Pub Date : 2024-11-25DOI: 10.1109/TPC.2024.3489358
{"title":"IEEE Professional Communication Society Information","authors":"","doi":"10.1109/TPC.2024.3489358","DOIUrl":"https://doi.org/10.1109/TPC.2024.3489358","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 4","pages":"C2-C2"},"PeriodicalIF":1.6,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10767259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-25DOI: 10.1109/TPC.2024.3489373
{"title":"IEEE Professional Communication Society Information","authors":"","doi":"10.1109/TPC.2024.3489373","DOIUrl":"https://doi.org/10.1109/TPC.2024.3489373","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 4","pages":"C4-C4"},"PeriodicalIF":1.6,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10767331","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-25DOI: 10.1109/TPC.2024.3489372
{"title":"IEEE Transactions on Professional Communication Information for Authors","authors":"","doi":"10.1109/TPC.2024.3489372","DOIUrl":"https://doi.org/10.1109/TPC.2024.3489372","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 4","pages":"C3-C3"},"PeriodicalIF":1.6,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10767263","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-07DOI: 10.1109/TPC.2024.3477012
Olga Menagarishvili;Rebecca E. Burnett;Andy Frazee
Background: Students in technical communication classes need to develop expert-like competence in project schedule management to prepare for academic and career success. We address two aspects of project schedule management—estimating time and estimating the number of drafts—that affect undergraduate computer science students in linked computer science–technical communication courses as they prepare documents for their client-based team project. Literature review: Our research considers three areas (developing expert-like behaviors, estimating time, and estimating the number of drafts) that students need to address in their coursework with complex, client-based problems. Research question: What percentage of students accurately estimate, overestimate, or underestimate the time needed to complete project tasks in face-to-face and hybrid sections? We define accurately estimating time as an expert-like behavior and categorize both generating documents and estimating the number of drafts as project tasks. Research methodology: To discuss this research question, we introduce the participants, explain our informed consent, describe our survey instrument for collecting data, and detail our research design. Results/discussion: We present student estimations in two categories: estimated versus actual time to complete assignments and the number of estimated versus actual drafts completed. We learn that students misjudge the amount of time and the number of drafts needed to complete a project, suggesting that technical communication coursework can better prepare students in developing these competencies.
{"title":"Getting it Wrong: Student Estimations of Time and the Number of Drafts in Linked Computer Science and Technical Communication Courses","authors":"Olga Menagarishvili;Rebecca E. Burnett;Andy Frazee","doi":"10.1109/TPC.2024.3477012","DOIUrl":"https://doi.org/10.1109/TPC.2024.3477012","url":null,"abstract":"Background: Students in technical communication classes need to develop expert-like competence in project schedule management to prepare for academic and career success. We address two aspects of project schedule management—estimating time and estimating the number of drafts—that affect undergraduate computer science students in linked computer science–technical communication courses as they prepare documents for their client-based team project. Literature review: Our research considers three areas (developing expert-like behaviors, estimating time, and estimating the number of drafts) that students need to address in their coursework with complex, client-based problems. Research question: What percentage of students accurately estimate, overestimate, or underestimate the time needed to complete project tasks in face-to-face and hybrid sections? We define accurately estimating time as an expert-like behavior and categorize both generating documents and estimating the number of drafts as project tasks. Research methodology: To discuss this research question, we introduce the participants, explain our informed consent, describe our survey instrument for collecting data, and detail our research design. Results/discussion: We present student estimations in two categories: estimated versus actual time to complete assignments and the number of estimated versus actual drafts completed. We learn that students misjudge the amount of time and the number of drafts needed to complete a project, suggesting that technical communication coursework can better prepare students in developing these competencies.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 4","pages":"471-487"},"PeriodicalIF":1.6,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-21DOI: 10.1109/TPC.2024.3463349
Joanna Schreiber
Background: This article reflects on the nature of technical editing alongside descriptive data from editors and editing instructors. Literature review: Technical editing is rarely the focus of scholarship in the field, and broader studies in emerging content trends and project management practices rarely address implications for technical editing. Studies that have touched on technical editing have also noted emerging roles, but the implications of these roles remain underexplored. Though editing has long been a prominent course in technical and professional communication (TPC) programs, little scholarship is devoted to developing pedagogies. Research questions: 1. What are the features of technical editing in industry and in the classroom? 2. What tasks, subject matter, topics, and roles are associated with technical editing in the classroom and in industry? Research methodology: I present survey data from editors and editing instructors from a larger study on trends in technical and professional editing. In this article, I focus on the types of content that editors take on, the types of editing that they do, the industries in which they work, and their job titles. Alongside these data, I present data from editing teachers, including the topics and roles that they include in their courses. Results and conclusions: The field has an important role to play in theorizing professional and technical editing, including attending to quality as a distinguishing characteristic, drawing from and shaping other TPC knowledge domains, and directly addressing accessibility. I conclude by identifying avenues for future research in technical editing and the ways in which we might think more critically about how we use and define technical editing in the classroom and the workplace.
