around the campus. to me, this feels like a place we didn't need to end up- being and something that many of us did not need to go _ through last night. joined by the panel tonight — kezia dugdale, former leader of the scottish labour party, and miles taylor, former republican national security official. we will get to them very shortly. first, the latest headlines — a senior un official says the cost of reconstructing war—ravaged gaza could be as high as $40 billion. the assistant secretary—general said the world hadn't dealt with such destruction since the second world war. russia has denied allegations that it's using chemical weapons in its war on ukraine.

the us state department said this week that russian troops had used chloropicrin, an oily liquid developed during the first world war which irritates the lungs, eyes and skin. the kremlin described the accusation as "completely baseless and unsubsta ntiated". 2a people are now known to have died in southern brazil, where some of the worst storms on record have caused severe flooding. more than 20 others are missing. 1a,000 people have lost their homes or been displaced by the extreme weather. researchers have recreated a sd model of the face of a female neanderthal who lived 75,000 years ago. the reconstruction was made from a shattered skull discovered in a cave in iraq. experts think the women may have been in her 40s, a considerable age for the time.

so far, there have been 1900 arrests at the college protests across the united states. at least 60 colleges have taken part, though not all of those arrested were affiliated. the new york mayor eric adams said this morning more than 40% of those arrested at colombia and cuny were "not from the schools, they were outsiders". police have now removed the camp at ucla. what was once a mini—village of tents, gazebos and barricades was by morning a pile of debris. dozens were led away hands tied behind their backs, and for the first time since the protests took hold, joe biden has weighed into the debate. destroying property is not a peaceful protest. it's against the law. vandalism, trespassing, breaking windows, shutting down campuses, forcing the cancellation of classes and graduations — none of this is a peaceful protest. threatening people, intimidating people, instilling fear in people is not a peaceful protest. it's against the law.

dissent is essential to democracy, but dissent must never lead to disorder or to denying the rights of others so students can finish the semester and their college education. the universities, under pressure, have been loathe to call in law enforcement, and columbia's decision to call in the nypd on monday night has been criticised by teaching staff who say they were working to desclate the situation. some have called for a vote of no confidence in the university professor minouche shafik, but on this programme last night, the new york republican mike lawler said this was no longer a first ammendment issue. we can have the robust public debate about the policy decisions of the state of israel or the united states. you know, we have people every day protesting decisions that are made on capitol hill right here on the grounds of capitol hill, and that is protected and we respect that. but the moment that these protests turn violent or threats of violence emerge,

you know, or harassment ofjewish students simply because they're jewish, no, that is not protected. and from that interview he went onto the floor of the house to sponsor a bill that creates a new definition of anti—semitism, one they could use to cut off funding to academic institutions if they are found to tolerate such behaviours. the bill codifies a definition of anti—semitism created by the international holocaust remembrance alliance in the civil rights act of 1964. it defines anti—semitism as a certain perception ofjews which may be expressed as hatred toward them. student—held signs like those displayed at columbia university calling for "revolution" or "intifada" would amount to anti—semitism under the law. it broadens the definition of anti—semitism, so drawing a comparison between the israeli assault on gaza with the policy of the nazis, as some have, would be banned.

a prolonged protest could constitute anti—semitism if it causes nuisance or obstructs access to buildings used byjewish people. you get the feel of what this bill is all about. to talk about that decision in the house last night to pass the anti—semitism bill, i'm joined by tyler coward, lead counsel of government affairs at america's free speech movement. welcome to the programme. how does this bill in the text within it fit with the provisions under the first amendment?— with the provisions under the first amendment? _, ., . . amendment? good evening, and thanks for havin: amendment? good evening, and thanks for having me- — amendment? good evening, and thanks for having me. the _ amendment? good evening, and thanks for having me. the foundation _ amendment? good evening, and thanks for having me. the foundation for- for having me. the foundation for individual— for having me. the foundation for individual rights _ for having me. the foundation for individual rights and _ for having me. the foundation for individual rights and expression l individual rights and expression where _ individual rights and expression where i— individual rights and expression where i work. _ individual rights and expression where i work, we _ individual rights and expression where i work, we are _ individual rights and expression where i work, we are greatly i where i work, we are greatly concerned _ where i work, we are greatly concerned about _ where i work, we are greatly concerned about this - where i work, we are greatly concerned about this bill. . where i work, we are greatly. concerned about this bill. this where i work, we are greatly - concerned about this bill. this bill has been — concerned about this bill. this bill has been introduced _ concerned about this bill. this bill has been introduced in— concerned about this bill. this bill has been introduced in congress. concerned about this bill. this bill. has been introduced in congress for at least _ has been introduced in congress for at least the — has been introduced in congress for at least the last _ has been introduced in congress for at least the last eight _ has been introduced in congress for at least the last eight years, - has been introduced in congress for at least the last eight years, and i at least the last eight years, and we have — at least the last eight years, and we have been— at least the last eight years, and we have been fighting _ at least the last eight years, and we have been fighting against i at least the last eight years, and i we have been fighting against this bill since — we have been fighting against this bill since 2015. — we have been fighting against this bill since 2015. and _ we have been fighting against this bill since 2015. and this _ we have been fighting against this bill since 2015. and this bill- we have been fighting against this bill since 2015. and this bill is- bill since 2015. and this bill is not compatible _ bill since 2015. and this bill is not compatible with - bill since 2015. and this bill is not compatible with the - bill since 2015. and this bill is not compatible with the first. not compatible with the first amendment _ not compatible with the first amendment. some - not compatible with the first amendment. some of- not compatible with the first amendment. some of the l not compatible with the first - amendment. some of the examples not compatible with the first _ amendment. some of the examples you have already _ amendment. some of the examples you have already mentioned _ amendment. some of the examples you have already mentioned including - have already mentioned including drawing _ have already mentioned including drawing comparisons _ have already mentioned including drawing comparisons of _

