OSCAR Celebration of Student Scholarship and Impact
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College of Science Summer Team Impact Project

Examining Different Disease Transmission Approaches in Data-Driven Agent-Based Models

Author(s): Justin Elarde

Mentor(s): Hamdi Kavak, Computational and Data Sciences; Taylor Anderson, Geography and Geoinformation Science; Andreas Zufle, Geography and Geoinformation Science; Amira Roess, Global and Community Health; Samiul Islam, Fahad Aloraini, Graduate Assistants

Disease spread simulations are critical in evaluating and aiding policy-making during pandemics. However, traditionally, disease spread simulations have poor representations of human mobility. In agent-based models, human mobility is often assumed to be random due to a lack of data. In other types of models, mobility is not included, such as the case in traditional SEIR models, which use differential equations to model disease spread. Furthermore, disease spread simulations constructed by non-experts may have poorly justified disease parameters. In this study, we compare the effect of different representations of mobility in an agent-based model of COVID-19 spread for Fairfax County, Virginia. We use two representations: 1) random mobility and 2) a mobility model that is calibrated using data of foot traffic from SafeGraph. We also compare two different types of agent interaction, the dynamic that drives disease transmission. In one version of the model, an interaction parameter is used to determine the probability that two agents interact at a Place of Interest (POI). Another version of the model uses POI density (square footage per agent) to determine interaction probability. To validate the model, we seed the simulations with empirical case counts of Covid-19 in Fairfax County from April-1-2020 and run the simulation for a year. Our best-fitting simulation, which was one with random mobility, had a Residual Mean Square Error of ~36700 cases compared to simulation versions with empirically-based mobility that had RMSE over 100,000 cases. Our disease parameters, however, replicate average household COVID-19 transmission numbers. Future agent-based models should incorporate mask use and model human risk assessment on compliance with public health guidelines.

00:00 hello everyone my name is fahad aloraini 00:03 and this is our summer team impact 00:05 projects of 00:06 2021 examining different disease 00:09 transmission approaches and data-driven 00:11 agent-based models to reduction 00:17 disease modeling is critical for policy 00:20 making during pandemics 00:21 it helps policy makers make decisions 00:24 predict the outcome of of different 00:27 policies 00:28 and predict a number of cases 00:35 traditionally disease models do not 00:37 include mobility 00:38 such as the case in seir models are 00:41 assumed to be random due to lack of data 00:44 in the current study we create an 00:46 agent-based model with two different 00:48 mobility sub-models 00:49 random or data-driven mobility based on 00:52 safegraph data 00:53 we also create two agents interaction 00:55 models 00:56 one that is interaction parameter based 00:59 and the other 00:59 is density based or determines the 01:02 interaction of 28 based on that 01:05 square footage divided by the number of 01:07 people at that 01:09 location in the simulation at for that 01:12 specific uh time step 01:17 here are the model parameters uh real 01:19 quick interaction probabilities either 01:21 from one percent to fifty percent and 01:24 it’s random and one version of them all 01:26 and another which is a density base the 01:28 version two it’s based on the square 01:30 footage per agent and it uses an 01:32 equation that describes 01:34 fixing chance as a function of test 01:36 distance 01:38 incubation period uh is based on a 01:41 ra it’s random based on a gamma 01:43 distribution 01:45 uh and here are the different 01:49 disease stages 01:53 the transmission probability is based on 01:57 a binomial distribution where n is 02:01 the number of possible interactions at a 02:04 place of interest 02:08 and the dwell times the time it takes or 02:11 a person or an agent stays at a 02:15 location is based on safegraph data 02:18 number of agents is based on the data 02:20 data from uh 02:24 the census and its census data of 02:28 fairfax county in 2018 location choice 02:32 is random or data driven and the random 02:37 as i said it’s people 02:40 or agents choose the locations randomly 02:44 and the data driven model 02:48 they choose the locations based on 02:52 a calibrated model 02:56 based on safe graph data simulation time 02:58 we ran the simulation for 365 03:02 days uh simulation time 03:05 and uh and it takes two and a half days 03:09 to run this 03:10 and the we started 03:13 at the first of april 2021 03:18 2020 verification validation 03:21 code checks and reviews were done 03:23 periodically to verify the model we use 03:25 a residual muse current error to compare 03:27 against covet 19 data 03:28 from the new york times data set 03:32 2021 preliminary results here are our 03:36 results 03:37 and we see that uh 03:41 in many of the simulations a lot of 03:43 people 03:45 become effect infected real quick and 03:49 the simulation stops even before 03:52 the 100th day is reached in other 03:55 simulations uh 03:57 we see that they continue for the whole 03:59 365 days 04:01 uh the steps in those graphs 04:04 are because we average some simulations 04:07 this with same parameters 04:10 because they have a stochastic nature 04:12 they 04:14 are end or terminate 04:18 early because everyone gets infected or 04:20 the infection 04:21 dies out real quickly so you get this 04:25 step function here 04:28 the the line that is well it’s 04:32 it’s easier to see here the green line 04:34 the 04:36 uh at the bottom is the 04:39 empirical data and the other 04:44 lines are the 04:48 simulations and we see that the closest 04:51 thing for the empirical 04:55 is the simulations that are random 04:59 and end early 05:03 here are the aram rmses 05:06 and we see that 36 000 05:10 is our best uh 05:13 simulation in terms of the average 05:16 number of cases it’s all from the 05:18 empirical data 05:20 uh and it’s an interaction based at 05:23 one percent for the 05:26 density based version we see that it is 05:29 37 05:30 000 and both are random mobility 05:34 and we will discuss why in a second 05:37 all other simulations with high 05:39 interaction or lda based mobilities 05:41 had uh rmses of 05:44 100 000 and more they were all from the 05:48 empirical data 05:49 on average 100 000 per day 05:52 uh so the possible reason why 05:56 the empirical based mobility had worst 05:58 fit in comparison with the empirical 06:00 data 06:00 is because it replicates hot spots 06:04 uh 06:08 the the empirical data replicates 06:10 hotspots 06:11 while the random mobility does not 06:13 future work might implement mask use 06:15 this work is still in progress uh so 06:19 this is these results are preliminary 06:21 and we are running 06:22 currently newer versions of the model 06:26 here are my references and here is an 06:29 acknowledgment to 06:30 the nsf the summer team impact 06:35 uh grant of george ma of the jordan 06:37 mason university of office of the 06:39 provost and executive 06:40 vice president this work is supported by 06:43 the george mason university aspiring 06:45 scientist summer internship program 06:48 thank you very much

For more on this topic see:
Analyzing Changes in US Mobility Trends During 2020a
Measuring the Changes in Sentiment and Emotion Towards COVID-19 Over Time in Tweets Posted from Within United States Counties
Spatio Temporal Prediction of Human Mobility
Categories
College of Science Summer Team Impact Project

Analyzing Changes in US Mobility Trends During 2020

Author(s): Justin Elarde, Radhika Laddha, Minh Tre Le, Nicole Liang.