{"title":"What Is Technical About Technical Editing?","authors":"Joanna Schreiber","doi":"10.1109/TPC.2024.3463349","DOIUrl":"https://doi.org/10.1109/TPC.2024.3463349","url":null,"abstract":"Background: This article reflects on the nature of technical editing alongside descriptive data from editors and editing instructors. Literature review: Technical editing is rarely the focus of scholarship in the field, and broader studies in emerging content trends and project management practices rarely address implications for technical editing. Studies that have touched on technical editing have also noted emerging roles, but the implications of these roles remain underexplored. Though editing has long been a prominent course in technical and professional communication (TPC) programs, little scholarship is devoted to developing pedagogies. Research questions: 1. What are the features of technical editing in industry and in the classroom? 2. What tasks, subject matter, topics, and roles are associated with technical editing in the classroom and in industry? Research methodology: I present survey data from editors and editing instructors from a larger study on trends in technical and professional editing. In this article, I focus on the types of content that editors take on, the types of editing that they do, the industries in which they work, and their job titles. Alongside these data, I present data from editing teachers, including the topics and roles that they include in their courses. Results and conclusions: The field has an important role to play in theorizing professional and technical editing, including attending to quality as a distinguishing characteristic, drawing from and shaping other TPC knowledge domains, and directly addressing accessibility. I conclude by identifying avenues for future research in technical editing and the ways in which we might think more critically about how we use and define technical editing in the classroom and the workplace.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 4","pages":"437-454"},"PeriodicalIF":1.6,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-18DOI: 10.1109/TPC.2024.3452288
Michael J. Madson
Introduction: As demand for cannabis edibles increases worldwide, researchers have called for evidence-based packaging and labeling. To assist in these efforts, this integrative review focused on two questions. 1. What aspects of edibles packaging and labeling has the empirical literature covered across disciplines, and how? 2. How might professional communication researchers build on that empirical literature, addressing consumer and industry needs? Research methodology: The methods followed Whittemore and Knafl, who described five stages for integrative reviews: problem identification, literature search, data evaluation, data analysis, and presentation. These methods, supplemented with guidance from Arksey and O'Malley, involved searches in seven relevant databases, producing 341 total returns. The final corpus consisted of 25 empirical studies. I constructed tables of these studies to facilitate iterative comparisons and synthesis. Results/discussion: The final corpus covered five aspects of packaging and labeling: label accuracy; visual content, appeal, and compliance; comprehension of serving size and dosage; perceptions of warnings; and possible enhancements through innovative technologies. The most common intervention types were laboratory analyses (n = 8), followed by surveys paired with experimental tasks (n = 7) and content analyses (n = 4), two of which included a compliance audit. Conclusions and further research: Based on current literature, more empirical studies are needed overall as well as more geographic and linguistic coverage. These needs align with our field's calls for more experimental and quasi-experimental research, alongside long-standing commitments to translation and localization, including participatory localization. As in other fields, future studies should emphasize child and youth protection as well as label accuracy.
