to be living in a world where we have - poverty. at the moment we seem to be living in a world where we have a - living in a world where we have a scottish — living in a world where we have a scottish government _ living in a world where we have a scottish government focused - living in a world where we have a scottish government focused on| scottish government focused on tackling — scottish government focused on tackling povertv _ scottish government focused on tackling poverty and _ scottish government focused on tackling poverty and a _ scottish government focused on| tackling poverty and a pernicious westminster— tackling poverty and a pernicious westminster government - tackling poverty and a pernicious westminster government is - tackling poverty and a pernicious i westminster government is seeking tackling poverty and a pernicious - westminster government is seeking to do everything — westminster government is seeking to do everything it— westminster government is seeking to do everything it can _ westminster government is seeking to do everything it can to _ westminster government is seeking to do everything it can to undermine - do everything it can to undermine that _ do everything it can to undermine that. , ., ~ ., a ., that. let me 'ust talk to michael shanks that. let me just talk to michael shanks about — that. let me just talk to michael shanks about this. _ that. let me just talk to michael

shanks about this. we _ that. let me just talk to michael shanks about this. we know - that. let me just talk to michael| shanks about this. we know that that. let me just talk to michael- shanks about this. we know that keir starmer, for example in child benefit, keir starmer says they are sticking to the cap on child benefit for two children. that is not the situation for anas sarwar, the leader of labour in scotland. you are a labour mp at westminster, what do you make of that, is it reasonable to have an entirely different policy in scotland than elsewhere?— different policy in scotland than elsewhere? ~ . ., ., elsewhere? what we have said on the ca . elsewhere? what we have said on the ca- is that elsewhere? what we have said on the cap is that the — elsewhere? what we have said on the cap is that the whole _ elsewhere? what we have said on the cap is that the whole of _ elsewhere? what we have said on the cap is that the whole of universal- cap is that the whole of universal credit— cap is that the whole of universal credit needs to be reviewed. we cannot— credit needs to be reviewed. we cannot look a one part in isolation. one key— cannot look a one part in isolation. one key thing that is leading people to use _ one key thing that is leading people to use foodbanks is the length of time _ to use foodbanks is the length of time people have to wait for their claim _ time people have to wait for their claim so — time people have to wait for their claim. so there needs to be reviewed as well _ claim. so there needs to be reviewed as well. what links all three of these — as well. what links all three of these questions is the state of our public— these questions is the state of our public services. education and health. — public services. education and health, we have one in six people in scotland _ health, we have one in six people in scotland on — health, we have one in six people in scotland on an nhs waiting list, we have after— scotland on an nhs waiting list, we have after 17 years... scotland on an nhs waiting list, we have after 17 years. . ._ have after 17 years... let's 'ust stick to the... i have after 17 years... let's 'ust stick to the... you i have after 17 years... let's 'ust stick to the... you talk i have after 17 years... let'sjust stick to the. .. you talk about l stick to the... you talk about complete reform of universal benefit, but are we talking immediately about changing things or are we going to see a situation with

are we going to see a situation with a labour government where families south of the border are going to have a cap on the two child benefit, or are we going to have a different situation in scotland, would you welcome a different situation? we don't have a different situation, the scottish parliament have the powers _ the scottish parliament have the powers to mitigate this and they chose _ powers to mitigate this and they chose not — powers to mitigate this and they chose not to do that. they have chosen — chose not to do that. they have chosen not _ chose not to do that. they have chosen not to do it. it is the same across— chosen not to do it. it is the same across the — chosen not to do it. it is the same across the whole of the uk. but the wider— across the whole of the uk. but the wider point — across the whole of the uk. but the wider point here is that in all of these _ wider point here is that in all of these cases, we need to be lifting people _ these cases, we need to be lifting people out of poverty, not just through— people out of poverty, not just through the benefits system. we have said clearly— through the benefits system. we have said clearly in the first 100 days we will— said clearly in the first 100 days we will have a new deal for working people. _ we will have a new deal for working people, that's about booking money into people's pockets and making work _ into people's pockets and making work pay. — into people's pockets and making work pay, taking with the precariousness of work which is driving — precariousness of work which is driving people into poverty. what links these questions is that our public— links these questions is that our public services are creaking, we have _ public services are creaking, we have had — public services are creaking, we have had 17— public services are creaking, we have had 17 years of the snp,17 years— have had 17 years of the snp,17 years since _ have had 17 years of the snp,17 years since they said education would — years since they said education would be — years since they said education would be the number one priority.

there _ would be the number one priority. there are — would be the number one priority. there are very different policies. in the by—election you supported your scottish leader and now in westminster you to support keir starmer and is a gulf the two. actually, i wonder if anybody really cares _ actually, i wonder if anybody really cares about these questions, john. what _ cares about these questions, john. what people really care about, generally, what a thinkable care about— generally, what a thinkable care about is— generally, what a thinkable care about is the really complex issuesm _ about is the really complex issues- - -— about is the really complex issues... . ., ., ., issues... 0k, let me come to craig ho . issues... 0k, let me come to craig hoy- after — issues... 0k, let me come to craig hoy- after 14 _ issues... 0k, let me come to craig hoy. after 14 years _ issues... 0k, let me come to craig hoy. after 14 years of _ issues... 0k, let me come to craig hoy. after 14 years of conservative government, poverty is still something that affects places like paisley, which was a centre of manufacturing in the centre of excellence, it now has new industry but because of —— my poverty is still central here, is that acceptable? i still central here, is that acceptable?— still central here, is that acceptable? still central here, is that accetable? ., �* ~ , acceptable? i don't think poverty an here acceptable? i don't think poverty anywhere in _ acceptable? i don't think poverty anywhere in school _ acceptable? i don't think poverty anywhere in school that - acceptable? i don't think poverty anywhere in school that is - anywhere in school that is acceptable among the critical things in the _ acceptable among the critical things in the question was, why can't both of our— in the question was, why can't both of our governments work together to try and _ of our governments work together to try and solve it? i think sadly, part— try and solve it? i think sadly, part of— try and solve it? i think sadly, part of the _ try and solve it? i think sadly, part of the discourse in scottish

politics — part of the discourse in scottish politics is— part of the discourse in scottish politics is now all about division, talking _ politics is now all about division, talking about independence versus the union — talking about independence versus the union. what about talking about the union. what about talking about the uk _ the union. what about talking about the uk government working to tackle poverty? _ the uk government working to tackle poverty? let the uk government working to tackle ove ? , , . ., poverty? let us be quite clear, with the returning _ poverty? let us be quite clear, with the returning conservative - the returning conservative government, whatever government... he referred to levelling—up and we are seeking to do that. it is patrick— are seeking to do that. it is patrick and the snp government to continually want to sound division rather— continually want to sound division rather than have the two governments working _ rather than have the two governments working together. that rather than have the two governments working together.— working together. that is simply the o- osite of working together. that is simply the opposite of what _ working together. that is simply the opposite of what the _ working together. that is simply the opposite of what the reality - working together. that is simply the opposite of what the reality is. - working together. that is simply the opposite of what the reality is. so i opposite of what the reality is. so many _ opposite of what the reality is. so many of _ opposite of what the reality is. so many of these _ opposite of what the reality is. so many of these issues, _ opposite of what the reality is. so many of these issues, we - opposite of what the reality is. so many of these issues, we can - opposite of what the reality is. so many of these issues, we can alll many of these issues, we can all collectively — many of these issues, we can all collectively choose _ many of these issues, we can all collectively choose to _ many of these issues, we can all collectively choose to drag - many of these issues, we can all collectively choose to drag them j collectively choose to drag them down _ collectively choose to drag them down to — collectively choose to drag them down to the _ collectively choose to drag them down to the base _ collectively choose to drag them down to the base level- collectively choose to drag them down to the base level of- collectively choose to drag them down to the base level of the . collectively choose to drag them i down to the base level of the worst of party _ down to the base level of the worst of party politics _ down to the base level of the worst of party politics is _ down to the base level of the worst of party politics is or _ down to the base level of the worst of party politics is or we _ of party politics is or we can decide — of party politics is or we can decide over— of party politics is or we can decide over the _ of party politics is or we can decide over the next - of party politics is or we can decide over the next few. of party politics is or we can - decide over the next few months ahead _ decide over the next few months ahead as — decide over the next few months ahead as we _ decide over the next few months ahead as we get _ decide over the next few months ahead as we get closer— decide over the next few months ahead as we get closer to - decide over the next few months ahead as we get closer to the . ahead as we get closer to the election— ahead as we get closer to the election to _ ahead as we get closer to the election to try— ahead as we get closer to the election to try and _ ahead as we get closer to the election to try and raise - ahead as we get closer to the | election to try and raise these issues — election to try and raise these issues up~ _ election to try and raise these issues up. the _ election to try and raise these issues up. the opportunity- election to try and raise these i issues up. the opportunity that election to try and raise these - issues up. the opportunity that we have for— issues up. the opportunity that we have for a — issues up. the opportunity that we have for a change _ issues up. the opportunity that we have for a change of— issues up. the opportunity that we have for a change of direction - issues up. the opportunity that we have for a change of direction at i issues up. the opportunity that we have for a change of direction at ai have for a change of direction at a uk wide _ have for a change of direction at a uk wide level. _ have for a change of direction at a uk wide level, you _ have for a change of direction at a uk wide level, you know, - have for a change of direction at a| uk wide level, you know, whether have for a change of direction at a . uk wide level, you know, whether it is scotland. — uk wide level, you know, whether it is scotland, where _ uk wide level, you know, whether it is scotland, where the _ uk wide level, you know, whether it is scotland, where the snp - uk wide level, you know, whether it is scotland, where the snp and - uk wide level, you know, whether it is scotland, where the snp and the i is scotland, where the snp and the greens— is scotland, where the snp and the greens are income, _ is scotland, where the snp and the greens are income, where - is scotland, where the snp and the greens are income, where —— - is scotland, where the snp and the greens are income, where —— and i

