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<strong class="">Volume 62, Number 1, March 2019</strong></td>
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<td style="font-family: Arial, Helvetica, sans-serif; FONT-SIZE: 12px" class=""><br class="">
<font size="+1" class=""><font color="#00609c" class=""><strong class="">Editorial:</strong></font></font>
<h3 class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fbmsmail2.ieee.org%3A80%2Fctd%2Flu%3FRID%3D1-62ZBSSZ%26CON%3D1-1H2-1085%26PRO%3D%26AID%3D%26OID%3D1-5UJUDK5%26CID%3D1-62S4J7F%26COID%3D1-62S4J7K%26T%3Dhttps%253a%252f%252fieeexplore.ieee.org%252fdocument%252f8637826%26Z%3Df1bd395d554a2c322059a15b1ac05e13%26TN%3Dieeexplore.ieee.org%252fdocument%252f8637826%26RT%3DClicked%2BOn%2BURL&data=02%7C01%7Chayhoe_g%40mercer.edu%7C7a4bbf47d12d4350fcd608d6a64bcf41%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C0%7C636879241865948349&sdata=QDNpElSwu4QWndvYLf0BVUwaTO22tLQEpoYeEBEwY90%3D&reserved=0" originalsrc="http://bmsmail2.ieee.org:80/ctd/lu?RID=1-62ZBSSZ&CON=1-1H2-1085&PRO=&AID=&OID=1-5UJUDK5&CID=1-62S4J7F&COID=1-62S4J7K&T=https%3a%2f%2fieeexplore.ieee.org%2fdocument%2f8637826&Z=f1bd395d554a2c322059a15b1ac05e13&TN=ieeexplore.ieee.org%2fdocument%2f8637826&RT=Clicked+On+URL" shash="UYUkfxT23jGA9K1k7cgonaL121qPCxPZo3BrEt3QuEIaLk/cGNRfJS4oINSCGzqpFsVe211rrAyVTgC3sclrjpz8phsubI4knUZf849khwmfwB2RS+5x0rSh7PZw547TCVYOiAI4UD6bP2iHGhk/5hl6isqtJkqs3MeB7eedz7Q=" target="_blank" class=""><font color="#00609c" class="">Reaching
Out Globally</font></a></h3>
by G. F. Hayhoe<br class="">
<br class="">
Beginning with this issue, the <em class="">Transactions</em> will include Chinese and Spanish translations of all article abstracts prepared by professional translators who are native speakers of those languages.</td>
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<font size="+1" class=""><font color="#00609c" class=""><strong class="">Research Articles:</strong></font></font>
<h3 class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fbmsmail2.ieee.org%3A80%2Fctd%2Flu%3FRID%3D1-62ZBSSZ%26CON%3D1-1H2-1085%26PRO%3D%26AID%3D%26OID%3D1-5UJUDK5%26CID%3D1-62S4J7F%26COID%3D1-62S4J7K%26T%3Dhttps%253a%252f%252fieeexplore.ieee.org%252fdocument%252f8528511%252f%26Z%3D3d6b7c138c19d72f8e260fde1463bbc%26TN%3Dieeexplore.ieee.org%252fdocument%252f8528511%252f%26RT%3DClicked%2BOn%2BURL&data=02%7C01%7Chayhoe_g%40mercer.edu%7C7a4bbf47d12d4350fcd608d6a64bcf41%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C0%7C636879241865958354&sdata=BJgIaNv8OBqI9GdiwyPxZArSqL7FdBV%2Fwnya4rMGwfo%3D&reserved=0" originalsrc="http://bmsmail2.ieee.org:80/ctd/lu?RID=1-62ZBSSZ&CON=1-1H2-1085&PRO=&AID=&OID=1-5UJUDK5&CID=1-62S4J7F&COID=1-62S4J7K&T=https%3a%2f%2fieeexplore.ieee.org%2fdocument%2f8528511%2f&Z=3d6b7c138c19d72f8e260fde1463bbc&TN=ieeexplore.ieee.org%2fdocument%2f8528511%2f&RT=Clicked+On+URL" shash="y7ZfQ7k1t2IgJ2XD6cDrPVrWlVKAfUI6Zy/EKv9vnBeeKn1GpZ4Qegme9aqhNDC58xhIBWEiol+md8nSaIapWIQNHD8f/LAuIwUtr/wF2gzlj8IdDqIddBpMobKraQbNm8aHjoc8BGzMClXCNo+IHW508DZ6VOAaSPGMyCrwnb8=" target="_blank" class=""><font color="#00609c" class="">Principles
