fihe another co-worker. did you ask the co-worker to _ another co-worker. did you ask the co-worker to make _ another co-worker. did you ask the co-worker to make the _ another co-worker. did you ask the co-worker to make the call? - another co-worker. did you ask the co-worker to make the call? no. i another co-worker. did you ask the i co-worker to make the call? no. were ou co—worker to make the call? were you present co—worker to make the call? iifu were you present when he made the call? correct _ we re were you next to him? correct. and at some point. _ were you next to him? correct. and at some point, did _ were you next to him? correct. and at some point, did the _ were you next to him? correct. and at some point, did the police - at some point, did the police respond _ at some point, did the police respond to the store? and respond to the store? correct. and when they responded, _ respond to the store? correct. and when they responded, did - respond to the store? correct. and when they responded, did you - respond to the store? correct. and when they responded, did you see | respond to the store? correct. and i when they responded, did you see the officers _ when they responded, did you see the officers actually come into the store? — officers actually come into the store? i — officers actually come into the store? ., ., officers actually come into the store?_ did - officers actually come into the | store?_ did they store? i do not recall. did they deal with _ store? i do not recall. did they deal with you _ store? i do not recall. did they deal with you when _ store? i do not recall. did they deal with you when they i store? i do not recall. did they deal with you when they came | store? i do not recall. did they l deal with you when they came to store? i do not recall. did they i deal with you when they came to the store? _ deal with you when they came to the store? ., do deal with you when they came to the store?_ do you _ deal with you when they came to the store?_ do you know— deal with you when they came to the store? note. do you know who they dealt with? — store? note. do you know who they dealt with? they _ store? note. do you know who they dealt with? they went _ store? note. do you know who they dealt with? they went and - store? note. do you know who they dealt with? they went and talked i store? note. do you know who they} dealt with? they went and talked to my manager- _ dealt with? they went and talked to my manager- and — dealt with? they went and talked to my manager. and you _ dealt with? they went and talked to my manager. and you were - dealt with? they went and talked to my manager. and you were not i dealt with? they went and talked to i my manager. and you were not involve any conversations _ my manager. and you were not involve any conversations with _ my manager. and you were not involve any conversations with the _ my manager. and you were not involve any conversations with the officers i any conversations with the officers at at that — any conversations with the officers at at that time? no. so what did you do? iwas at at that time? no. so what did you do? i was to — at at that time? no. so what did you do? i was to walking _ at at that time? no. so what did you do? i was to walking cashier. - at at that time? no. so what did you do? i was to walking cashier. so i at at that time? no. so what did you do? i was to walking cashier. so you| do? i was to walking cashier. so you went about — do? i was to walking cashier. so you went about your _ do? i was to walking cashier. so you went about your business? - do? i was to walking cashier. so you went about your business? correct. | went about your business? correct. and as you — went about your business? correct. and as you did _ went about your business? correct. and as you did that, _ went about your business? correct. and as you did that, as _ went about your business? correct. and as you did that, as you - and as you did that, as you continued _ and as you did that, as you continued working, did you notice a commotion— continued working, did you notice a commotion out in front of the store?

correct _ commotion out in front of the store? correct do— commotion out in front of the store? correct. , ., u, ., ., , correct. do you recall what it was the first try _ correct. do you recall what it was the first try your— correct. do you recall what it was the first try your attention - correct. do you recall what it was the first try your attention out i the first try your attention out there? — the first try your attention out there? i— the first try your attention out there? , ., , .,, the first try your attention out there? , ., , ., there? i 'ust saw a few people at first, there? i just saw a few people at first, and then _ there? i just saw a few people at first, and then the _ there? i just saw a few people at first, and then the crowd - there? i just saw a few people at first, and then the crowd grew i first, and then the crowd grew larger, and pretty soon the store was empty, so there was no one i needed to help inside the store, so went outside and saw what was happening. went outside and saw what was happening-— went outside and saw what was haueninu.~ . ., happening. when you saw the crowd uuatherin , happening. when you saw the crowd gathering. where — happening. when you saw the crowd gathering, where was _ happening. when you saw the crowd gathering, where was the _ happening. when you saw the crowd gathering, where was the crowd? it| gathering, where was the crowd? it was gathering, where was the crowd? was where i gathering, where was the crowd? it was where i where the bus stop is, right on chicago, to the left... i am sorry, i spoke of her you. i right on chicago, to the left... i i am sorry, i spoke of her you. i was 'ust am sorry, i spoke of her you. i was just saying. _ am sorry, i spoke of her you. i was just saying. it _ am sorry, i spoke of her you. i was just saying. it was _ am sorry, i spoke of her you. i was just saying, it was ten _ am sorry, i spoke of her you. i was just saying, it was ten paces i am sorry, i spoke of her you. i was just saying, it was ten paces to i am sorry, i spoke of her you. i —" just saying, it was ten paces to the left of the bus stop. 50 just saying, it was ten paces to the left of the bus stop.— left of the bus stop. so the bus sto - , left of the bus stop. so the bus sto, as left of the bus stop. so the bus stop. as you're _ left of the bus stop. so the bus stop, as you're looking - left of the bus stop. so the bus stop, as you're looking out i left of the bus stop. so the bus | stop, as you're looking out from left of the bus stop. so the bus i stop, as you're looking out from the store? _ stop, as you're looking out from the store? ., . stop, as you're looking out from the store?_ 0k- _ stop, as you're looking out from the store?_ 0k- so _ stop, as you're looking out from the store?_ ok. so did - stop, as you're looking out from the store?_ ok. so did you i store? correct. ok. so did you infect decide _ store? correct. ok. so did you infect decide to _ store? correct. ok. so did you infect decide to go _ store? correct. ok. so did you infect decide to go out - store? correct. ok. so did you infect decide to go out and i store? correct. ok. so did you| infect decide to go out and look into what— infect decide to go out and look into what the crowd was gathering for? ., . and into what the crowd was gathering for?- and went _ into what the crowd was gathering for?- and went in - into what the crowd was gathering for?- and went in you i into what the crowd was gathering | for?- and went in you went for? correct. and went in you went out there. — for? correct. and went in you went out there, what _ for? correct. and went in you went out there, what did _ for? correct. and went in you went out there, what did you _ for? correct. and went in you went out there, what did you see? i i

for? correct. and went in you went out there, what did you see? i saw --eole out there, what did you see? i saw people yelling _ out there, what did you see? i saw people yelling and _ out there, what did you see? i s—�*iii�* people yelling and screaming. i saw derek with his knee on george's neck on the ground. let me back upjust derek with his knee on george's neck on the ground. let me back up just a little bit. on the ground. let me back up 'ust a little bit. ., , ., on the ground. let me back up 'ust a little bit. ., i. , ~ i. little bit. now, you say derek, you mean mr chauvin? _ little bit. now, you say derek, you mean mr chauvin? correct. - little bit. now, you say derek, you mean mr chauvin? correct. did i little bit. now, you say derek, you| mean mr chauvin? correct. did you know who the _ mean mr chauvin? correct. did you know who the person _ mean mr chauvin? correct. did you know who the person was - mean mr chauvin? correct. did you know who the person was at i mean mr chauvin? correct. did you know who the person was at the i mean mr chauvin? correct. did you i know who the person was at the time? no stopple _ know who the person was at the time? no stopple you learned his name since then? correct. mas no stopple you learned his name since then? correct.— no stopple you learned his name since then? correct. was that person wearin: a since then? correct. was that person wearing a police _ since then? correct. was that person wearing a police uniform? _ since then? correct. was that person wearing a police uniform? correct. i wearing a police uniform? correct. on to of wearing a police uniform? correct. on top of george _ wearing a police uniform? correct. on top of george floyd? _ wearing a police uniform? correct. on top of george floyd? before i on top of george floyd? before seeing — on top of george floyd? before seeing him that they come you did not know— seeing him that they come you did not know him?— seeing him that they come you did not know him? correct stopple you reco . nised not know him? correct stopple you recognised him _ not know him? correct stopple you recognised him as _ not know him? correct stopple you recognised him as the _ not know him? correct stopple you recognised him as the person i not know him? correct stopple you i recognised him as the person earlier tried to talk to in the suv? correct. �* , tried to talk to in the suv? correct. . , ., , ., correct. and did see any other officers in _ correct. and did see any other officers in the _ correct. and did see any other officers in the area? _ correct. and did see any other officers in the area? i - correct. and did see any other officers in the area? i think i correct. and did see any other| officers in the area? i think his name is officer— officers in the area? i think his name is officer powell? i

officers in the area? i think his name is officer powell? and . officers in the area? i think his i name is officer powell? and where did ou name is officer powell? and where did you see — name is officer powell? and where did you see him? _ name is officer powell? and where did you see him? he _ name is officer powell? and where did you see him? he was _ name is officer powell? and where did you see him? he was in - name is officer powell? and where did you see him? he was in front i name is officer powell? and where | did you see him? he was in front of the crowd _ did you see him? he was in front of the crowd telling people to stand back _ what did you see the officer on mr floyd. _ what did you see the officer on mr floyd, what was the relation of their— floyd, what was the relation of their two— floyd, what was the relation of their two bodies? what was happening?— their two bodies? what was hauienin? , ., ., ., ,, happening? george was motionless, lim - , happening? george was motionless, lim, and happening? george was motionless, limp, and chauvin _ happening? george was motionless, limp, and chauvin seems _ happening? george was motionless, limp, and chauvin seems very... i happening? george was motionless, limp, and chauvin seems very... he | limp, and chauvin seems very... he was in a resting state, meaning like he just rested his was in a resting state, meaning like hejust rested his knee was in a resting state, meaning like he just rested his knee on was in a resting state, meaning like hejust rested his knee on his neck. and what did you do when you saw that? _ and what did you do when you saw that? i_ and what did you do when you saw that? , , , ., ., , that? i pulled my phone out first and called _ that? i pulled my phone out first and called my — that? i pulled my phone out first and called my mum _ that? i pulled my phone out first and called my mum and - that? i pulled my phone out first and called my mum and told i that? i pulled my phone out first and called my mum and told her| that? i pulled my phone out first i and called my mum and told her not to come downstairs, and then i started recording. bud to come downstairs, and then i started recording.— to come downstairs, and then i started recording. and did you make a recording? — started recording. and did you make a recording? correct. _ started recording. and did you make a recording? correct. did _ started recording. and did you make a recording? correct. did you - started recording. and did you make a recording? correct. did you keep l a recording? correct. did you keep that recording? _ a recording? correct. did you keep that recording? i— a recording? correct. did you keep that recording? i did _ a recording? correct. did you keep

