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Results of Questionnaire WAI-Curricula: Draft Review for unit 3 "Business Case and Benefits"

The results of this questionnaire are available to anybody. In addition, answers are sent to the following email addresses: dmontalvo@w3.org,shadi+EOsurvey@w3.org

This questionnaire was open from 2019-09-11 to 2019-09-18.

12 answers have been received.

Jump to results for question:

  1. Overview
  2. Review level and timing
  3. Unit 3: Business Case and Benefits
  4. Topic: Accessibility as a Driver for Innovation
  5. Topic: Broader Benefits
  6. Topic: Minimizing Legal Risk
  7. Any other Thoughts/suggestions?

1. Overview

This survey is for a first review of Unit 3: Business Case and Benefits teaching unit, as part of the Introduction to Web Accessibility" teaching module.

Background: WAI Curricula Requirements Analysis

Focus for your review:

  • Are all topics covered well? Is anything missing? Is anything in there that shouldn't be?
  • Try to note any significant issues at this point, so we can address them now.
  • Comments on details, including wording, are welcome at this point.

Feel free to comment in the below edit boxes or to open a New GitHub Issue

Note: The review versions linked above will not change during the review period. The editor will address some issues as they come in, so the live draft might change during this review period. You might want to check GitHub issues and the live updates before doing your review: Live draft - Unit 3 - Business Case and Benefits

Details

Responder Comments
Laura Keen
Estella Oncins
Lewis Phillips
Richard Steinberg Under Deliverables on https://www.w3.org/WAI/EO/wiki/WAI_Curricula, number 3, subsections 6 and 7 are the same link to "iNACOL National Standards for Quality Online Courses (v2) (Brent)" Why is this?
Helen Burge
Eric Eggert All comments for editor’s discretion, even if I feel strongly.
I think this is a great draft and was really good to read.

In general we should not use “the resource [resource name]” when linking to something as resource is WAI/EO jargon and makes the page harder to understand. If it is linked, it is a kind of resource.
Kevin White Really good! All points to be considered with the caveat that I am coming at this late in the development.
Mark Palmer
Sylvie Duchateau I read through the page and it sound very clear. I don't have further comments on it.
Brent Bakken
Shawn Lawton Henry I got through everything except the Teaching Resources. I'll have some suggested edits for that section, yet I don't expect they'll need EOWG discussion.
Howard Kramer The sentence "Research case studies on accessibility that are relevant to your audience" was confusing. Is this an instruction to the instructor - if so, for what purpose? More context is needed.
Otherwise, everything looks good to me.

2. Review level and timing

Please indicate below the level of consideration you were able to provide for this review. If you were unable to get to it and would like more time, please indicate that as well. Thanks!

Summary

ChoiceAll responders
Results
I read the material carefully 6
I skimmed the material 5
I need more time and have put a date below when I can get to it
I am not going to be able to review this material and will defer to the decisions of the group 1

Details

Responder Review level and timing
Laura Keen I am not going to be able to review this material and will defer to the decisions of the group I will be on vacation in Costa Rica next week with no online access.
Estella Oncins I read the material carefully
Lewis Phillips I read the material carefully
Richard Steinberg I skimmed the material
Helen Burge I skimmed the material
Eric Eggert I read the material carefully No comment.
Kevin White I skimmed the material
Mark Palmer I skimmed the material
Sylvie Duchateau I skimmed the material
Brent Bakken I read the material carefully I reviewed the Live version on 18 September in the PM.
Shawn Lawton Henry I read the material carefully I reviewed the live draft on Wednesday.
Howard Kramer I read the material carefully

3. Unit 3: Business Case and Benefits

Focus on unit 3 Business Case and Benefits:

  • Do you agree with the introduction, learning outcomes, and competences?
  • Do you think Learning Outcomes and Ideas for Assessment are coherent and feasible?
  • Do you agree with the wording, tone, and approach?
  • Do you have other thoughts, suggestions, or comments?

