E: Uh .
C: Let me
B: That 'll be B: I think that 'll help C: I 'll put that on my spare brain or it will not get done .
B: That 'll help a lot , actually .
E: Yeah , I have to tell you for the uh for the admin meeting that we have , Lila does that um every time before an admin meeting .
E: And uh , she ends up getting the agenda requests uh , uh ten minutes before the meeting .
E: But but <comment> But .
E: Uh . <comment> But we can try .
E: Maybe it 'll work .
C: Yeah .
B: Mmm .
C: Maybe .
E: Yeah .
C: Weirder things have happened .
F: I 'm wondering if he were to just , uh , specify particular topics ,
F: I mean .
F: Maybe we 'd be able to meet that request of his a little more .
B: I would I would also guess that as we get more into processing the data and things like that there 'll be more things of interest to him .
C: Well then E: Yeah .
E: Actually it E: This this maybe brings up another topic which is um E: So we 're done with that topic .
E: The other topic I was thinking of was the sta status on microphones and channels , and all that .
C: Yeah , actually I I was going to say we need to talk about that too .
E: Yeah .
E: Why why don't we do that .
C: OK .
C: Um , the new microphones , the two new ones are in .
C: Um . And they are being assembled as we speak , I hope .
C: And I didn't bring my car today so I 'm gonna pick them up tomorrow .
C: Um , and then the other question I was thinking about is well , a couple things .
C: First of all , if the other headsets are a lot more comfortable , we should probably just go ahead and get them .
C: So we 'll have to evaluate that when they come in ,
C: and get people 's opinions on on what they think of them .
C: Um , then the other question I had is maybe we should get another wireless .
C: Another wireless setup .
C: I mean it 's expensive , but it does seem to be better than the wired .
E: So how many channels do you get to have in a wireless setup ?
C: Um , well , I 'm pretty sure that you can daisy - chain them together
C: so what we would do is replace the wired mikes with wireless .
C: So we currently have one base station with six wireless mike ,
C: possibility of six wireless receivers ,
C: and apparently you can chain those together .
C: And so we could replace our wired mikes with wireless if we bought another base station and more wireless mikes .
E: So , um .
C: And E: So let 's see we C: So , you know it 's still , it 's fifteen minus six .
C: Right ?
C: So we could have up to nine .
E: And right now we can have up to six .
C: Right .
C: And we have five , we 're getting one more .
E: Yeah .
C: And it 's um , about nine hundred dollars for the base station ,
C: and then eight hundred per channel .
E: Oh .
E: So yeah so the only E: Beyond the mike the cost of the mikes the only thing is the base station that 's nine hundred dollars .
C: Right .
E: Oh , we should do it .
C: OK .
E: Yeah .
C: OK , so I 'll look into how you daisy - chain them and and then just go ahead and order them .
E: Yeah .
B: I don't quite understand how that how that works , .
B: If B: So we 're not increasing the number of channels .
C: No , we 're just replacing the wired the two wired that are still working ,
B: OK .
B: OK .
B: I see .
C: along with a couple of the wired that aren't working , one of the wired that 's not working , with a wireless .
E: Yeah .
E: Basically we found B: Three wireds work ,
B: right ?
C: I I guess three wireds work , yeah .
B: Yeah .
B: Yeah .
E: Yeah .
E: But we 've had more problems with that .
C: Yep .
E: And that sort of bypasses the whole the whole Jimbox thing and all that .
C: Right .
E: And so um , we we seem to have uh , a reliable way of getting the data in , which is through the ra Sony radio mikes ,
E: as long as we 're conscious about the batteries .
E: That seems to be the key issue .
C: Right .
C: Everyone 's battery OK ?
B: I checked them this morning ,
B: they should be .
C: OK .
E: Yeah .
E: Um , That 's the only thing with them .
E: But the quality seems really good
E: and E: Um I heard from UW that they 're they 're uh very close to getting their , uh setup purchased .
E: They 're they 're they 're buying something that you can just sort of buy off the shelf .
C: Well we should talk to them about it because I know that SRI is also in the process of looking at stuff ,
C: and so , you know , what we should try to keep everyone on the same page with that .
E: Yeah .
B: SRI ,
B: really ?
C: Yeah .
B: Oh .
C: They got sa apparent
C: Well , Maybe this needs to be bleeped out ?
C: I have no clue .
E: Uh , I don't know .
C: I don't know how much of it 's public .
E: Probably we shouldn't probably we shouldn't talk about funding stuff .
C: Right .
E: Yeah .
