ROUGHLY EDITED COPY

NTID

ROCHESTER, NY

6/27/05

11:00 AM ET

DIGITAL MAGIC: VIDEO FOR ENHANCING LITERACY

Presenter: Harley Hamilton

Captioning Provided By: Caption First, Inc.

P.O. Box 1924

Lombard, IL 60148

800-825-5234

***

This text is being provided in a rough draft format. Communication Access Realtime Translation (CART) is provided in order to facilitate communication accessibility and may not be a totally verbatim record of the proceedings.

***

>> DENISE WELLIN: Good morning, everyone.

>> AUDIENCE MEMBER: Good morning.

>> DENISE WELLIN: Thank you for your patience again with our time change.

We're going to try and keep on track here.

We are having a little bit of technical difficulties, so the presenter has said we're going to go ahead and get started anyway, with some video that he has, and hopefully we'll catch up with the technology, in the meantime.

So just ignore the people in the background, okay?

My name is Denise Wellin, and I work at NTID and welcome all of to you Rochester.

Today we have presenting Harley Hamilton from Atlanta Area School for the Deaf, and before he gets started I would like to introduce our interpreters and our captioner.

Our captioner this morning is Chuck Motter.

The interpreters are Alisa Turk, Beth Midavaine, and Lisa Menard.

And there are no handouts for this presentation.

You'll see a website that the presenter has to direct you to for more information.

Thank you.

You can go ahead.

>> HARLEY HAMILTON: Okay.

Thank you.

Can you put this on video?

Okay.

My name is Harley Hamilton.

I'm from the Atlanta Area School for the Deaf, center for accessible technology and sign.

We're going to get to the website for that later, which is where a lot of the really good types of stuff hides out.

What I'll show you first is a project that we're doing with Scholastic video.

Weston woods there, a company that's been making animated children's classics for about the last 50 years and we were lucky enough to allow them -- to get them to allow us to add sign language to a lot of their materials.

So let's play this.

Which one are we on?

Is this the controller?

Okay.

What we've done -- let me explain it a little, before I go into this.

We've essentially added signers into the stories themselves so they take on the roles of the narrator or the characters, and so you can see that as it plays.

�

>> The story of Strega Nona.

In the tiptoe of Italy, a long time ago.

Their lived an old lady everyone called Strega Nona, which meant grandma witch.

All the townspeople went to see her if they had troubles.

�

>> Excuse me, Miss.

>> Strega Nona had a magic touch.

But Strega Nona was getting old.

She needed someone to help her with her little house and garden.

She put up a note --

>> HARLEY HAMILTON: Okay.

You get the idea on how those run.

The next one I'm going to show you actually has more characters in it, so this is a lot of narrator talk.

The next one is a program from Georgia public television that's called Salsa, and it was designed to teach young elementary school children Spanish.

We saw it when we went to see some GP TV programming and were just really impressed with the instructional design of it.

It really teaches language very nicely and very repetitive type of way, very clear visual type of way, because they're teaching English speakers Spanish with it.

So what you're going to hear and which may look a little bit confusing to you at first is you're going to see somebody signing ASL, you're going to see a lot of puppets jumping around on the screen and you're going to hear Spanish being spoken.

And what happens a lot of times for hearing people is that if you don't know Spanish, you hear a lot of journalism coming in here and you're trying to understand what the signer is doing and then you see the puppet move a little bit and you see no, it's too busy.

But the kids watch it and essentially they don't have the sound coming in, so it's not much of a problem for them.

So let me play this a little bit.

>> Notice in the town square.

>> Technology doesn't want to help us today.

It will get along.

Before this starts, if you're interested, the Scholastic DVDs are available from Harris Communications.

They're carrying them right now.

There are six altogether, and there should be another three out in the fall.

>> You're welcome to move down front for some seats here, if you'd like.

There's two over there.

More up front on the right.

(Speaking in Spanish)

>> HARLEY HAMILTON: Okay.

You all get the idea on how that runs.

Essentially there are 42 episodes of this that run about 15 to 20 minutes each.

As we speak, editors are putting everything together, so hopefully those will be done, come the fall.

And Georgia public TV will then distribute them nationally, hopefully, and also voice them over into English, so that they'll have a much wider audience.

They are going to be captioned.

Not the -- not the signed version but the plain Salsa will be captioned in Spanish.

That if that does any of y'all any good.

>> HARLEY HAMILTON: Okay.