Please feel free to comment in the below text box or open a dedicated GitHub Issue for Unit 3

Details

Responder Unit 3: Business Case and Benefits
Laura Keen
Estella Oncins It might be interesting to include a Learning Outcome referring to:
- Detect examples of webpages with accessibility problems. For example a webpage with an embedded video without captions/subtitles.
The resources provide insights of including the accessibility in an early step of the design, but it might be useful that students also detect problem issues in existing webpages. This allow students and teachers to test further the acquired skills and competences from the learning outcomes.
Lewis Phillips I'm ok with the content as it is now
Richard Steinberg Yes agree on all
Helen Burge Look good to me
Eric Eggert The learning outcomes repeat “accessibility” a lot, two list items end with organization, this makes it relatively hard to skim and parse. No good idea what to do instead, so FYI.

I don’t like how “Basic understanding” repeats under students in the “competencies” section. Maybe have a nested list there?

Teachers don’t need “Applied Experience in generating business benefits from accessibility.” First, it is debatable if there are benefits specifically from accessibility, second, most instructors won’t have that specific background. Most people in this group does not have that background. Requiring this skill feels a bit much.
Kevin White From a general read the wording, tone and approach seems good.
Mark Palmer
Sylvie Duchateau
Brent Bakken In Ideas for Assessment, I like that you are starting the bullets with the type of assessment. That helps the person reading understand better what the student should/could do.
Shawn Lawton Henry Overall, I'm a little hesitant with having such emphasis on Accessibility Drives Innovation in training on the business case for *web* accessibility. The idea is great and clearly relevant overall and especially with technology in general. I'm just not sure in practical real-world terms how much of a factor that aspect is for most organizations. Sure, there are a few innovative web development groups, yet a huge percentage are really not in the position to do much innovation in web development.

From my perspective, increasing market reach, enhancing brand reputation, and demonstrating social responsibility are much greater factors for the business case for web accessibility for most organizations. However, those have so much less weight in this draft given that there is a whole topic on innovation yet nothing at all on those in the "outline" of topic titles.

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I also have a little hesitation about the balance of this Unit with the other Units in Module 1. Let me explain: When people look at the "outline" on the Intro page under "Units in this Module", some people will make the mistake -- consciously or subconsciously – of assuming that each Unit and/or each Topic is roughly equal in the amount of time to cover it. However, that is not at all what we want to communicate -- it's wrong / not the proportional time for each unit. The % time by number of topics is below along with the previous ideas for duration (in parenthesis):

2 topics = 14% (2-3 hours) Unit 1: What is web accessibility
2 topics = 14% (3-5 hours) Unit 2: People and Access Technology
3 topics = 21% (1-2 hours) Unit 3: Business Case and Benefits
3 topics = 21% (2-4 hours) Unit 4: Principles, Standards, and Checks
4 topics = 29% (2-3 hours) Unit 5: Getting Started with Accessibility

A few ideas for addressing this:
* I wonder if Unit 3 should just have one topic? (which would also help address the first issue above)
* I wonder if we want to put rough percentage of time on each unit? I agree that we do not want duration – because Module 1 could be taught in a half day, or a full university term. I do, however, think that it's pretty important to communicate that this curricula expects (in most cases) a lot of time spent in Unit 2 and not much on Unit 3, etc.

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Current wording: "Note: Research case studies on accessibility that are relevant to your audience. Some examples from well-known organizations are in the resource The Business Case for Digital Accessibility."

This note here and also in Unit 5 feels out of place. It seems to belong under "Topics to Teach" – and it's already there.
(Also, I very much do not like "Note" bold here – it does not warrant such emphasis.)

Also on "Research case studies on accessibility that are relevant to your audience." Are we being fair to expect that people will be able to find things other than in the business case? I mean we've had several people searching and asking for case studies over the years, and I think we have documented most we think worthy. I'm not saying others *might* not find another good business case, but the chances are so unlikely that it seems mean to actively encourage them to spend their time doing so. (Good instructors who want to, will do it anyway. Not great instructors' time and effort is probably better spent learning the materials we give them.)

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Current wording: "Applied experience in generating business benefits from accessibility."

Nice to have, but I think not required. For example, a university professor might be able to teach this fairly well even if they've never done it.

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Current wording: "You can use them or add your own if necessary."
Suggest: "You can use them or add your own."
Howard Kramer It all read well to me. There was nothing I disagreed with.