greens are income, where —— and whether— greens are income, where —— and whether it — greens are income, where —— and whether it is _ greens are income, where —— and whether it is down _ greens are income, where —— and whether it is down south, - greens are income, where —— and whether it is down south, all- greens are income, where —— and whether it is down south, all of. greens are income, where —— and. whether it is down south, all of our public— whether it is down south, all of our public services _ whether it is down south, all of our public services are _ whether it is down south, all of our public services are under— whether it is down south, all of our public services are under severe i public services are under severe stress _ public services are under severe stress and — public services are under severe stress and it _ public services are under severe stress and it takes _ public services are under severe stress and it takes investment l public services are under severe i stress and it takes investment on a scale _ stress and it takes investment on a scale that— stress and it takes investment on a scale that we — stress and it takes investment on a scale that we haven't _ stress and it takes investment on a scale that we haven't seen - stress and it takes investment on a scale that we haven't seen before i scale that we haven't seen before and that — scale that we haven't seen before and that is— scale that we haven't seen before and that is not— scale that we haven't seen before and that is not only— scale that we haven't seen before and that is not only not _ scale that we haven't seen before and that is not only not coming. scale that we haven't seen before i and that is not only not coming from the tory— and that is not only not coming from the tory government... _ and that is not only not coming from the tory government. . ._ and that is not only not coming from the tory government... where to the liberal democrats _ the tory government... where to the liberal democrats stand _ the tory government... where to the liberal democrats stand on _ the tory government... where to the liberal democrats stand on that - the tory government... where to the liberal democrats stand on that was | liberal democrats stand on that was mark if you are in a position where you had formed a coalition, would you had formed a coalition, would you refuse to form a coalition with the conservatives? would you refuse to form a coalition with labour? brute to form a coalition with labour? we are focused on winning as many seats as we _ are focused on winning as many seats as we possibly can come the election and i as we possibly can come the election and i don't _ as we possibly can come the election and i don't think you would expect me to _ and i don't think you would expect me to say— and i don't think you would expect me to say anything different but i would _ me to say anything different but i would say — me to say anything different but i would say that on the two child cap, the benefit — would say that on the two child cap, the benefit cap, the lib dems have said we _ the benefit cap, the lib dems have said we would remove both of those because _ said we would remove both of those because what we're seeing as they artificially— because what we're seeing as they artificially putting too many people into poverty. in relation to what patrick— into poverty. in relation to what patrick set _ into poverty. in relation to what patrick set about working collectively, my understanding is from _ collectively, my understanding is from the — collectively, my understanding is from the perspective of the scottish parliament, all parties are supported by the scottish child

payment. if supported by the scottish child -a ment. , ., supported by the scottish child -a ment. ,, . , supported by the scottish child -a ment. i. ., , ., payment. if you answer that. the woman in the _ payment. if you answer that. the woman in the front _ payment. if you answer that. the woman in the front row _ payment. if you answer that. the woman in the front row i - payment. if you answer that. the woman in the front row i thought| payment. if you answer that. the - woman in the front row i thought was a bit short—changed earlier in terms of the answer that she got. i think in paisley, party politics matters, debate matters, healthy respect for debate matters, healthy respect for debate matters, healthy respect for debate matters, 10,000 children in paisley alone have been lifted out of poverty because of the scottish child payment. my colleagues do not support that and it a dramatic policy to eradicate poverty and its called life changing by many of the children's charities. i called life changing by many of the children's charities.— children's charities. i want to take a question — children's charities. i want to take a question related _ children's charities. i want to take a question related to _ children's charities. i want to take a question related to education, l children's charities. i want to take l a question related to education, but is also about business. it's about the future and what happens to you is a big business. first of all when you look around paisley, what do you see in terms of poverty and education?— see in terms of poverty and education? ,., ., . ., .,

education? good evening. we are a rivatel education? good evening. we are a privately owned _ education? good evening. we are a privately owned family _ education? good evening. we are a privately owned family run - education? good evening. we are aj privately owned family run business established over 100 years ago in renfrewshire, we pride ourselves on having 2000 colleagues across the uk. ourapproach having 2000 colleagues across the uk. our approach to life is that today's apprentices are tomorrow's colleagues in the days and it's imperative to put money into that. my imperative to put money into that. my biggest issue is a business in the local area is how you can get into the apprenticeship. we fall below the threshold. we cannot access any more than about 100,000 to give out your own employees are you saying that if you could access it, actually you would be employing a lot more apprentices and giving a lot more work in paisley? we have always had an fetish programme in place even during covid. —— and apprenticeship programme. you take a 2000 employees from over 700 of them are drivers and normally they are mature individuals not youngsters.

so try to access the money, we have an ageing population plus a shortage of skilled drivers are so really we would see that this should be more of a skills levy and that would service the wider population. what about that? that actually there is a problem with the way that business rent take stops apprentices being taken on and stops them carrying on with the apprenticeship when older? iii carrying on with the apprenticeship when older?— when older? if that is a case then that is something _ when older? if that is a case then that is something we _ when older? if that is a case then that is something we have - when older? if that is a case then that is something we have to - when older? if that is a case then i that is something we have to resolve and i that is something we have to resolve and i was _ that is something we have to resolve and i was in — that is something we have to resolve and i was in the scottish borders college — and i was in the scottish borders college last friday and talking to young _ college last friday and talking to young apprentices and it is clear that as — young apprentices and it is clear that as the future but this year scotland's colleges are facing a shortfall — scotland's colleges are facing a shortfall in skills development is seeing _ shortfall in skills development is seeing the budget cut by £4 million and we _ seeing the budget cut by £4 million and we have two skill and rhys gill throughout their lives because of the changing nature of the economy and that— the changing nature of the economy and that is— the changing nature of the economy and that is why cutting secondary education — and that is why cutting secondary

education and cutting further education and cutting further education colleges makes no sense and on _ education colleges makes no sense and on the — education colleges makes no sense and on the red tape, i will talk to you afterwards to see what we can do. , ., ~ ., ., ., do. let us talk more about education and the cost — do. let us talk more about education and the cost of _ do. let us talk more about education and the cost of living. _ do. let us talk more about education and the cost of living. where - do. let us talk more about education and the cost of living. where do - do. let us talk more about education and the cost of living. where do you | and the cost of living. where do you see the problems? yourfather was the provost here. is it lack of ambition? is it lack of educational opportunities or business opportunities? opportunities or business ouortunities? , ,, , , opportunities? unsurprisingly, it is a combination _ opportunities? unsurprisingly, it is a combination of— opportunities? unsurprisingly, it is a combination of all— opportunities? unsurprisingly, it is a combination of all of— opportunities? unsurprisingly, it is a combination of all of them. - opportunities? unsurprisingly, it is a combination of all of them. the i a combination of all of them. the first thing — a combination of all of them. the first thing i— a combination of all of them. the first thing i would _ a combination of all of them. the first thing i would say— a combination of all of them. the first thing i would say acer- a combination of all of them. the first thing i would say acer are i first thing i would say acer are positive — first thing i would say acer are positive things _ first thing i would say acer are positive things happening - first thing i would say acer are i positive things happening paisley and the _ positive things happening paisley and the wider _ positive things happening paisley and the wider area _ positive things happening paisley and the wider area and _ positive things happening paisley and the wider area and there - positive things happening paisley and the wider area and there is l positive things happening paisley- and the wider area and there is some data to _ and the wider area and there is some data to be _ and the wider area and there is some data to be encouraged _ and the wider area and there is some data to be encouraged by. _ and the wider area and there is some data to be encouraged by. we - and the wider area and there is some data to be encouraged by. we comel and the wider area and there is some. data to be encouraged by. we come to employability — data to be encouraged by. we come to employability and _ data to be encouraged by. we come to employability and that _ data to be encouraged by. we come to employability and that links _ data to be encouraged by. we come to employability and that links to - employability and that links to some of the _ employability and that links to some of the mansions _ employability and that links to some of the mansions of _ employability and that links to some of the mansions of the _ employability and that links to some of the mansions of the challenges i employability and that links to some of the mansions of the challenges of business _ of the mansions of the challenges of business and — of the mansions of the challenges of business and you _ of the mansions of the challenges of business and you look— of the mansions of the challenges of business and you look at _ of the mansions of the challenges of business and you look at statistics . business and you look at statistics for paisley— business and you look at statistics for paisley and _ business and you look at statistics for paisley and renfrewshire - business and you look at statistics. for paisley and renfrewshire north, the issue _ for paisley and renfrewshire north, the issue is— for paisley and renfrewshire north, the issue is the _ for paisley and renfrewshire north, the issue is the number— for paisley and renfrewshire north, the issue is the number of- for paisley and renfrewshire north, the issue is the number of people l the issue is the number of people economically— the issue is the number of people economically inactive _ the issue is the number of people economically inactive and - the issue is the number of people economically inactive and that. the issue is the number of people economically inactive and that is. economically inactive and that is heavily— economically inactive and that is heavily people _ economically inactive and that is heavily people who _ economically inactive and that is heavily people who have - heavily people who have health—related - heavily people who have health—related issues i heavily people who have i

