Online Collaboration Tools Research Articles

Preface

We are glad to introduce you that the 2020 International Conference on Green Chemical and Environmental Science (ICGCES 2020), supported by AEIC Academic Exchange Information Center, was successfully held on June 12, 2020. In light of worldwide travel restriction and the impact of COVID-19, ICGCES 2020 was carried out in the form of virtual conference to avoid personnel gatherings. Because most participants were still highly enthusiastic about participating in this conference, we chose to carry out ICGCES 2020 via online platform according to the original schedule instead of postponing it. ICGCES 2020 aimed to provide a flexible platform for experts and scholars in the field of Green Chemical and Environmental Science to disseminate the latest research achievements and advanced technologies, as well as to promote the cooperation between each other.We are greatly honored to have invited Prof. Jieshan Qiu, the Dean of College of Chemical Engineering at Beijing University of Chemical Technology (BUCT), to serve as our Conference Chair. Prof. Qiu is an internationally-recognized expert in chemical engineering, whose research areas cover both fundamental and applied aspects of carbon materials and science, with a focus on the methodologies for producing carbon materials from coal and coal-derived by-products such as coal tar pitch, and their applications in energy storage and conversion (solar cells, supercapacitor and batteries, etc.), catalysis and environment protection.During the conference, the conference model was divided into three sessions, including oral presentations, keynote speeches, and online Q&A discussion. In the first part, some scholars were given about 5-10 minutes to perform their oral presentations one by one. Then in the second part, keynote speakers were each allocated 30-45 minutes to hold their speeches. Our beloved Conference Chair, Prof. Qiu, was also invited to present his latest research. In the last part of the conference, all participants were invited to join in a WeChat group to discuss and explore the academic issues after the presentations. The online discussion was lasted for about 30-60 minutes. The first two parts were conducted via online collaboration tool, Zoom, while the online discussion was carried out through instant communication tool, WeChat. The online platform enabled all participants to join this grand academic event from their own home.List of Conference Chairman and Committee are available in this pdf.

Preface

The 2020 6th International Conference on Advances in Energy, Environment and Chemical Engineering (AEECE 2020) was successfully held on June 19, 2020, which was supported by Beijing University of Agriculture, College of Bioscience and Resource Environment, National Taipei University of Technology, Guizhou Minzu University, Feng Chia University and Universiti Malaysia Pahang. The conference was originally scheduled to be held in Jinan, Shandong, China, but switched to be carried out in the form of virtual conference due to the situation of COVID-19 and the implementation of worldwide travel restriction. By adopting online platform, Zoom, we successfully carried out this virtual conference without postponing it to fulfill the aim of providing a communicative forum for experts and scholars in the field of Energy, Environment and Chemical Engineering to share and discuss the latest trends and research achievements. AEECE 2020 also aims to expedite the academic advances in this area and promote the industrialization of academic achievements.With substantial supports from a bunch of renowned universities, we are honored to have invited three distinguished experts to serve as our Conference Chairs. They are Prof. Feiyan Xue, representing Beijing University of Agriculture, Prof. Mohammad Dalour Hossen Beg from Universiti Malaysia Pahang, and Prof. Dongfang Yang from Guizhou Minzu University. The rest of the committee of AEECE 2020 was composed of over forty scholars from various high education universities around the globe.The conference was divided into three parts, including oral presentations, keynote speeches and online discussion. Participants, who performed oral presentations, were given 5-10 minutes each to briefly present their recent research. In the second session, we invited five experts to deliver their keynote speeches. Each expert was allocated about thirty minutes to perform their presentations. They are Prof. Shen-Ming Chen from National Taipei University of Technology, Prof. Yi-Chu Huang from National Pingtung University of Science and Technology, Prof. Kew-Yu Chen from Feng Chia University, Prof. Mohammad Dalour Hossen Beg from Universiti Malaysia Pahang and Prof. Dongfang Yang from Guizhou Minzu University. Both the first and second session were conducted via online collaboration tool, Zoom. Thanks to the above experts’ excellent and profound talks, heated discussion was triggered in the third session. The online discussion was held through a WeChat group, which lasted for about 30-60 minutes and was created to recruit all participants to hold Q&A regarding the oral and keynote presentations. Zoom and WeChat enabled participants to gather around from their own home.We are now pleased to introduce you the proceedings of AEECE 2020, which was compiled from the excellent papers submitted to the conference. The topics of interest include the following three categories, but are not limited to: Energy Science and Engineering, Chemical Engineering and Technology, and Environmental Science and Environmental Engineering. All the papers have been through rigorous review and process to meet the requirements of International publication standard.Now we would like to seize this opportunity to express our sincere gratitude to the Conference Chairs, the distinguished keynote speakers, as well as all the audiences. In this special period, COVID-19 did not prevent us from continuing to hold such academic events and spread the state-of-the-art research. We are also expecting more and more experts and scholars from all over the world to join this international event next year. We hope this conference can continue to be held annually with the aim of spreading the most advanced research in the area of Energy, Environment and Chemical Engineering to all scholars around the globe.The Organizing Committee of AEECE 2020List of Committee member is available in this pdf.