4. Topic: Accessibility as a Driver for Innovation

Focus on topic Accessibility as a Driver for Innovation:

  • Do you agree with the introduction and learning outcomes?
  • Do you think Learning Outcomes, Teaching Ideas, and Homework Ideas are aligned?
  • Do you think Teaching Ideas and Homework Ideas cover well the scope of this topic?
  • Do you agree with the wording, tone, and approach?
  • Do you have further ideas or suggestions?

Please feel free to comment in the below text box or open a dedicated GitHub Issue for Topic Accessibility as a Driver for Innovation

Details

Responder Comments
Laura Keen
Estella Oncins In the same line a possible "teaching idea" for assessment would be to:
- Discuss or identify situations in which the accessibility chain is broken.
For example, a blind user want to purchase an online ticket for the theater/cinema, even if the theater/cinema offers audio description, the system does not allow him to select a specific seat in an accessible way and has to attend personally to purchase the ticket.
Lewis Phillips In the sentence: "Explain that many features originally thought for accessibility have become mainstream, such as the type-writer, telephone, punch cards, text to speech, email, and voice controls." thought doesn't seem to be the correct word. Possible added, or created, maybe designed.

One of the learning outcomes is to "Identify common aspects between accessibility and usability", but there is no teaching idea that touches on usability.
Richard Steinberg Yes agree on all
Helen Burge The homework ideas jump a bit from what is taught - might need a line for teaching what accessibility testimonials are, and the different types to help students on the homework.
Eric Eggert Teaching ideas, last bullet:

> Provide analogies between digital accessibility, and social and architectural accessibility. For example, relate digital accessibility to the curb cut on sidewalk, which benefits people using strollers, bicycles, pushing carts, carrying luggage, etc. This concept is sometimes referred to as the electronic curb cut.

I don’t know what “This concept” is? Providing analogies? Providing accessibility? I think the whole last sentence is unnecessary.

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Homework Ideas, first bullet:

> Students search for publicly available accessibility testimonials and business case arguments from different organizations. Advise student that testimonials are often not easy to verify and may require further analysis.

Is “searching” the homework? It feels to me that there is something that the students need to do with the researched information.
Kevin White Minor: is use of captions more common than use of voice dictation? Or add another example into voice control, such as selecting a playlist?

Sorry can't remember general policy on American/British English
Minor: is sidewalk too Americentric?
Minor: Curb or kerb?
Minor: Pushchair or stroller?

There doesn't appear to be anything in the teaching or homework ideas about how the UCD learning outcome is explored.

Homework idea: Research CSR examples?
Homework idea: I think the second home work idea is good but a bit difficult to understand. I think there is something about researching and thinking about an accessibility feature and consider how else might be used in other ways.
Homework idea: Research companies that are creating services that support disabled people's digital needs and consider alternative uses.

Mark Palmer
Sylvie Duchateau
Brent Bakken [ED] [Medium] In the Teaching Ideas section of this topic I am concerned a little about the first bullet. The sentence, "Explain that many features originally designed for accessibility have become mainstream, such as the type-writer, telephone, punch cards, text to speech, email, and voice controls." gives examples of "features" being mainstreamed. I have two concerns. First, not all of these are features, I would only see TTS and voice controls as features. The rest are devices or tools. Maybe say "tools and features." My second concern is that I am not sure all those who would read and try to use this content to teach others would understand that a type-writer, telephone, email where created for accessibility (I didn't), and they wouldn't understand how to explain it that way. I think we might need to make a stronger connection between the need for tools to help those with accessibility became very innovative inventions, like google home, amazon echo, etc. came out of speech recognition and commands. Another example would be captioning.

[ED] Order of Teaching Ideas - I would move the third bullet (analogies) up to be the first bullet. This gives them a concrete example of how architecturally something was designed for those with disabilities, but now everyone uses them and complains when they are not there.

[ED] Order of Homework Ideas - I would switch the order of the homework ideas as the current first one is a bit challenging, would move the second bullet (a bit easier) to the top.
Shawn Lawton Henry Current wording: "Topic: Accessibility as a Driver for Innovation"
Suggest: "Topic: Accessibility Drives Innovation"

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Current wording: "Explain the innovation behind different accessibility features."

Doesn't work for me. I don't know what this means.

