VRLA Program April 25, 2017

Tarrant County College District

5301 Campus Drive, Fort Worth, TX 76119
817-515-8223

Selecting Virtual Reality Goggles and a Language Acquisition

Program at Tarrant County College:
A Recommendation Report

April 25, 2017

Prepared for: Mrs. Tyesha McGilbrey

Executive Director
Tarrant County College Technical Writing, English Department
Prepared by: Christine McBride, Virtual Reality Project Manager
Dakota McBride, Virtual Reality Research Analyst
VRLA Program April 25, 2017

Table of Contents

Abstract.3

Introduction...4

Discussion.5

Conclusion .......9

Glossary......10

Works cited.12

Appendices:

Appendix A: VR Goggle Comparison Chart.......17

Appendix B: TCC Faculty and Student Survey Results......18
Appendix C: Poll Register for 102 TCC respondents......20

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VRLA Program April 25, 2017

Abstract
On April 4, 2017, Mrs. Tyesha McGilbrey, Executive Director of the Tarrant County College
Technical Writing, English Department, authorized our proposal to develop the Virtual Reality
Language Acquisition (VRLA) Program. We were to ascertain which VR goggles and language
programs would augment the current Tarrant County College (TCC) foreign language
curriculum, determine the cost for the chosen VR goggles and language programs, discover if
TCC faculty and student interest warranted the VRLA Program development, and issue a
recommendation report on our findings. There is currently no VRLA Program at Tarrant County
College. Students of a foreign language have difficulty orally comprehending and verbally
responding to native speakers. This problem is due in part to the lack of time that TCC
professors have to dedicate to verbal expression of the foreign language. The VRLA Program
would augment the current TCC foreign language curriculum by providing students with an
immersive environment via VR goggles and foreign language programs. We found that
approximately 88% of respondents of the Virtual Reality and Language Acquisition survey
(Appendix B) had taken a second language, but 61% of those polled were slow to speak or
follow the conversation or were unable to understand or participate in the conversation. This
disparity between having taken a foreign language but unable to verbally utilize it points to a
problem that needs to be addressed. We plan to address this lack of verbal proficiency with a
virtual reality language program that employs the HTC Vive VR goggles with two language
program components. The language program components are a free international chat room and
a virtual mentor program; the virtual mentor program is currently being developed by outside
vendors. Another option would be to develop the virtual mentor program at Tarrant County
College with TCC foreign language professor input. This is the preferred option since the VRLA
Program would more closely follow the TCC curriculum.

Introduction
Tarrant County College (TCC) does not have an official immersive virtual reality (VR) language
acquisition program, henceforth referred to as the VRLA Program. The VRLA Program would
be a supplemental strategy to aid the TCC foreign language student in acquisition of a second
language, concentrating on verbal conversation skills. Mayes and Fowler assert, In task
immersion, there is a much higher degree of realism and levels of manipulation, and experiential
learning is a key attribute. The role of avatars, although not essential, can certainly enhance task
immersion by supporting activities like role playing (Fowler 6). An immersive environment
utilizing VR goggles would enhance the reality of speaking in a foreign language to another
person, whether the person is real or animated.
To date, the current programs being used at TCC, Vistas Supersite and Rosetta Stone, do not
adequately address verbal conversation skills with immediate feedback for the student. TCC
foreign language students need to be able to converse in another language fluently. Without

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immediate feedback, the student will continue to mispronounce words and have incorrect
sentence structure. The reason for learning another language is to communicate with other
people. Very few human beings walk around with a pen and paper writing down questions and
answers to communicate. This approach would be time-consuming and awkward.
Professors are focused on the official TCC curriculum in the foreign language classrooms. Some
of the topics covered in the TCC curriculum to meet university foreign language requirements
are: oral expression, listening comprehension, grammar, writing, vocabulary, and cultural study
(Spanish). With so many topics to cover, professors cannot focus exclusively on listening
comprehension and oral expression which aid in verbal communication skills. In fact, beginning
foreign language classes concentrate on vocabulary, grammar, and writing to give the student a
foundation to build upon, but it is at the expense of oral and listening skills.
Students can practice speaking with each other, but this approach can perpetuate misspoken
words or phrases. A tactic to address verbal skills would be to have one-on-one instruction and
practice with an approved native speaker. The problem with this strategy is the limited number
of vetted foreign language associates in the Language Acquisition Lab (LAL). The expense for
such an approach would be very costly, assuming the language associates would be willing to
work for minimum wage.
On April 4, 2017, Mrs. Tyesha McGilbrey, Executive Director of the Tarrant County College
Technical Writing Division, authorized our proposal to develop the VRLA Program. We were to
ascertain which VR goggles and language programs would augment the current TCC foreign
language curriculum, determine the cost for the chosen VR goggles and language programs,
discover if TCC faculty and student interest warranted the VRLA Program development, and
issue a recommendation report on our findings.