Mentor(s): Hamdi Kavak, Computational and Data Sciences; Taylor Anderson, Geography and Geoinformation Science; Andreas Zufle, Geography and Geoinformation Science; Amira Roess, Global and Community Health; Samiul Islam, Fahad Aloraini, Graduate Assistants

Analysis of COVID-19 Genome Data in the US Radhika Laddha, Nicole Liang, Minh Tri Le, Taylor Anderson, Amira Roess, Hamdi Kavak, Andreas Zufle Phylogenetic analysis of the COVID-19 virus is vital to identify the various strains, where and when the first case of a strain originated, and the spread dynamics of each strain. We extracted COVID-19 phylogenetic data from the GISAID website for two states in the US, Louisiana and Oregon, and parsed the data into a format that was usable. The data includes the geographic flows of many COVID-19 strains and lineages with origin and destination locations, strain names, recorded dates, and the variants from December 2019 to June 2021. Using various network analysis and visualization tools, we create spatial visualizations of the phylogenetic trees from the data. Future work will enrich these visualizations to examine the connectivity, disease, and sociodemographic characteristics of the regions where new strains emerge. By analyzing thousands of cases of various strains provided by GISAID that include the location and timestamp of each node, we hypothesize that similarities in socioeconomic and geographic factors can be drawn between the mutation originating nodes. Our aim is that our visualizations will aid in communicating the flows of the different strains of the COVID-19 pandemic geographically, identify the relationship between strains and the various characteristics of the regions in which they emerge. Thus, we hope that as a result of our research, we can identify the regions that are at risk of the emergence of new strains. From our results, we can deepen our understanding of COVID-19 in hopes of being better prepared for the next pandemic.

Hey everybody this is Radhika, Nicole, and Tri, and we’re gonna be talking about analyzing the mobility of COVID-19 genome data in the US. COVID-19 has affected the everyday life of billions of people across the world and with new strains emerging and originating in various countries, this virus and its spread has become more uncontrollable and deadly, leading to change in the geographic flows globally. Understanding these changes, identifying patterns can allow for improved health guidelines by informing and communicating with the public, being better prepared for the next pandemic, and knowing how to take more effective action by learning from mistakes. Previous studies have only looked at a particular strain, lineage, or variant of a virus locally or just studied cases in one country. So, for the methods of this research project, we acquired the data set from GISAID and Nextstrain databases for the mobility of COVID-19 virus from 2019 to 2021. We extracted the data from a json format file to a more usable format such as graph and dataframe and analyze it in python. And using various network analysis and visualization tools, we can create spacial visualizations that show the mobility of the virus strain with originating and destination locations. Then we can better understand the flow of the disease throughout about a 2 years period. And then, we used some packages in python and we created some visualizations for the map and for the mobility of the virus. So this map is created using data from the GISAID database, but only from January 202 to April of 2020. And these data points are also only either to the US or from the US. Ok so, a little bit more details about the mobility data. So we have acquired the more detailed data from Louisiana state and Oregon state in the US. This focuses more on two states and small counties within the state we can better understand the various specific regions. These are, as you can see on the map, Louisiana data, and it represents nodes and edges on the graph data. And this is the Oregon data. So by taking these cases from our GISAID data and looking at the different factors, which include location, timestamp, other maybe personal factors about the human such as their sex and age, we can look at the similarities in socioeconomic and geographic data and draw conclusions between the nodes in which new strains are originating and spreading from. By using human mobility data, which we were able to access from a paper by Song Gao, we can also examine the connectivity and disease characteristics and identify the regions are possibly at risk for developing new strains. So, from this, the phylogenetic analysis of the COVID-19 virus, it’s vital to identify the various strains, lineages, and variants, where and when the first case of the strain, lineage, or variant originated, and the spread dynamics of each strain. Our visualizations aid in communicating the flows of the different strains, lineages, and variants of the COVID-19 pandemic geographically. We hope that as a result of our research, better controls, policies, and protocols can be implemented by the World Health Organization and Centers for Disease Control. Preparedness is always key.

For more on this topic see:
Examining Different Disease Transmission Approaches in Data-Driven Agent-Based Models
Measuring the Changes in Sentiment and Emotion Towards COVID-19 Over Time in Tweets Posted from Within United States Counties
Spatio Temporal Prediction of Human Mobility
Categories
College of Humanities and Social Science Honors College School of Business Summer Team Impact Project

Historical Framework of Bailey’s Crossroad

Author(s): , Ashanti Martin, Alejandra Rivera, Merisa Mattix, Maddie Anderson,

Mentor(s): Lisa Gring-Pemble, School of Business; Rebecca Sutter, School of Nursing; Anne Magro, School of Business; Charish Bishop, Kaulin Jennison, Graduate Assistants

For this Summer Team Impact Project, Liberal Arts and Business Wicked Problems Boot Camp, we focused on two Global Goals in which Mason has demonstrated interest and strength: Global Goal 3 (Good Health and Wellbeing) and Global Goal 10 (Reducing Inequalities). Our central question is: How do approaches to social change result in meaningful advancement of community organization goals with people, planet, and prosperity in mind? For the historical framework group project, we conducted an assessment of the Bailey’s Crossroads/Culmore community by comparing and contrasting the resources and community aspects of the area over time, utilizing both census and other published data paired with the information gained from interviews of community partners and leaders. For the final product, we created a comprehensive view of how the community has developed over time ethnically, economically, and communally. We also attempted to understand some of the root causes of the gaps of care the community faces and how these could be better addressed. Through a series of both census and other published data, we collected information about the Bailey’s Crossroads/Culmore community. Additionally, we collected information from interviews with community partners and leaders. We compiled this information into a presentation broken down by the history of several different important components of the area. These included surrounding areas, schools and recreation, places of faith, and community hubs. The Bailey’s Crossroads/Culmore districts have a wide variety of resources at their fingertips. Hopefully, as the KP project continues and with the research we have compiled, gaps in these resources can be addressed, partners can better coordinate efforts, and the area can be championed.