that recording? i did not. - a recording? correct. did you keep that recording? i did not. why i a recording? correct. did you keep| that recording? i did not. why not? when our later— that recording? i did not. why not? when our later that _ that recording? i did not. why not? when our later that night, - that recording? i did not. why not? when our later that night, i - that recording? i did not. why not? i when our later that night, i deleted it, because when they picked george up, they went... the easiest way to go to the hospital would have been going to chicago, so that made it clear he was no longer with us stopple you thought he had died? correct. i’m stopple you thought he had died? correct. �* ., , , ., correct. i'm not quite sure why that would make — correct. i'm not quite sure why that would make you — correct. i'm not quite sure why that would make you delete _ correct. i'm not quite sure why that would make you delete the - correct. i'm not quite sure why that would make you delete the video. i i would make you delete the video. i 'ust would make you delete the video. just did not would make you delete the video. i just did not want to have to show it to anyone and be questioned... and to anyone and be questioned... and so after you — to anyone and be questioned... and so after you called your mum, you started _ so after you called your mum, you started taking a video, what do you do after— started taking a video, what do you do after that? i started taking a video, what do you do after that?— do after that? i was recording until one of my co-workers _ do after that? i was recording until one of my co-workers was - do after that? i was recording until one of my co-workers was pushed | do after that? i was recording until i one of my co-workers was pushed by one of my co—workers was pushed by an officer. one of my co-workers was pushed by an officer. �* one of my co-workers was pushed by an officer. . ,., ., ., one of my co-workers was pushed by an officer. . ., ., , ., one of my co-workers was pushed by an officer. . ., ., i. , an officer. and so what had you seen the co-worker_ an officer. and so what had you seen the co-worker director _ an officer. and so what had you seen the co-worker director for _ an officer. and so what had you seen the co-worker director for the i an officer. and so what had you seen the co-worker director for the push? i the co—worker director for the push? -- do _ the co—worker director for the push? -- do right— the co—worker director for the push? —— do right before the push? he

the co-worker director for the push? -- do right before the push?- -- do right before the push? he was ellina at -- do right before the push? he was yelling at the — -- do right before the push? he was yelling at the officer _ -- do right before the push? he was yelling at the officer and _ -- do right before the push? he was yelling at the officer and kind - -- do right before the push? he was yelling at the officer and kind of- yelling at the officer and kind of all the other people in the crowd were doing, and asking them to check his pulse, if he was breathing, see if he is ok, kind of thing. so his pulse, if he was breathing, see if he is ok, kind of thing.— if he is ok, kind of thing. so did he leave the _ if he is ok, kind of thing. so did he leave the sidewalk _ if he is ok, kind of thing. so did he leave the sidewalk area i if he is ok, kind of thing. so did he leave the sidewalk area and l if he is ok, kind of thing. so did - he leave the sidewalk area and onto the road? _ he leave the sidewalk area and onto the road? ., . he leave the sidewalk area and onto the road?- 0k. _ he leave the sidewalk area and onto the road?- 0k, how- he leave the sidewalk area and onto the road?- 0k, how far? - he leave the sidewalk area and onto the road?- 0k, how far?- he leave the sidewalk area and onto the road?- 0k, how far? the road? correct. 0k, how far? i do not recall- — the road? correct. 0k, how far? i do not recall. this _ the road? correct. 0k, how far? i do not recall. this co-worker _ the road? correct. 0k, how far? i do not recall. this co-worker of - the road? correct. 0k, how far? i do not recall. this co-worker of yours . not recall. this co-worker of yours who not not recall. this co-worker of yours who got pushed. _ not recall. this co-worker of yours who got pushed, do _ not recall. this co-worker of yours who got pushed, do you _ not recall. this co-worker of yours who got pushed, do you know- not recall. this co-worker of yours who got pushed, do you know how not recall. this co-worker of yours - who got pushed, do you know how old he was _ who got pushed, do you know how old he was that— who got pushed, do you know how old he was that day was yellow i do not recall _ he was that day was yellow i do not recall is_ he was that day was yellow i do not recall. is the order or younger than you? _ recall. is the order or younger than ou? ., so, recall. is the order or younger than you?- so, teenager? - recall. is the order or younger than you?- so, teenager? you? younger. so, teenager? correct. and after he _ you? younger. so, teenager? correct. and after he got — you? younger. so, teenager? correct. and after he got pushed, _ you? younger. so, teenager? correct. and after he got pushed, did - you? younger. so, teenager? correct. and after he got pushed, did you - you? younger. so, teenager? correct. and after he got pushed, did you see l and after he got pushed, did you see what happened to him or what became of him? _ what happened to him or what became of him? , ~ , ., what happened to him or what became ofhim? , g ., ., ~' what happened to him or what became ofhim? , g ., ., ~ , of him? yes. my other co-worker 'ust crabbed of him? yes. my other co-worker 'ust grabbed him — of him? yes. my other co-worker 'ust grabbed him up— of him? yes. my other co-worker 'ust grabbed him up and i of him? yes. my other co-worker 'ust grabbed him up and brought �* of him? yes. my other co-worker 'ust grabbed him up and brought him h grabbed him up and brought him inside. ., ., ,. inside. removed them from the scene? correct. inside. removed them from the scene? correet- and — inside. removed them from the scene? correct. and prior _ inside. removed them from the scene? correct. and prior to _ inside. removed them from the scene? correct. and prior to coming _ inside. removed them from the scene? correct. and prior to coming into - correct. and prior to coming into court, correct. and prior to coming into court. did _ correct. and prior to coming into court. did we _ correct. and prior to coming into court, did we show— correct. and prior to coming into court, did we show you - correct. and prior to coming into court, did we show you a - correct. and prior to coming into| court, did we show you a security video— court, did we show you a security video from — court, did we show you a security

video from cup foods that shows that area? _ video from cup foods that shows that area? ., . that video from cup foods that shows that area?- that area _ video from cup foods that shows that area?- that area while - area? correct. that area while ou're area? correct. that area while you're out _ area? correct. that area while you're out there? _ area? correct. that area while you're out there? correct. - area? correct. that area while | you're out there? correct. and area? correct. that area while - you're out there? correct. and that a- eared you're out there? correct. and that appeared to _ you're out there? correct. and that appeared to depict _ you're out there? correct. and that appeared to depict truly _ you're out there? correct. and that appeared to depict truly and - appeared to depict truly and accurately the time period during which _ accurately the time period during which you — accurately the time period during which you were out there during the incident? _ which you were out there during the incident? ., . which you were out there during the incident?- what _ which you were out there during the incident?- what we - which you were out there during the incident?- what we have - incident? correct. what we have marked as _ incident? correct. what we have marked as exhibit _ incident? correct. what we have marked as exhibit 33. _ incident? correct. what we have marked as exhibit 33. 33 - incident? correct. what we have marked as exhibit 33. 33 is - marked as exhibit 33. 33 is received- _ marked as exhibit 33. 33 is received. now _ marked as exhibit 33. 33 is received. now i'm - marked as exhibit 33. 33 is received. now i'm going i marked as exhibit 33. 33 is received. now i'm going to marked as exhibit 33. 33 is - received. now i'm going to start showina received. now i'm going to start showing exhibit _ received. now i'm going to start showing exhibit 33, _ received. now i'm going to start showing exhibit 33, and - received. now i'm going to start showing exhibit 33, and we - received. now i'm going to start showing exhibit 33, and we may| received. now i'm going to start - showing exhibit 33, and we may posit this like _ showing exhibit 33, and we may posit this like we _ showing exhibit 33, and we may posit this like we have done the other videos, — this like we have done the other videos, all— this like we have done the other videos, all right? —— pause this. i'm going to posit right here for a moment — i'm going to posit right here for a moment. you recognise this scene? correct _ moment. you recognise this scene? correct. �* , , correct. and this is you in the foreground? _ correct. and this is you in the foreground? correct. - correct. and this is you in the foreground? correct. and - correct. and this is you in the l foreground? correct. and what correct. and this is you in the - foreground? correct. and what were ou doinu foreground? correct. and what were you doing right _ foreground? correct. and what were you doing right at — foreground? correct. and what were you doing right at that _ foreground? correct. and what were you doing right at that moment? - foreground? correct. and what were l you doing right at that moment? that was when i you doing right at that moment? that was when i was _ you doing right at that moment? trust was when i was calling you doing right at that moment? “inst was when i was calling my mum, to tell her not to come downstairs

