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>> We are kind of a special world that has been here every year we do what we call research. This is basically seed start projects. Every year does that use or does this junction with our partners you've seen with technology. Issue this year we're very fortunate it was 6 this week as part of getting funding to come back give us a quick update on what they think you need to.

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See your developed. Or your call for the go well while we wait and see so beyond. Your project fades a certain resident playful. Maybe. Some people. Or a project see you. So I want to keep our speakers we have 6. I will let you know introduce themselves but our 1st project is.

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To meet me here and thank you. Thank you everyone for coming out. Here. And. I'm sure many who can be here today with us part of this. Memory is our part of this with Susanna Morris and then we work with the computer scientists at Spelman College Dr Brandeis Marcello and the title of the project was from have sex to move it from a performance collective narrative and a Black them in his perspective it was a one shot that was presented in 2019 at the National Women's Studies Association conference so we were able to take a lot of the computing imprisonable from digital media and actually put in until like a different environment and do into or disciplinary like approach.

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So the project in the palm that we were working with was. The black woman's words and contributions from academia. In many other areas in social. Contributions have long been. One of the main example that I can think of the site of black women so that came out several years ago where people in the academic space were trying to get more scholars to fight black women who are already doing this work so the project that we kind of focused on was this idea of social media.

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And how they can build protests but it's been one of those stories that came out of the. Man was. 152017. Who is it actually has posted about me to the hash tag but what she didn't realize. So real years earlier had used that term and was using it as a way to talk about her own sexual harassment experience and activism work.

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A lot of reclaiming during this process and so we were interested in the Black them and as a man or a shooter as performance in the narrative and thinking about how digital spaces give black women and efforts in this specially sexual harassment in like hash tag and allow people color to really reclaim their spaces and what they're talking about.

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So. Ok this workshop was to have a larger conversation so we asked the question how black women effectively mobilize individuals through social movements and in these instances what has digital. And how have these women worked to combat this so we didn't exercise and talk more about. What we wanted to kind of a map.

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Map of how these things happen even before the need to move. In literature and all those. We talked about where black women have witnessed before this movement started so we kind of start there and we stage a group discussion. And allowing folks to bring their own perspectives into what this looks like and how this happened with the goal of eventually developing a framework to combat this.

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To form powerful social movements that transcend past the digital. And back and forth so there's a conversation app and there. At the end yes a conference and so what we did is care has those that have the cards I we created it created a set of eyes and we decided to do it in like a physical environment and really give people who have personal stories and.

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Different. Participants to go through the cars and think about digital examples but you know from literature other examples that relate to these different stories. Example that we gave individuals around like how do you take them. Back and place black women back at the center. Like a lawyer and have them work on intersectionality So we have participants really thinking.

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And one of them meaning like digital spaces and how do people really go through creating these strategies so they're really insightful to do that work as well and so. So that example of black I mean isn't that was only one of we had several different sort of sorting sessions so we started the black sort with definitions and examples and in we all like sat and kind of went through these and picked out places where we noticed based on the deaths.

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And then we had one for. We had a sort. Of form it. And so in doing that sort we sort of. Kind of got to talk with folks in here about. And hear about how they reason about how these things happened we had these blank cards to where if they felt like something was missing or something was really pressing they could add to these kinds of groups information and so it was a really great conversation that resulted from that.

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So we believe that some of the impact and benefits of this work are just kind of recent in the conversation and kind of bringing to the forefront these instances. And how these women how they use collective collective solidarity to combat these things. We hope through this work that we sort of deepen understanding of black women in relation to digital media and digital in general and how we operate within those spaces we hope to better understand the impact of digital media across different groups so hopefully we get to that and.

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We mostly want to clarify the understanding of how these social movements go from. A personal instant to the digital to the collective and to that is so we hope to have. A series of continuous workshops that build upon this activity. Thank you. If anyone wants to see we could pass it around if you guys would like to see.

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It. And that's part of what we talked about in the. Sort so. A lot of the time and it isn't intentional but it does happen so intentionality is important but we also talked about for example a response and how she ended up collaborating with within that movement to kind of.

