Assignments
Homework assignments will generally be due 24 hours before the next class meeting. Note that this is a 12-hour class, with 2 hours/week in class, so the estimated out of class workload is about 10 hours/week.
HWK1: Due 12:30pm on Feb 13
Please submit your assignment on the Stellar Course Website http://stellar.mit.edu/S/course/MAS/sp18/MAS.771/. If you have any problems with that site, mail your assignment to mas771-staff@media.mit.edu, Subject: MAS.771 HWK1. Make sure your name is both inside and outside the file you upload (put your Lastname in the filename, e.g. SMITH-HWK1.docx).
1. Temple Grandin is perhaps the best-known person on the autism spectrum, although she is careful to point out that there is HUGE variability in autism and things that are true for her can be VERY different for others. Watch Temple Grandin's Talk at MIT Media Lab March 16, 2015. Describe two of the biggest challenges Grandin says she and many others on the spectrum experience. Extra credit: Also watch Temple Grandin conversation w/Prof Picard at Media Lab March 17, 2015. Describe a couple of her tips for taking care of your health and wellbeing.
2. Get five people to check off which items on this "Neurodiverse Dimensions of Experience (NDE)" list apply to them 0=never or only ever one time, 0.5=sometimes, 1=usually or always. One of the people can be you. Keep everyone's identity a secret please - the best is to give them the link and your initials to enter their "ID" - e.g. for your professor it would be ID's of RWP1, ..., RWP5 etc. Also, check off if the person has 0=never had an ASD diagnosis, 0.5=past had an ASD diagnosis but no longer has it, 1=presently has an ASD diagnosis (includes autism, aspergers, PDD-NOS). If the person has ever had an ASD diagnosis then also give them the option to add up to 5 other NDE items that they experience if they have some that are not on the list. Please try to get a diverse group represented in your 5 people.
3. If you aren't on the Simons Center for the Social Brain mailing list, you are strongly urged to add yourself as there are some great speakers coming regularly to campus to talk about scientific findings that relate to ASD: Simonspi@mit.edu http://mailman.mit.edu/mailman/listinfo/simonspi
4. Have you ever filed a proposal for human experimentation with MIT COUHES or another IRB? If not, and if you are not CITI certified or otherwise certified with your institution's IRB then get CITI certified by the end of Feb. The instructions for certification are at
https://couhes.mit.edu/training-research-involving-human-subjects
5. Get access to Netflix (let us know if you need help with this) and watch the special "Asperger's Are Us" film (~1 hour) featuring the comedy troupe co-founded by Noah Britton. Describe some ways in which emotions (for example, stress) are well regulated by the young men in this video -- all of whom have an ASD diagnosis. Prof. Noah Britton will be joining us for class on Feb 14. Please jot one or two questions that you would like to ask him on the 14th.
6. Jot here 2-3 areas in which you'd be interested to work on a project related to autism. We will have a bit of time at the end of class Feb 14 to see if there are overlaps in interests for forming partnerships to go deeper.
7. Please take some time and read the four short posts linked at the bottom of http://www.geocities.ws/aspergersareus/essays.html (bicycling, eye contact, bullying and camping). Also please browse http://www.esteeklar.com/, the site of Estee Klar, founder of the Autism Acceptance Project, who arrives into Boston on Friday Feb 9 - let us know if want to meet her! Also, please browse the site of http://autisticadvocacy.org/, and organization founded by and run by people on the autism spectrum, many of whom prefer to be called "autistic."
HWK2: Due 12:30pm on Feb 20
Please submit your assignment on the Stellar Course Website http://stellar.mit.edu/S/course/MAS/sp18/MAS.771/. If you have any problems with that site, mail your assignment to mas771-staff@media.mit.edu, Subject: MAS.771 HWK2. Make sure your name is both inside and outside the file you upload (put your Lastname in the filename, e.g. SMITH-HWK2.docx).
1. Dr. Ted Carr gave a couple talks here years ago that addressed "behavior problems" in autism. Watch the first Ted Carr talk (about 1 hr 30 mins). Describe four examples in which mechanisms of communication can manifest as behaviors.
