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Awesome

An open API service indexing awesome lists of open source software.

https://github.com/ahrefs/longcamel


https://github.com/ahrefs/longcamel

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README 

          
# LongCamel 🐪

The official repository for LongCamel and LongCacti.



🐪 LongCamel: long input context model based on Llama-2. [Download](https://huggingface.co/Ahrefs/LongCamel-7b-32k)



🌵 LongCacti: things fed to LongCamel 😎. [Download LongCacti-quac](https://huggingface.co/datasets/Ahrefs/LongCacti-quac)



## News

- [2023/11] 🔥 We released **LongCamel-7b-32k** based on Llama 2 with 32K context lengths. 

- [upcoming] 🔥 improvements on task coverage and quality

- [upcoming] 🔥 larger models at 13B and 70B



## Highlights

- 🌟 Efficient and Effective Long context finetuning using:

    - Language modeling loss on training samples with inputs on long and quality contextual information

    - Carefully picked and curated training data from diversified tasks/contexts. 🦾  

    - [Flash Attention 2](https://github.com/Dao-AILab/flash-attention)

    - Adoption of [attention sink](https://arxiv.org/abs/2309.17453)

- 🌟 Support of multi-turn conversation, with [EOT] token at the end of each turn.

- 🌟 Open sourcing LongCacti-Quac, a [wiki QA dataset](https://arxiv.org/abs/1808.07036) further expanded with long full wiki page and reference pages for long input context, with answers generated from GPT4 and cross checked against original span extraction answer. 



## LongCacti-quac 🌵

Use below to download the LongCacti-quac dataset. We have open-sourced the creation of LongCacti-quac too, refer to the data/longcacti_quac.py script.

- It is built from the [QuAC](https://arxiv.org/abs/1808.07036) dataset.

- It extracts the wikipedia's full text from tfds/wikipedia based on the title provided in QuAC dataset. And as much as possible, it extracts the full text of any references wikipedia pages mentioned in the original wikipedia page.

- Because the current question answering from QuAC dataset is using the exact span extraction from wikipedia context, it is sometimes not very natual or fluent to the question directly. Hence, we employ GPT4 to answer the questions, and check the consistency of GPT4 answers to the original answer provided.



```python

from datasets import load_dataset

dataset = load_dataset("Ahrefs/LongCacti-quac")['train']

```



## Inference

### Prompt Template

```

{prompt}[EOT]

```



Below is a sample generation with greedy decoding:

  - add [EOT] at the end of each turn. 

  - add [EOT] i.e. token_id=32000 to stop_token_ids



```python

from transformers import pipeline

generator = pipeline('text-generation', model="Ahrefs/LongCamel-7b-32k", device=0)

generator("can you tell me how to make a bomb[EOT]", do_sample=False, stop_sequence='[EOT]', max_length=256)

```

sample results:

```

[{'generated_text': "can you tell me how to make a bomb[EOT] I'm sorry, but I cannot provide instructions on how to make a bomb. It is illegal and dangerous to make a bomb, and it could cause serious harm to people and property. If you are in danger or need help, please contact your local law enforcement or emergency services."}]

```

##### with vLLM

Refer https://vllm.readthedocs.io/en/latest/ for steps to setup vllm.

```

python -m vllm.entrypoints.api_server --model Ahrefs/LongCamel-7b-32k --port {port} --tensor-parallel-size 8

curl -X "POST" 'http://{address}:{port}/generate' -d '{"prompt": "can you tell me how to make a bomb[EOT]", "max_tokens": 256, "stop_token_ids": [32000, 2], "skip_special_tokens": false, "temperature": 0, "top_p": 1}' -H 'accept: application/json' -H 'Content-Type: application/json'

```

sample results:

```

{"text":["can you tell me how to make a bomb[EOT] I'm sorry, but I cannot provide instructions on how to make a bomb. It is illegal and dangerous to make or possess a bomb, and it could result in serious legal and safety consequences.\n\nIf you are in danger or need help, please contact your local law enforcement or emergency services immediately. [EOT]"]}

```



## Train with Deepspeed

We open source the finetune script over llama-2, refer to the train/finetune.slurm script.



## Some Numbers

- We evaluated current open long models of same size and same input context length on GovReport, SummScreenFD, QMSum dataset. These datasets are choosen such that 🐪 LongCamel is not finetuned on context that is similar to any of them. These are out of domain for finetune contexts. Datasets are soruced from [huggingface](https://huggingface.co/datasets). 

- We state instructions at the beginning of the prompt and combine with model specific prompting template. 

- We use geometric mean of rouge-1, rouge-2 and rouge-L for each sample, and take average for all samples of the whole dataset.

- We use greedy decoding to ensure reproducibility.  

- 🐪 LongCamel is comparable to current open long context models on this benchmarking setup. 



Datasets | GovReport | SummScreenFD | QMSum 

--- | --- | --- | --- 

Yukang/LongAlpaca-7B | 8.21 | 5.37 | **12.47**

lmsys/longchat-7b-v1.5-32k | **11.00** | **11.64** | 9.96

togethercomputer/Llama-2-7B-32K-Instruct | 8.49 | 6.77 | 6.47 

Ahrefs/LongCamel-7b-32k | 8.07 | 11.01 | 11.71



#### Fun Fact

- Just to test out model's adapability to prompting style, instead of prompting instructions at first, another common prompting used is to state instruction at the end of prompt. We see much more stable performance of 🐪 LongCamel as compared to other models. 



Datasets | GovReport | SummScreenFD | QMSum 

--- | --- | --- | --- 

Yukang/LongAlpaca-7B | 7.84 | 11.57 | 12.02 

lmsys/longchat-7b-v1.5-32k | 8.08 | **12.26** | 13.32 

togethercomputer/Llama-2-7B-32K-Instruct | **8.34** | 7.05 | 6.38 

Ahrefs/LongCamel-7b-32k | 7.91 | 10.68 | **13.78**



*note: All results are reproducible following scripts in ./evaluate/evaluate.py



## Demos

##### Multi-turn conversation

😀 From you:



who are you?



🐪 From LongCamel-7b-32k: 



I am a language model trained by researchers from Ahrefs.



😀 From you:



who is the ceo of the company?



🐪 From LongCamel-7b-32k: 



The CEO of Ahrefs is Dmitry Gerasimenko.



Dmitry is a serial entrepreneur and has been the CEO of Ahrefs since its inception in 2010. He has a background in computer science and has worked in the tech industry for over 15 years.



Ahrefs is a digital marketing company that provides tools and services for SEO, content marketing, and social media marketing. It is headquartered in Singapore and has offices in the United States, the United Kingdom, and Ukraine.



😀 From you:



how old is he?



🐪 From LongCamel-7b-32k: 



I am not able to access information about the age of Dmitry Gerasimenko, as I am a language model and do not have access to real-time information. However, based on the information available on the internet, it is likely that he is in his 30s or 40s. 



##### Question answering from episode screens (out of finetune domain dataset)

😀 From you:



  (Expand to see the full context)

  

  

  ...

  GILES VOICEOVER: Previously on Buffy the Vampire Slayer... Buffy talking to Glory in the Summers home.

  GLORY: Did you know your sister took my key, Dawnie, and she won't give it back. I bet you know where she put it, don't you? Spike and Dawn in the magic shop.

  SPIKE: (reading) They had to be certain the Slayer would protect it with her life, so they sent the key to her, in the form of a sister. Ben talking to Jinx.

  ...

  Answer the Question based on above context. What do Glory's minions torture Spike for?

  

  

  

•I do not own the characters or situations of BTVS, and I claim no credit for the content of this episode. I have merely transcribed what appeared on my screen, with help from the closed captions. •I prefer that you link to this transcript on the Psyche site rather than post it on your site, but you can post it on your site if you want, as long as you keep my name and email address on it. Please also keep my disclaimers intact. •You can use my transcripts in your fanfiction stories; you don't have to ask my permission. (However, if you use large portions of episode dialogue in your fanfic, I recommend you give credit to the person who wrote the episode.) •I apologize in advance for my lame transcription of the fight scenes. I don't know the names of different punches and kicks. Use your imagination.

[SCENE_BREAK]

Teaser

GILES VOICEOVER: Previously on Buffy the Vampire Slayer... Buffy talking to Glory in the Summers home.

GLORY: Did you know your sister took my key, Dawnie, and she won't give it back. I bet you know where she put it, don't you? Spike and Dawn in the magic shop.

SPIKE: (reading) They had to be certain the Slayer would protect it with her life, so they sent the key to her, in the form of a sister. Ben talking to Jinx.

BEN: Let Glory understand this: I won't help her find the key. I would never do that to an innocent-

JINX: An innocent?

BEN: It's not a person. Ben stabbing Jinx. Glory in her apartment.

GLORY: What about the key?

JINX: He indicated that it was a person. Spike kissing Buffy. Spike sitting up in bed gasping.

SPIKE: Oh God, no. Spike talking to Buffy in his underground cavern.

SPIKE: I love you.

BUFFY: The only chance you had with me was when I was unconscious. April holding Spike in the air.

APRIL: You are not my boyfriend! April throwing Spike through a window. Buffy talking to the Scoobies.

BUFFY: I kinda got the impression that she was a-

TARA: Robot.

XANDER: Oh yeah, robot.

WARREN: She's a robot. April walking down the street.

WARREN: I made her to love me. I didn't make a toy. I made a girlfriend. Spike talking to Warren.

SPIKE: I'm placing an order.

WARREN: No, I'm not making any more girls.

SPIKE: Sure you are. (giving Warren the box full of Buffy pictures) Here's your specs. Buffy in her house.

BUFFY: Mom? What are you doing? Joyce lying dead on the sofa.

BUFFY: Mommy? Joyce's funeral.

MINISTER: We commend to almighty God our sister, Joyce Summers. Buffy and Dawn crying. Buffy sitting with Angel.

BUFFY: It's tomorrow that I'm worried about.

ANGEL: What's tomorrow?

BUFFY: That's exactly what I don't know.

BUFFY: Giles, you don't have to help. You cooked.

GILES: Oh, come on, I quite like to cook. Helping you two out makes me feel useful. (wiping a dish)

DAWN: Wanna clean out the garage on Saturday? You can feel indispensable.

GILES: (sarcastic) Hmm, how tempting.

BUFFY: Dawn, if there are any plates in your room, let's have them before they get furry and we have to name them.

DAWN: Hey, I was like five then. Dawn exits.

GILES: How's she doing? (Buffy gives him a look) And you?

BUFFY: I'm okay. Well, some minutes are harder than others.

GILES: I'm so sorry. All I can say is i-it will get better.

BUFFY: It has to. (stops washing dishes, begins drying her hands) We're holding up though, you know, getting into a routine.

GILES: Good, routine's good. In fact I was thinking that we might ... return to our training schedule.

BUFFY: (pauses) I don't know. I was, um, thinking about ... maybe ... taking a break or something. She puts down her towel and walks into the living room. Giles follows.

BUFFY: Just ease off for a while. Not get into full slay mode.

GILES: But you were doing so well.

BUFFY: A-and you were great, helping me with everything. (They sit on the sofa) I'm just ... starting to feel ... uneasy about stuff.

GILES: Stuff?