Preface

After successfully held for three times, the 2020 4th International Conference on Electrical, Mechanical and Computer Engineering (ICEMCE 2020), supported by AEIC Academic Exchange Information Centre, was held on June 19, 2020 via online platform. Due to the worldwide travel restriction and the prevention and control of COVID-19, ICEMCE 2020 adopted the format of virtual conference through network technology to provide a forum for experts and scholars to share real-time information and discuss the state-of-the-art research on Electrical, Mechanical and Computer Engineering. We learned that most participants still had enthusiasm to join this conference, that’s why we chose to adopted a novel way to hold this virtual conference instead of postponing it.We’ve recruited nearly forty scholars to join the committee of ICEMCE 2020 with Prof. Ting Yang from Tianjin University as the Conference Chairman.The conference model was divided into three parts, including oral presentations, keynote speeches and online discussion. In the first part, authors of excellent papers submitted to this conference were individually given 5-10 minutes to briefly present their research. Then in the second session, we invited Prof. David Siu-Yeung Cho, representing University of Nottingham Ningbo, to hold a 30-45 minutes keynote speech. He talked about Internet of Car with Blockchain and AI Technologies. This talk described his research and development work which is based on vehicle networking and blockchain technology, through distributed ledgering, consensus mechanism, smart contract and other underlying architectures, as well as using open and transparent value acquisition and an artificial intelligence-based allocation algorithm to achieve value realization of data on vehicle and driving behavior. All of the oral presentations and keynote speeches were conducted via Zoom, now the popular online collaboration tool. The last part was held through a communication group via WeChat, the instant communication application, for experts and scholars to discuss more about the talks and presentations. We are glad that the insightful talks triggered heated discussion on WeChat communication group. The WeChat discussion lasted for 30 minutes. We are pleased to have over 100 participants to join this special conference. In light of most participants are from different universities and institutes in different cities, who resides in their own city due to travel restriction, they participated in this conference from home via Zoom and WeChat.

Better together: building a new support site for bachelor's students in nursing


 This study consists of two separate, but overlapping cases. As a consequence of a merger of four different higher education institutions in Norway, the [University name] got several nursing study programmes in different campuses. To get a more formal collaboration started, three university libraries decided to start a joint project. Case one was to build a product or service specifically designed for nursing students. Case two was to form a community of practice between librarians at the three libraries supporting these study programmes. Findings show that collaboration between different campus libraries is not always easy, even with online collaboration tools, but that a community of practice can be rewarding and an efficient way to collaborate. E-learning has been a way to serve both off-campus and campus students alike, and findings also show that building a product specifically designed for one user group can be exiting and worth the effort. The many mergers in higher education means that many librarians in Norway has become a part of much bigger units, and finding common ground, good collaboration methods and joint services to user groups are important issues.

Predicting cooperative work satisfaction of autonomous groups using a wiki tool in higher education

ABSTRACT This article reports the findings of a study on cooperative factors that predict higher education students’ satisfaction with using collaborative online tools. Although there is evidence of relationships between certain factors of teamwork and satisfaction in traditional groups that are guided by their teacher, little is known about what happens in autonomous groups without instructor support as research is scarce, even though these technologies are pervasive in higher education. This research adds to the existing literature by analysing students’ perceived satisfaction with online teamwork in a self-regulated condition. Data were drawn from two questionnaires fulfilled by 75 postgraduate students who used a wiki to work together on a learning task in online groups without teacher assistance over the course of two months. The results revealed that the four extracted collaboration factors: communication, trust, cooperation and cohesion, showed moderate to high degrees of correlation with cooperative work satisfaction. According to these findings, higher education students should be encouraged to build strong relationships to reach clear consensus, to interact frequently with peers and to be generous when sharing information, as teamwork satisfaction and ultimately, collaborative learning, depends largely on these factors.