have already mentioned including - drawing comparisons of contemporary israeli _ drawing comparisons of contemporary israeli policy— drawing comparisons of contemporary israeli policy to — drawing comparisons of contemporary israeli policy to that _ drawing comparisons of contemporary israeli policy to that of— drawing comparisons of contemporary israeli policy to that of the _ drawing comparisons of contemporary israeli policy to that of the nazis - israeli policy to that of the nazis or applying — israeli policy to that of the nazis or applying double _ israeli policy to that of the nazis or applying double standards- israeli policy to that of the nazis or applying double standards by| or applying double standards by requiring — or applying double standards by requiring of— or applying double standards by requiring of israel— or applying double standards by requiring of israel not— or applying double standards by requiring of israel not expect i or applying double standards by requiring of israel not expect ori requiring of israel not expect or demanded _ requiring of israel not expect or demanded of— requiring of israel not expect or demanded of any _ requiring of israel not expect or demanded of any other- requiring of israel not expect or. demanded of any other democratic nation, _ demanded of any other democratic nation, these _ demanded of any other democratic nation, these are _ demanded of any other democratic nation, these are core _ demanded of any other democratic nation, these are core political- nation, these are core political speech — nation, these are core political speech and _ nation, these are core political speech. and protected - nation, these are core political speech. and protected by- nation, these are core political speech. and protected by thei nation, these are core political. speech. and protected by the first amendment _ speech. and protected by the first amendment. and _ speech. and protected by the first amendment. and in— speech. and protected by the first amendment. and in fact, - speech. and protected by the first amendment. and in fact, these i speech. and protected by the first. amendment. and in fact, these are viewpoinls— amendment. and in fact, these are viewpoints to — amendment. and in fact, these are viewpoints to defamatory— amendment. and in fact, these are viewpoints to defamatory policies . viewpoints to defamatory policies which _ viewpoints to defamatory policies which the — viewpoints to defamatory policies which the american _ viewpoints to defamatory policies which the american amendment. viewpoints to defamatory policies - which the american amendment does not allow _ which the american amendment does not allow if — which the american amendment does not allow if an — which the american amendment does not allow. if an individual— which the american amendment does not allow. if an individual or - not allow. if an individual or student— not allow. if an individual or student on— not allow. if an individual or student on campus - not allow. if an individual or student on campus is - not allow. if an individual or i student on campus is allowed not allow. if an individual or - student on campus is allowed to draw a comparison — student on campus is allowed to draw a comparison of— student on campus is allowed to draw a comparison of the _ student on campus is allowed to draw a comparison of the nazis _ student on campus is allowed to draw a comparison of the nazis to - student on campus is allowed to draw a comparison of the nazis to any - a comparison of the nazis to any country— a comparison of the nazis to any country in — a comparison of the nazis to any country in the _ a comparison of the nazis to any country in the world _ a comparison of the nazis to any country in the world except - a comparison of the nazis to any country in the world except for l a comparison of the nazis to any . country in the world except for that of israel. _ country in the world except for that of israel. that— country in the world except for that of israel, that is— country in the world except for that of israel, that is black— country in the world except for that of israel, that is black letter- of israel, that is black letter plain— of israel, that is black letter plain and _ of israel, that is black letter plain and simple _ of israel, that is black letter plain and simple viewpoint i plain and simple viewpoint discrimination— plain and simple viewpoint discrimination no- plain and simple viewpoint discrimination no matter. plain and simple viewpoint. discrimination no matter how offensive _ discrimination no matter how offensive many— discrimination no matter how offensive many or _ discrimination no matter how offensive many or some - discrimination no matter how. offensive many or some might discrimination no matter how- offensive many or some might find those _ offensive many or some might find those comparisons. _ offensive many or some might find those comparisons. so _ offensive many or some might find those comparisons.— offensive many or some might find those comparisons. so are you saying that if the city — those comparisons. so are you saying that if the city upheld _ those comparisons. so are you saying that if the city upheld this _ those comparisons. so are you saying that if the city upheld this bill, - that if the city upheld this bill, just to criticise israel and its policies would be viewed as anti—semitism? policies would be viewed as anti-semitism?_ policies would be viewed as anti-semitism? ~ �* , anti-semitism? well, the bill test re . uires anti-semitism? well, the bill test requires that— anti-semitism? well, the bill test requires that the _ anti-semitism? well, the bill test requires that the us _ anti-semitism? well, the bill test requires that the us department l anti-semitism? well, the bill test i requires that the us department for education _ requires that the us department for education in — requires that the us department for education in all— requires that the us department for education in all institutions - requires that the us department for education in all institutions that - education in all institutions that

receive — education in all institutions that receive dollars, _ education in all institutions that receive dollars, federal- education in all institutions that receive dollars, federal dollarsi education in all institutions that . receive dollars, federal dollars for the department— receive dollars, federal dollars for the department for— receive dollars, federal dollars for the department for education - receive dollars, federal dollars for the department for education to l the department for education to comply— the department for education to comply with _ the department for education to comply with this _ the department for education to comply with this bill, _ the department for education to comply with this bill, so - the department for education to comply with this bill, so it - the department for education to| comply with this bill, so it would result— comply with this bill, so it would result in— comply with this bill, so it would result in a — comply with this bill, so it would result in a massive _ comply with this bill, so it would result in a massive chilling - comply with this bill, so it would | result in a massive chilling effect on speech— result in a massive chilling effect on speech about _ result in a massive chilling effect on speech about this _ result in a massive chilling effect on speech about this conflict - result in a massive chilling effect on speech about this conflict in l on speech about this conflict in many— on speech about this conflict in many cases— on speech about this conflict in many cases might _ on speech about this conflict in many cases might require - many cases might require institutions— many cases might require institutions to _ many cases might require institutions to censor- many cases might require institutions to censor or. many cases might require - institutions to censor or punish speech— institutions to censor or punish speech on— institutions to censor or punish speech on these _ institutions to censor or punish speech on these topics. - institutions to censor or punish speech on these topics. i - institutions to censor or punish speech on these topics. i suppose what the issue _ speech on these topics. i suppose what the issue that _ speech on these topics. i suppose what the issue that lawmakers - what the issue that lawmakers have struggled with this past week or so is whether first minute rights disappear if a protest is disruptive, and to what extent do we consider disruption permissible under the constitution? is a breach, is it a breach of first minute rights to stand in an encampment and protest peacefully?— protest peacefully? these are all ve fact protest peacefully? these are all very fact intensive _ protest peacefully? these are all very fact intensive and _ protest peacefully? these are all| very fact intensive and interesting questions — very fact intensive and interesting questions we _ very fact intensive and interesting questions. we have _ very fact intensive and interesting questions. we have seen - very fact intensive and interesting questions. we have seen things. very fact intensive and interesting . questions. we have seen things and protest _ questions. we have seen things and protest throughout— questions. we have seen things and protest throughout institutions - protest throughout institutions across — protest throughout institutions across the _ protest throughout institutions across the country— protest throughout institutions across the country and - protest throughout institutions across the country and some . protest throughout institutions | across the country and some of protest throughout institutions - across the country and some of these protests _ across the country and some of these protests occur— across the country and some of these protests occur in _ across the country and some of these protests occur in different _ across the country and some of these protests occur in different ways. - protests occur in different ways. now, _ protests occur in different ways. now. storming _ protests occur in different ways. now, storming a _ protests occur in different ways. now, storming a building - protests occur in different ways. now, storming a building and i now, storming a building and trlockading _ now, storming a building and blockading the _ now, storming a building and blockading the building - now, storming a building and blockading the building and l now, storming a building and - blockading the building and taking it over— blockading the building and taking it over is _ blockading the building and taking it over is not — blockading the building and taking