of Place: Developing a Place-Based Ethic for Discussing, Debating, and Anticipating Technical Communication Concerns</font></a></h3>
by D. G. Ross, B. Oppegaard, and R. Willerton<br class="">
<br class="">
This paper offers a hybrid, place-based ethic drawn from multiple perspectives as a way to reinvigorate ethical thought for technical communicators. Aldo Leopold's land ethic asks us to consider actions beyond our immediate surroundings. Martin Buber's dialogic
ethics complement a land ethic and interrogate interpersonal communication. Anticipatory technology ethics recommends the integration of ethical discussions and decisions during the design phase of new technologies. Together, these three approaches inform
a place-based ethic for technical communicators.</td>
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<h3 class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fbmsmail2.ieee.org%3A80%2Fctd%2Flu%3FRID%3D1-62ZBSSZ%26CON%3D1-1H2-1085%26PRO%3D%26AID%3D%26OID%3D1-5UJUDK5%26CID%3D1-62S4J7F%26COID%3D1-62S4J7K%26T%3Dhttps%253a%252f%252fieeexplore.ieee.org%252fdocument%252f8640263%252f%26Z%3D3d9ca7ed936697917709e82c9e3b830%26TN%3Dieeexplore.ieee.org%252fdocument%252f8640263%252f%26RT%3DClicked%2BOn%2BURL&data=02%7C01%7Chayhoe_g%40mercer.edu%7C7a4bbf47d12d4350fcd608d6a64bcf41%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C0%7C636879241865958354&sdata=RVUWNNhcJEMY0YQeW5%2F1MJqqYSdpTacFSkOQLdGmn2o%3D&reserved=0" originalsrc="http://bmsmail2.ieee.org:80/ctd/lu?RID=1-62ZBSSZ&CON=1-1H2-1085&PRO=&AID=&OID=1-5UJUDK5&CID=1-62S4J7F&COID=1-62S4J7K&T=https%3a%2f%2fieeexplore.ieee.org%2fdocument%2f8640263%2f&Z=3d9ca7ed936697917709e82c9e3b830&TN=ieeexplore.ieee.org%2fdocument%2f8640263%2f&RT=Clicked+On+URL" shash="heFs/HHfSJ5kNLJi2RI2QjjzskPDeG/ncuXiLZ/t8xo4whoZDZ3iPCHWbRpoMFo6FlceNnR/n7MVOUZSoluVEkUJ1QEO3MUF6eSUujaeYgKiwlCt4omV5Bk1Yk0vzw+dpacEQYj6NUoltmqlSGwaq0ZGvZ493eE8i0PP5MhZI+Q=" target="_blank" class=""><font color="#00609c" class="">Faculty
and Student Perceptions of the Impacts of Communication in the Disciplines (CID) on Students’ Development as Engineers</font></a></h3>
by M. C. Paretti, A. Eriksson, and M. Gustafsson<br class="">
<br class="">
This exploratory case study explores an established integrated program in one European university. Using interviews and focus groups with instructors, program heads, and students, we explored the engineering-specific gains that faculty and students perceived
from integrating communication assignments into engineering courses. Our analysis yielded three salient areas of learning: understanding disciplinary content, selecting important information, and justifying choices.</td>
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<h3 