Technical Communication

Resumen: In this article we go into a thorough analysis of complex noun compounds in technical texts. We understand that a noun compound is a unit consisting of two or more nouns, plus such other parts of speech as are necessary, that together express a" single ...

and other graduate programs represent a growing percentage of students, yet stories of their experiences within higher education remain muted. We analyzed 10 Latinx testimonios (culturally situated narratives) wherein they voice their experiences as first-generation students in US graduate programs. Testimonialistas expressed how they navigate the complexities of being first-generation students and described how they persist and enact social justice. Situating the case: TPC programs may examine the relationship between social injustices and student retention and recruitment efforts, yet there is a dearth of literature regarding specific obstacles that Latinx students face. We examined how they build success through coalitional action and culturally informed tactical decision-making. Methods: We recruited participants who self-identified as first-generation Latinx students in TPC and other graduate programs. We conducted and recorded semistructured interview sessions based in testimonio and intersectional feminist methodologies. We used qualitative data coding and MAXQDA coding software to assemble and map social justice themes at work across the testimonios. Results: Analysis suggests that first-generation Latinx graduate students draw on complex informal and formal networks to aid their success, desire more effective culturally responsive mentorship, and develop tactical decision-making skills to circumvent oppressive behaviors. Conclusions: We suggest that directors, mentors, administrators, faculty, and Latinx students begin with a social justice framework to better listen to, understand, and address first-generation Latinx college experiences and build cohort-based support mechanisms into programmatic objectives and professional development sessions.

Digital and visual communication is becoming a more integral part of the classroom; teachers must be digitally savvy in order to keep up and be able to connect with students. An exploration of the overlap of communication online and in the classroom, particularly the technical/professional communication classroom, will show the necessity of the inclusion of both paper-like documents and robust visual, digital, and social medias. By investigating the state of "communicating vision," a faculty member and three advanced PhD students from a leading doctoral program will be able to share not only the vision of digital instruction, but also specific classroom practices that help make that shift.

This study presents the design and quantitative evaluation of a user-friendly operations manual developed for a low-cost portable Fire Detection and Alarm System (FDAS) trainer, aimed at enhancing practical learning in technical-vocational education. The manual was created to provide clear, concise instructions and support hands-on training for first-year Electrical Technology students. A structured survey questionnaire using a 5-point Likert scale was administered to 40 participants to assess the manuals usability across four dimensions: clarity of instructions, ease of use, task support, and perceived usefulness. The results revealed high overall usability, with an average mean score of 4.14 (SD = 0.50), indicating strong acceptance and satisfaction among users. The highest ratings were observed in perceived usefulness (M = 4.30, SD = 0.45) and clarity of instructions (M = 4.23, SD = 0.47), highlighting the manuals effectiveness in improving learner confidence and comprehension. Ease of use (M = 4.08, SD = 0.52) and task support (M = 3.95, SD = 0.58) were also rated positively, though some users suggested enhancements in troubleshooting guidance and navigation. These findings suggest that the operations manual is a valuable educational resource that facilitates independent learning and practical skills development in FDAS installation, testing, and troubleshooting. Recommendations include expanding troubleshooting content, improving visual aids, and optimizing manual layout to further enhance usability. This study contributes empirical evidence supporting the critical role of well-designed printed instructional materials in technical education, particularly in resource-constrained environments where digital tools may be limited. The manual serves as an effective bridge between theoretical knowledge and hands-on application, fostering learner autonomy and confidence.

The integration of artificial intelligence (AI) into grant writing has significantly reshaped the landscape of funding proposal development across academic, nonprofit, and institutional domains. This study examines the comparative effectiveness of AI-assisted grant writing systems and human grant writers in relation to funding success outcomes. Using a structured comparative framework grounded in writing systems theory, behavioral decision-making, and computational linguistics, this paper synthesizes existing interdisciplinary literature to evaluate six core dimensions: writing speed, grammatical accuracy, strategic alignment, persuasive ability, creativity, and funding success likelihood. The findings indicate that AI systems excel in efficiency-related dimensions such as drafting speed, syntactic consistency, and structural organization. However, human grant writers demonstrate superior performance in strategic reasoning, contextual interpretation, and persuasive narrative construction-factors that significantly influence funding decisions. Importantly, hybrid systems combining AI-generated drafts with human refinement produce the highest overall effectiveness. The study concludes that AI should be conceptualized as an augmentative intelligence tool rather than a replacement for human expertise in grant writing.