(a) Give three examples from Ted's talk (give a sentence or two about each)
(b) Give three examples from your own life (give a sentence or two about each)
2. If you have not successfully completed an IRB or COUHES form before, download the template for your university and fill out the parts you know how to fill out. If you have done one before with me, you don't need to hand in anything (just mention here that you did this before). If you have done one before without me, just send me the approved reference number and title and date of the protocol. If this class is your first time, then hand in the draft you started to fill out. Other than not knowing what your project/experiment content will be yet, think about all the parts of the form and feel free to ask questions about parts that are unclear.
3. When we carry out projects, we want to co-design with people on the spectrum, as much as possible. Often this sends the project into directions we had not anticipated. Read these brief abstracts/conference papers for some "advance warning" of things that we have learned, as well as to see examples of previous autism technology projects.
http://affect.media.mit.edu/pdfs/08.Madsen-etal-ASSETS.pdf
http://affect.media.mit.edu/pdfs/09.Madsen-etal-CHI.pdf
http://affect.media.mit.edu/pdfs/09.Madsen-Mahmoud-Kashef-ASSETS.pdf
(a) Write three things that you think the researchers probably didn't originally think of, but which they had to wind up taking time to address in their work, because the users of the technology had needs that were not what they originally anticipated.
4. In addition to the participatory design of technology, an ethnographic approach is often smart to use in autism research. Read this example, which combined ethnography with a more traditional wearable sensor data collection methodology:
Measuring Autonomic Arousal in Therapy, Hedman et al. http://affect.media.mit.edu/pdfs/12.Hedman_et_al-DE.pdf
(a) State three insights that came out of this research that are specific to a particular child. (b) State three insights from this research that are more generally applicable.
5. Project: Who is your partner, or are you planning to work on a solo project?
6. You don't have to finalize your project topic yet, but please spend some hours online searching the topics that interest you for your project, to identify related work that has been done.
List three papers (or equivalent) that you examined during this search, even if you decided they are not quite what you want to do, but only somewhat related. For each paper, give a link to its abstract, and also in your own words write a few sentences about how it is (or was) of interest to you as you try to define your project. (If you are in team of 2 people, you each have to list 3 papers, for a total of 6).
7. We encourage the use of objective measures in research. However, even the most objective measures have underlying biases. In some cases, the choice of measure can dramatically affect results -- and how a person thinks about himself/herself. Read this short article The Level and Nature of Autistic Intelligence. If you've never worked any of the Ravens matrices tasks, find some online and solve a couple, just so you know what this task entails. If you find a favorite link for the Ravens, please share it here. In addition to intelligence tests, name some other measure you have seen used to judge or evaluate people with autism, which may be biased by our idiosyncratic thinking, and which thus may not do justice to their abilities or expression.
8. Watch these two short youtube videos made many years ago by Ms. Baggs, whom we'll get to speak with later in the class: In My Language and How to Boil Water the EASY Way. In one sentence, how might people using technology you develop run into the problems described in the "how to boil" video?
HWK3: Part 1 due by 9pm SUN Feb 25; Part 2 due by 12:30 pm Tues Feb 27
Part 1: by Sun Feb 25, 9pm, email to mas771-staff@media.mit.edu, Subject: MAS.771 HWK3-Questions
We will be meeting Wed Feb 28 with a group of youth who are on the autism spectrum. We told them we would like their input on some of the project ideas, as well as we would like to hear from them things they wish could be created. List here two questions you would like to ask them. It can be whatever you wish, but ideally it is helpful for you for advancing your project: (a) (b). Try to word your two questions very clearly and be literal and precise about what you want to know.
Part 2: by Tues Feb 27, 12:30pm, submit your assignment on the Stellar Course Website http://stellar.mit.edu/S/course/MAS/sp18/MAS.771/. If you have any problems with that site, mail your assignment to mas771-staff@media.mit.edu, Subject: MAS.771 HWK3. Make sure your name is both inside and outside the file you upload (put your Lastname in the filename, e.g. SMITH-HWK3.pptx, SMITH-HWK3.docx, ).
1. While you do not have to finalize this until March 6 (before your presentation in class March 7, and it can still change after that), please upload a draft set of slides related to your current thinking on your project. Each of these bullet items should be on one slide, with the header in bold. If you don't know the content yet, make a guess or write some things you're thinking about related to it:
- Main problem: What is the main problem that needs to be solved? What part of this problem would you like to work on? How might it help people with autism/different kinds of minds to have better lives?