class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fbmsmail2.ieee.org%3A80%2Fctd%2Flu%3FRID%3D1-62ZBSSZ%26CON%3D1-1H2-1085%26PRO%3D%26AID%3D%26OID%3D1-5UJUDK5%26CID%3D1-62S4J7F%26COID%3D1-62S4J7K%26T%3Dhttps%253a%252f%252fieeexplore.ieee.org%252fdocument%252f8472793%252f%26Z%3Dccc9e89e2dc1471d5be350d54ea93ad0%26TN%3Dieeexplore.ieee.org%252fdocument%252f8472793%252f%26RT%3DClicked%2BOn%2BURL&data=02%7C01%7Chayhoe_g%40mercer.edu%7C7a4bbf47d12d4350fcd608d6a64bcf41%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C0%7C636879241865968363&sdata=qaVpRfItJ7j4n9x80fngYXnQKdTeUZ0IIv4UQCX7xQ8%3D&reserved=0" originalsrc="http://bmsmail2.ieee.org:80/ctd/lu?RID=1-62ZBSSZ&CON=1-1H2-1085&PRO=&AID=&OID=1-5UJUDK5&CID=1-62S4J7F&COID=1-62S4J7K&T=https%3a%2f%2fieeexplore.ieee.org%2fdocument%2f8472793%2f&Z=ccc9e89e2dc1471d5be350d54ea93ad0&TN=ieeexplore.ieee.org%2fdocument%2f8472793%2f&RT=Clicked+On+URL" shash="jV9+bJ34kVZy4LkeB/T341ErsdMfnsXhwwacOwETLCN0KCZzBjRrSHJkFTFje+6p4gtzycY+lBRndf60BRPo9WTVd3j6o5gsCVzq/gl9fWuW507qLBvwaTqNb3WdZVb48G+PK8ArHKSgdB0wqqgDeuLw7MjSLsbf3KLD+PVbYL0=" target="_blank" class=""><font color="#00609c" class="">Social
Network Site Skills for Communication Professionals: Conceptualization, Operationalization, and an Empirical Investigation</font></a></h3>
by A. J. A. M. van Deursen, C. Verlage, and E. van Laar<br class="">
<br class="">
This study attempts to conceptualize and operationalize social networking sites (SNS) skills for communication professionals. It used a survey to measure SNS skills: communication, content creation, and strategic SNS skills. Findings suggest the use of a 15-item
survey to measure these SNS skills in professional contexts. They also suggest that communication and content creation SNS skills are better developed than strategic SNS skills. Finally, several SNS use variables were identified as predictors of SNS skills.</td>
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<h3 class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fbmsmail2.ieee.org%3A80%2Fctd%2Flu%3FRID%3D1-62ZBSSZ%26CON%3D1-1H2-1085%26PRO%3D%26AID%3D%26OID%3D1-5UJUDK5%26CID%3D1-62S4J7F%26COID%3D1-62S4J7K%26T%3Dhttps%253a%252f%252fieeexplore.ieee.org%252fdocument%252f8642949%252f%26Z%3D2587ca83497e13498e8e4f68febecd9%26TN%3Dieeexplore.ieee.org%252fdocument%252f8642949%252f%26RT%3DClicked%2BOn%2BURL&data=02%7C01%7Chayhoe_g%40mercer.edu%7C7a4bbf47d12d4350fcd608d6a64bcf41%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C0%7C636879241865978372&sdata=dqGppmk2tCkspHVBkLbhXTKP9INimOpKUF%2FCRyUtuOk%3D&reserved=0" originalsrc="http://bmsmail2.ieee.org:80/ctd/lu?RID=1-62ZBSSZ&CON=1-1H2-1085&PRO=&AID=&OID=1-5UJUDK5&CID=1-62S4J7F&COID=1-62S4J7K&T=https%3a%2f%2fieeexplore.ieee.org%2fdocument%2f8642949%2f&Z=2587ca83497e13498e8e4f68febecd9&TN=ieeexplore.ieee.org%2fdocument%2f8642949%2f&RT=Clicked+On+URL" shash="gZq3FLidTXJkDemIw7zTDL2MxI5g6+IcHonZlj3iltutv5JegDZe16iynzBKAyURDGODCJ/g6z9Iv2yroi1wt/Epe3qPoTGj0tyK1Wt3ACWpjD7K1qmZRuTirLZZ97s2JJ1iaxTwVJ4k4HVy/huG3ZhHnivkHoNazYAJ2LFGIRk=" target="_blank" class=""><font color="#00609c" class="">Engineering
Instructors on Writing: Perceptions, Practices, and Needs</font></a></h3>
by N. T. Buswell, B. K. Jesiek, C. D. Troy, R. E. Essig, and J. Boyd<br class="">
<br class="">
This study attempted to understand how writing is included in engineering classes, what challenges are posed by including writing in such classes, and what resources would help engineering instructors include more writing in their classes. A survey of instructional