The ABET 2000 Criterion 3g states that engineering programs must educate students with “an ability to communicate effectively. 1 ” Surveys of engineering graduates and current students at West Texas A&M University (WTAMU) indicate that there is a desire on behalf of the students to experience more technical communication opportunities within engineering coursework. Traditionally, written and oral communication instruction has been conducted in a formal setting within the required three course sequence of ENGL 1301 (Introduction to Academic Writing and Argumentation), ENGL 2311 (Introduction to Professional and Technical Communication), and COMM 1315 (Basic Speech Communication) as part of the university’s core educational requirements. The State of Texas has legislated a 120 semester credit hour restriction on degree requirements with the exception being a need for additional hours to receive accreditation. The Department of Engineering currently holds one of these exceptions but it...

is beginning the unit on procedures ("how to" discourse) in her introductory course in technical communication. She knows that procedures are an essential part of such a course. Because procedures are one of the most straightforward genres of professional communication, she likes to cover procedures early in the course.

Nickerson 2001; Schneider and Andre 2005; Yu 2011) also expressed a similar practical concern about the importance of local situated knowledge in industry. It is therefore imperative to develop new models to promote situated learning for professional communication. It is also timely for such a study as an increasing number of researchers have drawn our attention to the discourse in organisational settings (e.g.

Specialist communication concerns many areas, e.g. technology, medicine, or construction. It accompanies us not only in our working lives but also in our daily lives. An important aspect of technical communication between experts and laypeople is to convey the message briefly and simply in order to achieve the goal of comprehensibility. Specialized language plays a very important role in technical communication. They are the basis of communication and enable understanding in a particular specialized field. Specialist communication often takes place between an expert and an expert who can easily understand the specialist vocabulary of the field in which they specialize. In the case of communication between an expert and a layperson, specialized communication must be based on the fact that the vocabulary used by the expert can also be understood by a person who is not an expert in the field in question. The article analyses specialist communication in the field of dentistry on the example of German and Polish dental clinic websites. They were investigated according to various criteria, e.g. the design of the website and the number of images, the number of specific tabs, and the use of technical language. Each criterion aims to highlight the differences and similarities that emerge from analyzing the German and Polish websites.

