Hey, we are going to start in just a few minutes, we want to wait for a few people to come back though. So talk amongst yourselves. Okay, we are going to get started in just a minute if you want to take your seat. Waiting for one group to walk in here. All right, so my name is Patrick Smyth, I am a chief learner at Iota School. We do infrastructure development and teaching and curriculum development and accessibility work. We have more people coming in. And I am also a -- well, I'm a technologist and teacher and researcher, so it's kind of my utmost pleasure to introduce Joshua Miele or Dr. Josh mealy who is someone who has done things that I truly admire your. So I will start from the beginning. Josh got her gutters undergrad at in physics at UC Berkeley, and I did not know about this when we invited you out, Josh, but I read that you had an internship at NASA which is pretty cool, so that's a connection. But then he went on to get his PhD also at UC Berkeley, and then Josh spent many years at Smith eye Institute from 2007 to 2019 where he was associate Director of research and development and there he worked on some truly amazing projects, so they include team map, so I looked at this 20 times, and -- the tactile map automated production which essentially allows you to print and embossed a braille map -- from a home braille and officer. He also which sounded like an incredible undertaking helped create a tactile map for the entire board system including lab formats and street-level map which sounds like an incredible undertaking. He has created systems for typing using haptic feedback, and has also been in projects like you describe which is a crowd source system for creating and hosting audio descriptions for YouTube videos. In one my personal favorites is the blind Arduino project which is this incredible learning websites which I have used a couple of times. Or we know that they are microcomputers you can use for all sorts of maker projects wearables and all kinds of stuff and just some really cool geeky stuff on the website that I really enjoyed. So Josh now since 2019 has moved on to Amazon, lab 126-4126, where he is the principal accessibility researcher has worked on things such as braille accessibility and the fire tablet. Again Josh has some really cool big ideas I have enjoyed listening to him over the years talk about. Which I'm hoping he will talk a little bit more about but combining different accessible modalities, audio with haptics, but another one I have really enjoyed his this idea of Meda making which is the idea of bootstrapping your way if a tool for creating other things are in are an accessible, like you create tools to create tools and bootstrap your way into making amazing projects and technology. So -- and of course in 2021, Josh was -- he received a MacArthur Fellowship recognizing all those contributions in accessibility and technology. So I would like to welcome Josh to space telescope Institute. So I hope you give him a round of applause. [Applause]