- Improving lives: How might a solution to this problem help people with autism/different kinds of minds to have better lives?
- Related work slide 1: Give a reference to work and a couple lines about what has been done that is most similar to what you propose.
- Related work slide 2: Repeat with a different example of related work that is similar to what you propose to do; be sure to motivate how it relates to what you are considering doing
- Plan: How do you plan to investigate/build/advance a solution for the problem?
- Plan: What kind of experiment do you plan in order to test/evaluate your solution?
- Haves and Needs: What kinds of skills do you need to carry this out: Be clear which of these skills you already have and which you either need to acquire or could use a partner to help you with
- Budget: Do you anticipate needing any resources that you would like help to purchase? e.g., budget to pay human participants for their help, transportation to/from an autism school, software or physical materials that aren't free, etc. Please make an estimated budget for any costs you would like to request to be reimbursed. We can't promise to pay for everything, but we will try to support as many project costs as we can afford.
- Borrow: (Optional) If you anticipate wanting to borrow physiological equipment, sensors, a squeeze vest, or anything else we might have, please check with Kristy as to availability and reserve it with her for the dates you might need. While we can't promise to provide everything you might need, we are happy to loan what we have if it is available.
2. Copy the same two questions here that you sent before Sunday night.
3. Read: Morris, R.R., Kirschbaum, C., Picard, R.W., "Broadening Accessibility Through Special Interests: A New Approach for Software Customization,"Proceedings of the 12th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS), Orlando, Florida, USA, October 25-27, 2010. PDF. Why do you think including a person's "special interests" might matter so much more in autism than for typically developing people?
4. Deepening the background hunt for related research: Pick an example of work related to what you might do for a project. This could be something you read last week or something new. Read the paper, cite it as you would in a publication, link it here, and then *criticize* it: What are the three biggest strengths of the work? What is the biggest weakness of the work? For example, did the authors not test their idea/technology/hypothesis as thoroughly as it could have been tested, and how could it have been better? Were their tests not convincing and if not why not? Where do you think it would fail? Add also 2-3 minor criticisms. Feel free to be very picky: e.g., if they used a parameter setting of 15, did they say why? If a part of their work is unclear, what could they have shown/described to make it better understood? Sometimes it helps to assume the authors are novices and don't know what they're doing. (Yes, it's even OK to apply this thought exercise to work from well-known MIT professors, just use courtesy when doing so and make sure you've read very carefully.)
HWK4: Part 1 due by 12:30 pm Tues Mar 6. Part 2 due an hour before class Wed Mar 7.
Part1: by 12:30pm Tues Mar 6
1. If you are submitting an MIT COUHES form and want Picard's input (or if she agreed to be your PI for the COUHES form) then please submit "your closest-to-final COUHES draft" to her by this time.
2. Pick a book written by a person with autism or by a caring family member that you have never read before. Write here (filling in the blanks): "I have never read the book ___(title)__ by __(author)__ and will read it for this class by April 10, so that I am ready, by April 11, to present to the class on the book." When it is your turn to present, you will be asked to (a) give a very brief overview/describe the arc of the book (b) teach the class 3 key things you learned from the book about autism - ideally things that we haven't already discussed in class and (c) point out something you think might be unusually unique about this particular person focused on in the book. This should be fun!
Part2: by 11:30am Wed Mar 7, submit your project overview slides (pdf is ideal) on the Stellar Course Website at http://stellar.mit.edu/S/course/MAS/sp18/MAS.771/. If you are in a team, only one person needs to submit the team slides. Kristy will assemble the slides so that they can all be played from one laptop during class.
For the presentation, please refine your slides from the previous assignment:
- Main problem: What is the main problem that needs to be solved? What part of this problem would you like to work on? How might it help people with autism/different kinds of minds to have better lives?
- Improving lives: How might a solution to this problem help people with autism/different kinds of minds to have better lives?
- Related work slide 1: Give a reference to related work (give the full citation: Title, authors, publication, date) and a couple lines about what has been done that is most similar to what you propose.