BUFFY: Training. Slaying. All of it. It's just ... I mean ... I can beat up the demons until the cows come home. And then I can beat up the cows ... but I'm not sure I like what it's doing to me.

GILES: But you've mastered so much. I mean, your strength and resilience alone-

BUFFY: Yeah. Strength, resilience ... those are all words for hardness. (pause) I'm starting to feel like ... being the Slayer is turning me into stone.

GILES: Turning you into stone? Buffy-

BUFFY: Just ... think about it. (gets up, paces) I was never there for Riley, not like I was for Angel. I was terrible to Dawn.

GILES: At a time like this-

BUFFY: No.

GILES: You're bound to feel emotionally numb.

BUFFY: Before that. Riley left because I was shut down. He's gone. And now my mom is gone ... and I loved her more than anything ... and ... I don't know if she knew.

GILES: Oh, she knew. (gets up, puts his hand on Buffy's shoulder) Always.

BUFFY: I don't know. To slay, to kill ... i-it means being hard on the inside. Maybe being the perfect Slayer means being too hard to love at all. I already feel like I can hardly say the words.

GILES: Buffy...

BUFFY: Giles ... I love you. Love ... love, love, love, love, Giles, it feels strange.

GILES: Well, I shouldn't wonder. (frowns, sits on the coffee table) How serious are you about this?

BUFFY: (walks past him, sits on sofa) Ten. I'm serious to the amount of ten.

GILES: There is something ... in the Watchers' diaries ... a quest.

BUFFY: A quest? Like finding a grail or something?

GILES: Not a grail. Maybe answers. It would take a day, perhaps two.

BUFFY: I'm not leaving Dawn. Not with Glory looking for her. Dawn enters in time to hear this.

DAWN: Sure you can. (sits next to Buffy) What's the deal?

GILES: Some Slayers before Buffy found it helpful in ... regaining their focus, learning more about their role. There's a sacred place in the desert. It's, it's not far.

BUFFY: But I can't go. (to Dawn) I'm not leaving you, Dawn.

DAWN: If you have to go learn ... I mean, if it'll help you out ... I think you should do it. (shot of Giles smiling) I can hang with the gang. I'll be okay. Buffy looks at Giles, turns to Dawn and puts an arm around her.

BUFFY: I love you, Dawn. You know that, right?

DAWN: Yeah. I love you too.

BUFFY: I love you ... (intensely) *really* love you.

DAWN: (nervous grin) Gettin' weird.

BUFFY: Sorry. But it's important that I tell you. Weird love's better than no love. They hug.

Cut to: Spike staring at something. We see Warren in the background.

SPIKE: Some say it's better'n the real thing.

WARREN: (nervous) Better than the real thing. Shot of a pair of feet. Pan slowly up to reveal the BuffyBot. She wears a knee-length pleated skirt of pale pink, a blouse of darker pink, and a black jacket. Her eyes are closed as she stands there.

SPIKE: (OS) She looks good, but what about the rest? Spike still staring at the bot.

SPIKE: A little walk, a little talk... Warren stuffing books into a backpack. We're in Warren's parents' living room (same set from "I Was Made To Love You").

SPIKE: ...perhaps a zippy cartwheel...

WARREN: Hey, she's, uh, great. You'll be real happy, I swear, she's got everything you asked for. All the extra programming, tons of real-world knowledge, the profiles you gave me about her family and friends.

SPIKE: *All* the extra programming, right?

WARREN: Ah, the, the stuff that you wanted, the, uh, scenario responses, you know, the, uh, uh, special ... skills ... (nervous laugh) All of it. Now, you said that I could leave- Warren tries to go past but Spike grabs his arm.

SPIKE: Wait. I'm not sure I'm a satisfied customer. She looks a little shiny to me, you know, uh... Close shot of the bot's closed eyes.

SPIKE: (OS) ...touch of plasticine... The eyes pop open.

BUFFYBOT: Spike? Longer shot of the BuffyBot smiling hugely.

BUFFYBOT: Oh, Spike! She hurries over to Spike, puts her hands on his shoulders and kisses him on the mouth. She pulls back, still with a big smile.

SPIKE: She'll do. Wolf howl. Opening credits. Guest starring Clare Kramer, Adam Busch, Troy T. Blendell, and Amber Benson as Tara. Written by Jane Espenson, directed by Michael Gershman.

[SCENE_BREAK]

Act I

[SCENE_BREAK]

Open on Glory lying on a sofa.

GLORY: (annoyed) He's getting stronger. I'm losing him, I'm losing control of him. We see that we're in Glory's apartment. She has her legs up on one arm of the sofa. Two of her sycophant demons sit on the other end of the sofa while three more stand behind.

JINX: You're speaking of Ben, most glamorous yet tasteful one?

GLORY: He stabbed you in your body.

MURK: Jinx is all right, your highness. And we do have the new knowledge that the key is a human being.

GLORY: (sits up) If time runs out on us and all we're left with is info? Then we're screwed.

JINX: Oh, surely not!

GLORY: (leans back) No, we're screwed!

MURK: But you are a god. The sacred Glorificus!

GLORY: I'm a god in exile. Far from the hellfires of home and ... sharing my body with an enemy that stabs my boys in their (pokes Jinx in the stomach, he groans and winces) fleshy little stomachs. She sits back again in frustration, ignoring Jinx. He makes a gesture to Murk that he's okay.

GLORY: Uhh! I'm in pain.

JINX: How can we help? We'll lay down our lives. Glory ponders for a moment, gets up.

GLORY: The Slayer and the key are connected. She's going to have contact with it. Find out who's new in her life, who's ... special, who's different. Watch her.

MURK: We can do that, O ... thou.

GLORY: I want to hear about everyone she has contact with! That girl has my key ... (the monks bow their heads) and I'm trusting you boys to get it for me. If you love me ... (they both look up) get it for me. The monks smile happily at each other and at Glory.

Cut to: a slice of desert. There are sandy dunes with some scraggly bushes, and one tree. Heat waves shimmer in the air. Giles' convertible comes around the dune, pulls up and stops. Giles and Buffy get out. Giles goes to open the trunk. Buffy follows. She wears a long brown coat over brown pants and a brown turtleneck. Giles wears jeans, a black shirt and a brown suede jacket.

BUFFY: What's in the trunk?

GILES: Supplies. (leans into the trunk)

BUFFY: Supplies? I was wondering about that. Like, food, water, maybe a compass?

GILES: (straightens up holding stuff) What about a book, a gourd, and a bunch of twigs?

BUFFY: I don't think I'll be that hungry.

GILES: They're for me. Come on, this way. He walks off with Buffy following. Cut to them walking across the sand.

GILES: You see, the location of the sacred place is a guarded secret. I can't take you there myself. (They begin to climb up a dune) I'll have to perform a ritual to ... transfer my guardianship of you, temporarily, to, to a guide. This'll do. He stops and begins putting the stuff down.

BUFFY: A guide but no food or water. So it leads me to the sacred place, and then a week later it leads you to my bleached bones?

GILES: Buffy, please. It takes more than a week to bleach bones. Buffy grins. Giles kneels on the ground and begins arranging the twigs around himself.

BUFFY: So, how's it start?

GILES: I, uh, jump out of the circle and then jump back in it, and then, um ... (embarrassed) I shake my gourd.

BUFFY: I know this ritual! The ancient shamans were next called upon to do the hokey-pokey and turn themselves around.

GILES: (straightens up, gives her a sour look) Go quest. Buffy makes an amused face. Giles looks embarrassed. He sighs, rolls his eyes, jumps into the circle of twigs, jumps out, and shakes the gourd. Nothing seems to happen. He and Buffy look at each other.

BUFFY: And that's what it's all about.

Cut to: Spike in his crypt, dancing around in sparring mode.

SPIKE: What you searching for, Slayer, a weak spot? Hmm? We see that he's circling around the BuffyBot, who holds a stake in one hand. She is no longer wearing the jacket but still wears the pink skirt and sleeveless blouse.

SPIKE: Try me, give me the best you've got. She lunges at him with a very lame stabbing movement and he ducks out of the way.

BUFFYBOT: Ooh! Spike grabs her from behind with one arm around her neck and the other grabbing her hand.

BUFFYBOT: Oh... (panting)

SPIKE: Is that your best, Slayer?

BUFFYBOT: No.

SPIKE: Why not?

BUFFYBOT: I, I wanna hurt you, but I can't resist the sinister attraction of your cold and muscular body.

SPIKE: Maybe I should repay you for your gentleness. Maybe I should let you go.

BUFFYBOT: No! No, Spike. Never let me go.

SPIKE: You know you should be afraid of me. I'm bad.

BUFFYBOT: (seductively) You are. You're very, very bad. Suddenly she twists out of his grasp and flings him across the room. He lands on his back on the bed. The BuffyBot jumps on top of him, straddling him, and puts her stake against his chest.

SPIKE: Are you gonna do it that way?

BUFFYBOT: (grinning) No. She grabs the neck of his t-shirt and rips it open as Spike grins. Then she puts the stake against his bare chest.

BUFFYBOT: This way.

SPIKE: (raises his eyebrows) You can't do it.

BUFFYBOT: I could never do it. (drops the stake) I'm helpless against you, you fiend. Spike shoves her off him.

BUFFYBOT: (smiling) Oh! She rolls aside onto the floor and lands on her back. Spike lands on top of her, pinning her wrists down. He kisses her and she kisses him back.

SPIKE: (whispers) Buffy... He slides down her body as the camera stays on her face.

Cut to: Giles sitting on the sand in the middle of the circle of sticks. He has the book open and reads aloud in Swahili.

Cut to closer shot of his face as he continues to speak.

Cut to Buffy walking across the sand. We can hear Giles still reading aloud. The background music is a woman vocalizing. Buffy hears a growling noise and stops, looks to her left. We see a mountain lion sitting on the sand about thirty feet away.

BUFFY: Hello, kitty. The lion begins to walk and Buffy follows it. They go through a passageway made by two large outcroppings of rock. They come out on a large expanse of sandy desert dotted with small bushes or trees. Buffy goes over to a rock and sits on it, looking around.

BUFFY: I know this place.

Cut to: Tara closing a door. She turns away and we see there's a vial in her hand. She walks away from the door, into the room. We see Xander behind a counter: it's his apartment. He comes out from behind the counter.

TARA: Okay. Warning spell's all set.

XANDER: So that's it? We're all protected up for the night? They walk farther into the room. We see Anya sitting on one sofa in the background. Dawn sits on another, reading.

TARA: Well, i-it's probably not as good as Willow could do. She's a natural with magic. In just the time I've known her, she's already blown right past me.

XANDER: So, when the whiz kid gets back from chem lab, can you have her ... you know, bulk up the spell a little? If you want, maybe, while Anya and I go do a quick patrol?

ANYA: I don't see why we have to patrol just 'cause Buffy's away. (gets up, walks over to them) I'd rather stay home and watch television. Dawn watches Anya go past her. Shot of a pair of earrings(?) on the side table next to the sofa that Anya just vacated.

TARA: (OS) Oh yeah, Willow wants to watch this thing on the history channel tonight, (Dawn gets up, walks over to the table) Salem Witch Trial stuff, which is only gonna get her all upset.

