Relevant bibliographies by topics / Technical Communication

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Technical Communication'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Technical Communication"

1

Lester, Mel. "COMMUNICATION: Communicating Technical Ideas Persuasively." Journal of Management in Engineering 14, no. 3 (May 1998): 17–19. http://dx.doi.org/10.1061/(asce)0742-597x(1998)14:3(17).

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Kahanov, Yaacov. "Technical Communication." International Journal of Nautical Archaeology 26, no. 4 (November 1997): 316–29. http://dx.doi.org/10.1111/j.1095-9270.1997.tb01343.x.

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Pope, Ronald B., Robert E. Luna, and Richard R. Rawl. "Technical Communication." Packaging, Transport, Storage & Security of Radioactive Material 19, no. 4 (December 2008): 182–88. http://dx.doi.org/10.1179/174651008x386920.

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Judkins, Alexander R., Ian G. Hood, Haresh G. Mirchandani, and Lucy B. Rorke. "Technical Communication." American Journal of Forensic Medicine and Pathology 25, no. 1 (March 2004): 29–32. http://dx.doi.org/10.1097/01.paf.0000113811.85110.54.

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Hodgkiss, R. J., B. Vojnovic, M. Woodcock, and B. D. Michael. "Technical Communication." International Journal of Radiation Biology 55, no. 4 (January 1989): 705–15. http://dx.doi.org/10.1080/09553008914550731.

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Horrow, Jan Charles, Jeremy R. Jaffe, and Henry Rosenberg. "Technical Communication." Anesthesia & Analgesia 66, no. 7 (July 1987): 660???665. http://dx.doi.org/10.1213/00000539-198707000-00015.

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Kimball, Miles A. "Tactical Technical Communication." Technical Communication Quarterly 26, no. 1 (December 14, 2016): 1–7. http://dx.doi.org/10.1080/10572252.2017.1259428.

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Irons, Larry R. "Organizationaland Technical Communication." Management Communication Quarterly 12, no. 1 (August 1998): 42–71. http://dx.doi.org/10.1177/0893318998121002.

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Rus, Dana. "Technical Communication as Strategic Communication. Characteristics of the English Technical Discourse." Procedia Technology 12 (2014): 654–58. http://dx.doi.org/10.1016/j.protcy.2013.12.545.

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ISOGAI, Emiko, and Takamasa SUZUKI. "DENSO Technical Communication Education." Journal of JSEE 54, no. 5 (2006): 80–83. http://dx.doi.org/10.4307/jsee.54.5_80.

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Dissertations / Theses on the topic "Technical Communication"

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Sepulveda, David. "DEVELOPING TECHNICAL COMMUNICATION PEDAGOGY FOR NONNATIVE TECHNICAL GRADUATE STUDENTS." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2866.

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This thesis seeks to develop a pedagogy for teaching academic writing to nonnative graduate students of technical disciplines in order to give them the skills they need to write papers that they can submit to academic journals and conferences, thereby advancing their careers and gaining recognition for their academic institutions. The work draws on research from the fields of technical communication and second-language acquisition in order to develop pedagogical principles for a class in which nonnative technical graduate students write an academic paper that they can submit for publication. The thesis proposes an approach that incorporates content-based instruction, certain plain language principles, and guided drafting, and then discusses some specifics of a potential class based on those conclusions.
M.A.
Department of English
Arts and Sciences
English
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Rosen, Michael Alan. "Affective Design in Technical Communication." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2469.

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Traditional human-computer interaction (HCI) is based on 'cold' models of user cognition; that is, models of users as purely rational beings based on the information processing metaphor; however, an emerging perspective suggests that for the field of HCI to mature, its practitioners must adopt models of users that consider broader human needs and capabilities. Affective design is an umbrella term for research and practice being conducted in diverse domains, all with the common thread of integrating emotional aspects of use into the creation of information products. This thesis provides a review of the current state of the art in affective design research and practice to technical communicators and others involved in traditional HCI and usability enterprises. This paper is motivated by the developing technologies and the growing complexity of interaction that demand a more robust notion of HCI that incorporates affect in an augmented and holistic representation of the user and situated use.
M.A.
Department of English
Arts and Sciences
English
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McClure, Ashley. "Humanizing Technical Communication With Metaphor." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3228.