staff asked about perceptions about writing in engineering and about how they included (or did not include) writing in their most recently taught course. As expected, most engineering instructional staff agreed that writing skills are very important in engineering,
yet constraints on time and resources kept them from including more writing.</td>
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<h3 class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fbmsmail2.ieee.org%3A80%2Fctd%2Flu%3FRID%3D1-62ZBSSZ%26CON%3D1-1H2-1085%26PRO%3D%26AID%3D%26OID%3D1-5UJUDK5%26CID%3D1-62S4J7F%26COID%3D1-62S4J7K%26T%3Dhttps%253a%252f%252fieeexplore.ieee.org%252fdocument%252f8509198%252f%26Z%3D65f8cf6a268b1ccad0c1f1a2a43428e%26TN%3Dieeexplore.ieee.org%252fdocument%252f8509198%252f%26RT%3DClicked%2BOn%2BURL&data=02%7C01%7Chayhoe_g%40mercer.edu%7C7a4bbf47d12d4350fcd608d6a64bcf41%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C0%7C636879241865978372&sdata=SZQGmVhTPJxQcINp1s12hwhsrad6NuEYmHrZFTNK%2B%2FI%3D&reserved=0" originalsrc="http://bmsmail2.ieee.org:80/ctd/lu?RID=1-62ZBSSZ&CON=1-1H2-1085&PRO=&AID=&OID=1-5UJUDK5&CID=1-62S4J7F&COID=1-62S4J7K&T=https%3a%2f%2fieeexplore.ieee.org%2fdocument%2f8509198%2f&Z=65f8cf6a268b1ccad0c1f1a2a43428e&TN=ieeexplore.ieee.org%2fdocument%2f8509198%2f&RT=Clicked+On+URL" shash="pnwdxViyPqC9ZOcGPnfROYoVC1zKXu5P7B9sHmRBrfQDJ68s6BJt37eBkETqtSWDqrxO8oT4j3K3bOXBotY1kxQk+JcpH2ouDRrrZIpf5G4+ccqhqPTu6gw8fymaOwr2Cdu6Sd/Ma6qjziS6YaCWMNwb5wyLhk0pmPhMTJfRjDg=" target="_blank" class=""><font color="#00609c" class="">After-Hours
Work Connectivity: Technological Antecedents and Implications</font></a></h3>
by A. Chen and G. I. Casterella<br class="">
<br class="">
Knowledge workers increasingly use mobile and communication technologies to engage in work during personal time. A survey of 312 knowledge workers showed that after-hours work connectivity increases when the technology affords lower levels of immediacy and
greater levels of concurrency, rehearsability, and reprocessability. Analysis revealed that workers who might be expected to have low levels of after-hours work connectivity—such as those with children at home—have higher levels of after-hours connectivity
than their counterparts when the technology has high concurrency. It also found support for a relationship between after-hours technology use and work–life balance.</td>
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<h3 class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fbmsmail2.ieee.org%3A80%2Fctd%2Flu%3FRID%3D1-62ZBSSZ%26CON%3D1-1H2-1085%26PRO%3D%26AID%3D%26OID%3D1-5UJUDK5%26CID%3D1-62S4J7F%26COID%3D1-62S4J7K%26T%3Dhttps%253a%252f%252fieeexplore.ieee.org%252fdocument%252f8510872%252f%26Z%3D2366974cd23eb42cd23d46f35b271f3%26TN%3Dieeexplore.ieee.org%252fdocument%252f8510872%252f%26RT%3DClicked%2BOn%2BURL&data=02%7C01%7Chayhoe_g%40mercer.edu%7C7a4bbf47d12d4350fcd608d6a64bcf41%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C0%7C636879241865988377&sdata=%2B12tlUpelrXr8QpsK5WI%2BFdCgXSCMeWHQ2dZnw6I68M%3D&reserved=0" originalsrc="http://bmsmail2.ieee.org:80/ctd/lu?RID=1-62ZBSSZ&CON=1-1H2-1085&PRO=&AID=&OID=1-5UJUDK5&CID=1-62S4J7F&COID=1-62S4J7K&T=https%3a%2f%2fieeexplore.ieee.org%2fdocument%2f8510872%2f&Z=2366974cd23eb42cd23d46f35b271f3&TN=ieeexplore.ieee.org%2fdocument%2f8510872%2f&RT=Clicked+On+URL" shash="xFakK7vFJ9usx/uYpdm2gyfIJe1yrQvOAJOa4+qm1+q/ipen21Ja7dyGbNWX9/KD0UD2mPGhRxqNPuTJiRLllcdPUyaSu/akxz4RxbB32i3zS76PsmDe4wZvd3IZk8wKTmuSw9sSI+6cpuIhqqcmCAoHzKUVQZ5cyP0wKt71SiE=" target="_blank" class=""><font color="#00609c" class="">YouTube