I think the idea of "accessibility drives innovation" overall is that when early on in a project you are considering all the users and use cases around accessibility, then you are more likely to come up with great new ideas = innovation. And, those great new ideas are likely to also benefit users without disabilities, and become mainstream.

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I mildly think we should also point to https://www.w3.org/WAI/business-case/bibliography/ since I think skimmers could easily miss the link to it in the main business case page.

---

Current wording: "List examples of accessibility features and explain the innovative benefits for people in different situations."
Suggest: "List examples of accessibility features and explain how they also benefit people without disabilities in different situations."

---

Current wording: "Explain how accessibility features deliver more intuitive experiences."

My first reaction to this was, "How?" … I did come up with an example: good link text instead of "click here". Do we have examples in the resources that we point to?

Unless those examples clearly make "more intuitive experiences", I suggest editing to: "better user experiences for everyone".

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Current wording: "Explain how accessibility encourages human-centered design approaches, which result in more usable products."

We wish!!! I'm not sure you can say that. We have whole resources trying to convince those working on accessibility to focus on the human-centered design aspect instead of just the technical aspect.

---

Current wording: "Optional ideas to assess the learning outcomes."
Suggest: "Optional ideas to achieve the learning outcomes:"
(assess -> achieve and end with colon)

---

Current wording: "relate digital accessibility to the curb cut on sidewalk, which benefits people using strollers, bicycles, pushing carts, carrying luggage, etc."
Suggest: "relate digital accessibility to curb cuts in sidewalks that benefit people with strollers, carts, luggage, bicycles, etc."

---

Current wording: "Students search for publicly available accessibility testimonials and business case arguments from different organizations. Advise student that testimonials are often not easy to verify and may require further analysis."

How does this help meet the learning objectives?

(If keep, add hyphen "Students search for publicly-available accessibility testimonials…")
Howard Kramer It all read well to me. There was nothing I disagreed with.

5. Topic: Broader Benefits

Focus on topic Broader Benefits:

  • Do you agree with the introduction and learning outcomes?
  • Do you think Learning Outcomes, Teaching Ideas, and Homework Ideas are aligned?
  • Do you think Teaching Ideas and Homework Ideas cover well the scope of this topic?
  • Do you agree with the wording, tone, and approach?
  • Do you have further ideas or suggestions?

Please feel free to comment in the below text box or open a dedicated GitHub Issue for Topic Broader Benefits

Details

Responder Comments
Laura Keen
Estella Oncins Maybe as broader benefits it can be included a reflection or discussion about in which cases the student has experienced accessibility problems. For instance when sitting in a place with no direct view (audiodescription may help), person speaking with strong accent (captions may help)
Lewis Phillips
Richard Steinberg Yes agree on all
Helen Burge Looks good but I think this might be better before the first topic
Eric Eggert I feel strongly uncomfortable linking to the archived old business case and presenting it as fact as it is in this section. I think it is decremental for teachers to link to such an outdated document (WCAG 1.0) and might actually introduce false assumptions about accessibility.

---

> Explain how accessibility helps build high-quality products by meeting technical standards.

Meeting technical standards does not mean having high quality products. I can meet WCAG with really terrible products. Many people do. Valid HTML doesn't mean your product is high-quality, too.

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> Explain how accessibility implementations can help reduce overall development and maintenance costs.

We don’t have reliable evidence for that (hence only the old business case mentions it, the new one does not). Just making things accessible does not drive down cost, many companies will see significant investment before having an accessible product and then it will take a long time to break even. (We had that discussion when we developed the new business case.)

---

Teaching ideas, last bullet:

> Reflect with students about how accessibility can reduce development time if implemented from the beginning, e.g., when changing presentational aspects of a page. Contrast the amount of time it takes to make such changes in an accessible and in an inaccessible page.

Changing CSS on a page is as complicated, no matter how accessible the page is. There are inaccessible pages that can be easily restyled and accessible ones where it is very hard.
Kevin White Learning outcomes: there is something missing about the benefits accessibility brings to the general user experience. This is slightly touched on in the module learning outcomes ('Explain how accessibility can extend market reach for organizations'). However, it could be stressed more.