Thanks so much, but I think you have pretty much covered it, so we can just go to lunch. I'm super pleased to be here. Thank you for that great introduction and the invitation to speak to you here at the day of accessibility for space telescope science Institute, which you know, I am a nerd. I am just thrilled to be here and it's really exciting. So what we are going to do, I am not -- you know, I'm giving you the most accessible PowerPoint presentation in existence, they are no slides. Thank you. Yes, plod, go ahead, that's fine. And as a blind student, a blind scientist, a blind everything, I -- PowerPoint is just not that great. So not only do I hate preparing slides, but I -- it always makes me sad when people are giving these great presentations and they are sort of talking more about the slides and they are about the thing that they are really talking about. So no slides and if you want books online, it's perfectly accepts acceptable coming you can walk away from the screen, treat it like a podcast, there's nothing the cedar. So I just want to give you a quick overview of what we are going to try to cover today. I have -- I will give you a little background on who I am and where I came from a sort of why I wound up in accessibility and talk about some of the projects that were mentioned. And kind of try to give you a sense of why I do the things I do and to help you think about ways that you can improve accessibility as well for yourself and for everyone else. I know there are many people here today who are students with disabilities, their teachers and parents and disability in education professionals. I know that there are a bunch of folks for home -- there should be a nice way to pronounce STScI, how do you pronounce that? Sticy? There are a lot of stuff from the Institute, so I'm going to try to offer something of interest to everyone. I'm going to kind of come at this from the angle of telling you sort of -- you know, I mention I'm a blind scientist, a blind researcher, activist, and I put blind first. I'm not a person who happens to be blind. I am blind and everything that I do and I am proud of it. And I'm not trying to minimize it or make people sore day of not attention to it. I did not always have that attitude. When I was young I really did not want people to pay attention to it. I did want to minimize it. And in some ways that serve me well, but in other ways it didn't. So I just want to sort of tell you that my ultimate journey as a person with a disability, as a blind person, my my thinking is that the more that you are upfront and direct about your disability and what you need in order to interact and succeed in the world, the better off you will be in the better off everyone else will be. The better off the people around you will be, because there will be clarity about what you need and how you needed. Again to better off will be the people who come after you who we are always clearing the path for the next generation, even if you are really young, there will be people coming behind you who are the next generation and who you will be treading that path for before they get there and making it, stamping down the snow and making it better, easier, and more possible for them to succeed in doing the things that they want to do. Which is ultimately what accessibility is all about. So let's talk about briefly how I think about accessibility. And it's really, I go back to you -- I am a physicist. I like to go back to first principles. And I think about accessibility not as an exhaustive checklist on the W3C website, not as a thing, a set of things in the 508 laws, but as a set design requirement in the design requirements are based on who you are -- who you are working with and what the situation is. So really there is no -- you have to go back to the beginning in order to understand what accessibility means in any particular situation. So whenever someone says, we need to make this accessible. The first question you should ask is, accessible for who? And the way we have been thinking about universal design over the last couple of decades or so is basically we try to make something as -- we try to think of as many situations as we can and build in as much stuff as we can to make as many people be able to use that thing is possible. We are thinking of it a little bit differently now, and that is more in terms of customizability. The ability for anybody to be able to turn on or off or activate or deactivate, or engage with them or not engage with parts of the experience to adapt it to what they need. Ultimately what we are trying to do with accessibility is make a -- make the experience whether it is an architect with the building or a city or a class or website or you know a computer. Any of these things, we are trying to make it so that a person with a disability can use it in pretty much the same way as somebody else would use it. Not the same way. Let me rephrase that. With pretty much the same experience that someone else can use it. There may be -- you may use it differently, you may need to use more keyboard commands rather than a mouse. You may need to read the braille on room numbers rather than looking at the print, there are different ways of accessing information, but ultimately you want the person to be able to access that experience coming want to make it an equivalent experience, right? So what story I often tell is think about going up to a beautiful building and you know, there is this grand architecture, the San Francisco City Hall is a great example. It's like this beautiful Art Deco building with a dome on top and lots of stained-glass and a huge sweeping steps up to the front doors, and he rolled up in a wheelchair and you know, you can't walk up those steps and grand atrium. You roll back and you going to a side entrance. You go through the basement coming from the service elevator. You go up the service elevator, you roll out of a dusty hallway and into the atrium. You got there, but you did not have the same experience of getting there that a person who just walks up the steps does. So I don't think that's accessible. You got there, you were able to achieve it, but you didn't have the same experience. He did not have that grand entrance. And accessibility needs to, we need to think about the experience, not just the compliance. Not just does it work, but is it delightful? Is it giving you the same experience as was intended by the original design? And that's why, so you know, I could talk about this for super long time. But I think the point being that if it takes you ten times longer with a string reader to do something than it takes somebody else without a screenwriter, yeah, okay, you can do it, maybe, but that's not accessible. That is not -- you are not getting the same thing out of that. And so growing up as a blind kid going through school, you know? I felt like I -- a lot of the time it seemed like I was inventing stuff for the first time. I had to, like there were things that I had to work with my teachers and with my TBI, my braille teacher to come up with systems for how am I going to do geometry? Going to do chemistry? In short, there were tools like Braille and other things, but I want to emphasize how important tactical graphics word to me in learning and stem education, right? I studied, I took a lot of math in high school, because I don't know, I liked it. And I took a lot of science, and without the assistance of the teachers and the other students, my lab partners and so on, I would not have been able to do it. I would not have been able to get access to the tactical graphics or the materials. There weren't any accessible balances for measuring out chemicals. I had to work with the lab partner. They had to tell me what was going on. So this opens up the question of what is independence? Independence is often thought of as doing something yourself? But I think in accessibility a lot of the time we need to think a little bit more broadly about independence. Independence is really control over how things unfold. A lot of the time you may not have an accessible instrument that you need to -- in order to do your science lab. You may not have accessible graphics, not everybody gets the privilege of having tactical graphics for everything they need. So you need someone to describe it. But the more control you as the consumer of that, the student have over that process, the better. And I would sort of offer sort of control or agency as another dimension of accessibility and independence. So growing up, these -- having access to the tactical graphics was really important. And it fed my love of maps and all access to information. By the way, that's how I think of myself as as researcher who studies the accessibility of information. That's largely what blind people need is better access to information, different books with different disabilities need different types of access for if you are using a chair, one of the things that you need is architectural access. So for me growing up and as a student and later as a scientist, I was constantly trying to figure out how to get access to the information I need in order to do the things that I want to do? So that has really motivated a lot of