Pub Date : 2025-02-21DOI: 10.1109/TPC.2025.3533176
Yunye Yu;Yiying Wu;Sibo Pan
Introduction: It has long been advocated that engineers should enhance their social and ethical responsibilities. With the rapid advancement of science and technology, this imperative becomes increasingly pressing. About the case: This teaching case took place in a public research university in China. The primary objective is to enhance engineering students’ understanding of their social responsibilities. Situating the case: This study is an exploration of the application of design fiction, a commonly utilized practice in interaction design, within the context of a technical writing course. Methods/approach: Within the study, participants were tasked to engage in creating speculative scenarios of future food in 2040. This scenario revolved around an imaginary technology related to food, envisioning its impact on people's lives and society. Through a structured process of guided speculation and critical reflection, participants wove together fragments of these future scenarios to craft complete fictional narratives. Results/discussion: The result of this investigation revealed that the fictions generated by participants encompass a diverse array of elements that manifest the writers’ heightened awareness of social responsibilities. Conclusion: We contend that this study introduces an innovative and engaging approach to the teaching of technical writing, one that holds promise as a valuable complement to the existing curriculum. Moreover, within the sphere of engineering education, this research underscores the potential of design fiction in nurturing a deeper understanding of social responsibilities among engineers, particularly on a “macroethical” scale.
{"title":"Design Fiction as a Novel Approach to Cultivate Awareness of Social Responsibilities: An Explorative Study in a Technical Writing Course for Engineering Students","authors":"Yunye Yu;Yiying Wu;Sibo Pan","doi":"10.1109/TPC.2025.3533176","DOIUrl":"https://doi.org/10.1109/TPC.2025.3533176","url":null,"abstract":"<bold>Introduction:</b> It has long been advocated that engineers should enhance their social and ethical responsibilities. With the rapid advancement of science and technology, this imperative becomes increasingly pressing. <bold>About the case:</b> This teaching case took place in a public research university in China. The primary objective is to enhance engineering students’ understanding of their social responsibilities. <bold>Situating the case:</b> This study is an exploration of the application of design fiction, a commonly utilized practice in interaction design, within the context of a technical writing course. <bold>Methods/approach:</b> Within the study, participants were tasked to engage in creating speculative scenarios of future food in 2040. This scenario revolved around an imaginary technology related to food, envisioning its impact on people's lives and society. Through a structured process of guided speculation and critical reflection, participants wove together fragments of these future scenarios to craft complete fictional narratives. <bold>Results/discussion:</b> The result of this investigation revealed that the fictions generated by participants encompass a diverse array of elements that manifest the writers’ heightened awareness of social responsibilities. <bold>Conclusion:</b> We contend that this study introduces an innovative and engaging approach to the teaching of technical writing, one that holds promise as a valuable complement to the existing curriculum. Moreover, within the sphere of engineering education, this research underscores the potential of design fiction in nurturing a deeper understanding of social responsibilities among engineers, particularly on a “macroethical” scale.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 1","pages":"99-117"},"PeriodicalIF":1.6,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10899094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143583263","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}
Background: Professional communication researchers have engaged communities through community research and interventions, such as town halls, charettes, and participatory design work. Such interventions rely on community members who are willing to get involved, voicing their perspectives, and engaging in productive dialogue. Yet, some communities do not have these precursor conditions for intervention: they face significant social barriers that make such interventions unlikely to succeed. In an interview- and document-based study, we examine the social barriers described by interviewees in “Permia,” a small town in the Texas Permian Basin region. In contrast to the five other communities we studied, Permia participants demonstrate little readiness to engage in community dialogue. We explore how Permia interviewees made sense of unwillingness to participate in its public life, how their understandings contrasted with the other communities we investigated, and how this research might guide professional communicators as they plan future community-based interventions. Literature review: We review the professional communication research on community interventions as well as relevant sociological literature on boomtowns. Research questions: 1. How do community leaders understand their community heritage as constraining or enabling development? 2. Where do community leaders and members see potential for change and growth in community development? Where do they see barriers, threats, and hard choices? 3. How do community leaders describe the relations among community development stakeholders? How do they describe expectations and trust among them on interpersonal, intergroup, and interorganizational levels? Research methodology: We collected documents and statistics about six small Texas towns, then interviewed community leaders about the towns’ advantages and challenges. Based on those interviews, we collected further documents. We analyzed the data using deductive and inductive coding, as well as narrative analysis. Results/discussion: Through coding, we determined that interviewees saw Permia's residents as unwilling to engage in deliberations in traditional forums such as city council meetings, and that their explanations for this unwillingness fell into three categories of barriers: distrust of institutions, dwindling personal ties, and lack of moral expectations for residents to engage in community dialogue. These three categories contrast with the other communities we studied. Through narrative analysis, we identify stories that were told by the interviewees to explain how these barriers developed in Permia. Conclusion: We conclude by discussing how professional communicators might survey barriers to community dialogue. Such surveys can help professional communicators choose a pathway for intervention in their community projects.