{"title":"The Packaging and Labeling of Cannabis Edibles: Opportunities for Professional Communication Researchers","authors":"Michael J. Madson","doi":"10.1109/TPC.2024.3452288","DOIUrl":"https://doi.org/10.1109/TPC.2024.3452288","url":null,"abstract":"Introduction: As demand for cannabis edibles increases worldwide, researchers have called for evidence-based packaging and labeling. To assist in these efforts, this integrative review focused on two questions. 1. What aspects of edibles packaging and labeling has the empirical literature covered across disciplines, and how? 2. How might professional communication researchers build on that empirical literature, addressing consumer and industry needs? Research methodology: The methods followed Whittemore and Knafl, who described five stages for integrative reviews: problem identification, literature search, data evaluation, data analysis, and presentation. These methods, supplemented with guidance from Arksey and O'Malley, involved searches in seven relevant databases, producing 341 total returns. The final corpus consisted of 25 empirical studies. I constructed tables of these studies to facilitate iterative comparisons and synthesis. Results/discussion: The final corpus covered five aspects of packaging and labeling: label accuracy; visual content, appeal, and compliance; comprehension of serving size and dosage; perceptions of warnings; and possible enhancements through innovative technologies. The most common intervention types were laboratory analyses (n = 8), followed by surveys paired with experimental tasks (n = 7) and content analyses (n = 4), two of which included a compliance audit. Conclusions and further research: Based on current literature, more empirical studies are needed overall as well as more geographic and linguistic coverage. These needs align with our field's calls for more experimental and quasi-experimental research, alongside long-standing commitments to translation and localization, including participatory localization. As in other fields, future studies should emphasize child and youth protection as well as label accuracy.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 4","pages":"403-421"},"PeriodicalIF":1.6,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-18DOI: 10.1109/TPC.2024.3458708
Nupoor Ranade;Marly Saravia
Introduction: This article presents the results of an integrative literature review on artificial-intelligence (AI) literacy and AI ethics in technical and professional communication (TPC). This article demonstrates how these concepts have or have not been discussed and studied by the field. By analyzing the literature from adjacent fields and trade journals, this article sets the groundwork for pedagogies and best practices that prepare technical and professional communicators to evaluate AI technologies using ethical perspectives. Research methodology: We used the hermeneutic methodology to conduct a systematic literature review that allowed repeated cycles of searching, filtering, and interpretation across wide-ranging, interdisciplinary academic sources. Following this method to include and exclude sources resulted in a total of 32 articles that describe different case studies, frameworks, theories, and other pedagogical activities to incorporate AI ethics literacy in the curriculum. Results and discussion: Recent trends within AI ethics education document and advocate for a redesign of educational programs and curricula. To be more intentional in adopting AI ethics in pedagogy, we propose a thre -level framework (consisting of institutional, course, and instruction levels) that can be aligned to include AI ethics literacy in course and program objectives and outcomes. By drawing from technical communication work on AI literacy and mapping other TPC work that can be utilized for teaching AI ethics, we recommend incorporating AI ethics in existing courses or new ones. We also list the challenges of choosing one approach over another. Conclusions and further research: A systematic approach to AI pedagogy can help TPC instructors use existing resources to help students use, understand, and evaluate AI technology in strategic ways. This research can be expanded to include new pedagogical approaches, and by drawing connections of AI ethics to specific TPC theory, especially social justice and audience analysis.