De acuerdo con lo previsto en el artículo 133 de la Ley 39/2015, de 1 de octubre, con carácter previo a la elaboración del proyecto de resolución, se ha facilitado la participación activa de las personas y entidades potencialmente afectadas, mediante la oportuna consulta pública. en su tramitación se dio cumplimiento al principio de transparencia, sometiéndose a la debida publicación en los términos previstos la Ley 19/2013, de 9 de diciembre, de transparencia, acceso a la información pública y buen gobierno y en la Ley del Principado de asturias 8/2018, de 14 de septiembre, de transparencia, buen gobierno y grupos de interés. asimismo, se ha cumplimentado el trámite de audiencia de conformidad con lo establecido en el artículo 33.2 de la Ley 2/1995, de 13 de marzo, de régimen jurídico de la Administración del Principado de Asturias y se ha solicitado el informe preceptivo del Consejo escolar del Principado de asturias, que ha sido favorable. Habiendo sido declarada la urgencia en la tramitación de la presente disposición de carácter general y siendo necesaria la pronta ejecución de su contenido, se ha establecido su entrada en vigor el día siguiente al de su publicación en el Boletín Oficial del Principado de Asturias. Vistos el artículo 38 i) de la Ley del Principado de Asturias 6/1984, de 5 de julio, del Presidente y del Consejo de Gobierno, el decreto 70/2023, de 11 de agosto, por el que se establece la estructura orgánica básica de la Consejería de Educación y los artículos 32 a 34 de la Ley 2/1995, de 13 de marzo, sobre Régimen Jurídico de la Administración del Principado de asturias, a propuesta de la dirección General de inclusión educativa y ordenación, r e s u e L v o Disposiciones generales artículo 1.-objeto y ámbito de aplicación. 1. La presente resolución tiene por objeto organizar las enseñanzas y establecer el currículo de la educación secundaria para personas adultas, los regímenes de enseñanza presencial o a distancia, así como la organización de pruebas de obtención de título, de acuerdo con la disposición adicional tercera del Decreto 59/2022, de 30 de agosto, por el que se regula la ordenación y se establece el currículo de la educación secundaria obligatoria en el Principado de asturias. 2. Lo establecido en la presente resolución será de aplicación en todos los centros docentes que impartan la educación secundaria para las personas adultas en el Principado de asturias. artículo 2.-Finalidad. núm. 125 de 27-vi-2024 3/204 Cód. 2024-05541 artículo 4.-Admisión y matrícula. 1. Quienes deseen cursar estas enseñanzas deberán solicitar plaza en el centro docente antes del comienzo de cada uno de los períodos cuatrimestrales en que se organizan estas enseñanzas cada año académico, con el fin de que los centros docentes puedan organizar su oferta educativa teniendo en cuenta sus recursos y las necesidades y demandas del alumnado. Asimismo, se podrá solicitar plaza en cualquier momento del curso cuando queden plazas vacantes y se justifique posibilidad y capacitación suficiente para incorporarse al nivel. 2. si la demanda de plazas fuera superior a la oferta, tendrán preferencia para la admisión quienes nunca hayan cursado el módulo o módulos para el que solicitan plaza, quedando sometido el procedimiento, en cualquier caso, a la normativa de admisión para estas enseñanzas. 3. Con carácter general, la solicitud de matrícula y el procedimiento para llevarla a cabo se regirá por lo dispuesto en los artículos 4 y 5 de la resolución de 11 de mayo de 2023. Las solicitudes de matrícula se cursarán a la persona titular de la dirección del centro docente, documentando las circunstancias alegadas, si es el caso, mediante copia del contrato de trabajo o de la relación vigente de deportistas de alto nivel o alto rendimiento, o entrenadores y entrenadoras y árbitros y árbitras de alto rendimiento. el director o la directora del centro docente, a la vista de la documentación aportada por cada solicitante, resolverá permitiendo o no la incorporación a estas enseñanzas. Las situaciones descritas en los apartados d, e, f y g del artículo anterior requerirán documentación que acredite fehacientemente la causa alegada. 4. una vez que se haya realizado la valoración inicial del aprendizaje a que hace referencia el artículo 5 de la presente resolución y se hayan determinado los módulos que un alumno o alumna debe cursar para obtener el título de Graduado o Graduada en educación secundaria obligatoria, se podrá matricular de cuantos módulos desee, en la enseñanza presencial, en distancia, o en ambas, de acuerdo con lo establecido en el artículo 6. 5. el alumnado que curse estas enseñanzas no estará sometido a límites temporales de permanencia y podrá matricularse de los módulos cuantas veces desee, de acuerdo con el artículo 6.3, o sean precisas para superarlos. artículo 5.-Valoración inicial de los aprendizajes de las personas adultas. BOLETÍN OFICIAL DEL PRINCIPADO DE ASTURIAS núm. 125 de 27-vi-2024 4/204 Cód. 2024-05541 artículo 6.