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Recent to the conversation and allow the space to say Ok this was this was initially started by me it was popularized by. And now they were together. It doesn't happen in. Initially. I would say that initially with me to. Aware that that movement had already been started so that's the unintentional piece so I wouldn't say that it was an intentional broadening it turned into that after conversation started being about this being something that already existed and that people were already on the ground doing under that name with the same premise so while it wasn't intentional I think that that came as a result of these conversations and we've talked about that in our.

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Thank. You. Thank you very much for having me. A workshop on language technology and society that I was privileged to get you on this year and that I'm still continuing to run this year so the goal of this. Proposal was to try to build some intellectual community and build intellectual momentum and a welcoming exciting community surrounding language science of Georgia Tech so language science takes place in many different departments people are looking at language so I mean there's school of modern languages where we teach foreign languages and I also teach linguistics but also various people in interactive computing are studying language and computational social science and then people also in psychology are studying how we process language in the mind so there are people interested in language all around Georgia Tech and there are also many students interested in language and so we wanted to kind of bring these people together and create some intellectual community instead of having each of these people off in their own silos when we also want to fuel conversation and collaboration within and outside Georgia Tech and inspire body researchers we have a lot of undergraduates who want to get involved in research and the best way to get involved in research is to have some better idea of what actually happens in research so we wanted to inspire those people too so we hosted some speakers to discuss research on language as it relates to technology and or society these speakers were chosen also based on their known ability to give accessible talks because we wanted these talks to be accessible to students and to people from different in the intellectual backgrounds and also we did try to favor on speakers from more diverse backgrounds so we've had 7 talks throughout the academic year 4 have already happened one is this afternoon so I would love for you all to come and we have 2 more later in the spring so please come topics have included measuring the persuasiveness of text of the large scale that was.

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Interactive computing here understanding how women speak and in. Minority community of China so exile means women grow up in a village in the name marry into the next village over so they are the language of they grew up with is different than the language they're surrounded by 20 on and so the speaker was interested in kind of what happens to their language when they move to this new community how much they remain loyal to their.

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Community versus how much do they adopt the norms of the new community around them and then predicting a person's chance of psychosis from what they say so having transcripts of people who are at risk of psychosis and then also do you know whether they actually got psychosis and predicting the text of the transcribed text of their speech and then today our speaker will discuss understanding who succeeds to what extent at learning a 2nd language and why as a function of the person's motivation as a function of how much practice they get and as a function of their age among other things so yes here are some of the flyers that we have for our past talks and here are some photos of what happened at the talks so these were some of our speakers and then we went out to dinner after one of the talks so that was fun so we're building intellectual community and here are some of the audience members we had pretty well attended talks and here are some of the upcoming talks of the talk today about 2nd language learning and then a talk on March 26th about 100 years of speech in Georgia how the speech of Georgia has changed over time and then later in the spring we have 2 more speakers one will talk about variation and change in the grammar of African-American English and then we'll talk about how computational representations and human mental representations of language relate to each other or not so again these come to those upcoming exciting talks so in terms of our outcomes I think building community is a bit vague and hard to measure but that is what we have been doing and that's what we set out to do so these talks have been pretty well attended over 30 attendees each time we have motivated this by advertising including things to i Pad for advertising as well I also run an e-mail list and then we also offered some credit or extra credit to students enrolled in various courses in modern languages and we've also gotten attendees from computing linguistics psychology.

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Students We've also kind of tried to make these talks into a social thing so I'm always kind of encouraging people you know in the 5 minutes before the talk like introduce yourself to your neighbor you know talk to someone new. And also I had this kind of idea that before the question period when the speaker finishes their talk it's sometimes hard to come up with a question immediately so I've actually implemented like chat with your neighbor for a few minutes before the official Question Period to kind of help brainstorm a question in people to talk to their neighbors and we've also been offering snacks and sometimes coffee with invited speaker and we've taken them to dinner so we really try to give people opportunities to meet the speaker and I'm demand for linguistics themed classes across schools across has increased so into the linguistics from the school of Modern Languages human language processing from the psychology natural language processing and computing all of these classes are attracting quite a lot of students partly perhaps it's hard to know exactly the cause and effect but perhaps related to this growing intellectual energy that our workshop is both taking advantage of and contributing to we've also been strengthening our local clinic connections some of our speakers are local They're also much more affordable to invite So we're going to keep inviting them in the future even if we don't have money we'll keep inviting them next year we've been strengthening local connections and one of my undergraduates is taking a bus over to Emory to take a class it's only offered there I'm collaborating with a colleague from the University of Georgia which was partly facilitated by the interactions we had surrounding this workshop and then also several of our own faculty have been reciprocally invited to Emory Georgia Sea and u.g.a. so and we also are in terms of what's next we have some more local talks planned for next year even if we don't have any money next year we're going to keep the momentum going up the kind of email list advertising procedure that we got down this year so we're going to invite some colleagues from Georgia State u.g.a. at Emory and also including faculty is welcome Georgia Tech she and then we're also using kind of the inspiration of these researchers to grow some opportunities for undergraduate research so research inspires research when you see research it makes you want to do research so I have some undergraduates now who are working with me on studying the lack of Southern accents among Georgian students of Georgia Tech so we are working on that and that is kind of also being some of the talks are feeding into the.