{"title":"Teaching AI Ethics in Technical and Professional Communication: A Systematic Review","authors":"Nupoor Ranade;Marly Saravia","doi":"10.1109/TPC.2024.3458708","DOIUrl":"https://doi.org/10.1109/TPC.2024.3458708","url":null,"abstract":"Introduction: This article presents the results of an integrative literature review on artificial-intelligence (AI) literacy and AI ethics in technical and professional communication (TPC). This article demonstrates how these concepts have or have not been discussed and studied by the field. By analyzing the literature from adjacent fields and trade journals, this article sets the groundwork for pedagogies and best practices that prepare technical and professional communicators to evaluate AI technologies using ethical perspectives. Research methodology: We used the hermeneutic methodology to conduct a systematic literature review that allowed repeated cycles of searching, filtering, and interpretation across wide-ranging, interdisciplinary academic sources. Following this method to include and exclude sources resulted in a total of 32 articles that describe different case studies, frameworks, theories, and other pedagogical activities to incorporate AI ethics literacy in the curriculum. Results and discussion: Recent trends within AI ethics education document and advocate for a redesign of educational programs and curricula. To be more intentional in adopting AI ethics in pedagogy, we propose a thre -level framework (consisting of institutional, course, and instruction levels) that can be aligned to include AI ethics literacy in course and program objectives and outcomes. By drawing from technical communication work on AI literacy and mapping other TPC work that can be utilized for teaching AI ethics, we recommend incorporating AI ethics in existing courses or new ones. We also list the challenges of choosing one approach over another. Conclusions and further research: A systematic approach to AI pedagogy can help TPC instructors use existing resources to help students use, understand, and evaluate AI technology in strategic ways. This research can be expanded to include new pedagogical approaches, and by drawing connections of AI ethics to specific TPC theory, especially social justice and audience analysis.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 4","pages":"422-436"},"PeriodicalIF":1.6,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-09DOI: 10.1109/TPC.2024.3455448
Melissa M. Fuller;Menno D. T. de Jong;H. A. van Vuuren
Introduction: Research shows that empathy is a core competence of communication professionals. Still, the pedagogy of including empathy in professional communication curricula has been underexposed in the literature. About the case: This article describes the development and evaluation of a course aimed at increasing students’ empathy competence in the final year of a Dutch bachelor-level communication program. A detailed description of the course is provided. Situating the case: The course operationalizes a recent model of empathy competence in professional communication settings. It focuses on empathy-related skills, knowledge, and attitudes. Experiential learning and student-led discussions are core elements in the course. Methods/approach: The course was taught in two different classes (N = 47). Student evaluations and reflections included standard institutional course assessment data, a report from an institution-led student panel evaluation, and student reflections during coursework as well as before, immediately after, and two years after the course. Results/discussion: The course was evaluated very positively in the institutional course assessment and panel evaluation. The student reflections show that students had a great appreciation for the course overall, as well as for specific course elements. The course made them aware of the complexity and multifaceted nature of empathy, and had a profound impact on their professional and personal identity. Conclusion: This article demonstrates the effectiveness of a course designed to develop empathy competence in communication professionals and advocates for future research to explore long-term effects and cross-industry applications.