E: But anyway there 's there 's there 's uh , uh other activities that are going on there and and uh and NIST and UW .
E: So .
E: Um . But but yeah I thin I think that at least the message we can tell other people is that our experience is is quite positive with the Sony ,
E: uh , radio - mikes .
C: Right .
E: Now the one thing that you have said that actually concerns me a little is you 're talking about changing the headsets
E: meaning changing the connector , which means some hand - soldering or something ,
E: right ?
C: Uh , no ,
E: No ?
C: we 're having the them do it .
C: So it 's so hand - soldering it , but I 'm not doing it .
E: Oh .
E: OK .
C: So , they they charge
E: Nothing against you and your hand - soldering
C: right .
E: but C: You 've never seen my hand - soldering .
C: But uh , a as I said they 're coming in .
E: Uh , OK , so that 's being done professionally
E: and E: Yeah .
C: I I mean C: Yeah .
C: I mean .
E: Yeah .
C: As professionally as I guess you can get it done .
E: Well , it could E: if they do a lot of it , it 's C: I mean i it 's just their repair shop .
C: Right ?
C: Their maintenance people .
E: Well , we 'll see what it it 's like .
C: Yep .
E: That tha that can be quite good .
E: Th - this E: Yeah , OK .
E: Good .
E: Yeah .
E: So let 's go with that .
E: Uh ,
C: And , I mean we 'll see , tomorrow , you know , what it looks like .
E: Yeah .
E: So , um , uh , Dave isn't here but he was going to start working on some things with the digits .
E: Uh , so he 'll be interested in what 's going on with that .
E: I guess E: Was the decision last time was that the the uh transcribers were going to be doing stuff with the digits as well ?
F: Mm - hmm .
E: Has that started , or is that ?
F: Yeah .
F: Uh , it would be to use his interface and I was going to meet with him today about that .
C: Right , so , the decision was that Jane did not want the transcribers to be doing any of the paperwork .
C: So I did the all that last week .
C: So all the all the forms are now on the computer .
C: And uh , then I have a bunch of scripts that we 'll read those and let the uh transcribers use different tools .
C: And I just want to talk to Jane about how we transition to using those .
F: Mm - hmm .
F: So he has a nice set up that they F: it w it will be efficient for them to do that .
E: OK .
E: So anyway C: I I don't think it 'll take too long .
C: So , you know , just uh , a matter of a few days I suspect .
E: So anyway I think we we have at least one uh , user for the digits once they get done , which will be Dave .
C: Right .
C: I 've already done five or six sets .
F: OK .
C: So if he wanted to , you know , just have a few to start with , he could .
E: Yeah , he might he might be asking C: You know , and I also have a bunch of scripts that will , like , generate P - files and run recognition on them also .
E: Right .
E: OK .
E: Uh , is Dave E: I don't know if Dave is on the list ,
E: if he 's invited to these meetings ,
E: uh
F: I don't tend to get an invitation myself for them even .
E: if he knows .
A: No , no .
C: Uh , we don't have a active one
C: but I 'll make sure he 's on the list .
F: Yeah .
F: Should we call him ?
F: I mean is he d is he definitely not available today ?
E: I don't know .
F: Should I call his office and see ?
E: Uh , well i it 's uh A: He was in .
C: I mean , he 's still taking classes , so uh , he may well have conflicts .
A: Yeah .
E: Yeah .
A: Yeah , he was in s
F: He wasn't there at cof
E: Yeah , so this might be a conflict for him .
A: Yeah .
F: OK .
E: Yeah .
E: OK .
E: Uh , so .
C: Yeah didn't he say his signal - processing class was like Tuesdays and Thursdays ?
A: I think he has a class .
A: Yeah .
B: Yeah .
B: He might have .
E: Oh , OK .
D: You talking about David Gelbart ?
C: Oh well , whatever .
E: Yeah .
B: Yeah .
C: Yeah .
F: Yes .
A: Yeah .
D: Yeah , I think he 's taking two twenty - five A which is now .
E: Yeah .
F: OK .
D: So .
B: Yeah .
E: OK .
E: So , that 's why we 're not seeing him .
E: OK .
E: Uh , transcriptions , uh , beyond the digits , where we are , and so on .
F: OK .
E: And the and the recordings also ,
F: Um E: just where we are .
E: Yeah .
F: Well , so um , should we we don't wan wanna do the recording status first , or ?
C: Well , we have about thirty - two hours
C: uh as of , I guess a week and a half ago ,
C: so we probably now have about thirty - five hours .
