This series from IEEE's Professional Communication Society addresses professional communication elements, techniques, concerns, and issues. Created for engineers, technicians, academic administration/faculty, students, and technical communicators in related industries, this series meets a need for a targeted set of materials that focus on very real, daily, on-site communication needs. Using examples and expertise gleaned from engineers and their colleagues, this series aims to produce practical resources for today's professionals and pre-professionals.

This article shares the results of a study that analyzed the website content of eight third-party providers that offer service-learning study abroad programs to college students. The study looked specifically at the information about service-learning projects and how host communities, community partners, and target populations are portrayed or represented within that content. Data are analyzed through the lens of two ethical guidelines for international service-learning defined by The Forum on Education Abroad: prioritization of human dignity and community autonomy; and recognizing the risk of paternalism, exploitation, and neocolonial behavior. The findings of this study serve to provide baseline data about the public information shared by international service-learning program providers about service projects and partners as well as insights into how organizations that produce web content about service-learning partnerships can design information that meets ethical standards relat...

In many introductory methods classes, instructors cobble together numerous sources to design a robust class. This volume has it all in one place-an explanation of research questions, a strategy to research the literature and annotate it, clear explanations of the major research methods of the field of technical communication, instructions on writing up the research report-plus examples of award-winning, full-length, peer-reviewed studies pulled from our own major journals, which are much more relatable to new researchers than trying to see how psychology or education studies apply them. Throughout, its tone is reassuring, its explanations crystal. I strongly recommend anyone teaching or becoming a new researcher use this volume as their introduction."-Angela Eaton, PhD, Associate Professor of Technical Communication and Rhetoric, Texas Tech University "This revised edition offers thorough, practical, and applied information for anyone interested in technical communication research. The rich content and supplementary materials give readers diverse techniques for improving their research practices. This is a must-read primer that is as effective for the classroom as it is the workplace."-Ryan Boettger, PhD, Associate Professor of Technical Communication, University of North Texas "As the field of technical communication has grown in the last decades, well-designed research has become especially crucial to the advancement of knowledge. Written in an accessible style, the second edition of A Research Primer for Technical Communication: Methods, Exemplars, and Analyses will prove useful to advanced undergraduates and graduate students studying technical communication research approaches.

Virtual teams collaborate across distances using information communication technologies (ICTs). A distinctive set of communication skills is needed by people who work successfully in virtual teams, and few universities or companies provide structured education and training in virtual teamwork. At a midsized southeastern Masters Comprehensive University, professors from the Colleges of Arts and Sciences, Business, and Education came together to explore how they might use cross-disciplinary student teams (groups comprised of students with different backgrounds and educational goals) to teach concepts in their own disciplines while providing students with the opportunity to become more proficient in virtual team communication. Can cross-disciplinary student team projects successfully support learning in virtual team communication as well as address the learning objectives of specific courses? (2) What can faculty learn from a cross-disciplinary teaching model that can be applied to virtual teams? Experiential learning is based on performing real tasks and reflecting on that process; it benefits learners by engaging them in complex, authentic situations. Virtual teams are significant because they support a great deal of the work currently taking place in our global economy; they are significant in higher education because students need to develop skills in international virtual communication before they are introduced to high-stakes work environments. In previous cases, students have collaborated across national cultures to develop project deliverables, such as websites, reports, and usability studies and present them in virtual environments using such tools as WebEx, Skype, and live streaming. The findings from this case are based on individual student reflections, which were used to create a data matrix for each project, and instructor observation and evaluation. In Spring 2013, six faculty from the same university worked together to incorporate virtual teams into their classrooms. These six faculty members were divided into two groups of three with each group representing three colleges mentioned earlier. The faculty developed two interdisciplinary projects (one on infographics and another on social media) that enabled rich and diverse student collaboration. In both groups, the three faculty leaders worked together to define a project scope that students could achieve and that would relate to learning goals in each discipline. The lessons learned from this experience are that: (1) technical challenges will occur; (2) students from all disciplines must receive the same information; (3) instructors must balance respect for their colleagues and support for their students; (4) team assignments need to be consistent and fair; (5) instructors need to establish appropriate and fair assessment measurements for their own students; and (6) projects need to be realistic in order to show the students the value of virtual work

The Foundations and Innovations in Technical and Professional Communication series publishes work that is necessary as a base for the field of technical and professional communication (TPC), addresses areas of central importance within the field, and engages with innovative ideas and approaches to TPC. The series focuses on presenting the intersection of theory and application/practice within TPC and is intended to include both monographs and co-authored works, edited collections, digitally enhanced work, and innovative works that may not fit traditional formats (such as works that are longer than a journal article but shorter than a book).

This series from IEEE's Professional Communication Society addresses professional communication elements, techniques, concerns, and issues. Created for engineers, technicians, academic administration/faculty, students, and technical communicators in related industries, this series meets a need for a targeted set of materials that focus on very real, daily, on-site communication needs. Using examples and expertise gleaned from engineers and their colleagues, this series aims to produce practical resources for today's professionals and pre-professionals.

A escolha da composicao de uma carteira de acoes pode seguir por diversos caminhos e metodos distintos. Este estudo investiga a eficiencia de um dos metodos que obteve atencao da midia por sua simplicidade e aplicabilidade em seu pais de origem. O objetivo foi testar se o metodo proposto por Joel Greenblatt, na escolha da carteira de acoes, possui melhor desempenho quando comparado ao Indice da Bolsa de Valores de Sao Paulo (IBOVESPA) e seu comportamento quando exposto a situacoes adversas. O estudo foi realizado no periodo de 2007 a 2016, caracterizado por instabilidades economicas e politicas no Brasil. Para efeitos de comparacao, foram utilizados os retornos acumulados e apurados em ambos os modelos estudados. Perante os resultados, notou-se que apesar de diversas oscilacoes anuais dos retornos, a rentabilidade alcancada pelo Metodo Greenblatt, de retorno igual a 18%, nao superou o resultado obtido pelo IBOVESPA, no qual o retorno apresentado foi de 31,30%.