{"title":"Training Empathy Competence in a Professional Communication Program: Course Development, Evaluation, and Student Reflections","authors":"Melissa M. Fuller;Menno D. T. de Jong;H. A. van Vuuren","doi":"10.1109/TPC.2024.3455448","DOIUrl":"https://doi.org/10.1109/TPC.2024.3455448","url":null,"abstract":"Introduction: Research shows that empathy is a core competence of communication professionals. Still, the pedagogy of including empathy in professional communication curricula has been underexposed in the literature. About the case: This article describes the development and evaluation of a course aimed at increasing students’ empathy competence in the final year of a Dutch bachelor-level communication program. A detailed description of the course is provided. Situating the case: The course operationalizes a recent model of empathy competence in professional communication settings. It focuses on empathy-related skills, knowledge, and attitudes. Experiential learning and student-led discussions are core elements in the course. Methods/approach: The course was taught in two different classes (N = 47). Student evaluations and reflections included standard institutional course assessment data, a report from an institution-led student panel evaluation, and student reflections during coursework as well as before, immediately after, and two years after the course. Results/discussion: The course was evaluated very positively in the institutional course assessment and panel evaluation. The student reflections show that students had a great appreciation for the course overall, as well as for specific course elements. The course made them aware of the complexity and multifaceted nature of empathy, and had a profound impact on their professional and personal identity. Conclusion: This article demonstrates the effectiveness of a course designed to develop empathy competence in communication professionals and advocates for future research to explore long-term effects and cross-industry applications.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 4","pages":"488-501"},"PeriodicalIF":1.6,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-19DOI: 10.1109/TPC.2024.3449508
Hans van der Meij;Tessa Voerman
Background: In this study, we examined the effectiveness of three instruction-production arrangements: instruction-problem solving (I-PS), problem solving-instruction (PS-I), and problem solving-instruction-problem solving (PS-I-PS)) in video tutorials for software training. Literature review: Most of the research on these arrangements stems from math and physics and has yielded equivocal outcomes. Studies of software training are scarce and have also led to varying results. In these studies, video access was prohibited once participants engaged in problem solving. Our study did not have this limitation. Research methodology: We followed an experimental approach with three conditions: I-PS, PS-I, and PS-I-PS. Research questions: 1. What is the effect of condition on video processing? 2. What is the effect of condition on motivation? 3: What is the effect of condition on procedural knowledge development? Results: In all conditions, all videos were viewed nearly in full. Replays of sections were scarce. In all conditions, self-efficacy rose substantially and more in I-PS than in PS-I. All conditions achieved very high scores on a final procedural knowledge test. I-PS did significantly better than PS-I on this test. Conclusion: The high absolute scores for self-efficacy and procedural knowledge presumably reflect the quality of the Demonstration-Based-Training videos developed for the study. Self-efficacy and procedural knowledge development was significantly higher in I-PS than in PS-I. In short, the data show that the best results were obtained for the video tutorial in which instruction preceded problem solving.
{"title":"Effects of Instruction–Problem Arrangements in Video Tutorials for Software Training","authors":"Hans van der Meij;Tessa Voerman","doi":"10.1109/TPC.2024.3449508","DOIUrl":"https://doi.org/10.1109/TPC.2024.3449508","url":null,"abstract":"Background: In this study, we examined the effectiveness of three instruction-production arrangements: instruction-problem solving (I-PS), problem solving-instruction (PS-I), and problem solving-instruction-problem solving (PS-I-PS)) in video tutorials for software training. Literature review: Most of the research on these arrangements stems from math and physics and has yielded equivocal outcomes. Studies of software training are scarce and have also led to varying results. In these studies, video access was prohibited once participants engaged in problem solving. Our study did not have this limitation. Research methodology: We followed an experimental approach with three conditions: I-PS, PS-I, and PS-I-PS. Research questions: 1. What is the effect of condition on video processing? 2. What is the effect of condition on motivation? 3: What is the effect of condition on procedural knowledge development? Results: In all conditions, all videos were viewed nearly in full. Replays of sections were scarce. In all conditions, self-efficacy rose substantially and more in I-PS than in PS-I. All conditions achieved very high scores on a final procedural knowledge test. I-PS did significantly better than PS-I on this test. Conclusion: The high absolute scores for self-efficacy and procedural knowledge presumably reflect the quality of the Demonstration-Based-Training videos developed for the study. Self-efficacy and procedural knowledge development was significantly higher in I-PS than in PS-I. In short, the data show that the best results were obtained for the video tutorial in which instruction preceded problem solving.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 4","pages":"455-470"},"PeriodicalIF":1.6,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-23DOI: 10.1109/TPC.2024.3444499
{"title":"IEEE Professional Communication Society Information","authors":"","doi":"10.1109/TPC.2024.3444499","DOIUrl":"https://doi.org/10.1109/TPC.2024.3444499","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 3","pages":"C4-C4"},"PeriodicalIF":1.6,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10645323","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142045108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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