Is it too much of a distraction to direct people off to the Business Case resources? It mentions that there additional technical and financial factors, but there is little about how to use those or which would be important.

The financial benefit is a big one in this space for some organisations. Bluntly, what is the ROI?

This doesn't seem to consider, or present, accessibility being introduced at the design phase - seems to focus on development phase which may be too late. Opportunity to explore a teaching idea around this.
Mark Palmer
Sylvie Duchateau
Brent Bakken [!!] I need some explanation here. Can we actually say the following statements the way they are written? Learning Outcome: "Explain how accessibility implementations can help reduce overall development and maintenance costs." Teaching Ideas: "Reflect with students about how accessibility can reduce development time if implemented from the beginning, . . . " I don't think accessible development reduces actual development time. I can see how it can reduce maintenance / remediation costs. I think these two statements need to be more carefully worded.

[ED] Suggested rewording in Homework Ideas, bullet two: Original: "Encourage the students to elaborate on specific business opportunities of the organization from implementing accessibility." Example of edit: "Encourage the students to creatively elaborate on specific opportunities or strategies an organization can use to implement accessibility in planning, design, and development processes." (This example still needs some work. Just would like to see the students doing some higher level thinking of how organizations can begin, or improve implementation.)
Shawn Lawton Henry See overall comment about this topic title not giving enough visibility to the important points it covers.

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Current wording: "Additional technical and financial factors are described in the resource Developing an Accessibility Business Case for your Organization (Archived)."

The points in https://www.w3.org/WAI/business-case/archive/tech were valid ages ago. I'm not sure how much they are in today's environments?

The "Increases Website Use" section https://www.w3.org/WAI/business-case/archive/fin#increase-use is still valid today, and I think the specific examples will be useful to some people. And some of the "Direct Cost Savings".

To simply and clarify the overall presentation of information, I wonder about not including that sentence here. And in the "Teaching Resources" section, provide more specific info about that resource?

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Current wording: "Explain how accessibility implementations can help reduce overall development and maintenance costs."

Ditto above: was valid ages ago. I'm not sure how much in today's environments?

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Current wording: "Give examples of accessible pages and ask students to browse them in different combinations of devices and screen sizes. Contrast them with inaccessible examples. Emphasize how the overall experience is better in accessible pages."

Unfortunately, I think not necessarily. You can have an accessible page with bad usability for everyone. And you could have a page with pretty good usability for TABS that is inaccessible.

---

Current wording: "Reflect with students about how accessibility can reduce development time if implemented from the beginning, e.g., when changing presentational aspects of a page. Contrast the amount of time it takes to make such changes in an accessible and in an inaccessible page."

Is this still a good example in today's environments?

---

Current wording: "Students perform a specific task with the smart assistant built-in to their mobile phones."
No hyphen there.
Suggest: "Students perform a specific task with the smart assistant in their mobile phones."

Also, I wasn't sure what you meant by "smart assistant"? /me searches… ends up at https://en.wikipedia.org/wiki/Virtual_assistant ...

---

Current wording: "Students research how an organization could benefit from improving accessibility implementation. Encourage the students to elaborate on specific business opportunities of the organization from implementing accessibility."

Good activity!
(need to fix wording at end of second sentence)
Howard Kramer It all read well to me. There was nothing I disagreed with.

6. Topic: Minimizing Legal Risk

Focus on topic Minimizing Legal Risk:

  • Do you agree with the introduction and learning outcomes?
  • Do you think Learning Outcomes, Teaching Ideas, and Homework Ideas are aligned?
  • Do you think Teaching Ideas and Homework Ideas cover well the scope of this topic?
  • Do you agree with the wording, tone, and approach?
  • Do you have further ideas or suggestions?

Please feel free to comment in the below text box or open a dedicated GitHub Issue for Topic Minimizing Legal Risk

Details

Responder Comments
Laura Keen
Estella Oncins Excellent work!
Lewis Phillips
Richard Steinberg Yes agree on all
Helen Burge Looks good to me
Eric Eggert No comments for this section.
Kevin White The second learning outcome could be a bit clearer.