health—related issues that heavily people who have - health—related issues that are preventing _ health—related issues that are preventing the _ health—related issues that are preventing the access - health—related issues that are preventing the access to - health—related issues that are - preventing the access to employment. if we preventing the access to employment. if we have _ preventing the access to employment. if we have many— preventing the access to employment. if we have many ways _ preventing the access to employment. if we have many ways quite _ preventing the access to employment. if we have many ways quite a - if we have many ways quite a positive — if we have many ways quite a positive business _ if we have many ways quite a positive business outlook, i if we have many ways quite a - positive business outlook, exciting developments, _ positive business outlook, exciting developments, none _ positive business outlook, exciting developments, none more - positive business outlook, exciting developments, none more than. positive business outlook, exciting developments, none more than in| positive business outlook, exciting - developments, none more than in this building _ developments, none more than in this building tonight, we _ developments, none more than in this building tonight, we need _ developments, none more than in this building tonight, we need to— developments, none more than in this building tonight, we need to unlock. building tonight, we need to unlock that grip _ building tonight, we need to unlock that grip of— building tonight, we need to unlock that grip of the _ building tonight, we need to unlock that grip of the labour— building tonight, we need to unlock that grip of the labour market - building tonight, we need to unlock that grip of the labour market and i that grip of the labour market and -et that grip of the labour market and get them — that grip of the labour market and get them into— that grip of the labour market and get them into employment - that grip of the labour market and get them into employment if- that grip of the labour market and get them into employment if we l that grip of the labour market and i get them into employment if we can. anybody— get them into employment if we can. anybody else — get them into employment if we can. anybody else wanting _ get them into employment if we can. anybody else wanting to _ get them into employment if we can. anybody else wanting to talk - get them into employment if we can. anybody else wanting to talk about . anybody else wanting to talk about the idea of getting people into employment? can i have the microphone here? the lady in pink. i am donna and i can see the same issue _ am donna and i can see the same issue in— am donna and i can see the same issue in financial services, with an ageing _ issue in financial services, with an ageing workforce and people hitting retirement and there is knowledge leaving _ retirement and there is knowledge leaving and for me, as an employer, we need _ leaving and for me, as an employer, we need to— leaving and for me, as an employer, we need to bring in new people not restricted _ we need to bring in new people not restricted to age and to up skill them _ restricted to age and to up skill them and — restricted to age and to up skill them and take them through exams and where _ them and take them through exams and where is _ them and take them through exams and where is the _ them and take them through exams and where is the support for us?— where is the support for us? you're feelin: is where is the support for us? you're feeling is in — where is the support for us? you're feeling is in this _ where is the support for us? you're feeling is in this area, _

where is the support for us? you're feeling is in this area, there - where is the support for us? you're feeling is in this area, there isn't i feeling is in this area, there isn't a proper investment in industry strategy? a proper investment in industry strate: ? �* ., ., strategy? and the funding to go alon: with strategy? and the funding to go along with that. _ strategy? and the funding to go along with that. the _ strategy? and the funding to go along with that. the gentleman| strategy? and the funding to go l along with that. the gentleman at the back — along with that. the gentleman at the back. your question? | along with that. the gentleman at the back. your question? i am along with that. the gentleman at the back. your question?- the back. your question? i am a responsible _ the back. your question? i am a responsible person _ the back. your question? i am a responsible person for - the back. your question? i am a responsible person for the - the back. your question? i am a l responsible person for the mhra. the back. your question? i am a i responsible person for the mhra. i have lost— responsible person for the mhra. i have lost my— responsible person for the mhra. i have lost my place! _ responsible person for the mhra. i have lost my place!— have lost my place! talking about business, industry, _ have lost my place! talking about. business, industry, employability? we have lost the place when it comes to encouraging — we have lost the place when it comes to encouraging people _ we have lost the place when it comes to encouraging people to _ we have lost the place when it comes to encouraging people to go - we have lost the place when it comes to encouraging people to go to - to encouraging people to go to university— to encouraging people to go to university and _ to encouraging people to go to university and nothing else. i to encouraging people to go to university and nothing else. to to encouraging people to go to - university and nothing else. to get people _ university and nothing else. to get people to — university and nothing else. to get people to work _ university and nothing else. to get people to work we _ university and nothing else. to get people to work we need _ university and nothing else. to get people to work we need them - university and nothing else. to get people to work we need them withj university and nothing else. to get- people to work we need them with the broad spectrum. — people to work we need them with the broad spectrum, notjust _ people to work we need them with the broad spectrum, notjust going - people to work we need them with the broad spectrum, notjust going to - broad spectrum, notjust going to university. — broad spectrum, notjust going to university. they— broad spectrum, notjust going to university, they are _ broad spectrum, notjust going to university, they are doing - broad spectrum, notjust going to| university, they are doing degrees that are _ university, they are doing degrees that are no — university, they are doing degrees that are no good _ university, they are doing degrees that are no good to _ university, they are doing degrees that are no good to get _ university, they are doing degrees that are no good to get them - university, they are doing degrees that are no good to get them a i university, they are doing degreesj that are no good to get them a job when _ that are no good to get them a job when they— that are no good to get them a job when they come _ that are no good to get them a job when they come out. _ that are no good to get them a job when they come out. that- that are no good to get them a “ob when they come outi that are no good to get them a “ob when they come out. that is why it is regrettable _ when they come out. that is why it is regrettable the _ when they come out. that is why it is regrettable the scottish - is regrettable the scottish government are cutting college budgets because they are an important part of the economy. does scotland have _ important part of the economy. does scotland have anything like the same apprenticeship strategy as in

germany? it is more embedded? brute germany? it is more embedded? , published a paper last year looking at how to rejuvenate the scottish economy and what we talked about was individual learning that people could tap into throughout their career and a digital college for scotland because many of the people we are talking about live in rural areas and cannot access the nearby college. areas and cannot access the nearby colleue. ., ., .,, ., areas and cannot access the nearby colleue. ., . ., ., ., college. scotland has one of the hiuhest college. scotland has one of the highest percentages _ college. scotland has one of the highest percentages of- college. scotland has one of the highest percentages of tertiary i highest percentages of tertiary education in europe, which is something to be proud of and you do not have _ something to be proud of and you do not have to _ something to be proud of and you do not have to pay tuition fees in scotland. _ not have to pay tuition fees in scotland, which is different south of the _ scotland, which is different south of the border, you can rack up tens of the border, you can rack up tens of thousands in debt and you don't have that — of thousands in debt and you don't have that here because the snp abolished that.— abolished that. hang on, lots of children in _ abolished that. hang on, lots of children in scotland _ abolished that. hang on, lots of children in scotland cannot - abolished that. hang on, lots of children in scotland cannot getl abolished that. hang on, lots of. children in scotland cannot get to university. has children in scotland cannot get to universi . �* , ., children in scotland cannot get to universi . , children in scotland cannot get to universi . ~ , . , ., ., ., university. as a first generation of m famil university. as a first generation of my family to _ university. as a first generation of my family to go — university. as a first generation of my family to go to _ university. as a first generation of my family to go to university, i university. as a first generation ofj my family to go to university, that changed _ my family to go to university, that changed my life but as a gentleman said, changed my life but as a gentleman said. there — changed my life but as a gentleman said, there are other ways to