- Related work slide 2: Repeat with a different example of related work that is similar to what you propose to do; be sure to motivate how it relates to what you are considering doing
- Plan: How do you plan to investigate/build/advance a solution for the problem?
- Plan: What kind of experiment do you plan in order to test/evaluate your solution?
- Haves and Needs: What kinds of skills do you need to carry this out: Be clear which of these skills you already have and which you either need to acquire or could use a partner to help you with
- Budget: Do you anticipate needing any resources that you would like help to purchase? e.g., budget to pay human participants for their help, transportation to/from an autism school, software or physical materials that aren't free, etc. Please make an estimated budget for any costs you would like to request to be reimbursed. We can't promise to pay for everything, but we will try to support as many project costs as we can afford.
- Borrow: (Optional) If you anticipate wanting to borrow physiological equipment, sensors, a squeeze vest, or anything else we might have, please check with Kristy as to availability and reserve it with her for the dates you might need. While we can't promise to provide everything you might need, we are happy to loan what we have if it is available.
HWK5: due by 12:30 pm Tues Mar 13 (upload on Stellar)
1. Read StoryScape: Fun Technology for Supporting Learning, Language and Social Engagement Through Story Craft, Chapters 1,2,4,5 . Compose and submit here three questions you have about this work and its findings, which also show that you have read this work. We will give these to Dr. Micah Eckhardt to discuss with us.
2. Read Johnson, K.T. and Picard, R.W. "SPRING: Customizable, Motivation-Driven Technology for Children with Autism or Neurodevelopmental Differences."Proceedings of Interaction Design and Children (IDC'17), ACM Press, Stanford, CA, June 2017.
3. Work on your project. Give a short update of your progress this week. This can include progress on background research and reading, experiment design, COUHES approval, talking with potential participants or making plans with partners, or anything that helps you toward your goal.
4. Project roadblocks: Are there any roadblocks you need our help to remove? Please note that you cannot formally recruit participants until your IRB application is approved, but you can informally meet with people and build relationships/make connections. Also you can ask COUHES and other IRB's to expedite an approval (they may not say yes, but it's worth a polite request to try).
5. If Roz is PI on your COUHES/IRB application please send your "final" version to her as soon as possible, and at least by the deadline here.
HWK6: due by 12:30 pm Tues Mar 20 (upload on Stellar)
1. Suggested readings sent by Prof. Abowd (these have been uploaded to Stellar, but can also be found online). Please at least skim these as some may have content that relates to your project background needs. Here are also comments from Prof. Abowd:
Kientz, J., Goodwin, M., Hayes, G., & Abowd, G. (2014). Interactive technologies for autism (Synthesis lectures on assistive, rehabilitative, and health-preserving technologies, #4). San Rafael, California (1537 Fourth Street, San Rafael, CA 94901 USA): Morgan & Claypool. doi:10.2200/S00533ED1V01Y201309ARH004
This is a LONG article, written as a minibook for the Synthesis series. However, a good organization of the topic of tech and autism. No particular emphasis on GT work, though three of the authors have roots at GT.
Hayes G.R., Kientz J.A., Truong K.N., White D.R., Abowd G.D., Pering T. (2004) Designing Capture Applications to Support the Education of Children with Autism. In: Davies N., Mynatt E.D., Siio I. (eds) UbiComp 2004: Ubiquitous Computing. UbiComp 2004. Lecture Notes in Computer Science, vol 3205. Springer, Berlin, Heidelberg.
The first real publication we had on the topic, so interesting from an historical perspective.
Julie A. Kientz, Gillian R. Hayes, Tracey L. Westeyn, Thad E. Starner and Gregory D. Abowd Pervasive computing and autism: Assisting caregivers of children with special needs. .IEEE Pervasive Computing Magazine. Volume 6, Number 1, January-March 2007.
A review of 5 years of work in the area. A little dated now.
James M. Rehg, Agata Rozga, Gregory D. Abowd, and Matthew S. Goodwin. Behavioral Imaging and Autism. IEEE Pervasive Computing, Volume 13, Number 2, pages 84-87, 2014.
Short motivation for behavior imaging that underpinned the Expeditions project.
2. Did anything in the above readings (or its references) relate to your project in a helpful way? Give an example.
3. How would you go about getting objective information from a person who is non-speaking or unreliable at speaking? (e.g. their speech may not match their thoughts and intentions).