.if . if she were to come downstairs, this is where _ . if she were to come downstairs, this is where you _ . if she were to come downstairs, this is where you were _ . if she were to come downstairs, this is where you were living, - . if she were to come downstairs, this is where you were living, this} this is where you were living, this would've — this is where you were living, this would've been this scene? correct. if she would've _ would've been this scene? correct. if she would've come _ would've been this scene? correct. if she would've come down, - would've been this scene? correct. if she would've come down, she i if she would've come down, she would've — if she would've come down, she would've come right into the scene, correct? _ would've come right into the scene, correct? ., . would've come right into the scene, correct?- you _ would've come right into the scene, correct?- you talked - would've come right into the scene, correct?- you talked about | would've come right into the scene, | correct?- you talked about a correct? correct. you talked about a co-worker younger _ correct? correct. you talked about a co-worker younger than _ correct? correct. you talked about a co-worker younger than you - correct? correct. you talked about a co-worker younger than you came . correct? correct. you talked about a i co-worker younger than you came out. co—worker younger than you came out. is co—worker younger than you came out. is that _ co—worker younger than you came out. is that the _ co—worker younger than you came out. is that the individual in the white t-shirt? — is that the individual in the white t-shirt? ., . is that the individual in the white t-shirt?- 0k. _ is that the individual in the white t-shirt?- ok, so - is that the individual in the white t-shirt?- ok, so we - is that the individual in the white t-shirt?- ok, so we will| t-shirt? correct. ok, so we will continue — t-shirt? correct. ok, so we will continue to _ t-shirt? correct. ok, so we will continue to run _ t-shirt? correct. ok, so we will continue to run exhibit - t-shirt? correct. ok, so we will continue to run exhibit 33, - t-shirt? correct. ok, so we will. continue to run exhibit 33, please.

i'm going to pause it right here, please — i'm going to pause it right here, please for— i'm going to pause it right here, please. forthe record, this i'm going to pause it right here, please. for the record, this is a 2834, _ please. for the record, this is a 2834, and — please. for the record, this is a 2834, and can you describe for the jurors _ 2834, and can you describe for the jurors which — 2834, and can you describe for the jurors which were doing at this moment? _ jurors which were doing at this moment? i jurors which were doing at this moment? ., , jurors which were doing at this moment? . , _, jurors which were doing at this moment?— jurors which were doing at this moment? . , _, ,. moment? i was recording the scene. you had walked _ moment? i was recording the scene. you had walked over _ moment? i was recording the scene. you had walked over towards - moment? i was recording the scene. you had walked over towards the - you had walked over towards the scene, _

you had walked over towards the scene, really by the door where your mum _ scene, really by the door where your mum would — scene, really by the door where your mum would have come out if she would have come _ mum would have come out if she would have come out?— mum would have come out if she would have come out?- and _ mum would have come out if she would have come out?- and the - have come out? correct. and the individual in _ have come out? correct. and the individual in the _ have come out? correct. and the individual in the white _ have come out? correct. and the individual in the white t-shirt, i have come out? correct. and the| individual in the white t-shirt, he individual in the white t—shirt, he had stepped off the curb into the street— had stepped off the curb into the street here, correct?— had stepped off the curb into the l street here, correct?- and street here, correct? correct. and so let's continue _ street here, correct? correct. and so let's continue to _ street here, correct? correct. and so let's continue to run _ street here, correct? correct. and so let's continue to run exhibit - street here, correct? correct. andj so let's continue to run exhibit 33, please _ so let's continue to run exhibit 33, please and — so let's continue to run exhibit 33, please. and i'm going to pause right there. _ please. and i'm going to pause right there, please. is that the moment you were — there, please. is that the moment you were talking about, when your co-worker— you were talking about, when your co—worker got pushed? you were talking about, when your co-worker got pushed?— you were talking about, when your. co-worker got pushed?- and co-worker got pushed? correct. and did ou co-worker got pushed? correct. and did you see — co-worker got pushed? correct. and did you see it _ co-worker got pushed? correct. and did you see it all _ co-worker got pushed? correct. and did you see it all anywhere - co-worker got pushed? correct. and did you see it all anywhere in - co-worker got pushed? correct. and did you see it all anywhere in their. did you see it all anywhere in their where _ did you see it all anywhere in their where he — did you see it all anywhere in their where he touched a police officer? no. �* ,., where he touched a police officer? no. �* , ., . where he touched a police officer? no. �* ., ., ., ,., no. and so that you are now standing around behind — no. and so that you are now standing around behind that _ no. and so that you are now standing around behind that group _ no. and so that you are now standing around behind that group of- no. and so that you are now standing around behind that group of people, | around behind that group of people, correct? _ around behind that group of people, correct? ., . around behind that group of people, correct?- do _ around behind that group of people, correct?- do you _ around behind that group of people, correct?- do you know- correct? correct. do you know an bod correct? correct. do you know anybody in — correct? correct. do you know anybody in that _ correct? correct. do you know anybody in that crowd? - correct? correct. do you know anybody in that crowd? my i correct? correct. do you know| anybody in that crowd? my two co-workers — anybody in that crowd? my two co-workers. right _ anybody in that crowd? my two co-workers. right now, - anybody in that crowd? my two co-workers. right now, could i anybody in that crowd? my two i co-workers. right now, could you anybody in that crowd? my two - co-workers. right now, could you put a line or a dot — co-workers. right now, could you put a line or a dot on _ co-workers. right now, could you put a line or a dot on where _ co-workers. right now, could you put a line or a dot on where your- co-workers. right now, could you put a line or a dot on where your two - a line or a dot on where your two co-workers — a line or a dot on where your two co—workers are. and both of those

are individuals who went out during the second — are individuals who went out during the second trip to the suv, correct? correct _ the second trip to the suv, correct? correct. �* , ., ~ ., ., , the second trip to the suv, correct? correct. �* ~ ., ., , ., correct. and did you know any of the other people — correct. and did you know any of the other people out _ correct. and did you know any of the other people out there _ correct. and did you know any of the other people out there in _ correct. and did you know any of the other people out there in the - correct. and did you know any of the other people out there in the crowd l other people out there in the crowd at the _ other people out there in the crowd at the time? not other people out there in the crowd at the time?— other people out there in the crowd at the time?_ ok. | at the time? not at the time. 0k. did ou at the time? not at the time. 0k. did you know... _ at the time? not at the time. 0k. did you know... i _ at the time? not at the time. 0k. did you know... i think. _ at the time? not at the time. 0k. did you know... i think. yes. - at the time? not at the time. 0k. did you know... i think. yes. was| did you know... i think. yes. was she there — did you know... i think. yes. was she there at _ did you know... i think. yes. was she there at the _ did you know... i think. yes. was she there at the time? _ did you know... i think. yes. was she there at the time? correct. . did you know... i think. yes. was| she there at the time? correct. do ou see she there at the time? correct. do you see where _ she there at the time? correct. do you see where she _ she there at the time? correct. do you see where she is _ she there at the time? correct. do you see where she is now? - she there at the time? correct. do| you see where she is now? correct. how did you — you see where she is now? correct. how did you know— you see where she is now? correct. how did you know her. _ you see where she is now? correct. how did you know her. just - you see where she is now? correct. how did you know her. just through school. so then _ how did you know her. just through school. so then let's _ how did you know her. just through school. so then let's continue - how did you know her. just through school. so then let's continue to i school. so then let's continue to run exhibit _ school. so then let's continue to run exhibit 33, _ school. so then let's continue to run exhibit 33, please. - stop right here, please. can you inscribe — stop right here, please. can you inscribe for _ stop right here, please. can you inscribe for the jurors, then, what we are _ inscribe for the jurors, then, what we are seeing couple was going on in that segment of the video? that

we are seeing couple was going on in that segment of the video?— that segment of the video? that was when my co-workers _ that segment of the video? that was when my co-workers grabbed - that segment of the video? that was when my co-workers grabbed my - when my co—workers grabbed my co—worker and grabbed him up inside, and i wasjust co—worker and grabbed him up inside, and i was just yelling, chill chillout, chill out. and i wasjust yelling, chill chillout, chill out.- and i wasjust yelling, chill chillout, chill out. �* , chillout, chill out. and so when his co-workers — chillout, chill out. and so when his co-workers came _ chillout, chill out. and so when his co-workers came to _ chillout, chill out. and so when his co-workers came to get _ chillout, chill out. and so when his co-workers came to get the - chillout, chill out. and so when his co-workers came to get the young | chillout, chill out. and so when his - co-workers came to get the young man co—workers came to get the young man in the _ co—workers came to get the young man in the white _ co—workers came to get the young man in the white t—shirt, he went with them, _ in the white t—shirt, he went with them, back— in the white t—shirt, he went with them, back into the store? in the white t-shirt, he went with them, back into the store? correct. and ou them, back into the store? correct. and you are — them, back into the store? correct. and you are following _ them, back into the store? correct. and you are following them - them, back into the store? correct. and you are following them was - and you are following them was yellow _ and you are following them was yellow correct. let's continue to run 33, then. i'm going _ let's continue to run 33, then. i'm going to _ let's continue to run 33, then. i'm going to pause here for a moment, please _ going to pause here for a moment, please for— going to pause here for a moment, please. forthe record... can you tellthe— please. forthe record... can you tellthejurors please. forthe record... can you tell the jurors what you were doing here? _ tell the jurors what you were doing here? ht_ tell the 'urors what you were doing here? �* , ,., ~' tell the 'urors what you were doing here? �* , ,., ~ .,, here? at this point, i think i was 'ust kind here? at this point, i think i was just kind of _ here? at this point, i think i was just kind of emotional, - here? at this point, i think i was just kind of emotional, and - here? at this point, i think i was just kind of emotional, and i - here? at this point, i think i was. just kind of emotional, and i went to the african—american who was standing there on the curb, and i was like, they are not coy to help him. this is what we have to deal with. fik. sustain. that will be

