E: And that A: Yep .
D: cuz we 're always gonna wanna go through this preprocessing A: Yep .
D: uh , assuming it works .
A: Yep .
E: And that works nicely cuz this so quick to enter .
E: So I wouldn't wanna do it through the interface anyway adding which worry who the speaker was .
A: Yep .
D: I see .
D: Right .
D: Good .
E: And then , uh , let 's see what else .
E: Oh , yes ,
E: I I wanted to have E: So sometimes a pers I uh
E: in terms of like the continuity of thought for transcriptions , it 's i it isn't just words coming out ,
E: it 's like there 's some purpose for an utterance .
E: And sometimes someone will do a backchannel in the middle of it
E: but you wanna show that it 's continued at a later point .
E: So I have I have a convention of putting like a dash arrow just to indicate that this person 's utterance continues .
E: And then when it uh , catches back up again then there 's an arrow dash ,
E: and then you have the opposite direction to indicate continuation of ones own utterance versus ,
E: um ,
E: sometimes we had the situation which is you know , which you which you get in conversations , <comment> of someone continuing someone else 's utterance ,
B: Mmm .
E: and in that case I did a tilde arrow versus a arrow tilde , to indicate that it was continuation
E: but it wasn't E: Oh , I guess I did equal arrow for the for the own for yourself things
B: Mm - hmm .
E: cuz it 's the speakers the same .
E: And then tilde arrow if it was a different if a different speaker , uh , con continuation .
B: Mmm .
A: Oh .
E: But just , you know , the arrows showing continuation of a thought .
B: Mm - hmm .
E: And then you could track whether it was the same speaker or not by knowing E: you know , at the end of this unit you 'd know what happened later .
E: And that was like this person continued
B: Mm - hmm .
E: and you 'd be able to look for the continuation .
B: But the only time that becomes ambiguous is if you have two speakers .
A: So
B: Like , if you  If you only have one person , if you only have one thought that 's continuing across a particular time boundary , you just need one arrow at each end ,
B: and if it 's picked up by a different speaker , it 's picked up by a different speaker .
B: The time it becomes ambiguous if you have more than one speaker and that and they sort of swap .
B: I guess if you have more than one thread going , then you  then you need to know whether they were swapped or not .
E: Mm - hmm .
E: Mm - hmm .
E: Mm - hmm .
C: How often does that happen do you think ?
B: Hopefully not very much .
E: Yeah , I didn't use it very often .
A: Especially for meetings .
D: It l ou
A: I mean , if i if you were just recording someone 's day , it would be impossible . You know ,
A: if you were trying to do a remembrance agent .
A: But I think for meetings it 's probably alright .
C: Hmm .
A: But , a lot of these issues , I think that for uh , from my point of view , where I just wanna do speech recognition and information retrieval , it doesn't really matter .
B: Sure .
B: I know .
A: But other people have other interests .
B: But it it does feel it does feel like it 's really in there .
A: So .
B: I you know I did this I did this transcription
B: and I marked that , I marked it with ellipsis
B: because it seemed like there was a difference .
B: It 's something you wanted to indicate that it that I this was the end of the phrase ,
B: this was the end of that particular transcript ,
B: but it was continued later .
B: And I picked up with an ellipsis .
A: Right .
E: Excellent .
E: Yeah .
E: Yeah .
B: I didn't have the equal , not equal thing .
E: Well that 's you know , I mean I that 's why I didn't <comment> I didn't do it
E: n I mean , that 's why I thought about it , and and re - ev
B: Yeah , yeah .
E: and it didn't do I didn't do it in ten times the  the time .
E: Yeah .
A: Well , so anyway , are we interested then in writing tools to try to generate any of this stuff automatically ?
A: Is that something you want to do , Dan ?
B: No .
B: But it 's something @ @ that I feel we definitely ought to do .
A: No .
E: I also wanted to ask you if you have a time estimate on the part that you transcribed .
