Grad D: and we also have a l little bit on the interface , M - three - L enhancement , and then um that was it , I think .
Grad A: So , what I did for this this is uh , a pedagogical belief - net because I was I I took I tried to conceptually do what you were talking about with the nodes that you could expand out so what I did was I took I made these dummy nodes called Trajector - In and Trajector - Out that would isolate the things related to the trajector .
Professor B: Yep .
Grad A: And then there were the things with the source and the path and the goal .
Professor B: Yep .
Grad A: And I separated them out . And then I um did similar things for our our net to uh with the context and the discourse and whatnot , um , so we could sort of isolate them or whatever in terms of the the top layer .
Professor B: Mm - hmm .
Grad A: And then the bottom layer is just the Mode . So .
Professor B: So , let 's let 's Yeah , I don't understand it . Let 's go Slide all the way up so we see what the p the p very bottom looks like , or is that it ?
Grad A: Yeah , there 's just one more node and it says " Mode " which is the decision between the Grad D: Yeah .
Professor B: OK , great . Alright .
Grad A: So basically all I did was I took the last belief - net
Professor B: So Mm - hmm .
Grad A: and I grouped things according to what how I thought they would fit in to uh image schemas that would be related . And the two that I came up with were Trajector - landmark and then Source - path - goal as initial ones .
Professor B: Yep . Mm - hmm .
Grad A: And then I said well , uh the trajector would be the person in this case probably .
Professor B: Right , yep .
Grad A: Um , you know , we have we have the concept of what their intention was , whether they were trying to tour or do business or whatever ,
Professor B: Right .
Grad A: or they were hurried . That 's kind of related to that . And then um in terms of the source , the things uh the only things that we had on there I believe were whether Oh actually , I kind of , I might have added these cuz I don't think we talked too much about the source in the old one but uh whether the where I 'm currently at is a landmark might have a bearing on whether Grad D: Mm - hmm .
Grad A: or the " landmark - iness " of where I 'm currently at . And " usefulness " is basi basically means is that an institutional facility like a town hall or something like that that 's not something that you 'd visit for tourist 's tourism 's sake or whatever . " Travel constraints " would be something like you know , maybe they said they can they only wanna take a bus or something like that , right ? And then those are somewhat related to the path ,
Professor B: Mm - hmm .
Grad A: so that would determine whether we 'd could take we would be telling them to go to the bus stop or versus walking there directly . Um , " Goal " . Similar things as the source except they also added whether the entity was closed and whether they have somehow marked that is was the final destination . Um , and then if you go up , Robert , Yeah , so um , in terms of Context , what we had currently said was whether they were a businessman or a tourist of some other person . Um , Discourse was related to whether they had asked about open hours or whether they asked about where the entrance was or the admission fee , or something along those lines .
Professor B: Mm - hmm .
Grad A: Uh , Prosody I don't really I 'm not really sure what prosody means , in this context , so I just made up you know whether whether what they say is or h how they say it is is that .
Professor B: Right , OK .
Grad A: Um , the Parse would be what verb they chose , and then maybe how they modified it , in the sense of whether they said " I need to get there quickly " or whatever .
Professor B: Mm - hmm .
Grad A: And um , in terms of World Knowledge , this would just basically be like opening and closing times of things , the time of day it is , and whatnot .
Grad D: What 's " tourbook " ?
Grad A: Tourbook ? That would be , I don't know , the " landmark - iness " of things ,
Grad D: Mm - hmm .
Grad A: whether it 's in the tourbook or not .
Professor B: Ch - ch - ch - ch . Now . Alright , so I understand what 's what you got . I don't yet understand how you would use it . So let me see if I can ask
Grad A: Well , this is not a working Bayes - net .
Professor B: a s Right . No , I understand that , but but um So , what Let 's slide back up again and see start at the at the bottom and Oop - bo - doop - boop - boop . Yeah . So , you could imagine w Uh , go ahead , you were about to go up there and point to something .
Grad A: Well I OK , I just Say what you were gonna say .
Professor B: Good , do it !
Grad A: OK .
Professor B: No no , go do it .
Grad A: Uh I I 'd No , I was gonna wait until Professor B: Oh , OK . So , so if you if we made if we wanted to make it into a a real uh Bayes - net , that is , you know , with fill you know , actually f uh , fill it @ @ in , then uh Grad A: So we 'd have to get rid of this and connect these things directly to the Mode .
Professor B: Well , I don't That 's an issue . So , um Grad A: Cuz I don't understand how it would work otherwise .