We're going to get to the website now for cats, which maybe this is kind of good timing.

Hopefully it will come up.

Essentially what I'm going to show you next are several tools that we've developed.

Kind of some that add into video that's on the web and some that are really stand-alone types of tools that will help make sign -- make print much more accessible to users.

Here we go.

Okay.

I think that will do me, thank you.

Okay.

Here's the main website that all of our material is stored at, and I just closed it.

That wasn't smart.

>> AUDIENCE MEMBER: Harley, while we wait, may I ask a quick question.

>> HARLEY HAMILTON: Uh-huh.

>> AUDIENCE MEMBER: You had mentioned that this was -- these previous things were available through Harris Communications.

>> HARLEY HAMILTON: Uh-huh.

>> AUDIENCE MEMBER: And then on top it said Westwood something.

>> HARLEY HAMILTON: Weston woods.

>> AUDIENCE MEMBER: Is that a part of Scholastic?

I lost the connection.

>> HARLEY HAMILTON: Essentially Scholastic now owns Weston woods.

Weston woods was a company that was bought out by Scholastic.

Okay.

Now we'll get somewhere, I hope.

All right.

Here are the tools that we've been working on for the last two years or so.

The first one that I'm going to show you is called MySignLink and essentially this is a tool that will allow you to highlight any word on the Internet or type a word into a little prompt box and see a sign for it.

What we have to do, first we go to that website.

And if the technology gods are with me, this will work.

What you do, at this site, is click on this little blue link and you're going to drag it to your links toolbar and it's just going to sit there for you to use.

>> AUDIENCE MEMBER: What's the address of that site?

>> HARLEY HAMILTON: The main website that you can get all this at is AASDweb.com/cats.

And that will have all the material.

>> HARLEY HAMILTON: Let me show you how this part works first.

When you click on it, you can type in any word you want.

And up is going to pop a little prompt box.

I mean a little browser.

That should have the sign video popping up with the word underneath it.

If you have quick time --

>> DENISE WELLIN: Harley, could you move it over on the screen?

>> HARLEY HAMILTON: Here it comes slowly.

Okay.

So essentially you can type in any word you want and you'll see a sign, the word, and hopefully in the future you'll also see a picture for most of what's in there.

Now, to use it on another website -- it's not cooperating.

Here we go.

This is what happens when you don't bring your own computer.

To do a presentation.

And it's not going to let me do that.

I think I can do it on this page.

Okay.

You can actually go to any page on the Internet but we'll do this with the mouse.

On here.

And it should -- yeah.

Okay.

So if I was able to have dragged this link up into there, which sometimes it blocks you on certain browsers, you can click on -- you can highlight a word, click on the MySignLink and up's going to pop the word.

And the sign.

For that.

With the picture, hopefully, but we haven't gotten to mouse.

Now, it's got about 17,000 words in it, and that sounds like a lot, but there's lots of things that are not in here yet, just because I'm about the only person working on this thing.

So very common words like game and some other things are just not there yet.

We haven't had the time.

But let me show how else this works that we're trying to address needs of the reader.

Okay.

If I click on MySignLink, and type in the word "back," one of the problems that we were having -- that we're having dealing with, and with the reader always has dealing with, are multiple meaning words.

So what we're doing with those is putting picture representations of different meanings for words.

And I think I found the word that beats the old run in Deaf education that's got so many meanings.

Back, as you'll see as we go down, has more than I wanted to deal with but they were there.

So, for example, if the reader's going through and they come to the word "back" and they're not sure what it means, they type it in there.

Here's an example of where it means to back something up, to support something.

Okay?

Now, the other meanings of "back" --

The back of the line, a running back, back in time, ASL's back, going to and fro.

One of the teachers brought up the fact that what kids are going to do when they read is they're going to see a phrase like "in back of" and then they're going to sign "in back of" and probably not have a great deal of an idea of what that means.

So we're putting these in here and we're going to use another tool hopefully to catch it.

So hopefully the reader will go in and see a phrase and if they don't know what it means, they'll just be able to match up the text to these different meanings.

And here are all the different ways "back" is included, so there's a hundred and some odd.

And hopefully this will help the reader match up what the actual meaning may be.

Now, the -- there's another tool out that is in development that we have a prototype for that's called mice catcher and essentially it stands for multiple meaning idiomatic clichÈed English, which is what this is.