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This thesis explores how metaphors can humanize a technical document and more effectively facilitate user comprehension. The frequent use of metaphor in technical communication reminds us that the discipline is highly creative and rhetorical. Theory demonstrates that a technical text involves interpretation and subjectivity during both its creation by the technical communicator and its application by the user. If employed carefully and skillfully, metaphor can be a powerful tool to ensure users' needs are met during this process. The primary goal of technical communication is to convey information to an audience as clearly and efficiently as possible. Because of the often complex nature of technical content, users are likely to feel alienated, overwhelmed, or simply uninterested if the information presented seems exceedingly unfamiliar or complicated. If users experience any of these reactions, they are inclined to abandon the document, automatically rendering it unsuccessful. I identify metaphor as a means to curtail such an occurrence. Using examples from a variety of technical communication genres, I illustrate how metaphors can humanize a technical document by establishing a strong link between the document and its users.
M.A.
Department of English
Arts and Humanities
English MA
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Howard, Laura. "Technical Communication Strategies in Marketing." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1304622588.

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Damschroder, Carrie Marie. "A Technical Communication Internship with a Technical Communication Consulting Company: Write on the Edge, Inc." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1059763908.

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Walsh, Eric. "Hermes, Technical Communicator of the Gods: The Theory, Design, and Creation of a Persuasive Game for Technical Communication." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5147.

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For my thesis, I have undertaken the creation of a persuasive game to advance a particular argument of the way that work is performed in the field of technical communication. Designed using procedural rhetoric, with an attention to aesthetics, fun, and the qualities that make games viable pedagogical tools, my game has been programmed using HTML5 and JavaScript, and made freely available online at RhetoricalGamer.com. This written document is meant to serve as a supplement to the game, providing a rationale for the use of games in education and in technical communication; a definition of procedural rhetoric and the necessary qualities of game design to ensure that the rhetoric operates correctly; and a detailed breakdown of the final elements and mechanics in place within my game. It is my hope that this work will serve as an exemplar for others interested in pursuing the creation of persuasive games, as a case study for the application of procedural rhetoric to education, and as a means of advancing technical communication's study of games and their relationship with such emerging technologies.
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Newbold, Curtis Robert. "Teaching Creativity in Technical Communication Curricula." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/4.

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This thesis addresses the need to claim creativity as an essential component to our technical communication curricula as we prepare students for what their managers want. While many technical communication programs at universities across the country have recognized a need to teach skills beyond 'writing technically,' few, if any, have addressed or 'claimed' a concept such as creativity that helps build these skills. I argue that creativity is what managers are looking for and what technical communication programs are already implementing. Claiming this concept will help us further define a discipline that is becoming much richer and help students develop an understanding of what they will be expected to do. Furthermore, this thesis examines a creative process whereby technical communicators can learn and practice creative abilities. Ultimately, the present study examines four pedagogical theories to consider for the implementation of creativity into the technical communication curricula.
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Byrne, Daniel Scott II. "A Technical Communication Internship With An eCRM Software Company: Synchrony Communications, INC." Miami University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=miami1007737580.

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Carabelli, Jason Robert. "Disciplinarity, Crisis, and Opportunity in Technical Communication." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4650.

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In this thesis I argue that technical communication as an academic curricular entity has struggled to define itself as either a humanities or scientific discipline. I argue that this crisis of identity is due to a larger, institutional flaw first identified by the science studies scholar Bruno Latour as the problem of the "modern constitution." Latour's argument, often referred to as Actor-Network Theory (ANT), suggests that the epistemological arguments about scientific certainty are built on a contradiction. In viewing the problem of technical communication's disciplinarity through the lens of ANT, I argue that technical communication can never be productive if it seeks to locate itself within any of the institutional camps of the modern university. Rather, I contend that technical communication is a strong example of a nonmodern discipline, and that its identity crisis can be utilized to take one step towards rewriting the institutional debate over scientific certainty.
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Wardell, Erika A. "Gender composition of online technical communication collaborations." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4719.