{"title":"“The City Residents Do Not Get Involved”: Understanding Barriers to Community Participation in a Small Texas Boomtown","authors":"Clay Spinuzzi;Andrew Booth;Maclain Scott;Drake Gossi;Tristin Brynn Hooker;Nigel O'Hearn","doi":"10.1109/TPC.2025.3530783","DOIUrl":"https://doi.org/10.1109/TPC.2025.3530783","url":null,"abstract":"<bold>Background:</b> Professional communication researchers have engaged communities through community research and interventions, such as town halls, charettes, and participatory design work. Such interventions rely on community members who are willing to get involved, voicing their perspectives, and engaging in productive dialogue. Yet, some communities do not have these precursor conditions for intervention: they face significant social barriers that make such interventions unlikely to succeed. In an interview- and document-based study, we examine the social barriers described by interviewees in “Permia,” a small town in the Texas Permian Basin region. In contrast to the five other communities we studied, Permia participants demonstrate little readiness to engage in community dialogue. We explore how Permia interviewees made sense of unwillingness to participate in its public life, how their understandings contrasted with the other communities we investigated, and how this research might guide professional communicators as they plan future community-based interventions. <bold>Literature review:</b> We review the professional communication research on community interventions as well as relevant sociological literature on boomtowns. <bold>Research questions:</b> 1. How do community leaders understand their community heritage as constraining or enabling development? 2. Where do community leaders and members see potential for change and growth in community development? Where do they see barriers, threats, and hard choices? 3. How do community leaders describe the relations among community development stakeholders? How do they describe expectations and trust among them on interpersonal, intergroup, and interorganizational levels? <bold>Research methodology:</b> We collected documents and statistics about six small Texas towns, then interviewed community leaders about the towns’ advantages and challenges. Based on those interviews, we collected further documents. We analyzed the data using deductive and inductive coding, as well as narrative analysis. <bold>Results/discussion:</b> Through coding, we determined that interviewees saw Permia's residents as unwilling to engage in deliberations in traditional forums such as city council meetings, and that their explanations for this unwillingness fell into three categories of barriers: distrust of institutions, dwindling personal ties, and lack of moral expectations for residents to engage in community dialogue. These three categories contrast with the other communities we studied. Through narrative analysis, we identify stories that were told by the interviewees to explain how these barriers developed in Permia. <bold>Conclusion:</b> We conclude by discussing how professional communicators might survey barriers to community dialogue. Such surveys can help professional communicators choose a pathway for intervention in their community projects.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 1","pages":"82-98"},"PeriodicalIF":1.6,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143583187","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 : 2025-02-13DOI: 10.1109/TPC.2025.3529094
Joanna Wolfe;Juliann Reineke;Jennifer Lott
Background: Millions of scientific research posters are presented at conferences every year, yet little research exists to guide poster design. Literature review: There is widespread dissatisfaction with the state of scientific research posters. Research from technical and professional communication suggests that the typical research poster could be improved with complete sentence assertion headings. Research question: How does poster format affect audience comprehension and reader preference? Research methodology: In Study 1, undergraduates read posters in two different formats—Complete Assertion Headings and short, Topical Phrase Headings—and answered questions about comprehension and preference. In Studies 2a (engineering educators) and 2b (engineering faculty), participants answered questions about their perceptions of three different poster formats: Complete Assertion Headings, traditional IMRD headings + Abstract, and the popular #betterposter billboard style template. In a short teaching case study, students used these research results to develop their own posters and adapted the templates that we presented. Results: Study 1 found that Complete Assertion Headings, compared to topical headings, improved student recall, and students preferred the complete assertion format. Study 2a found that engineering educators preferred nontraditional poster formats (both the Complete Assertion Heading and the #betterposter format) to the traditional IMRD + Abstract format. Study 2b found that mechanical engineering faculty preferred the Complete Assertion Heading to other formats. Conclusion: We recommend that practitioners consider using Complete Assertion Headings on their posters, and we provide examples of exemplary student posters.