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Research. Skills and recruiting interview. Data management analysis and presentation so I want to conclude by thinking I. Build social socio intellectual community of people interested in language research and I also want to thank the staff and students from Georgia Tech and around the nation for coming to our series I think.

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This which is usually. Reserved for sure you would. Get this money and then we are also applying for more funding related to our Southern accents project some funding for that and then yeah it is kind of we're also kind of setting up possibly a v.i.p. if we can make it make sense in terms of how the students get credit and stuff.

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To also more infrastructure for research. Yeah. He's somewhere. With maybe. One verse. Also the world with this. Yes actually that's a really insightful point that has been found to be true so there's a researcher named Robin. Who has studied students who go to community colleges in North Carolina and then schools like.

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A school in North Carolina and things like u.n.c. Chapel Hill which is more kind of like nationally oriented school and she has found that the more nationally oriented your school the less Southern your accent and that's perhaps because maybe if you go to internationally facing school you see yourself interacting with the entire country of people and you don't want your accent to lie.

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Mark you as a specific region whereas if you are really loyal to a specific region and you go to a community college in that region your social network and your even predicted future social network is people who are in that region with you so that's absolutely true so that's that's actually why it's interesting though to study this because I'm only starting soon to grow up in Georgia so in that sense it's very interesting to see which ones of them kind of feel like they're Southerners are like proud of it which ones feel even if think lived here their entire lives or they're just passing through on their way.

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Back. Home. Well I mean so we it's not a longitudinal study but like so feeling with our kind of interested in getting the most naturalistic speech and so that is why we do kind of a lot of storytelling and the idea there is that we kind of hope that they're so focused on the story that kind of you know not as focused on you know yes.

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Thank you thank. You report. Very hard and I am a master student at the school of city and regional planning and I'm going to be speaking to some research that we are doing with. Georgia Tech students on food insecurity here on campus. So u.s.d.a. defines food insecurity as the lack of consistent access to enough food for an active and healthy life nationally there have been very few studies examining examining this on college campuses but there is one that was recently conducted 2 years ago through the Hope Center where they went out.

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Across the nation and collected data from 123 to 4 year institutions and they found that specific to 4 year institutions 44 percent of students worried about running out of food so they identified as food insecure which is about low or very low. In the graphic on the right.

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Here on Georgia Tech's campus and 2016 there was a preliminary data collection that was published as a white paper that you can access today and they surveyed around 770 students here on campus asking about food insecurity and they found that 10 percent of Georgia Tech students identified as needing food assistance they also had some of these u.s.d.a. questions but those were a little bit they sort of expanded beyond those questions but based on those u.s.d.a. questions they got that 10 percent number.

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And this is just a quote from one of the Georgia Tech students from 2016 that I thought it is important a high rate which is sort of what setting up our research with g.v. you and i Pad. Around for the 1st time in my life I found myself in a position where I just couldn't afford enough to eat and I'd try to study about space with the constant anxiety of Rose going to get my next meal I felt like there was no one I could tell so I think the important thing about food insecurity for us and this research is expanding beyond just the need for food so it's all encompassing especially when you're a student especially when you're an undergrad student.

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So we believe that there's an opportunity to sort of expand beyond this 2016 study and deeper into food insecurity and how it's affecting students and we're looking at what the effects of food insecurity are on academic performance and identifying effective methods for recognizing students who might be food insecure and I think it's also important to note is 10 percent versus for.