it over is not protected _ blockading the building and taking it over is not protected by- blockading the building and taking it over is not protected by the - it over is not protected by the first _ it over is not protected by the first amendment. _ it over is not protected by the first amendment. now- it over is not protected by the first amendment. now there i it over is not protected by the i first amendment. now there are it over is not protected by the - first amendment. now there are where there is— first amendment. now there are where there is a _ first amendment. now there are where there is a long—standing _ first amendment. now there are where there is a long—standing precedent- there is a long—standing precedent for the _ there is a long—standing precedent for the open — there is a long—standing precedent for the open outdoor— there is a long—standing precedent for the open outdoor areas - there is a long—standing precedent for the open outdoor areas of- there is a long—standing precedenti for the open outdoor areas of public university— for the open outdoor areas of public university campuses— for the open outdoor areas of public university campuses to _ for the open outdoor areas of public university campuses to be - for the open outdoor areas of public university campuses to be available | university campuses to be available and presumed _ university campuses to be available and presumed to— university campuses to be available and presumed to be _ university campuses to be available and presumed to be available - university campuses to be available and presumed to be available to . university campuses to be available i and presumed to be available to free speech— and presumed to be available to free speech activities. _ and presumed to be available to free speech activities. now— and presumed to be available to free speech activities. now institutions i speech activities. now institutions do maintain — speech activities. now institutions do maintain what _ speech activities. now institutions do maintain what is _ speech activities. now institutions do maintain what is called - do maintain what is called reasonable _ do maintain what is called reasonable time, - do maintain what is called reasonable time, place i do maintain what is called i reasonable time, place and do maintain what is called - reasonable time, place and manner restrictions— reasonable time, place and manner restrictions to — reasonable time, place and manner restrictions to ensure _ reasonable time, place and manner restrictions to ensure the _ restrictions to ensure the functioning _ restrictions to ensure the functioning of— restrictions to ensure the functioning of an - restrictions to ensure the . functioning of an institution restrictions to ensure the - functioning of an institution so if students — functioning of an institution so if students are _ functioning of an institution so if students are engaging _ functioning of an institution so if students are engaging in - functioning of an institution so if| students are engaging in conduct that materially— students are engaging in conduct that materially disrupts - students are engaging in conduct that materially disrupts the - that materially disrupts the institution, _ that materially disrupts the institution, as— that materially disrupts the institution, as long - that materially disrupts the institution, as long as - that materially disrupts the institution, as long as they| institution, as long as they minister— institution, as long as they minister the _ institution, as long as they minister the response - institution, as long as they minister the response is. institution, as long as they - minister the response is reasonable and allows— minister the response is reasonable and allows for— minister the response is reasonable and allows for a _ minister the response is reasonable and allows for a robust _ minister the response is reasonable and allows for a robust exchange i minister the response is reasonable and allows for a robust exchange ofj and allows for a robust exchange of ideas _ and allows for a robust exchange of ideas outside — and allows for a robust exchange of ideas outside of _ and allows for a robust exchange of ideas outside of those _ and allows for a robust exchange of ideas outside of those restrictions, | ideas outside of those restrictions, the first— ideas outside of those restrictions, the first amendment _ ideas outside of those restrictions, the first amendment does - ideas outside of those restrictions, the first amendment does allow. ideas outside of those restrictions, | the first amendment does allow for some _ the first amendment does allow for some of— the first amendment does allow for some of those _ the first amendment does allow for some of those restrictions. - the first amendment does allow for some of those restrictions. stay- some of those restrictions. stay there, some of those restrictions. stay there. tyler. — some of those restrictions. stay there, tyler, if— some of those restrictions. stay there, tyler, if you _ some of those restrictions. lili- there, tyler, if you would. some of those restrictions.- there, tyler, if you would. miles, there, tyler, if you would. miles, the president of the day the us is not an authoritarian nation where we sell his people. i thought was interesting turn of phrase. if you are standing in a rod or maybe a country in the global self and you

look at this, how are you supposed to take american lectures on democracy and freedom of speech? yes, there are real subtleties to what is going on here because there is anti—semitism mixed in, there is disruptive behaviour to college life, but if you are looking at it from outside, you have an american government cracking down on pro—palestinian protesters, ripe elites going into shutting it down, how is it different from an iranian perspective to what is going on and tehran? ~ , ., perspective to what is going on and tehran? ~ i. ~ ., ., ., ~' tehran? well, you know, look, i think optically — tehran? well, you know, look, i think optically it's _ tehran? well, you know, look, i think optically it's putting - tehran? well, you know, look, i think optically it's putting us - think optically it's putting us language about free speech to the test, but i think thatjoe biden really try to lay that out very clearly into the differentiator is in this country we allow free expression but that line is drawn at violent and threats to life and property. you cannot go out there and incite violence by saying something like death tojewish people. you cannot go store property is particular private property, and

whether you are democrat or republican, i think that's the one place where clear heads can end up coming together around this issue. now that said, i think we have seen notjust of the us but around the world the intensity around this issue really dividing people around things that they would otherwise agree on when it comes to free speech. in the applications are spirally much beyond the conflict itself to broader politics and of course joe itself to broader politics and of coursejoe biden and their republican lawmakers you had on know that there are huge political implications of this in the us in november. it also national security implications and i'm sure we get into that but that's something that law enforcement in the us and senior officials at the fbi and department officials at the fbi and department of home security have highlighted that this is spirally somatic control that there are concerns about lone wolf terrorist attacks in the us because the vitriol on both sides of the debate has gotten so hot. ~ . sides of the debate has gotten so hot. . . ,

hot. we had the same debate in this country about _ hot. we had the same debate in this country about freedom _ hot. we had the same debate in this country about freedom of _ hot. we had the same debate in this country about freedom of speech, i country about freedom of speech, what are the limits of freedom of speech and the home secretary is a lot to say about regular saturday protests weaving their way through london. where do you stand on this and are you concerned that there is now an attack on freedom of speech? this is an especially difficult issue. — this is an especially difficult issue, that about it. you also know it was _ issue, that about it. you also know it was not — issue, that about it. you also know it was not that long ago that we had a bl- it was not that long ago that we had a big debate in the uk about the very definition of anti—semitism and that we _ very definition of anti—semitism and that we had — very definition of anti—semitism and that we had discussed earlier in the programme tonight already. no rights are absolute, and what i mean by that is_ are absolute, and what i mean by that is that — are absolute, and what i mean by that is that even in the uk, you are right— that is that even in the uk, you are right speaker protest is limited to the state — right speaker protest is limited to the state in which it might cause fear and — the state in which it might cause fear and a — the state in which it might cause fear and a lot of other people. and that's— fear and a lot of other people. and that's really the line that we are seeing _ that's really the line that we are seeing draw in these protests in america. — seeing draw in these protests in america, of course people have the film america, of course people have the right to _ america, of course people have the right to assemble in the right to protest in — right to assemble in the right to protest in the right to say the words — protest in the right to say the words they want to say, but if that causes _ words they want to say, but if that causes fear— words they want to say, but if that causes fear and alarm to others and we are _ causes fear and alarm to others and we are seeing instances of that causing — we are seeing instances of that causing hay and hateful action