E: And and that 's that 's uh E: How much of that is digits ?
E: It 's uh E: that 's including digits ,
C: That 's including digits .
E: right ?
E: So C: I haven't separated it out so I have no clue how much of that is digits .
E: Yeah .
E: So anyway there 's at least probably thirty hours ,
E: or something of E: There 's got to be more than thirty hour E: i it couldn't C: Of of non - digits ?
E: of Of non - digits .
A: Mmm .
C: Yeah , absolutely .
E: Yeah , yeah .
C: I mean , the digits don't take up that much time .
E: OK .
F: OK , and the transcribers h
F: I , uh , don't have the exact numbers ,
F: but I think it would come to about eleven hours that are finished uh , transcribing from them right now .
F: The next step is to that I 'm working on is to insure that the data are clean first , and then channelized .
F: What I mean by clean is that they 're spell - checked ,
F: that the mark - up is consistent all the way throughout ,
F: and also that we now incorporate these additional conventions that uh , Liz requested in terms of um , um in terms of having a s a systematic handling of numbers , and acronyms which I hadn't been specific about .
F: Um , for example , i they 'll say uh " ninety - two " .
F: And you know , so how you could C: Nine two ,
F: e Exactly .
C: right .
F: So if you just say " nine two " , the there are many s ways that could have been expressed .
F: An - and I just had them F: I I mean , a certain number of them did put the words down ,
F: but now we have a convention which also involves having it followed by , um , a gloss th and things .
B: You know , Jane ?
C: Mm - hmm .
B: Um , one suggestion
B: and you may already be doing this ,
B: but I 've noticed in the past that when I 've gone through transcriptions and you know in in order to build lexicons and things ,
B: if you um , just take all the transcriptions and separate them into words and then alphabetize them , <comment> a lot of times just scanning down that list you 'll find a lot of inconsistencies and mis
C: Misspelled .
A: Yeah .
F: You 're talking about the type token frequency listings , and I use those too .
F: Y you mean just uh on each on each line there 's a one word
F: right ?
F: It 's one token from the from the corpus .
B: Mm - hmm .
B: Mm - hmm .
F: Yeah , those are e extremely efficient
F: and I and I I agree that 's a very good use of it .
B: Oh so you already have that ,
B: OK .
F: Well that 's that 's a way that 's F: You know , the spell - check basically does that
F: but but in addition F: yes , that 's that 's exactly the strategy I wanna do in terms of locating these things which are you know colloquial spoken forms which aren't in the lexicon .
B: Mm - hmm .
F: Exactly .
B: Cuz a lot of times they 'll appear next to each other , and uh ,
F: And then you ca then you can do a s
A: Yeah .
B: i in alphabetized lists , they 'll appear next to each other and and so it makes it easier .
F: Absolutely .
F: I agree .
F: That 's a very good that 's a very good uh , suggestion .
F: And that was that 's my strategy for handling a lot of these things , in terms of things that need to be glossed .
F: I didn't get to that point
F: but F: So there are numbers , then there are acronyms ,
F: and then um , there 's a he she wants the uh , actually a an explicit marker of what type of comment this is ,
F: so i curly b inside the curly brackets I 'm gonna put either " VOC " for vocalized ,
F: like cough or like laugh or whatever ,
F: " NONVOC " for door - slam ,
F: and " GLOSS " for things that have to do with if they said a s a spoken form with this m this pronunciation error .
C: Right .
F: I already had that convention
F: but I I haven't been asking these people to do it systematically
B: Oh that 's great .
F: cuz I think it most ha most efficiently handled by uh by a a filter .
F: That was what I was always planing on .
F: So that , you know you get a whole long list F: exactly what you 're saying ,
F: you get a whole list of things that say " curly bracket laugh curly bracket " ,
B: Mm - hmm .
F: then y you know it 's it 's F: You you risk less error if you handle it by a filter , than if you have this transcriber ch laboriously typing in sort of a VOC space ,
B: Yeah .
F: so man So many ways that error prone .
B: Right .
B: Right .
F: So , um , um I 'm I 'm going to convert that via a filter , into these tagged uh , subcategorized comments ,
F: and same thing with you know , we see you get a subset when you do what you 're saying ,
F: you end up with a s with uh , you 're collapsing across a frequency you just have the tokens
B: Mm - hmm .
F: and you can um , have a filter which more efficiently makes those changes .
B: Mm - hmm .
F: But the numbers and acronyms have to be handled by hand ,
F: because , you know I mean , jus
C: You don't know what they could be .