the work that I've done. Example, when I was in graduate school, everybody was using Matlab. How many of you have heard of Matlab? Just say "me." So thank God notebooks weren't invented yet, because otherwise I might not have graduated. But I -- in my lab everybody was using Matlab. It's basically like XL on steroids. It's data management manipulation and visualization engine which is -- has its own little programming language that is very much like C and has a bunch of rendering tools were displaying data. And so it was really cool, because the command line was all driven by a command line that was really easy to use. The data visualization stuff was completely inaccessible. So all of my colleagues were using Matlab to not only create their -- their stimuli and manage their data sets, but also to create a pretty graphics presentations. And also not just further presentations, but in order to analyze data, right? Data visualization is super useful in -- for figuring out what your data needs. That's what they are for. So I did not have access to any of that. So I spent the first year of grad school writing Matlab toolbox for personification and tactile output. So I wrote basically a set of tools that would turn my data into sounds that I could understand and interpret and then for the data that I wanted to really dig into, I wanted to print it out and feel it. I wanted to tactile representation. I wanted XY axes and to see my scatterplot and my aero bars and all of the things that I would need in order to interpret and understand my data. So I wrote this tool and said this is an example of what we were talking about -- sorry, I am blanking on the guy who introduced me, his name? Patrick. I was like -- Patrick. Okay. Patrick mentioned this whole moneymaker thing, right? Where I am basically convinced the people with disabilities are put in the situations where they can't do the thing that they want to do like go to grad school and use the same tools as everybody else. And so what happens is you have to create the tools needed in order to do before you can actually do the real thing that you wanted to do. So in writing these tools I became a total Matlab bad ass. And it served me really for the next four years good when I got out of grad school and got a postdoc at Smith Kettlewell, so that's a cool place where basically one of the group said they have really focuses on development research and development of accessible tools for blind people, around stem. A lot of it is around stem. So the first thing I did was, you know, as I mentioned I have always love maps. And I have always been, this is a long -- how old are you guys? This was in 2001, okay, when I started my postdoc. And there were no Google Maps yet. Maps were a thing that you either had on paper or if you are like a real nerd, you had access to GIS and some digital maps. There was a thing called believe it or not, Yahoo was the big the big map provider at the time. And so I was like, I want to maps for blind people. Because there were starting to be the street maps were starting to be readily available online for everybody. And I thought, well I want that. I want to be able to look at street maps. Because when I go to a new place the only choice I have is either getting detailed descriptions of the street network and trying to remember it or just go there and get lost. And that's usually what I would do. I would just leave three hours early so that I could like find my way to the place that I was actually trying to get to. Which is coming you know, again, is that -- if I have to leave three hours early, that's not really equitable or accessible. So I proposed as my first postdoc project this project where I would create tactile, I would use an algorithmic approach to producing tactile street maps of any place in the country. And in order to do that, I had to learn all about GIS. I had to learn all about how to render tactile maps. I had to do a bunch of research on sort of what kind of information people wanted and could use on tactile maps. Because obviously, I am blind. But I'm not every blind person. So all the work that I have done over the course of my career, you must do customer research. User research. You can't assume anything about what to you -- own preference is and it's not what everybody might want. So there are for as many different kinds of blind people as their aura, there are that many different kinds of use cases and needs. So it's always really important to -- to work with the community of people that are going to be using the tools that you are developing in order to make sure that there -- that they are usable. As a blind person I don't have to start from square one trend. I can start from square 5. Because I can eliminate the things that I know about ideas. And sort of start working with the things that -- the options that I know are sort of within reason and then get feedback. So I did that with the maps. In these maps -- so the team map for the first time allowed blind people to have access to pretty much any street map they want anywhere in the world for free, or at low cost. So I for a number of years sort of rented as a research project and then spun it off to the San Francisco lighthouse who now owns it and maintains it. And you can get in touch with them at lighthouse -- SF --.org to get any street map you want. They also have a website that you can go to and you can download and print out your own street maps, or you can have them do it for you for a fee. So this project lives on and is a great example of -- oh, by the way. I did not tell you, I built it from Matt lab, that's all I knew how to do, so it was with kind of chewing gum and other stuff and when the lighthouse took it over, they rebuilt it as a mature web-based app that uses appropriate API and all of that. So it's real thing. So I just -- that's an example of the kind of tool that I think is really amazing. So Patrick mentioned, U described which is another approach that I get for access to video. I've done a lot of work and video description technologies and thinking about how we can -- how we can get better access to audio description of videos for education, for entertainment, for training and employment, all of these things. Video accessibility is hugely important, as important as text accessibility I would say and so -- but I can probably talk about all of the various projects I've done, but I'm going to jump to talking about the blind project, because I think it illustrates a bunch of the things that I think are really important. Before, well, let's eat. I will also tell you, Patrick mentioned I am at Amazon now. And I'm not going to talk a lot about what I do at Amazon. You know, there's plenty -- you can read online about that. I love doing what I do there. But in my transition to Amazon, I thought about like -- I had been working at this research Institute for years and years. I wanted to sort of scale up my impact on the world. I wanted to do accessibility not just research and development projects that I would publish about and show demos on earth, but he wanted to do things that would really reach people and help people do the things they wanted to do. And so I started thinking about like oh, how can I get a job in tech? And I found a recruiter online who -- I put together a resume of all of the work that I had done and sent this recruiter my resume. And basically said I was a desire. -- designer. Because what a deal, I often work with engineers and other folks. I am not writing the code necessarily for -- I did not write the code for you describe. It's -- once you get to these projects at a certain level of complexity, you can do it by yourself. Again, its independence, what is that? Need other people to help you do things. So I had designed you describe. And team map, actually I made team map myself. But there were a bunch of other projects where was the designer and sort of the project lead. So I sent my resume to this design recruiter and she called me back, and she said, you know, and I had told her eye was blind. And she said coming you know, I think it's so interesting you think you can be a blind designer. And I said, you know, I think so interesting that you think you are going to help me get a job. So obviously she was not going to be very helpful. And I said this to illustrate that technology is really cool, technology is helpful, accessibility is the technical and the disability inclusion. And what we are really -- the technical parts aren't actually that hard. They are sometimes very difficult, but they are just implementation details. The hard part is the social engineering. The social dynamics of ableism and you no, figuring out how to change attitudes in the world, not just among people without disabilities, but there are plenty of internalized ableism among our own people to prevent us from achieving what we are capable of. So the blind are doing a project sort of what gets at all of it. The technical stuff, the social stuff, and that's my favorite kind of project. And what I do in the blind Armanino project is to work with other people to teach and develop training materials for showing blind people how to work with this micro process or platform.