towards — causing hay and hateful action towards others in the us, then of course _ towards others in the us, then of course the — towards others in the us, then of course the police should be involved. there is a balance here, though. _ involved. there is a balance here, though, because of retaliation and seen the _ though, because of retaliation and seen the police go in there and separate — seen the police go in there and separate protest to destroy these camps, _ separate protest to destroy these camps, in — separate protest to destroy these camps, in many ways it's going to agitate _ camps, in many ways it's going to agitate protesters to find other places — agitate protesters to find other places to go and to arrive there in bigger— places to go and to arrive there in bigger numbers. so we want this to settle _ bigger numbers. so we want this to settle and _ bigger numbers. so we want this to settle and wanted to dissipate because — settle and wanted to dissipate because you want people while it was us to be _ because you want people while it was us to be heard but we will have to tread _ us to be heard but we will have to tread very— us to be heard but we will have to tread very carefully at how these protests — tread very carefully at how these protests come in the weeks. in terms ofthe protests come in the weeks. in terms of the arrest. — protests come in the weeks. in terms of the arrest, nothing _ protests come in the weeks. in terms of the arrest, nothing hundred - protests come in the weeks. in terms of the arrest, nothing hundred is - of the arrest, nothing hundred is not full of people arrested and i'm just wondering how they will be processed because they will be some of them who are anti—semitic and some of them who have vandalized buildings and have trespassed, but there will be also mixed in with that a large number of people who were just protesting about a system in a situation in gaza that they find it deeply offensive. do you expect legal challenges to them and what's with the president by this

set? . . . what's with the president by this set? , . , ., . set? yes, as i mentioned earlier, each of these _ set? yes, as i mentioned earlier, each of these arrests _ set? yes, as i mentioned earlier, each of these arrests and - set? yes, as i mentioned earlier, each of these arrests and as - each of these arrests and as you 'ust each of these arrests and as you just described, _ each of these arrests and as you just described, these _ each of these arrests and as you just described, these are - each of these arrests and as you just described, these are very . each of these arrests and as you i just described, these are very fact ihtehsive — just described, these are very fact intensive questions _ just described, these are very fact intensive questions will _ just described, these are very fact intensive questions will so - just described, these are very fact intensive questions will so why. just described, these are very factl intensive questions will so why was this person — intensive questions will so why was this person arrested, _ intensive questions will so why was this person arrested, with - intensive questions will so why was this person arrested, with a - intensive questions will so why was this person arrested, with a brick. this person arrested, with a brick in the _ this person arrested, with a brick in the law, — this person arrested, with a brick in the law, with _ this person arrested, with a brick in the law, with a _ this person arrested, with a brick in the law, with a trespassing - this person arrested, with a brick in the law, with a trespassing ori in the law, with a trespassing or vandalizing _ in the law, with a trespassing or vandalizing or _ in the law, with a trespassing or vandalizing or were _ in the law, with a trespassing or vandalizing or were they - in the law, with a trespassing or. vandalizing or were they engaged in peaceful— vandalizing or were they engaged in peacetul protest _ vandalizing or were they engaged in peaceful protest was _ vandalizing or were they engaged in peaceful protest was met _ vandalizing or were they engaged in peaceful protest was met fire - vandalizing or were they engaged in peaceful protest was met fire is - peaceful protest was met fire is investigating _ peaceful protest was met fire is investigating many— peaceful protest was met fire is investigating many campuses . peaceful protest was met fire is - investigating many campuses across the country— investigating many campuses across the country right— investigating many campuses across the country right now— investigating many campuses across the country right now to _ investigating many campuses across the country right now to try - investigating many campuses across the country right now to try to - investigating many campuses across the country right now to try to find l the country right now to try to find the country right now to try to find the facts _ the country right now to try to find the facts and — the country right now to try to find the facts and if _ the country right now to try to find the facts and if we _ the country right now to try to find the facts and if we find out - the facts and if we find out situatiohs _ the facts and if we find out situations where _ the facts and if we find outl situations where individuals the facts and if we find out - situations where individuals were only arrested _ situations where individuals were only arrested for— situations where individuals were only arrested for engaging - situations where individuals were only arrested for engaging in - only arrested for engaging in peaceful— only arrested for engaging in peaceful protest— only arrested for engaging in peaceful protest there - only arrested for engaging in peaceful protest there was . only arrested for engaging in peaceful protest there was a | peaceful protest there was a disciptihe _ peaceful protest there was a disciptihe to _ peaceful protest there was a discipline to the _ peaceful protest there was a discipline to the institution l peaceful protest there was a l discipline to the institution or violating _ discipline to the institution or violating some _ discipline to the institution or violating some other- discipline to the institution or violating some other law- discipline to the institution or i violating some other law against vandalism — violating some other law against vandalism or— violating some other law against vandalism or trespass, - violating some other law against vandalism or trespass, we - violating some other law against vandalism or trespass, we look. violating some other law against. vandalism or trespass, we look into those _ vandalism or trespass, we look into those cases— vandalism or trespass, we look into those cases to _ vandalism or trespass, we look into those cases to see _ vandalism or trespass, we look into those cases to see how _ vandalism or trespass, we look into those cases to see how to - vandalism or trespass, we look into those cases to see how to the - vandalism or trespass, we look into those cases to see how to the courtj those cases to see how to the court of law _ those cases to see how to the court of law we _ those cases to see how to the court of law we may be _ those cases to see how to the court of law we may be able _ those cases to see how to the court of law we may be able to _ those cases to see how to the court of law we may be able to vindicatel of law we may be able to vindicate their rights — of law we may be able to vindicate their rights— of law we may be able to vindicate their rights. interest income of the cominu of their rights. interest income of the coming of the _ their rights. interest income of the coming of the programme - their rights. interest income of the coming of the programme tonight. j coming of the programme tonight. thank you. around the world and across the uk, this is bbc news.

welcome back. closely related to the things we have just been discussing is the protest in georgia — not the state, the country. there have been large demonstrations in tbilisi this week in opposition to the foreign agents bill which is heading through parliament. since 2012, russia has used similar legislaton to marginalise voices challenging the kremlin. if passed, it would require certain organisations to register with the authorities as foreign agents. the government says it's needed to ensure transparency, but there were angry scuffles outside parliament tonight at the second reading of the bill. the un's human rights chief volker turk says he's concerned by reports of unnecessary and disproportionate use of force. georgia is one of several countries on the path to a place in the european union. the eu said today this bill could harm tbilisi's ambitions ofjoining the bloc. a us state department spokeperson said the legislation could potentially damage us—georgia relations.