Discussion
Features

In determining which set of VR goggles would fit the VRLA Program, we considered several
factors:
PC versus cell phone abilities and data plans
Tethered vs untethered headsets
Resolution of graphics
Overall experience of virtual reality
Language programs offered currently and in the future
Theft of device
The option of using smartphones was rejected due to the variability of graphics, computing
power, and data plans. TCC could purchase enough smartphones and VR untethered holders like

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Google Cardboard or Gear VR. Unfortunately, several problems would arise from this decision.
The amount of power required to run VR programs would demand frequent recharging of the
smartphones. Also, the refresh rate of smartphones is about 60 Hz, which equates to about sixty
frames per second. This refresh rate is lower than the HTC Vive and Oculus Rift; these VR
goggles refresh at approximately 90 Hz (Appendix A). The lower refresh rate affects the
characters and environment negatively by creating jerky movement or blurred images. This
would be an unpalatable experience for the TCC foreign language student and would impact the
use of the VRLA Program. The field of view, namely the degrees of angles observed by a
person, would not be as extensive as the HTC Vive and Oculus Rift. See Appendix A: VR
Goggle Comparison Chart for a concise listing of attributes for PC and smartphone goggles.
Lastly, the possibility of theft increases due to the small size of the smartphone.
In the light of TCC student interest in image quality and processing speed, the decision was
made to use a PC platform instead of a smartphone platform for the VRLA Program. In fact,
Kris Carlon, in Wireless VR vs Tethered VR: Which Is Best for You?, explained that tethered
VR goggles have reduced lag time with improved graphics. The HTC Vive demonstration at the
GameStop located in the Parks Mall in Arlington, Texas, reinforced the virtual reality experience
with intense visual graphics and interactive controls (HTC Vive demonstration). In the Virtual
Reality and Language Acquisition survey (Appendix B), 44% of respondents strongly agreed and
33% agreed that image quality and processing speed was important. These results support the
choice of PC over smartphones for VR goggles. The resolution was 1,080 by 1,200 per eye for
both the HTC Vive and Oculus Rift, followed by the Sony Playstation VR with 960 by 1,080 per
eye. The Sony PlayStation VR was rejected due to being tethered to the Sony PlayStation
hardware.
The HTC Vive and the Oculus Rift have the personal computer (PC) listed as the hardware
platform. The two VR goggles were compared in a chart depicted in The Best VR (Virtual
Reality) Headsets of 2017 (Greenwald). Both sets of VR goggles are tethered; tethered VR
goggles require a physical connection to a computer. Kris Carlon, in Wireless VR vs Tethered
VR: Which Is Best for You?, explained that tethered VR goggles have reduced lag time with
improved graphics.
We were unable to find information on TCC assets in the Language Acquisition Lab (LAL) on
the Tarrant County College District website. In a conversation with Lance Sanders, one of the
LALs Instructional Associates, there is one computer station that is linked to the TCC
mainframe which would be able to support VR technology. We verified Lance Sanders position
with Professor Linda Roy.
Both the HTC Vive and the Oculus Rift should work with the enhanced VR computer station.
The standard computer stations in the Language Acquisition Lab (LAL) are inadequate for the
demands that the VR goggles and language programs would place upon them. Modifications of
existing hardware would be expensive with the addition of advanced sound cards, graphic cards,

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etc. Lance Sanders indicated that more enhanced VR computer stations could be set up with
administration approval and funding (Sanders).