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4 percent nationally this is something maybe Georgia Tech wants to look into for the future but this is not part of our research. So proud of our recruitment here on campus and if you're a student you're interested in rolling in our study we are still open so please come see me afterwards you're interested.

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In ram it has been working with clinics kitchen I'm not sure how many of you are familiar with the food pantry here on campus it's run by Georgia Tech start a program that's the student temporary assistance and resource program Steve face and Baker hears the program director and he was just hired 3rd time last year.

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Commerce kitchen the food pantry opened 2015 so this is a relatively new up and coming thing here on campus but we've been working closely with him to sort of help students that may be in need and this is going to be a really nice linkage to that existing resource.

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In speaking with Steve so spring of 21100 students had self identified and wrote in the program that's a far cry from 10 percent that was identified in 2016 that's really only 3.7 percent of students who are food insecure so again thinking beyond just this research you know what are the resources how can judge attack sort of when it's hand to its students to help them better succeed.

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So something before I sort of dive into the research of what we're doing is just identifying a limitation with the instrument so when they do food insecurity reporting a member a sort of a set of metrics for that they do it you know really we think that here on campus you know the student life cycle is shorter so we aren't thinking in early we're thinking on a semester we're thinking at a month maybe even a week basis as students you know we all go through these up and down cycles of having finances not having finances being really stressed with where we.

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In the semester so there's a lot of movement within the semester so we really wanted to know the scope of the research from a year to even this like week block at a time. And so for our study we're looking at sort of 2 different dynamics to it so the 1st is understanding the impact of food insecurity or food security on perceived academic performance and mental health and the 2nd way we're going to be doing this is through a passive identifying passive tools that can predict profiles on food and secure students specific to students within that sort of semester month week block and will be doing that through smart technology.

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So for this 1st math we are enrolling Georgia Tech students we're going to recruit as many as possible which is what we're actively doing now through this commerce kitchen as well as to the general student population and we're going to be administering the u.s.d.a. food insecurity measurement tours in questionnaires on a weekly basis we will also be asking about students perceived academic success hopefully queer way of doing it with they feel they are with their food security for the week.

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And part of this is that we are providing participant conversation by doing $5.00 Publix gift cards every week so I guess sort of connecting it to food making at a little bit more holistic when it comes to the research piece of. The 2nd approach and methods and this is an expansion of the Campus Life Project So this is using smart technology so we're doing around that for students begins right installing.

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Their phones as well as using smart watches on their dominant hand so I actually. Like the physicality of moving your hand from like a plate to your mouth it will trigger a questionnaire for the students and. At that moment I ask them what their perceived mental. Health is so strong depression but it also is going to ask a series of questions you know where are you are you.

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Eating with what's the type and. So we're kind of connecting this sort of existing project with campus life and using the tools they are with the food insecurity component. And this is just research that was conducted for our from the campus life study on using that smart technology I think is really interesting here is if you look at students eating frequencies so that's in the brain.

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It goes up on the weekends and that dramatically declines during the week and that is negatively correlated with the south reported stress so the Western world you're eating which tends to be during the week the high stresses and just looking out really goes from Friday to Saturday Thursday to Friday it's like dramatic drop so what would be interested to see in addition to this is how food insecurity plays into about as well as how perceived academic performance plays into.

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Ok I didn't have any questions. Yes. Me. So not Ras I think it's more so to the 10 percent number came from this 2016 right paper survey. They found 10 percent saying with what who's being served so from now 10 percent we see that as kitchen based on who isn't really who's actively.

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Hating income there's only 3 percent of the food insecure population being served but based on the national data that was collected in 2018 by Hope Center that was 44 percent so I think there might be a discrepancy I don't know this is just my hunch but. The 10 percent that was identified and 2016 is not being served at that time.

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Thank you. Thank you everyone my name is Laura Levy I am a research scientist and the answer to for people and technology and human factor psychologists and to be telling you about how we've been getting kids excited about developing stem skills with the sports so if you're not already familiar with what you sports are these are electronic sports so they're basically video games played at a highly competitive level often to completely sold out arenas like Madison Square Gardens and sometimes for tens of millions of dollars for the prize pool you can attend these live you can also watch on platforms like twitch I think we're up to like $300000000.00 viewers just this year.