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Online collaborations are more prevalent in society due to electronic communication allowing students and professionals to communicate with each other, without needing to spend time or money traveling. The lack of visual cues in electronic communication means writing styles primarily set the tone of a message. A group member's gender can affect his or her writing style and what he or she assumes about the message. The differing writing styles and potential gender bias can cause misunderstandings, which delay projects and sometimes lead to ostracizing a group member. The gender composition of an online collaboration, therefore, can have a positive or negative effect on a project. This study helps technical communicators understand how to manage online collaborations effectively to produce a successful project. The study explains how the effects of gender composition on a project are influenced by electronic communication, gender roles, and online collaborations. Society-imposed gender roles include differing writing styles for each gender causing gender bias in both writing and reading electronic messages. Group members, monitors, and project managers must take care in managing online collaborations due to the differences in each gender's communication style, and differences in gender roles and expectations for multinational online collaborations. The study shows mixed-gender collaborations have increased chances of misunderstandings because of the differing communication styles of each gender compared to same-gender collaborations. However, the advantages of mixed-gender collaborations outweigh the disadvantages due to the variety of ideas, motivations, and expectations. Technical communicators understanding how all the major topics relate together to influence a collaboration are better able to manage an online collaboration and reduce the chances of misunderstandings to create a successful project.
ID: 030646270; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 85-92).
M.A.
Masters
English
Arts and Humanities
English; Technical Communications Track
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Books on the topic "Technical Communication"

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Lannon, John M. Technical Communication. New York: Longman, 2006.

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1944-, Klepp Don, ed. Technical communication. 4th ed. Toronto: Pearson Longman, 2008.

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M, Lay Mary, ed. Technical communication. 2nd ed. Boston: Irwin/McGraw-Hill, 2000.

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J, Gurak Laura, ed. Technical Communication. Boston, Massachusetts, USA: Pearson, 2011.

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Gurak, Laura J. Technical Communication. New York, NY, USA: Pearson, 2013.

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Gurak, Laura J. Technical Communication. New York, NY, USA: Pearson Education,Inc., 2019.

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Burnett, Rebecca E. Technical communication. 2nd ed. Belmont, Calif: Wadsworth Pub. Co., 1990.

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Burnett, Rebecca E. Technical communication. 4th ed. Belmont, CA: Wadsworth Pub. Co., 1997.

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Lannon, John M. Technical Communication. New York: Pearson/Longman, 2008.

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Markel, Michael H. Technical communication. 6th ed. Boston, MA: Bedford/St. Martin's, 2000.

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Book chapters on the topic "Technical Communication"

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Paeez, Vahid. "Technical Communication." In I Think and Write, Therefore You Are Confused, 23–26. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003194835-6.

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Balzotti, Jon. "Design-Centric Communication." In Technical Communication, 11–34. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003006060-3.

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Balzotti, Jon. "Technical Descriptions." In Technical Communication, 332–54. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003006060-16.

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Balzotti, Jon. "Technical Definitions." In Technical Communication, 319–31. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003006060-15.

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Balzotti, Jon. "Instructions." In Technical Communication, 275–302. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003006060-13.

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Balzotti, Jon. "Ethics." In Technical Communication, 120–31. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003006060-6.

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Balzotti, Jon. "Data Visualization." In Technical Communication, 303–18. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003006060-14.

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Balzotti, Jon. "Style." In Technical Communication, 35–90. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003006060-4.

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Balzotti, Jon. "Document Design." In Technical Communication, 91–119. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003006060-5.

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Balzotti, Jon. "Proposals." In Technical Communication, 194–218. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003006060-10.

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Conference papers on the topic "Technical Communication"

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Geonetta, S. C. "Facilitating the tasks of the technical communicator: technical communication in the curriculum of technical students." In International Conference on Professional Communication,Communication Across the Sea: North American and European Practices. IEEE, 1990. http://dx.doi.org/10.1109/ipcc.1990.111188.

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Mustata, Cristian, Voichita alexandra Ghenghea, Sissi elisabeth Closs, Ioanlaurian Soare, Cristian george Dragomirescu, and Ioana Mustata. "KEY ELEMENTS FOR EXCELLENCE IN TECHNICAL COMMUNICATION AT MASTER LEVEL." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-141.