Cost
Several components of the VRLA Program are involved with cost:
VR goggles
Computer hardware (PC)
Internet service
Language programs
The easiest expenses to discuss are internet service and computer hardware. As previously
mentioned, Tarrant County College has a mainframe that would support the VRLA Program
(Sanders). TCC also has internet service. These costs are already figured into the annual budget.
The cost of the HTC Vive and the Oculus Rift goggles is listed in Appendix A: VR Goggle
Comparison Chart. One notable exception is that the Oculus Rift would benefit from having the
upgraded controllers known as the Oculus Touch (Thomas). So the cost for the Oculus Rift is
$499.99 plus the Oculus Touch, which brings the total retail cost to $598.00 (Oculus Rift
Amazon). The retail price for the HTC Vive is $799.99 (HTC Vive Amazon). The HTC Vive
is complete in the box, except for headphones. Any headphones or ear buds can be used
according to Adam Eaton, Assistant Store Leader of the GameStop in the Parks Mall in
Arlington, Texas (Eaton). We did ask Adam Eaton if any discount was possible, he indicated no
discount would be possible due to the newness of the HTC Vive. We did anticipate this
response. Various websites were checked; the prices of the HTC Vive and the Oculus Rift were
essentially the same across all websites.
The hardest cost to determine is the foreign language programs. The international chat room
vTime is free and looks promising for casual use utilizing the Oculus Rift (Starship). The
Language Room is another free international chat room that is specific for Gear VR with a
version for the Oculus Rift to come out later (Learn a New Language). Engage is another chat
room that is more classroom oriented for larger groups of people in the VR environment at one
time; Engage uses the HTC Vive (Engage). These chat rooms would encourage unstructured
conversations that occur in reality, not the script-based conversations that are weighted towards
grammatical correctness. While unstructured conversations utilize the foreign language, TCC
foreign language curriculum would require a corresponding virtual mentor program to aid the
student. The virtual mentor program is proving hard to find for adult learners. ImmerseMe is
supposed to be an immersive foreign language program with minimal written prompts; it is to be
released for the HTC Vive and the Oculus Rift at the end of 2017 (Cardwell). ImmerseMe
sounds good, and it has an alpha testing program to be tried with PC. We are hesitant to commit
to this program since the founder, Scott Cardwell, has experience selling to schools and may not
have the promised language program product. Macunx VR is another future foreign language

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program for the HTC Vive and the Oculus Rift that would be dependent upon users to develop
memory palaces (Temperton). The newness of the VR goggle technology has language
programs in development, but they are not ready for public consumption.
One possibility to consider is developing a foreign language program at TCC. The HTC Vive
has a relationship with Steam. TCC has computer programming and game development courses,
so students and faculty could develop language modules with the aid of TCC foreign language
instructors. This approach would be the most practical in keeping the VRLA Program in
accordance with TCC foreign language curricula.

Interest in VRLA Program

The Virtual Reality and Language Acquisition survey was administered to 102 TCC faculty and
students. All respondents filled out the questionnaire containing demographic data and six
questions pertaining to the VRLA Program. Some respondents chose not to answer either
demographic information or a couple of questions, but for the most part, the majority of those
polled answered the survey. Two students signed their survey sheet, hence, 102 TCC
respondents instead of the 100 TCC faculty and students anticipated. All data from the survey
was tallied and analyzed. The signatures of those polled are located in Appendix C of this
report; the analyzed survey is located in Appendix B.
The majority of the TCC faculty and students polled have taken a foreign language; they were
tallied at 88% of respondents. Only 26% of those surveyed listed themselves as fluent in a
second language. The people that were slow to speak or follow the conversations were 44%,
followed by 17% that were unable to understand or participate in the conversation. The sixty-
one percent of non-fluent foreign language speakers indicate the need for the VRLA Program.
Equally important as being non-fluent in a second language are the replies to the question,
Would you consider using a foreign language program utilizing virtual reality (VR) goggles?
Only 9% of respondents would not agree to use a virtual reality language program. So, ninety-
one percent of the TCC faculty and students queried would consider using a virtual reality
language program. The corollary question, Would you like to see a VR foreign language
program at Tarrant County College?, had 96% of respondents agree that they would like to see
a virtual reality foreign language program at TCC. Several elements that influence language
acquisition in virtual environments are: the proactive nature of game play that involves deep
processing of concepts, spontaneous learned vocabulary use during game play, and formalized
discourse and debriefing regarding what occurred (Franciosi 2). An interactive virtual
environment could involve all three factors which would lead to increased retention of
vocabulary, sentence structure, idioms, and cultural norms. Based on research and the responses
to the survey, we feel that these factors would encourage TCC administration to consider
developing the VRLA Program in the near future.
A key point to consider in creating the VRLA program is highlighted by the question, Would
you find it stressful to have an unstructured conversation with people not speaking English?
The answers of Strongly agree, Agree, and Somewhat agree had responses of 15%, 29%,
and 38% respectively. Of the 17% that did not agree that unstructured conversations were
stressful, 10 of the 17 respondents were fluent in a second language. It is a plausible assumption