we are deeply concerned with legislation that is currently working its way through the georgia legislature. when we are also concerned and condemn the false narrative that government officials of adopted to defend the legislation and the anti—western rhetoric of george it drains leadership has put georgia on a precarious trajectory thatjeopardises georgia's euro atlantic path undermines the us— georgia relationship. that is matthew miller at the state department ultimately send what we have just been discussing because it is about freedom of speech. interesting that the us state department is making a statement on this at the very time when the president is having to address the very same issue with the white house. . ., very same issue with the white house. �* ., ~' very same issue with the white house. . ., ~ , , house. although i think the issue that an difference _ house. although i think the issue that an difference i _ house. although i think the issue that an difference i would - house. although i think the issue that an difference i would draw i house. although i think the issue that an difference i would draw isj that an difference i would draw is the distinction rather is of course with protesters in the us talking

about— with protesters in the us talking about gaza and a lot of these individuals who have been arrested has nothing to do it in fact the vast _ has nothing to do it in fact the vast majority of dye we have not seen _ vast majority of dye we have not seen any — vast majority of dye we have not seen any cases you of anyone being arrested _ seen any cases you of anyone being arrested for — seen any cases you of anyone being arrested for their clinical views but largely is because they are going — but largely is because they are going and breaking buildings and so in chaos— going and breaking buildings and so in chaos but interesting in georgia is there _ in chaos but interesting in georgia is there are — in chaos but interesting in georgia is there are some concerns, although not yet _ is there are some concerns, although not yet any— is there are some concerns, although not yet any clear cases, but some concerns — not yet any clear cases, but some concerns of — not yet any clear cases, but some concerns of the crackdown is less retated _ concerns of the crackdown is less related to — concerns of the crackdown is less related to people who are violently protesting and more related to the substance — protesting and more related to the substance of the matter. and i think the real— substance of the matter. and i think the real issue at hand here is not so much — the real issue at hand here is not so much the _ the real issue at hand here is not so much the nature of the law and whether— so much the nature of the law and whether a — so much the nature of the law and whether a news organisation that -ets whether a news organisation that gets maybe 20% or 10% foreign funding — gets maybe 20% or 10% foreign funding should be under additional regulation but the bigger question here is— regulation but the bigger question here is who is wielding influence in georgia? _ here is who is wielding influence in georgia? and i think was a credible about— georgia? and i think was a credible about the _ georgia? and i think was a credible about the situation is western observers for a really long time felt like — observers for a really long time felt like the country of georgia was titting _ felt like the country of georgia was tilting their direction, was leaving the kremlin sphere of influence and

we showing that the western bloc in the european union was getting stronger, — the european union was getting stronger, was getting bigger as russia — stronger, was getting bigger as russia was getting weaker. but really _ russia was getting weaker. but really this whole episode i think was a _ really this whole episode i think was a fine — really this whole episode i think was a fine point of the fact that russia — was a fine point of the fact that russia is— was a fine point of the fact that russia is reasserting itself, the krenrtin's— russia is reasserting itself, the kremlin's influence inside georgia has not _ kremlin's influence inside georgia has not waited nearly as much is western— has not waited nearly as much is western observers thought and i think— western observers thought and i think it _ western observers thought and i think it brings geopolitics in the region— think it brings geopolitics in the region back into the question in a bil region back into the question in a big way — region back into the question in a big way. notjust region back into the question in a big way. not just about region back into the question in a big way. notjust about russian inftuence — big way. notjust about russian influence in ukraine with the criminal— influence in ukraine with the criminal is mounting a full strategy to try— criminal is mounting a full strategy to try to— criminal is mounting a full strategy to try to influence his neighbour abroad — to try to influence his neighbour abroad and in some ways you could argue _ abroad and in some ways you could argue this — abroad and in some ways you could argue this shows that vladimir putin has been _ argue this shows that vladimir putin has been somewhat successful. looking — has been somewhat successful. looking at these pictures, it can be made down 2013 in kyiv. you have got a population that looks towards the ambitions of the european union and wants a future in europe, and then you have an opposition more closely aligned with the russia that wants to go the other way. and it's flying out on the streets tonight in

