Relevant bibliographies by topics / Technical writing

Academic literature on the topic 'Technical writing'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Technical writing"

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UMEKI, Tsuneyuki. "Technical Writing." Journal of the Japan Welding Society 69, no. 7 (2000): 557–58. http://dx.doi.org/10.2207/qjjws1943.69.7_557.

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Shirk, Henrietta Nickels. "Technical Writing's Roots in Computer Science: The Evolution from Technician to Technical Writer." Journal of Technical Writing and Communication 18, no. 4 (October 1988): 305–23. http://dx.doi.org/10.2190/l65t-6lj1-pvkr-t6nl.

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The history of Technical Writing closely parallels trends in the discipline of Computer Science. The early technical writers in the computer software industry were its own technicians (programmers and analysts), who used a variety of diagramming techniques to document computer systems. As a result of the widespread availability of computers and software which began in the 1970s, professional communicators joined the software industry and reinterpreted these diagramming techniques from technical source documents into user documentation. The impact of this assimilation process has influenced graphic representations in Technical Writing, as well as created the conceptual metaphors of the “user” and the “module” (which are emerging archetypes). In the past, Technical Writing's historical roots have been the result of reactions to Computer Science. However, the increasing presence of online documentation is now creating opportunities for technical writers to shape their own future by joining with computer scientists as influential equals.
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Wright, Patricia. "Writing Technical Information." Review of Research in Education 14 (1987): 327. http://dx.doi.org/10.2307/1167315.

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Ziegel, Eric R., and Joseph Mancuso. "Mastering Technical Writing." Technometrics 34, no. 1 (February 1992): 121. http://dx.doi.org/10.2307/1269589.

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Sandoval, Leslie. "Technical writing 101." XRDS: Crossroads, The ACM Magazine for Students 14, no. 3 (March 2008): 26–27. http://dx.doi.org/10.1145/1373576.1373582.

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Kwon,Sung-Gyu. "Writing Korean Numerals in Technical Writing." Journal of Engineering Education Research 14, no. 2 (March 2011): 30–39. http://dx.doi.org/10.18108/jeer.2011.14.2.30.

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Durfee, Patricia Bernadt. "Writing-to-Learn in Technical Writing." College Teaching 37, no. 1 (February 1989): 8–11. http://dx.doi.org/10.1080/87567555.1989.10532145.

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Dawson, J. H. "Technical Writing Compared With Other Writing." Weed Technology 5, no. 3 (September 1991): 695. http://dx.doi.org/10.1017/s0890037x00027573.

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Gellis, Mark. "Autobiographical Writing in the Technical Writing Course." Journal of Technical Writing and Communication 41, no. 3 (July 2011): 325–35. http://dx.doi.org/10.2190/tw.41.3.g.

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Tinker, John R. "Technical Writing in Hydrogeology." Journal of Geological Education 34, no. 1 (January 1986): 25–27. http://dx.doi.org/10.5408/0022-1368-34.1.25.

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Dissertations / Theses on the topic "Technical writing"

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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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Hundleby, Margaret N. "What counts as technical writing?, a situated look at writing for technical and scientific purposes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41053.pdf.

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Lea, Billie. "Readability in business and technical writing." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/420.

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Hutchison, Allison Brooke. "Assessing the Feasibility of Online Writing Support for Technical Writing Students." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/90375.