advance _ said, there are other ways to advance your education. apprenticeships are immensely important. one of the problems is that for— important. one of the problems is that for a — important. one of the problems is that for a lot of people, if they offer— that for a lot of people, if they offer the — that for a lot of people, if they offer the choice between a relatively highjob or an relatively high job or an apprenticeship, relatively highjob or an apprenticeship, it is tempting to go for the _ apprenticeship, it is tempting to go for the job— apprenticeship, it is tempting to go for the job rather than the apprenticeship and the have to be made _ apprenticeship and the have to be made to— apprenticeship and the have to be made to pay and in a town like paisley, — made to pay and in a town like paisley, you walk around and you can see the _ paisley, you walk around and you can see the skills that build this amazing time, it is vastly important that we _ amazing time, it is vastly important that we skill up. let amazing time, it is vastly important that we skill up.— that we skill up. let us look at what is happening _ that we skill up. let us look at what is happening in _ that we skill up. let us look at what is happening in paisley . that we skill up. let us look at l what is happening in paisley and other times and the cost—of—living crisis. is there one thing the government can do to make a difference? what are your lives like? how does the cost of living affect you? yes? i go like? how does the cost of living affect you? yes?— like? how does the cost of living affect you? yes? i go back to the oint ou affect you? yes? i go back to the point you were — affect you? yes? i go back to the point you were talking _ affect you? yes? i go back to the point you were talking about - point you were talking about bringing _ point you were talking about bringing people _ point you were talking about bringing people out - point you were talking about bringing people out of- point you were talking about i bringing people out of poverty. point you were talking about - bringing people out of poverty. to bring _ bringing people out of poverty. to bring people — bringing people out of poverty. to bring people out— bringing people out of poverty. to bring people out of— bringing people out of poverty. to bring people out of poverty? - bringing people out of poverty. to i bring people out of poverty? create employment — bring people out of poverty? create employment. there _ bring people out of poverty? create employment. there are _ bring people out of poverty? create employment. there are lots -

bring people out of poverty? create employment. there are lots of- bring people out of poverty? create i employment. there are lots of people on benefits _ employment. there are lots of people on benefits all— employment. there are lots of people on benefits all their— employment. there are lots of people on benefits all their lives _ employment. there are lots of people on benefits all their lives and - on benefits all their lives and people — on benefits all their lives and people in— on benefits all their lives and people in scotland, - on benefits all their lives and people in scotland, some i on benefits all their lives and j people in scotland, some are on benefits all their lives and - people in scotland, some are not looking _ people in scotland, some are not looking for— people in scotland, some are not looking for work, _ people in scotland, some are not looking for work, how _ people in scotland, some are not looking for work, how can - people in scotland, some are not looking for work, how can we - people in scotland, some are not- looking for work, how can we sustain that? _ looking for work, how can we sustain that? it_ looking for work, how can we sustain that? �* ., ., that? a gentleman over here. the back row. and _ that? a gentleman over here. the back row. and the _ that? a gentleman over here. the back row. and the lady _ that? a gentleman over here. the back row. and the lady with - that? a gentleman over here. the back row. and the lady with the i back row. and the lady with the question over here. i back row. and the lady with the question over here.— back row. and the lady with the question over here. i am james and i am a fourth — question over here. i am james and i am a fourth year _ question over here. i am james and i am a fourth year politics _ question over here. i am james and i am a fourth year politics student i am a fourth year politics student in strathclyde. in relation to playability, i was a generation that left after covid, we left school and just got basically not abandoned but we have no employability skills and note life skills and i can tell you useless things like pythagoras but the government does not help us. you would like business skills as well? and in relation to the cost—of—living crisis, the train fares reduction, amazing, that has helped us but there should be more done to help students and unemployed people get into these schemes and into the world. we people get into these schemes and into the world.—

into the world. we “umped at the fact that there i into the world. we “umped at the fact that there are i into the world. we jumped at the fact that there are no _ into the world. we jumped at the fact that there are no tuition - into the world. we jumped at the fact that there are no tuition fees in scotland but a lot of scottish school leavers cannot get into universities because of international students who bring in the money? i international students who bring in the money?— the money? i did two years of colleue the money? i did two years of college and — the money? i did two years of college and i'm _ the money? i did two years of college and i'm in _ the money? i did two years of college and i'm in my - the money? i did two years of college and i'm in my third i the money? i did two years of i college and i'm in my third year the money? i did two years of - college and i'm in my third year but there are a lot of barriers and unknowns surrounding the system which needs to be reviewed and understood. ads, which needs to be reviewed and understood-— understood. a comment for the gentleman _ understood. a comment for the gentleman in — understood. a comment for the gentleman in the _ understood. a comment for the gentleman in the green? - understood. a comment for the gentleman in the green? the i understood. a comment for the i gentleman in the green? the cost understood. a comment for the - gentleman in the green? the cost of living? can we get the microphone to the gentleman at the back? and we will come to the women in the centre? i will come to the women in the centre? ., will come to the women in the centre? . ., ., ., ~ centre? i am gordon and i work with --eole centre? i am gordon and i work with people with — centre? i am gordon and i work with people with autism _ centre? i am gordon and i work with people with autism and _ centre? i am gordon and i work with people with autism and i _ centre? i am gordon and i work with people with autism and i am - centre? i am gordon and i work with people with autism and i am here i centre? i am gordon and i work with people with autism and i am here toj people with autism and i am here to champion— people with autism and i am here to champion their cause and the cost of living _ champion their cause and the cost of living has— champion their cause and the cost of living has really affected them. maybe — living has really affected them. maybe they are the forgotten group in society — maybe they are the forgotten group in society. we talk about everything that is _ in society. we talk about everything that is important but your society is only— that is important but your society is only as — that is important but your society is only as good as the way you treat

the people — is only as good as the way you treat the people that are not getting the same _ the people that are not getting the same support as everybody else. i have _ same support as everybody else. i have seen— same support as everybody else. i have seen parents that have got their— have seen parents that have got their children, young adults, until they are _ their children, young adults, until they are in — their children, young adults, until they are in their 70s, until the local— they are in their 70s, until the local authority decides to give them a home _ local authority decides to give them a home. ., . , , local authority decides to give them ahome. ., , , , ., a home. scotland prides itself on bein: a home. scotland prides itself on being very _ a home. scotland prides itself on being very egalitarian _ a home. scotland prides itself on being very egalitarian but - a home. scotland prides itself on being very egalitarian but is - a home. scotland prides itself on being very egalitarian but is a i a home. scotland prides itself onj being very egalitarian but is a big divide with people who need more help, different help?— help, different help? people with autism, help, different help? people with autism. the _ help, different help? people with autism, the local— help, different help? people with autism, the local authorities, i help, different help? people with autism, the local authorities, thej autism, the local authorities, the only help — autism, the local authorities, the only help whenever they really need them to _ only help whenever they really need them to is— only help whenever they really need them to. , ., ., , them to. is to do with the budget? it is to do them to. is to do with the budget? n is to do with — them to. is to do with the budget? it is to do with budget _ them to. is to do with the budget? it is to do with budget and - them to. is to do with the budget? it is to do with budget and the - it is to do with budget and the forgotten few in society, it is time we treated — forgotten few in society, it is time we treated them correctly. i am auoin to we treated them correctly. i am going to come _ we treated them correctly. i am going to come back— we treated them correctly. i am going to come back to - we treated them correctly. i am going to come back to you - we treated them correctly. i —n going to come back to you as well. the woman in the middle who had the microphone originally. i think you are a business owner? i am microphone originally. i think you are a business owner?— are a business owner? i am an independent — are a business owner? i am an independent retailer _ are a business owner? i am an independent retailer in - are a business owner? i am an i independent retailer in glasgow are a business owner? i am an - independent retailer in glasgow city centre and we are one of the few

retailers who pay the living wage through the living wage foundation but how can we continue to pay that when we have the parking restrictions in glasgow? how can we reward employees when we have barriers put in place by the snp and the greens in the city centre? that is in our the greens in the city centre? that is in your territory, _ the greens in the city centre? that is in your territory, patrick. what happens is small retailers are struggling and there is a cost—of—living crisis and spend is down but the costs are up? absolutely and we need to be supporting notjust existing uses of the times— supporting notjust existing uses of the times and centres and businesses but supporting others to come and take up— but supporting others to come and take up spaces that have been left empty— take up spaces that have been left empty by— take up spaces that have been left empty by others. i do not think the way to— empty by others. i do not think the way to do— empty by others. i do not think the way to do that is by continuing with poor environmental standards like the chronic— poor environmental standards like the chronic air pollution problems glasgow— the chronic air pollution problems glasgow has had for decades and we need to— glasgow has had for decades and we need to fix— glasgow has had for decades and we need to fix that but if we invest in making _ need to fix that but if we invest in making the — need to fix that but if we invest in making the environment in towns and cities _ making the environment in towns and cities more _ making the environment in towns and