4. Work on your project. Give a short update of your progress this week.
5. Project roadblocks: Are there any new or ongoing roadblocks you need our help to remove?
HWK7: due by 12:30 pm Tues Apr 3 (upload on Stellar)
1. Submit slides for either your "project progress" presentation or your "excerpts/interesting insights from a person with autism from a book" presentation. For project updates, soloists have 7 minutes and duets have 14 minutes. For book presentations, everybody has 7 minutes each. The project progress presentation can update us on any content that has changed since your first project-idea presentation. Please let us all help each other: If you'd like input from the class on some part of your project, feel free to ask and also build in time for getting feedback.
2. Submit a first draft of your final project writeup that follows the format of your choosing (it could be a conference paper such as CHI, for example) and that contains: Title, authors, (no abstract yet, but space for this later), introduction (one paragraph about the problem you are addressing) and a short background section. Other parts (methods, experiment design, results, discussion, conclusions) are not needed yet. The background should reference at least six related pieces of work, following the same style used in the conference paper format that you chose. List the references in a final References section. If you are working as a team of two, you only need to submit one paper.
Please talk to Kristy or Roz if you have any questions (feel free to book a slot in Roz's appointment slots calendar or mail if you need another time).
HWK8: due by 12:30 pm Tues Apr 10 (upload on Stellar)
1. Work on your project. Submit a brief set of slides for your "project progress" presentation. For project updates, soloists have 7 minutes and duets have 14 minutes. The project progress presentation can 1. remind us of the main problem you are trying to solve and 2. update us on any content that has changed since your first project-idea presentation, or share with us a challenge you're facing that you'd like our input on. Please let us all help each other: If you'd like input from the class on some part of your project, feel free to ask and also build in time for getting feedback. If you don't want any feedback, then please use the time to teach us more about what you've been learning working on your project.
2. Read the original paper by Kanner on Autism (on Stellar, under course materials). Write a paragraph or two sharing your thoughts about anything that particularly struck you as odd or original in this paper, or that made you think differently about autism.
HWK9: due by 12:30 pm Tues Apr 17 (upload on Stellar)
1. What new work did you do on your project this week? Let us know any roadblocks or help you need.
2. Read:
(a) Kory Westlund, J., Jeong, S., Park, H. W., Ronfard, S., Adhikari, A., Harris, P. L., David DeSteno, & Breazeal, C. (2017). Flat versus expressive storytelling: young children's learning and retention of a social robot's narrative. Frontiers in Human Neuroscience. https://doi.org/10.3389/fnhum.2017.00295
(b) Brian Scassellati, How social robots will help us to diagnose, treat, and understand autism Robotics research. Springer, Berlin, Heidelberg, 2007. 552-563. https://pdfs.semanticscholar.org/80f2/a8488dae7ea0f404437501fb7eb4755b1df3.pdf
Jot a paragraph or two addressing: (i) What emotional or mental risks do you think are associated with placing social robots in autistic children's lives? (ii) What beneficial roles do you think social robots could play in autism - for children or adults?
Supplemental (optional) reading:
Gordon, G., Spaulding, S., Kory Westlund, J., Lee, J., Plummer, L., Martinez, M., Das, M., & Breazeal, C.(2016). Affective Personalization of a Social Robot Tutor for Children's Second Language Skills.Proceedings of the 30th AAAI Conference on Artificial Intelligence. AAAI: Palo Alto, CA
http://robotic.media.mit.edu/wp-content/uploads/sites/14/2013/07/Gordon-2016-AAAI-v4.pdf
HWK10: due by 12:30 pm Tues Apr 24 (upload on Stellar)
1. Take this test https://openpsychometrics.org/tests/EQSQ.php developed by the lab of Simon Baron-Cohen on Empathizing/Systematizing (10-20 minutes). Next, choose a position (A) or (B) and argue it with a few lines of support: (A) It would be valuable to encourage a large number of MIT students to take it: Here is what good things it could lead to. (B) Do not bother to encourage a bunch of MIT students to take this: Here is why it would probably be a waste of their time.