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You may think that this is a relatively new phenomenon but it is only so in the United States sports have actually been around for about 40 or 50 years and even though the demographics are kind of diverse in terms of age there's a lot of 3040 year olds and up as you can imagine this is super popular with kids especially if you have a kid in your life and you've heard about you know the fortnight championship the happen not long ago schools are turning to look.

[00:29:58]
In addition to the way that we've done game design and robotics to get kids interested in developing science techno. Engineering arts and math skills this can be in really obvious ways like just having any sports team at your school but the sports can also pop up in other different ways from arts and history classes to of course computer science and programming.

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And there are a lot of interesting benefits to having the sports activities for students and this is outside of just getting good at a game so you see Irvine has a summer sports camp and they published a number of papers on this and found some interesting things about their students the kids are learning web development web design so they can make really fancy web pages to show off their teams they're learning video editing professional video editing and production software so they can make cool highlight reels to put on You Tube and various graphic design just to make promotional promotional materials there are other things that you also expect like they're tinkering with the family's home computer they're messing around with the wife by network learning how to model where clone their own games and addition to things that are still very important like communication compromise and teamwork because many of these games require a 5 to 6 person team but we have a lot of questions here on how you actually successfully implement e-sports in schools for reasons so a lot of this project was diving into understanding what educators schools and students are really wanting out of having a sport programs in their schools and then what resources do they need to make this implementation successful and because this project focuses a lot on under-served communities we also want to look at how we create starting young and k. through 12 diverse and inclusive.

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Communities. So the engagements for this project were twofold as a psychologist I was really excited particularly about the 1st one which was to have focus groups different. Crees with the. 3 stakeholders of schools educators and students to understand what are their pain points why do they want to do this I've been doing this in a number of different venues from professional development I've got a couple coming up and because.

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There's a big gap between having experience with industry professionals to say hey this is the say the industry this is what you need to do to prepare your kids we're leveraging our partnerships with local industry including skill shot and hire as to put those people in front of these different stakeholders so they can tell their stories share resources with these schools and also a kind of pontificate like if I were a student now this is what I would do to prepare for this industry in the future.

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So some of the findings so far as you can imagine. There's still a lot of people out there that think that. Games are not your brain so I've been talking to a lot of teachers and giving some resources about why games are actually pretty good for kids but despite that teachers still have high levels of motivation for including in sports and schools because they see how engaged their kids are with sports they're also a large disconnect between the understanding of how to prepare students and what the state of the industry is this is further exacerbated by the fact that up until fairly recently you could teach computer science in k. through 12 and not have a computer science background yourself including ever taking any kind of programming course kids also have some really wacky ideas of what it means to be in the games industry and part of this is showing that it's not just coding you can be in the games industry and be and legal marketing production pretty much anything any job you can imagine that exists in movies and history and exists in East ports and identifying now that we really need to know what success means and how we characterize that so we can measure these outcomes for when you do have this kind of program in a school.

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So the next steps as I'm wrapping up these different gauge ments and working with our partners is to put together a kind of a starter kit that's tailored to different kinds of schools with different resources with particular kinds of students so they can understand if they want to take off a leader if they want to have this is part of their computer science program what they need to do and where they need to go Additionally our industry partners are forming new business models around having Eastport summer camps and they're looking to George attack to evaluate these kind of pedagogic interventions to see if they're actually helping kids and in what ways and then finally this project has been really great of connecting local area schools and educators closer with Georgia tag in addition to our industry partners and this is been really helpful for other projects having connections to do more research and of course just our outreach in stem overall.

[00:34:58]
So thanks. Yes So when we say kids are 12 I have talked to some elementary school kids but I think really the focus as this project has gone on I think the focus is middle school because I want to say like high schools too late but in many cases we're working with high school students the don't even know how to use a drag and drop kind of programming code or like scratch so we're creating different materials for that.

[00:35:37]
That's a special demographic too because a lot of those students maybe their 1st generation college students they don't feel empowered that they can go to college that they can pursue something that they want to do in gaming so that's a different kind of student I've been focusing a lot of middle school to because I feel like those interventions are maybe a little bit more impactful in and now but yeah there's a lot of the Right now in trying to figure out like which direction to go to in terms of grade level for the next.