cities more attractive and healthy, more _ cities more attractive and healthy, more people will want to spend time there and _ more people will want to spend time there and that is a win— win for the vibrancy— there and that is a win— win for the vibrancy of— there and that is a win— win for the vibrancy of the times and the environment. i vibrancy of the times and the environment.— vibrancy of the times and the environment. ., ., , ., , environment. i want more questions but can i environment. i want more questions but can i ask — environment. i want more questions but can i ask you. — environment. i want more questions but can i ask you, hands _ environment. i want more questions but can i ask you, hands up, - environment. i want more questions but can i ask you, hands up, if- environment. i want more questions but can i ask you, hands up, if you i but can i ask you, hands up, if you feel better off since the last general election? right, ok. pretty decisive. your comments was yellow i work in corporate banking and what i want to ask... are you not better of? �* , , ., �* want to ask... are you not better of? absolutely not! all the parties are very quiet _ of? absolutely not! all the parties are very quiet on _ of? absolutely not! all the parties are very quiet on brexit. - of? absolutely not! all the parties are very quiet on brexit. i - of? absolutely not! all the parties are very quiet on brexit. i do - of? absolutely not! all the parties are very quiet on brexit. i do not i are very quiet on brexit. i do not hear anything from any party about the potential u—turn, the customs union, the single union, turning back the clock because polling shows the majority of people realise it has been an absolute disaster and i cannot understand why politics... applause. paisley... they should admit there has been a mistake and remedy at and

both the main parties at westminster, conservatives and labour, a very quiet on this and it is shocking. labour, a very quiet on this and it is shocking-— is shocking. you cannot be quiet forever on _ is shocking. you cannot be quiet forever on this. _ is shocking. you cannot be quiet forever on this. you _ is shocking. you cannot be quiet forever on this. you are - is shocking. you cannot be quiet forever on this. you are hearing| forever on this. you are hearing from a corporate banker who says this has been a massive problem and for businesses you're getting supplies and logistics, it has created problems for people. do you accept that? has created problems for people. do you accept that?— accept that? has been a lot of tumult and — accept that? has been a lot of tumult and problems - accept that? has been a lot of tumult and problems over i accept that? has been a lot of tumult and problems over the j accept that? has been a lot of- tumult and problems over the past three _ tumult and problems over the past three years — tumult and problems over the past three years. which _ tumult and problems over the past three years. which relate - tumult and problems over the past three years. which relate to - tumult and problems over the past three years. which relate to brexit| three years. which relate to brexit and the _ three years. which relate to brexit and the covid _ three years. which relate to brexit and the covid pandemic— three years. which relate to brexit and the covid pandemic we - three years. which relate to brexit and the covid pandemic we are i three years. which relate to brexitj and the covid pandemic we are not entirely— and the covid pandemic we are not entirely sure — and the covid pandemic we are not entirely sure. but... _ and the covid pandemic we are not entirely sure. but...— and the covid pandemic we are not entirely sure. but... crowd groans. i do not entirely sure. but... crowd groans. i do not think— entirely sure. but... crowd groans. i do not think the _ entirely sure. but... crowd groans. i do not think the microphone - entirely sure. but... crowd groans. i do not think the microphone picked i i do not think the microphone picked this up. pa. i do not think the microphone picked this u -. �* ' i do not think the microphone picked this u. �* , . ., i do not think the microphone picked thisu.�* , . ., ,, ., this up. a 5% reduction in gdp, that iminaes this up. a 5% reduction in gdp, that impinges on — this up. a 596 reduction in gdp, that impinges on the _ this up. a 596 reduction in gdp, that impinges on the cost-of-living - impinges on the cost—of—living crisis and that compounds the problem. households are worse off

because of brexit. find problem. households are worse off because of brexit.— because of brexit. and the microphone _ because of brexit. and the microphone to _ because of brexit. and the microphone to the - because of brexit. and the microphone to the front i because of brexit. and the - microphone to the front because on that question, quick comment? i that question, quick comment? i would agree with the point about brexit. _ would agree with the point about brexit, perhaps craig can talk about the benefits? gne brexit, perhaps craig can talk about the benefits?— the benefits? one of the benefits was durin: the benefits? one of the benefits was during covid, _ the benefits? one of the benefits was during covid, the _ the benefits? one of the benefits was during covid, the fact - the benefits? one of the benefits was during covid, the fact we i was during covid, the fact we managed to acquire and develop so much of the vaccine and ruled it out here. ., , much of the vaccine and ruled it out here. . , ., much of the vaccine and ruled it out here-_ that - much of the vaccine and ruled it out here-_ that is - here. that is not true. that is true. here. that is not true. that is true- we _ here. that is not true. that is true. we were _ here. that is not true. that is true. we were part _ here. that is not true. that is true. we were part of- here. that is not true. that is true. we were part of the i here. that is not true. that is true. we were part of the uk| here. that is not true. that is - true. we were part of the uk problem —— programme and redeveloped the vaccine and it was the best in british trade and diplomacy that we acquired so much for ourselves. the best of british logistics and the nhs meant we ruled that out. i best of british logistics and the nhs meant we ruled that out. i think that is a dubious _ nhs meant we ruled that out. i think that is a dubious claim _ nhs meant we ruled that out. i think that is a dubious claim that - nhs meant we ruled that out. i think that is a dubious claim that has - that is a dubious claim that has been _ that is a dubious claim that has been seriously challenged. another one? _ been seriously challenged. another one? we_ been seriously challenged. another one? ~ ., ., ., , , one? we are “oining a partnership lookin: at one? we are joining a partnership looking at rapidly _ one? we are joining a partnership

looking at rapidly growing - one? we are joining a partnership| looking at rapidly growing markets in the asia—pacific region, latin america, which we can export to. i was literally... that is an opportunity that we can seize to export your global markets. this is very interesting — export your global markets. this is very interesting for _ export your global markets. this is very interesting for a _ export your global markets. this is very interesting for a time - export your global markets. this is very interesting for a time like i very interesting for a time like paisley, because paisley has always lived outwards in the world because of its huge industry and the industrial revolution so what do people feel about that? this woman? let me just check what you would like to say. mi; let me just check what you would like to say-— let me just check what you would like to say. let me just check what you would liketosa. g i, , i, like to say. my name is marie and i am a civil servant _ like to say. my name is marie and i am a civil servant and _ like to say. my name is marie and i am a civil servant and i _ like to say. my name is marie and i am a civil servant and i am - like to say. my name is marie and i am a civil servant and i am also - like to say. my name is marie and i am a civil servant and i am also a l am a civil servant and i am also a local activist. when you said about brexit, being a benefit to us because of the vaccine, what about the obscene amount of money that

these companies are making now as a result of covid and afterwards? the money is going to them, it is not going back into the tax—payer's coffers. going back into the tax-payer's coffers. ., ., , ., ., “ going back into the tax-payer's coffers. ., ., , ., coffers. fundamentally we looked to co-o erate coffers. fundamentally we looked to co-0perate with _ coffers. fundamentally we looked to co-operate with the _ coffers. fundamentally we looked to co-operate with the private - coffers. fundamentally we looked to co-operate with the private sector . co—operate with the private sector and the _ co—operate with the private sector and the government worked with the private _ and the government worked with the private sector to develop the vaccine — private sector to develop the vaccine and it went all around the world _ vaccine and it went all around the world so— vaccine and it went all around the world so that was something that we achieved _ world so that was something that we achieved in _ world so that was something that we achieved in the uk to develop a vaccine — achieved in the uk to develop a vaccine that helped out many parts of the _ vaccine that helped out many parts of the world, including... let vaccine that helped out many parts of the world, including. . ._ of the world, including... let me 'ust brina of the world, including... let me just bring in _ of the world, including... let me just bring in wendy _ of the world, including... let me j just bring in wendy chamberlain. when he is talking about the ct ppp when i know that farmers cannot get staff to pick fruit and vegetables and they find themselves clobbered by trade deals that the uk government has managed and they are not seeing any benefit at all and a number of the topics that have been picked up on this evening, the nhs, staffing, wage requirements,