F: Yeah now TIMIT 's clear um and PLP is clear
B: Yeah .
F: but uh there are things that are not so well known , in F: or or have variant u u uses like the numbers you can say " nine two " or you can say " ninety - two " ,
F: and uh
C: So how are you doing the F: I 'd handle the numbers individually .
C: How are you doing the uh , acronyms so if I say PZM what would it appear on the transcript ?
F: It would be separate F: The letters would be separated in space
C: OK .
F: and potentially they 'll have a curly bracket thing afterwards
F: e
F: but I 'm not sure if that 's necessary , clarifying what it is ,
C: Mm - hmm .
F: so gloss of whatever .
C: Right .
F: I don't know if that 's really necessary to do that .
F: Maybe it 's a nice thing to do because of it then indicating this is uh , a step away from i indicating that it really is intentional that those spaces are there ,
F: and indicating why they 're there to indicate that it 's uh the you know , <comment> uh enumerated , or i
C: Mm - hmm .
F: it 's not a good way of saying F: but it 's it 's the specific uh way of stating these these letters .
C: Right .
C: So it sounds good .
F: And so anyway , the clean those are those things
F: and then channelized is to then um , get it into this multichannel format .
F: And at that point then it 's ready for use by Liz and Don .
F: But that 's been my top priority beyond getting it tanel channelized ,
F: the next step is to work on tightening up the boundaries of the time bins .
A: Yeah .
C: Right .
F: And uh , Thilo had a e e a breakthrough with this this last week in terms of getting the channel - based um uh s s speech - nonspeech segmentation um , up and running
F: and I haven't I haven't been able to use that yet
F: cuz I 'm working
F: s re
F: this is my top priority get the data clean , and channelized .
A: I actually gave
C: Have you also been doing spot checks , Jane ?
F: Oh yes .
C: Okay , good .
F: Well you see that 's part of the cleaning process .
F: I spent um
F: actually um I have a segment of ten minutes that was transcribed by two of our transcribers ,
C: Oh good .
C: Good .
F: and I went through it last night , it 's it 's almost spooky how similar these are , word for word .
F: And there are some differences in commas cuz commas I I left them discretion at commas .
C: Right .
F: Uh and so
F: because it 's not part of our st of our ne needed conventions .
E: Mm - hmm .
F: And um ,
F: and so they 'll be a difference in commas ,
F: but it 's word - by - word the same , in in huge patches of the data .
F: And I have t ten minute stretch where I can where I can show that .
F: And and sometimes it turns out that one of these transcribers has a better ear for technical jargon ,
F: and the other one has a better ear for colloquial speech .
F: So um , the one i i the colloquial speech person picked up " gobbledy - gook " .
B: Hmm .
F: And the other one didn't .
F: And on this side , this one 's picking up things like " neural nets " and the one that 's good on the sp o on th the vocabulary on the uh colloquial didn't .
C: Right .
B: When B: for the person who missed " gobbledy - gook " what did they put ?
F: It was an interesting approximation , put in parentheses ,
F: cuz I have this convention that , i if they 're not sure what it was , they put it in parentheses .
B: Oh .
F: So they tried to approximate it , but it was B: Oh good .
F: it was spelled GABBL B: Sort of how it sounds .
F: Yes .
F: More of an attempt to B: Yeah .
F: I mean apparently it was very clear to her that these the a this this was a sound these are the sounds ,
C: It was a technical term that she didn't recognize ,
B: Yeah .
F: but F: Yeah .
F: But she knew that she didn't know it .
F: Maybe it was a technical ter
F: exactly .
F: But she even though her technical perception is just really uh you
F: know I 've I 'm tempted to ask her if she 's taken any courses in this area or if she 's taken cognitive science courses
C: Right .
F: then cuz " neural nets " and oh she has some things that are oh " downsampled " , she got that right .
B: Hmm .
F: And some of these are rather uh unexpected .
C: Obscure ,
C: yeah .
F: But ch ten solid uh m ch s chunk of ten solid minutes where they both coded the same data .
F: And um E: And and again the main track that you 're working with is elev eleven hours ?
E: Is that right ?
F: Yes exactly .
E: Yeah , OK .
F: And that 's part of this F: Eleven hours .
E: Is that is that that including digits ?
F: Yes it is .
E: Yeah .
E: So let 's say roughly ten hours or so of F: Mm - hmm .
E: I mean it 's probably more than that but but with of of non - digits .
F: It 'd be more than that
A: Yeah .
F: because I my recollection is the minutes that da digits don't take more than half a minute . Per person .