How many of you know what it is? How many of you don't know what it is? That's a lot of people. So it is a little computer on a circuit board that is open source, it is cheap, and it is available everywhere. And it is sort of the heart of the hobby robotics movement. So when you are a -- when you are working in your hobby robotics club or whatever, there are -- there is a good chance the things that you are building with our Ardmino computers, you can write a program, you can load them on from your computer and then you can approach that board to all kinds of switches, buttons, sensors, motors, lights, buzzers, switches, oxygen sensors, you know, you name it whether it is a sensor or an actuator, you can connect it and you can tell your program when I push this button, do this. Or when you detect a certain temperature, do that. Or when the lights go off do this other thing. And the doing can be anything from connecting motors and driving some physical process to sending out a tweet or doing song cloud-based thing. So it's super cool and flexible and you can build the kind of stuff with it in an afternoon that, when I was a kid we would've had to of had a team oh 5:00 p.m. engineers and stability. So I mean, it's really flexible and powerful. And so what I'm interested in doing is number one teaching people how to build their own accessible equipment which these Ardminos. Actually number one showing them you can work with these things come you don't need to know what colors the wires are. There are alternate methods. You don't be able to need and read the numbers, all you need us alternate documentation that is an accessible form. There are workarounds, ways of doing these things. And part of what I want to do is show one kids and adults that they can do this. A part of I want to do a show teachers and club managers that they can do this. And I have run workshops where I teach soldering or other basics, and I will say, you know, how many of you guys in your school have a robotics club? And these are all blind kids, 10-15 or 16, whatever. Everyone will say coming usually mainstreamed. Everyone will save me, my school has a robotics club. We went to the first robotics thing last year or whatever. I will say, how many of you are in the robotics club in your school, and there is silence because these STEM opportunities for kids that can see, kids without disabilities, the teachers do not understand how to include blank lids. How to include kids with disabilities into the robotics club. So that means that these kids aren't going to have the same level of experience coming out of junior high or high school, or going into college. They are not going to be up -- they are not going to have the same level of background in the same experience as the cited kids. They're not going to be as capable as cited kids to going to STEM fields. So it has a snowball effect that when people are excluded from learning experiences, it affects their entire future, and not just the future of the individual, but the future of our society. Because when blank lids do learn these things, by the way, it's not just blind kids that learned these things, but cited kids and learn alongside them, and grown-ups learn. And it is collaboration. It's not -- I'm not trying to build a blind-only world. This world includes all of us. And kind of accessibility is everybody's responsibility. It's the responsibility of people with disabilities to say what we need, and to make sure it gets built right in ways that meet our needs, it's the responsibility of teachers to make sure that they know how to teach kids with disabilities. So that in the future when these kids are in the tech world's getting tech jobs doing tech things that accessibility is no longer -- I think that we are coming to a place where accessibility will not be this thing that people think about after they release an accessible product, but things will be moving in a direction where technologies are born accessible, because we have people with disabilities at every level in the tech world. In the world where these things are coming from. We only produce an accessible tools when the people producing them don't realize that there is a need. If we had people with disabilities working in tech and software and in hardware everywhere, there would not be that excuse. I do not even think that blind people would need that. They do. We do. And so the project is this long-term social engineering project not only to teach about accessible design, but to teach him to build their own tools when they need them so that they can do things they actually want to do. But it is for the teachers and the parents, it's for the future people who will be developing the accessibility of four dances the future so that as I said, we don't need to -- the people who come behind you don't need to call up a recruiter and say oh, how interesting. I am not in the robotics club because I am blind. That's not the world where I want to live, and I don't think that's a world where you want to live. So I guess my take away is that disability and accessibility are -- accessibility is a key component of disability inclusion, but it is only the technical part of it. Again our real challenge and responsibility in true broad-spectrum disability from a societal standpoint is that we need to figure out how to shift our social expectations so that we are not surprised when there are people with disabilities working in every job. And maybe that's a little grandiose, but that's where I want to go. That's where I want to encourage you to be thinking about as the end game for disability and inclusion. And I love that the unpronounceable space telescope science Institute has this as part of their mission. And this is why we do the alt text. This is why we do the Jupiter notebooks. Without accessible Jupiter notebooks, we will not be producing future scientists who need the accessibility features of notebooks. Without good alt text, we will not be inspiring people to become astronomers and scientists. So I'm going to just say again, thank you for inviting me. Thank you for hosting the event and I would love to take questions if there are any.