education shortages, across the piece, and the problem is we have ended up with a brexit that has been a slow puncture and as a result it has been covered up by other things. i find has been covered up by other things. ifind it has been covered up by other things. i find it interesting that nobody thinks in parliament that brexit is going well. even the brexiteers. let us just see, what change would a labour government make to a brexit settlement?— settlement? fundamentally is about resettinu settlement? fundamentally is about resetting the — settlement? fundamentally is about resetting the relationship _ settlement? fundamentally is about resetting the relationship with - resetting the relationship with euroe... ~ ., ., , ., resetting the relationship with euroe... ., ., , ., ., resetting the relationship with euroem . ., ., , ., ., m europe... what does that mean? it means on things _ europe... what does that mean? it means on things like _ europe... what does that mean? it means on things like customs... i europe... what does that mean? it. means on things like customs... the point _ means on things like customs... the point about— means on things like customs... the point about brexit is that of course, _ point about brexit is that of course, we were led into it by the conservative party in absolute chaos and the _ conservative party in absolute chaos and the difference is, it's difficult _ and the difference is, it's difficult to economic chaos of the conservative party— economic chaos of the conservative party from — economic chaos of the conservative party from brexit. we've had 14 years— party from brexit. we've had 14 years of— party from brexit. we've had 14 years of this. the bit that craig nrisses— years of this. the bit that craig misses out— years of this. the bit that craig misses out when he talks about the last few _ misses out when he talks about the last few years is liz truss a's catastrophic budget which almost crashed _ catastrophic budget which almost crashed the economy. xlifter? catastrophic budget which almost

crashed the economy. very important. the difference — crashed the economy. very important. the difference is, _ crashed the economy. very important. the difference is, we _ crashed the economy. very important. the difference is, we have _ crashed the economy. very important. the difference is, we have right - crashed the economy. very important. the difference is, we have right on - the difference is, we have right on our borders— the difference is, we have right on our borders really important trading partner, _ our borders really important trading partner, we — our borders really important trading partner, we need to rebuild those relationships in a serious way. we have _ relationships in a serious way. we have not— relationships in a serious way. we have not had that. the relationships in a serious way. we have not had that.— have not had that. the scottish national party _ have not had that. the scottish national party has _ have not had that. the scottish national party has consistently| national party has consistently opposed brexit. iagree national party has consistently opposed brexit. i agree with everything wendy said except of course, rememberthat everything wendy said except of course, remember that her leader said we are not a rejoined party, so the lib dems are not in favour of it. we know that craig's's party is responsible for breaks. in the labour party... the labour party is not in favour of rejoining either. let us move on now. one definite uk wide issue, which is of particular resonance in this area. defence accounts for 2.2% of the uk spend. of course, we are 30 miles here from

faslane, which houses the uk's nuclear deterrent. grant shapps said the world has into a prewar period, adversaries russia, china, north korea, iran, we are facing unprecedented threat. during the cold war we were dealing with rational actors. these powers are more unstable. so what i want to ask you because this will be an issue in the general election is, hands up those of you who wish to be rid of nuclear weapons. about half. let me just check, who wants to keep our nuclear weapons? about half of that. where do we stand now, patrick harvie, in this country on nuclear weapons as far as the green party concerned?— weapons as far as the green party concerned? ~ , , concerned? well, the green party, arties concerned? well, the green party, parties plural _ concerned? well, the green party, parties plural of — concerned? well, the green party, parties plural of the _ concerned? well, the green party, parties plural of the uk _ concerned? well, the green party, parties plural of the uk are - parties plural of the uk are profoundly— parties plural of the uk are profoundly antinuclear. - parties plural of the uk are profoundly antinuclear. i l parties plural of the uk are i profoundly antinuclear. i grew parties plural of the uk are - profoundly antinuclear. i grew up pretty— profoundly antinuclear. i grew up pretty close _ profoundly antinuclear. i grew up pretty close to _ profoundly antinuclear. i grew up pretty close to faslane, - profoundly antinuclear. i grew up

pretty close to faslane, and - profoundly antinuclear. i grew up pretty close to faslane, and in i profoundly antinuclear. i grew up. pretty close to faslane, and in the years _ pretty close to faslane, and in the years of— pretty close to faslane, and in the years of the — pretty close to faslane, and in the years of the cold _ pretty close to faslane, and in the years of the cold war, _ pretty close to faslane, and in the years of the cold war, i _ pretty close to faslane, and in the years of the cold war, i was - pretty close to faslane, and in the years of the cold war, i was not. years of the cold war, i was not alone _ years of the cold war, i was not alone in— years of the cold war, i was not alone in having _ years of the cold war, i was not alone in having nightmares - years of the cold war, i was not. alone in having nightmares about nuclear— alone in having nightmares about nuclear annihilation. _ alone in having nightmares about nuclear annihilation. i have - alone in having nightmares about nuclearannihilation. i have never believed — nuclearannihilation. i have never believed the _ nuclearannihilation. i have never believed the threat of— believed the threat of nuclear annihilation _ believed the threat of nuclear annihilation makes _ believed the threat of nuclear annihilation makes the - believed the threat of nuclear annihilation makes the worldl believed the threat of nuclear - annihilation makes the world safer. ithink— annihilation makes the world safer. i think it _ annihilation makes the world safer. i think it makes _ annihilation makes the world safer. i think it makes the _ annihilation makes the world safer. i think it makes the world - annihilation makes the world safer. i think it makes the world much, i i think it makes the world much, much _ i think it makes the world much, much more dangerous. - i think it makes the world much, much more dangerous. and i i think it makes the world much, much more dangerous. and thatj much more dangerous. and that is even _ much more dangerous. and that is eveniust_ much more dangerous. and that is eveniust in— much more dangerous. and that is eveniust in the _ much more dangerous. and that is evenjust in the cold war— much more dangerous. and that is evenjust in the cold war terms. in today's— evenjust in the cold war terms. in today's terms. _ evenjust in the cold war terms. in today's terms, what _ evenjust in the cold war terms. in today's terms, what are _ evenjust in the cold war terms. in today's terms, what are the - evenjust in the cold war terms. in today's terms, what are the real. today's terms, what are the real threats — today's terms, what are the real threats to — today's terms, what are the real threats to human _ today's terms, what are the real threats to human security - today's terms, what are the reall threats to human security around today's terms, what are the real- threats to human security around the world? _ threats to human security around the world? they— threats to human security around the world? they are around _ threats to human security around the world? they are around things - threats to human security around the world? they are around things like i world? they are around things like cyber— world? they are around things like cvher and — world? they are around things like cvher and state _ world? they are around things like cyber and state terrorism, - world? they are around things like cyber and state terrorism, aroundl cyber and state terrorism, around things— cyber and state terrorism, around things like — cyber and state terrorism, around things like food _ cyber and state terrorism, around things like food security, - cyber and state terrorism, around things like food security, climate i things like food security, climate security— things like food security, climate security of— things like food security, climate security of these _ things like food security, climate security of these are _ things like food security, climate security of these are the - things like food security, climate | security of these are the profound threats _ security of these are the profound threats to — security of these are the profound threats to human _ security of these are the profound threats to human security - security of these are the profound threats to human security in - security of these are the profound threats to human security in the l threats to human security in the world _ threats to human security in the world. nuclear— threats to human security in the world. nuclear weapons- threats to human security in the world. nuclear weapons do i threats to human security in the i world. nuclear weapons do nothing threats to human security in the - world. nuclear weapons do nothing to protect— world. nuclear weapons do nothing to protect us— world. nuclear weapons do nothing to protect us for— world. nuclear weapons do nothing to protect us for the _ world. nuclear weapons do nothing to protect us for the rest _ world. nuclear weapons do nothing to protect us for the rest of— world. nuclear weapons do nothing to protect us for the rest of the - world. nuclear weapons do nothing to protect us for the rest of the world i protect us for the rest of the world collectively — protect us for the rest of the world collectively from _ protect us for the rest of the world collectively from that. _ protect us for the rest of the world collectively from that. what - protect us for the rest of the world collectively from that. what we i protect us for the rest of the world . collectively from that. what we need to do is— collectively from that. what we need to do is to _ collectively from that. what we need to do is to he — collectively from that. what we need to do is to be investing _ collectively from that. what we need to do is to be investing in _ collectively from that. what we need to do is to be investing in the - collectively from that. what we need to do is to be investing in the kind i to do is to be investing in the kind of -- _ to do is to be investing in the kind of -- invest the _ to do is to be investing in the kind of —— invest the kind _ to do is to be investing in the kind of —— invest the kind of— to do is to be investing in the kindl of —— invest the kind of gargantuan sums— of —— invest the kind of gargantuan sums to _ of —— invest the kind of gargantuan sums to go — of —— invest the kind of gargantuan sums to go into— of —— invest the kind of gargantuan sums to go into these _ of —— invest the kind of gargantuan sums to go into these weapons i of —— invest the kind of gargantuanl sums to go into these weapons into the real— sums to go into these weapons into the real solutions _ sums to go into these weapons into the real solutions to _ sums to go into these weapons into the real solutions to issues - sums to go into these weapons into the real solutions to issues like i the real solutions to issues like climate — the real solutions to issues like climate security, _ the real solutions to issues like climate security, food - the real solutions to issues like climate security, food securityl the real solutions to issues like i climate security, food security and the equitable _ climate security, food security and the equitable distribution- climate security, food security and the equitable distribution of- climate security, food security andi the equitable distribution of human rights _ the equitable distribution of human rights around — the equitable distribution of human rights around the _ the equitable distribution of human rights around the world. _ the equitable distribution of human rights around the world. that - the equitable distribution of human rights around the world. that has . rights around the world. that has never _ rights around the world. that has never been — rights around the world. that has never been more _ rights around the world. that has never been more obvious- rights around the world. that has never been more obvious than i rights around the world. that has i never been more obvious than when rights around the world. that has - never been more obvious than when we see on— never been more obvious than when we see on our— never been more obvious than when we see on our screens _ never been more obvious than when we