with. ok. sustain. that will be stricken. that _ with. ok. sustain. that will be stricken. that is _ with. ok. sustain. that will be stricken. that is fine. - with. ok. sustain. that will be stricken. that is fine. so - with. ok. sustain. that will be stricken. that is fine. so you l with. ok. sustain. that will be i stricken. that is fine. so you had with. ok. sustain. that will be - stricken. that is fine. so you had a conversation _ stricken. that is fine. so you had a conversation with _ stricken. that is fine. so you had a conversation with another- stricken. that is fine. so you had a conversation with another person i conversation with another person standing — conversation with another person standing there?— conversation with another person standing there?- and - conversation with another person i standing there?- and when standing there? correct. and when ou standing there? correct. and when you walked — standing there? correct. and when you walked up _ standing there? correct. and when you walked up there, _ standing there? correct. and when you walked up there, there - standing there? correct. and when you walked up there, there was i standing there? correct. and when you walked up there, there was a i you walked up there, there was a young _ you walked up there, there was a young girl— you walked up there, there was a young girl they you walked up there, there was a young girlthey in you walked up there, there was a young girl they in a green shirt. did you — young girl they in a green shirt. did you see her when you were walking — did you see her when you were walking up there?— did you see her when you were walking up there?- do | did you see her when you were i walking up there?- do you walking up there? correct. do you remember— walking up there? correct. do you remember seeing _ walking up there? correct. do you remember seeing her _ walking up there? correct. do you remember seeing her in _ walking up there? correct. do you remember seeing her in the - walking up there? correct. do you remember seeing her in the store| remember seeing her in the store earlier? _ remember seeing her in the store earlier? ., . remember seeing her in the store earlier?- do _ remember seeing her in the store earlier?- do you - correct. who she was? correct. you're the cashier when _ who she was? correct. you're the cashier when she _ who she was? correct. you're the cashier when she was _ who she was? correct. you're the cashier when she was in - who she was? correct. you're the cashier when she was in the - who she was? correct. you're thej cashier when she was in the store earlier? _ cashier when she was in the store earlier? ., . cashier when she was in the store earlier?- can _ cashier when she was in the store earlier?- can we - cashier when she was in the store earlier?- can we continue| cashier when she was in the store i earlier?- can we continue to earlier? correct. can we continue to run 33, earlier? correct. can we continue to run 33. please? _

i'm going to pause here for a moment _ i'm going to pause here for a moment. the record should reflect 08:29:55 — moment. the record should reflect 08:29:55. we saw you standing there with her— 08:29:55. we saw you standing there with her hands on your head. what is going _ with her hands on your head. what is going to _ with her hands on your head. what is going to your— with her hands on your head. what is going to your mind?— going to your mind? disbelief, and auilt. going to your mind? disbelief, and guilt- white _ going to your mind? disbelief, and guilt. white guilt? _ going to your mind? disbelief, and guilt. white guilt? if _ going to your mind? disbelief, and guilt. white guilt? if | _ going to your mind? disbelief, and guilt. white guilt? if i would - going to your mind? disbelief, and guilt. white guilt? if i would have. guilt. white guilt? if i would have 'ust not guilt. white guilt? if i would have just not taken _ guilt. white guilt? if i would have just not taken the _ guilt. white guilt? if i would have just not taken the bill, _ guilt. white guilt? if i would have just not taken the bill, this - guilt. white guilt? if i would have just not taken the bill, this could | just not taken the bill, this could have been avoided. taste just not taken the bill, this could have been avoided.— have been avoided. we also saw another individual _ have been avoided. we also saw another individual getting - have been avoided. we also saw| another individual getting pushed have been avoided. we also saw - another individual getting pushed by another individual getting pushed by an officer. _ another individual getting pushed by an officer, correct?— another individual getting pushed by an officer, correct?- and - an officer, correct? correct. and what did you _ an officer, correct? correct. and what did you do _ an officer, correct? correct. and what did you do after _ an officer, correct? correct. and what did you do after that - an officer, correct? correct. and - what did you do after that happened? i was what did you do after that happened? iwasiust_ what did you do after that happened? i wasjust trying what did you do after that happened? i was just trying to calm what did you do after that happened? i wasjust trying to calm him down, i was just trying to calm him down, stand back. i wasjust trying to calm him down, stand back-—

stand back. let's continue running 33, then. stand back. let's continue running 33. then. -- _ stand back. let's continue running 33. then. -- i _ stand back. let's continue running 33, then. -- i was _ stand back. let's continue running 33, then. -- i wasjust— stand back. let's continue running 33, then. -- i wasjust trying - stand back. let's continue running 33, then. -- i wasjust trying to i 33, then. -- i was 'ust trying to calm down. h who are you talking to? my mum. 0k, ok, so that takes us to the end of exhibit— 0k, so that takes us to the end of exhibit 33— ok, so that takes us to the end of exhibit 33 and you went back into the store — exhibit 33 and you went back into the store. and you just went back into work— the store. and you just went back into work your shift?

so did you continue to work at cup foodsm _ so did you continue to work at cup foods... , ., ., so did you continue to work at cup foods... , . ., , foods... the time is a quarter past five p:m-- — foods... the time is a quarter past five p:m-- a _ foods... the time is a quarter past five p:m-- a very — foods... the time is a quarter past five p:m.. a very good _ foods... the time is a quarter past five p:m.. a very good evening. i foods... the time is a quarter past| five p:m.. a very good evening. we willjust pull away from continuing coverage there of the trial in minneapolis. we are, of course, very much keeping an eye and ear across all of that and our correspondent gary o'donoghue is following all of that for us and we will have regular summaries of what is being heard there in the courtroom from gary o'donoghue, but we will step away from that for now. we will, of course, have more on that a little later this afternoon and into the evening, but we want to return to matters here in the uk. there has been that very significant report today about race and racism in the uk, and we have lots of

guests to talk to about that, and so we want to discuss all of that as well. it is a new report. it says racism has become, it says there are wide variety of factors and racism, in explaining social disparities in the uk. a lot of conclusions to this review commissioned by the government, but the findings have been causing controversy. the commission on race and ethnic disparities was set up after the black lives matter protests, but it has found that social class and family structure played a bigger role in determining people's lives. the commission says concerns that the uk is institutionally racist are not borne out by the evidence but that overt racism remains. the prime minister, borisjohnson has said, "it is now right that the government considers their recommendations in detail, and assesses the implications for

future government policy." but campaigners say they feel "massively let down" by the report — and they've warned the government does not have the confidence of black and minority ethnic communities. three people to talk to about this report in the next few minutes, but first, let'sjust report in the next few minutes, but first, let's just have this summary of everything that we've said so far today. this report from greg mckenzie. last summer's black lives matter protests were some of the biggest seen in the uk. black lives matter! hundreds of thousands of people lined the streets up and down the country calling for change. it was triggered by the killing of george floyd in america. the government reacted and commissioned a report looking into racial disparities, which it has published today. no—one in the report is saying racism doesn't exist. we found anecdotal evidence of this. however, what we did find was the evidence of actual

institutional racism, no. that wasn't there, we didn't find that in our report. the report concludes race and racism have become less important factors in explaining social disparities. but its author admits while racism does exist in this country, the uk is not institutionally racist, which has angered some race campaigners. the two people appointed to lead an independent commission were on record denying structural racism and institutional racism 15 years ago. so it's no surprise that we have tony sewell saying he didn't find any evidence of institutional racism. well, he denied its existence 15 years ago. he is hardly going to change his mind. the commission has made 24 recommendations, which include the acronym bame, that is black, asian and minority ethnic, should no longer be used. other recommendations include creating a police workforce that represents the communities they serve. and increasing the legitimacy and accountability of stop and search

through body—worn video cameras. the prime minister asked them to do this report because although he thinks that there is a good deal of progress that has been made in recent years, there is a lot more to do. and so we will be listening and reading very carefully the recommendations from the commissioners about what more the country needs to do to tackle inequalities. the commission believes that if these recommendations are implemented, it will give a further burst of momentum to the story of the uk's progress to a successful, multiethnic and multicultural community. but some race campaigners believe we are some way off actually achieving this. greg mckenzie, bbc news. let's get reaction to the report's findings. first of all from labour. with me now is marsha de cordova, the labour shadow women

and equalities secretary. very good afternoon. good afternoon, jane. there very good afternoon. good afternoon, jane- there is — very good afternoon. good afternoon, jane. there is racism _ very good afternoon. good afternoon, jane. there is racism in _ very good afternoon. good afternoon, jane. there is racism in the _ very good afternoon. good afternoon, jane. there is racism in the uk, - very good afternoon. good afternoon, jane. there is racism in the uk, but i jane. there is racism in the uk, but not institutional _ jane. there is racism in the uk, but not institutional racism. _ jane. there is racism in the uk, but not institutional racism. does - jane. there is racism in the uk, but not institutional racism. does that i not institutional racism. does that ring true for you? the not institutional racism. does that ring true for you?— ring true for you? the report that was published — ring true for you? the report that was published today _ ring true for you? the report that was published today was - ring true for you? the report that was published today was really, i was published today was really, could have been an opportunity to actually seriously engage with the realities of inequality and institutional racism in the uk. to try and downplay institutional racism, in a time when we are in a pandemic where black, asian and ethnic minority people have just proportionally died from coronavirus, and where the unemployment figures now have shown that if you are from an ethnic minority background, you are more than double times likely to be unemployed, to try and play down and assume institutional racism is not a factor when all the evidence and data suggest that there are these structural inequalities that do exist, are deeply worrying and are