Jenn: Thank you so much, that was wonderful. We have 12 minutes, oh, I see someone right here.

Patrick: Remember to say her name.

What was your favorite part that you made or project to that help to you?

What was the favorite project that you made?

Josh: Thanks for the question. You know, I -- I love all of my babies equally. But I have to say, you describe is -- I am super proud of it, because it is -- not only does -- it's basically a website that lets anybody anywhere go to watch a YouTube video and add audio description to it. You can do in line or extended audio description. You can record it with your voice and it plays back -- when anyone else anywhere else in the world can watch that video with your audio description, any number of people can add their own so you can have multiple audio description tracks and there is no -- and it does not violate the YouTube terms of service. And it is basically like -- I love technologies that invite us to think differently about what accessibility really means. And when you have got an audio -- you know, if you turn on audio description you basically have one option for audio description and at some sort of authoritative voice of God that tells you what to the description is. And it's like, you know, sometimes especially for social, that's kind of okay for big blockbusters may be, but for social media, for other videos, there are other voices in other ways to describe. Like if I post a video on YouTube for my buddies of you know, a ridiculous birthday situation where the cake falls on the mud or whatever. I don't want -- like I want to describe that in a certain way for my friends. And somebody else may want to describe it in a totally different way. Audio description is not one-size-fits-all. And I think that is really cool to -- I love that there is a tool that invites other voices, like teenagers and elders and folks who are huge subject matter expertise. You know, if I am a scientist watching a video about a science demo, I'm going to describe that differently from the way a kindergarten teacher would describe it. And I think that U describe thinks that we can create differently about what description is in general. I think description by the way that we should think of description as an accessibility tool almost like no other. If you think about it, all a screenwriter is is a tool for description really.