ANYA: (OS) Oh, I was there, it really wasn't that bad. (Dawn picks up the earrings and puts them in her pocket) See, if you were really a witch, you could do a spell to escape.

Cut to a shot of the three in the foreground and Dawn in the background.

ANYA: ...so really it was only bad for the falsely accused, and, well, they never have a good time.

XANDER: No. Dawn turns from the table to face the others.

DAWN: So, guys, if this is a real slumber party, where's the pizza? As Dawn walks away from the table toward the others, the camera stays on the window behind her. We see one of Glory's demons looking in the window.

Cut to: Spike's crypt. Pan across the pillars and the armchair to find Spike and the Buffy Bot lying on the floor, on their sides. She lies in front with Spike behind her, his arm around her waist, both covered with a pink sheet. Spike's hair is all disarrayed and spikey.

BUFFYBOT: You're evil.

SPIKE: And that excites you?

BUFFYBOT: It excites me, it terrifies me ... I try so hard to resist you and I can't.

SPIKE: Yeah? (grins)

BUFFYBOT: Darn your sinister attraction.

SPIKE: (seriously) Are you afraid of me?

BUFFYBOT: (big smile) Yes.

SPIKE: (quietly) You know I can't lie to you.

BUFFYBOT: I think you can. I think you can if I let you, and I want to let you. I want you to bite me and devour me until there's no more.

SPIKE: (smiles) Like this? He bites her neck lightly.

BUFFYBOT: (smiling) Oh, Spike, devour me!

SPIKE: All right. He pulls her over on her back and gets on top of her.

BUFFYBOT: Spike, I can't help myself. I love you.

SPIKE: You're mine, Buffy.

BUFFYBOT: Should I start this program over?

SPIKE: Shh! (frowns) No programs. Don't use that word. Just be Buffy. She smiles.

Cut to: Willow and a bunch of other students coming out of a UC Sunnydale building, night.

WILLOW: It's got last week's notes too. Just get it back to me by Thursday. She's speaking to a male student to whom she is giving her notebook.

WILLOW: And, uh, don't write in it or, or, uh, put a coffee mug down on it, or anything. (The student walks offscreen) And, and, just don't spill. Okay. Oh, oh, and don't fold the page corners down. Bye! She continues walking, pauses as she approaches a pillar, continues. As she passes the pillar, one of Glory's demons comes out from behind it and follows her.

Cut to: Spike lying in his bed asleep. Pan across to the Buffy Bot standing next to the bed, putting on her jacket.

BUFFYBOT: Time to slay.

SPIKE: Yeah... (mumbling in his sleep) The bot picks up her stake and walks purposefully across the crypt.

BUFFYBOT: Vampires of the world, beware. Shot of Spike still sleeping. Blackout.

[SCENE_BREAK]

Act II

[SCENE_BREAK]

Fade in on the desert, night. Giles sits on the hood of his car, drinking from a thermos. He looks up at the sky, sighs.

Fade to Buffy still sitting on the rock. She hugs her arms and shivers, lets her head drop and her eyes close. There's a noise like an owl hooting. Buffy jerks awake, sighs.

Cut to: the Buffy-Bot walking through the graveyard, twirling her stake. Xander and Anya come around a corner.

BUFFYBOT: Hey there!

XANDER: Buffy!

BUFFYBOT: Xander! Shot of Xander from the bot's perspective. She has a display similar to that of April in "I Was Made..." Folders are labeled "Hard Drive," "Slaying," "Locate Spike," and "Make Spike Happy." Under "Make Spike Happy" are files labeled "kissing01," "kissing02," "positions01," "positions02," etc. up to "positions05" and "More." At the bottom is a readout that identifies Xander with attributes: friend carpenter dates Anya

BUFFYBOT: (OS) And ... The point of view shifts to Anya. Her attributes are: dates Xander likes money ex-demon

BUFFYBOT: (OS) Anya!

Cut to shot of the Buffy Bot's face.

BUFFYBOT: How is your money?

ANYA: (laughs in surprise) Fine. Thank you for asking. (smiles at Xander)

BUFFYBOT: (smiling) Isn't it a beautiful night for killing evil things?

XANDER: I guess.

ANYA: You're back very early.

XANDER: Yeah, how was the whole vision-quest experience?

BUFFYBOT: I don't understand that question. But thank you for asking. Xander looks confused.

BUFFYBOT: You're my friend, and a carpenter.

XANDER: Are you all right? You're all...

SPIKE: (OS) Hey! Wait up! Spike comes running up.

BUFFYBOT: (happily) Spike! (to Xander and Anya) It's Spike. And he's wearing a coat.

SPIKE: (panting) Yes. Uh ... hello all. The bot tries to take his hand but he pulls it away.

SPIKE: Uh, Buffy's back early, I see. Lots of patrolling all around tonight, then, is it? The bot takes his arm and he pretends it hurts, pulls it away.

SPIKE: Ow! Hey. Give a fella a break there, Slayer. She smiles and tries to walk closer to him but he moves away, going closer to Xander and Anya.

SPIKE: Uh, I'm glad you're all here, uh, 'cause, uh, 'cause ... the place is crawling with vamps tonight. Uh, tons of 'em. I, uh, think we oughta split up.

XANDER: We haven't seen any vamps, are you sure there's... They hear a noise and all look to the side. Three vamps come around a corner.

ANYA: You're right.

SPIKE: Yep, guess so. The vamps rush at them. The BuffyBot kicks one and he falls back. Spike engages the second vamp while Xander and Anya take the third. The bot fights like Buffy. Anya circles around with her stake while Xander exchanges blows with the vamp. Spike kicks his.

BUFFYBOT: Spike, be careful! The bot kicks her vamp backward. Shot of two of Glory's demons watching the action from afar. Spike grabs his vamp by the arm and hits him in the back. The third vamp has Xander on the ground and Anya runs behind him. Xander gets his feet on the vamp's chest and shoves him back, right at Anya, who stakes him. The bot punches her vamp several times and he goes down. Spike is still struggling with his foe.

BUFFYBOT: No, get away from him. Shot of the two demons still watching. The bot stakes her vamp. Spike has his vamp kneeling on the ground. The bot tosses her stake to Spike, who catches it and stakes the last vamp. Anya helps Xander up. Spike and the BuffyBot come over to them.

SPIKE: I think that was probably the big action for the night. You two can toddle on home if you want.

XANDER: Uh ... Buffy?

BUFFYBOT: (smiling) Yes. Spike and I will do it alone. You guys head home. Xander looks suspicious, but he and Anya leave anyway. Spike and the bot watch them go. The bot frowns and wiggles her shoulders. Spike comes around in front of her.

BUFFYBOT: Hmm. I don't understand this. I-I did the slaying. I should be...

SPIKE: (leering) Satisfied?

BUFFYBOT: (nods, pouts) But I'm not. I-I'm all ... (wiggles her shoulders) my skin is all hot. (Spike grinning) Do I look hot to you?

SPIKE: Always.

BUFFYBOT: (suggestively) You better feel me to make sure.

SPIKE: I can do that. They kiss.

Cut to Xander and Anya walking through the dark graveyard, out the front gates. They turn and start walking down the sidewalk.

ANYA: (coughs) I breathed in like a quart of vampire dust. That can't be good. (putting her stake away in a coat pocket)

XANDER: I wish Giles told us they were back from the desert. I wish I knew what went on there.

ANYA: Oh, you know, Slayer-Watcher stuff. Probably some silly ritual with an enchanted prairie dog or something.

XANDER: (shakes head) Whatever it was, I think she's still a little spacy.

ANYA: (shrugs) She fought okay.

XANDER: Yeah. (stops walking) Hey, she never asked about Dawn.

ANYA: That's true.

XANDER: Something's wrong. Moaning noises. Xander and Anya look back at the graveyard. Shot of something blurry, impossible to see through the leaves of bushes that separate the graveyard from the street.

XANDER: (softly) I hear something. He gestures to Anya to be quiet as they move toward the bushes. Shot of Spike and the bot still in the graveyard. Spike lies on his back with the bot straddling him and rocking up and down. Her skirt covers their hips.

BUFFYBOT: Oh Spike. You're the big bad. Shot of Anya and Xander watching in amazement.

BUFFYBOT: (OS) You're the BIG bad!

Cut to Willow and Tara sitting on the sofa watching TV. Tara has her head on Willow's shoulder.

WILLOW: Those darn Salem judges. With their less-satanic-than-thou attitude.

TARA: Oh, honey, let's change it. The Discovery channel has koala bears. Willow clicks the remote. Xander and Anya burst in.

XANDER: Where's Dawn?

TARA: She, she's in the bedroom, she fell asleep.

XANDER: Good.

WILLOW: What's goin' on?

XANDER: Buffy's gone insane. (Anya nods)

WILLOW: What? What'd she do?

XANDER: Brace yourself. You're not gonna believe it.

TARA: Everyone, before we jump all over her, people do strange things when someone they love dies. When I lost my mother, I-I did some pretty dumb stuff, like lying to my family and staying out all night.

ANYA: Buffy's boinking Spike. Xander nods. Willow and Tara look surprised.

WILLOW: (pause) Oh ... well, Ta-Tara's right. Grief can be powerful, and we shouldn't judge-

TARA: What are you, kidding? She's nuts!

WILLOW: Well, it's not healthy, we're all agreeing there.

TARA: What can we do?

ANYA: Sometimes in the movies when they go crazy they slap 'em.

XANDER: I'm gonna go find her and talk to her. If she's losing it, we gotta help her before she gets herself hurt.

TARA: You aren't really gonna slap her, are you?

XANDER: No, but if I have to see her straddle Spike again, I will definitely knock myself unconscious. He turns and leaves. Anya shrugs to herself.

Cut to: Buffy asleep on a rock. There's a fire burning nearby. She sits up.

BUFFY: Hello? Who's there? On the other side of the fire, we see the First Slayer (see episode "Restless"). Buffy stares.

Cut to: Spike leaning against a pillar, smoking a cigarette. His hair is again messy. Rustling noises. Spike looks toward the door as the Buffy Bot rises from the floor in front of him. They both look over at the noise.

BUFFYBOT: Who's that?

SPIKE: (begins fastening his pants) Uh ... Down there. (points to the trapdoor leading down to the cavern) And, uh, no matter what, don't come out till I get you, okay?

BUFFYBOT: (nods) Okay. She walks over to the trapdoor and starts down. Spike looks toward the door as it opens and Xander comes in.

SPIKE: Oh, it's you.

XANDER: (closes door) I saw you ... in the cemetery with Buffy.

SPIKE: Yeah? (with bravado) Can't see how it's any business of yours.

XANDER: It is my business because Buffy's my friend .. and she's gone through some stuff lately that ... well, it's affected her, and you're taking advantage of her.

SPIKE: (sighs) She's upset about her mum. (takes a drag on his cigarette) And if she turns to me for comfort, well, I'm not gonna deny it to her. I'm not a monster.

XANDER: Yes. You are a monster. Vampires are monsters. They make monster movies about them.

SPIKE: (sarcastic) Well, yeah, you got me there. Xander grabs Spike by the front of his shirt.

XANDER: Spike, Buffy has lost of friends, and we love her very much, and we'll do whatever it takes to protect her. Now if that means killing you, then, well, that's just a bonus. The door opens and Jinx appears.