What that teacher also brought up, saying, oh, this is a really cool tool but the kids that I see are going to go through and sign in back of or whatever they're signing and not have an idea what that actually means in their language.

And they're not going to catch it.

So this tool called my -- called mice catcher will allow you to take a piece of text and copy and paste it into this little tool and it's going to pop up the text with the phrases like that are multiple meaning words or idioms or clichÈs in capital letters.

So it's going to bring it to the attention of the reader that this word may not mean exactly what you think it means.

A good example of that is from a book called "holes" that's one of the children's literature books that are floating around now.

The first paragraph says, "There is no lake at lake such and such."

Okay?

So you read that and you think that's pretty simple.

But then you come to the word "no."

Now, it could mean no like the negative or it could mean there's no lake.

It's not there.

So mice catcher makes the "no" capital, so the reader can go through and say, "Oh, it may have a different meaning.

Let me kick it into MySignLink."

And hopefully it would have all the different forms of no that would give the kids a choice.

Okay.

The next tool, after seeing MySignLink being used, it actually needed a kind of simpler interface and so we came up with MySignBookLink, which does the same exact thing, but it makes it so when a kid sits down with a book in front of them, they can just open up the book and now type in a word instead of having to click, type of a thing.

So it's just really the interface.

Let's put in this word.

Okay.

When I finish it, she should be signing ocean.

With words that don't really have a strict sign, where we need to do a little more explaining, there's going to be a definition or a phrase that will help tell what that is, and what would pop up at the end is a picture of an albatross.

So it will give the kids an idea of, oh, it's a bird that lives around the ocean and here it is.

Which is about as much as I know about an albatross.

(Laughter)

>> HARLEY HAMILTON: So far, we've found with the children at the Atlanta Area School for the Deaf, children really are -- I say -- should say students.

The older kids are lower-level readers and in high school we'll sit down for about an hour in the morning with a book and just go through it and it's good.

They use this for that whole hour.

The good part is that they use it.

The bad part is, you'd be surprised -- or maybe not surprised -- at how many words they have to type in to find the signs for them.

And one of the reasons that we started to look at developing this is we'd heard, oh, well, kids will get it from context.

Well, some of the more recent research on context says that you have to know 90% of the words in the paragraph to use context to figure out what the word is.

So if you're around a lot of younger readers, you've seen that they're not knowing 90% of the words and so they're kind of stuck not knowing the -- the meanings of these words.

Okay.

All right.

The next -- too far back.

If we have time, I'll show you what cat soft is because that's just some software that's available.

But next we'll go to MySignTV.

Our whole focus is to make materials accessible and provide media and materials that will help enhance language and literacy.

So these are a lot of old cartoons that are in the public domain.

Made these first back in the '80s.

And they were on the market for a long, long time.

Essentially saturated the market so I thought, well, we'll toss them into the Internet.

All this stuff is free that I'm showing you except for the Scholastic videos, which are 14.95 which is still pretty cheap.

But here there's 53 different cartoons, and we'll show you -- hopefully this will play right.

We'll do "Jack Frost."

It's housed out at the Internet archive, so hopefully we're going to pull something up from the Internet archive and show you -- here it comes.

>> HARLEY HAMILTON: One of the problems that we're running into with this is essentially broad band, the width of the signal coming through.

Hopefully she'll play fairly well.

And this does have sound on it, but it's not playing through.

>> HARLEY HAMILTON: It's all right.

It's not that big a deal.

So that's how those run.

And what we're trying to do is put out materials that kids can get to anytime they want and watch them for as long as they want.

Okay.

So that's MySignTV.

There's some Superman in there.

There's some Popeye, a lot of stuff that's in the public domain, a lot of -- in Christmas cartoons.

Just a wide variety.

Next, MySignStoryTime.

Again, we're trying to make as many materials as possible accessible through sign for kids to sit down and enjoy.

So this is public domain books that are out on the Internet.

Essentially Beatrix Potter was what we were able to grab first and with these, we're able to use the text and the pictures because they're public domain.

So let's go see...

We'll do this one.

Tale of the fierce bad rabbit.

One of our students from school is signing this.

All these are signed by staff from school.

>> HARLEY HAMILTON: Oh, Realplayer.

Okay.

Realplayer is a problem.

It always screws things up.

>> AUDIENCE MEMBER: Yeah.

>> HARLEY HAMILTON: Essentially, what you would see here if Realplayer wasn't up there, because this is an MPEG so I guess Realplayer is the default player on here.