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This dissertation unites two seemingly unrelated fields, writing centers and technical writing, to study the feasibility of creating an online technical writing resource. Despite prolonged attention to multiliteracies and collaboration in both subfields, writing centers and technical writing do not commonly implicate one another in their shared mission of shaping students to become savvy writers with an awareness of rhetorical concepts and situations. This dissertation establishes how complementary these two fields are based upon their shared pedagogies of collaboration and multiliteracies. I suggest that a service design approach is beneficial to writing center research. Similarly, the technical writing field has little research and scholarship dedicated specifically to online writing instruction and pedagogy. Historically, writing centers have served students from all disciplines, but research demonstrates the effectiveness of specialist over generalist writing support. Taking a specialist perspective, I use service design methodology to gather input from student and instructor stakeholders about how online writing tutoring and web resources can address their needs. Using survey and interview data, I designed and piloted an online tutoring service for students enrolled in the Technical Writing service course at Virginia Tech. In student and instructor surveys, participants reported that they were highly unlikely to use online tutoring sessions but were more likely to use a course-specific website. Additionally, student interviews revealed that the Writing Center is not necessarily a highly-used resource, especially for upper-level students. Instructor interviewees indicated some misunderstandings and limited views of the Writing Center's mission. Nevertheless, a small number of participants in both groups spoke to a need for specialized tutoring in the Technical Writing course. In terms of feasibility, integration of online services for this course poses the greatest challenge because it relates to the amount of change needed to successfully integrate online tutoring or web resources into the curriculum. With some attention to how OWLs and synchronous online tutoring can be an asset to teaching technical writing online, I argue that the pilot project described in this study is relatively feasible.
Doctor of Philosophy
A feasibility study addresses whether or not an idea or plan is good. In the case of this dissertation, the idea is whether or not to offer online writing services—such as tutoring and a repository website—to students enrolled in Technical Writing at Virginia Tech. In order to study the feasibility of this plan, I first argue for bringing together the fields of writing centers and technical writing. Two strong reasons for uniting these fields are based upon their shared methods and practices of teaching collaboration and multiliteracies. Multiliteracies in this dissertation refers to critical, functional, and rhetorical computer literacies; each literacy is important for Technical Writing students to develop as they enter their future careers. Historically, writing centers are places on a college or university campus where students from all disciplines can go for tutoring; this is known as the generalist approach to writing tutoring. However, research demonstrates the effectiveness of a specialist approach—where a tutor is familiar with a student’s discipline—to writing tutoring over generalist writing support. Therefore, I take a specialist perspective in this study. I use service design system of methods to gather input from student and instructor stakeholders about how online writing tutoring and web resources can address their needs. Service design is commonly used in the service economy, such as restaurants and hotels, in order to design or redesign services. In particular, service design focuses on people and their needs. Using survey and interview data, I designed and piloted an online tutoring service and a website for students enrolled in the Technical Writing service course at Virginia Tech. In student and instructor surveys, participants reported that they were highly unlikely to use online tutoring sessions but were more likely to use a course-specific website. Additionally, student interviews revealed that the Writing Center at Virginia Tech is not necessarily a highly-used resource, especially for upper-level students. Instructor interviewees indicated some misunderstandings and limited views of the Writing Center’s mission. Nevertheless, a small number of participants in both groups spoke to a need for specialized tutoring in the Technical Writing course. In terms of feasibility, integration of online services for this course poses the greatest challenge because it relates to the amount of change needed to successfully integrate online tutoring or web resources into the curriculum. With some attention to how online writing labs and synchronous online tutoring can be an asset to teaching technical writing online, I argue that the pilot project described in this study is relatively feasible.
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Shealy, Angela Lynn. "My Technical Writing Internship at Bluespring Software." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272033311.

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Yu, Han Savage Gerald J. "Teach workplace writing with authentic asssessment [sic] in introductory technical writing classrooms." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417816171&SrchMode=1&sid=17&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1207668931&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on April 8, 2008. Dissertation Committee: Gerald Savage (chair), Ronald Fortune, Ronald Strickland. Includes bibliographical references (leaves 180-189) and abstract. Also available in print.
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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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Rudolph, Kathryn Marie. "A technical writing internship with Bluespring Software, Inc." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1089136438.

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DeLuca, Todd A. "A Technical Writing Internship with CTC Parker Automation." Miami University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=miami1006205131.

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Weflen, Mark R. "Technical Writing Internship at a Medical Device Company." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323638856.

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Books on the topic "Technical writing"

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Laplante, Phillip A. Technical Writing. Second edition. | Boca Raton : Taylor & Francis, CRC Press, 2018. | Series: What every engineer should know: CRC Press, 2018. http://dx.doi.org/10.1201/9780429467394.

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Mills, Gordon H. Technical writing. 5th ed. New York: Holt, Rinehart, and Winston, 1986.