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Part of this project. Yeah. Carol we. Get you. Go talk about the green room. That. People talk about. Social. Shocks versus non jobs. Words for. Yes So player health and safety is something that I actually have a. Team of students working on what I think is interesting with e-sports is with traditional sports if I want to play basketball I have to find a court and I have to find at least one other person with the game I can jump into a game at 2 o'clock in the morning at any time of day and it doesn't lie on my own physical fitness and a lot of ways so what we're finding is in these sports camps sometimes there's always a kid who's just like not very good but that kid is will get really good at building cool highlight reels and so the team will work around that kind of bad kid and find roles for that kid to be impactful within the game so we're finding kind of decreases in bullying and you also have teams that are made up of jocks like this kid is a star football player but he's also a star player and it's kind of like a more diverse group of students in terms of physical ability and Game ability that are forming these sports teams at the middle and high school level.

[00:37:44]
But. Yeah that's a good point and that's not something that I think has really been found out or figured out yet schools are teams usually a club that happens after class so if you have more control the kid has to go to class between 4 than maybe they're practicing after but I'm doing a lot of interviews right now.

[00:38:04]
With overwatch coaches at the college level and this is a big problem because sometimes those kids can only practice really 2 hours a week and they're competing at a national level and then others you know they just won't go to class because they want to practice so it's kind of one reason why I think this area is so interesting for research is it's a Wild West like nobody knows how this is working or how it should work.

[00:38:30]
You. Know. Ok My name's and Sullivan and so far. We actually were looking at a international conference called. AAA a conference on artificial intelligence and interactive digital entertainment or aid and for the 1st time it was being offered here at Georgia Tech back in October through 12 so this is already happened here is a ton of logos and I just kind of the talk about what the conference was and also.

[00:39:18]
You helped us. Make it better. So technically it was while it was the 15th. It was the 20th year that this group of people or this. What people were studying got together and because it was international There were. Approximately 80 submissions. Of abstract submissions $59.00 full papers about a 25 percent acceptance rate so this is a this is very common in c.s. focused.

[00:39:57]
Conferences and this is and 8 is clearly looking at. Games so. There were 3 key notes that were fantastic 29 paper and poster presentations 2 panels 3 workshops we had a Starcraft competition. And then the parts that are in green are actually the parts that were made available due to the funding that we received so we had a poster session for all of the doctoral consortium candidates and it was an open reception to the Georgia Tech community.

[00:40:37]
And then we also put on a career mentorship panel that was open to the community so it was open to grad students. I think there were 6 people that talked about different ways that you can different types of careers you can get to through having a Ph d. or a master's degree.

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And then there was a playable experience reception as well and there was a panel about that and then also those were available at the open reception where the posters were. So one of the things I thought was interesting is that in the past aid has been very focused on the technical aspects but this year they were really trying to look more at.

[00:41:22]
Human side which is always exciting where the theme was actually around human centered evaluation so they were very interested in. Ways that we could evaluate these Ai systems that involve people which you might be thinking well why when you involve people but a lot of Ai in games in game studies but.

[00:41:48]
In these game conferences are actually tested by making other ai is that test. So they're trying to move away from that which I'm very excited about and then they had some paper session topics just to give you an idea of what was being talked about game design search and planning reinforcement learning learning in games and then computational narrative so that just kind of gives you an idea of the breadth.

[00:42:18]
And does have a lot of stats apparently to throw at you. Where the attendees came from there as almost a 100 people that came. Technically a little bit more because not everybody registered but. You know there is some people that came from different countries but it was predominantly the u.s. part of this was due to.

[00:42:42]
Difficulties in getting visas right now. It has in the past been slightly more more people but it is all in the u.s. tends to be u.s. focused. And then again they tend to profile. The top 5 countries so. The. Other thing I want to say is that this is a hugh.

[00:43:08]
Conference again it has been going on for a long time it has a published proceedings so there's all of that cost as well so we did get financial support from a number of people but I do want to mention the National Science Foundation and then George was played such a huge part.

[00:43:26]
Of the executive vice president of research I've been Alan Kohler school literature media and communication and of course the t.v. you Center and the Institute for people in technology. And finally. He was obviously not working alone on this conference in fact I had a fairly minor part these lovely people are the ones that put in all the work to make it happen.