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Working in a fast-paced industrial environment requires experts with new skills: one of these professionals is the technical communicator, whose main task does not imply solely writing instruction manuals for a large variety of products. Her/his duties should focus on managing electronic media, mastering elements of pragmatics, semantics, translation, engineering etc. The technical communicator should also be able to explore basic tools in rhetorical strategies, organizing, designing and editing documents, dealing with ethical issues and not in the least communicating across cultures. Undoubtedly, there is arising quantitative and qualitative labour market demand in the field of technical communication. Therefore, the development of a new master program specialization in the field of technical communication represents both a solution and a challenge, esp. in Romania where there are no academic programs and/or formal training for this profession. The paper addresses the requirements for training programs mainly derived from the outcomes of the Erasmus+Project ,,TecCOMFrame"(A Joint European Academic Framework and Curricula for the Training of Technical Communicators), that is to say the academic competence framework for technical communication and the prototype-curricula and modules (based on this framework) for training in this field. One of these prototype curricula, namely Specialization in Technical Communication within a Master's in Engineering, used to provide a template so that a special curriculum could be tailored according to the needs and goals of the University "Politehnica" of Bucharest, where excellence in engineering education is a must. The paper presents the stages of the elaboration of this curriculum and proposes solutions on conceptual as well as methodological and technological level with a special focus on e-Learning and ICT tools.
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Watson, Robert B. "Enriching Technical Communication Education." In SIGDOC '18: The 36th ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3233756.3233929.

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Gavrancic, M. "Technical communication: education problem." In International Conference on Professional Communication,Communication Across the Sea: North American and European Practices. IEEE, 1990. http://dx.doi.org/10.1109/ipcc.1990.111152.

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Ross, Derek G., and Kayleigh Pears. "Workshop: Radical Communication: Zines in Technical Communication." In 2023 IEEE International Professional Communication Conference (ProComm). IEEE, 2023. http://dx.doi.org/10.1109/procomm57838.2023.00022.

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Anderson, J. L., S. Chenoweth, R. DeVasher, R. House, J. Livingston, M. Minster, C. Taylor, A. Watt, and J. M. Williams. "Communicating sustainability: Sustainability and communication in the engineering, science, and technical communication classrooms." In 2008 IEEE International Professional Communication Conference (IPCC 2008). IEEE, 2008. http://dx.doi.org/10.1109/ipcc.2008.4610193.

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Zimmerman, Donald, and Linda Stapel. "Communication Science - An Alternative Paradigm for Technical Communication." In 2006 IEEE International Professional Communication Conference. IEEE, 2006. http://dx.doi.org/10.1109/ipcc.2006.320351.

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"Symposium technical committees - communication theory." In GLOBECOM '04. IEEE Global Telecommunications Conference. IEEE, 2004. http://dx.doi.org/10.1109/glocom.2004.1378019.

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Gallagher, Philip B. "Redesigning audiences in technical communication." In SIGDOC '19: The 37th ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3328020.3353914.

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Edenfield, Avery C., and Lehua Ledbeter. "Tactical technical communication in communities." In SIGDOC '19: The 37th ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3328020.3353927.

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Reports on the topic "Technical Communication"

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Christy, J. The future of mathematical communication. Final technical report. Office of Scientific and Technical Information (OSTI), December 1994. http://dx.doi.org/10.2172/677088.

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Bao, Jie, Prithwish Basu, Mike Dean, Craig Partridge, Ananthram Swami, Will Leland, and James A. Hendler. Towards a Theory of Semantic Communication (Extended Technical Report). Fort Belvoir, VA: Defense Technical Information Center, March 2011. http://dx.doi.org/10.21236/ada544137.

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Wagenknecht, Katherin, Sarah Klemisch, and Kamila Labuda. Towards Citizen Science Communication : How can citizen science enhance science communication? Technische Hochschule Wildau, 2021. http://dx.doi.org/10.15771/innohub_2.