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Mills, Gordon H. Technical writing. 5th ed. New York: Holt, Rinehart, and Winston, 1986.

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Lannon, John M. Technical writing. 7th ed. New York: HarperCollins College Publishers, 1996.

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Emerson, Frances B. Technical writing. Boston: Houghton Mifflin Co., 1987.

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Engineers, Institution of Electrical. Technical report writing. London: Institution of Electrical Engineers, 1988.

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Emden, Joan Van. Technical report writing. Stevenage: Institution of Electrical Engineers, 1993.

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Henry, Miller. Writing technical articles. Loughborough: Burton Press, 1990.

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Samson, Donald C. Editing technical writing. New York: Oxford University Press, 1993.

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Engineers, Institution of Electrical. Technical report writing. London: Institution of Electrical Engineers, 1997.

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Book chapters on the topic "Technical writing"

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Heller, Daniel. "Technical Writing." In Building a Career in Software, 161–67. Berkeley, CA: Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-6147-7_12.

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Rau, Gerald. "Technical writing." In Writing for Engineering and Science Students, 141–46. New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429425684-14.

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Laplante, Phillip A. "Scientific Writing." In Technical Writing, 75–100. Second edition. | Boca Raton : Taylor & Francis, CRC Press, 2018. | Series: What every engineer should know: CRC Press, 2018. http://dx.doi.org/10.1201/9780429467394-4.

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Laplante, Phillip A. "Technical Reporting." In Technical Writing, 135–62. Second edition. | Boca Raton : Taylor & Francis, CRC Press, 2018. | Series: What every engineer should know: CRC Press, 2018. http://dx.doi.org/10.1201/9780429467394-6.

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Laplante, Phillip A. "Writing with Collaborators." In Technical Writing, 231–48. Second edition. | Boca Raton : Taylor & Francis, CRC Press, 2018. | Series: What every engineer should know: CRC Press, 2018. http://dx.doi.org/10.1201/9780429467394-10.

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Laplante, Phillip A. "Technical Writing Basics." In Technical Writing, 13–46. Second edition. | Boca Raton : Taylor & Francis, CRC Press, 2018. | Series: What every engineer should know: CRC Press, 2018. http://dx.doi.org/10.1201/9780429467394-2.

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Laplante, Phillip A. "The Writing Process." In Technical Writing, 47–74. Second edition. | Boca Raton : Taylor & Francis, CRC Press, 2018. | Series: What every engineer should know: CRC Press, 2018. http://dx.doi.org/10.1201/9780429467394-3.

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Laplante, Phillip A. "The Nature of Technical Writing." In Technical Writing, 1–12. Second edition. | Boca Raton : Taylor & Francis, CRC Press, 2018. | Series: What every engineer should know: CRC Press, 2018. http://dx.doi.org/10.1201/9780429467394-1.

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Laplante, Phillip A. "Business Communications." In Technical Writing, 101–34. Second edition. | Boca Raton : Taylor & Francis, CRC Press, 2018. | Series: What every engineer should know: CRC Press, 2018. http://dx.doi.org/10.1201/9780429467394-5.

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Laplante, Phillip A. "Using Graphical Elements." In Technical Writing, 163–90. Second edition. | Boca Raton : Taylor & Francis, CRC Press, 2018. | Series: What every engineer should know: CRC Press, 2018. http://dx.doi.org/10.1201/9780429467394-7.

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Conference papers on the topic "Technical writing"

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George, Agish, William Taylor, and Jody Nelson. "Writing Good Technical Safety Requirements." In SAE 2016 World Congress and Exhibition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2016. http://dx.doi.org/10.4271/2016-01-0127.

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Vukovic, Maja, Valentina Salapura, and Sriram Rajagopal. "Crowd-Enabled Technical Writing Services." In 2013 IEEE International Conference on Services Computing (SCC). IEEE, 2013. http://dx.doi.org/10.1109/scc.2013.84.

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Ulijn, J. M., and J. B. Strother. "What does efficient technical writing need: writing or reading research?" In International Conference on Professional Communication,Communication Across the Sea: North American and European Practices. IEEE, 1990. http://dx.doi.org/10.1109/ipcc.1990.111172.