An Orthopaedic Department's Response to the COVID-19 Health-Care Crisis: Indirect and Direct Actions with Thoughts for the Future.

An Orthopaedic Department's Response to the COVID-19 Health-Care Crisis: Indirect and Direct Actions with Thoughts for the Future.

The impact of visual posts on creative thinking and knowledge building in an online community of educators

This paper presents data from an Erasmus + project entitled Digital Leaders Across Boundaries (DLAB) to suggest ways learning is facilitated by engagement with collaborative online tools, and specifically through the use of creative visual posts. The DLAB project that informs this paper invited academics, teachers and students from four European countries to work together on a three-year project. The first year, which the data from this article refers to, focused on the theme of Technology Outdoors and resulted in three intellectual outputs, a four-week Massive Open Online Course (MOOC), a creative online community and a project website. This paper focuses on the online community, and demonstrates how the visual nature of the online community posts aided creative thinking and provided a hook for community members to adapt, develop and repurpose ideas. Using a visual ethnographic approach, the content of creative visual posts in the online community were tracked and coded to elicit how connections spread. This analytic process revealed observable ways in which ideas were developed and disseminated online. The paper findings exemplify, by exposing idea mapping, how the most effective posts allowed ideas to evolve by drawing relationships between creative outputs, participant thinking, learning cultures and practice. Sharing ideas facilitated creative thinking and collective knowledge building in the online community as the participants’ posts amplified the ideas seeded in the original MOOC content. The findings suggest that it would be beneficial for learning designers and educators to understand these processes in social online communities so as to nurture creativity within them.

Team-Based Learning for Scientific Computing and Automated Experimentation: Visualization of Colored Reactions

The increasing integration of software and automation in modern chemical laboratories prompts special emphasis on two important skills in the chemistry classroom. First, students need to learn the technical skills involved in modern scientific computing and automation. Second, applying these techniques in practice requires effective collaboration in teams. This work aims at developing a teaching module to help students gain both skills. In particular, we describe a modular and collaborative approach for introducing undergraduate students to scientific computing in the context of automated and autonomous chemical laboratories. Using online collaboration tools, students work in parallel teams to develop central components of an automated computer vision system that monitors color changes in ongoing chemical reactions. These components include three different aspects: image capture, communication, and data visualization. The image capture team collects and stores the images of the chemical reaction, the communication team processes the images, and the visualization team develops the tools for analyzing the processed image data. Using this educational framework, students built an open-source Python tool called AutoVis that enables the automated tracking of color and intensity changes in a liquid. The software is tested by simulating chemical reactions with dilute solutions of food coloring in water. It is shown that the system reliably tracks color and intensity, providing feedback to the experimentalist and enabling further computational analysis. Over the course of the project, students gain proficiency in scientific computing using Python and collaborate on software development using GitHub. In this way, they learn the role of software in chemical laboratories of the future.

REPLY STRUCTURE AND PARTICIPATION IN ONLINE CONVERSATIONS ENABLED BY ARGUMENTATION PLATFORMS: A REAL WORLD EXPERIMENT OF COLLECTIVE DELIBERATION IN E-DEMOCRACY

In this paper we report evidence from a collective deliberation experiment in which the supporters of a political party were asked to debate online about ways to reform the electoral law. We compared a forum with an argumentation platform, an online collaboration tool that supports the construction of a collective map representing the debate in terms of issues, proposals, pros and cons. We analyze the structural proprieties of the reply networks generated in the two conditions. Our findings show that forum generated more redundant ideas and highly central speakers, whereas the argumentation platform tested in this study favored viewing and rating of others’ posts, produced more arguments per idea, and promoted brokerage between users belonging to different subgroups