E: Do you have a sense of how long B: Yeah , it took me half an hour to transcribe a minute ,
B: but I didn't have any I didn't even have a E: OK .
B: I was trying to get Transcriber to run but I couldn't .
B: So I was doing it by typ typing into a text file and trying to fit E: OK .
B: It was horrible .
E: OK .
D: So thirty to one 's what you got ?
B: Mm - hmm .
D: So that 's a new upper limit ?
B: Yeah .
E: Well , I mean , that 's that 's because you didn't have the segmentation help and all the other B: Is it A: But I think for a first try that 's about right .
C: So so if we hired a who if we hired a whole bunch of Dan 's D: That 's right .
E: Yeah .
D: a
B: It was actually it was quite it was a t
A: If we hire an infinite number of Dan 's E: And there 's always a warm up thing of D: It 'd b a a
B: it w
A: Are we gonna run out of disk space by the way ?
B: Yeah .
B: No .
A: OK ,
A: good .
E: OK .
D: d Doesn't it beep in the other room when you 're out of disk space ?
C: So C: Is there A: No .
C: Maybe we should s consider also , um , starting to build up a web site around all of these things .
B: Web site !
B: That 's great !
C: I know .
A: Dan 's sort of already started .
B: We could have like business - to - business E - commerce as well !
C: That 's right .
C: No , but I 'm
C: it would be interesting it would be interesting to see A: Can we sell banner ads ?
D: Get get paid for click - throughs ?
B: Yeah .
A: What a good idea ,
A: that 's how we could pay for the transcription .
C: I want to introduce C: I I want to introduce the word " snot - head " into the conversation at this point .
B: We can have D: You wanna word that won't be recognized ?
C: You see , cuz uh , cuz C: Exactly .
E: Oh , I don't think so .
C: Um .
C: No .
C: The r
A: Hey , what about me ?
C: w What C: OK .
E: You 're the one who raised the issue .
C: No .
C: Alright ,
C: see here 's here 's here 's my thought behind it
C: which is that , uh , the the stuff that you 've been describing , Jane , I gu one has to , of course indicate , <comment> um , i is very interesting ,
E: Alright .
C: and
C: I I 'd like to be able to to pore through , you know , the the types of tr conventions that you 've come up with and stuff like that .
B: Yeah , yeah , yeah .
C: So I would like to see that kind of stuff on the web .
E: OK ,
E: now , w the alternative to a web site would be to put it in Doctor speech .
B: Yes .
B: Yes .
E: Cuz cuz what I have is a soft link to my transcription that I have on my account
C: Either 's fine .
B: We c
E: but it doesn't matter .
A: We can do it all .
B: we can do it all !
E: OK .
B: We can write E: Web site 's nice .
B: Oh .
B: Yeah .
E: Then you have to t you have to do an HT access .
D: Web site 's what ?
B: We could actually maybe we could use the TCL plug - in .
B: Oh , man .
E: Ooo !
E: He 's committed himself to something .
C: Ow .
C: See he said the word TCL and and that 's D: But he does such a good job of it .
D: He should be allowed to to , you know , w do it .
E: I know , I know .
B: I know ,
B: but that but , I B: Right .
B: But I should be allowed to
B: but D: If you just did a crappy job , no nobody would want you to do it .
B: I sh I shouldn't be allowed to by m by my own  by my according to my own priorities .
B: Alright .
B: Let 's look at it anyway .
B: So definitely we should we should have some kind of access to the data .
C: Yeah .
A: And we have we have quite a disparate number of web and other sorts of documents on this project sort of spread around .
A: I have several
A: and Dan has a few ,
B: Yes .
E: Ah !
C: Right ,
C: so we can add in links and stuff like that to other things .
A: and E: Nice .
A: Yep .
B: Well , yeah .
C: The B: Well so then th
A: Try try to s consolidate .
A: I mean , who wants to do that though ?
B: the other side is , yeah .
C: Uh , right .
A: No one wants to do that .
E: Yeah .