Intro – Alejandra: Hello, and thank you for watching our video. We are a part of the Summer Impact Team Project, the Wicked Bootcamp where our work included the development of community-led strategies and programming, the creation of a virtual community of practice, and the establishment of a community coalition. Today we will be summarizing the work we have done throughout the summer and what we have learned. If you are interested in learning more about our topics, please visit our Prezi Presentation through the link in the description. Now we will get started with introductions. Historical Framework Team: – Madeline: Hi, my name is Maddie Anderson, and I am a rising senior majoring in French and Global Affairs. My concentration for this project is on green spaces. – Ashanti: Hi, my name is Ashanti Martin, and I am a sophomore majoring in Business. My concentration for this project is on food insecurity. – Merisa: My name is Merisa Mattix and I am a Junior this year majoring in Conflict Analysis and Resolution, and my concentration was on human trafficking. – Alejandra: My name is Alejandra Rivera, I am a senior majoring in Conflict Analysis and Resolution. My concentration for this project is higher education awareness and college readiness amongst minority communities. Timeline Overview: – Merisa: First we’ll go over a timeline we created, starting with Hachaliah Bailey buying land in 1837, which is what gave the county its name throughout the civil war. Then the wave of immigration as the Community has grown. History Told Through the Asset Map: – Merisa: Now we will move on to see the area through different components of the asset map. Surrounding Areas Compared – Maddie: Bailey’s Crossroads, as a disadvantaged area, is surrounded by one similarly presenting area and two contrasting areas of wealth. While all 4 areas developed during the mid-1900’s, (after World War 2), Lake Barcroft and Tysons Corner continued to grow. Lake Barcroft and Tysons Corner have both become wealthy areas as an upscale residential area and a massive commercial hub respectively. Bailey’s Crossroads and Seven Corners both experienced growth in the 1950’s, but they have left behind as there are increasing numbers of underserved populations. To learn more about each area we explored, please view the other sections on this slide in the link below. Schools and Education – Alejandra: The rapid influx of immigrants from all over the world has challenged Fairfax County Public Schools, or FCPS. Tensions have risen not only concerning schools, but over zoning issues and apartment overcrowding. Bailey’s Elementary school has experienced overcrowding of students and addressed this issue through creating “Bailey’s Upper Elementary School” which educates only 3rd to 5th grade. FCPS has struggled with how to provide the best education for English Language Learners. With overcrowding in the apartments we can assume there are issues with food security. At Bailey’s, we see a yearly exponential increase of students receiving free and reduced lunch, with 77% of the student population being eligible for this program. – Justice High School actively works to meet the needs of their students through adapting their curriculum to meet a student’s individual need and ensuring they graduate with their high school diploma. – Justice Park is currently the main greenspace open for recreational use that is currently at risk of being removed. The removal of Justice Park may lead to a plethora of repercussions that negatively affect the lives of community members, especially the youth. – Culmore community members have been fortunate enough to have active community partners that seek to provide them resources, such as Second Story and Hispanics Against Child Abuse and Neglect, better known as HACAN. Who are dedicated to meeting the needs of the community, providing parental education classes, and developing out-of-school activities that serve and support youth. Places of Faith – Ashanti: Faith groups have had a strong presence in providing assistance for Bailey Crossroads residents. With nearly 15+ faith groups in the area, the groups have been able to provide services, some including food pantries, ESL classes, case management, and youth outreach programs. To visualize the historical framework of the faith groups, we have created an establishment timeline – The timeline also includes active work efforts the faith groups participate in. Faith groups have established strong connections within the community and see themselves as future hubs for community members. – The next portion I will talk about is First Christian’s future project in the area. Fairfax County approached faith communities to see if anyone was interested in using the land owned to help with the priority to end homelessness. That discussion evolved and based on First Christan and community feedback, they reached the decision to build an affordable senior apartment building on the east portion of their property. The building would include space designated for medical use with the goal of having the Culmore Clinic as the organization which houses the space. Community Hubs – Merisa: Bailey’s Crossroads, and Culmore specifically, is a tight-knit community. Because of this, there are several spaces where the community gathers and holds significance. These include already mentioned institutions like schools, green spaces, and places of faith. The Shopping Center acts as the center, the community center holds many important events, and the library is a hub for resources as well as education outside of school. Conclusions – Merisa: As we tie our research together, we have found that the Bailey’s Crossroads/Culmore districts have a wide variety of resources at their fingertips. Hopefully, as the KP project continues and with the research we have compiled, gaps in these resources can be addressed, partners can better coordinate efforts, and the area can be championed. This area is special, and as we have heard, has the huge advantage of connectedness. We hope that the area, combined with our research, can be leveraged to pull ourselves into better circumstances

For more on this topic see:
Significance of Different Cultures in the Bailey’s Culmore Area
Data Usage in Bailey’s Crossroads
Food Insecurity
Categories
College of Humanities and Social Science Honors College School of Business Summer Team Impact Project

Data Usage in Bailey’s Crossroads

Author(s): Freddy Lopez, Reagan Wills, Selassie Fulgar

Mentor(s): Lisa Gring-Pemble, School of Business; Rebecca Sutter, School of Nursing; Anne Magro, School

Located in Fairfax County, Bailey’s Crossroads is home to a racially and ethnically diverse community where many residents face barriers from unemployment and food insecurity to mental health and lack of legal status. As a result, a multitude of community-based organizations can be found in the Bailey’s Crossroads area working every day to address these issues. As part of a larger place-based initiative, our team met with various community-based organizations to discuss the barriers they face when utilizing the power of data to advance their mission and work in this region. This project examines barriers and opportunities community-based organizations in Culmore face when utilizing data and how GMU can help organizations utilize data over the next two years.

00:00:01.079 –> 00:00:08.280 Selassie Fugar : hi my name is Selassie Fugar and today we’re going to be talking about data usage in Bailey’s Crossroads, with my colleagues Fredy Lopez and Reagan wills. 2 00:00:10.019 –> 00:00:15.809 Selassie Fugar : In terms of the background of Culmore and the issue at hand Bailey’s Culmore is in an area that’s located in Fairfax County Virginia. 3 00:00:16.139 –> 00:00:29.340 Selassie Fugar : Culmore is a racially and ethnically diverse community that represents people from all over the world. Bailey’s Crossroads is home to many individuals who reside in the U.S. without legal documents, and they are among the most disadvantaged communities in Northern Virginia. 4 00:00:31.350 –> 00:00:38.670 Selassie Fugar : Our team is researching on ways that different Community based organizations use data to advance their mission in terms of uplifting Bailey’s Culmore. 5 00:00:40.380 –> 00:00:50.490 Selassie Fugar : Today, the Community hasn’t really come together to share certain sources of data; there’s also been no known mapping in terms of data sources that can help people collaborate together. 6 00:00:50.910 –> 00:00:59.190 Selassie Fugar : We interviewed multiple organizations that serve different needs organizations such as faith based groups, legal and non profits, as well as health clinics. 7 00:01:01.200 –> 00:01:08.250 Selassie Fugar : In terms of perception of data and how data plays a role in organizations, they play a role through grants, launching campaigns, 8 00:01:08.550 –> 00:01:14.640 Selassie Fugar : How frequently people visit their organizations or transitioning from paper filing to using computer based systems. 9 00:01:15.120 –> 00:01:22.560 Selassie Fugar : In terms of what data is considered in their organization, they consider quantitative to be more important than qualitative. 10 00:01:23.490 –> 00:01:32.190 Selassie Fugar : Others use data for tracking purposes or purchasing decisions and some meet the demand of the population that visits their organization in terms of providing people with what they actually need. 11 00:01:32.730 –> 00:01:37.500 Selassie Fugar : In terms of looking at major trends of health and relying on data to predict their next steps. 12 00:01:38.880 –> 00:01:40.290 Freddy Lopez: To expand on what my colleague Selassie said 13 00:01:40.290 –> 00:01:45.720 Freddy Lopez: that the extent to which organizations in Bailey’s Culmore use data could be divided into three different levels. 14 00:01:46.020 –> 00:01:57.030 Freddy Lopez: organizations in the basic level, their data was very general, they purposely collected as little information as possible, and they only saw data as trackable: collected for the purpose of tracking the amount of services given 15 00:01:57.300 –> 00:02:06.840 Freddy Lopez: and clients reached. Saying this, they only used data for assessment and they did reports, maybe once or twice a year. Organizations at the intermediate level, 16 00:02:07.290 –> 00:02:16.320 Freddy Lopez: their data was still general, but they also saw data as informational, meaning that it provided insight that helped inform decisions of operations, and as reportable 17 00:02:16.860 –> 00:02:24.180 Freddy Lopez: able to demonstrate impact of services provided to donors and higher ups. They also collected data externally from outside sources. 18 00:02:24.480 –> 00:02:31.440 Freddy Lopez: And they ran reports multiple times a year, from two to three times a year, and they also used data for strategic planning. 19 00:02:31.800 –> 00:02:35.130 Freddy Lopez: Meaning that they use it to plan ahead and identify gaps and services. 20 00:02:35.490 –> 00:02:43.380 Freddy Lopez: Organizations in the advanced level their data was much more detailed. Due to the nature of services that they provided, they collected as much data as possible. 21 00:02:43.740 –> 00:02:49.950 Freddy Lopez: They also collected data very carefully with protocols in place for methods of collection and analysis. 22 00:02:50.670 –> 00:03:02.970 Freddy Lopez: They also ran assessments multiple times a year – some organizations stating that they rab reports every month – and they also used data for innovation, so the data was what drove changes in operations and services. 23 00:03:05.220 –> 00:03:08.280 Reagan Wills: So some obstacles that we saw consistently throughout our interviews. 24 00:03:09.000 –> 00:03:18.150 Reagan Wills: One of the big things was under funding and these nonprofits which they’re nonprofits so it can become difficult for data collection utilization when there’s not enough money there. 25 00:03:18.840 –> 00:03:30.960 Reagan Wills: There are grant applications but they go through cycles, it is a possibility for funding, but sometimes the amount it can’t sustain a nonprofit and a lot of times nonprofits will go out of business. 26 00:03:31.800 –> 00:03:42.660 Reagan Wills: There is a necessity for a data analyst for utilizing the data post collection, people are needed that are educated in this field, however, those people typically have jobs. 27 00:03:43.290 –> 00:03:54.120 Reagan Wills: And they can only volunteer a few hours, out of their week and a lot of times, it takes a lot to collect data in the area as it’s constantly changing people are constantly moving in and out and. 28 00:03:54.720 –> 00:04:07.410 Reagan Wills: we’re constantly seeing changes and what would be considered data. It can also be difficult to collect this data due to different issues such as illiteracy in the area, distrust with the system and cultural differences as well. 29 00:04:08.820 –> 00:04:13.260 Freddy Lopez: When we asked organizations what they would like to see to address the obstacles previously mentioned. 30 00:04:13.890 –> 00:04:16.800 Freddy Lopez: They mentioned that they would like to see some experts and consultants 31 00:04:17.250 –> 00:04:30.150 Freddy Lopez: to inform them on how to better collect data and how to better analyze data. They also would like to see some technical assistance regarding how to tap into the power of the software that they currently use or guidance on what software to use. 32 00:04:30.720 –> 00:04:37.950 Freddy Lopez: All organizations mentioned they would really love to see a centralized location of data resources. They all expressed concerns regarding 33 00:04:38.190 –> 00:04:44.100 Freddy Lopez: How it was difficult and time consuming to research data sources but having a centralized location. 34 00:04:44.370 –> 00:04:52.770 Freddy Lopez: could alleviate this issue. Regarding approaches, they really wanted proactive approaches, where they utilize data to not only figure out what was wrong in the region 35 00:04:53.100 –> 00:05:04.470 Freddy Lopez: but how to stop issues in the region before they even happen, and they wanted to have more collaborative approaches expressing that organizations in the area could do a better job of working with one another. 36 00:05:04.830 –> 00:05:13.320 Freddy Lopez: in exchanging resources in regards to data, since they all serve the same region. Lastly, they also wanted to see intersectional approaches to complex issues. 37 00:05:15.240 –> 00:05:28.950 Reagan Wills: And so, as we’ve seen and as we’ve shown having proper and thorough data collection and utilization in the area, it would better assist understanding the needs of the Community and how we can best provide those needs to the people in the Community. 38 00:05:29.640 –> 00:05:34.860 Reagan Wills: This project in this data presented it’s a part of a larger place-based initiative with Kaiser permanente. 39 00:05:35.400 –> 00:05:48.300 Reagan Wills: In order to improve the conditions and social determinants of health in the area, the findings that we presented and other findings as well, will be used to provide recommendations on how this initiative can bring the Community vision to life.