[00:43:50]
And I don't know what else people would be interested in so please ask me questions and I can answer them. Yes. There is something about things. Right. With universities. So there's Let's see. Interestingly enough the biggest difference between last year 20021000 was the number of people coming from Brazil so Brazil has become a much bigger player in artificial intelligence research recently civically towards games.

[00:44:43]
As for. Korea Japan and China there are other conferences that happen in that region that they tend to go to there of course you know we try to do as much as we can. To welcome them and we do get some of the speakers sorry. There. Are. Over.

[00:45:08]
Like. What works. Do. You. Yes So all of the publications from aid including 29 team are in the a.c.m. library I think actually might they might be in the AAA I think they are digitally archived though if you look up aid. And go to the website which I should put up you can there's a link to the digital proceedings so there's an archive of all the papers.

[00:45:44]
For. Different countries. And I have an idea I'm sure somebody has done that study but I have not and I'm not familiar with what. Comes of that would be that's a really good question. What kind of. Yes So aid was originally it was started in California in the Bay Area and so its goal has always been to kind of bridge the gap between game companies and academics because there's this constant tension there and so the industry chair Their job is to.

[00:46:34]
Wherever it's being held talked to the local industries and. Works but he is from a local industry and it is always game industries so I believe there is somebody from high rise there as well as. Some of the other local game companies. Thank you. Lisa. So many mats words currently.

[00:47:31]
In a test in what's currently called the food processing technology division I don't really work on most of the robots in the chickens I work on some of the other things with energy and sustainability systems and like to build things I like to. Specifically build equipment and understand new methodology than measurement methods to understand human spatial experience and my background is architecture and that sort of thing that I'm interested in I don't really care about birds.

[00:48:03]
But on our team we do have people so we have really professor. In the school of biology so she's supporting the biological side of this in the biodiversity and as students and some of the teams that helps out with some of the capturing and deployment of what we're doing here which I'll talk about a little bit and we also have David Anderson in the school of.

[00:48:31]
Easy he's teaching courses on digital signal processing and so the idea here is that we capture some audio and then try to classify and understand different bird sounds that are in on the campus so on our campus we have the eco Commons and next year there's a new design that about to come out for the eco Commons now that we've already constructed some buildings on the north side of campus a new design is coming up and they're trying to bring up a lot of more of the ecological spaces on our campus and part of that is about bringing different kinds of biodiversity.

[00:49:07]
So one thing that would help us to know if we're being successful is to know how that biodiversity changes over time. So one of the ways that we can measure the biodiversity more easily is with bio acoustics or eco acoustics allows us to just put these small sensors also and those microphones around and measure what's going on and how the biodiversity changes some of those changes could be.

[00:49:36]
Could be good some could be bad what we want to do is increase the biodiversity but also we can view different impacts like human impacts our construction activities and how that might impact biodiversity over time in specific areas but also allows us to look at migration patterns throughout the year and if we can have this is them set up long enough we can begin to see trends year to year sort of goal so instead of creating a microphone where we did was with the funding we purchased some audio which were developed.

[00:50:13]
Another university so you can commercially purchase these now so there's some of the audience some batteries on it in a small port on the back for the Mims microphone if we record for. So we can record a different frequencies and we can record even up to 384 killed Hertz and begin to do better research you know and we're not really doing that right now but if you start recording at that high frequency it's a lot of data that you produce so that's a whole other logistic issue that occurs with this right now we're just recording it just to sort of standard $48.00 kilohertz and trying to record 24 hours a day we recently got some of the devices so we did a sort of pilot last summer with a handful that we had and we had some high school students go and record some different sounds and they were able to identify some different bird sounds and extract them out so these some of the tweeting sounds.

[00:51:07]
I showed some of these the last time and. Now we were able to purchase. A whole set of them so now we have Pelican cases we have 2 of these with a whole bunch of the microphones and batteries and zip ties and weatherproof enclosures. This is actually suggested by the manufacturer to use these it is kind of quick and dirty it's kind of difficult to make.