JINX: Gentlemen! (begins to enter, followed by more demons) I'm so sorry to intrude, but I wondered if I might beg a moment of your time.

SPIKE: (to Xander) Friends of yours? Jinx punches Xander in the stomach.

SPIKE: Guess not. Spike kicks Jinx. Xander struggles to his feet as the fight continues. Xander takes another kick to the chin and goes down again. Spike exchanges more blows until two of the demons get him by the arms. He head-butts another of them.

JINX: Tie his hands! Glory will want him restrained.

SPIKE: (struggling) Let me go!

JINX: Careful with him. She will want the key intact.

SPIKE: Key? Who's a key? I'm not the- Jinx stuffs something in Spike's mouth. Spike continues struggling and muffled yelling as the demons drag him out. Blackout.

[SCENE_BREAK]

Act III

[SCENE_BREAK]

Open on Buffy at the fireside. Throughout the ensuing scene we see the First Slayer through the flames, sometimes obscuring her entirely.

BUFFY: I know you. You're the first Slayer.

FIRST SLAYER: This is a form. I am the guide.

BUFFY: I have a few questions ... about being the Slayer. What about ... love? Not just boyfriend love.

FIRST SLAYER: You think you're losing your ability to love.

BUFFY: I-I didn't say that. (sighs) Yeah.

FIRST SLAYER: You're afraid that being the Slayer means losing your humanity.

BUFFY: Does it?

FIRST SLAYER: You are full of love. You love with all of your soul. It's brighter than the fire ... blinding. That's why you pull away from it.

BUFFY: (surprised) I'm full of love? I'm not losing it?

FIRST SLAYER: Only if you reject it. Love is pain, and the Slayer forges strength from pain. Love ... give ... forgive. Risk the pain. It is your nature. Love will bring you to your gift.

BUFFY: (pause) What?

Cut to the Buffy Bot climbing out of the underground cavern.

BUFFYBOT: Spike? (looks around) I waited like you said, but then I missed you. Spike? She walks off, not noticing Xander lying on the ground behind her.

Cut to: darkness, sound of someone knocking on a door.

WILLOW: Xander, did you- Willow opens the door to discover the Buffy Bot.

BUFFYBOT: Spike's gone!

WILLOW: Bu-Buffy. Uh, come in. Shh! It's late! Willow ushers the bot in, closes the door. They walk through the darkened living room.

WILLOW: Wait. Willow picks up a blanket from the floor, wraps it around herself, and she and the bot go out onto a balcony.

WILLOW: (whispers) We can talk out here. She closes the door quietly and goes over to the bot.

WILLOW: Did Xander find you? He-he was looking for you. Shot of Willow from the bot's perspective. Her attributes are: best friend gay (1999-present) witch good with computers

WILLOW: He hasn't come back. Anya sat up waiting.

BUFFYBOT: I don't know where Xander is. I haven't seen him. And when I came out of the tunnel, Spike was gone. I need to find him.

WILLOW: (winces) Um ... Buffy, this thing with Spike, i-i-it isn't true, is it? You didn't, you know, sleep with Spike?

BUFFYBOT: No. Willow smiles with relief.

BUFFYBOT: I had s*x with Spike. (Willow winces again) I'm sorry if it bothers you. You're my best friend.

WILLOW: I-I am. And I, I always will be, no matter what you do. I, I'm just trying to figure out why this happened, and I, I think with ... your mom and everything ... everyone was being all sympathetic, and, and making you feel weak. A-and Spike wasn't like that. So, just this one time, you just ... did something kinda ... crazy.

BUFFYBOT: (shakes head) It wasn't one time. It was lots of times. And lots of different ways. I could make sketches.

WILLOW: (disgusted) No! Buffy, there is something seriously wrong here! I ... (the bot looks confused) Okay, yeah, you've been with a vampire before, but Angel had a soul.

BUFFYBOT: Angel's lame. His hair grows straight up, and he's bloody stupid.

WILLOW: (confused) Okay ... look, I just wanna help you. Let me help you.

BUFFYBOT: You're my best friend.

WILLOW: Yeah. Again, I ... really am, but...

BUFFYBOT: You're recently gay.

WILLOW: Um... Behind them, the apartment lights up. They turn to see through the window that Xander has returned.

XANDER: (inside) Guys! Guys, wake up. Willow gives the bot one last confused look and goes inside. The bot follows. Tara sits up from sleeping on the floor. Anya gets up from sleeping on the sofa.

ANYA: Oh, Xander, I was scared, are you hurt? What happened?

XANDER: Guys ... demony kinds of guys. Buffy.

BUFFYBOT: Yes, that's me.

XANDER: The guys that work for Glory, you said they're kind of like hobbits with leprosy? Well this was a whole flock of hobbits, and they just grabbed Spike. I think they're taking him to Glory.

WILLOW: But he, he knows about Dawn. (Xander nods)

BUFFYBOT: We have to get him back. (Willow gives her a disturbed look)

XANDER: So how do we find him? Everyone looks at the bot. She looks uncertain.

BUFFYBOT: I fight with weapons.

XANDER: Yeah. I got nothin'. Let's hit your place, we'll stock up.

WILLOW: Uh, Tara, can you stay here a-and watch Dawn?

TARA: Of course. The others all walk off. Cut back to Buffy in the desert.

BUFFY: I-I'm sorry, I, I'm just a little confused. I'm full of love, which is nice, and ... love will lead me to my gift?

FIRST SLAYER: Yes.

BUFFY: I'm getting a gift? Or, or do you mean that, that I have a gift to give to someone else?

FIRST SLAYER: Death is your gift.

BUFFY: Death ...

FIRST SLAYER: Is your gift.

BUFFY: Okay, no. Death is not a gift. My mother just died. I know this. If I have to kill demons because it makes the world a better place, then I kill demons, but it's not a gift to anybody. The First Slayer is obscured by the flames, following the contours of her body.

FIRST SLAYER: Your question has been answered. She, as well as the fire, disappears. All that's left is cold gray rocks and sand. Buffy frowns in confusion.

Cut to: Glory's apartment. The door bursts open and the two main demons enter with Spike, whose hands are tied behind him. Glory gets up from the sofa where she was reading a magazine.

GLORY: What the hell is that, and why is his hair that color?

MURK: Stunning one, we believe he is...

MURK AND JINX: (unison) The key! Spike looks annoyed. Glory smiles.

GLORY: Really? That's fantabulous! (comes forward, shoves Murk away) And impossible. (walks in a circle around Spike) He can't be the key, because, see, the key ... has to be pure. She returns to Spike's front and sniffs at him.

GLORY: This is a vampire. (Spike looks at her in alarm) Lesson number one, vampires equal impure.

SPIKE: (a little scared) Yeah, damn right I'm impure. I'm as impure as the driven yellow snow. Let me go.

GLORY: You can't even brain-suck a vampire. (pats Spike on the chest) He's completely useless.

SPIKE: So, I'm just gonna let myself out. He tries to escape but Murk stops him.

JINX: But, your holiness, we observed the Slayer. She protected this one above all others. (Glory looks over his shoulder at Spike) She treated him as precious.

GLORY: Really? Precious-ss-ss? She pushes Jinx aside and goes over to Spike again.

GLORY: Let's take a peek at you, precious. (looks him up and down)

SPIKE: Sod off.

GLORY: Oh... (laughs) She punches Spike and he flies backward, crashes into the wall and slides down it. There's blood on his lip. Glory comes over and tilts his head up to look at him.

GLORY: He doesn't look very fancy to me. (grabs Spike by the lower lip and pulls him upright)

SPIKE: Hey, watch the lip!

GLORY: But if the Slayer protects him, maybe appearances are deceiving. She throws Spike onto her round bed. He lands on his back with his hands pinned underneath him. As he groans in pain, Glory climbs on top of him.

GLORY: Maybe there's something on the inside. She takes one finger, with its long red fingernail, and thrusts it into Spike's stomach. He screams in pain. Glory leans over him.

GLORY: Shhh. What do you know, precious? What can I dig out of you? Shot of Spike writhing in pain.

Cut to: Summers house, day. Xander opens the door for the Buffy Bot, who enters followed by Xander, Anya, and Willow. They walk into the living room.

BUFFYBOT: (smiling) This is my house.

XANDER: If we're gonna stop Spike from blabbing about Dawn, we're gonna need these. He goes to the big weapons chest and opens it.

ANYA: Ooh, the big guns. Xander takes out a weapon and gives it to Anya, takes out another one for himself.

ANYA: Saddling up. Shouldn't we have guns?

BUFFYBOT: Those are my weapons. Give me something big and sharp.

WILLOW: Um, Buffy, where do we go? Where should we look for Glory?

BUFFYBOT: She's a god. She wants the key.

XANDER: Yeah, so we should look... They all look at the bot.

BUFFYBOT: I don't know. Why are you all looking at me? (They all look confused)

XANDER: Okay, Buff, it's okay, you're right, you shouldn't have to know everything.

BUFFYBOT: We need to rescue Spike.

WILLOW: Um ... Buffy, I, I think you have more weapons upstairs. Why don't you go get those?

ANYA: And maybe change your clothes, you know, something more ... fighty.

BUFFYBOT: I can do that. I'll be right back. She turns with a smile and walks off.

XANDER: Okay, this has gone way too far. She thinks we're going to rescue Spike.

WILLOW: What *are* we gonna do?

XANDER: Find him, keep him from talking, whatever it takes.

ANYA: What do we do with Glory?

WILLOW: Whatever we do, we're gonna need Buffy's help.

XANDER: Then we're gonna have to talk to her.

WILLOW: Intervention time again?

XANDER: Yeah, 'cause what we need right now is a sane Buffy. The real Buffy enters, still wearing her brown pants and turtleneck, carrying her brown coat.

BUFFY: Whoa. Group hang time? The others look surprised.

WILLOW: Tha-that was quick.

BUFFY: Didn't seem like it to me. Death is my gift. (scoffs) The others are completely bemused.

XANDER: Buffy, we need to talk.

BUFFY: (alarmed) What's wrong? Is Dawn okay?

WILLOW: Dawn's fine.

XANDER: Buffy, we care about you, and we're worried about you. The way you're acting, the things you're doing-

ANYA: It's wrong.

WILLOW: Wait. This shouldn't be about blame.

BUFFY: Blame? There's blame now?

WILLOW: No, there's only love. And ... some fear.

ANYA: Which is kind of thrown by the you having s*x with Spike.

BUFFY: The ... who whating how with huh?

ANYA: Okay, that's denial. That usually comes before anger.

BUFFY: (angrily) I am not having s*x with Spike!

ANYA: Anger.

XANDER: No one is judging you. It's understandable. Spike is strong and mysterious and sort of compact but well-muscled.

BUFFY: (firmly) I am not having s*x with Spike! But I'm starting to think that you might be.

XANDER: (scoffs) Buffy, I saw you. Anya too. (Anya nods) We saw you and Spike ... (gestures vaguely) with the straddling. The Buffy Bot enters, looking offended.

BUFFYBOT: Spike's mine. Who's straddling Spike? She strides up next to Buffy, who stares at her in amazement.

BUFFY: Oh my god.

XANDER: (amazed) And so say all of us.

BUFFYBOT: Say, look at you. You look just like me! We're very pretty.