For more on this topic see:
Significance of Different Cultures in the Bailey’s Culmore Area
Food Insecurity
Historical Framework of Bailey’s Crossroad
Categories
College of Humanities and Social Science Honors College Summer Team Impact Project

NNA Corpus Video 2: Lab and Procedures

Author(s): Hannah Brennan, Bren Yaghmour, Domi Hannon, Jaxon Myers

Mentor(s): Vincent Chanethom, Linguistics; Harim Kwon, English; Giulia Masella Soldati, Haley A. todd, Graduate Assistants

Ultrasound is a non-invasive method of looking inside the body to ascertain the tongue’s movements. Because we cannot see what is happening inside of a person’s mouth when they talk, studying speech is largely done by making judgements on what could be happening based on the acoustics and lip movements of the speaker. The Non-Native Articulatory Corpus will provide researchers all over the world access to speech ultrasound data, a commodity which is expensive and difficult to acquire. By creating an online database of audio and ultrasound recordings of native and non-native speakers of foreign languages, we will be able to compare and contrast the movements of the tongue when speakers attempt the same sounds. These comparisons can be used by linguists, speech therapists, and language learners to analyze and alter their own pronunciations. This database provides extensive data on a subject that is understudied due to the prevalence of anglocentrism in research and makes use of the diverse language population in and around George Mason University.

The non native articulatory corpus allowed us undergraduate researchers to collect data from human subjects in our ultrasound lab. If you haven’t already, check out our video introducing the NNA corpus and its website. Here, Hannah and I will show you our lab and the equipment we’ve been using this summer. For this project we’re collecting two different types of data. First, we record acoustic data using this microphone and this little red box. However, the pieces I find most interesting are the ultrasound machine here and the probe or the transducer which is here. These two collect articulatory data which is how the tongue moves when you make speech sounds. This is the focus of our project as this is what makes NNA corpus so unique. These two recordings can communicate and sync with each other using this silver box here. Participants wear the stabilizing helmet with the ultrasound attached at the base underneath their chin. Using the ultrasound transmission gel, the probe emits waves that can map the location of their tongues in real time. When you come in as a participant, we’re going to put you in this helmet. We’ll first adjust the tightness on your head, and then secure it using front and back straps. This will be a little awkward to have on your head, but it’s not going to be uncomfortable. We’ll then adjust the height of this ultrasound arm, and it’s going to be close enough that we can see your tongue but you can still say anything that you need to. Then we’re going to adjust the ultrasound image. Alright, so this is Hannah’s tongue. Back here is the back of her tongue or the root, and over here is the tip of her tongue, see? This thing back here, this dark shadow, is her hyoid bone, which moves as she speaks. And then out at the front is her mandible or her jaw, which is this bone right here. I’m going to give her the floor to make some weird sounds now, so please enjoy! First I’ll do some vowels: we have [eee-yaaaa-uuuu] and then we say [tuh tuh tuh], [kuh kuh kuh], [key coo], [caw, gah]. [Coughs, yawns, whistles as if calling a dog] Most people think of ultrasound technology being used solely in the medical field. But it’s ability to record the movements of the tongue without needing to be inside of the mouth makes it useful in linguistics research as well. Not only will researchers be able to see the errors that non-native speakers are making, but we will also be able to explore the different motor capabilities related to speech production. The combination of acoustic and articulatory data allows researchers to compare what we already know about the acoustic findings with what is normally hidden inside the mouth of the speaker. For example there can be more than one way to articulate the same sound. In English, there are two different ways to articulate /r/. A bunched /r/ means that the tongue body raises while the tongue tip is lowered. And retroflex /r/ means that the tongue tip is raised. Bunched participant: Say red car Retroflex participant: red car Just as these two speakers sound the same, our corpus will also allow us to actually see and study atypical but acoustically normal articulations. Our team has another video which will describe the analysis of the ultrasound data we recorded, so check that out if you haven’t already. This has been our equipment and the procedure for our participant recording. If you think it would be fun to see your tongue as you speak, our website and social media will have updates for when we start recording your second language.