also a huge insult to the many black, asian and ethnic minority trinities who experience racism, because racism is a real and it really is the lived experience of many people. 50 really is the lived experience of many people-— really is the lived experience of many people. really is the lived experience of man --eole. , ., many people. so when the people who -roduce many people. so when the people who produce this — many people. so when the people who produce this report _ many people. so when the people who produce this report say, _ many people. so when the people who produce this report say, yes, - many people. so when the people who produce this report say, yes, racism i produce this report say, yes, racism is usually complex, hugely complex, we do not deny that racism is a real force in the uk, but there are many, many factors at play here — family influence, socioeconomic background, culture religion. have all those people who have reached those conclusion, are they simple he wrong? conclusion, are they simple he wron: ? , ., , ., wrong? there is no denying that other factors, _ wrong? there is no denying that other factors, such _ wrong? there is no denying that other factors, such as _ wrong? there is no denying that other factors, such as class - wrong? there is no denying that other factors, such as class and | other factors, such as class and your socioeconomic status, may also play a key shooting factor to this, but i do not dier —— can shooting factor. you cannot deny the main fact that

institutional racism exist today. the majestic sling. if you are a black woman, your four the majestic sling. if you are a black woman, yourfour times more likely to die in childbirth. why is that inequality still in existence? if you are a child of black, african, caribbean descent, you are five—time or likely to be excluded from school. 22 years on from the mcpherson report, were institutional racism was first coined, he really talked about where unequal outcomes are happening based on race or ethnicity and culture, that could be institutionally racist, and we are seeing those disparities or inequalities happening across society. again, it was a missed opportunity for this report to truly and meaningfully engage with some of the inequalities that are driven by structural racism. and ap them which is shone light and expose some of these inequalities, it is a let down to many in the black, asian and

ethnic minority community —— a pandemic which has. it is a real low blow for those who continue to fight for racialjustice in society. remember, the workings of this commission happening last summer was as a result of black lives matter, as a result of black lives matter, as a result of black lives matter, as a result of many calling for in and to racial injustice and discrimination, and now we have a report, 24 recommendations to set out what they believe will create a more equal society. actually, over the past three years, we have had several reports that have dealt with racism and inequality, and i actually think the government should really have gone on and implemented those recommendations. we have not got any report that is seeking to try and erase the last 20 odd years of so much good work and progress that has been made by now claiming that has been made by now claiming that institutional racism is not a country beating

—— country beating factor. it is an insult, no question, and many of us were quite hurt by what happened today. were quite hurt by what happened toda . a , ., were quite hurt by what happened toda . , ., ., ., ., were quite hurt by what happened toda. , ., ., ., ., ., ~ were quite hurt by what happened toda. , ., ., ., ., ., today. marsha de cordova, thank you for our today. marsha de cordova, thank you for your time. — today. marsha de cordova, thank you for your time, thank _ today. marsha de cordova, thank you for your time, thank you. _ today. marsha de cordova, thank you for your time, thank you. labour - today. marsha de cordova, thank you for your time, thank you. labour mp. foryourtime, thank you. labour mp. as promised, we are going to stay with with reaction with this report. let's also speak to david goodhart — who works on integration at the thinktank policy exchange. he's also a commissioner at the equality and human rights commission, but he's speaking in a personal capacity this afternoon. good afternoon. good afternoon. you heard some — good afternoon. good afternoon. you heard some of _ good afternoon. good afternoon. you heard some of that _ good afternoon. good afternoon. you heard some of that they _ good afternoon. good afternoon. you heard some of that they are, - good afternoon. good afternoon. you heard some of that they are, i - good afternoon. good afternoon. you heard some of that they are, i hope, | heard some of that they are, i hope, one person's reaction, this report does not reflect the lived experience of so many people in this country? i experience of so many people in this count ? ~ , ., ., , country? i think marsha would be advised to actually _ country? i think marsha would be advised to actually read - country? i think marsha would be advised to actually read the - country? i think marsha would be i advised to actually read the report. actually it does not say that institutional racism cannot exist, but what it does say is that it must be proved to exist, that we too

casually chuck around the phrase and you can find evidence. an institution is behaving in a racially prejudiced way. let's find evidence and do something about it. that is something the hrc is here to do. i think, that is something the hrc is here to do. ithink, also, we should remember nine out of ten of the commissioners were from ethnic minority backgrounds themselves. i think they may be feeling a little bit insulted. accomplish professional black caribbean and black african background people, like the economist. these are really substantial, independent minded people. they are not quoted kind of give their agreement to a sort of a propaganda document, which is what marshall was implying was the case, and actually we can all cherry pick artefacts she picked up on one thing, she was claiming that a higher level of inclusion from school of black caribbean boys

overwhelmingly. an example of incisional racism for some but actually, it happens to be the case that the number of black african boys who are excluded from school is lower than the number of white boys. you have a huge range, a huge diversity in exclusions, and i think it is very difficult to argue that is an example of racism. i think it is an example of racism. i think it is an example of racism. i think it is a tremendously good report in many ways. it is very fact—based, it is taking issue with a lot of the rhetoric of the blm protesters last year, but is doing it on a very factual basis, and is a very honest report. it is talking about complexity of race and class, saying a lot of, as you've already said, a lot of the issues to do with racial disadvantage deal hugely with social class disadvantage, and it is also pointing to the incredibly important role of the family for some some of the most essential groups are overwhelmingly raised in two—parent families, and some of the least

successful groups, black caribbean and a lot of white working—class kids, two thirds, are coming from sigel parent households and all the extra stresses and strains they have to experience —— single parent. i think this is, this report has, i think, changed the debate. it has placed it on a much more objective basis, so let's have less of this sort of generalising rhetoric about systemic this and institutional that. where there are problems, let's sort this out, and that is what this report has tried to do. it is got a whole host of recommendations, they are all quite close up things to do with improving relations between certain communities and the police, making the police force... but communities and the police, making the police force. . .— the police force... but we are talkin: the police force... but we are talking about _ the police force... but we are talking about some _ the police force. .. but we are talking about some of- the police force... but we are talking about some of the - the police force... but we are - talking about some of the specific examples. is it a generalisation, though, to say that a black woman is four times more likely to die in

childbirth? is it a generalisation to point out that someone from a minority ethnic background is more likely that a white person to be in lower paid work, to be on zero—hours contracts, that the whole issue of... ., ., contracts, that the whole issue of... . ., ., of... yeah, i mean, there are issues. _ of... yeah, i mean, there are issues. and — of... yeah, i mean, there are issues, and the _ of... yeah, i mean, there are issues, and the report - of... yeah, i mean, there are issues, and the report is - of... yeah, i mean, there are issues, and the report is full| of... yeah, i mean, there are. issues, and the report is full of all of this material, and is weighing it up and saying, i can throw some of the really positive... almost every siegel major group does better in the school system now than the white british people. there is a significant lead larger proportion of people from ethnic minority backgrounds in the highest social class in britain, did you realise that black caribbean women earn on average more than white british women? we can play this game, but i think in the... it does not get us very far. on the particular point you raised about the tragedy of the small number of black women dying in childbirth, ithink small number of black women dying in childbirth, i think the overall

numbers are, thankfully, very small, but you look at health overall, an extremely interesting and important chapter in this report on health, from which i learned in the numerous amount, and it shows that, actually, these great disparities in wealth between the white population and ethnic minority population simply do not exist. certain groups suffer from certain illnesses in higher proportion than others, but overall, if any think of ethnic minority people have better health and greater longevity, despite on average being slightly poorer. if you look at income, by the way, if you look at income, by the way, if you gather up all the income of all ethnic minority groups and the income of the white british amount, the difference is —2%, and there are substantial numbers of ethnic rendered groups that earn a great deal more than the white british average. if you look atjust in sheer numbers terms of people

suffering disadvantage, we have something called the index of multiple deprivation. if you look at the bottom 10% of neighbourhoods, in this, on this index, this is the real bottom of the bottom, in pretty —— british society, about dyer according to the index multiple deprivation. —— io%. it is a much higher proportion for british pakistanis, 30%, but if you look at the absolute numbers, it is nearly 4 million white british people living in those everest compared to threaded 40,000 british pakistanis. obviously, we want to do something about that, for both groups, and thatis about that, for both groups, and that is one of the good things about this report. it is talking about coming up with solutions that raise everybody, notjust targeting minority groups, doing things... minority groups will benefit differ

personally from the changes, but it is raising all boats that is the sentiment behind it, and i think thatis sentiment behind it, and i think that is a really good thing. daeid that is a really good thing. david goodhart, that is a really good thing. david goodhart. very _ that is a really good thing. david goodhart, very many _ that is a really good thing. david goodhart, very many thanks - that is a really good thing. david goodhart, very many thanks for| that is a really good thing. david goodhart, very many thanks for your time. let's now speak to journalist and the author of empireland: how modern britain is shaped by its imperial past, sathnam sanghera. very good afternoon. you heard, i hope, our previous to guess and i don't want to try to describe the official reaction to our audience, by very interested, having snow on the screen to know what was running through your mind when you heard some of those observations. the re aort as some of those observations. the report as a _ some of those observations. inez report as a couple some of those observations. “inez report as a couple of some of those observations. “iu9: report as a couple of good some of those observations. “iu9 report as a couple of good points. it points out that the online abuse faced by so many people of colour in the public eye is disgusting. they also write about this, this

encompasses so many groups and that it means nothing. a grid that. but when it comes to the conclusion that institutional racism doesn't exist. it has no credibility because all the senior people involved in the report thought that before it even started. borisjohnson thought report thought that before it even started. boris johnson thought that, the head of his unit thought that, the head of his unit thought that, the chair of the commission thought that. and so, the whole thing is a foregone conclusion. also, it is wrong. different statistics are ready that black men are four times more likely to be sectioned in a white person. 60% of the nhs doctors and nurses who have died in this crisis have been black or in ethnic minority background. my favourite fact that in 2018, 584 black caribbean people applied for the civil service fast stream and not one of them got a job. is that because 584 people were not good enough for a job? or is that because the civil service has a problem with