tbilisi. it out on the streets tonight in tbilisi. , . , . tbilisi. it is near us are quite extraordinary _ tbilisi. it is near us are quite extraordinary scenes - tbilisi. it is near us are quite extraordinary scenes was - tbilisi. it is near us are quite| extraordinary scenes was that tbilisi. it is near us are quite - extraordinary scenes was that we are hearing _ extraordinary scenes was that we are hearing reports— extraordinary scenes was that we are hearing reports of— extraordinary scenes was that we are hearing reports of the _ extraordinary scenes was that we are hearing reports of the use _ extraordinary scenes was that we are hearing reports of the use of- extraordinary scenes was that we are hearing reports of the use of tear- hearing reports of the use of tear -as hearing reports of the use of tear gas and _ hearing reports of the use of tear gas and water _ hearing reports of the use of tear gas and water guns _ hearing reports of the use of tear gas and water guns and - hearing reports of the use of tear gas and water guns and stunt - gas and water guns and stunt technology— gas and water guns and stunt technology to _ gas and water guns and stunt technology to distract - gas and water guns and stunt technology to distract the - technology to distract the protesters _ technology to distract the protesters. georgia - technology to distract the protesters. georgia sits. technology to distract the | protesters. georgia sits in technology to distract the . protesters. georgia sits in a technology to distract the - protesters. georgia sits in a really important — protesters. georgia sits in a really important strategic— protesters. georgia sits in a really important strategic place - protesters. georgia sits in a really important strategic place of - protesters. georgia sits in a really important strategic place of the l important strategic place of the bordertines _ important strategic place of the borderlines of— important strategic place of the borderlines of europe _ important strategic place of the borderlines of europe with - important strategic place of the borderlines of europe with its . borderlines of europe with its population— borderlines of europe with its population according - borderlines of europe with its population according to - borderlines of europe with its. population according to polling wanting — population according to polling wanting to _ population according to polling wanting to look _ population according to polling wanting to look west _ population according to polling wanting to look west but - population according to polling i wanting to look west but pulling suggest — wanting to look west but pulling suggest up _ wanting to look west but pulling suggest up to _ wanting to look west but pulling suggest up to 80% _ wanting to look west but pulling suggest up to 80% of _ wanting to look west but pulling suggest up to 80% of the - suggest up to 80% of the georgia population— suggest up to 80% of the georgia population would _ suggest up to 80% of the georgia population would like _ suggest up to 80% of the georgia population would like it _ suggest up to 80% of the georgia population would like it to - suggest up to 80% of the georgia population would like it to be a i population would like it to be a member— population would like it to be a member of— population would like it to be a member of the— population would like it to be a member of the european - population would like it to be a| member of the european union population would like it to be a - member of the european union and that's— member of the european union and that's why— member of the european union and that's why georgia _ member of the european union and that's why georgia has _ member of the european union and that's why georgia has eu - member of the european union and| that's why georgia has eu candidate status— that's why georgia has eu candidate status and _ that's why georgia has eu candidate status and is — that's why georgia has eu candidate status and is still— that's why georgia has eu candidate status and is still officially— status and is still officially making _ status and is still officially making its _ status and is still officially making its way— status and is still officially making its way through i status and is still officially. making its way through that status and is still officially— making its way through that process. meanwhile _ making its way through that process. meanwhile scott _ making its way through that process. meanwhile scott government - making its way through that process. meanwhile scott government and - meanwhile scott government and political _ meanwhile scott government and political leaders _ meanwhile scott government and political leaders who _ meanwhile scott government and political leaders who want - meanwhile scott government and political leaders who want to - meanwhile scott government and j political leaders who want to look east, _ political leaders who want to look east. who — political leaders who want to look east. who are _ political leaders who want to look east, who are prepared _ political leaders who want to look east, who are prepared to - political leaders who want to look l east, who are prepared to welcome the kremtin— east, who are prepared to welcome the kremlin influence _ east, who are prepared to welcome the kremlin influence into- east, who are prepared to welcome the kremlin influence into their- the kremlin influence into their country — the kremlin influence into their country and _ the kremlin influence into their country. and this _ the kremlin influence into their country. and this bill— the kremlin influence into their country. and this bill would - the kremlin influence into their. country. and this bill would force the listing — country. and this bill would force the listing of— country. and this bill would force the listing of any— country. and this bill would force the listing of any ngo _ country. and this bill would force the listing of any n60 or- country. and this bill would force i the listing of any ngo orjournalism outlet— the listing of any ngo orjournalism outlet or— the listing of any ngo orjournalism outlet or any — the listing of any ngo orjournalism outlet or any organisation _ the listing of any ngo orjournalism outlet or any organisation active - the listing of any ngo orjournalism outlet or any organisation active ini outlet or any organisation active in georgia _ outlet or any organisation active in georgia and — outlet or any organisation active in georgia and receives _ outlet or any organisation active in georgia and receives money- outlet or any organisation active in georgia and receives money froml outlet or any organisation active in| georgia and receives money from a foreign _ georgia and receives money from a foreign state — georgia and receives money from a foreign state it— georgia and receives money from a foreign state it more _ georgia and receives money from a foreign state it more than- georgia and receives money from a foreign state it more than 20% - georgia and receives money from a foreign state it more than 20% of l foreign state it more than 20% of the money— foreign state it more than 20% of the money in _ foreign state it more than 20% of the money in brings— foreign state it more than 20% of the money in brings in— foreign state it more than 20% of the money in brings in the - foreign state it more than 20% of the money in brings in the detaili the money in brings in the detail that can — the money in brings in the detail that can be — the money in brings in the detail that can be public— the money in brings in the detail that can be public about - the money in brings in the detail that can be public about that. i that can be public about that. propyt— that can be public about that. propyt and _ that can be public about that. propyl and force _ that can be public about that. propyl and force us _ that can be public about that. propyl and force us to - that can be public about that. propyl and force us to that i that can be public about that. propyl and force us to that is| that can be public about that. . propyl and force us to that is an issue _ propyl and force us to that is an issue of— propyl and force us to that is an issue of transparency— propyl and force us to that is an issue of transparency but - propyl and force us to that is an issue of transparency but those| issue of transparency but those people — issue of transparency but those people who _ issue of transparency but those people who look _ issue of transparency but those people who look west - issue of transparency but those people who look west say- issue of transparency but those people who look west say this i issue of transparency but those | people who look west say this is issue of transparency but those i people who look west say this is a

way to— people who look west say this is a way to stop — people who look west say this is a way to stop the _ people who look west say this is a way to stop the organising - people who look west say this is a way to stop the organising and - people who look west say this is a way to stop the organising and a i people who look west say this is a i way to stop the organising and a new mechanism _ way to stop the organising and a new mechanism to — way to stop the organising and a new mechanism to try— way to stop the organising and a new mechanism to try and _ way to stop the organising and a new mechanism to try and stop _ mechanism to try and stop the western— mechanism to try and stop the western influence _ mechanism to try and stop the western influence in _ mechanism to try and stop the western influence in georgia l mechanism to try and stop the . western influence in georgia and mechanism to try and stop the - western influence in georgia and as people _ western influence in georgia and as people of— western influence in georgia and as people of the — western influence in georgia and as people of the into _ western influence in georgia and as people of the into the _ western influence in georgia and as people of the into the streets. - western influence in georgia and as people of the into the streets. do. people of the into the streets. do ou people of the into the streets. you see directly of the crib and people of the into the streets.“ you see directly of the crib and in this because honestly we are sitting in bold ova and we have seen it in some in kyiv and we see it in georgia. and maybe we see it in some parts of eastern europe now. is that what we are looking at here? i think there is no question _ what we are looking at here? i think there is no question that what - what we are looking at here? i think there is no question that what is - there is no question that what is happening — there is no question that what is happening in— there is no question that what is happening in a _ there is no question that what is happening in a country - there is no question that what is happening in a country and - there is no question that what is happening in a country and i- there is no question that what is . happening in a country and i would add to— happening in a country and i would add to your— happening in a country and i would add to your list _ happening in a country and i would add to your list is _ happening in a country and i would add to your list is a _ happening in a country and i would add to your list is a country - happening in a country and i would add to your list is a country i - happening in a country and i would add to your list is a country i know| add to your list is a country i know very well— add to your list is a country i know very well would _ add to your list is a country i know very well would be _ add to your list is a country i know very well would be bosnia, - add to your list is a country i know very well would be bosnia, wherel add to your list is a country i know. very well would be bosnia, where you do see _ very well would be bosnia, where you do see the _ very well would be bosnia, where you do see the russian— very well would be bosnia, where you do see the russian influence. - very well would be bosnia, where you do see the russian influence. this - do see the russian influence. this is a deliberate _ do see the russian influence. this is a deliberate strategy _ do see the russian influence. this is a deliberate strategy from - is a deliberate strategy from russian _ is a deliberate strategy from russian to— is a deliberate strategy from russian to create _ is a deliberate strategy from russian to create this - is a deliberate strategy from russian to create this type l is a deliberate strategy from | russian to create this type of instability— russian to create this type of instability and _ russian to create this type of instability and to _ russian to create this type of instability and to alert - russian to create this type of. instability and to alert western governments _ instability and to alert western governments and _ instability and to alert western governments and in _ instability and to alert western governments and in europe - instability and to alert western | governments and in europe and instability and to alert western - governments and in europe and indeed in the _ governments and in europe and indeed in the us— governments and in europe and indeed in the us that — governments and in europe and indeed in the us that there _ governments and in europe and indeed in the us that there is _ governments and in europe and indeed in the us that there is more _ in the us that there is more than 'ust in the us that there is more than just to _ in the us that there is more than just to create _ in the us that there is more than just to create a _ in the us that there is more than just to create a credit _ just to create a credit concerned themsetves _ just to create a credit concerned themselves with. _ just to create a credit concerned themselves with. i— just to create a credit concerned themselves with.— themselves with. i 'ust wanted whether there _ themselves with. i 'ust wanted whether there is _ themselves with. i 'ust wanted whether there is a _ themselves with. i just wanted whether there is a debate - themselves with. i just wanted whether there is a debate to i themselves with. i just wanted | whether there is a debate to be themselves with. i just wanted - whether there is a debate to be had about how slow the wheels of european union bureaucracy turn because there are countries that have been on the path membership for some years. obviously there are

