Professor D: Right .
Grad C: " Endpoint " is pretty clear . Um , " mode " , uh , I have found three , " drive there " , " walk there " uh or " be driven " , which means bus , taxi , BART .
Professor D: OK .
Grad C: Yeah . Yep .
Professor D: Obviously taxis are very different than buses , but on the other hand the system doesn't have any public transport This the planner system doesn't have any public transport in it yet .
Grad C: So this granularity would suffice , I think w if we say the person probably , based on the utterance we on the situation we can conclude wants to drive there , walk there , or use some other form of transportation .
Grad B: H How much of Heidelberg can you get around by public transport ? I mean in terms of the interesting bits . There 's lots of bits where you don't really I 've only ev was there ten years ago , for a day , so I don't remember , but . I mean , like the sort of the tourist - y bits Professor D: Mm - Well ,
Grad C: Everywhere .
Grad B: is it like Professor D: you can't get to the Philosophers ' Way very well ,
Grad B: Yeah .
Professor D: but , I mean there are hikes that you can't get to , but Grad B: OK .
Grad C: Yeah .
Professor D: but I think other things you can , if I remember right .
Grad A: So is like " biking there " part of like " driving there " ,
Grad C: Yeah , um we actually biking should be should be a separate point because we have a very strong bicycle planning component .
Grad A: or ?
Grad C: So .
Professor D: Oh !
Undergrad E: Mmm g that 's good .
Grad C: Um .
Professor D: Put it in .
Grad C: Bicycles c should be in there , but , will we have bic I mean is this realistic ? I mean Grad B: Yeah .
Professor D: OK , we can leave it out , I guess .
Grad B: Yeah .
Grad C: We can we can sort of uh , drive Grad B: I would I would lump it with " walk " because hills matter .
Grad C: Yeah .
Grad B: Right ? You know . Things like that .
Grad C: Yeah .
Professor D: OK . Skateboards right , anyway .
PhD F: Right .
Professor D: Scooters ,
Grad C: Yep .
Professor D: right ?
Grad C: OK , " Length " is um , you wanna get this over with as fast as possible ,
Professor D: Alright .
Grad C: you wanna use some part of what of the time you have . Um , they can . But we should just make a decision whether we feel that they want to use some substantial or some fraction of their time .
Professor D: Ye
Grad B: Hmm .
Grad C: You know , they wanna do it so badly that they are willing to spend uh you know the necessary and plus time . And um And y you know , if we feel that they wanna do nothing but that thing then , you know , we should point out that to the planner , that they probably want to use all the time they have . So , stretch out that visit for that .
Professor D: Mm - hmm .
Grad B: Wow It seems like this would be really hard to guess . I mean , on the part of the system . It seems like it I mean you 're you 're talking about rather than having the user decide this you 're supposed t we 're supposed to figure it out ?
Professor D: w well
Grad C: Th - the user can always s say it , but it 's just sort of we we hand over these parameters if we make if we have a feeling that they are important .
Grad B: Overrider
Professor D: Yeah .
Grad B: Mm - hmm .
Grad C: And that we can actually infer them to a significant de degree , or we ask .
Professor D: And Grad B: OK .
Professor D: And par yeah , and part of the system design is that if it looks to be important and you can't figure it out , then you ask .
Grad C: Yeah .
Grad B: OK .
Professor D: But hopefully you don't ask you know , a all these things all the time .
Grad B: Yeah .
Professor D: Or eh so , y but there 's th but definitely a back - off position to asking .
Grad B: Yeah . Right . Yeah .
Grad C: And if no no part of the system ever comes up with the idea that this could be important , no planner is ever gonna ask for it .
Grad B: Yeah .
Grad C: y so And I like the idea that , you know , sort of Jerry pushed this idea from the very beginning , that it 's part of the understanding business to sort of make a good question of what 's s sort of important in this general picture , what you need t
Grad B: Mm - hmm .
Grad C: If you wanna simulate it , for example , what parameters would you need for the simulation ? And , Timing , uh , uh , Length would definitely be part of it , " Costs " , " Little money , some money , lots of money " ?
Professor D: Mm - hmm .
Grad C: Actually , maybe uh F {comment} uh so , F Yeah , OK . Hmm ?
Grad B: You could say " some " in there .
PhD F: I must say that thi this one looks a bit strange to me . Um maybe It seems like appropriate if I go to Las Vegas . Well but I decide k kind of how much money uh I 'm willing to lose . But a I as a tourist , I 'll just paying what 's what 's more or less is required .
Professor D: Well , no . I think there are there 're different things where you have a ch choice ,
Undergrad E: Mmm .
Grad B: Yeah .