For more on this topic see:
NNA Corpus Video 1: Intro to Linguistic Corpus
NNA Corpus Video 3: Ultrasound Analysis
Categories
College of Humanities and Social Science Honors College Summer Team Impact Project

NNA Corpus Video 3: Ultrasound Analysis

Author(s): Hannah Brennan, Bren Yaghmour, Domi Hannon, Jaxon Myers

Mentor(s): Vincent Chanethom, Linguistics; Harim Kwon, English; Giulia Masella Soldati, Haley A. todd, Graduate Assistants

Ultrasound is a non-invasive method of looking inside the body to ascertain the tongue’s movements. Because we cannot see what is happening inside of a person’s mouth when they talk, studying speech is largely done by making judgements on what could be happening based on the acoustics and lip movements of the speaker. The Non-Native Articulatory Corpus will provide researchers all over the world access to speech ultrasound data, a commodity which is expensive and difficult to acquire. By creating an online database of audio and ultrasound recordings of native and non-native speakers of foreign languages, we will be able to compare and contrast the movements of the tongue when speakers attempt the same sounds. These comparisons can be used by linguists, speech therapists, and language learners to analyze and alter their own pronunciations. This database provides extensive data on a subject that is understudied due to the prevalence of anglocentrism in research and makes use of the diverse language population in and around George Mason University.

The Non-Native Articulatory Corpus shares the audio and video data collected in our lab for
research analysis. If you haven’t already, check out our video introducing the NNA Corpus and
it’s website. Here, Domi and I will show you what we do with the data after we have collected it.
You have likely already seen some of these ultrasound images, so we want to go a little deeper
into what you have been seeing.
The ultrasound recordings were done using the software Articulate Assistant Advanced. We used
this same software to analyze the data as well. People will be able to take the audio or video
recordings of participants from the website, NNA.GMU.EDU, and use this or similar software to
look at the curve of the tongue. Here we see the tongue tip and tongue back and the movement
that occurs as the speaker produces the words ski, scoop, skate, scat, scope, scott, sky. Notice
how the height of the tongue changes during the vowels. The ability to track these movements
allows us to compare a native and non-native speaker’s articulation.
[Participant pronounces] ski, scoop, skate, scat, scope, scott, sky
NNA.GMU.EDU will house the raw ultrasound video and audio, but we will also be including
some examples of the data annotated with the tongue splines. To show you the differences that
can be analyzed using our corpus, we will show you one word read by two different French
speakers. The French word you see on the screen means “favorite” in English. First, here is a
native speaker pronouncing the word.
Now let’s look at the ultrasound images of some second language speakers. This is an
intermediate speaker of the language. Notice that the native speaker’s tongue sits higher and
more rounded in the mouth and the tongue effortlessly shifts from the front to the back of the
mouth for /R/, while the intermediate speaker’s tongue must remain lower to compensate for the
space between the /p/ at the front of the mouth and the guttural /R/ at the back.
This is a speaker with very little experience in the language. As you can see, this speaker does
not produce /R/ as a guttural sound at all, but instead produces it as the retroflex /r/ that exists in
English, probably because they are more unfamiliar with the sounds of the language.
Being able to track these differences will not only help the language learners, but it will also
provide some insight to the mental and physical challenges that come with acquiring a new
language.
The other half of our team has another video which shows the lab and the procedure for
recording these participants, so be sure to check that out if you haven’t already. This has been the
analysis of the audio and video data. If you think it would be fun to see your tongue as you
speak, our website and social media will have updates for when we start recording your second
language.

For more on this topic see:
NNA Corpus Video 1: Intro to Linguistic Corpus
NNA Corpus Video 2: Lab and Procedures
Categories
College of Humanities and Social Science Honors College OSCAR Top Presenter Summer Team Impact Project

NNA Corpus Video 1: Intro to Linguistic Corpus

Author(s): Hannah Brennan, Domi Hannon, Bren Yaghmour, Jaxon Myers,

Mentor(s): Vincent Chanethom, Linguistics; Harim Kwon, English; Giulia Masella Soldati, Haley A. todd, Graduate Assistants

Ultrasound is a non-invasive method of looking inside the body to ascertain the tongue’s movements. Because we cannot see what is happening inside of a person’s mouth when they talk, studying speech is largely done by making judgements on what could be happening based on the acoustics and lip movements of the speaker. The Non-Native Articulatory Corpus will provide researchers all over the world access to speech ultrasound data, a commodity which is expensive and difficult to acquire. By creating an online database of audio and ultrasound recordings of native and non-native speakers of foreign languages, we will be able to compare and contrast the movements of the tongue when speakers attempt the same sounds. These comparisons can be used by linguists, speech therapists, and language learners to analyze and alter their own pronunciations. This database provides extensive data on a subject that is understudied due to the prevalence of anglocentrism in research and makes use of the diverse language population in and around George Mason University.

Linguistics is, simply, the study of language. Our project focuses on a branch of linguistics called phonetics, which studies how speech sounds are produced and interpreted. The goal of this project is to create an online corpus of Non-Native speakers of foreign languages. A corpus is an online database that houses written and/or spoken material for the purpose of research. We have worked diligently this summer to create a publicly available source of ultrasound and audio data. The Non-Native Articulatory Corpus, or NNA for short, will be used by researchers to study the similarities and differences in the tongue movements of native and non-native speakers of foreign languages. The best way to show this work would be to introduce NNA.GMU.EDU. This is the Home Screen of the NNA Corpus. The website will likely change a great deal over the next year, but this will be the fundamental outline for what purpose the website will serve. We intend for this website to fill a gap in research data while maintaining a functional and pleasing presentation. There have been many studies focusing on English as a Second Language, so we wanted to use our resources at George Mason to study students of the foreign languages offered. This is a long-term project, where we will see dozens of speakers from each of the different languages spoken on our campus. Starting with French, we used the ultrasound equipment to record these speakers and start populating the Non-Native Articulatory Corpus. Each speaker reads the same list of French sentences, which includes as many of the different sounds as possible. Our corpus covers non-native speakers at all levels, from beginner to advanced, and our number one goal this summer was to get the website up and running as well as to begin the process of populating it with our non-native French speakers. You will be able to search the ultrasound data by target-language, native language, speaker experience level, age, and more. The website will be used as a tool for both researchers and learners in order to study and even attempt to replicate the tongue’s motor movements As the project grows, so will our staff. There are many steps before recording the first participant. Each language requires the Primary Investigators to create a complex list of representative stimuli for the language. Perfecting our knowledge of before, during, and after participant recording has been imperative. With the help of the graduate researchers and the professors this summer, we undergraduate researchers have worked to create a set of procedures for conducting the data collection. To help both our future researchers, and those who visit our website, we have created manuals for the purposes of explaining how to use the ultrasound and software as well as the procedures for interacting with participants. Most corpora only have acoustic data because it is simple and economical to produce, acquire, and store online. The NNA Corpus will provide an articulatory resource that is frequently not available to most researchers. We’ve set the groundwork to give the NNA Corpus the start it needs to become the unique and essential resource it can be. This database will grow throughout the years to include all of the languages offered at George Mason. If you think it would be fun to see your tongue as you speak, keep an eye on our website and social media for when we will start recording participants of your second language. Check out the other two videos that we have made this summer to give you a look into the lab and analysis work that went into the making of this project. Thank you!