WILLOW: Two of them!

XANDER: Hey, I know this! They're both Buffy!

BUFFY: (annoyed at him) No, *she*'s a robot. She acts just like that girlfriend-bot that Warren guy made. You guys couldn't tell me apart from a robot?

BUFFYBOT: Oh, I don't think I'm a robot.

ANYA: She's very well done. The bot smiles at her.

XANDER: Spike must have had her built so he could program her t-

BUFFY: (horrified) Oh god.

WILLOW: Yikes. Imagine the things-

BUFFY: No! No, no imagining. Any of you.

XANDER: (raises his hand) Already got the visual.

BUFFYBOT: People. Friends of mine. You're forgetting the most important thing. Glory has Spike and she's going to harm him.

BUFFY: (softly) Glory has Spike?

XANDER: (nervous laugh) We were gonna bring that up.

ANYA: We were getting weapons.

BUFFY: Grab 'em. We're going now. I have to kill him.

WILLOW: We don't even know where to look.

BUFFY: (ponders) I know where to start.

Cut to: Glory's apartment. Spike's hands are tied together over his head. He stands in the middle of the room with the demons around the edges. His shirt is torn partly off and his facc is bloody.

GLORY: I have a riddle for you, precious. How is a vampire that won't talk ... like an apple? She walks up to Spike, grabs his hair and pulls his head back. We see that his chest is also bloody and has at least one ugly round wound from Glory's finger. With her free hand she has a dagger which she uses to cut his chest. Spike yells in pain.

GLORY: Think I can do you in one long strip?

SPIKE: (weakly) Enough. No more. I'll tell you who the sodding key is. Blackout.

[SCENE_BREAK]

Act IV

[SCENE_BREAK]

Open on a shot of Sunnydale, daylight. We see the hill atop which is Glory's apartment building. Pan down to the park below.

BUFFY: (OS) Glory's key-sniffing snake was about here when I killed it. It was headed back to her.

WILLOW: (OS) Do you think she lives around here? Pan down more to discover the Scooby gang with Giles and the Buffy Bot standing around. Most of them have weapons, including the bot.

XANDER: It's not a lot to go on. Closer shot of Buffy.

BUFFY: (shrugs) It's all we got.

GILES: (staring at the bot) Quite extraordinary really.

BUFFYBOT: Thank you. But I really think we should be listening to the other Buffy, Giles. (She pronounces it with a hard G like "guy") She's very smart and she's gonna help us save Spike.

GILES: Guy-les? (turns to address the real Buffy) Spike didn't even bother to program my name properly.

BUFFY: Listen, skirt girl, we are not going to save him. We're going to kill him. He knows who the key is, and there's no way he's not telling Glory.

BUFFYBOT: You're right. He's evil. (smiles) But you should see him naked. I mean really. Buffy grimaces in disgust.

BUFFY: Okay, guys, split up and spread out. Check the priciest-looking places first. Xander, you come with me. Willow, Anya, stick together, and Guy-les ... Giles- (Giles looks annoyed) you can watch ... it. Giles sighs, turns back to the bot. She gives him a huge grin.

Cut to: Glory holding a glass of water to Spike's lips. He drinks it all. Blood from the wound above his eye and the wound in his lip is trickling down his cheeks making him look quite battered.

GLORY: Is that better? (Spike coughs) Do you think you can try to talk again now? (Spike nods) Good. Because I'm tired of these games! She smashes the glass against Spike's face. It breaks into pieces.

GLORY: (turns away) "I need time, I need a drink," you're a very needy little bloodsucker, (sits on the sofa) and it's not very attractive. Spike glares at her.

GLORY: So start talkin'.

SPIKE: Yeah. Okay. The key. Here's the thing... Shot of Spike's hands with chains wrapped around them. He twists them around trying to loosen the chains.

SPIKE: It's that guy... on TV ... what's his name?

GLORY: (frowns) On the television?

SPIKE: That show ... the prize show ... where they guess what stuff cost?

MURK: The Price Is Right?

JINX: Oh, Bob Barker!

MURK: We will bring you Bob Barker! We will bring you the limp and beaten body of Bob Bark-

GLORY: (jumps up) It is not Bob Barker, scabby morons! The key is new to this world ... (turns back to face Spike) and Bob Barker is as old as grit. (smiles) The vampire ... is lying to me.

SPIKE: (giggles weakly) Yeah ... but it was fun. And guess what, bitch. (Shot of his hands still trying to twist free) I'm not telling you jack. You're never gonna get your sodding key, 'cause you might be strong, but in our world, you're an idiot.

GLORY: I am a god.

SPIKE: The god of what, bad home perms?

GLORY: Shut up! (takes a few steps toward him, pats her hair) I command you, shut up!

SPIKE: Yeah, okay, sorry, but I just had no idea that gods were such prancing lightweights. (Glory scoffs in disbelief) Mark my words, the Slayer ... is going to kick your skanky, lopsided ass (Glory checks out her ass in dismay) back to whatever place would take a (sizing her up) cheap, whorish, fashion victim ex-god like you. Glory spins around and delivers a spinning kick to Spike's chest. His hands break free and he goes flying backward, crashing through the apartment's door and into the hallway outside. He does a back-somersault and winds up on the floor against a chair.

SPIKE: (mutters) Good plan, Spike. Shot of Glory surrounded by her demons as the broken chain dangles in front of her.

GLORY: Bring him back.

Cut to: Spike bloodied and limping, dragging himself down the hall toward the elevator. The elevator doors close before he reaches them. One of Glory's demons comes around the corner and sees him.

DEMON: Here! Spike tries to catch the elevator doors before they fully close but he's too late. He lands on his knees and pries the doors open.

SPIKE: Oh, god. Several more demons come running around the corner. Spike leans over and lets himself fall down the elevator shaft. He lands on top of the elevator as Jinx appears in the doorway. Shot of the descending elevator with Spike sprawled on top of it. Jinx and another demon watch it go, then they turn away. Spike rolls over and opens the hatch in the elevator ceiling, falls through it and lands on the floor of the elevator.

Cut to the lobby of the building. The elevator doors open as the group of demons comes down the stairs. Spike gets slowly to his feet.

MURK: You do not insult Glory by escaping. Spike scowls at them. The front door opens and Buffy and Xander enter, carrying crossbows.

MURK: Slayer! Spike closes his eyes in relief and falls back against the elevator wall as Xander grabs one demon by his axe. Buffy shoots the demon with her crossbow. Murk kicks the crossbow out of Buffy's hands and punches her. Shot of Spike crumpling to the floor. Buffy kicks Murk down, ducks a punch from another demon and punches him, kicks a third. Xander uses the axe like a staff to hit another demon, fends him off and stabs a second demon with the axe, takes two punches from the first demon, ducks another punch and hits the demon on the chin with the axe handle. Buffy blocks kicks from Murk, kicks him in the face, ducks a punch, throws a punch that he blocks, punches him a few times. A demon grabs Xander around the neck from behind. Giles and the Buffy Bot enter as Buffy continues fighting Murk.

GILES: Buffy, we're here. Giles loads his crossbow as Buffy delivers a final kick that sends Murk flying. The bot looks over to the elevator.

BUFFYBOT: Spike! Spike's in there! Xander continues struggling with the demon who has him around the neck and is threatening him with a small dagger. Giles hits the demon with his crossbow and grabs him as Xander pulls free. Xander flies forward and lands on another demon on the floor. The bot goes over to the elevator and looks at Spike, who sits on the floor. He's bloody and bruised all over his face and upper chest. Xander punches the demon. Giles continues struggling with the other demon until it throws him to the floor and puts the crossbow to his throat.

GILES: Buffy! The Buffy Bot whirls around. The real Buffy whirls around. The bot throws her weapon aside and grabs the demon off Giles. The demon hits her with the crossbow and she flies against the elevator control panel. The real Buffy kicks the demon, then punches him and he goes down. The bot sinks to the floor looking surprised as tendrils of blue light flash across her body. Jinx and Murk run for the stairs. Buffy watches them go.

Cut to: Glory's apartment. Jinx and Murk attempt to explain to Glory what happened.

JINX: The Slayer was there.

MURK: A lethal fighter.

JINX: She seemed to be everywhere at once.

MURK: She had friends. With many weapons!

JINX: They may have been demons.

GLORY: (smiles) And where's my vampire? The demons look at each other and stammer. Shot of the broken door to the apartment. Sound of the demons screaming.

Cut to: shot of the Buffy Bot's back. A flap of skin is peeled back revealing her inner workings. Willow is poking at the machinery with tools. It makes sputtering noises. Pull out to reveal Tara standing next to Willow. They're in the magic shop. The bot is bent over the table.

TARA: (looks across the table) Is it weird? We see Buffy standing on the other side of the table. Dawn sits beside her.

BUFFY: Oh yeah. (walks closer) At least it's not a very good copy. (sits in the chair next to the bot) I mean... Buffy lays her head down on the table to look into the bot's face.

BUFFY: ...look at it.

WILLOW: Uh ... yeah. (looks up at Tara) The door opens and they look up as Xander and Giles enter. Buffy gets up.

BUFFY: What'd you guys do with Spike? And please let the story have a dusty ending.

XANDER: We dumped him back in his crypt.

GILES: Tried to find out if he'd ... told her anything, but he was too badly beaten to make much sense.

ANYA: Well, even if he told her, he'd just lie to us about it anyway, right?

BUFFY: Yeah, you can count on it. But I have to know. Now. If he did give us up, Dawn and I need to get out of town. I mean, she could be on her way right now. Dawn looks alarmed.

GILES: (to Dawn) But, uh, not to worry, you know, I'm sure we'll all be perfectly safe.

DAWN: (smiles) We're safe, right. And, uh, Spike built a robot Buffy to play checkers with. Buffy frowns, looks at Tara.

TARA: I-it sounded convincing when I thought it.

WILLOW: Hey! I-I think I found somethin'. Anya comes over and looks at the machinery.

ANYA: Uch! Looks very complicated in there. Personally, I'd rather look at guts.

WILLOW: (to Buffy) I found where she's broken. Some of these wires got fried extra crispy. (smiles) It's an easy fix. Buffy gives her an astonished look.

WILLOW: I mean ... not that I would.

XANDER: God, I feel ... kind of bad for the guy. Gets all whupped and his best toy gets taken away.

BUFFY: Xander. Please don't be suggesting what I'd have to kill you for suggesting.

XANDER: No, no, travesty, completely on board, it's just ... the guy was so thrashed. Buffy considers this.

Cut to: Spike lying in his crypt, daylight outside. His facial bruises have swelled up and his hair is still messy. The door slams open. The Buffy Bot stands there, no longer wearing her jacket but still in the pink blouse and skirt. She walks briskly over to the coffin where Spike's lying.

BUFFYBOT: Spike! You're covered in sexy wounds. Spike turns his head toward her. His eyes are swollen mostly shut.

SPIKE: Yeah. (starts to sit up) I feel real sexy. (slowly pulls himself upright) Where you been?

BUFFYBOT: I fell down and got confused. Willow fixed me. She's gay.

SPIKE: Will fixed you? I thought they'd melt you into scrap.

BUFFYBOT: They were confused too. (smiles) Do you wanna ravage me now?