A: So .
B: Right ,
B: that 's the problem .
D: Why ?
D: What what 's what 's the issue ?
C: Well , we could put we could put sort of a disorganized sort of group gestalt B: No one owns the project .
D: No one what ?
B: No one owns the project .
A: Yeah , I own the project
A: but I don't wanna do it .
B: No one wants to own the project .
C: Right .
D: W well Do But A: It 's mine !
A: All mine !
B: Well then you have to do the web site .
D: But B: You know , it 's like , it 's that simple .
A: " Wah - hah - hah - hah - hah - hah . "
D: b but but but what are you what are you talking about for web site hacking ?
B: No D: You 're talking about writing HTML , right ?
B: Yeah .
A: Yeah , I I 'm talking about putting together all the data in a form that that is legible , and pleasant to read , and up to date , and et cetera , et cetera , et cetera .
D: But , is it against the law to actually use a tool to help your job go easier ?
A: Absolutely .
A: It 's it 's absolutely against the law to use a tool .
D: You y
A: I haven't found any tools that I like .
A: It 's just as easy to use to edit the raw HTML as anything else .
D: No kidding ?
B: That 's obviously not true ,
B: but you have A: It 's obviously not true .
D: No , it it it 's obviously true that he hasn't found any he likes .
B: Right .
D: The question is what is what 's he looked at .
B: That 's true .
E: Which one do you use Jim ?
D: I use something called Trellix .
E: Oh , that 's right .
E: I remember .
E: Yeah .
D: And it E: Which produces also site maps .
D: it 's - it it 's very powerful .
A: Now , I guess if I were if I were doing more powerful excuse me more complex web sites I might want to .
A: But
A: most of the web sites I do aren't that complex .
E: Well , would this be to document it also for outside people or mainly for in house use ?
A: But .
C: No , I think in
A: I think both .
C: I think mostly internal .
A: Mostly in house .
B: That 's right .
E: OK .
D: Well , yeah ,
D: but what does internal mean ?
B: No , both .
D: I mean , you 're leaving .
D: People at UW wanna look at it .
D: I mean , it 's it 's internal <comment> until C: Right .
C: Internal to the project .
D: I see .
E: We could do an HT access which would accommodate those things .
B: I I I I A: OK ,
A: well ,
A: send me links
A: and I wi
A: send me pointers , rather ,
A: and I 'll put it together .
B: I 'm not o
E: Wonderful .
B: OK .
B: I 'm not sure how how important that distinction is .
B: I don't think we should say , " oh , it 's internal
B: therefore we don't have to make it very good " .
B: I mean , you can say " oh oh , it 's internal
C: No .
C: No .
B: therefore we can put data in it that we don't we don't have to worry about releasing " .
B: But I think the point is to try and be coherent and make it a nice presentation .
D: Right .
D: I agree .
E: Yeah , it is true , that is it benefits to D: Cuz you 're gonna have to wor do the work sooner or later .
E: That 's right .
B: Yeah .
E: I mean , it 's the early on .
D: Even if it 's just writing things up .
A: Yep .
D: You know ?
E: It 's a great idea .
A: OK ,
A: um , let 's move on to electronics .
B: Ah .
D: d we we out of tape out of disk ?
B: Great .
B: No ,
B: we 're doing we 're doing great .
D: I I was looking for the actual box I plan to use ,
D: uh ,
D: but I c all I could I couldn't find it at the local store .
D: But this is the the technology . It 's actually a little bit thinner than this .
D: And it 's two by two , by one ,
D: and it would fit right under the right under th the the the the lip ,
A: Yeah , does everyone know about the lip on the table ?
D: yeah .
A: It 's great .
D: There 's a lip in these tables .
E: Nice .
D: And , it oc I p especially brought the bottom along to try and generate some frequencies that you may not already have recorded .
A: Clink !
D: Let 's see  see what it does to the A: Clink !