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that many of the fluent speakers are native speakers of a second language and would be more
confident and less stressed in an unstructured language environment. The majority of
respondents would be uncomfortable in an unstructured conversation in a foreign language,
hence, the virtual mentor component of the VRLA Program would appear to be essential.
The VRLA Program could greatly assist in learning a second language, especially with verbal
conversation skills. This idea was inspired by Eileen OConnors comments about virtual reality
islands and real life situations. She asserts that avatars can communicate via voice by using a
headset as well as by text chatting (OConnor 12). It is our opinion that the anonymity of having
the foreign language students avatars interact with other individuals avatars will remove some
of the awkwardness of having a verbal communication with a native speaker. Also, the richness
and detail of the background would aid in making the conversation more realistic, entertaining,
and memorable.

Conclusion
It is our recommendation that the administration of Tarrant County College move forward with
the development of the VRLA Program. The newness of the VR goggle technology explains the
scarcity of immersive educational programs since the Oculus Rift and the HTC Vive are geared
towards gaming programs and users. However, TCC faculty and students expressed interest
when approached with the Virtual Reality and Language Acquisition survey, so options are
available.

Option 1: Develop the VRLA Program, adding the virtual mentor component when
available
This option is dependent upon outside vendor development of the virtual mentor software
portion of the VRLA Program. There are a couple of programs that could work, such as
ImmerseMe and Macunx VR. Both are currently being developed and are supposed to be
released as soon as the end of 2017. Option 1 would have fewer delays since the software
programs are currently under development. We could still offer the free international chat rooms
to begin the VRLA Program, adding the virtual mentor program once TCC foreign language
faculty and administration decide which software best meets Tarrant County Colleges
curriculum.

Option 2: Develop the VRLA Program adding in-house created language modules as
generated
The second option would be slower to develop, but it would meet TCC foreign language
curricula due to Tarrant County Colleges faculty and students developing the software. Steam
does offer ways to develop programs for the HTC Vive. This alternative would be created and
developed in-house; each module could be released upon approval of TCC administration.

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Both Option 1 and Option 2 would utilize the HTC Vive VR goggles. The HTC Vive has more
support in the form of Steam, and the visual experience was crisp and smooth. TCC foreign
language students would enjoy the VRLA Programs offerings with such a tool. Virtual
environments can lead to deeper encoding of vocabulary, concepts, and encourage students to be
more spontaneous in utilizing the foreign language they are studying.

A further suggestion would be to have a maintenance contract with the HTC Vive company or to
have several TCC employees trained to troubleshoot and correct problems with the equipment or
software as it arises. This would decrease the downtime associated with the VR computer
stations if a malfunction occurs. TCC faculty and students would be more satisfied with the pilot
VRLA Program which could enable us to expand the program within the next five years upon
TCC administrations approval.

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Glossary
Curriculum - refers to the lessons and academic content taught in a school or in a specific
course or program (Curriculum Definition.).
Field of view - the entire angular expanse visible through an optical instrument at a given time.
LAL - Language Acquisition Lab
Listening comprehension - encompasses the multiple processes involved in understanding and
making sense of spoken language. These include recognizing speech sounds, understanding the
meaning of individual words, and/or understanding the syntax of sentences in which they are
presented (Oral Expression and Listening Comprehension.).
Mobile - virtual reality device that utilizes a smartphone.
Native - (adjective); belonging to a particular place by birth (Native)
Native speaker - (noun); a person who has spoken the language in question from earliest
childhood (Native Speaker).
Oral expression - pertains to the use of words and includes the ability to formulate and produce
words and sentences with appropriate vocabulary, grammar, and application of conversational
rules (Oral Expression and Listening Comprehension.).
PC - a compact computer that uses a microprocessor and is designed for individual use, as by a
person in an office or at home or school, for such applications as word processing, data
management, financial analysis, or computer games (Personal Computer).
Refresh rate - Computer monitors often have a "maximum refresh rate" listed in their technical
specifications. This number, measured in hertz (Hz), determines how many times the screen is
redrawn each second. Typical refresh rates for CRT monitors include 60, 75, and 85 Hz. Some
monitors support refresh rates of over 100 Hz ("Refresh Rate Definition.").
Rosetta Stone - current TCC foreign language learning program that has intuitive and feedback
elements; this program focuses on vocabulary acquisition with some listening comprehension
and pronunciation correction.
Vista Supersite - current TCC foreign language learning program produced by Vista Higher
Learning (VHL); this program focuses on grammar and vocabulary with some listening
comprehension.
Smartphone - (noun); a cell phone that includes additional software functions (as e-mail or an
Internet browser) (Smartphone).
TCC - Tarrant County College.