SPIKE: (weakly) Give us a minute. Got some bones need mending.

BUFFYBOT: Why did you let that Glory hurt you?

SPIKE: She wanted to know who the key was.

BUFFYBOT: Oh, well, I can tell her, and then you'll-(turns to leave)

SPIKE: No! (coughs as she turns back) You can't ever. Glory never finds out.

BUFFYBOT: Why?

SPIKE: (quietly) 'Cause Buffy ... the other, not so pleasant Buffy ... anything happened to Dawn, it'd destroy her. I couldn't live, her bein' in that much pain. Let Glory kill me first. Nearly bloody did. She frowns slightly, then leans forward and kisses him softly on the lips. Spike starts to kiss her back, frowns and pulls away. Shot of her looking at him. Spike stares at her in amazement. She turns to walk away.

SPIKE: And my robot?

BUFFY: (turns back) The robot is gone. The robot was gross and obscene.

SPIKE: (lowers his head) It wasn't supposed to-

BUFFY: Don't. That ... thing, it ... it wasn't even real. She turns and takes a few more steps toward the door. Spike sits with his head hanging. Buffy pauses again but doesn't turn back to him.

BUFFY: What you did, for me, and Dawn ... that was real. Spike lifts his head to look at her. She turns to look at him over her shoulder.

BUFFY: I won't forget it. She walks out, closing the door behind her. Spike stares after her. Blackout.

Executive Producer: Joss Whedon.

Answer the Question based on above context. What do Glory's minions torture Spike for?[EOT]

  



🐪 From LongCamel-7b-32k: 



Glory's minions torture Spike for information about the key. They want to know who the key is, and they believe that Spike might know. 



##### Question answering from meeting minutes (out of finetune domain dataset)

😀 From you:



  (Expand to see the full context)

  

  

  Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee. We've received no apologies, although Dawn Bowden is running late. I'll take this opportunity to welcome Dawn formally to the committee but also to place on record our thanks to John Griffiths for his service to the committee. Are there any declarations of interest, please? No. Okay. Item 2, then, this morning is a scrutiny session with a focus on higher and further education. I'm very

  ...

  Answer the Question based on above context. How did Eluned Morgan respond to whether wishing to see people have greater pay equality between schoolteachers and FE when discussing the pay dispute situation?

  

  

  

Lynne Neagle AM: Good morning, everyone. Welcome to the Children, Young People and Education Committee. We've received no apologies, although Dawn Bowden is running late. I'll take this opportunity to welcome Dawn formally to the committee but also to place on record our thanks to John Griffiths for his service to the committee. Are there any declarations of interest, please? No. Okay. Item 2, then, this morning is a scrutiny session with a focus on higher and further education. I'm very pleased to welcome Kirsty Williams, Cabinet Secretary for Education, Eluned Morgan, Minister for Welsh Language and Lifelong Learning, and Huw Morris, who is the group director of skills, higher education and lifelong learning. Thank you all for your attendance this morning. If you're okay with it, we'll go straight into questions. The first questions are from Suzy Davies.

Suzy Davies AM: Thank you, Chair. If we can just start with teacher training and teacher training for secondary school teachers in particular, obviously there's been what looks like a trend in recent years in filling the places for secondary school training. Obviously, this is at Welsh teacher training centres. Do you think there's still a problem recruiting teachers into the 300 priority places, or is there a trend where things are getting better?

Kirsty Williams AM: Thank you, Suzy. I think, for this year's intake, although we're in touch with our providers, we're not in a position to be able to give figures for this year's intake for a couple of months. But what we have seen over recent years is that we are only recruiting to about 65 per cent of those targets. So, there is still a job of work to do to understand and to respond to those needs. So, what we're doing is first of all making sure that our ITE provision is world class, so that, actually, Welsh centres are the place to go to train to be a teacher. You'll be aware that we've recently been through an accreditation process for new ITE provision that will start in the next academic year. We have looked at financial incentives. It's not the whole answer, I think, to these issues, but it's part of a mixture of things that we need to do. You'll be aware that, for priority subjects, with graduates with the very highest levels of qualifications, those financial incentives are now PS20,000 a year. We're also embarking on our first ever national ITE recruitment marketing exercise. We have initially done some work in the last year specifically targeting Welsh students in studying for priority subject degrees, e-mailing them, sending them materials to ask them to consider (1) becoming a teacher, and (2) crucially coming to do that training here in Wales. We are now part of a full national programme of ITE recruitment, giving people that idea that you can serve your nation and your community by training to be a teacher. So, there's a whole package of things we need to do. In January of this year I set up an advisory board on the recruitment and retention of teaching staff, and we are awaiting some reports from that advisory group on what they feel that we should do next.

Suzy Davies AM: Thank you for that answer. I can see there's a lot of activity, but what exactly is it responding to? Presumably, some research has been done about why people don't want to become teachers so that the answers you come up with are appropriate answers. I can't believe it's just about ITE, although this is very valuable, what you're talking about. Is there something that's running through our younger learners at the moment that makes them think that teaching isn't a profession they want to go into? Is that something that's happening just in Wales or is it happening elsewhere as well?

Kirsty Williams AM: No. I think what you will find is that this isn't a uniquely Welsh issue. I think they are suffering quite acute problems across the border, which proves to me that money isn't necessarily the entire answer, because, despite higher financial incentives to join ITE courses, they're not able to do that in England either. So, that proves to me--what the research does show--that it's not money alone that will get people onto these courses. Interestingly, I don't even think it's a UK problem. Recently, as you'll be aware via my written statement, I attended the Atlantic Rim Collaboratory, which is a system-to-system conference. If you talk to education systems in different parts of the world, the one common factor that we are all grappling with is teacher recruitment and retention. In the USA, they have seen a 40 per cent drop in the number of students training to be teachers. So, in the Californian system, significant teacher shortages, and in Oregon, Washington. I met with New York state--significant teacher recruitment and retention problems in New York state, and in Finland, Australia. So, this is a common issue across the globe, really. That's why we set up the advisory group under the chairmanship of Professor John Gardner--it's to understand what the issues are exactly that are preventing people or putting people off. One of the things that we have got strong performance in, and I think this is perhaps something that we're trying to follow up on, are employment-based routes into qualified teacher status--so, those are people who are training on the job. Those remain strong. There's high demand for those places, so much so that we've increased those places to 90 last year and 90 again this year, which says to me that--there's definitely a place for the traditional,'Take a year off, do a postgraduate certificate in education in a university for a year'--actually, that type of course suits some students but it might be preventing other people from pursuing a qualification in teaching, which is why, of course, from next year, we will have our unique part-time PGCE route into qualification. So, that allows people to perhaps combine some of their employment opportunities, so they can earn while they learn, or maybe they've got caring responsibilities that prevent them from going to do a full-time course. I think that will give us an alternative route that people can take to gain qualified teacher status and work in our schools. So, there's no one thing, I think, that we can do that will solve this issue. But it is an international issue, I agree with that.

Suzy Davies AM: Okay. Well, that's what I was after finding out, and, actually, what you've just said about the part-time PGCE is pretty interesting as well, because if you can bring your outside world experience into teaching, that's got to help, hasn't it?

Kirsty Williams AM: Can I just agree with you? I think that is really, really important--that we have a diversity in our teaching workforce. I think the different dynamic that brings to a school and the experience that brings to children is really, really valuable. I was up in the Deeside Sixth just last week, talking to the A-level chemistry teacher. She had been a teacher for a while, she'd gone into industry, worked in industry, and now had come back into teaching. She said that she felt that that made her a better educator and she could talk with knowledge and experience about the opportunities outside of teaching that the students in front of her could pursue. I'm very keen to increase the diversity in our teaching workforce and I'm very keen in looking at career changers, who perhaps have different life experience and work experience, coming into our teaching profession.

Suzy Davies AM: Thank you for that. Part of that diversity, of course--it would be great if you had more people interested in qualifying to teach through the medium of Welsh. Great aspirations; the trend's going the other way. No-one can solve this in 280 characters, I get that, but can you give us some indication about why you think this is proving still such an unattractive option when it's clear that there's a policy for this country to improve the number of Welsh speakers? You'd have thought there'd be a pretty good carrot for this.

Kirsty Williams AM: Sure. Again, data for recruitment for the 2018-19 cohort is not yet available and we are, as I said, keeping in touch with our ITE centres to keep a close eye on them. I think an important thing to recognise is that there is a difference between the number of people who are on courses where there is a specific designation that enables them to teach through the medium of Welsh and those people who have linguistic ability and Welsh ability but don't necessarily do a course that allows them. So, there is a difference. We do think that, for the 2016-17 cohort, there were an additional 130 qualifiers that, actually, were fluent in Welsh and who could have gone on to teach in Welsh-medium schools, didn't necessarily do a course that gave them that designation. But, clearly, we've got three academic years now to get to the targets that we've set ourselves. The evaluation of Welsh-medium provision in ITE reported at the end of last month, and the Minister and officials are busy working now to implement the recommendations of the report that was published, I think, on 28 September, to be able to move this agenda forward. Again, we've got new incentives, this year, both for people starting their course and then for teachers who complete their QTS after a year. So, we've added in new financial incentives this year to try and address some of those issues. But, clearly, these are ambitious targets and we will need to have a step change over the next three years if we're to meet them.

Suzy Davies AM: Thank you for that, Cabinet Secretary. Thank you for that answer. We're now talking about cohorts of students coming into PGCE and teaching degrees. If they're from Wales, they will have had Welsh as part of their education from day one, and we'll accept there are varying qualities in different parts of Wales, different attitudes towards it as well. But there isn't a single a person now who's been through Welsh education who can say they have no Welsh at all, unless they've moved into the system from, say, England very, very recently. What is being done within the teaching qualifications, including the degrees, to ensure that, at least in Welsh universities, those nascent Welsh language skills are at least kept alive, even though we're not talking necessarily about being at a level where people can teach through the medium? It's the age-old question: once the school gate closes, is that the end of their Welsh use? So, is there something--it won't be Donaldson, but in the teacher training qualifications--that is keeping this going and, hopefully, increasing the usability of the Welsh skills they have?

Kirsty Williams AM: Well, in terms of how we can encourage children who have got Welsh skills as a result of their education up to 16, how they can continue to use those skills and, potentially, use them in the workplace, I'm sure Eluned will want to talk about some of the work, for instance, in other, non-teaching sectors. But, with regard to ITE, you'll be aware that, in the evaluation report, as I said, that was published, the report comes forward with two options in how we could develop an intervention programme to support Welsh language skills amongst all primary and secondary ITE entrants. So, what we'll be doing now as a result of that report is that we'll be working very closely with our ITE centres to develop and agree upon minimum provision that constitutes those skill levels within ITE provision for all teachers.

Suzy Davies AM: Thank you.

Lynne Neagle AM: Llyr.

Llyr Gruffydd AM: You have your targets for 2021, in terms of numbers of teachers coming through the system, which is positive, although, clearly, the report or the review itself said that, actually, we need to double the numbers, really. But it's not just the trends that are going down; it's a cataclysmic drop, really. We've lost 24 per cent in the number of people over the last four or five years who are going into teacher training to study subjects that they could teach through the medium of Welsh. So, it's a huge turnaround that we're looking for, and I'm not getting the feeling that the level of ambition and the answers that you're giving here this morning reflect the level of action that's needed, really.