things that need to happen in terms of corruption, in terms of the law and the wayjudges operate, all of that has to be dealt with before country can be accepted. but is that delaying it such of their russians can play a bigger role in destabilising these countries? i think a few years from now people will look— think a few years from now people will look back if not right now and say that _ will look back if not right now and say that in— will look back if not right now and say that in the immediate wake of the gold _ say that in the immediate wake of the cold war and the greater integration of europe that faults moved — integration of europe that faults moved to— integration of europe that faults moved to slow in integrating some of these _ moved to slow in integrating some of these satellite countries into the european — these satellite countries into the european union. and i think there was that— european union. and i think there was that slowness because there was a feeling _ was that slowness because there was a feeling of— was that slowness because there was a feeling of inevitability about the spread _ a feeling of inevitability about the spread of— a feeling of inevitability about the spread of the universality of freedom and competitive multiparty etections _ freedom and competitive multiparty elections and democracy and that it was more _ elections and democracy and that it was more a — elections and democracy and that it was more a matter of time and the estimation — was more a matter of time and the estimation of these countries meet all of— estimation of these countries meet all of our— estimation of these countries meet all of our standards. and now that we have _ all of our standards. and now that we have seen so much democratic backsliding and a lot of it at the hands _ backsliding and a lot of it at the hands of—

backsliding and a lot of it at the hands of moscow and beijing in they are near— hands of moscow and beijing in they are near a _ hands of moscow and beijing in they are near a broadside, hands of moscow and beijing in they are neara broadside, ithink hands of moscow and beijing in they are near a broadside, ithink there was a _ are near a broadside, ithink there was a since — are near a broadside, ithink there was a since there was a mr community there _ was a since there was a mr community there to _ was a since there was a mr community there to putt— was a since there was a mr community there to pull some of these countries in more quickly. i don't want _ countries in more quickly. i don't want to— countries in more quickly. i don't want to totally gloomy picture because — want to totally gloomy picture because the muscles in another version — because the muscles in another version that story with nato and russia's— version that story with nato and russia's invasion of ukraine which is of the _ russia's invasion of ukraine which is of the nato alliance to move more quickly— is of the nato alliance to move more quickly in _ is of the nato alliance to move more quickly in bringing countries into the fold — quickly in bringing countries into the fold. so i think of anything hopefully incidents like this will be a look— hopefully incidents like this will be a look at because of the eu to say we _ be a look at because of the eu to say we need to consider whether some of the _ say we need to consider whether some of the bureaucracy has been too cumbersome and it's come to the expense — cumbersome and it's come to the expense of— cumbersome and it's come to the expense of our geopolitical advantage. we expense of our geopolitical advantage-— expense of our geopolitical advantaae. ~ . . . , advantage. we will watch closely with the reaction _ advantage. we will watch closely with the reaction is _ advantage. we will watch closely with the reaction is in _ advantage. we will watch closely with the reaction is in brussels . advantage. we will watch closely l with the reaction is in brussels and there is artemis on today is certainly the alarm bells are ringing. before we go to the break, i want talk about this story because it grabbed my attention today and i want to you why in a second. apple have an alarming problem, quite literally. there are people who own apple iphones who are sleeping in because the alarm isn't going off, or it is so quiet they're snoring through it. there have been lots of people sharing their experiences online. one video alone has more

than 10 million views. why have i been sleeping through alarms since getting an iphone 15, ok? so i'm lying in bed, i take my crockpot meal out to set on the counter to cool off a little bit before i put it in the fridge so that it doesn't crack, because, you know, i think that might happen. so i set a little 5—10—minute alarm to remind myself to go put it in the fridge. i fall asleep. i wake up at 6am with this alarm going off in, like, the lowest volume known to man. it was like... she hums faintly. the problem seems to be around the "attention aware" function if it is enabled on the phone. an iphone can check whether you're paying attention to your device and if you are looking at it, it will lower the volume sound of your alerts. so i guess if you are near it, or you are sleeping with it, it presumably takes action.

the guardian says apple has refused to comment on the concerns. it does, however point users to an "online advice page" on alarms. they suggest you check that the alarm sound is not set to none. this is an absolute disaster because i'm in a flight in the morning at 3am and i'm now going to be sitting in bed and not thinking is not going to go up. i'm going to sleep right through it and you know what happens then? you don't pull asleep until it just about to go off.— just about to go off. looking at the sto in a just about to go off. looking at the story in a negative _ just about to go off. looking at the story in a negative fashion - just about to go off. looking at the story in a negative fashion but - just about to go off. looking at the story in a negative fashion but i i story in a negative fashion but i realised — story in a negative fashion but i realised for the best possible excuse — realised for the best possible excuse to sleep in in the morning and i_ excuse to sleep in in the morning and t can— excuse to sleep in in the morning and i canjust take that as excuse to sleep in in the morning and i can just take that as a excuse to sleep in in the morning and i canjust take that as a rite of passage. this is what most people do now— of passage. this is what most people do now is— of passage. this is what most people do now is use their iphone as an alarm _ do now is use their iphone as an alarm the — do now is use their iphone as an alarm. the idea that we have a national— alarm. the idea that we have a national clock next to our bed that makes _ national clock next to our bed that makes a _ national clock next to our bed that makes a ringing racket women need to -et makes a ringing racket women need to get up _ makes a ringing racket women need to get up is _ makes a ringing racket women need to get up is decades behind us now. appte _ get up is decades behind us now. apple should be really worried about the story— apple should be really worried about the story because i think well of