institutional racism. i see it as a problem. i institutional racism. i see it as a aroblem. :, :, :, :, , problem. i heard a lot of use with some of the _ problem. i heard a lot of use with some of the people _ problem. i heard a lot of use with some of the people involved - problem. i heard a lot of use with some of the people involved in i problem. i heard a lot of use with i some of the people involved in this report and they have flagged that there are a lot of positives to talk about. they stress that they not saying there is no racism in this country, but they say there are a lot of positives and you look at people under the age of 30, there is a tiny pay gap, for example between people from different backgrounds, there are positive for this country is getting better is the argument and that they feel it is time to start learning from those positives. is there anything valid in that train of thought?— is there anything valid in that train of thought? problem is, that we have a long — train of thought? problem is, that we have a long tradition _ train of thought? problem is, that we have a long tradition in - train of thought? problem is, that we have a long tradition in this i we have a long tradition in this country of denying racism. when we abolish slavery, that became the only narrative. so much so that it feels like we only send 3 million africans across the atlantic so that we could liberate them. we see

ourselves primarily as the country that one more to it and defeated the evil racist germans that help us forget that we ran an empire, the biggest empire in human history that was willfully writes the premises and if you want to understand institutional racism —— white supremacist. it is in our blood ended this report is just denying the obvious. the ended this report is 'ust denying the obvioush ended this report is 'ust denying the obvious. ~ , the obvious. the prime minister said that the government _ the obvious. the prime minister said that the government will _ the obvious. the prime minister said that the government will look - the obvious. the prime minister said that the government will look at - the obvious. the prime minister said that the government will look at the | that the government will look at the recommendations, there are number of things and suggestions that might be implemented. does this take us anywhere? some of the issues you have outlined, just that the civil service for example, what happens now than? how does that situation get improved? as a start in schools? the government, with this report say that they don't care and they are not going to get involved. i feel

that society is becoming more progressive anyway. young people who were massively energised by black lives matter are coming up with their own solutions and getting different educations from outside the school system. academies do not need to follow the national curriculum, so teachers are finding the solutions to these problems and i feel like this report ultimately doesn't matter too much. that is really interesting. _ doesn't matter too much. that is really interesting. you _ doesn't matter too much. that is really interesting. you are - doesn't matter too much. that is| really interesting. you are seeing some positives here you are picking it out, but your point is that it is not coming from the political sphere. it is coming from elsewhere. absolutely, on instagram there is a lot of black history which teaches people stuff that they were never taught at school. you have films like black panther the ninth most popular film like black panther the ninth most popularfilm of like black panther the ninth most popular film of all like black panther the ninth most popularfilm of all time, which is incredibly progressive and what it says about museums and race in society is changing regardless of what boris johnson

society is changing regardless of what borisjohnson in this commission thinks. what boris johnson in this commission thinks.- what boris johnson in this commission thinks. , , commission thinks. very interesting. a -leasure commission thinks. very interesting. a pleasure to — commission thinks. very interesting. a pleasure to talk— commission thinks. very interesting. a pleasure to talk to _ commission thinks. very interesting. a pleasure to talk to you, _ commission thinks. very interesting. a pleasure to talk to you, thank- commission thinks. very interesting. a pleasure to talk to you, thank you | a pleasure to talk to you, thank you very much for your time this afternoon. very many thanks. the time now edging up to 24 minutes now to six and our continued discussion of that controversial report and we will have more coverage of that later in the afternoon and evening. now, just to bring you some other news. we are hearing that an immediate review has just been announced in two sexual abuse in schools. just announced by the department for education. of will be looking at policies and the defendant schools in the new helpline to support potential victims of sexual harassment or abuse in schools will go live tomorrow. ofsted will look at safeguarding

policies in state and independent schools, and a new helpline to support potential victims of sexual harassment and abuse in schools, run by the nspcc, will go live tomorrow. the education secretary gavin williamson announced the measures after numerous anonymous testimonials of sexual harassment and abuse were submitted to the website everyone's invited. we have all seen the, we all have deep concerns about the victims of abuse that have come forward and what we wanted to do was take immediate action. that is why working with them, we have set up a health line to support victims and why we to go further, we have asked off stead to be able to conduct a full review in terms of safeguarding in our schools to protect the best interests of our children. stand in our schools to protect the best interests of our children.- interests of our children. and on the issue of— interests of our children. and on the issue of the _ interests of our children. and on the issue of the helpline - interests of our children. and on i the issue of the helpline secretary of state that if a parent finds that the child is the victim of abuse or others have been victim of abuse, do

they call the helpline of the police? they call the helpline of the -olice? , :, :, ~ police? the helpline, we are working with them and _ police? the helpline, we are working with them and they _ police? the helpline, we are working with them and they have _ police? the helpline, we are working with them and they have a _ police? the helpline, we are working with them and they have a vast - with them and they have a vast amount of experience in terms of dealing with children, from those who have had dreadful experiences of being abused and they are there to support them. so one of the first key areas to call would be the ns pc, but the police should always be involved. :, , , :,, involved. some say that this problem has rotten involved. some say that this problem has gotten too _ involved. some say that this problem has gotten too big — involved. some say that this problem has gotten too big and _ involved. some say that this problem has gotten too big and too _ has gotten too big and too significant, what you say to people who argue that?— significant, what you say to people who argue that? what you saw 'ust last ear, who argue that? what you saw 'ust last year. a — who argue that? what you saw 'ust last year. a few �* who argue that? what you saw 'ust last year, a few months i who argue that? what you saw 'ust last year, a few months ago, h who argue that? what you sawjust last year, a few months ago, we i last year, a few months ago, we launched one of the biggest changes in terms of our curriculum, putting relationship and sex education right at the core of it, making sure that the respective gender is always taught in all of our schools and we have some of the best and strongest

safeguarding practices in this country, then the country, but to recognise that we always want to go further, we always want to do more to protect the interests of children and also, ensure that where there are victims, their concerns are properly addressed.— are victims, their concerns are properly addressed. let's talk about the review- — properly addressed. let's talk about the review. understanding - properly addressed. let's talk about the review. understanding from - properly addressed. let's talk about the review. understanding from this review, what is the point of the review? , ,:,, review, what is the point of the review? , :, review? the purpose of the review come the reason _ review? the purpose of the review come the reason why _ review? the purpose of the review come the reason why we've - review? the purpose of the review come the reason why we've asked | review? the purpose of the review - come the reason why we've asked them to do it is to look across, right across the perspective for the policies. what more needs to be done, what more can be done to safeguard the interests of children, whether they are in state schools or those in independent schools as well. , :, , :, those in independent schools as well. , :, , :, , those in independent schools as well. , :, , :, well. they raise not being able to monitor independent _ well. they raise not being able to monitor independent schools - monitor independent schools regarding safeguarding issues is a problem. what is your response to reports that the chief inspector has spoken to your department number of times on this. spoken to your department number of times on this-— times on this. where there are concerns in _ times on this. where there are concerns in terms _ times on this. where there are

concerns in terms of— times on this. where there are - concerns in terms of safeguarding, off stead can conduct reviews into the schools, whether their state schools and their remit which is the independent sector as it does for state sector. so that's the ability for department and education to be able to instruct off stead to carry out those reviews and will often be taken. :, ~ :, :, taken. talking about that review 'ust taken. talking about that review just announced _ taken. talking about that review just announced in _ taken. talking about that review just announced in the _ taken. talking about that review just announced in the last - taken. talking about that review just announced in the last little i just announced in the last little while and a helpline will go live tomorrow which will be run by the nspce more on that story coming up in the six o'clock news. for the next few minutes, we will rejoin our collects on bbc world news and will continue with our coverage of the trial of derek shelving who was charged with the murder of george floyd in minneapolis. the court room i believe is still hearing from that young man, the witness we are hearing from the man who works in the shop where george floyd went in

and he has been talking about what he knew and sought and recorded on that night. let's go back to minneapolis.— that night. let's go back to minnea-olis. :, :, :, :, minneapolis. you are also asked about what _ minneapolis. you are also asked about what george _ minneapolis. you are also asked about what george floyd - minneapolis. you are also asked about what george floyd was i minneapolis. you are also asked i about what george floyd was doing minneapolis. you are also asked - about what george floyd was doing in the store and mr nelson demonstrated for us, does a pretty accurate demonstration of what you saw. correct. : ~ :, :, correct. after mr floyd did not fall down. he correct. after mr floyd did not fall down- he did _ correct. after mr floyd did not fall down. he did not— correct. after mr floyd did not fall down. he did not lose _ correct. after mr floyd did not fall down. he did not lose his- correct. after mr floyd did not fall down. he did not lose his balance| correct. after mr floyd did not fall l down. he did not lose his balance at all? :, down. he did not lose his balance at all? ila. when he indicated that he all? no. when he indicated that he wanted to buy some cigarettes, you both had to move down to the cigarette counter, correct was blue correct. and that's what he he want to buy some cigarettes. did did he ask for brent he wanted? i do to buy some cigarettes. did did he ask for brent he wanted?- ask for brent he wanted? i do not recall. ask for brent he wanted? i do not recall- you _ ask for brent he wanted? i do not recall. you described _ ask for brent he wanted? i do not recall. you described a _ ask for brent he wanted? i do not recall. you described a pack. - ask for brent he wanted? i do notj recall. you described a pack. that could've been _ recall. you described a pack. that could've been the _ recall. you described a pack. that could've been the case. _ recall. you described a pack. that could've been the case. and - recall. you described a pack. that could've been the case. and you i recall. you described a pack. that i could've been the case. and you give them to him? _ could've been the case. and you give them to him? yes. _ could've been the case. and you give them to him? yes. and _ could've been the case. and you give them to him? yes. and you - could've been the case. and you give them to him? yes. and you took - could've been the case. and you give them to him? yes. and you took the | them to him? yes. and you took the money and —

them to him? yes. and you took the money and the _ them to him? yes. and you took the money and the change, correct? guests. absolutely. you money and the change, correct? guests. absolutely.— money and the change, correct? guests. absolutely. you do not have to auess guests. absolutely. you do not have to guess what _ guests. absolutely. you do not have to guess what cigarettes _ guests. absolutely. you do not have to guess what cigarettes he - guests. absolutely. you do not have| to guess what cigarettes he wanted? correct. . i have nothing further, your honour. sorry, thank you. you are asked a couple of questions about the counterfeit bill?— couple of questions about the counterfeit bill?- do i couple of questions about the i counterfeit bill?- do you counterfeit bill? correct. do you bet a lot counterfeit bill? correct. do you get a lot of— counterfeit bill? correct. do you get a lot of counterfeit - counterfeit bill? correct. do you get a lot of counterfeit bills - counterfeit bill? correct. do you get a lot of counterfeit bills not| get a lot of counterfeit bills not store? :, get a lot of counterfeit bills not store? ila. has it happened before? store? no. has it happened before? correct. store? no. has it happened before?