2. Take the "Reading the Mind in the Eyes" test, also developed by the lab of Simon Baron-Cohen (~10-15 mins). Here is one version that is being used in an active study that we are not connected with; you can feel free to use it or similar versions found online: http://socialintelligence.labinthewild.org/mite/ . Think about your score. Do not read the paper before you take the test, but you can find the original paper (inside the stellar course materials) and it has a bar graph at the end where you can compare how you did against normal adults in the UK and Cambridge University students. Now read the blog post on this test by Mel Baggs: https://ballastexistenz.wordpress.com/2016/05/01/dont-ever-assume-autism-researchers-know-what-theyre-doing/ .
Consider her criticism of the test. Describe how you can apply the style of criticism she raises to another piece of autism research that you have read. Ideally this would be applied to one of the references that you are using as part of your project. Say what the work is that you have chosen and recap briefly its approach and assumptions. Now suggest two or three ways in which their assumptions and approach/conclusions might be limited -- how might a person with autism see what they are concluding in a different way?
3. What new work did you do on your project this week? Let us know any roadblocks or help you need.
DUE MAY 16: Work on your project - no more homeworks.
- due by NOON May 16: upload one set of project slides per group onto stellar
- due by midnight May 16: upload one write-up per group onto stellar
- due by midnight May 16: if you are in a group, email mas771-staff@media.mit.edu a joint statement of who did what on the project
- we can't officially have things due after the last day of our class. If you want a 24-hour extension--to midnight May 17, then it is automatically granted. If you want longer than that, talk to Picard.
"It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know victory nor defeat." - Theodore Roosevelt
Reminder: Attendance is required in class on May 16.
Tips for your presentation:
(1) One slide: What is the main problem you are addressing or the main idea you are exploring?
(2) One slide: Give a few lines about the one or two closest background article(s) to your project. (Other references can go in your paper).
(3) What have you built/designed/examined? For example, if you have an experiment design, show us a picture of the design. Best: show us a live demo or a video from your work.
(4) How have you measured/tested/evaluated your work? Be clear what kinds of measures you used.
(5) What results have you obtained? Make sure any graphs are clearly labeled with units clearly marked. Share anything you learned -- for example, insights from looking at a small amount of data deeply and carefully, e.g. "here we see a problem with how we recorded the data.... this is good, this is bad...here's what we're doing about this. Showing visuals/demos/real examples are strongly preferred. If everything is broken/not working, do not despair! Re-read the Roosevelt quote above! Show us what is happening in the "arena" and what you hoped would work and what is broken. You are not alone and we are still here to help you succeed.
(6) Discuss your results/learnings: What is strong? What would you recommend doing differently if you had time to do it over or if somebody else takes a pass at it? If you're still working on your project, tell us what you still plan to do. Help us learn from what you are learning and especially from what didn't work.
Tips for your final paper:
Start with the draft you did as part of homework, using the background work you already did (references, citations)... and building on it.
Format: If you plan to submit your work someday to a conference, use that conference's format. For example, many people use the formats for the ACII or CHI or HRI conference papers. If you don't know, then just make it single-column single-space with a font of at least 9 points and margins at least 1 inch and no more than four pages total if you're a soloist on your project and no more than seven pages total if you're a duet. (References can go on additional pages not in these totals). If you wish, you can optionally use supplemental pages containing extra graphs/data. For example, I usually like to see the raw data plots if you recorded EDA and nicely label what is happening when.
Content: If you're submitting to a conference, follow the guidelines on content for the conference. If not, then here's a good default: Abstract, Introduction, Background Work, Experiment Design: Any specific hypotheses you are testing? Participants or case study details (who was in the study, how were they recruited, how were they paid, demographics, etc), Flow of study procedures for participants, Description of Apparatus/System they interacted with in each condition; Data collected (including how much data had to be thrown away and why, etc.); Methods and/or models used in analysis of data; Results with Discussion, Summary & Future Work;
Never include any subject-identifying information (names, faces, etc) unless participants explicitly consented in writing -- for example if they gave permission to show their faces/videos for scientific/educational purposes, then you can show them to the class, but please avoid using real names.
Please don't hesitate to ask for help - Kristy and Roz are at your service! Roz has extra office slots available on her appointment page and if these don't work mail her or Mary and put "MAS.771" in the subject.