see on our screens people _ never been more obvious than when we see on our screens people suffering i see on our screens people suffering the appalling — see on our screens people suffering the appalling iniquities _ see on our screens people suffering the appalling iniquities of— see on our screens people suffering the appalling iniquities of violence i the appalling iniquities of violence been inflicted _ the appalling iniquities of violence been inflicted upon _ the appalling iniquities of violence been inflicted upon them - the appalling iniquities of violence been inflicted upon them on - the appalling iniquities of violence been inflicted upon them on a i the appalling iniquities of violence i been inflicted upon them on a mass scale _ been inflicted upon them on a mass scale in _ been inflicted upon them on a mass scale in terms — been inflicted upon them on a mass scale in terms of _ been inflicted upon them on a mass scale in terms of the _ been inflicted upon them on a mass scale in terms of the collective i scale in terms of the collective punishment _ scale in terms of the collective punishment of _ scale in terms of the collective punishment of people - scale in terms of the collective punishment of people in- scale in terms of the collectivel punishment of people in places scale in terms of the collective i punishment of people in places like gaza _ punishment of people in places like gaza. ~ ., ., ., , gaza. would a labour government up the defence — gaza. would a labour government up the defence spend _ gaza. would a labour government up the defence spend and _ gaza. would a labour government up the defence spend and where - gaza. would a labour government up the defence spend and where do i gaza. would a labour government up the defence spend and where do you | the defence spend and where do you stand on rearming the nuclear arsenal? ., ., , , , , arsenal? the labour party supports the nuclear— arsenal? the labour party supports the nuclear deterrence _ arsenal? the labour party supports the nuclear deterrence are - the nuclear deterrence are absolutely will well support the next generation of trident, because it is an _ next generation of trident, because it is an important part of our arsenal. _ it is an important part of our arsenal. it _ it is an important part of our arsenal, it is an important part of defence _ arsenal, it is an important part of defence and have conflict in europe for the _ defence and have conflict in europe for the first — defence and have conflict in europe for the first time since the second world _ for the first time since the second world war— for the first time since the second world war and nuclear power invading a country— world war and nuclear power invading a country in _ world war and nuclear power invading a country in eastern europe, it's incredibly— a country in eastern europe, it's incredibly important we have that arsenal~ — incredibly important we have that arsenal. the other side is to not lose _ arsenal. the other side is to not lose sight— arsenal. the other side is to not lose sight of the rest of defence spending, where armed forces have been deteriorating for years under the conservatives. there are huge amounts _ the conservatives. there are huge amounts of— the conservatives. there are huge amounts of waste at the mod. a study amounts of waste at the mod. a study a few months ago found nearly 15 billion— a few months ago found nearly 15 billion had been wasted since 2010 by the _ billion had been wasted since 2010 by the ministry of defence, 15

billion— by the ministry of defence, 15 billion is— by the ministry of defence, 15 billion is a serious amounts of money— billion is a serious amounts of money that could be put into manufacturing and jobs and apprenticeships. so manufacturing and 'obs and apprenticeships._ manufacturing and 'obs and apprenticeships. manufacturing and 'obs and aurenticeshis. �*, . ., , apprenticeships. so let's have hands u . apprenticeships. so let's have hands u- in the apprenticeships. so let's have hands up in the audience. _ apprenticeships. so let's have hands up in the audience. your— apprenticeships. so let's have hands up in the audience. your comment l apprenticeships. so let's have hands i up in the audience. your comment and then handed the microphone to the gentleman in front of you. mr; then handed the microphone to the gentleman in front of you. my name is jim. gentleman in front of you. my name isjim- nobody _ gentleman in front of you. my name isjim- nobody in — gentleman in front of you. my name is jim. nobody in their _ gentleman in front of you. my name is jim. nobody in their right - gentleman in front of you. my name is jim. nobody in their right mind i isjim. nobody in their right mind wants— isjim. nobody in their right mind wants nuclear weapons but we need them, _ wants nuclear weapons but we need them, they— wants nuclear weapons but we need them, they are a deterrent. that's them, they are a deterrent. that's the thing — them, they are a deterrent. that's the thing we need. there has been no world _ the thing we need. there has been no world war— the thing we need. there has been no world war since 1945, i would like it to remain— world war since 1945, i would like it to remain like that. i'm lucky, i am 73— it to remain like that. i'm lucky, i am 73 now. — it to remain like that. i'm lucky, i am 73 now, i've never had to fight, i am 73 now, i've never had to fight, i havent— am 73 now, i've never had to fight, i haven't been called up and that's because _ i haven't been called up and that's because we have a deterrent. if anything — because we have a deterrent. if anything happens to the country i was still— anything happens to the country i was still go today. but thankfully i don't _ was still go today. but thankfully i don't have — was still go today. but thankfully i don't have to. we don't spend all our budgets on nuclear weapons, it was another— our budgets on nuclear weapons, it was another things. we have a navy, which _ was another things. we have a navy, which is _ was another things. we have a navy, which is depleted, we have an army which _ which is depleted, we have an army which we _ which is depleted, we have an army which we can hardly get people to 'oin. which we can hardly get people to join we _ which we can hardly get people to join. we have a lot of trouble. we cannot—

join. we have a lot of trouble. we cannotiust — join. we have a lot of trouble. we cannotjust leave... wider join. we have a lot of trouble. we cannot just leave... wider sweden and finland — cannot just leave... wider sweden and finland joint nato? they cannot just leave... wider sweden and finland joint nato?_ and finland joint nato? they are non-nuclear. _ and finland joint nato? they are non-nuclear. why _ and finland joint nato? they are non-nuclear. why did _ and finland joint nato? they are non-nuclear. why did they i and finland joint nato? they are non-nuclear. why did they join? | and finland joint nato? they are i non-nuclear. why did they join? just non-nuclear. why did they 'oin? just a ruick non-nuclear. why did they 'oin? just a quick comment i non-nuclear. why did they 'oin? just a quick comment from i non-nuclear. why did they 'oin? just a quick comment from you i non-nuclear. why did they join? just a quick comment from you and i non-nuclear. why did they join? just a quick comment from you and then | a quick comment from you and then the gentleman over here. what a quick comment from you and then the gentleman over here.— the gentleman over here. what i would like _ the gentleman over here. what i would like to _ the gentleman over here. what i would like to say _ the gentleman over here. what i would like to say to _ the gentleman over here. what i would like to say to patrick i the gentleman over here. what i would like to say to patrick is, i the gentleman over here. what i l would like to say to patrick is, how do you propose defending yourself if it did come to a nuclear war tomorrow? if it did come to a nuclear war tomorrow?— it did come to a nuclear war tomorrow? , ., ., tomorrow? if you get rid of trident. there is no — tomorrow? if you get rid of trident. there is no way _ tomorrow? if you get rid of trident. there is no way to _ tomorrow? if you get rid of trident. there is no way to defend _ tomorrow? if you get rid of trident. there is no way to defend yourselfl there is no way to defend yourself in a nuclear— there is no way to defend yourself in a nuclear war. _ there is no way to defend yourself in a nuclearwar. nuclear- there is no way to defend yourself in a nuclearwar. nuclearwar- there is no way to defend yourself in a nuclear war. nuclear war is. in a nuclear war. nuclear war is about— in a nuclear war. nuclear war is about the — in a nuclear war. nuclear war is about the mass— in a nuclear war. nuclear war is about the mass destruction. i in a nuclear war. nuclear war is. about the mass destruction. there in a nuclear war. nuclear war is- about the mass destruction. there is no defence _ about the mass destruction. there is no defence against _ about the mass destruction. there is no defence against it _ about the mass destruction. there is no defence against it and _ about the mass destruction. there is no defence against it and i— about the mass destruction. there is no defence against it and i cannot i no defence against it and i cannot accept _ no defence against it and i cannot accept the — no defence against it and i cannot accept the idea, _ no defence against it and i cannot accept the idea, if— no defence against it and i cannot accept the idea, if the _ no defence against it and i cannot accept the idea, if the principle i accept the idea, if the principle nuclear— accept the idea, if the principle nuclear deterrent _ accept the idea, if the principle nuclear deterrent worked, i accept the idea, if the principle nuclear deterrent worked, the i accept the idea, if the principle i nuclear deterrent worked, the world would _ nuclear deterrent worked, the world would have — nuclear deterrent worked, the world would have seen— nuclear deterrent worked, the world would have seen 45 _ nuclear deterrent worked, the world would have seen 45 years _ nuclear deterrent worked, the world would have seen 45 years of- nuclear deterrent worked, the world would have seen 45 years of peace. | would have seen 45 years of peace. the gentleman— would have seen 45 years of peace. the gentleman in— would have seen 45 years of peace. the gentleman in the _ would have seen 45 years of peace. the gentleman in the fair— would have seen 45 years of peace. the gentleman in the fair isle - the gentleman in the fair isle sweater. i the gentleman in the fair isle sweater. ~ , the gentleman in the fair isle sweater. ,, , ., the gentleman in the fair isle sweater. ,, , . . , sweater. i think it is a necessary evil. sweater. i think it is a necessary evil- one _ sweater. i think it is a necessary evil. one would _ sweater. i think it is a necessary evil. one would hope _ sweater. i think it is a necessary evil. one would hope that i sweater. i think it is a necessary evil. one would hope that it - sweater. i think it is a necessary evil. one would hope that it will| evil. one would hope that it will never _ evil. one would hope that it will never be — evil. one would hope that it will never be used. however, is it the most _ never be used. however, is it the most appropriate to have it in scotland. _ most appropriate to have it in scotland, given the majority of people — scotland, given the majority of pe0ple in — scotland, given the majority of people in scotland do not necessarily believe it should be