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Tethered - requires a connection to a computer with a high enough processing power

(Hershkovich).
Untethered - requires less computer power to deliver VR experiences and is accessible to almost
anyone with a smartphone (Hershkovich).
VR - virtual reality.
VRLA Program - Virtual Reality Language Acquisition Program

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Works Cited

Cardwell, Scott. ImmerseMe: Using Virtual Reality to Learn Languages. Kickstarter,

ImmerseMe, 9 Sept. 2016, www.kickstarter.com/projects/scottcardwell/immerseme-

using-virtual-reality-to-learn-languages. Accessed 30 Mar. 2017.

Carlon, Kris. Wireless VR vs Tethered VR: Which Is Best for You? Android Authority,

Android Authority, 2 Mar. 2016, www.androidauthority.com/wireless-vr-vs-tethered-vr-

677648/. Accessed 30 Mar. 2017.

Christensson, Per. "Refresh Rate Definition." TechTerms. Sharpened Productions, 2006. Web. 25

April 2017. <https://techterms.com/definition/refreshrate>.

Curriculum Definition. The Glossary of Education Reform, 12 Aug. 2015,

edglossary.org/curriculum/. Accessed 25 Apr. 2017.

Eaton, Adam. Exploring the HTC Vive. HTC Vive Product Demonstration, Gamestop, 18 April 2017,

The Parks at Arlington, Arlington, TX. Live Demonstration

Eaton, Adam. Personal interview. 11 April 2017.

Engage. Welcome to VIVEPORT, Immersive VR Education Ltd., 31 Aug. 2016,

www.viveport.com/apps/7c4bdeb9-5f62-470d-a763-34e2b2a170cf. Accessed 11 Apr.

2017.

Fowler, Chris. "Virtual Reality and Learning: Where Is the Pedagogy?." British Journal of

Educational Technology, vol. 46, no. 2, Mar. 2015, pp. 412-422. EBSCOhost,

doi:10.1111/bjet.12135.

Franciosi, Stephan J. "The Effect of Computer Game-based Learning on FL Vocabulary

Transferability." Educational Technology & Society 20.1 (2017): 123. Print.

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Greenwald, Will. The Best VR (Virtual Reality) Headsets of 2017. PCMAG, PCMAG, 10

Mar. 2017, www.pcmag.com/article/342537/the-best-virtual-reality-vr-headsets.

Accessed 30 Mar. 2017.

Hershkovich, Dor. A Beginner's Guide to Tethered & Untethered VR Headsets. ByondVR,

ByondVR, 13 Jan. 2017, www.byondvr.com/guide-to-tethered-untethered-vr-headsets/.

Accessed 25 Apr. 2017.

HTC VIVE - Virtual Reality System. Amazon.com, HTC, www.amazon.com/HTC-VIVE-

Virtual-Reality-System-Pc/dp/B00VF5NT4I?th=1. Accessed 11 Apr. 2017.

Learn a New Language in Virtual Reality with the Unimersiv App. Unimersiv, Unimersiv, 8

Feb. 2017, unimersiv.com/learn-new-language-virtual-reality-unimersiv-app/. Accessed

30 Mar. 2017.

Nadig, Aparna Dr. Listening Comprehension. Springer, Springer New York, 06 Oct 2012,

link.springer.com/referenceworkentry/10.1007/978-1-4419-1698-3_349. Accessed 25

Apr. 2017.

Native. Merriam-Webster, Merriam-Webster, www.merriam-webster.com/dictionary/native.

Accessed 25 Apr. 2017.