{"title":"Comparative Study of Scientific Research Poster Design Favors Complete Assertion Headings and No Abstracts Over Other Formats","authors":"Joanna Wolfe;Juliann Reineke;Jennifer Lott","doi":"10.1109/TPC.2025.3529094","DOIUrl":"https://doi.org/10.1109/TPC.2025.3529094","url":null,"abstract":"<bold>Background:</b> Millions of scientific research posters are presented at conferences every year, yet little research exists to guide poster design. <bold>Literature review:</b> There is widespread dissatisfaction with the state of scientific research posters. Research from technical and professional communication suggests that the typical research poster could be improved with complete sentence assertion headings. <bold>Research question:</b> How does poster format affect audience comprehension and reader preference? <bold>Research methodology:</b> In Study 1, undergraduates read posters in two different formats—Complete Assertion Headings and short, Topical Phrase Headings—and answered questions about comprehension and preference. In Studies 2a (engineering educators) and 2b (engineering faculty), participants answered questions about their perceptions of three different poster formats: Complete Assertion Headings, traditional IMRD headings + Abstract, and the popular #betterposter billboard style template. In a short teaching case study, students used these research results to develop their own posters and adapted the templates that we presented. <bold>Results:</b> Study 1 found that Complete Assertion Headings, compared to topical headings, improved student recall, and students preferred the complete assertion format. Study 2a found that engineering educators preferred nontraditional poster formats (both the Complete Assertion Heading and the #betterposter format) to the traditional IMRD + Abstract format. Study 2b found that mechanical engineering faculty preferred the Complete Assertion Heading to other formats. <bold>Conclusion:</b> We recommend that practitioners consider using Complete Assertion Headings on their posters, and we provide examples of exemplary student posters.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 2","pages":"135-154"},"PeriodicalIF":1.6,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144170832","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 : 2025-02-13DOI: 10.1109/TPC.2025.3528716
Marie McCullagh;Yvonne Cleary
Background: Technical communication job advertisements can indicate current and future trends for pedagogy and practice, and for the development of the profession. Literature review: Although recent research has explored US technical communication job ads, no study to date has examined advertisements specifically for technical writer roles based in the UK. The unique academic and industrial context in the UK warrants such a study. Research questions: 1. What role do educational qualifications play in the UK technical communication job market? 2. What skills and competencies do employers see as part of technical communication roles in the UK job market? 3. What are the sectors in which technical communicators are employed in the UK? Methodology: This study involves a quantitative and qualitative analysis of job advertisements collected over a one-week period from LinkedIn and Indeed, and two prominent job search aggregator platforms in the UK. Results/discussion: Despite the absence of formal third-level technical communication academic programs in the UK, the terms “technical writer” and “technical author” are prominent in the job market. Where educational requirements are included in advertisements, these tend to be domain-specific. Software development is the leading employment sector, with available jobs distributed across a range of additional sectors. Personal characteristics and competencies required are broadly in line with previous research. Conclusion: Our findings suggest key competencies associated with the specific job title “technical writer/author.” They are a springboard for further qualitative research—e.g., using interviews—to explore the profiles and boundaries in technical communication in the UK. A mixed-methods study that includes job ads, questionnaires, and in-person observations would enable further classification of technical communication roles.