-Reconocimiento y exención de módulos o ámbitos. 1. El reconocimiento y la exención de módulos de los diferentes niveles o períodos lectivos de cada ámbito que resulte de la aplicación de la valoración inicial de los aprendizajes de las personas adultas tendrá efectos para la incorporación a estas enseñanzas en todos los centros docentes que las impartan en el Principado de asturias e implicará que el alumno o la alumna no deberá cursar ni superar dichos módulos para la obtención del título de Graduado o Graduada en educación secundaria obligatoria. 2. El alumnado que tenga exención en alguno de los niveles y ámbitos estará, asimismo, exento de cursar los módulos optativos integrados en cada uno de los ámbitos objeto de la exención. 3. Excepcionalmente, en el transcurso del primer mes lectivo de cada período cuatrimestral, el alumno o la alumna podrá solicitar la renuncia a la exención obtenida en alguno o en todos los módulos con el fin de poder cursar dichos módulos de un nivel o período lectivo inferior y consolidar así su aprendizaje. esta renuncia, que supondrá la obligación de cursar más módulos de los inicialmente requeridos, precisará la autorización del director o de la directora del centro, a la vista del informe que emita el equipo docente del alumno o de la alumna. 4. El reconocimiento y la exención completa de todos los niveles de cada ámbito que resulte de la aplicación de la valoración inicial del aprendizaje, cuando el equipo docente considere que se han conseguido globalmente los objetivos generales de la formación básica secundaria de las personas adultas, supondrá la propuesta del alumno o alumna para la obtención del título de Graduado o Graduada en educación secundaria obligatoria, para lo que deberá matricularse en el centro y ser evaluado en una sesión de evaluación extraordinaria creada al efecto. CaPíTuLo iii organización de las enseñanzas y currículo artículo 7.-estructura. 1. Las enseñanzas de la educación secundaria para personas adultas se organizarán de acuerdo con lo dispuesto en el apartado 2 de la disposición adicional tercera del Decreto 59/2022, de 30 de agosto, a través de módulos, entendidos como un conjunto de aprendizajes que tienen un eje común, agrupados de forma coherente y evaluados de forma específica. Todos los módulos se integrarán en uno de los tres ámbitos establecidos en el precitado decreto. Con la finalidad de ofrecer al alumnado adulto la mayor flexibilidad y posibilidades de acceso, las enseñanzas de cada uno de los ámbitos se disponen en dos niveles, que se organizan, cada uno de ellos, en dos períodos lectivos. en cada uno de estos cuatro períodos lectivos, los alumnos y alumnas deberán cursar, además de los módulos propios de los distintos ámbitos que cada período tiene asignados, un módulo optativo de su elección entre los ofertados por el centro docente. 2. El alumnado cursará los módulos que configuran cada uno de los períodos lectivos y niveles, de acuerdo con lo establecido en el anexo I. Sin embargo, el alumno o la alumna podrá cursar el módulo optativo que más se ajuste a sus intereses, independientemente del nivel al que esté adscrito, siempre que sea compatible con la organización del centro. 3. La oferta de módulos optativos deberá contener, en cada uno de los períodos lectivos, el módulo de Lengua asturiana y Literatura que no estará sometido a ratio mínima de alumnado. Para la impartición del resto de los módulos optativos se tendrá en cuenta la ratio mínima por grupo establecida en el artículo 11. La matrícula en uno de los niveles superiores del módulo optativo de Lengua asturiana y Literatura sin haber superado los anteriores se llevará a cabo de acuerdo con el procedimiento establecido en los artículos 19 y 21 de la Resolución de 11 de mayo de 2023. 4. en estas enseñanzas se tendrán en cuenta los aprendizajes previos adquiridos por las personas adultas a través de su experiencia y de la educación formal y no formal, tanto para el acceso como para la organización de la oferta, el desarrollo del currículo y las actividades educativas que organicen los centros docentes, de acuerdo con lo dispuesto en el artículo 5. artículo 8.-Regímenes de enseñanzas. 1. La educación secundaria para personas adultas podrá impartirse mediante la enseñanza presencial, semipresencial y también mediante la educación a distancia. 2. el alumnado podrá cursar estas enseñanzas de forma presencial, a distancia, o de forma simultánea, siempre que la oferta y las posibilidades organizativas de los centros docentes lo permitan y que la matrícula simultánea se realice en módulos con distinta denominación o que no impliquen continuidad entre sí. 3. el alumnado podrá cursar en el mismo período cuatrimestral módulos correspondientes a diferentes niveles o períodos lectivos. 4. en la enseñanza presencial se podrán constituir grupos de distintos turnos, matutino, vespertino o nocturno, para atender a las distintas circunstancias de las personas adultas...