Native Speaker . Oxforddictionaries.com, en.oxforddictionaries.com/definition/native_speaker.

Accessed 25 Apr. 2017.

OConnor, Eileen A. "Open Source Meets Virtual RealityAn Instructors Journey Unearths

New Opportunities for Learning, Community, and Academia." Journal of Educational

Technology Systems, vol. 44, no. 2, Dec. 2015, pp. 153-170. EBSCOhost,

doi:10.1177/0047239515617158.

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Oculus Rift + Oculus Touch Bundle: Video Games. Amazon.com, Oculus,

https://www.amazon.com/Oculus-Rift-Virtual-Reality-Headset-

Pc/dp/B01LYCUM3L?th=1. Accessed 11 Apr. 2017.

Oral Expression and Listening Comprehension. Board of Cooperative Educational Services,

overview.mtnboces.schoolfusion.us/modules/locker/files/get_group_file.phtml?gid=2075

788&fid=17321606. Accessed 24 Apr. 2017.

Personal Computer. Dictionary.com, Dictionary.com, www.dictionary.com/browse/personal--

computer. Accessed 25 Apr. 2017.

Sanders, Lance. Personal interview. 10 April 2017.

Smartphone. Merriam-Webster, Merriam-Webster, www.merriam-

webster.com/dictionary/smartphone. Accessed 25 Apr. 2017.

Spanish. Tarrant County College District, Tarrant County College District, 27 June 2016,

www.tccd.edu/academics/tcc-catalog/courses-and-programs/spanish/. Accessed 30 Mar.

2017.

Starship (UK) Ltd. VTime - The VR Social Network. Experiences | Oculus, VTime Limited,

www.oculus.com/experiences/rift/1109834805714906/. Accessed 11 Apr. 2017.

Temperton, James. VR 'Memory Palaces' Could Help You Master a New Language. WIRED UK,

WIRED UK, 14 July 2016, www.wired.co.uk/article/memory-palaces-macunx-vr-linguisticator.

Accessed 25 Apr. 2017.

Thomas, Zack. Personal interview. 12 April 2017.

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Appendix A: VR Goggle Comparison Chart

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Appendix B: TCC Faculty and Student Survey Results

This is the survey administered to 102 TCC faculty and students. All respondents filled out the
questionnaire. The responses are tallied and analyzed below. This was completed on April 20,
2017.

Virtual Reality and Language Acquisition

This opinion poll is part of my Technical Writing class project. I would appreciate your
honest opinion. The information will be kept completely confidential and used only for
the purpose of my Tarrant County College Technical Writing class.

Tell me about yourself:

Gender: Male 49% Female 48% No response 1%
Age: 18-29 73% 30-39 7% 40-49 7% 50-59 5% 60 and up 6%
No response 2%
Race: Caucasian 38% African-American 18% Hispanic 31% Asian 2%
Native American 2% Other 5% No response 4%
Education: High School 15% Some College 65% College graduate 9%
Postgraduate degree 11% Other 0% No response <1%
Employment: Full-time 26% Part-time 34% Business owner 4%
Stay-at-home parent 2% Retired 2% Unemployed 25%
No response 7%

Questions:
1. Have you ever taken a foreign language before?
88% Yes
12% No

2. Are you fluent in your foreign language? (e.g. able to have a conversation in the
foreign language)
26% Very fluent.
13% Somewhat fluent.
44% Slow to speak or follow the conversation.
17% Unable to understand or participate in the conversation.

3. Would you consider using a foreign language program utilizing virtual reality (VR)
goggles?
25% Strongly agree.
37% Agree.
29% Somewhat agree.
9% Do not agree.

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4. Would the image quality and processing speed of the VR goggles be important to
you?
44% Strongly agree.
33% Agree.
22% Somewhat agree.
1% Do not agree.

5. Would you find it stressful to have an unstructured conversation with people not
speaking English?
15% Strongly agree.
29% Agree.
38% Somewhat agree.
17% Do not agree.
1% No response.

6. Would you like to see a VR foreign language program at Tarrant County College?
23% Strongly agree.
41% Agree.
32% Somewhat agree.
3% Do not agree
1% No response.

Thank you for filling out this opinion poll. Your opinion matters. Feel free to write
additional comments below.

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Appendix C: Poll Register for 102 TCC respondents

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Poll Register
(Note: these two respondents signed their surveys.)

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