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In this paper, a Segment Anything Model (SAM)-based pedestrian infrastructure segmentation workflow is designed and optimized, which is capable of efficiently processing multi-sourced geospatial data, including LiDAR data and satellite imagery data. We used an expanded definition of pedestrian infrastructure inventory, which goes beyond the traditional transportation elements to include street furniture objects that are important for accessibility but are often omitted from the traditional definition. Our contributions lie in producing the necessary knowledge to answer the following three questions. First, how can mobile LiDAR technology be leveraged to produce comprehensive pedestrian-accessible infrastructure inventory? Second, which data representation can facilitate zero-shot segmentation of infrastructure objects with SAM? Third, how well does the SAM-based method perform on segmenting pedestrian infrastructure objects? Our proposed method is designed to efficiently create pedestrian-accessible infrastructure inventory through the zero-shot segmentation of multi-sourced geospatial datasets. Through addressing three research questions, we show how the multi-mode data should be prepared, what data representation works best for what asset features, and how SAM performs on these data presentations. Our findings indicate that street-view images generated from mobile LiDAR point-cloud data, when paired with satellite imagery data, can work efficiently with SAM to create a scalable pedestrian infrastructure inventory approach with immediate benefits to GIS professionals, city managers, transportation owners, and walkers, especially those with travel-limiting disabilities, such as individuals who are blind, have low vision, or experience mobility disabilities. 

For many lawmakers, energy-efficient buildings have been the main focus in large cities across the United States. Buildings consume the largest amount of energy and produce the highest amounts of greenhouse emissions. This is especially true for New York City (NYC)’s public and private buildings, which alone emit more than two-thirds of the city’s total greenhouse emissions. Therefore, improvements in building energy efficiency have become an essential target to reduce the amount of greenhouse gas emissions and fossil fuel consumption. NYC’s buildings’ historical energy consumption data was used in machine learning models to determine their ENERGY STAR scores for time series analysis and future pre- diction. Machine learning models were used to predict future energy use and answer the question of how to incorporate machine learning for effective decision-making to optimize energy usage within the largest buildings in a city. The results show that grouping buildings by property type, rather than by location, provides better predictions for ENERGY STAR scores. 

Online classes are typically conducted by using video conferencing software such as Zoom, Microsoft Teams, and Google Meet. Research has identified drawbacks of online learning, such as “Zoom fatigue”, characterized by distractions and lack of engagement. This study presents the CUNY Affective and Responsive Virtual Environment (CARVE) Hub, a novel virtual reality hub that uses a facial emotion classification model to generate emojis for affective and informal responsive interaction in a 3D virtual classroom setting. A web-based machine learning model is employed for facial emotion classification, enabling students to communicate four basic emotions live through automated web camera capture in a virtual classroom without activating their cameras. The experiment is conducted in undergraduate classes on both Zoom and CARVE, and the results of a survey indicate that students have a positive perception of interactions in the proposed virtual classroom compared with Zoom. Correlations between automated emojis and interactions are also observed. This study discusses potential explanations for the improved interactions, including a decrease in pressure on students when they are not showing faces. In addition, video panels in traditional remote classrooms may be useful for communication but not for interaction. Students favor features in virtual reality, such as spatial audio and the ability to move around, with collaboration being identified as the most helpful feature.