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Šafranj, Jelisaveta, Marina Katić, and Jelena Zivlak. "Classification in scientific and technical writing." In 10th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design,, 2020. http://dx.doi.org/10.24867/grid-2020-p52.

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Classification is the rhetorical device closely related to formal definition. The first step in definition is to classify the term being defined. The term is placed in a group whose members have at least one outstanding characteristic in common. This member is differentiated from all other members of the class. In classification, however, the groups rather than individual members are differentiated. The reader is given the important information about the name of the class, the members of the class important for the discussion and basis for classification, often called criterion of difference. The basis of classification always reflects the particular purpose of the writer making the classification, and the basis relevant to one person may well be irrelevant to another.
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Lezhneva, Ekaterina, and Natalja Nikolayeva. "PEER FEEDBACK IN DEVELOPING TECHNICAL WRITING." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0700.

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Debray, Saumya. "Writing efficient programs." In the 35th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/971300.971396.

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Dale, Nell, Rick Mercer, Elliot Koffman, and Walter Savitch. "Writing a textbook." In the thirty-second SIGCSE technical symposium. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/364447.364793.

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Hutchison, Allison. "Writing Support for the Online Technical Writing Service Course: A Feasibility Study." In 2018 IEEE International Professional Communication Conference (ProComm). IEEE, 2018. http://dx.doi.org/10.1109/procomm.2018.00011.

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Sellars, Harold L., and Sandra D. Lynn. "Software engineering/professional writing." In the sixteenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1985. http://dx.doi.org/10.1145/323287.323318.

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Sugiyama, Akihiko K. "Tutorial sessions: Lazy and easy technical writing." In 2015 IEEE 4th Global Conference on Consumer Electronics (GCCE). IEEE, 2015. http://dx.doi.org/10.1109/gcce.2015.7398486.

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Reports on the topic "Technical writing"

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Levine, Linda, Linda H. Pesante, and Susan B. Dunkle. Technical Writing for Software Engineers. Fort Belvoir, VA: Defense Technical Information Center, November 1991. http://dx.doi.org/10.21236/ada636493.

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Dee-Lucas, Diana, and Jill H. Larkin. Text Organization and Comprehensibility in Technical Writing. Fort Belvoir, VA: Defense Technical Information Center, October 1987. http://dx.doi.org/10.21236/ada188913.

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Farrar, Charles Reed. Some Guidelines on Writing a Technical Paper. Office of Scientific and Technical Information (OSTI), January 2020. http://dx.doi.org/10.2172/1583136.

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Boblenz, J. N., and A. A. Calhoun. Technical Report Writing Style Manual. Revision Number 2. Fort Belvoir, VA: Defense Technical Information Center, July 1985. http://dx.doi.org/10.21236/ada159694.

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Kieras, David E. Learning about Equipment from Technical Documentation: A Basic Comprehensible Writing Aid. Fort Belvoir, VA: Defense Technical Information Center, January 1990. http://dx.doi.org/10.21236/ada217958.

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Uche, Chidi, Zita Ekeocha, Stephen Robert Byrn, and Kari L. Clase. Retrospective Study of Inspectors Competency in the Act of Writing GMP Inspection Report. Purdue University, December 2021. http://dx.doi.org/10.5703/1288284317445.