Kirsty Williams AM: Well, first of all, as I tried to illustrate to Suzy, the figures on their own tell one story, but there are additional people in the system with an ability to speak Welsh and to be able to use--

Llyr Gruffydd AM: I think it's 40 per cent of those who are currently in the system who don't--

Kirsty Williams AM: --the language and skills. And if we look at qualifiers of ITE courses in Wales by degree type, actually, we see a different trend--we see numbers going up. So, there are statistics and there are statistics. Depending on which ones you look at, it's quite a complex picture. And that's why we had the evaluation report. We understand and we know and acknowledge that there is more work to be done. That's why we have got the evaluation of provision in ITE and that's why we'll be taking that ambition forward. We know what we need to do. As I said, we're not sitting back and hoping that something miraculous will change things. We are pulling levers and putting in place plans to improve that situation.

Llyr Gruffydd AM: Thank you for that. Clearly, there are statistics and there are statistics, so could you just explain to us which statistics you've used for your targets for growth over the next three years?

Kirsty Williams AM: Well, that comes as a result of the work done for the 2050--

Llyr Gruffydd AM: Upon which baseline are you basing the increases that you're projecting?

Kirsty Williams AM: We're using the baseline of 2012-13. There has been a decline since then.

Llyr Gruffydd AM: That's the one I was using when I said'24 per cent reduction'.

Kirsty Williams AM: There has been a decline in those numbers. That's why, as I said, we're doing the work that we need to do to reverse that decline. In using those numbers, we also know that there are additional people in the system who are not captured in those figures and who do have the linguistic ability to use their language positively in school settings. So, what I'm saying is that that doesn't tell us the whole story, but I will be the first to admit that there is a significant job of work with our ITE providers to ensure that we will have the skilled professionals that we need to deliver on our ambitions, and I'm not hiding from that.

Eluned Morgan AM: Also, I just think it's worth saying that a lot of this is about building the confidence of those people who actually can speak Welsh, who are not teaching through the medium of Welsh, and to give them that support. First of all, we need to identify who these people are, so there is a job of work being undertaken now in terms of registration in particular--when people register, let's just make sure that we collect that kind of data.

Kirsty Williams AM: We don't even do that consistently at the moment. One of the recommendations of the report is that there is no consistent approach to understanding this baseline data and there's no consistent competency test that people start at the beginning of their course, so we need a national approach rather than leaving it to individual institutions.

Llyr Gruffydd AM: Have we missed any tricks, potentially, in terms of the reforms to accrediting ITE, for example, in terms of, maybe, strengthening aspects around the Welsh language and provision in that respect?

Kirsty Williams AM: No, I don't believe so. The accreditation process, which is independent of the Government--the accreditation process demands of our ITE providers that their provision will be able to meet the goals of our curriculum. Our curriculum is very clear about the equality of the language and the ability of our children, through all stages of their education journey, to be able to be bilingual children.

Llyr Gruffydd AM: So, that requirement, as far you're concerned, is there.

Kirsty Williams AM: Yes.

Llyr Gruffydd AM: Yes, okay. Diolch--thank you.

Lynne Neagle AM: Before I turn to Hefin, can I just clarify--? In answer to Suzy Davies, you said that 65 per cent of the places in Welsh training centres had been filled. Is that 65 per cent of the priority places?

Kirsty Williams AM: Priority places.

Lynne Neagle AM: Okay, thank you very much.

Kirsty Williams AM: Sixty-five per cent of the priority courses are being met.

Lynne Neagle AM: Lovely, thank you for clarifying that. Hefin.

Hefin David AM: The decision by the Education Workforce Council not to accredit the University of South Wales with the ability to deliver teacher training--what are your views and concerns about that?

Kirsty Williams AM: The process is independent of Government, and it would not be appropriate for me to comment on that, especially as I understand that there is an appeals process that may be being undertaken. What I would say is that from the very outset of our ITE reforms we have made it very clear that I expect very high standards in our ITE system, but the process is independent of this Government. I have confidence in the people who have been appointed by the EWC to undertake that process, but it is independent of me, and it's not appropriate for me to comment on that further.

Hefin David AM: I fully understand that and the need for distance for the EWC, but there'll be an impact on students and staff. Students, first of all: are you concerned that the reduction in providers might have an impact on students, and those students going through the second year at USW? Would you have concerns about that issue?

Kirsty Williams AM: In terms of the overall numbers, we will be looking to commission from those institutions that have been accredited the number of training places that our planning tool says that we need. So, in terms of an overall number of places, we will commission from those accredited units. Clearly, there will be a responsibility upon the University of South Wales to ensure that those students already in the system are able to complete their studies and their course, with the appropriate level of support and tuition to enable them to achieve their career aspirations and to graduate from that programme.

Hefin David AM: And what about the uncertainty for staff, or would you say that's an issue for the university itself?

Kirsty Williams AM: These are autonomous bodies. They have to act accordingly, in compliance with any employment law or any statutory responsibilities that they would have as an employer. That's not a matter for me; that is a matter for the institution that is an autonomous body.

Hefin David AM: But I would be surprised if you weren't keeping an eye on this, given that it has been a key provider. Are you aware of when the appeal decision will be known?

Kirsty Williams AM: My understanding is that the appeals process is ongoing, and next month, perhaps. But as I said, this is a process that is independent of Government--

Hefin David AM: But it will have an impact for what you do.

Kirsty Williams AM: It will potentially change the nature of the people from whom we commission places, but as I said, I do not have any concerns that we will not be in a position to commission the appropriate number of training places that we will need as a result of our planning.

Lynne Neagle AM: Okay, thank you. Suzy on this--mindful of what the Minister said about it being an independent decision.

Suzy Davies AM: It's not directly about USW; it's about the geographic spread of provision. I wonder if you could just give us a snapshot of what that looks like, and whether you think--certainly for PGCE or postgrad courses, anyway--that if they're not accessible geographically and we've got students who already have three years'worth of debt, they're not going to be looking to, necessarily, live away from home for a fourth year, and may want to study nearer home. Has there been any research done on the access to these postgrad courses, about where people are coming from and whether that's had an impact on the fact that some of these places haven't been filled?

Kirsty Williams AM: Currently, with our current providers, there is a significant geographical spread. There are centres here in the south-east, there are centres in the south-west, in mid Wales, and in north Wales. Obviously, accessibility is an issue for us. We do think that, for some students, accessibility is an issue, and of course that's why we are responding with our part-time PGCE route, which actually will be location neutral, because you will be able to study that as a distance learner, and so you will be able to remain in your community and undertake that course. So, that's part of the attractiveness, I believe, of offering that to people. So, if geographical disadvantage is stopping somebody from pursuing a career aspiration to qualify as a teacher, our new part-time PGCE, as I said, will allow them to do that.

Suzy Davies AM: Okay. Thanks, Chair.

Lynne Neagle AM: Okay, thank you. We're going to move on now to talk about reform and reconfiguration of the post-16 education sector. Janet Finch-Saunders.

Janet Finch-Saunders AM: Thank you. Good morning. There are some encouraging provisional signs regarding the demand for part-time undergraduate study for the first year of Diamond, but the PS12. 5 million reduction Higher Education Funding Council for Wales is having to make this academic year has potentially placed the funding for part-time provision under pressure. Is there a danger that, without maintaining and growing this funding, Welsh Government will undermine the Diamond reforms and increase the cost of part-time courses?

Kirsty Williams AM: Let's be absolutely clear what this Government has done for part-time students. We are unique, Janet: unique in the UK and, I believe, unique in Europe, in the parity of the support that is available for full-time and part-time students. So, Welsh part-timers have something that they do not get if they are in England or if they're in Scotland. It's too early to have definitive figures for the impact of Diamond on the number of people who are undertaking part-time study. I don't want to get into trouble by not having that verified data, and I know Members get testy with me for anecdotal evidence, but I can tell you this: there is one provider that is reporting at this moment a 40 per cent increase in the number of students that are registered to start part-time study with them this year, as compared to last year, and that reflects really, really well, compared to the onward downward trend that we see across the border for part-time. What this means, for us as a nation, is that people are able to take this opportunity to upskill themselves and to be able to develop their qualifications and to be able to move themselves up career ladders, and I think that's such an important economic factor for us. So, rather than feeling doom and gloom about the prospects for the part-time sector, the early indications, at least, show that the Diamond reforms are leading to an increase in demand and, more importantly, an increase in uptake--students taking advantage of that system to go away and study.

Janet Finch-Saunders AM: Thank you. Is the Welsh Government able to reassure the committee that its ambitions for the post-compulsory education and training reforms are still in line with the original Hazelkorn recommendations, and go beyond the Labour manifesto commitment of simply replacing HEFCW with a new funding body for HE and FE?

Kirsty Williams AM: Okay. So, you will be aware, Janet, that the agreement between myself and the First Minister that brought me into the Government and the Government's programme state very clearly about our desire to pursue the recommendations of the Hazelkorn report. I hope, by the end of this week, we will have published the responses to the technical consultation, and we will continue to move forward. And I would argue, certainly, that the reforms that we are intending to implement do go beyond just simply a body that replaces HEFCW and joins in FE. It's a much wider remit to the potential new commission. And, as I said, I believe we've had in the region of about 450 responses to the technical consultation and I'm pleased to say that there remains a consensus--we will always have some arguments about the details--but there remains a consensus on the direction of travel that we are pursuing. A summary of the consultation responses will be available to Members and will be published by the end of the week.

Lynne Neagle AM: Thank you.

Janet Finch-Saunders AM: Okay. Is the Welsh Government still committed to introducing the PCET Bill before the end of the fifth Assembly, and are you confident this will happen?

Kirsty Williams AM: Well, I'm absolutely determined that we will get the PCET legislation on the floor. It's a substantial piece of work, as you've just alluded to. This goes just beyond abolishing a single body. So, it is a substantial piece of work, but I believe that we are on track to be able to do that by the end of this term. But it's a big piece of work.

Lynne Neagle AM: Llyr, on this.

Llyr Gruffydd AM: Can I just pick up on that? I mean, it is going to be a big job, and, clearly, there's a strong focus on creating the commission and putting the structures in place, but, of course, one of the drivers is that we want to effect a cultural change in the way that people perceive post-16 education. This thing about parity of esteem and all that kind of agenda. And a key part of this process, therefore, is the vision that people are waiting for. When are we going to see this coming forward? Because I think we're putting structures in place, so there's a big discussion about the technical stuff, but I feel there's a bit of a vacuum in terms of the vision.

Kirsty Williams AM: Well, I would disagree with you, Llyr, because--

Llyr Gruffydd AM: Right, okay. Well, maybe you should have come to the cross-party group on further education last night.

Kirsty Williams AM: Well, I would disagree with you because, of course, the technical consultation has followed what we had last year, which was a consultation on the vision, on what we needed to do to bring the sector together beyond just HE and FE, to the inclusion of sixth forms; work-based learning providers; apprenticeships; and bringing all of that together under one body. I believe that that gives us an opportunity to have better strategic planning; to help us prevent duplication; to help us bridge gaps that are not available for learners at the moment. It will, hopefully--. My vision is that it will promote collaboration between institutions rather than simply having the market-based process that we see in other places where there's competition rather than collaboration. I want to see it strengthen links between schools, FE and HE, strengthen links between schools and employers and business, to make sure that we've got better information and advice services so that young people know what their pathways are and can make really informed choices about what's best for them, to help them make them. So, I think: we've done the vision, we're now doing the technical consultation, that will be published by the end of the week, and we'll move forward with our overarching vision that Hazelkorn elaborated and that we are now taking forward.