Any other questions? I see at hand. Let's start over here.

Hello, my name is Jamin. What project are you most involved in. And nice to me.

Josh: My day job at Amazon keeps me super busy. And I do a lot of stuff in Amazon that I love doing. It is extremely fulfilling phone work. What we do there is help make the Amazon devices such as fire TV and fire tablets more accessible for customers with disabilities. That is one of my favorite went back favorite projects that I'm working on at work. Personally I have a lot of smaller projects that I work on. I am the blind Arduino project is something I'm heavily working on. Also starting a nonprofit that is called the Center for accessibility at open source. It is intended to support the accessibility of open source and open source accessibility. And I am super excited to talk to the notebook people about that a little bit.

We are excited to talk to you too.

Plugging out of here.

So those are the kinds of things that I am actively engaged in right now. Other questions? Like where is lunch?

A couple of more minutes before lunch.

Thank you. My name is Kelsey Brown, I am at the Aerospace Museum in D.C. I was wondering -- I know this is a whole conversation, but if you have any quick suggestions or recommendations for things that institutions like museums can do to support your work and to support accessibility. I know that the whole thing. But if there are a few things we can just do better in your experience.

Josh: Well the first and most important thing is to engage people with disabilities not just the trends, not just advisory boards, but employees and experts. There's a big difference between somebody who just lives with a disability and deals with stuff for themselves and somebody who is -- has a disability and a lived experience and is also an expert providing accessibility. So the zero order solution is to make sure that there are people with disabilities who are accessibility experts working in the museums and the accessibility areas. And on the second most important thing I would say is make sure that the people at the front desk are well informed about what accessibility offerings you have.

Hi, my name is Kyle. Still I was just wondering if you can create technology that will tell you when to cross the street or like have a voice system where it can go through a traffic light. How would it tell whether it is safe to cross or not?

Josh: I will ask you to repeat it or ask someone to help me understand.

He can repeat it, but I think I heard what he asked.

Was it that you would like someone to maybe start working on an invention that would allow people with a visual impairment to know when it's safe to cross the street that is a wearable.

That's a really interesting problem. And that is -- there are, you know, people love that problem. I have a little Google alert that I -- that tells me whenever there is somebody publishing about disability technology, travel, and there are so many little projects that people create to that sort of try to help blind people navigate in the world, try to help blind people cross the street. Try to help people do this or that. And I think it's so interesting, because so many of them don't really start from what people really need. So often the people that are -- they are well-intentioned. But they don't have disabilities. They aren't blind, they don't have any blind people working with them, they just sort of watch some movie about blind people and they think they know what blind people need. So you know, substituting myth and prejudice for market research. And I think that there are lots of tools that would -- first of all, nothing is ever going to tell you that it is safe to cross the street, right? The liability is out of control. So there are legal reasons why people aren't making devices that sort of help people make decisions about when it is safe to cross the street. I think there are some really interesting tools that we could use. For example, there is a thing called visual looming, which basically you can use a camera to tell when something is approaching you or moving away from you. And it does not have to do any fancy object detection. It does not have to do any fancy sort of identification of what things are. But at a very simple image processing level, you can really easily and quickly tell whether something is coming towards you and how fast it is coming towards you. And that's really something that would be very useful for folks to know. Any other requirement on nothing like that is to give you information in a way that does not interfere with the rest of -- you need to listen, you need to pay attention to what you were auditory cues are. And also needs to be like no latency. Like I don't want to know five seconds later that there is a bike coming. I want to know like the second there is a bike coming. Another really -- this is another great example of where open source accessibility tools may wind up providing these kinds of gadgets for us, because if it is just an open source tool, there's nobody to sue really. Right? And whereas, the lawyers would sort of -- if you left it in the hands of the lawyers, we would never get tools like that. Because it is just there is too much risk to the person that provides the device.

Okay, with that. I think we have made it to lunchtime. Let's give another round of applause! [Applause] Thank you so much, that was wonderful. So lunch is in the cafeteria, so if you have been to the bathrooms, it's down that hallway and pass there. If you have registered, there are sandwiches and lunches and drinks for everyone. And yes, we will be back in an hour. I want to mention we have several touchable graphics and interactive exhibits set up in the cafe as well. So I would love if you all check that out. Okay, see you back in one hour. At 2:00 p.m.