This study presents an innovative methodological approach
to terminology through the archives of the Grande Saline of Salinsles-
Bains (Jura, France). By combining terminological analysis,
historical sociolinguistics, and eco-terminology, it highlights the
value of organizational archives for understanding linguistic,
cultural, and professional dynamics within a specialized milieu.
The exploration of an original corpus of written and oral data
reveals the diachronic construction of terms related to salt
production and its socio-economic environment. Linking memory,
heritage, and linguistic practice, the research examines how
language contributes to the transmission of technical and cultural
knowledge. It also outlines concrete perspectives for heritage and
museum valorization through collaboration between institutions
and researchers, situating terminology within a living,
interdisciplinary, and context-sensitive framework.

Successful engineering projects result in solutions the intended audience can easily and effectively use to achieve a particular objective. For this reason, usability-or creating products individuals can easily use-is a central part of engineering. Engineering students, in turn, can benefit from learning how to address usability factors when developing solutions for others. An understanding of cognitive models can be central to this process. This paper discusses what cognitive models are and explains how they can help address the usability expectations of an audience. The paper then presents different approaches educators can use to teach engineering students about cognitive models and the role they can play in developing usable engineering solutions.

Purpose: Measuring the quality of product reviews via helpfulness votes is problematic for several reasons. I delineate the components of product review quality in order to assist technical communicators who manage their organizations' user-generated content in identifying quality content and in helping reviewers produce quality content. Method/Corpus: I analyze results from secondary research on product reviews and discuss six important components of review quality. I focus most attention on five components of review quality that technical communicators can assess-informativeness, valance, credibility, conformity, and readability-and briefly describe a sixth component-user characteristics. I also exemplify these components, drawing from a corpus of 8,973 product reviews gathered in 2013 from a variety of retail and review websites. Results: Based on this analysis, I recommend strategies that technical communicators can use (1) to identify these components of review quality, (2)...

In our case study, we examined the instant messaging (IM) workplace discourse of a pair of expert IM users. We found that the participants maintained discourse cohesion and thus coherence via short, rapidly sent transmissions that created uninterrupted transmission sequences. Such uninterrupted transmission sequences allowed each participant to maintain the floor. Also, the participants used topicalizations and performative verbs to maintain coherence. We also found that the participants' use of short transmissions may have ambiguated their enactment of their institutional roles and the rights afforded to them by those roles.

Technical communication instructors want to help students, as well as professionals, design effective PowerPoint presentations. Toward this end, I compare the advice of academic and industry experts about effective PowerPoint presentation design to survey responses from university students about slide text, visual elements, animations, and other issues related to PowerPoint presentation design and delivery. Based on this comparison, I suggest some topics, such as PowerPoint's Slide Sorter view, that technical communication instructors and other presentation instructors might address when they cover presentations in their classes or seminars.

Esta reseña aporta una breve síntesis de la evolución del Proyecto de Normalización Español realizado en AENOR, a través del comité AEN/CTN 54 Industrias gráficas, que estudia los mecanismos de comunicación técnica entre el proceso de diseño y la producción gráfica. Y presenta las nuevas Normas UNE 54117:2014 y la serie UNE 54131:2014.

In the technical communication between the different processes of the edition, the signs of correction synthesize a code of orders designed to facilitate the communication between the professionals of the edition and the impression. They also represent the first step in the training and integration of new professionals in the print edition.

This paper examines the reflective experiences of five graduate students, co-authors of the study, who developed as practitioner-scholars in Technical and Professional Communication (TPC) through a grants and proposal writing course at Sam Houston State University. Centered on the semi-simulated Better Sam Program, a community-engaged and social justice–oriented assignment, students created unsolicited full proposals addressing local needs and opportunities within SHSU and the Huntsville community. Drawing on sustained community engagement, their proposals were both contextually grounded and responsive to broader social justice concerns. Guided by structured reflective writing, students critically examined their proposal development processes and the ethical and civic implications of their work. This paper analyzes these reflections to demonstrate how community-based grant writing can serve as a transformative pedagogical practice that cultivates critical thinking, ethical awareness, and a sense of social responsibility in graduate TPC education.