The person will come up and sign, "The story of a fierce bad rabbit by Beatrix Potter."

Okay?

So then the kids can come over, click on the arrow, and up in that corner would be a signer signing, "This is a nice gentle rabbit.

His mother has given him a carrot."

So if you watched the interpreter, you would see what's supposed to be up in that corner up there.

Okay.

And the stories just go through, one right after the other, and we did all -- we were lucky to knock off all the Beatrix Potter before June.

The web pages were produced by our ninth grade technology class.

Essentially we gave them a framework and they went in and were able to put everything together very nicely.

Okay.

Let's go back to...

Next, MySignBookWorm.

Now, this is kind of a little trick on our part hopefully to get around copyright.

Copyright, if you do any work trying to make materials accessible, it's a real pain in the neck.

Everybody thinks you're going to steal all their materials and they don't realize that Deaf kids are about 1% of the whole population but they don't want to let you use anything.

So we think we've tricked them.

(Laughter)

>> HARLEY HAMILTON: But we'll find out.

Because there's four measures of fair use.

One, if it's educational.

If you're not making any money off of it.

If you're not taking away from their market share.

And I think the other one is how much of it you use.

So in this case, we're doing it for educational purposes.

We're not making money off of it.

It's free.

Where's the bicycle one?

Here it is.

We're going to see curious George rides a bicycle.

And actually, we're increasing their sales because you're going to have to have the book to use this properly.

If Realplayer doesn't mess it up, what you'll see come up is the sign -- signer popping up signing the title, curious George rides a bike.

Good.

Are you going to play?

It should play by itself.

Okay.

Another technology problem.

Some projectors don't like showing video from one computer to another.

If it was working and if you want to see it here --

(Laughter)

>> HARLEY HAMILTON: -- you would see the signer come up, one of our ninth graders signing curious George rides a bike, okay?

I can at least give you how this works.

So the child has the book sitting in front of them.

They open it up.

They've already seen the title.

The first page is Page 3.

So they come up here, and they click on Page 3.

And if it was playing, you could watch interpreter and see how it would be signed.

"This is George.

He lived with his friend, the man with the yellow hat.

He was a good little monkey but he was always curious.

This morning, George was curious the moment he woke up because he knew it was a special day."

Okay.

So she would be up in that little black box up there.

And essentially the kids can go through and use the book with that for as long as they want.

They can watch it back and forth as many times as they want.

And the tool I showed you earlier, MySignLink, now becomes very valuable here, because they have the book in front of them and they can come down to MySignLink and click and you get the little prompt box and we'll say "good."

Hopefully "good" is in there.

And they can see the sign for "good" if that was one of the words they didn't know.

And the same thing back with the MySignStoryTime with the Beatrix Potter?

MySignLink is down on the bottom of the page so as they read through Beatrix Potter, they can click on -- actually highlight the words in that and then just click on MySignLink.

To see the signs for it.

Okay.

Let's go back.

So that's curious George.

Now let's see where we are.

MySignTV, Scholastic Salsa, Sundance.

Okay.

I'm going to show you kind of two -- two tools that are not quite ready to be used, but the idea is -- one of them is ready to use.

The last one I'll show you is ready to use.

This one, from being in classrooms and watching kids as they write and from having taught middle schoolers how to write English sometimes, you always get asked, "How do you spell this, how do you spell that" type of a thing.

So we go to ASDweb.com/MySignSpeller.

Did I spell it right?

Didn't spell it right.

(Laughter)

>> HARLEY HAMILTON: It needs help.

>> Dot-com?

>> HARLEY HAMILTON: Yeah, I forgot the dot-com.

I think that should do it.

Okay.

Good.

Now, this is a little tool that if you think about phonics with a hearing child trying to decode the word "cat," they can go (pronouncing) and as they learn the relationship between the printed symbol and that sound, they can spell out cat.

There's really nothing available like that for Deaf children unless you try to teach them phonics which sometimes doesn't work too well.

So we've come up with a system using the parameters of sign language.

The four different parameters of -- that a sign consists of.

First there's the handshake.

So if you take the sign, for example, we'll say -- we'll do can like this.

Okay.

So the child goes in, okay, I got two things, two As.

So they come up, and they go click, click, and they go on to the next part, which is the location of the sign.

So the location would be in the neutral area in front, so that would be number one.