From the Editor

From the Editor Michelle M. Hamilton This is our first volume produced during the pandemic. While the final stages of 48.1 were completed during the first intense weeks of the pandemic, this volume features work that the authors produced and revised in the midst of the pandemic. I am grateful not only to the authors, but also to the editorial team who has been diligent and always available, even as they (and all of us) have been in countless Zoom meetings about financial and other administrative crisis at our institutions, listening to updates and plans for how our colleges or universities, or our own children’s schooling attempt to confront the challenges of the virus, or attending crash courses on how to teach online (and if you haven’t, check out the articles by some of our colleagues detailing useful tips and lesson plans on teaching medieval Iberian literature on line, put together by Christi Ivers on La corónica Commons). The summer was hectic, stressful and busy, and I have to say the fall semester has kicked off in a chaotic and unsettling way. But amidst the stressful training, planning and, at least in my case, worrying, there were some bright sides. The inability to travel led many in our field/s to use the new (or at least new to many of us) tools for online collaboration to create virtual scholarly events and communities. I heard some excellent papers and conversations on medieval Iberian topics, including the notions of race and of how scholars of premodern and early modern Iberia have (or have not) dealt with it, Morisco literature and culture, at the virtual Medieval Academy panel on “Multilingualism, Multiculturalism, Multiconfessionalism in the Medieval Mediterranean” and at the Canceled Papers virtual conference at the University of Kansas, as well as several panels on Mediterranean history and culture at other digital events hosted by various universities across the globe. I have also been present in several graduate defenses with a host of scholars from around the world. Such activities show that, while we may not be able to travel phsyically, many colleagues are choosing to support and engage in new ways. I think that La corónica can continue to offer its support and help connect the scholarly community of specialists who work in and who are interested in premodern Iberia in this changing landscape. Two important contributions in the effort to strengthen our scholarly community that you will find in this volume are: 1. the forum on the [End Page 1] 2019 La corónica book award winner, S. J. Pearce’s The Andalusí Literary Intellectual Tradition: The Role of Arabic in Judah ibn Tibbon’s Ethical Will. This forum is a new feature designed to stimulate scholarly dialogues not only about new scholarship, but about new ways of thinking about the field/s in which we work; and 2. the call for the next Nancy F. Marino Prize for best paper at the Medieval Congress at Kalamazoo. This year’s winner was Rebecca de Souza (author of the article, “The Critique of Toxic, Noble Masculinity in Los siete Infantes de Lara,” in this volume). Please join us in honoring her at this year’s (virtual) social hour at the MLA, scheduled for Friday 8 January 2021 7:15–8:30pm EST (once we have the details we will post them on La corónica Commons and through MLA). In addition to the social hour, we also have two panels at MLA in January: “Isidore of Seville and the Persistence of Classical Antiquity,” cosponsored with LLC Medieval Iberian and Old English and chaired by Isidro J. Rivera; and a special session on “Race and Its Historiography in Medieval Iberian Studies,” organized by La corónica, cosponsored by LLC Medieval Iberian, and chaired by Isidro J. Rivera. Both panels have been chosen for inclusion in the sessions on the presidential theme “Persistence.” We are pleased to finally bring to you the present volume of the journal, which includes the excellent peer-reviewed articles and book reviews we regularly feature. In addition, the current volume of La corónica includes a new section dedicated to the La corónica...

Exploring Teacher Perceptions of Using E-portfolios in Public Schools in the United Arab Emirates

This study explores e-portfolio practices among K-12 teachers and investigates their perceptions, attitudes and skills towards the potentials of e-portfolios to enhance the required 21st century competencies. Both qualitative and quantitative methods were used to investigate teachers’ perceptions of the use of e-portfolios in both public and private sectors in the seven Emirates of the UAE. In addition, 10 school leaders were interviewed to explore how willing and able they were in supporting a hypothetical change in the practice of documentation by using e-portfolios. A survey was conducted with over 400 teachers responding to 54 questions via an online questionnaire supported by the Survey Monkey web service tool. Data analysis results revealed that a substantial proportion of participants felt positively towards the possibility of using e-portfolios. However, the survey also revealed that the majority of teachers in the field need to acquire knowledge, associated skills, and competencies, through professional developmental training programs to cultivate and improve reflective, selective, organizational, constructive feedback skills, along with familiarity and proficiency in using online collaborative and professional networking tools. The study concludes with implications for policy-makers and stakeholders to consider before introducing requirements and regulations on e-portfolios.