Teaching Idea: Explore specific legal cases?
Mark Palmer "non-discrimination" as a term feels clunky to me. This may be a specific legal definition of course and may be why this language is used, however "inclusion" springs to mind as an alternative that trips more easily off the tongue.
Sylvie Duchateau
Brent Bakken [ED] Add a Teaching Idea or Homework Idea along the following lines. Present open record law suites around accessibility issues and their outcomes or settlements. Find litigation cases that were both upheld as well as dismissed to determine the the reasons for the outcome and what the reason why the plaintiff brought the case. (Maybe this is too US-centric since most litigation is in the US, but maybe that is okay/good.)
Shawn Lawton Henry These seem to be beyond the scope of the business case topic:
* "Describe the rationale and need for accessibility laws and policies."
* "Engage students in a conversation about non-discrimination and equal rights. Ask students to think of specific examples of non-discrimination, such as access to education, employment, civic participation, culture, and leisure."

I think can cut this topic down quite a bit. It seems students need to know:
* web accessibility is required by law/policies in many situations
* here's a list of laws
* organizations that don't do accessibility are at risk for costly legal action
* it's smarter (and usually much, much cheaper) to just do accessibility!
Howard Kramer It all read well to me. There was nothing I disagreed with.

7. Any other Thoughts/suggestions?

Any other thoughts or suggestions?

Details

Responder Comments
Laura Keen
Estella Oncins
Lewis Phillips In the Ideas for Assessment section
Presentation — Students present to other students business case arguments that are applicable to an organization of their choice and explain the rationale for each argument. This sentence feels awkward. Adding "the" in front of business case arguments seems to make it clearer.
Richard Steinberg Unfortunately, I was unable to comment on Unit 2 by the deadline. If it's too late to consider, I completely understand. But if it's not too late or if this is discussed later on in the curriculum, under "Teaching Ideas" I would have liked to have seen a mention of something such as, "Discuss that different assistive technologies differ from one another." As an accessibility SME, one of the things I have to repeated teach developers and QA engineers is that different screen readers announce things differently. For example, if you code a screen with ARIA, that doesn't mean all screen readers announce that ARIA the same. One screen reader may do better with certain ARIA coding than another. Assistive technology and browser versions are also factors.
Helen Burge
Eric Eggert
Kevin White
Mark Palmer
Sylvie Duchateau
Brent Bakken
Shawn Lawton Henry I get slightly annoyed by the repetition of the opening paragraphs in sections, e.g.: "The following is a list of homework activities that help students achieve the learning outcomes. Select the ones that best apply to your audience and context or add your own."

If readers would often use only one topic, then I think would need repeating. But we expect most people actually using this resource will probably read all the topics in a unit, and probably all the Units in the Module. So I don't think we want to make them read those repetitive paragraphs 13 times in the Module. :-)

Maybe you can have one paragraph at the beginning of each unit, and that's it? For example:
"
This page provides:
* <b>Topics to Teach</b> that help achieve the learning outcomes. Adapt the sequence of topics, the activities you do, and the homework you assign for your particular students and context.
* <b>Homework Activities</b> that help students achieve the learning outcomes. Select the ones that best apply to your audience and context or add your own.

"

Or maybe have that only on the module intro page?
Howard Kramer I thought the unit flowed well.

More details on responses

  • Laura Keen: last responded on 13, September 2019 at 13:18 (UTC)
  • Estella Oncins: last responded on 18, September 2019 at 11:23 (UTC)
  • Lewis Phillips: last responded on 18, September 2019 at 15:31 (UTC)
  • Richard Steinberg: last responded on 18, September 2019 at 15:32 (UTC)
  • Helen Burge: last responded on 18, September 2019 at 16:12 (UTC)
  • Eric Eggert: last responded on 18, September 2019 at 16:35 (UTC)
  • Kevin White: last responded on 18, September 2019 at 16:42 (UTC)
  • Mark Palmer: last responded on 18, September 2019 at 19:11 (UTC)
  • Sylvie Duchateau: last responded on 18, September 2019 at 19:21 (UTC)
  • Brent Bakken: last responded on 18, September 2019 at 22:36 (UTC)
  • Shawn Lawton Henry: last responded on 19, September 2019 at 02:06 (UTC)
  • Howard Kramer: last responded on 19, September 2019 at 03:33 (UTC)

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