Professor D: for example , uh this t interacts with " do am I do oh are you willing to take a taxi ? "
Grad B: Dinner .
Professor D: Or uh , you know , if if you 're going to the opera are you gonna l look for the best seats or the peanut gallery
PhD F: The best seat or or Right .
Professor D: or , you know ,
Grad B: OK . So Professor D: whatever ? S so I think there are a variety of things in which um Tour - tourists really do have different styles eating . Another one ,
Grad B: Yeah .
Professor D: you know .
Undergrad E: Right .
PhD F: Right , that 's true .
Grad C: The what what my sort of sentiment is they 're Well , I I once had to write a a a a charter , a carter for a a student organization . And they had wanted me to define what the quorum is going to be . And I looked at the other ones and they always said ten percent of the student body has to be present at their general meeting otherwise it 's not a And I wrote in there " En - Enough " people have to be there . And it was hotly debated , but people agreed with me that everybody probably has a good feeling whether it was a farce , a joke , or whether there were enough people .
Grad B: Yeah .
Grad C: And if you go to Turkey , you will find when people go shopping , they will say " How much cheese do you want ? " and they say " Ah , enough . " And the and the this used all over the place . Because the person selling the cheese knows , you know , that person has two kids and you know , a husband that dislikes cheese , so this is enough .
Grad B: Mm - hmm .
Grad C: And um so the middle part is always sort of the the golden way , right ? So you can s you can be really make it as cheap as possible , or you can say " I want , er , you know , I don't care "
Grad B: Money is no object . Mm - hmm .
Grad C: Money is no object ,
Professor D: Yeah .
Grad C: or you say " I just want to spend enough " .
Grad B: Mm - hmm .
Grad C: Or the sufficient , or the the appropriate amount .
Grad B: Yeah .
Grad C: But , Then again , this may turn out to be insufficient for our purposes . But well , this is my first guess ,
Grad B: I mean y Yeah .
Grad C: in much the same way as how how d you know should the route be ? Should it be the easiest route , even if it 's a b little bit longer ?
Grad B: Mm - hmm .
Grad C: No steep inclinations ? Go the normal way ? Whatever that again means , er or do you does the person wanna rough it ?
Grad B: Mm - hmm . I mean th so there 's a couple of different ways you can interpret these things right ? You know " I want to go there and I don't care if it 's really hard . " Or if you 're an extreme sport person , you know . " I wanna go there and I insist on it being the hard way . "
Professor D: Right .
Grad B: Right ? you know , so I assume we 're going for the first interpretation ,
Undergrad E: Right .
Grad B: right ? Something like I 'll go th I mean I 'd li I dunno . It 's different from thing to Professor D: No , I think he was going for the second one ar actually .
Grad B: Yeah ? I I Professor D: Anyway , we 'll sort th yeah , we 'll sort that out .
Grad B: OK .
Professor D: Right .
Grad B: Yeah .
Professor D: Absolutely .
Grad C: Well , this is all sort of um , top of my head .
Grad B: Yeah .
Grad C: No no research behind that . Um " Object information " , " Do I do I wanna know anything about that object ? " is either true or false . And . if I care about it being open , accessible or not , I don't think there 's any middle ground there . Um , either I wanna know where it is or not , I wanna know about it 's history or not , or , um I wanna know about what it 's good for or not . Maybe one could put scales in there , too . So I wanna know a l lot about it .
Professor D: Yeah , now ob OK , I 'm sorry , go ahead , what were you gonna say ?
Grad C: One could put scales in there . So I wanna know a lot about the history , just a bit .
Professor D: Yeah , right well y i w if we w right . So " object " becomes " entity " , right ?
Grad C: Yep , that 's true .
Professor D: Yeah , but we don't have to do it now .
Grad C: Yep . That was the wrong shortcut anyhow .
Professor D: And we think that 's it , interestingly enough , that um , you know , th or or or something very close to it is going to be uh going to be enough . And Undergrad E: Still wrong .
Grad C: Yeah .
Grad B: OK .
Professor D: Alright , so um So I think the order of things is that um , Robert will clean this up a little bit , although it looks pretty good . And Grad C: What , well this is the part that Professor D: Huh ?
Grad C: this is the part that needs the work .
Professor D: Right .
Grad B: Yeah .
Professor D: Yeah , so right , so So , um In parallel , uh three things are going to happen . Uh Robert and Eva and Bhaskara are gonna actually build a belief - net that that , um , has CPT 's and , you know , tries to infer this from various kinds of information . And Fey is going to start collecting data , and we 're gonna start thinking a about uh what constructions we want to elicit . And then w go it may iterate on uh , further data collection to elicit