This pilot study refines my previously proposed (Strimling, 2019) reader-derived definition of documentation quality (DQ) by applying the Kano Model of customer satisfaction to it. The aim is to develop a more reliable way to collect DQ feedback and metrics, as well as provide evidence-based resources for teaching students how to write quality documentation. Technical documentation readers were asked to rate the same DQ dimensions used in my previous study (and originally based on Wang and Strong's (1996) comprehensive information quality category/dimension framework) using a Kano Model questionnaire. The results indicate that the Accurate, Easy to Understand, and Accessible DQ dimensions continue to strongly align with their respective information quality categories: Intrinsic, Representational, and Accessibility. However, unlike in my previous study, the Complete DQ dimension emerged as a better representative of the Contextual information quality category than the Relevant DQ dimension. These findings strengthen my proposed reader-oriented DQ framework, with the Kano Model providing insights into how documentation features influence user satisfaction. This approach offers technical communication professionals and educators a foundation for developing robust feedback mechanisms, metrics, and teaching resources, and represents an initial attempt to apply the Kano Model's well-established methodology to DQ.

As AI accelerates beyond traditional boundaries, two industry visionaries - Dheeraj Sudan and Meenu Hinduja - are steering the conversation toward the future that truly matters: responsible and ethical AI. As founders of MHDS Techno Soft and respected UK‑based IT professionals, they believe India is stepping into a defining global moment with the upcoming Impact AI Summit 2026.
Scheduled for February 16–20, 2026, at Bharat Mandapam in New Delhi, the summit is already capturing worldwide attention. What makes this event extraordinary isn’t just its scale; it's the message it carries.

This paper presents a creative writing approach that is aimed at critical literacy with regards to large language models (LLMs) such as ChatGPT. We propose to connect creative writing with digital literacy on the one hand, and 'literary literacy' on the other. By appealing to students' literary imagination, we teach them to engage creatively and critically with (dominant discourses surrounding) LLMs, empowering students to understand the (im)possibilities of such models. Simultaneously, our approach allows students to gain insights into literary traditions, forms, and conventions, and enables them to challenge or play with such conventions. We first offer a theoretical foundation for our educational vision, introduce a Writing Model and situate it within current debates about digital literacy and creative writing in language/literature education in the Netherlands. We then report on our experiences with a Bachelor's course in Creative Writing at Utrecht University, which focused on LLMs.

This article encourages grant professionals to consider contacting their local universities to build connections with grantwriting students and faculty. Grant professionals could provide insight into the profession, share expertise in guest lectures, and/or share local histories of the community. Many university

The paper analyses the digital and analogical aspects of communication with application in technical high education. Studying the results of the student's projects, works and diploma papers, the author found out that one of the most important elements which ensure the success is communication in the process of education. The relationship between students and teachers makes the difference between success and failure. Starting from this statement, the paper presents the methods used in technical high education and proposes alternatives for improving the students' result.

Within the psycholinguistic literature, there has been a longstanding debate regarding whether we resolve syntactic parsing ambiguities via universal or language-specific biases. The present study investigates attachment biases in the online parsing of 'relative clause' (RC) attachment in Italian with respect to pseudorelative (PR) availability. Following the PR account Grillo (2012), languages are assumed to universally prefer local attachment. When languages appear to prefer non-local attachment, this is due (at least partially) to the availability of PRs. Specifically, Grillo and Costa (2014) suggest that whenever a string is ambiguous between a PR and a RC, the parser will prefer the PR parse, resulting in apparent non-local attachment. Although there is growing evidence that PR availability indeed affects offline interpretations, few studies have explored this account from an online perspective. Hence, we conducted a self-paced reading task in Italian. In that task, we directly manipulated PR availability and attachment. Reading times for the critical and postcritical regions along with accuracy to comprehension questions were subjected to mixed-effect regressions. Consistent with the PR account, online results indicated a clear bias for local attachment with true RCs. When PRs were available, we observed a non-local bias. Additionally, the present study provides novel evidence in support of the PR-First Hypothesis, as results indicated that the initial preference for PRs may persist and affect the interpretation of even globally disambiguated items. Glossa Psycholinguistics is a peer-reviewed open access journal published by the eScholarship Publishing.