here? — here? applause hazard for that, is it a necessary evil and should it be in scotland? —— hanza product. with that, let's come to another hands up. how many of you are totally sure how they would vote in the last general election are sure now? —— mohamedi of you who were totally sure. i would say that's about one third. who is not sure and why are you not sure? lets take this gentleman here. the blue jacket. sure? lets take this gentleman here. the bluejacket. then someone sure? lets take this gentleman here. the blue jacket. then someone at that site as well. why are you not sure? �* , that site as well. why are you not sure? �*, ., , that site as well. why are you not sure? �*, ., .,_ ., sure? it's the animosity in politics at the moment. _ sure? it's the animosity in politics at the moment. and _ sure? it's the animosity in politics at the moment. and the - sure? it's the animosity in politics at the moment. and the lies. - sure? it's the animosity in politics at the moment. and the lies. the | at the moment. and the lies. the only way you know if they are telling the truth is if their mouths

are moving, sorry, tell lies if their mouth is moving. it's ridiculous. i mean, like, our prime minister has been pulled up numerous times for mis—telling the staff at pmqs. we had borisjohnson before him. pmqs. we had boris johnson before him. ., �* , pmqs. we had boris johnson before him. ., , ., pmqs. we had boris johnson before him. ., ,., him. you can't trust a politician. let's have _ him. you can't trust a politician. let's have a _ him. you can't trust a politician. let's have a comment _ him. you can't trust a politician. let's have a comment from - him. you can't trust a politician. let's have a comment from over him. you can't trust a politician. - let's have a comment from over here about that. ., , , g ., let's have a comment from over here about that-— about that. hello, yes. my name is patricia. i about that. hello, yes. my name is patricia- i am _ about that. hello, yes. my name is patricia. i am still— about that. hello, yes. my name is patricia. i am still undecided. - patricia. i am still undecided. mainly— patricia. i am still undecided. mainly because there is nothing anyone — mainly because there is nothing anyone on this panel has said that makes _ anyone on this panel has said that makes me — anyone on this panel has said that makes me think i want to vote for either— makes me think i want to vote for either of— makes me think i want to vote for either of them.— either of them. let's get some more comments on _ either of them. let's get some more comments on this. _ either of them. let's get some more comments on this. i _ either of them. let's get some more comments on this. i wonder- either of them. let's get some more comments on this. i wonder if- either of them. let's get some more comments on this. i wonder if you i comments on this. i wonder if you think... iwill comments on this. i wonder if you think... i will take you first come in the front row. what is it about politics that makes you uncertain? for me, because i am an internally

recruited nurse, i know that i can vote locally, but the general election i'm not sure what the law says. the union has been speaking to make sure that all internally recruited measures are part of the general election because whatever decision is being made for nursing professionals in general, we are out of it. do professionals in general, we are out of it. , ., professionals in general, we are out of it. ,, ., ., professionals in general, we are out ofit. ,, ., ., , ., of it. do you know for sure how you would vote — of it. do you know for sure how you would vote or _ of it. do you know for sure how you would vote or are _ of it. do you know for sure how you would vote or are you _ of it. do you know for sure how you would vote or are you undecided? i of it. do you know for sure how you i would vote or are you undecided? and still would vote or are you undecided? situc still undecided. would vote or are you undecided? and still undecided. tell _ would vote or are you undecided? and still undecided. tell me _ would vote or are you undecided? and still undecided. tell me about - would vote or are you undecided? and still undecided. tell me about the - still undecided. tell me about the toxici of still undecided. tell me about the toxicity of the _ still undecided. tell me about the toxicity of the debate _ still undecided. tell me about the toxicity of the debate on - still undecided. tell me about the toxicity of the debate on how- still undecided. tell me about the toxicity of the debate on how it i toxicity of the debate on how it affects you. fin toxicity of the debate on how it affects you-— affects you. on this site. i am a finance director. _ affects you. on this site. i am a finance director. my _ affects you. on this site. i am a finance director. my name - affects you. on this site. i am a finance director. my name is i affects you. on this site. i am a. finance director. my name is ian. affects you. on this site. i am a i finance director. my name is ian. i think— finance director. my name is ian. i think the _ finance director. my name is ian. i think the toxicity in politics right now is— think the toxicity in politics right now is the — think the toxicity in politics right now is the worst i've ever seen it in my— now is the worst i've ever seen it in my lifetime. i'm sure it's probably— in my lifetime. i'm sure it's probably the worst it's ever been in many— probably the worst it's ever been in many people's lifetimes in this room — many people's lifetimes in this room its— many people's lifetimes in this room. it's interesting that we talk about— room. it's interesting that we talk about for— room. it's interesting that we talk about for example the perception of the uk _ about for example the perception of the uk in _ about for example the perception of the uk in terms of europe, we have public— the uk in terms of europe, we have public services that are on their knees, — public services that are on their knees, part of it could be the fact

that people on the continent do not see us— that people on the continent do not see us as _ that people on the continent do not see us as a — that people on the continent do not see us as a particularly welcoming countrv. _ see us as a particularly welcoming country, whether that is through brexiter— country, whether that is through brexiter the fact we have the uk government to can't even acknowledge that they— government to can't even acknowledge that they have a problem with islamophobia, you can't even say the word, _ islamophobia, you can't even say the word, -- _ islamophobia, you can't even say the word, -- lrut— islamophobia, you can't even say the word, —— but they can't even say the word, _ word, —— but they can't even say the word, it's _ word, —— but they can't even say the word, it's interesting they're asking — word, it's interesting they're asking us _ word, it's interesting they're asking us to put our trust in them to vote _ asking us to put our trust in them to vote but — asking us to put our trust in them to vote but actually, where is the trust _ to vote but actually, where is the trust from — to vote but actually, where is the trust from them in us? a to vote but actually, where is the trust from them in us?— trust from them in us? a quick comment _ trust from them in us? a quick comment from _ trust from them in us? a quick comment from this _ trust from them in us? a quick comment from this gentleman | trust from them in us? a quick - comment from this gentleman over here in the blue shirt. and comment from this gentleman over here in the blue shirt.— here in the blue shirt. and philip, i am from — here in the blue shirt. and philip, i am from the _ here in the blue shirt. and philip, i am from the jewish _ here in the blue shirt. and philip, i am from the jewish community. | here in the blue shirt. and philip, i i am from the jewish community. it i am from thejewish community. it fully follows directly on, we have increasing racism across the country and it appears to be fuelled by politicians including mps on both the extreme left and the extreme right. how can we address this? thank you very much. let me come to you, wendy. do you think politicians are acting in a way that is deserving of people's votes at the moment? i deserving of people's votes at the moment? . ., , ~ moment? i certainly think, when i came into politics, _ moment? i certainly think, when i came into politics, i'm _ moment? i certainly think, when i came into politics, i'm one - moment? i certainly think, when i came into politics, i'm one of- moment? i certainly think, when i came into politics, i'm one of the| came into politics, i'm one of the only women— came into politics, i'm one of the only women in this panel but all of

us had _ only women in this panel but all of us had jobs — only women in this panel but all of us had jobs before politics.