correct- and — store? no. has it happened before? correct- and i _ store? no. has it happened before? correct. and i believe _ store? no. has it happened before? correct. and i believe your- correct. and i believe your previously _ correct. and i believe your previously asked _ correct. and i believe your previously asked about - correct. and i believe your. previously asked about good counterfeits and bad counterfeits in your statements with police? i do not recall- _ your statements with police? i do not recall. have _ your statements with police? i do not recall. have you _ your statements with police? i do not recall. have you seen - your statements with police? i do not recall. have you seen some . your statements with police? i do i not recall. have you seen some bills that are better— not recall. have you seen some bills that are better counterfeits - not recall. have you seen some bills that are better counterfeits than - that are better counterfeits than other bills?— that are better counterfeits than other bills? no, i don't think so. but ou other bills? no, i don't think so. but you understood _ other bills? no, i don't think so. but you understood immediately other bills? no, i don't think so. - but you understood immediately that this was a counterfeit bill? correct. :, this was a counterfeit bill? - correct._ thank this was a counterfeit bill? correct. :, thank ou, correct. nothing further. thank you, sir. you correct. nothing further. thank you, sir- you are — correct. nothing further. thank you, sir. you are excused. _ correct. nothing further. thank you, sir. you are excused. thank - correct. nothing further. thank you, sir. you are excused. thank you. - sir. you are excused. thank you. christopher— sir. you are excused. thank you. christopher martin, _ sir. you are excused. thank you. christopher martin, who - sir. you are excused. thank you. christopher martin, who worked | sir. you are excused. thank you. i christopher martin, who worked in the shop that concluded the evidence that he was given a lot of the evidence around the conversation he had with george floyd, with clearly the defence highlighting the evidence about whether you can be understood in the fact that christopher martin said that he was under the influence of drugs. that speak to tracy brown and the

district attorney from los angeles was been watching the last hour or so and tracy, thank you so much for being with us and would do you make of the way the prosecution presented that evidence and the counter defence? i that evidence and the counter defence? ~ they are doing a really solid job in using the video in a way that engages the jury. so instead ofjust having them watch, the prosecutors are leading them through the video and allowing them through the video and allowing them to testify to what happened and what they saw, stopping the video so they can explain their specific role and i think that as a great and strong impact on the jury because they can place themselves there and it's notjust having seen the video repetitively, they are actually hearing from people who are on the scene of her walking them through what happened. i think it was very

impactful and what happened. i think it was very impactfuland in what happened. i think it was very impactful and in terms of how the defence is using it, i think one of the important things of the cross—examination is knowing when to quit and you will see throughout this trial when there is a strong witness for the prosecution, the defence spend some time trying to pick apart the testimony. however, when they realise that a particular witness is very strong or really sticking to what they've said, the defence knows when to quit and not ask those questions where they're not going to like the answer. you just solid mr martin and the defence attorney about if the conversations with mr floyd got more and more heated. as if to suggest that mr floyd was getting more intense or more aggravated or aggressive. similarly, the defence attorney asked one of the bystanders if they were angry after being pushed by

police officers. however, the witness testified no, he was not angered. you will see the the defence is backing off and not trying to ask these types of questions on cross—examining when the witness is very steady. bind questions on cross-examining when the witness is very steady.— the witness is very steady. and you started your _ the witness is very steady. and you started your answer _ the witness is very steady. and you started your answer thereby - the witness is very steady. and you started your answer thereby saying | started your answer thereby saying that the prosecution was laying out the case layer by layer as you would expect and you told our producer in terms of the defence a story from when you were a district attorney, one of your favourite tricks was all around, this issue of doubt. tell me that story and why you think it has echoes of strategy here.— that story and why you think it has echoes of strategy here. sure. one ofthe echoes of strategy here. sure. one of the great — echoes of strategy here. sure. one of the great tools _ echoes of strategy here. sure. one of the great tools that _ echoes of strategy here. sure. one of the great tools that my - echoes of strategy here. sure. one | of the great tools that my adversary who was a public defender at the time used what he called 21 reasons to doubt and so he would find in any case, 21 minuscule facts that would

come up during the testimony and use that during the closing argument to sew some doubt within the jury and it could be anything like what you're seeing. but storage for its behaviour in the store, both the behaviour in the store, both the behaviour of the cloud outside and trying to characterise them as something that made the officers not be able to do theirjobs because the cloud was getting unruly. so, they're going to keep using these threats to try to find little facts that may not change the outcome of this trial because no matter how you slice it, mr chauvin should certainly not have had his knee on george floyd's neck. ldate certainly not have had his knee on george floyd's neck.— certainly not have had his knee on george floyd's neck. we know it is been a brief _ george floyd's neck. we know it is been a brief introduction _ george floyd's neck. we know it is been a brief introduction from - george floyd's neck. we know it is| been a brief introduction from you, but we are starting to hear testimony from another witness and so, we are going to go back into the court and hearfrom christopher. did

court and hear from christopher. did ou court and hear from christopher. d c you see something court and hear from christopher. i c you see something that drew your attention? ilat you see something that drew your attention? :, :, ' :, attention? not right offhand. shortly after. _ attention? not right offhand. shortly after, yes, _ attention? not right offhand. shortly after, yes, we - attention? not right offhand. shortly after, yes, we went. attention? not right offhand. | shortly after, yes, we went to attention? not right offhand. - shortly after, yes, we went to are coming _ shortly after, yes, we went to are coming across the street. —— two officers — coming across the street. —— two officers and _ coming across the street. —— two officers. and they approach the vehicle — officers. and they approach the vehicle in— officers. and they approach the vehicle in front of me and when officer— vehicle in front of me and when officer drew a handgun and open the door and _ officer drew a handgun and open the door and pointed the gun carriage whoever— door and pointed the gun carriage whoever was in the —— pointed the .un whoever was in the —— pointed the gun at— whoever was in the —— pointed the gun at whoever was in the driver seat _ gun at whoever was in the driver seat 30— gun at whoever was in the driver seat, y:, �* gun at whoever was in the driver seat. i. �* , , gun at whoever was in the driver seat, y:, �* , , ,:, seat. so you're 'ust sitting in your -a seat. so you're 'ust sitting in your party seems — seat. so you're just sitting in your party seems officers _ seat. so you're just sitting in your party seems officers pull - seat. so you're just sitting in your party seems officers pull up? - seat. so you're just sitting in your party seems officers pull up? yesj party seems officers pull up? yes sir. party seems officers pull up? yes sir- right- — party seems officers pull up? yes sir. right. and _ party seems officers pull up? yes sir. right. and after— party seems officers pull up? yes sir. right. and after seeing - party seems officers pull up? yes sir. right. and after seeing that, | sir. right. and after seeing that, what happened _ sir. right. and after seeing that, what happened next? _ sir. right. and after seeing that, what happened next? it - sir. right. and after seeing that, what happened next? it startled | sir. right. and after seeing that, i what happened next? it startled me and from where _ what happened next? it startled me and from where i'm _ what happened next? it startled me and from where i'm from, _ what happened next? it startled me and from where i'm from, when - what happened next? it startled me and from where i'm from, when you see _

and from where i'm from, when you see do _ and from where i'm from, when you see do not — and from where i'm from, when you see. do not talk about past experiences. it startles me when i see the _ experiences. it startles me when i see the officer raise his gun and started — see the officer raise his gun and started recording. that see the officer raise his gun and started recording.— see the officer raise his gun and started recording. that is exactly what i started recording. that is exactly what i want _ started recording. that is exactly what i want to _ started recording. that is exactly what i want to ask. _ started recording. that is exactly what i want to ask. and - started recording. that is exactly what i want to ask. and then - started recording. that is exactly what i want to ask. and then you started recording. basically from what you saw, correct?— started recording. basically from i what you saw, correct?- so, what you saw, correct? correct. so, when you're — what you saw, correct? correct. so, when you're parked _ what you saw, correct? correct. so, when you're parked there, - what you saw, correct? correct. so, when you're parked there, you - what you saw, correct? correct. so, when you're parked there, you startj when you're parked there, you start making your recording, correct? yes. and when did — making your recording, correct? yes. and when did you _ making your recording, correct? yes. and when did you stop? i _ making your recording, correct? yes. and when did you stop? i heard - and when did you stop? i heard sirens coming _ and when did you stop? i heard sirens coming up _ and when did you stop? i heard sirens coming up i _ and when did you stop? i heard sirens coming up i did - and when did you stop? i heard sirens coming up i did not - and when did you stop? i heard sirens coming up i did not want| and when did you stop? i heard i sirens coming up i did not want to be trapped — sirens coming up i did not want to be trapped in between the whole commotion of what is going on i didn't— commotion of what is going on i didn't know exactly what was going on. i didn't know exactly what was going on iiust _ didn't know exactly what was going on. ijust knew i did not want to be in the _ on. ijust knew i did not want to be in the middle of, you know, a bunch of commotion of what is going on. so i of commotion of what is going on. so i moved _ of commotion of what is going on. so i moved across the street.— i moved across the street. prayer into coming _