And now to the last part.

Okay.

How does it go?

It goes down.

So they click on down.

And now...

Okay.

So they can see the word.

They get the video so they can check if what they signed actually matches what is popping up on the screen, to see if they went in and coded it correctly.

This is still -- the idea is there.

It needs a whole lot of work.

It's not going to be ready for a long, long time.

Partly because nobody gets to work on it anymore.

But the idea is there, and so if any of y'all know somebody that's ready to throw money at some projects --

(Laughter)

>> HARLEY HAMILTON: -- here's some projects they can throw money at.

Okay.

The next one -- okay.

One more thing and then we'll --

>> DENISE WELLIN: Yeah.

>> HARLEY HAMILTON: Again, hanging around school and seeing the kids -- oops.

Wrong spelling.

>> HARLEY HAMILTON: Okay.

Watching our little kids as they're growing up and realizing that at home they really don't have a lot of sign input most of the time and how much information is given to hearing children as they play at home, a piece of research really from 1995 dealing with hearing children, which kind of hits you between the eyes when you think of it compared to Deaf children, two people in (inaudible) wrote a book called "meaningful differences" and they looked at different hearing families.

Essentially they were just normal in normal language acquisition but they looked at professional families, middle class families and lower socioeconomic class families and they videotaped the families for about an hour a month -- a -- yeah, they -- they went in and videotaped them for an hour and they did this monthly for quite some time, when the children were two years old at the time, I think.

And essentially what they found was the professional families spoke about 2500 words per hour to their children.

Middle class about 1500.

And the lowest socioeconomic group about 600.

>> DENISE WELLIN: You lost your mic.

>> HARLEY HAMILTON: Okay.

Can y'all hear me fine?

>> DENISE WELLIN: We need that for the videotape.

>> HARLEY HAMILTON: Oh, the videotape?

Okay.

Then they compared those children on their language skills a little bit later in life, and found -- which is not surprising -- that the professional children's -- professional family's children had much higher language skills than the lower socioeconomic group.

Now, if you consider if lower socioeconomic kids are seeing 600 words per hour, how much in signs are Deaf kids seeing per hour?

Okay?

So to try to give the kids something to learn from, we've developed this called MySignToybox, and there's two of them that are available right now.

I'll show you this one.

I didn't bring my toys with me.

I forgot them at home.

But there's Realplayer.

Rats!

(Laughter)

>> HARLEY HAMILTON: Okay.

I'll just have to explain this because this looks -- well, you've seen it on a videotape so you'll get the full feel for it but essentially the kids have the toy sitting in front of them, they come in and they can click on any toy they want --

>> DENISE WELLIN: You want me to hold it while you do what you need to do?

>> HARLEY HAMILTON: I think I can hold it.

And when they click on it, up in that corner it's going to pop a video.

Of a signer interacting with the child.

The signer will say one of four types of sentences.

They'll either say the word itself, and then up pops a video of, say kangaroos hopping around so the kids get a connection to the real item or we'll give them a question like what's this, and immediately after they ask that, the way -- it will pause for a second and say, oh, kangaroo and they'll go off and say a little sentence.

Or they'll give them a command or a general statement about the kangaroo.

Or what the kangaroo's going to see.

I brought some video, before I show you that, the video, kids so far will play with this on the computer for about half an hour at a time before they tire of it, and they continually go back to it day after day.

They get about 30 to 40 interactions with the computer during that time.

Watching some of our preschool classrooms during -- doing the same type of activity where there's some toys out and the kids are playing and the idea is for the teacher to mingle with the students and talk about the toys, just like mothers at home do, kids get about 3 to 4 enter interactions during the half an hour.

Because as the kids are playing, they're busy down here doing things and as an adult you kind of go well, I don't want to interrupt him because he's busy playing.

Because if you interrupt them, there's much less interaction in that situation.

So let me show you a video of a child using this.

>> It's No. 3.

>> HARLEY HAMILTON: No. 3?

Oh, okay.

>> Yes.

>> HARLEY HAMILTON: You can see the sign up in the corner.

And then she takes the toys and plays the way that she described it to the child.

And what a lot of times the kids will do is copy your signing.

Or if they know the answer to her question, when she says what's this, a lot of times they'll answer her question before she signs it.

So you get the idea how that runs.

And I think that's it.

I'll open it up for questions now.

(Applause)

>> DENISE WELLIN: As we open it up for questions -- oh, yes, wonderful information.