technology in our pockets now, people — technology in our pockets now, people expect them to work for a minimum — people expect them to work for a minimum when they need it to. i think minimum when they need it to. think you minimum when they need it to. i think you are right and this is the real problem. if a thing so whenever people are going to have a light and blame the iphone for the problem. the problem is going to grow accidentally from here. hie. the problem is going to grow accidentally from here. no, the story here _ accidentally from here. no, the story here is — accidentally from here. no, the story here is finally _ accidentally from here. no, the story here is finally we - accidentally from here. no, the story here is finally we have - accidentally from here. no, the story here is finally we have a l accidentally from here. no, the i story here is finally we have a way to distinguish _ story here is finally we have a way to distinguish between— story here is finally we have a way to distinguish between people - story here is finally we have a wayl to distinguish between people who sleep _ to distinguish between people who sleep with— to distinguish between people who sleep with their— to distinguish between people who sleep with their phones _ to distinguish between people who sleep with their phones as - to distinguish between people who sleep with their phones as if- to distinguish between people who sleep with their phones as if they i sleep with their phones as if they are a _ sleep with their phones as if they are a life — sleep with their phones as if they are a life partner— sleep with their phones as if they are a life partner and _ sleep with their phones as if they are a life partner and the - sleep with their phones as if they are a life partner and the rest- sleep with their phones as if they are a life partner and the rest ofi are a life partner and the rest of us who— are a life partner and the rest of us who went _ are a life partner and the rest of us who went like _ are a life partner and the rest of us who went like more - are a life partner and the rest of us who went like more human i are a life partner and the rest of- us who went like more human beings and plug _ us who went like more human beings and plug it _ us who went like more human beings and plug it in— us who went like more human beings and plug it in at— us who went like more human beings and plug it in at a _ us who went like more human beings and plug it in at a distance. - us who went like more human beings and plug it in at a distance. so i - and plug it in at a distance. sol know— and plug it in at a distance. sol know if— and plug it in at a distance. sol know if you _ and plug it in at a distance. sol know if you work _ and plug it in at a distance. sol know if you work late _ and plug it in at a distance. sol know if you work late to - and plug it in at a distance. sol know if you work late to this - know if you work late to this programme _ know if you work late to this programme is _ know if you work late to this programme is because - know if you work late to this programme is because you. know if you work late to this - programme is because you were too cosy with _ programme is because you were too cosy with your — programme is because you were too cosy with your check— programme is because you were too cosy with your check and _ programme is because you were too cosy with your check and it's - programme is because you were too cosy with your check and it's time i cosy with your check and it's time to reconnect _ cosy with your check and it's time to reconnect with _ cosy with your check and it's time to reconnect with us _ cosy with your check and it's time to reconnect with us in _ cosy with your check and it's time to reconnect with us in real- cosy with your check and it's time to reconnect with us in real life. i to reconnect with us in real life. thats— to reconnect with us in real life. that's a — to reconnect with us in real life. that's a take _ to reconnect with us in real life. that's a take away. _ to reconnect with us in real life. that's a take away. [il— to reconnect with us in real life. that's a take away.— that's a take away. it totally is was u- that's a take away. it totally is was up there _ that's a take away. it totally is was up there was _ that's a take away. it totally is was up there was a _ that's a take away. it totally is was up there was a peter- that's a take away. it totally is was up there was a peter case | that's a take away. it totally is - was up there was a peter case gets where you were like a bikini or your eyes look at the ceiling and everything is flashing, everything is charging and it's like that in our bed. there is an ipad and a phone. but it's terrible. i'm not a techno phone but i think one of the

problems i do have is some free advice for apple is that they have a focus and and not disturb button which is on the front. and i'm forever pressing the do not disturb button so everybody says i cannot get hold of you and nothing happens. this is just too technical. this is 'ust too technical. these are this isjust too technical. these are serious _ this isjust too technical. these are serious virtual _ this isjust too technical. these are serious virtual problems. i l are serious virtual problems. i don't — are serious virtual problems. i don't know— are serious virtual problems. i don't know how you are functioning as an _ don't know how you are functioning as an adult — don't know how you are functioning as an adult with problems like that. i as an adult with problems like that. i don't _ as an adult with problems like that. i don't like — as an adult with problems like that. i don't like it could not flush without _ i don't like it could not flush without my iphone, though. will supply— without my iphone, though. will supply most of the morning now ready papers _ supply most of the morning now ready papers before i even get a bed or first of— papers before i even get a bed or first of a — papers before i even get a bed or first of a coffee. i papers before i even get a bed or first of a coffee.— first of a coffee. i tell you what comes this _ first of a coffee. i tell you what comes this is _ first of a coffee. i tell you what comes this is the _ first of a coffee. i tell you what comes this is the context - first of a coffee. i tell you what i comes this is the context people first of a coffee. i tell you what - comes this is the context people are by and want to cover the programme in their droves. hello there. it was stormy last night across the south, around 4000 lightning strikes recorded, and still the potential for more thunderstorms overnight tonight and throughout the day tomorrow for some. once again, the best of the warmth and the sunshine for western areas of scotland. overnight tonight, we've still got that waving front across england and wales,

lots of cloud here with some outbreaks of rain. watch out for some heavy, thundery showers pushing into lincolnshire and yorkshire by the time we get to tomorrow morning, perhaps. still with that onshore breeze for north sea—facing coasts, a misty start to the day. plenty of cloud here. and it's a frost—free start to the day tomorrow, of course, as well. now, through friday, we're going to see our waving front slowly push its way a little further northwards, introducing cooler—feeling conditions across the far south coast. but to start with, through the morning, there'll be outbreaks of rain. watch out for these thunderstorms tracking further northwards and westwards through the day, into north—west england, perhaps parts of northern ireland as well. it's a bright start to the day here, but it will cloud over through the afternoon. again, still that onshore breeze — cloudier, coolerfor north sea —facing coasts. a huge drop in temperature for east anglia between thursday and friday. highest temperatures, best of the sunshine across western areas of scotland once again, 21 or 22 degrees. now, as we head through saturday, our front continues to push further northwards across scotland

and northern ireland, so this is where we're likely to see more cloud across the north as we head through saturday. watch out for some showers as well. and i wouldn't totally rule out the possibility of some further showers across the south—east of england. perhaps the best of the sunshine will tend to be across northern england. temperatures more or less the seasonal average. and on saturday night into sunday, we start to see this area of low pressure roll in from the south—west, so possibly the focus for the showers, the cloud will tend to be out towards the south and the west, gradually pushing further northwards and eastwards through the day. so, again, more sunshine for northern england, perhaps more showers and cloud across northern scotland into northern ireland. but it's important not to take the graphics too literally at this stage through the bank holiday weekend, because they're still likely to change. it's a very messy picture all in all. what we do know is that there will be some sunshine at times and, of course, the sun fairly strong at this time of year, so it will feel warm in the best of that, but expect to see more wet weather, showers and longer

spells of rain, too. bye— bye.

hello, i'm christian fraser. you're watching the context on bbc news. another day in court for donald trump, as prosecutors argue again the former president should be held in contempt.