For more on this topic see:
NNA Corpus Video 2: Lab and Procedures
NNA Corpus Video 3: Ultrasound Analysis
Categories
College of Humanities and Social Science Summer Team Impact Project

BLND Project: “Back to School”: An Examination of the Forgotten Historic Location

Author(s): Sydney Hardy

Mentor(s): George Oberle, University Libraries; LaNitra Berger, Office of Fellowships and African and African American Studies; Benedict Carton, History and Art History; Anthony Guidone, Anne Dobberteen, Graduate Assistants

https://youtu.be/DPPl4PqQuLA

My aim for this project was simple, find where the Black community lived during the early days of George Mason University expansion. However, this aim was too open-ended and did not avail itself to any answers just a long list of questions. These questions led me to formulate about eight different failed research questions.I spoke to my project mentors,they suggested that I find a neighborhood to start with instead of a whole community. From there I can piece together the lives of the individuals that lived there and what became of their property if it was sold. I began my search with properties listed for acquisitions and appraisal by actors on behalf of George Mason College, listed in the papers of John C. Wood. Those papers lead me to School Street as a remarkable number of properties were located there. From there I visited the Fairfax City Court House and did some archival work. I discovered that School Street was the last Black neighborhood in Fairfax along with some other Black subdivisions that were not as large. For seven decades, School Street had been home to generations of Black homeowners. The neighborhood was first established in 1920 by John Rust, a developer who brought the land surrounding the street, subdivided it, and sold it to interested parties, some of which were freed slaves, more detail will be provided later in the exhibit.The missing pieces came from Elaine McRey of the Virginia Room. With her resources, I was able to piece together a more accurate picture of School St. From this picture, we can trace these properties to present day and link them to the expansion of George Mason College. Starting at the origin, suburban expansion and area transformation seeping into Black suburban areas, placing pressure on the residents.

Hi! My name is Sydney Alexandria, I am a rising senior, and assigned to Black Lives Next Door. My specific project deals with School St., the last Black neighborhood in Fairfax. For seven decades, School Street had been home to generations of Black homeowners. The neighborhood was first established in 1920 by John Rust, a developer who brought the land surrounding the street, subdivided it, and sold it to interested parties, some of which were freed slaves. Unfortunately, this neighborhood does not exist as it used to be mainly because of expanding suburbs and universities. I aim to cover its story and show its relation to the expansion of George Mason College via an Omeka exhibit. Join me now for a quick preview! Here is a little tutorial on how to use the interactive map on page 2 of my exhibit, it includes the appraisal information for each School St. properties listed for acquisition and appraisal. Don’t worry, its not very hard. To craft this exhibit, I took a trip to the Fairfax City courthouse to visit Georgia Brown, an archival specialist. Together, we were able to uncover names of former tents of School Street and some other majority Black neighborhoods located in Fairfax during the time of George Mason College expansion along with useful tax maps.

For more on this topic see:
Black Lives Next Door – Eleven Oaks Elementary School
Black Lives Next Door
Black Lives Next Door: Student Voices Meets School Silence
Black Resistance in Fairfax County
Categories
College of Humanities and Social Science Summer Team Impact Project

Black Resistance in Fairfax County

Author(s): Sira Anissa Thiam

Mentor(s): George Oberle, University Libraries; LaNitra Berger, Office of Fellowships and African and African American Studies; Benedict Carton, History and Art History; Anthony Guidone, Anne Dobberteen, Graduate Assistants

My name is Sira Thiam, and I am a student researcher with the Black Lives Next Door project at George Mason University. I researched how local Fairfax communities cultivated cultures of resistance and built (Black) community in the 1960s-70s. The development of the county, specifically the development of George Mason College in 1962, fossilized patterns of inequality and racial segregation within displacement. In exploring resistance, I gave light to the Black voices who characterized the double consciousness of being Black in predominantly white spaces, and who created their own communities through a host of methods of resistance. I looked at organizations and individuals in and around George Mason’s campus who fought against racism. The three main organizations I focused on were Reston Black Focus, Ujamaa, and the Action Coordinating Committee to End Segregation in the Suburbs.

Hello, my name is Sira Thiam, and I am a student researcher with the Black Lives Next Door project at George Mason University. Over the summer, I researched how local Fairfax communities cultivated cultures of resistance and built (Black) community in the 1960s-70s. Our team familiarized itself with the development of the county, specifically the development of George Mason College in 1962, which fossilized patterns of inequality and racial segregation within displacement. I was interested in understanding more about the resistance and struggle Black student and community organizations engaged in during the time period. In exploring resistance, I gave light to the Black voices who characterized the double consciousness of being Black in predominantly white spaces, and who created their own communities through a host of methods of resistance. I looked at organizations and individuals in and around George Mason’s campus who fought against racism. The three main organizations I focused on were Reston Black Focus, Ujamaa, and the Action Coordinating Committee to End Segregation in the Suburbs. Reston Black Focus, founded in 1969, was a community organization in Reston that focused on the inclusion of Black communities, especially families, in the development and socio-political spaces within Reston. The organization not only fought for issues faced by Black Reston families, but also advocated for racial and economic equality more generally in the DMV area. In looking at the archives of the Reston Times newspaper in the Virginia Room at the Fairfax Public Library, I found an article covering an instance where the organization’s activism had an impact on a problematic community event. On March 5th, 1972, the Explorer Post No. 1970, a boy scout-like training program ran by local police, was going to hold a “Slave Sale,” where they hoped to ‘sell’ 23 young people in order to raise funds for a trip to Disney World. This obviously offensive event was published in the Reston Times the week beforehand, and Reston Black Focus put pressure on the organizers of the event to change the name and the auction format. This was done through both a meeting between Reston Black Focus members, Reston Community Association board members, and the Scout leader Steve McIntire the Friday prior to the event and a mass protest the day of the event, which ultimately led to a public apology by the Explorer Post troop and the change of the format. Elias Blake, a member of Reston Black Focus, spoke out at the event regarding the claims that bringing light to racist situations divides communities, stating that Reston is “a community that is all together, [and it is] divisive in the community (to have this activity) even if blacks don’t speak up… [Black families] was to be in the community or we wouldn’t be here, but the price is that we must be respected.” Efforts by the growing Black student population and Black administrators like Andy Evans, the newly hired Black admissions advisor who worked within the Office of Minority Affairs, and Reverend Dr. Darius Swann, Professor and the Special Assistant to the President for the Office of Minority Affairs, led to the formation of the first Black student organization at Mason, Ujamaa. The organization aimed to create connections both within the Black community at George Mason and with the larger Mason community. A major event that the group organized was called the Black Festival of Exposure. In February 1975, Ujamaa, alongside several academic departments and Mason offices, held a week-long ‘Black Festival of Exposure.’ The aim of this festival, in the words of Ujamaa president Octavia Stanton Caldwell, was to “ ‘expose’ GMU to its own Black population as well as exposing’ GMU to the Black population of the community and exposing different facets of the ebony lifestyle to not only Black, but also White segments of society.”[2] I found lots of information about Ujamaa through the Special Collections at Mason, whether that be through the Broadside newspaper collection, as seen in this picture of a new spread, or photographs of the Festival of Black Exposure in the Broadside photograph collection. The Action Coordinating Committee to End Segregation in the Suburbs, or ACCESS, was founded by James Charles Jones in June 1966. Pointing to the racial demographics of suburban regions that surround larger cities, Jones qualified the DMV as a “white ghetto surrounding the black ghetto.” ACCESS held a march in Northern Virginia from October 7th- 9th, 1966, as seen in this picture. The 25 marchers started at Gum Springs, a Black-majority area in Fairfax, and walked to Alexandria and Arlington over the 3 days. The group also held rallies and demonstrations during the march at sites like Black public housing buildings in Alexandria and all-White developments in Arlington. The ACCESS rally at Lubber Run Park in Arlington was met with racist counter-protests from local Nazi party members and the KKK, but the ACCESS protestors were not deterred, and continued their protest. My research this summer allowed me to discover the actions and perspectives of community and student organizations who fought for justice in the 1960s and 70s. I was able to develop archival skills through looking at public and university archives, and also was exposed to the field of public history more generally. I also built on previous research on social movements. I will be using these skills in my future academic career, especially as I start my Master’s program in Sociology this fall.