Kept us riveted.

I know I was.

Good information.

Just make sure you come to the mic.

If you're hearing.

Or if you're Deaf, just come in the middle isle -- aisle, so we can have the voice interpreters for you.

>> AUDIENCE MEMBER: I have a question back to the -- I'm taller than the mic.

Sorry.

The copyright issue that you were talking about, public domain is one thing, but when you say you think you've fooled them, is it because you're thinking it's a special audience, it's a low occurrence in the general society?

Because fair use, when you're using the entire work, they -- they say no.

>> HARLEY HAMILTON: Well, essentially we don't have their work up there.

There's nothing on our website from their book.

We haven't taken any pictures or --

>> AUDIENCE MEMBER: So when you said you have a young boy with a book online signing the story of curious George --

>> HARLEY HAMILTON: Oh, no, no, no, no.

All you -- all you would see is the signer up in that corner.

The child who's using it would have the book in their hands.

So essentially the company has to sell this child the book or the child has to get it from the library to really make use out of that tool.

>> AUDIENCE MEMBER: Thank you.

>> HARLEY HAMILTON: Well, thank y'all for coming.

One thing I will suggest --

>> AUDIENCE MEMBER:.

(Speaking in a non-English language)

>> AUDIENCE MEMBER: Can I bring this up here?

>> AUDIENCE MEMBER: Just pull it forward.

>> AUDIENCE MEMBER:

(Speaking in a non-English language)

>> AUDIENCE MEMBER: He will let you know the process of making these available for the users, and during the process, do you use the DVD and put it in the PC and then it will go up, or you just put all the data and then it will come to be the website?

>> HARLEY HAMILTON: For the materials that are on the Internet, essentially you just go to the Internet.

All those materials that you saw up on the computer are free to use whenever you like.

And it's really a much easier distribution method when putting it on the Internet.

For the Scholastic videos, those are more or less a product that go play on a DVD.

So you have to put those -- you buy them and put them into the DVD player.

>> AUDIENCE MEMBER: I was just going to say, too -- hello?

I was going to say, too, that besides the children playing with these, having worked in early intervention, they would be wonderful tools for parents to get on and learn the sign for the toys and learn how to sign the story, so then they could go back and sign those same stories to the children for early interventionists and preschool --

>> HARLEY HAMILTON: That would be good.

Hopefully that would happen.

We're going to try to use toys that are available mostly in Wal-Mart.

Kind of common toys.

The first one I made I kind of pulled a bunch of toys together and realized nobody's going to be able to get these kinds of toys without digging around.

So we're going to use sets.

Like the set you saw there was the Fisher-Price little zoo.

So it's out there.

Just buy it and you can use it.

Before y'all escape it and before another question, I suggest that this afternoon you go to a presentation from Georgia Tech.

They're working on a project that allows the children to sign and control a video game on the computer, so it's really nice-looking and it's kind of part of all this, too.

>> AUDIENCE MEMBER: I had a question about the back-end structure of the web-based components.

>> HARLEY HAMILTON: Uh-huh.

>> AUDIENCE MEMBER: I know that Georgia's working in conjunction with harvest road.

I'm wondering whether any of this is in a repository.

I was also curious about your database structure, if you're not using a repository.

Basically how did you make this come to pass?

>> HARLEY HAMILTON: Essentially, I think we're kind of low-tech in that area, which is -- what you're talking about is a little bit fancier than we're doing.

We've essentially just made some websites and put our video out on a little server we have sitting in the room next to my office.

So we're not really -- we're kind of low-tech on that end, the back end of it.

>> AUDIENCE MEMBER: Okay.

I'm curious.

Have you possibly looked into how this could be used with autistic children?

To teach them sign language?

And maybe give them more language skills that would be beneficial to them?

>> HARLEY HAMILTON: No, not yet.

I'm sorry, we haven't at all.

>> DENISE WELLIN: Thank you again, Harley, for your presentation, and I appreciate the attention of the audience.

If you need any more evaluation forms, there are some up front, and some outside on the hallway table.

And you can leave them out there and I'll be sure they're returned to the main office.

Thank you.

Enjoy your day.

(Applause)

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This text is being provided in a rough draft format. Communication Access Realtime Translation (CART) is provided in order to facilitate communication accessibility and may not be a totally verbatim record of the proceedings.

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(Session ended at 12:00 noon ET)