Students’ Perceptions on the Use of Google Docs as an Online Collaborative Tool in Translation Class

The research aimed at investigating students’ perceptions and experiences of using Google Docs in the translation class. Google Docs provided characteristics that can be used to promote peer interaction. However, the use of Google Docs as teaching and learning media was rarely conducted and still limited to teaching writing in Indonesia. Google Docs was commonly used by the translator to translate collaboratively, so the students worked together in a small group to solve and discuss the translation assignment by using some features through Google Docs. These activities were expected to enhance collaboration among them. This research employed a qualitative descriptive study as the research design. The questionnaire was used as the instrument to collect the data that involved fifty students (N = 50) as the participant. The results of this research show that students have a positive response to the use of Google Docs in translation class. It indicates that Google Docs is a suitable tool that can be used for educational purposes.

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Tools for online collaboration are becoming increasingly prevalent in recent years. Certain characteristics of these tools encourage this proliferation: they are easy to use, always available, allow knowledge to be built collaboratively and disseminated quickly through social networks, and are usually free of charge. In this context, blogs are becoming increasingly important in the field of health as digital newspapers and magazines that support a large number of multimedia formats. The possibility to subscribe to blogs and their availability in formats adaptable to mobile devices mean their content can be taken anywhere.Although the use of blogs is well-established among Health Science professionals, their use among university professors as a component of the teaching strategies in these disciplines is much less common, and thus the benefits, risks and limitations of using blogging as a pedagogical tool are poorly understood.In this preliminary evaluation of a pedagogy, a public WordPress-based blog was developed for the Nutrition and Dietetics module of the undergraduate course in Nursing at the University of Castilla-La Mancha (Spain). This was primarily intended as way to use ICT to increase the level of student engagement and interest in learning the subject, but also as a way to introduce future health professionals to the world of blogging.This paper describes our experiences with this pedagogical project and discusses the advantages and disadvantages of the use of blogs in university Health Sciences teaching. Incorporating this tool into teaching methodologies takes advantages of the theoretical possibilities it offers, which include crucial aspects such as developing critical thinking, acquiring knowledge, answering questions from students, and enabling new mechanisms to develop the skills that must be acquired. However, the challenges and inconveniences are also highlighted; these are principally the lack of motivation and the low participation of the students. By analysing the outcomes of this preliminary evaluation of a pedagogy, it is concluded that blogs are a very useful tool, although it is suggested that the literature shows a certain bias toward the publication of successful trials.

Online collaborative tool usage for review meetings in software engineering courses

ABSTRACT The instructors generally utilize conventional methods in teaching software engineering courses, where the students are provided theoretical knowledge based on text books or lecture notes. Usage of collaborative tools may be a solution to the problems of not practicing the depth of the components of the subject. This study proposes the usage of a collaborative tool, namely, Google Docs in a software engineering course based on predefined scenarios. The review meeting subject was selected for this purpose and students’ reactions were assessed with a survey after the completion of the experiments. The survey data were analysed using least square regression method. The results have shown that efficiency, certainty, satisfaction, advantage, complexity, learnability, and intention are indicators of the adoption of the online collaborative tool.

SFDvent: A global trait database for deep‐sea hydrothermal‐vent fauna

AbstractMotivationTraits are increasingly being used to quantify global biodiversity patterns, with trait databases growing in size and number, across diverse taxa. Despite growing interest in a trait‐based approach to the biodiversity of the deep sea, where the impacts of human activities (including seabed mining) accelerate, there is no single repository for species traits for deep‐sea chemosynthesis‐based ecosystems, including hydrothermal vents. Using an international, collaborative approach, we have compiled the first global‐scale trait database for deep‐sea hydrothermal‐vent fauna – sFDvent (sDiv‐funded trait database for the Functional Diversity of vents). We formed a funded working group to select traits appropriate to: (a) capture the performance of vent species and their influence on ecosystem processes, and (b) compare trait‐based diversity in different ecosystems. Forty contributors, representing expertise across most known hydrothermal‐vent systems and taxa, scored species traits using online collaborative tools and shared workspaces. Here, we characterise the sFDvent database, describe our approach, and evaluate its scope. Finally, we compare the sFDvent database to similar databases from shallow‐marine and terrestrial ecosystems to highlight how the sFDvent database can inform cross‐ecosystem comparisons. We also make the sFDvent database publicly available online by assigning a persistent, unique DOI.Main types of variable containedSix hundred and forty‐six vent species names, associated location information (33 regions), and scores for 13 traits (in categories: community structure, generalist/specialist, geographic distribution, habitat use, life history, mobility, species associations, symbiont, and trophic structure). Contributor IDs, certainty scores, and references are also provided.Spatial location and grainGlobal coverage (grain size: ocean basin), spanning eight ocean basins, including vents on 12 mid‐ocean ridges and 6 back‐arc spreading centres.Time period and grainsFDvent includes information on deep‐sea vent species, and associated taxonomic updates, since they were first discovered in 1977. Time is not recorded. The database will be updated every 5 years.Major taxa and level of measurementDeep‐sea hydrothermal‐vent fauna with species‐level identification present or in progress.Software format.csv and MS Excel (.xlsx).