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Science communication has shifted significantly in recent decades. From an early, widespread understanding that scientific findings were disseminated in a linear, closed pathway, there is now widespread acknowledgement of the need for more comprehensive and inclusive participation in science [cf. Massarani et al., 2017; Schäfer et al., 2015]. The project “Wir forschen”, which is part of the project “Innovation Hub 13 – fast track to transfer” coordinated by Technical University of Applied Science Wildau and Brandenburg University of Technology Cottbus-Senftenberg, explores methodological and practical characteristics of citizen science as a form of science communication. In this project, we outline an argumentation of understanding citizen science as science communication and furthermore introduce the term citizen science communication. In the processual course of the projects, different instruments of science communication come into play, which establish a dialog between the actors and initiate exchange with different intentions and approaches. In doing so, the project contributes to the science of science communication.
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Calhoun, Benton, David Wentzloff, Bradford Campbell, and Teja Kuruganti. Final Technical Report: Improving Energy Efficiency of Wireless Communication Circuitry in Miscellaneous Electric Loads. Office of Scientific and Technical Information (OSTI), March 2022. http://dx.doi.org/10.2172/1860363.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Bauer, Travis LaDell. Information and meaning revisiting Shannon's theory of communication and extending it to address todays technical problems. Office of Scientific and Technical Information (OSTI), December 2009. http://dx.doi.org/10.2172/993634.

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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Modlo, Yevhenii O., Serhiy O. Semerikov, Ruslan P. Shajda, Stanislav T. Tolmachev, and Oksana M. Markova. Methods of using mobile Internet devices in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3878.

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The article describes the components of methods of using mobile Internet devices in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects: using various methods of representing models; solving professional problems using ICT; competence in electric machines and critical thinking. On the content of learning academic disciplines “Higher mathematics”, “Automatic control theory”, “Modeling of electromechanical systems”, “Electrical machines” features of use are disclosed for Scilab, SageCell, Google Sheets, Xcos on Cloud in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects. It is concluded that it is advisable to use the following software for mobile Internet devices: a cloud-based spreadsheets as modeling tools (including neural networks), a visual modeling systems as a means of structural modeling of technical objects; a mobile computer mathematical system used at all stages of modeling; a mobile communication tools for organizing joint modeling activities.
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9

MORELLI, D. Long-distance transport of live animals: WOAH’s standards and best practices including societal perception and communication aspects. O.I.E (World Organisation for Animal Health), October 2022. http://dx.doi.org/10.20506/tt.3334.

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During the 88th General Session held virtually in May 2021, the World Organisation for Animal Health (WOAH: founded as OIE) Regional Commission for Europe agreed “Long-distance transport of live animals: WOAH’s standards and best practices including societal perception and communication aspects” as the Technical Item I to be presented during the 30th Conference of the Regional Commission in Catania (Italy), from 3 to 7 October 2022. An online questionnaire was designed and distributed to WOAH Members of the Regional Commission for Europe from 21 June to 8 July 2022 (with minor finalisations by 2 August 2022). The persons responsible for completing the questionnaire (of 47 Members in total) were mainly WOAH Delegates, National Focal Points for animal welfare or National Contact Points for long-distance transportation. The qualitative analysis of the information provided was carried out by grouping similar answers and, when proper, the United Nations geoscheme was applied to highlight any spatial clustering of the results. The wide majority of the Members (46 out of 47) declared to have in place specific legislation on animal welfare during transport, and most of them stated to be “generally aligned” with WOAH standards, there are still many countries in the Region where certain crucial requirements are not mandatory. Journey and contingency plans are commonly part of the specific legislation on animal welfare during transport, as well as monitoring and evaluation of the implementation of the legal requirements concerning animal transport by the Competent Authority or other certification bodies. The presence of major gaps in budget and/or available resources and trained personnel was declared by almost half of the responding Members (21 out of 47). Concerning the awareness of the civil society regarding animal welfare issues during transport, 11 Members reported a “low” level of awareness, and they were mostly included in the areas of Southern Europe, Western and Central Asia. The greatest part of Members responding “high awareness” clustered in the Northern and Western Europe geographical areas. Members were also asked to indicate possible WOAH initiatives that could improve the implementation of the standards, and most of them suggested to develop training activities and provide additional guidance through revised and/or new standards in the Terrestrial Animal Health Code and/or through other WOAH documents.
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10

Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», December 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.
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