By Plenary Sessions: Urve Tiidus

The style is formal and questioning, respectfully addressing both the Chairman and the Minister. An ethical and human appeal is utilized, requesting the Minister to assess the draft bill's effect on teachers' motivation and joy.

The style of speech is formal and procedural, utilizing forms of address directed toward the director and the minister. The emphasis is placed on logical, question-driven discussion, the purpose of which is to obtain clear information regarding the scope and availability of the data within the register.

The style of communication is formal and objective, focusing on the presentation of facts. The tone is procedural and logical, emphasizing the consensus decisions made by the commission and the stages of the procedure. Emotional or personal appeals are entirely absent.

The style is formal and respectful, addressing the Chief Justice of the Supreme Court and the Director. The address is structured around a fact-based framing of the issue, utilizing specific statistics to raise systemic problems (exam difficulty, level of education). The tone is analytical and investigative.

The rhetorical style is formal, respectful, and interrogative, politely addressing both the chairman and the presenter. The discourse is focused on the logical and analytical framing of questions, seeking strategic advice from experts without resorting to emotional appeals.

The speaker's style is highly formal, factual, and procedural, focusing on the precise reporting of the committee's discussion, participants' standpoints, and voting results. The tone is neutral and analytical, avoiding emotional appeals. Personal opinions are rarely presented and are clearly marked, offering instead a philosophical and educational perspective on risk behavior.

The style is formal and respectful, addressing the Director and the Minister directly. The address is brief, focusing on a logical and specific framing of the issue, and requesting a short explanation regarding the implementation and costs of the reform.