PowerPoint presentations have become a dominant medium for knowledge dissemination in academic, professional, and conference settings. Despite their widespread use, many presentations fail to achieve their intended communication and learning outcomes due to poor design, excessive cognitive load, and ineffective visual organisation. This paper presents evidence-based guidelines for the preparation of effective PowerPoint slides, drawing from principles of multimedia learning, cognitive load theory, and visual communication. The paper examines the theoretical foundations of slide design, discusses best practices in content organisation, typography, colour usage, layout, and visual hierarchy, and highlights the appropriate use of charts, tables, images, and animations. Common errors in slide preparation are identified, and practical strategies for enhancing clarity, engagement, and retention are proposed. The paper concludes with implications for academic teaching, conference presentations, and professional communication, emphasising that well-designed slides are not merely aesthetic tools but pedagogical instruments that significantly influence comprehension, attention, and knowledge transfer.

In the modern digital landscape, voice has become one of the most powerful tools of communication. Whether it is a corporate presentation, an e-learning course, an advertisement, or a documentary, the quality of voice can determine how effectively a message is received. Voiceover services transform written content into engaging audio, helping organizations communicate clearly, professionally, and emotionally with their audiences. Voiceover services play a vital role in enhancing content impact by adding clarity, tone, and personality. A well-delivered voice not only conveys information but also builds trust, strengthens brand identity, and improves audience engagement. What Are Voiceover Services? Voiceover services involve the professional recording of spoken narration for various types of content. The recorded voice is synchronized with videos, animations, presentations, or audio projects. Professional voiceover ensures accurate pronunciation, natural flow, and appropriate tone based on the purpose of the content. These services are widely used across industries, including corporate communication, education, marketing, media, entertainment, healthcare, and technology. Importance of Voiceover Services Voiceover services add a human element to communication. Unlike text alone, a voice can express emotion, emphasis, and intent. This is especially important when explaining complex concepts, guiding users through instructions, or delivering persuasive messages. Clear and professional voiceovers also improve content accessibility. Audio narration helps audiences who prefer listening over reading and supports inclusive communication for diverse user groups. Types of Voiceover Services Corporate Voiceover Corporate voiceovers are used for company profiles, internal communications, training videos, compliance modules, and business presentations. A professional voice helps maintain clarity, consistency, and credibility in corporate messaging. E-learning and Training Voiceover E-learning voiceover services support online courses, tutorials, and educational programs. Clear narration improves understanding, keeps learners engaged, and enhances knowledge retention.

In the modern digital landscape, voice has become one of the most powerful tools of communication. Whether it is a corporate presentation, an e-learning course, an advertisement, or a documentary, the quality of voice can determine how effectively a message is received. Voiceover services transform written content into engaging audio, helping organizations communicate clearly, professionally, and emotionally with their audiences. Voiceover services play a vital role in enhancing content impact by adding clarity, tone, and personality. A well-delivered voice not only conveys information but also builds trust, strengthens brand identity, and improves audience engagement. Voiceover services involve the professional recording of spoken narration for various types of content. The recorded voice is synchronized with videos, animations, presentations, or audio projects. Professional voiceover ensures accurate pronunciation, natural flow, and appropriate tone based on the purpose of the content. These services are widely used across industries, including corporate communication, education, marketing, media, entertainment, healthcare, and technology. Voiceover services add a human element to communication. Unlike text alone, a voice can express emotion, emphasis, and intent. This is especially important when explaining complex concepts, guiding users through instructions, or delivering persuasive messages. Clear and professional voiceovers also improve content accessibility. Audio narration helps audiences who prefer listening over reading and supports inclusive communication for diverse user groups. Corporate voiceovers are used for company profiles, internal communications, training videos, compliance modules, and business presentations. A professional voice helps maintain clarity, consistency, and credibility in corporate messaging. E-learning voiceover services support online courses, tutorials, and educational programs. Clear narration improves understanding, keeps learners engaged, and enhances knowledge retention.