For more on this topic see:
Black Lives Next Door – Eleven Oaks Elementary School
Black Lives Next Door
Black Lives Next Door: Student Voices Meets School Silence
BLND Project: “Back to School”: An Examination of the Forgotten Historic Location
Categories
College of Humanities and Social Science Summer Team Impact Project

Black Lives Next Door: Student Voices Meets School Silence

Author(s): Rachel Amon

Mentor(s): George Oberle, University Libraries; LaNitra Berger, Office of Fellowships and African and African American Studies; Benedict Carton, History and Art History; Anthony Guidone, Anne Dobberteen, Graduate Assistants

I am a part in the black lives next door research project. My research this summer was on the desegregation and post integration era In Fairfax County public schools. the page that I will be presenting today covers instances where the concerns of racial inequalities voiced by black students were often not listened to by school staff or the school board. Other research That I have done this summer includes the evaluation of a guidebook that the School board produced to help ease racial tensions in school. Another Part of my research was the remembrance of the Fairfax Rosenwald school and the 11 oaks school.

Hello, My name is Rachel Amon I am a part in the black lives next door research project. My research this summer was on the desegregation and post integration era In Fairfax County public schools. the page that I will be presenting today covers instances where the concerns of racial inequalities voiced by black students were often not listened to by school staff or the school board. Other research That I have done this summer includes the evaluation of a guidebook that the School board produced to help ease racial tensions in school. Another Part of my research was the remembrance of the Fairfax Rosenwald school and the 11 oaks school. To start: The Fairfax County public school system officially desegregated starting the fall school year of 1965. This page will explore instances where Back student voiced concerns about their schools that were either dismissed or overlooked by administration and the school board. In late May of 1967, a panel of four teenagers from the Vienna teen council asked the school board to create policies to help prevent further racial incidents in the county schools. One problem that a black student named Jerry Thomas told the school bord about instances of racial slurs that were directed towards black students. Katherine Harris a student Langley high school asked the school board to create a training program which would focus on an integrated approach rather than a desegregation approach. She wanted this program to include all teachers in school administrators. The board was not very receptive to the proposal, one board member spoke about how these problems were the responsibility of school principals not the school board. This next section it’s from the October 1973 issue of the Fairfax school bulletin. There was an article was written about school discipline and it gave a peek into a black student experience with unequal discipline in their school. The student recounts specific examples of fellow peers being treated more fairly. In another article from the County School bulletin, it writes about the black cultural alliance at Fort hunt high school this was a club created by the school’s black students. the article writes about how extracurricular activities that were a part of national organizations in which members voted on perspective members enabled racial exclusion. So black students created this group to not only provide community but events and activities that might not have been offered to them by the school. One instance where racial tension reached a breaking point was at Herndon high school on October 27th, 1974. The fight escalated to 70 student’s afternoon classes had to be cancelled and school was closed the following day. Reston black focus which was an African American community organization evaluated the fight is just another instance of the systemic problems of race relationships in county schools. their education committee created a list of problems that the school was having and proposed them to the school board. One of the biggest problems was an understaffed faculty in an overstuffed school. The last instance that I have on this page was a survey from 1977 in the survey high school students claim poor relations. some of the findings from the survey was that less than half the students believed administrator enforced discipline fairly. And that 60% of black students said they did not feel comfortable in their schools. what I thought was most shocking statistic was that 29% of black students said that they felt like failures, but half of the teachers said they thought black students felt like failures in school. In conclusion I think the value that our whole project brings silenced voices to light. It’s important that we were able to all uncover these stories that define not only George mason university but Fairfax county as well. Our findings help connect us to how we got to where we are today but more importantly our projects highlights why we must keep improving. I want to thank my mentors and fellow groups members for an outstanding research project. Thank you

For more on this topic see:
Black Lives Next Door – Eleven Oaks Elementary School
Black Lives Next Door
Black Resistance in Fairfax County
BLND Project: “Back to School”: An Examination of the Forgotten Historic Location
Categories
College of Science Summer Team Impact Project

Spatio Temporal Prediction of Human Mobility

Author(s): Dhruv Gandhi

Mentor(s): Hamdi Kavak, Computational and Data Sciences; Taylor Anderson, Geography and Geoinformation Science; Andreas Zufle, Geography and Geoinformation Science; Amira Roess, Global and Community Health; Samiul Islam, Fahad Aloraini, Graduate Assistants

There have been many studies on location prediction that have tried to predict the number of visitors at a certain location; however, these studies suffer from some limitations due to the lack of data. This study attempts to create a location prediction system based on data for Fairfax County from SafeGraph. SafeGraph data provides us with a sample of approximately 10 percent of the number of visitors from each census block group to each place of interest from Jan 2018 to Jun 2021. Tensor factorization was used to cancel out the noise that is present in the SafeGraph data. We developed three baseline prediction models to compare against more sophisticated approaches: weekly rolling average [model 1], using previous 4 weeks [model 2], and using previous 4 weeks weighted [model 3]. Other approaches used were long short-term memory (LSTM), regression, croston, autoregressive integrative moving average (ARIMA), and exponential smoothing. The baseline approaches, specifically model 2 and model 3, have consistently performed better than the more sophisticated approaches and tensor factorization has always influenced our models positively. Given that we have access to this abundance of data, using the power of factorization and simple baseline algorithms, businesses and entities can predict human mobility and identify a potential group for their mutual betterment through marketing and advertisements.

our presentation is on spatial temporal prediction of human mobility our research objective is to predict human mobility in fairfax county from a census block group to a place of interest using data from safe graph so we’re going to define points of interest and census block groups a point of interest is basically just any location that shows up on a gps like a hotel or a gas station and a census block group is just a geographical unit used by the census bureau and then to simplify that a little bit more basically we’re looking at someone from cbg1 going to a place of interest such as walmart or panera bread and same for cbg too and that’s how we’re getting our data next slide please and through that we have 649 cbgs which are the rows and then over 15 000 places of interest which are the columns walmart nera gym etc and then that data ranges from january 2018 to june 2021 and we have data on a weekly basis and through that we have over a billion data points to work with and the workflow in this regard would be just pre-processing the data a little bit uh doing some matrix or just creating the matrix then creating the sparse matrix and now getting to matrix factorization non-negative and regular this is just to cancel the noise get rid of the outliers and keep the signal then we look at our approaches create some models see if the models are scalable sample them and then just fill in the gaps with more factorization just so it’s more scalable next slide please and these are some of the approaches we’re looking at um approach one is just looking at the previous week’s data and then just using that to predict the next week approach two is looking at the previous four weeks of data to predict the next week model three is to look at the previous four weeks on a weighted scale to predict the next week then we also tried some regression models and we also tried long short term memory lstm given that the approaches we have tried these are the results we have we have tried all of the approaches on the raw matrix or the actual matrix and also on the factorized matrix and we used tucker for the factorization the models we tried with like model one two three regression polynomial regression with the dedgree of 2 and lstm and as you can clearly see if you focus on the right side’s plot you can see that the model two and three is outperforming all other models the regressions we have and the lstm and for that reason with a smaller subset we would only focus on model one two and three basically the baseline approaches to evaluate and if we go to the next slide as you can see here we have the subset this is not a geographical subset but a subset in terms of the number of poi since we are selecting the enter fairfax county but only 1670 poi and these are the most visited pois and we are focusing on the first 52 weeks which is basically the year 2018. and these are the results from 2018 and if you compare the rmse score between model one two and three you may see that the factorized matrix always tends to perform better than the raw or the actual matrix and this has been observed in all cases and model two and three performs better than model one even though in this case model one tends to perform as good as model two and three but we suggest two or three for the further approaches and going forward we you’d like to focus on the cbg and poi key trends and we’d like to develop maybe a multi-threaded approach for a larger area and we are in the process of trying some of the sophisticated approaches and hopefully in the next iteration of our work you will be able to see that we’d like to give a special thanks to the national science foundation the aspiring scientists summer internship program and the summer team impact projects