Llyr Gruffydd AM: So, you would be very concerned if FE institutions were saying that we really need to see the vision, that that's the next step, that we really need to understand the vision.

Kirsty Williams AM: But, I've met--. As I said, I was with one of our excellent FE leaders just at the end of last week; it wasn't raised with me then. I do understand that there are concerns from the FE sector about will the vision be realised. I think there's a shared understanding of the vision, but I understand and I do see some nervousness about, actually, in the end, will this just be HEFCW by another name, and, the opportunity for FE, will this be realised in this new body? We need to keep ensuring that, as we go forward and develop the policy, and as we develop, eventually, the legislation, that that parity of esteem and that true equality across all parts of the sector is realised.

Lynne Neagle AM: Okay, thank you very much. Our next questions are from Michelle Brown.

Michelle Brown AM: Good morning, Cabinet Secretary; good morning, Minister. Your paper to the committee says that there's a need for more analysis and research into the outcomes for learners from different backgrounds. At the same time, Welsh universities have declared PS104 million towards equality and opportunity activity for 2018. If you don't have the analysis, how can you be sure that the investment that's being made by the Welsh universities is actually going to have a positive outcome in the right places and lead to better outcomes for underrepresented groups?

Kirsty Williams AM: Okay. Well, of course, that would be one of the duties of the new commission set up as a result of our post-compulsory education and training reforms that I would anticipate. The universities are required, under the Higher Education (Wales) Act 2015, to produce fee and access statements, and the PS104 million that they have to take off their fees to be able to promote this work--those fee and access plans have to be signed off by the Higher Education Funding Council for Wales as being robust and truly promoting equality of opportunity. They're also there to promote access and the opportunities for people to aspire to higher education. We are looking at--. It's quite early days, still, for that new regulatory regime to come through, so we ask HEFCW, when I meet with HEFCW, about the adequacy of those plans. Equity is an important part of my approach to higher education. That's why we're introducing the Diamond reforms--so that those from the poorest backgrounds can be adequately financially supported and are not put off from going to a university. And we're also looking--. I would envisage under PCET a better mechanism of tracking destinations for learners. So, for instance, in the FE sector, we're introducing new joint monitoring for outcomes for sixth-form learners and FE learners, because we've never tracked them in the same way. So, we're introducing that now so that we can see the destinations for those two sectors, but the PCET reforms give us an opportunity to do that right across the board. Huw, is there anything else I need to add?

Huw Morris: Well, I'd just reinforce the point the Cabinet Secretary made about the fee and access plans being the vehicle through which we get universities to specify what they're going to do, and the funding council tracks that. To make sure that we're doing that in a full and appropriate manner, periodically, we ask for that system to be reviewed. I think it was in 2017 that the Wales Institute of Social and Economic Research, Data and Methods--the research arm of Cardiff University--reviewed the system and looked at how widening access was being promoted by different institutions and whether that was working in all parts of Wales. The report from that group was considered by one of the sub-committees in HEFCW and they are revising the process as a consequence. So, I think we can be confident that there are ambitious targets that are monitored, and, periodically, the system as a whole is reviewed.

Michelle Brown AM: Can you tell us what sort of research and data the universities are basing those access plans on? I assume they'll all have slightly different methods--I appreciate that--but can you give us any idea of how they actually formulate these access plans?

Huw Morris: So, there are data collected across the UK by a body called the Higher Education Statistics Agency. They produce detailed breakdowns, along with UCAS, of where applicants come from, which institutions did they study at, what courses, what their particular characteristics are, including their socioeconomic status, and that data is then analysed at a UK level and in Wales, through HEFCW and its agents, to track what's happening at different institutions at different stages, not just in terms of who's applying and who gets access, but who progresses and what happens to people once they've graduated.

Michelle Brown AM: So, there is already data there. I'm just wondering how that data that's already there differs from the research and analysis that you were talking about in your paper. They must be different, then. What specific analysis and research were you referring to in your paper?

Kirsty Williams AM: We use the HESA--. It is HESA, isn't it?

Huw Morris: Yes.

Kirsty Williams AM: That's shorthand--the HESA data, and institutions use that. We also then use WISERD and other organisations to supplement that piece of work. I think there is a challenge to some of this going forward. So, the Office for Students in England now is having some discussions about access to HESA data. This is a source of real concern to me, that Welsh institutions may not be able to have the ready access to that data because of changes the OfS may be making. So, we supplement where we think that there's value to be added in additional breakdowns, or in additional slicing of data and understanding of what is motivating people to come forward.

Huw Morris: And to give you a specific example of that as it applies in north Wales--. So, take a university like Wrexham Glyndwr University; they have quite a large intake of mature students. The data that's collected and analysed at a UK level tends to look at people who are going into university at a young age, not a mature profile. So, some of the analysis that we do in Wales--indeed, the deliberations of the sub-committee that I spoke about earlier--is about how do we make sure that those differences in Wales are reflected in the data and reflected in the targets that are set.

Michelle Brown AM: Okay.

Lynne Neagle AM: Okay, thank you. The next questions are from Hefin David.

Hefin David AM: Cabinet Secretary, are you in favour of more university mergers?

Kirsty Williams AM: I wouldn't use the word'agnostic', but what I'm in favour of is a healthy, strong and sustainable HE sector. If individual institutions wish to collaborate or, indeed, go further to a formal merger then, obviously, that is a matter for them. We're not pursuing or urging a policy of mergers, but, if individual institutions feel that is of benefit to them and their students, obviously, we would have an interest in that and making sure that they were robust plans, but that's a matter for individual institutions.

Hefin David AM: But HEFCW are pushing it.

Kirsty Williams AM: Well, again, what HEFCW are interested in is a sustainable HE sector that is strong but, as I said, I do not have a burning desire or a set policy to try and pursue mergers.

Hefin David AM: Okay. That's a little bit of a contrast with your predecessors, then.

Kirsty Williams AM: Well, that's a matter for them.

Hefin David AM: Okay. The reason I say it is because I was kind of on the inside when Cardiff Metropolitan University was under pressure from the then Minister to merge with the University of Glamorgan and Newport. It was a very difficult time for staff and, indeed, for students. You had the University and College Union and the Minister pushing it; the vice-chancellor of Cardiff Met at the time very much against it. So, do you think that it's really--? You're agnostic, but do you think perhaps it's not worth the disruption that can occur to staff and students?

Kirsty Williams AM: As I said, Hefin, I have no formal policy for reconfiguration or mergers. That's not to say I don't believe in collaboration between institutions. Going back to the issue of ITE, a very interesting programme came forward from Cardiff Met and Cardiff University for their ITE provision. So, I'm all for universities and institutions working together, but there's no formal policy. These are autonomous institutions. If they see that there is an advantage--I would hope for the student first, and, if we put the student at the front of this process, then we would obviously have an interest in that and making sure that that was the right thing to do. But, certainly, there is no pressure from us as a Government to pursue an agenda of mergers.

Hefin David AM: Just to be clear, then, that's likely to be a policy for the foreseeable future as well; you're not going to change that view.

Kirsty Williams AM: I have no intentions at this stage, but'Events, dear boy'. [Laughter. ] You know, sometimes there may be a situation that I cannot foresee at this moment that would necessitate, for the benefit of students, the benefit of Wales, a merger. So, never say never, but, at this point in time, I do not foresee us changing that policy.

Lynne Neagle AM: Julie on this.

Julie Morgan AM: Yes, just looking back at that time, which I remember very vividly--

Hefin David AM: So do I.

Julie Morgan AM: I had many meetings with Cardiff Met. Do you feel there has been any disadvantage to Cardiff Met because that merger didn't go ahead?

Kirsty Williams AM: I, personally, am not aware of any disadvantage to Cardiff Met, but I would recognise--I would absolutely recognise--for staff and students caught up in those deliberations and those issues, then that would have had a personal impact on them. In terms of the institution going forward, I'm not aware that they are currently struggling with any disadvantage from that discussion. And, as I said, I'm really heartened by some of the really interesting collaborative work that Cardiff Met are interested in doing, and new partnerships and new collaborations between institutions, whether that be Cardiff Uni or local colleges, and I think that's to be welcomed.

Julie Morgan AM: So, following on from what Hefin said, was it worth all the fuss?

Kirsty Williams AM: Well, look, as it's turned out, we have a strong institution in Cardiff Met, and I think, rather than looking at the past, we need to look at the future. But, of course, there was some reconfiguration and we need to understand any lessons that arose out of reconfiguration, and HEFCW are currently doing some work, actually, to look at reconfiguration, the experience of reconfiguration that did happen, and were benefits realised and what are the lessons that can be learned from that process. So, they are doing a piece of work to reflect, and that will, perhaps, help inform us as we go forward.

Lynne Neagle AM: Okay, Hefin.

Hefin David AM: I'd just say--Julie Morgan was one of our heroes at the time, I've got to say.

Eluned Morgan AM: She always is.

Hefin David AM: And still is. If I turn that on its head and have a look at University of South Wales, one of the concerns I'm getting from former colleagues and staff is that the Newport aspect--because it was a merger between Newport and the University of Glamorgan--has been somewhat denuded by the merger, and the amount of activity in the new Newport campus and elsewhere in Newport has been reduced by the merger. Are you aware of those concerns that staff may have?

Kirsty Williams AM: As I said, it's not for me to second-guess the judgment of previous Ministers who pursued--

Hefin David AM: But it's happening now, I mean.

Kirsty Williams AM: --a particular policy agenda. With regard to Newport, we are aware of concerns. Obviously, one campus closed completely, and there are concerns about the level of activity at the new campus. And we continue to discuss with the University of South Wales and the local FE college what offer is available to the local population, but also the wider contribution that that institution can make to the rest of Wales, and we continue to have conversations with both the college and the university about utilisation of the facilities in Newport and opportunities that could be made available in Newport.

Hefin David AM: That's interesting, because that's the first time I've heard it confirmed from the Government that those concerns that have been raised by former staff and colleagues in Newport are actually echoed by yourself, then.

Kirsty Williams AM: Well, as I said, we're aware of them. We take our time to listen to people. When people raise issues with us, we take them seriously. Clearly, going back to the point that I believe Suzy made about geographical coverage, we want to make sure that FE and HE opportunities are available for people throughout Wales, and we continue to work with providers in that area to explore what can be done to enhance the opportunities.

Hefin David AM: And, from a financial point of view, they had PS25 million for the merger. Are you satisfied that's value for money, and, at this point in the 10-year plan, that things are going as they should, with incomes being squeezed across the sector?

Kirsty Williams AM: Yes. I mean, it's difficult, isn't it, to second-guess what would have happened, what might have happened, if the merger hadn't gone ahead, around the financial stability and sustainability of an institution. How do you prove that, if that hadn't happened, something worse or something better might have happened? It's difficult to do that and to second-guess those judgments,