[00:51:36]
External exterior weatherproof enclosures. That don't degrade with with the sun but are also what weatherproof and also allow but it can still translates through the through the plastic really duces through the plastic it's actually pretty good it's pretty amazing. And so the idea is that we have these cases then we can take them around and we can swap out and really fresh each one as we go to each of the locations we're trying to work with co-locating some of the stations where there was the urban climate lab that was run by Brian Stone they disassembled some of that in December but Kim Kardashian is setting up some other stations are going to try to co-locate with some of those of the can get some additional information about each of the locations in terms of temperature humidity maybe we've been able to correlate some of that information.

[00:52:30]
This is an example of one of the urban climate lab stations that that is set up in the canopy walkway and sort of the middle part of campus and on the right you can see where we put our one of the audio moths in the bag next to it to record some audio samples or some other locations right now we're looking at trying to identify some other locations that would be good around the campus to give a good distribution but also you know we're trying to search for biodiversity specifically of birds so some places don't make as much sense as others to place Here's some examples from just the that look.

[00:53:07]
Nation that was from the architecture building and each each of the samples is one minute long so these ones that 6 pm 845815 am these these sort of sections that you see there are different birds coals that are in there and the vertical lines is a lot of rain.

[00:53:29]
Right when the rain hit raindrops hits the bag and you know spikes through the whole thing so you can actually get sort of a sense about how much rain there is that there is as well. But there are also some other sounds that are going on in there these samples have not been delivered over to the d.s.p. class yet but the plan is to do that after the spring break here's another one that is sort of just a compilation a spectrogram where each sort of pixel is one represents one minute and looking at that distribution the spectral distribution.

[00:54:03]
24 killing hundreds and then the Bruff leave there's some of the times of when it was sampled over the course of about a day and a half there and so the summer was vertical lines represent more rain and this is actually from from this earlier this week on Monday and Tuesday it's actually been a little difficult to deploy some of these because of the rain in the last several weeks but now it's start hopefully it'll start to clear up a little bit more and will you be able to deploy these a little bit better the part that you see sort of in the in the lower sections.

[00:54:35]
I can just use the mouse here maybe. In these lower sections here these are some of the bird calls or late at night and then here's a whole set that bird calls that are happening in the morning so I went back and looked at these and that is those are the bird call areas that are happening but you again you have to go into the detail to see the specific calls this is just a very rough sort of demographic kind of data about the just basic statistical data about.

[00:55:05]
What's in here but we have yet to go into the machine. Learning and try to strike that some of the next steps are to increase the continuous deployment to around 10 units capture for a few weeks and refreshing every 3 days you really just remotely need to refresh the s.d. cards because it fills up really quickly.

[00:55:24]
And the then we will have all of these the wrong audio massive amount of data on some large hard drives available for some of the digital signal processing courses right after the spring break and we'll see what comes out of that but then will be a logistics plan whether we really need to record 247 and what kind of frequency range we really need to record do we really need a record $48.00 Dillard's or can we bring that down or can we just focus on different parts of the day and then the idea is that we keep refreshing this and continuously capture so that we can get a better understanding of how biodiversity changes build up in machine learning algorithms to auto detect specifics.

[00:56:03]
Bird species and their calls and sort of automate this process but also provide a data source for students and faculty faculty to be able to reach into. To utilize. Thank you. I'm not the bird person on this part. Because the minute devices are so low our the quality of the audience actually.

[00:56:44]
You know you know the transmission would kill the battery. $120.00 mil and run a battery pretty quickly in immediately have to switch to something like solar which increases the cost significantly. To the power consumption is in Manila amps. Like 33 AAA batteries for growing 247 will last about 10 days or so but the.

[00:57:08]
Card we can we could probably increase as a card but then just the amount this year amount of data we need to hold after we collect it we put it somewhere and keep it back up so that becomes kind of a logistic issue but definitely if you were researching bets and.

[00:57:25]
The real problem for us because the frequency range we're looking at it could be Ok it's manageable Yeah. I think there's a good idea because we do have. The capital planning the space management has a tree inventory 12000 trees anything that's over one inch diameter it has a g.p.s. location that they monitor and keep track and refresh.

[00:58:01]
Every year about one 3rd of it every year for 3 year in a sort of 3 year cycle and they keep track of all the locations of all the species of trees we have like $150.00 species but definitely we're coordinating with with them on letting them know that we're doing this research so that would be something to feed back to them and let them inform them what kinds of trees to decide on to put around new areas like they can data building for example.