{"title":"What is in a Name? An Analysis of UK Online Technical Communication Advertisements","authors":"Marie McCullagh;Yvonne Cleary","doi":"10.1109/TPC.2025.3528716","DOIUrl":"https://doi.org/10.1109/TPC.2025.3528716","url":null,"abstract":"<bold>Background:</b> Technical communication job advertisements can indicate current and future trends for pedagogy and practice, and for the development of the profession. <bold>Literature review:</b> Although recent research has explored US technical communication job ads, no study to date has examined advertisements specifically for technical writer roles based in the UK. The unique academic and industrial context in the UK warrants such a study. <bold>Research questions:</b> 1. What role do educational qualifications play in the UK technical communication job market? 2. What skills and competencies do employers see as part of technical communication roles in the UK job market? 3. What are the sectors in which technical communicators are employed in the UK? <bold>Methodology:</b> This study involves a quantitative and qualitative analysis of job advertisements collected over a one-week period from LinkedIn and Indeed, and two prominent job search aggregator platforms in the UK. <bold>Results/discussion:</b> Despite the absence of formal third-level technical communication academic programs in the UK, the terms “technical writer” and “technical author” are prominent in the job market. Where educational requirements are included in advertisements, these tend to be domain-specific. Software development is the leading employment sector, with available jobs distributed across a range of additional sectors. Personal characteristics and competencies required are broadly in line with previous research. <bold>Conclusion:</b> Our findings suggest key competencies associated with the specific job title “technical writer/author.” They are a springboard for further qualitative research—e.g., using interviews—to explore the profiles and boundaries in technical communication in the UK. A mixed-methods study that includes job ads, questionnaires, and in-person observations would enable further classification of technical communication roles.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 1","pages":"41-60"},"PeriodicalIF":1.6,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143583185","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 : 2025-02-13DOI: 10.1109/TPC.2025.3529095
Rich Shivener;Jason Tham
Introduction: Modern virtual-reality (VR) systems afford opportunities to study how writers adapt their everyday writing practices to virtual environments while adjusting to real-world materiality. Based on a multi-institutional study of writers’ activities, this tutorial offers recommendations for designing and conducting test sessions to capture the user experience of first-time VR users in simulated writing scenarios. Key concepts: We situate VR within existing literature regarding design, human–computer interaction, usability, and the notions of presence, embodiment, and materiality. Key lessons: We present five key lessons to consider for testing writing in VR. 1. Space matters when studying participants writing with technologies. 2. Some VR applications are exclusive to devices. 3. A focus on brief tasks anticipates what writers will encounter when they write with a VR headset for the first time ever or in a professional context. 4. For understanding embodied actions, researchers should also capture the first-person view of the participant wearing the designated headset. 5. Media-rich transcripts create records of what was spoken in the sessions as well as notating, through text and media, what actions were taken by participants. Implications for practice: VR research depends on institutional infrastructure, embodied participation, and researcher intervention to adjust usability testing and mental models. These challenges provide exciting opportunities for TPC research and classroom projects that introduce VR.
{"title":"Capturing the Experiences of Simulated Writing for Novice Virtual Reality Users","authors":"Rich Shivener;Jason Tham","doi":"10.1109/TPC.2025.3529095","DOIUrl":"https://doi.org/10.1109/TPC.2025.3529095","url":null,"abstract":"<bold>Introduction:</b> Modern virtual-reality (VR) systems afford opportunities to study how writers adapt their everyday writing practices to virtual environments while adjusting to real-world materiality. Based on a multi-institutional study of writers’ activities, this tutorial offers recommendations for designing and conducting test sessions to capture the user experience of first-time VR users in simulated writing scenarios. <bold>Key concepts:</b> We situate VR within existing literature regarding design, human–computer interaction, usability, and the notions of presence, embodiment, and materiality. <bold>Key lessons:</b> We present five key lessons to consider for testing writing in VR. 1. Space matters when studying participants writing with technologies. 2. Some VR applications are exclusive to devices. 3. A focus on brief tasks anticipates what writers will encounter when they write with a VR headset for the first time ever or in a professional context. 4. For understanding embodied actions, researchers should also capture the first-person view of the participant wearing the designated headset. 5. Media-rich transcripts create records of what was spoken in the sessions as well as notating, through text and media, what actions were taken by participants. <bold>Implications for practice:</b> VR research depends on institutional infrastructure, embodied participation, and researcher intervention to adjust usability testing and mental models. These challenges provide exciting opportunities for TPC research and classroom projects that introduce VR.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 1","pages":"118-134"},"PeriodicalIF":1.6,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143583274","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 : 2025-02-13DOI: 10.1109/TPC.2025.3528758