The purpose of this paper is to test empirically the potential of Intellectual Capital (IC) as a driver of formation of cross border coalitions in European Union (EU) regions. The question is important given that, at present, economic and social cohesion is a major factor of stability in the EU. We use a computational model based on different similarity matrices, for the cross-border cases of Portugal and Spain and for Hungary and Romania, respectively. We find that the results differ with the form of attraction we suppose between the regions, namely driven by diversity or conservative. At least the potential for attraction between such regions, based in IC, may be a useful approach for modeling. We believe that our model should be replicated in other EU regions, and thereby increased in depth. However, we regard our results as a promising step towards understanding some important organizing principles for the multi-regional economics of the 21 st century. Metro-regions, cross-border regions, intellectual capital, innovation, complementarities and cooperation, cultural settings

This paper aims to investigate the important role of deep excavation support and its effect on nearby existing buildings, especially those founded on shallow foundations. Excavation of basement or foundations induces  movements  as  a  consequence  of  stress-release  from  earthwork  and  an  increase  in  overburden pressure in the retained ground. Ground movements throughout excavation result in damage to existing structure located nearby. An intensive literature of previous experiences on supporting deep excavation and their impact on neighboring structures reviewed. This paper presents three case histories and two local current cases of    excavations, which caused damages either on their own projects or on adjacent buildings. The results revealed that there are numerous sources of risk associated with performing deep excavations in urban areas, they must be considered in the design and execution of the excavation works for a minimum cost. General conclusions have been drawn fr...

This study investigates how Lapine utterances in the Netflix adaptation of Watership Down (Murro, 2018a) are rendered in the Turkish dubbing (Murro, 2018b) and subtitle (Murro, 2018c) translations. Focusing on the treatment of Lapine as a constructed third language, the analysis draws on the typological frameworks of third language translation strategies (Corrius & Zabalbeascoa, 2011; Iberg, 2018). By identifying translation patterns such as deletion, repetition, and substitution in both target texts, the study explores how translators navigate the tension between preserving the fictional linguistic otherness and ensuring comprehensibility for the Turkish audience. The findings demonstrate a predominance of third language repetition in both modalities, particularly in the subtitle translation, suggesting a strong translational orientation towards faithfulness and a heightened translatorial awareness towards the third language's symbolic function within the narrative structure. However, the analysis also reveals instances of omission, as well as orthographic, semantic, or morphological errors, which lead to occasional breakdowns in maintaining the narrative's coherence and conveying the evolutionary and mythological messages embedded in the source text through Lapine elements. The study concludes that while both translations largely fulfil their intended purpose of preserving the source text's alienating atmosphere while balancing fidelity and comprehensibility, the constructed nature of the Lapine language introduces interpretive ambiguities that necessitate paratextual support and specialised expertise.

This portfolio explores the shifts in ideas thanks to technical communication. From considering humans in creating design to considering new teaching methods to technical communication and continuing onto changes made in the space program, technical communication remains part of these shifts. The portfolio examines what needs to be adjusted when exploring technical communication\u27s impact and how to improve the viewpoint of it

The importance of clear concise communication is often overlooked by the typical engineer and scientist. Based on the research findings, the paper emphasises the importance of communication skills in training students for technical and engineering professions. The author provides research findings in analysis of the most common mistakes in preparing PowerPoint slides, and in giving oral presentations. He shows practical outcomes and methodology for proper communication training. The published findings would help teachers of engineering and science subjects to find the way how to implement communication and presentation skills into technical subjects, as well as to increase efficiency of their technical presentations in educational process.