For more on this topic see:
Examining Different Disease Transmission Approaches in Data-Driven Agent-Based Models
Analyzing Changes in US Mobility Trends During 2020a
Measuring the Changes in Sentiment and Emotion Towards COVID-19 Over Time in Tweets Posted from Within United States Counties
Categories
Carter School for Peace and Conflict Resolution College of Humanities and Social Science Honors College Summer Team Impact Project

COVID-19 Food Security Project

Author(s): Allie Phillips, Zachary Wolfson

Mentor(s): Lawrence Cheskin, Nutrition and Food Studies; Matthew Rossheim, Global and Community Health; Alison Evans Cuellar, Health Administration and Policy; Zimako Chuks , Erika Kennedy , Graduate Assistants

Since early 2020, the COVID-19 Pandemic has significantly altered the lives of billions of people across the globe and hundreds of millions of people in the United States. One of the issues impacted most severely by the pandemic is food security, a measure of people’s ability to access food that fulfills their dietary needs and does not exceed their economic capabilities (World Food Summit, 1996). The COVID-19 crisis exacerbated food security challenges by disrupting food systems and restricting physical and economic access to resources. COVID-19-related relief programs disproportionately affected subpopulations such as university students, as many were ineligible. University students were especially affected by the pandemic due to campus closures and changes in employment status. Students who worked fewer hours than before the pandemic saw a decrease in food security compared to their peers whose employment situation did not change (Mialki et al., 2021). Prior to COVID-19, approximately 60% of college aged adults experience a decrease in food security at any one time during their college careers at 4-year institutions (AACU 2019). Food security challenges are often associated with other challenges for students such as lower grades, housing insecurity, and mental health issues. For example, Fang et al. (2021) found that food security challenges are associated with a 257% higher risk of anxiety and a 253% higher risk of depression. While previous studies have examined the characteristics that negatively impact food security in college students, specifically employment and student demographics, this project examines the relationship between COVID-19 and student perceptions of their personal health and wellbeing by studying the health effects that limited food availability, choice, and accessibility had amongst college students. This information can be instrumental in helping administrators and legislators implement policies to better address the dietary needs and wellbeing of students in their respective universities and states.

Zach Wolfson: Welcome everybody to our OSCAR Summer Team Impact Project presentation. Today we’re going to be examining COVID-19’s impact on food security in George Mason undergraduate students. So firstly here, I’m going to introduce you to some of our wonderful student researchers. We have Emma, who is a highschool volunteer, myself, a student at George Mason University, Allie, who is a student researcher from William and Mary, and Zimako, who is our fantastic Graduate Research Lead. Zach Wolfson: So, food security, what is it exactly? The COVID-19 Pandemic has significantly altered the lives of hundreds of millions of people in the United States. One of the issues impacted most severely by the pandemic is food security which, according to the World Food Summit, is a measure of people’s ability to access food that fulfills their dietary needs and does not exceed their economic capabilities. There are some significantly important questions that must be explored in terms of how COVID-19 may have exacerbated food security issues for college students, particularly as they were often ineligible for COVID-19 relief programs. This topic is important as food security challenges are often associated with lower grades, housing insecurity, and mental health issues. In a university environment, this is particularly troubling. We hope that, with this research, we can provide valuable insights into what universities can do to better address the needs of college students whose food security may have been impacted by the COVID-19 pandemic. Allie Phillips: So, I’m going to be talking about our project’s methods of approach. The overarching goal of this study was to gain a better understanding of how Mason students’ lives were altered in various ways due to the COVID-19 pandemic, so we conducted semi-structured in-person interviews all led by student researchers. We asked open-ended questions about their socioeconomic status, gender, race, and ethnicity as well as other challenges they may have faced during this time. To the best of our ability, we encouraged unique, in-depth responses from participants, as we wanted each interview to run like a casual conversation rather than interrogation. We were able to interview over 130 undergraduate students here at Mason, all of whom took classes after March 2020. They were recruited to participate via email invitation sent out to a multitude of student organizations and clubs back in late May and early June, and they were each compensated with a $25 gift card. Interviews were audio recorded and automatically transcribed through zoom, though all of the transcriptions needed a little manual perfecting afterward. Then, student researchers attempted to draw out a variety of themes pertaining to academic, economic, social relationship, mood and mental health, behavior, housing, substance use, and belief factors. Our group analyzed these common themes and how they intersected between to make conclusions about student food security. Zimako Chuks: We collected qualitative data to examine common themes in our participants. After editing interview transcripts and organizing participant data into the themes mentioned, we measured the prevalence of specific themes. We found that around 36% of student participants stated they ate healthier during the pandemic. The majority of students discussed how they ate primarily home cooked meals because of stay at home orders. Our findings were mixed when it came to eating frequencies during the pandemic: Some participants stated they skipped meals while others stated they ate more frequently. Less than 5% of participants stated that they had a decrease in food insecurity but the reasons for this are still unclear. Emma Yang: The research indicates that the food security of select students at George Mason was not significantly impacted by the COVID-19 pandemic. This is likely due to their overall financial stability and access to resources like grocery stores and food delivery. Due to campus closures, many students also moved home to live with their parents. This also affected students’ food security because students living at home likely did not have to worry about lack of access to food. These results build on existing evidence that students living off-campus and with their parents/guardians experienced no impact or an increase on their food security. However, in line with the research question, students’ self-perception of their well-being was impacted by the COVID-19 pandemic. Many students reported that they were healthier during the pandemic due to eating more home-cooked meals, and that they were watching their weight by not consuming too much junk food. Alternatively, other students felt that their well-being declined due to less exercise and getting more food delivered. The generalizability of these results is limited by the fact that George Mason is located in an affluent metropolitan area near Washington D.C., where there are high living standards and average income. Zimako Chuks: It is pressing that further research explore the relationship between COVID 19 and food security in college students. This study faced a few limitations because it was a convenience sample. Because of this, certain subpopulations were overrepresented in the data, which could be one reason our results did not find as many participants that stated they had a change in food security, differing from the studies we read prior to the project. Zach Wolfson: In addition, participants may have not felt comfortable sharing some of the deeply personal information we asked for with little warning. Future efforts should attempt to do research over a long period of time, particularly as the new Delta variant of COVID-19 became more publicly prominent toward the end of this study. Allie Phillips: Additionally, two to four person focus groups could also be useful for gathering student insights on food security challenges. Further research on this topic would be extremely useful in developing nutrition intervention programs on campus. Emma Yang: Thank you for watching our presentation. If you have any questions, feel free to email one of us.

For more on this topic see:
Economic Effects of COVID-19 Pandemic on GMU Students
COVID-19’s Impact on Under-Resourced/Underrepresented College Students and their Peers