Jianfen Chen;Shyam Pandey;Sweta Baniya
Introduction: This article provides a critical interface analysis of the US Citizenship and Immigration Services (USCIS) website to reveal how systemic oppressions embedded in governmental websites create injustice among minoritized communities. Literature review: We situate this research within the existing scholarship about the multilingual user interface, usability studies, and the issues of linguistic social justice as it intersects with technical and professional communication. Research questions: 1. How does the USCIS website's content cater to diverse immigrant populations in terms of usability, specifically considering Web Content Accessibility Guidelines (WCAG) for accessible websites? 2. From a user-experience perspective, are the USCIS website navigation tools obtrusive in presenting information? Are there issues of power and privilege through the inclusion/exclusion of certain voices? 3. What ideological and cultural assumptions does its interface design impart to diverse website users through its tools, content organization logic, and visual style? Research method: Working under the critical interface analysis framework and adopting a walkthrough approach, we analyze the official website of the USCIS. Results/discussion: The USCIS website prioritizes English or Spanish proficiency, potentially excluding users with other diverse language backgrounds. First-time users lack immediate access to essential features, and the site overlooks the needs of its diverse immigrant population, with limited language options, multimedia resources, and occasional discrepancies in content. Using terms like “alien” contradicts the inclusive image the US aims for. The Multilingual Resource Center faces document translation shortages, contributing to a potential digital divide. Inclusive design choices are crucial for creating a welcoming environment and addressing these concerns. Conclusion: These findings have implications for understanding the rhetorics of immigration policy, power, identity, and government perceptions.
{"title":"Navigating Immigration as an Alien: A Critical Interface Analysis of the US Citizenship and Immigration Services Website","authors":"Jianfen Chen;Shyam Pandey;Sweta Baniya","doi":"10.1109/TPC.2025.3528758","DOIUrl":"https://doi.org/10.1109/TPC.2025.3528758","url":null,"abstract":"<bold>Introduction:</b> This article provides a critical interface analysis of the US Citizenship and Immigration Services (USCIS) website to reveal how systemic oppressions embedded in governmental websites create injustice among minoritized communities. <bold>Literature review:</b> We situate this research within the existing scholarship about the multilingual user interface, usability studies, and the issues of linguistic social justice as it intersects with technical and professional communication. <bold>Research questions:</b> 1. How does the USCIS website's content cater to diverse immigrant populations in terms of usability, specifically considering Web Content Accessibility Guidelines (WCAG) for accessible websites? 2. From a user-experience perspective, are the USCIS website navigation tools obtrusive in presenting information? Are there issues of power and privilege through the inclusion/exclusion of certain voices? 3. What ideological and cultural assumptions does its interface design impart to diverse website users through its tools, content organization logic, and visual style? <bold>Research method:</b> Working under the critical interface analysis framework and adopting a walkthrough approach, we analyze the official website of the USCIS. <bold>Results/discussion:</b> The USCIS website prioritizes English or Spanish proficiency, potentially excluding users with other diverse language backgrounds. First-time users lack immediate access to essential features, and the site overlooks the needs of its diverse immigrant population, with limited language options, multimedia resources, and occasional discrepancies in content. Using terms like “alien” contradicts the inclusive image the US aims for. The Multilingual Resource Center faces document translation shortages, contributing to a potential digital divide. Inclusive design choices are crucial for creating a welcoming environment and addressing these concerns. <bold>Conclusion:</b> These findings have implications for understanding the rhetorics of immigration policy, power, identity, and government perceptions.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 1","pages":"22-40"},"PeriodicalIF":1.6,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143583258","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 : 2024-12-05DOI: 10.1109/TPC.2024.3508067
{"title":"2024 Index IEEE Transactions on Professional Communication Vol. 67","authors":"","doi":"10.1109/TPC.2024.3508067","DOIUrl":"https://doi.org/10.1109/TPC.2024.3508067","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 4","pages":"1-11"},"PeriodicalIF":1.6,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10779447","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142777580","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.2024.3489358
{"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}
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