D: But this was the uh just just to review ,
D: and I also brought this <comment> along rather than the projector so we can put these on the table , and sort of w push them around .
A: And and crinkle them and E: And th " that " being a diagram .
B: What ?
B: What ?
D: That that 's the six tables that we 're looking at .
D: These six tables here , with with little boxes sort of , uh , in the middle here .
E: OK .
B: I see .
D: Which es would D: I mean , the the boxes are pretty much out of the way anyway .
D: I 'll - I 'll show you the  the cro
D: this is the table cross section .
D: I don't know if people realize what they 're looking at .
B: You trying to screw up the m the microphones ?
A: Yes .
B: I mean th
A: He is .
A: Absolutely .
D: Well why not ?
D: I mean , cuz this is what 's gonna happen .
D: You got plenty of data .
D: I won't come to your next meeting .
D: And and D: and you So this is the box 's A: Get your paper off my PDA !
E: Yeah ,
B: Yeah .
E: let let the record show that this is exhibit two B .
D: That 's right .
D: " Or not to be " .
D: Yeah , yeah .
A: Yeah .
D: Uh , the box , uh there 's a half inch lip here .
D: The box is an inch thick
D: so it hangs down a half an inch .
D: And so the the two head set jacks would be in the front
D: and then the little LED to indicate that that box is live .
D: The the important issue about the LED is the fact that we 're talking about eight of these total , which would be sixteen channels .
D: And , uh , even though we have sixteen channels back at the capture , they 're not all gonna be used for this .
B: Hmm .
D: So there 'd be a subset of them used for obviously j just use the ones at this end for  for this many .
D: So D: Excuse me .
D: you 'd like a a way to tell whether your box is live , so the LED wouldn't be on .
B: Right .
B: All the lights .
D: So if you 're plugged in it doesn't work and the LED is off that 's that 's a tip off .
E: That 's good .
D: And then the , uh would wire the all of the cables in a in a bundle come through here and o obviously collect these cables at the same time .
D: Uh , so this this notion of putting down the P Z Ms and taking them away would somehow have to be turned into leaving them on the table
D: or or A: Right .
A: Well , we wanna do that definitely .
D: Right .
D: Right .
A: So .
D: And so the you we just epoxy them down or something .
D: Big screw into the table .
B: Velcro .
D: Uh ,
D: and even though there 's eight cables they 're not really very big around
D: so my model is to get a a a p piece of A: Sleeve .
D: yeah , that that stuff that people put with the little you slip the wires into that 's sort of shaped like that cross section .
A: Oh .
D: Yeah .
A: OK , not just sleeve them all ?
D: I 'm I 'm r a I 'm going up and then I 'm going down .
B: No .
A: And leave them loose ?
E: That looks like a semi - circle .
B: Yeah .
B: It 's like a it 's a sleeping policeman .
E: Sleeping pol
B: Speed bump !
A: Whoo !
B: Speed bump .
A: Speed
D: Yeah , it 's like a speed bum An
E: Speed bump .
A: A " sleeping policeman " !
E: That 's good .
E: There we go
E: s
D: And they 're ac they 're actually ext extruded from plastic .
A: Cool .
C: What is D: They sorta look like this .
A: Oh .
C: What does that mean ?
B: That 's the s that 's British for speed bump ,
C: Is it a speed bump ?
D: So that the wires go through here .
B: yeah .
E: Oh , is that right ?
C: Wow .
E: I never heard that .
B: Yeah .
E: Ah !
D: So .
A: That 's really cruel .
A: OK ,
D: s
A: so that D: So it would c basically go on the diagonal here .
C: It could go either way .
A: So why do we have sixteen channels instead of like some fewer number ?
B: Yeah .
C: I guess .
D: Uh , because the B: How else are you gonna distribute them around the tables ?
D: Because they 're there .
A: Well , OK ,
A: let me rephrase that .
A: Why two each ?
B: Oh , because then you don't have to just have one each .
B: So that if t if you have two people sitting next to each other they can actually go into the same box .