i moved across the street. prayer into coming into _ i moved across the street. prayer into coming into court, _ i moved across the street. prayer into coming into court, did - i moved across the street. prayer into coming into court, did we i i moved across the street. prayeri into coming into court, did we show you a copy of the video? yes. into coming into court, did we show you a copy of the video?— you a copy of the video? yes, sir. does that — you a copy of the video? yes, sir. does that video _ you a copy of the video? yes, sir. does that video accurately - you a copy of the video? yes, sir. i does that video accurately represent what you saw?— does that video accurately represent what you saw? yes. exhibit 35, may we dis-la what you saw? yes. exhibit 35, may we display it — what you saw? yes. exhibit 35, may we display it at _ what you saw? yes. exhibit 35, may we display it at this time? we will play that video for you now and we will ask you some questions about it during or after, ok? will ask you some questions about it during orafter, ok? fiic

when you're making that recording, do you recall if your window was down? . do you recall if your window was down? , ,, do you recall if your window was down?- we _ do you recall if your window was down?- we are - do you recall if your window was down?- we are able i do you recall if your window was down?- we are able to| do you recall if your window was - down?- we are able to hear down? yes, sir. we are able to hear some of it — down? yes, sir. we are able to hear some of it on _ down? yes, sir. we are able to hear some of it on the _ down? yes, sir. we are able to hear some of it on the video. _ down? yes, sir. we are able to hear some of it on the video. were - down? yes, sir. we are able to hear some of it on the video. were you i some of it on the video. were you able to hear it more clearly? i vaguely heard most of it. able to hear it more clearly? i | vaguely heard most of it. what able to hear it more clearly? i - vaguely heard most of it. what are ou vaguely heard most of it. what are you hearing? _ vaguely heard most of it. what are you hearing? asking _ vaguely heard most of it. what are you hearing? asking him _ vaguely heard most of it. what are you hearing? asking him to - vaguely heard most of it. what are you hearing? asking him to let- vaguely heard most of it. what are you hearing? asking him to let me see our you hearing? asking him to let me see your hands, _ you hearing? asking him to let me see your hands, he _ you hearing? asking him to let me see your hands, he is _ you hearing? asking him to let me see your hands, he is saying - you hearing? asking him to let me i see your hands, he is saying please, something _ see your hands, he is saying please, something about being shot or something about being shot or something before, please, don't. and at that— something before, please, don't. and at that time, — something before, please, don't. and at that time, that's what i heard the sirens— at that time, that's what i heard the sirens pulling up in their pulling — the sirens pulling up in their pulling them out and that's when i went back— pulling them out and that's when i went back and turned around. i�*m went back and turned around. i'm aeoin to went back and turned around. going to go went back and turned around. in going to go back to exhibit one and

put that up again and if you take the stylus and says sure the jurors were you went when you moved your vehicle. 1. : ~ were you went when you moved your vehicle. 1, : ~ , :, were you went when you moved your vehicle-_ forl vehicle. backed up over there. for the record. _ vehicle. backed up over there. for the record, you're _ vehicle. backed up over there. for the record, you're showing - vehicle. backed up over there. for the record, you're showing us - vehicle. backed up over there. for the record, you're showing us the| the record, you're showing us the side of cub foods?— the record, you're showing us the side of cub foods? yes. and you got there, side of cub foods? yes. and you got there. what — side of cub foods? yes. and you got there, what did _ side of cub foods? yes. and you got there, what did you do? i _ side of cub foods? yes. and you got there, what did you do? i continue i there, what did you do? i continue to record- — there, what did you do? i continue to record- he _ there, what did you do? i continue to record. he started _ there, what did you do? i continue to record. he started recording - to record. he started recording again? — to record. he started recording again? correct._ to record. he started recording again? correct. jepsen on the car with you? — again? correct. jepsen on the car with you? yes. — again? correct. jepsen on the car with you? yes, my _ again? correct. jepsen on the car with you? yes, my fiance. - again? correct. jepsen on the car with you? yes, my fiance. by - again? correct. jepsen on the car with you? yes, my fiance. by the time i turned _ with you? yes, my fiance. by the time i turned around, _ with you? yes, my fiance. by the time i turned around, she - with you? yes, my fiance. by the time i turned around, she came i with you? yes, my fiance. by the i time i turned around, she came out and on _ time i turned around, she came out and on the — time i turned around, she came out and on the car. and during that, some _ and on the car. and during that, some conversations between you were also recorded? yes, sir. and

some conversations between you were also recorded? yes, sir.— also recorded? yes, sir. and did you start recording _ also recorded? yes, sir. and did you start recording them _ also recorded? yes, sir. and did you start recording them at _ also recorded? yes, sir. and did you start recording them at that - also recorded? yes, sir. and did you start recording them at that point? i start recording them at that point? yes, sir. : , :, :, _, :, yes, sir. and prior to coming into court, yes, sir. and prior to coming into court. did — yes, sir. and prior to coming into court. did you — yes, sir. and prior to coming into court, did you also _ yes, sir. and prior to coming into court, did you also have - yes, sir. and prior to coming into court, did you also have a - yes, sir. and prior to coming into court, did you also have a chance j yes, sir. and prior to coming into i court, did you also have a chance to review that video? court, did you also have a chance to review that video ?_ court, did you also have a chance to review that video?- and - court, did you also have a chance to review that video?- and it i review that video? yes, sir. and it seems to be _ review that video? yes, sir. and it seems to be a _ review that video? yes, sir. and it seems to be a true _ review that video? yes, sir. and it seems to be a true and _ review that video? yes, sir. and it seems to be a true and accurate i review that video? yes, sir. and it seems to be a true and accurate? | seems to be a true and accurate? yes, sir. ~ :, :, :, yes, sir. we deleted the audio of the conversation _ yes, sir. we deleted the audio of the conversation that _ yes, sir. we deleted the audio of the conversation that you - yes, sir. we deleted the audio of the conversation that you and - yes, sir. we deleted the audio of. the conversation that you and your fiance had from this video. so, we have marked that as exhibit 36 and would offer it at this time. now, we will show exhibit 36. at this point, viewers in the uk are going to leave our coverage and we

are watching the trial of derek chauvin in minneapolis. you're watching bbc news. hello there. after a few days of temperatures in the low 20s, we are all in for something much colder for the week ahead. while the weather was quite warm, the sunshine was rather hazy in this cloud that brought rain to scotland and northern ireland is significant and to the north of that, the air was colder and high building towards the uk and that will push that colder airfrom uk and that will push that colder air from there with it will get the wind coming in off the north sea. it should be a dry day on thursday with some spousal sunshine developing it a bit of a great start across northern england and the mittens, but instead of that warm south—westerly wind, the winds coming in from the east and —— mid lands, across eastern parts of the uk as well. with the higher temperature to the southwest of 18 or19 temperature to the southwest of 18 or 19 degrees. with some clear skies following into the evening and that

colder air pushing southwards, we may start friday with a touch of frost here and there but as we head into the start of the easter weekend, high pressure is building across the uk, so it destroyed. but it is cold and likely to remain cold throughout the easter weekend, court enough on monday to get some wintry showers heading our way as well. we've still got a north to north easterly breeze on friday and you'll feel chilly as well, should be dry stilljust feel chilly as well, should be dry still just about everywhere with some sunshine, the best of the sunshine and probably towards the west and its core they're everywhere on good friday with the highs around 13 or 14 degrees on those north sea coast struggling to get into double figures. it is saturday, quiet sort of day with high—pressure still in charge, but more cloud coming down the eastern side of england and elsewhere we are likely to get more sunshine away from the northwest of scotland with temperatures still below half the time of year, still below half the time of year, still below average for this type of the

year. things start to change as we move into easter sunday. high—pressure starts to reseed withdrawal and lower pressure coming dumping the north and we've got that by the front there. that is accompanied by some of stronger winds for the northern half of the uk and moving down across scotland to northern ireland and eventually into the north of england. the south of that, more in the way of sunshine on easter sunday in temperatures 14 degrees and the estrus to get colder in scotland and things start to turn wintry. and —— easter. this cold air coming down from the arctic in time for easter monday. so start to feel much colder and it's going to be cold enough for some winter showers and hail, sleet or snow. could be almost anywhere but it's mostly going to be coming down in that flow around a long coastal areas hitting northern parts of scotland and the fair bit of snow over the high ground in northern scotland. temperatures not getting much above freezing here around five or 7

degrees, but it will feel corridor in the wind. those arctic winds will push colder air in the outlook and down across the north sea and into europe, the air that comes our way does not look quite as cold and he could combine with areas of low pressure and keeping this rather unsettled weather going, but we are more likely to have a mixture of rain and sleet coming in from that cloud rather than snow. temperatures to gradually claim up just a little bit, but it is still on the cold side of this time of the year.

tonight at six, a major report into race relations in the uk is dismissed as divisive and a whitewash. commissioned by the government in the wake of the black lives matter protests, the report found no evidence of institutional racism and said social class and family structure had a bigger impact than race. we don't deny the existence of racism and the reality that it exists and it's there. but we want to, really, in the report come down to the fact that, particularly in education, and employment, and funnily enough in health, we've actually improved. because people from ethnic minority seems to be doing better than their white counterparts, that doesn't mean the system's perfect, it means they've learned to thrive within an imperfect system.

we'll be examining the report's findings. also tonight...