Online conferencing for focus group discussions with teenage girls

PurposeThe purpose of this paper is to examine the use of online conferencing platforms for focus group discussions with teenage girls.Design/methodology/approachThe paper discusses the use of online conferencing for focus group discussions with Australian teenage girls aged 12–14 years who were participating in a study about their online interaction with friends. It examines both the practical application of online conferencing as a qualitative method as well as the inherent challenges of this context for youth research. Design decisions are explained and methods for ensuring rich contribution are detailed.FindingsOnline conferencing offers three distinct advantages for focus group work. First, the environment consciously engages participants in spontaneous interaction with other participants by using communication tools familiar to them. Second, elaborated discussion can be stimulated by introducing ideas and trends through visual mediums and artefacts. Third, the virtual setting provides remote access by the researcher which shifts power relationships so discussions flow more naturally between participants.Practical implicationsOutcomes indicate that online conferencing is an effective method for encouraging participants to share ideas and experiences about aspects of their lives that are often private and/or sensitive.Originality/valueTechnological advances in online collaboration tools have resulted in an increased use of online conferencing platforms across disciplines especially for teaching and learning contexts. However, application of online conferencing for focus group discussions with young people has not received much attention. Research presented here demonstrates that it is a useful tool for engaging teenage girls in focus group discussions.

Working Scientist podcast: Slack, and other technologies that are transforming lab life

Ben Britton says the online collaboration and communication tool has changed his lab for the better. "There are not enough hours in the day." How to use Slack as a lab management and collaboration tool.

Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools

Research has already outlined the enormous potential of Computer Supported Collaborative Learning (CSCL) to facilitate effective learning processes in higher education. There is still need, though, to build up a validated model able to portray the relationships between the key elements to design and carry out online collaboration methodologies. The purpose of this study is to establish a global model, with the aim to understand the key factors affecting online collaborative learning and to analyze their interrelation, examining the influence of interaction, intra group emotional support and online collaborative tools in learning in CSCL. The study was conducted with 106 students in the context of 5 university degree subjects that implied working on CSCL projects. At the end of the projects, the students filled out a questionnaire and the resulting data was analyzed using the partial least squares (PLS) technique. The research model proved to have a good predictive level, fulfilling the 6 hypotheses proposed. Results reveal the relevance of interaction, considering teacher-student interaction as well as student-student interaction in groups during the collaboration process. Emotional support linked to intragroup work reveals itself as a fundamental pillar in collaborative learning. On the other hand, online collaborative tools have proved to contribute to interaction between group members and to sustain emotional support. Consequently, in order to model cognitive presence, social presence and teaching presence during CSCL it is necessary to promote a fluent and satisfactory interaction, rooted on the learning process and on emotional support as well as on effective management of the online tools facilitating collaboration. Results also suggest the convenience of further research on other types of interaction in the context of CSCL.

A Digital Mayfly Swarm Is Emerging

Low-cost, open-source data collectors and a suite of collaborative online tools are making big leaps in the field of watershed monitoring.

When should treatment of AL amyloidosis start at relapse? Early, to prevent organ progression

AbstractNext-generation sequencing has identified a number of mutations that are commonly found in patients with myeloid neoplasms that have clinical consequences. However, the mutations are complex and not always readily available. In this issue's Point Counterpoint, the authors argue whether they should be used to drive therapeutic decisions. Please share how these tests impact your practice using Remarq, an online collaboration tool for readers to make public comments.