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The research was a retrospective study of twenty-five Good Manufacturing Practice (GMP) inspection reports (from March 2017 through to December 2018) of a national medicine regulatory agency, drug Inspectorate, in West Africa, designed to assess the inspectors’ expertise in the act of inspection report writing. The investigation examined a paper-based tool of thirteen pre-registration Inspection reports and twelve GMP reassessment reports written prior and following an intervention program by external GMP trainers to enhance inspectors’ skill in pharmaceutical cGMP inspection. The study made use of quantitative analysis to investigate each team’s expertise in the act of writing GMP inspection report. Likewise, each report’s compliance with the requirements of three regulatory standards on GMP inspection report writing was ascertained. Impact of intervention program on lead inspectors’ competence was assessed. Lastly, gap in each team writing effectiveness, and lead inspectors’ abilities to deliver an effective report were determined. The results showed one of the inspection team (4.0%) wrote an excellent report. Two (8.0%) of the twenty-five inspection teams penned good inspection reports. Eleven (44.0%) teams drafted needs improvement reports and the remaining eleven teams (44.0%) prepared unacceptable reports. The excellent report and the two good reports had report format that meet expectation. One (50.0%) of the good reports showed the authors possess excellent knowledge of cGMP technical areas. The remain good report (50.0%) revealed the writers’ knowledge.as good. The excellent report showed the authors displayed partial mastery in the use of objective evidence while the two good reports disclosed theirs as having partial and evolving abilities. One of the teams (50.0%) that wrote good reports displayed good use of third person narrative past tense in report writing whereas the other team used the same tense and voice excellently. Generally, a sort of marginal level of performance was prominent among the inspection teams. A gap, if not tackled, will slow down regulatory process through increase report review, litigations that query report factual accuracy (AIHO, 2017) and delay in issuance of marketing authorization. In conclusion, trainings on quality attributes, such as technical content (Quality Management System (QMS) and Site), the use of objective evidence, assignment of risk levels to GMP violations and citing of applicable laws, regulation and guidelines that substantiate GMP observations, were recommended, to enhance knowledge sharing and regulators’ performance in the act of writing inspection report.
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KISELNOKOV, I. V. DIDACTIC CONDITIONS FOR ACTIVATION OF COGNITIVE ACTIVITY OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN THE PROCESS OF TEACHING MATHEMATICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-26-39.

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The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.
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MONAKO, T. P. PROFESSIONALLY-ORIENTED TRAINING OF MANAGERS BY METHODS OF MATHEMATICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-40-44.

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The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.
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Calvin, Katherine, Dipak Dasgupta, Gerhard Krinner, Aditi Mukherji, Peter W. Thorne, Christopher Trisos, José Romero, et al. IPCC, 2023: Climate Change 2023: Synthesis Report. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, H. Lee and J. Romero (eds.)]. IPCC, Geneva, Switzerland. Edited by Paola Arias, Mercedes Bustamante, Ismail Elgizouli, Gregory Flato, Mark Howden, Carlos Méndez-Vallejo, Joy Jacqueline Pereira, et al.. Chair Hoesung Lee. Intergovernmental Panel on Climate Change (IPCC), July 2023. http://dx.doi.org/10.59327/ipcc/ar6-9789291691647.

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The Synthesis Report (SYR) is a stand-alone synthesis of the most policy-relevant evidence from the scientific, technical, and socio-economic literature assessed in the Sixth Assessment Report (AR6) of the Intergovernmental Panel on Climate Change (IPCC). The SYR distils and integrates the main findings of the three reports of the Working Groups of the IPCC during the AR6, and the three AR6 Special Reports into a concise document. It consists of a Summary for Policymakers and a longer report.
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Francini. L52281 Evaluating the Need for Loading Specifications for Highway Transportation of Line Pipe. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), September 2007. http://dx.doi.org/10.55274/r0010353.

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Standards have been in place for many years providing procedures for the proper loading of line pipe for shipment by railroad and by vessel, namely, API Recommended Practice 5L1 and API Recommended Practice 5LW, respectively. These practices were developed in response to a recognized need to avoid excessive stresses in the transported pipe caused by unfavorable positioning of the pipe on cradles or supports combined with inertial loadings on the stacked pipe from railcar or vessel motion. The need for this effort became apparent as a result of hydrostatic test failures that occurred in newly constructed pipelines where the failure origins exhibited fatigue even though the pipe had not yet entered service, as well as in-service failures originating at shipping-damage defects that survived the commissioning hydrostatic test but enlarged while the line was in service. The scope of this study consisted of three phases. The first phase was to document the industry position with respect to line pipe transport. The second phase was to perform a detailed technical analysis of the susceptibility of line pipe to damage from inertial loadings during highway transportation. The third phase was to develop a prototype standard giving minimum specifications designed to avoid damage. The resulting work product can be used as a starting point by an appropriate standards-writing body for development of a specification in accordance with its standards development process.
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