Gamers and Think-Aloud Protocols: Introducing Usability Testing</font></a></h3>
by J. May<br class="">
<br class="">
Some “Let’s Play” videos of gamers interacting with video games illustrate basic think-aloud protocols. Five videos were analyzed and found to contain information regarding video game usability based on criteria derived from the literature, specifically verbalizations
relative to think-aloud protocols. Because these gaming videos contain commentary measurable against a research-based heuristic for game usability, they could be used to introduce think-aloud protocols to usability students.</td>
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<td style="font-family: Arial, Helvetica, sans-serif; FONT-SIZE: 12px" class=""><br class="">
<font size="+1" class=""><font color="#00609c" class=""><strong class="">Book Reviews:</strong></font></font>
<h3 class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fbmsmail2.ieee.org%3A80%2Fctd%2Flu%3FRID%3D1-62ZBSSZ%26CON%3D1-1H2-1085%26PRO%3D%26AID%3D%26OID%3D1-5UJUDK5%26CID%3D1-62S4J7F%26COID%3D1-62S4J7K%26T%3Dhttps%253a%252f%252fieeexplore.ieee.org%252fstamp%252fstamp.jsp%253ftp%253d%2526arnumber%253d8643577%26Z%3D468713daa745c64368c81a3dfbfb%26TN%3D1994%26RT%3DClicked%2BOn%2BURL&data=02%7C01%7Chayhoe_g%40mercer.edu%7C7a4bbf47d12d4350fcd608d6a64bcf41%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C0%7C636879241865988377&sdata=twCIYj1k0EsyG38zfN4vAK8xXrfcbiR%2BkD3PWHMd50E%3D&reserved=0" originalsrc="http://bmsmail2.ieee.org:80/ctd/lu?RID=1-62ZBSSZ&CON=1-1H2-1085&PRO=&AID=&OID=1-5UJUDK5&CID=1-62S4J7F&COID=1-62S4J7K&T=https%3a%2f%2fieeexplore.ieee.org%2fstamp%2fstamp.jsp%3ftp%3d%26arnumber%3d8643577&Z=468713daa745c64368c81a3dfbfb&TN=1994&RT=Clicked+On+URL" shash="pG9DMvgvPjJUSg2whI/zQ86XXPH/C/LppNaoiKSZHwVA8QNkcIWu3KEIlvoghU8cOBJXQh83zpRccVi6bxn9em3z0UH3XnAzRcjcBtRhjNFc2OlBZcipFw7OZ4+8U85s28Lx9BzHJhEXgSuG3oRfe4Hxgk8Zk+4lLOLvqbZ0reY=" target="_blank" class=""><font color="#00609c" class="">James
A. Herrick, Visions of Technological Transcendence: Human Enhancement and Rhetoric of the Future</font></a></h3>
Reviewed by J. McClellan<br class="">
<h3 class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fbmsmail2.ieee.org%3A80%2Fctd%2Flu%3FRID%3D1-62ZBSSZ%26CON%3D1-1H2-1085%26PRO%3D%26AID%3D%26OID%3D1-5UJUDK5%26CID%3D1-62S4J7F%26COID%3D1-62S4J7K%26T%3Dhttps%253a%252f%252fieeexplore.ieee.org%252fstamp%252fstamp.jsp%253ftp%253d%2526arnumber%253d8639071%26Z%3D468713daa745c64368c81a3dfbfb%26TN%3Dieeexplore.ieee.org%252fstamp%252fstamp.jsp%253ftp%253d%2526amp%253barnumber%253d8639071%26RT%3DClicked%2BOn%2BURL&data=02%7C01%7Chayhoe_g%40mercer.edu%7C7a4bbf47d12d4350fcd608d6a64bcf41%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C0%7C636879241865998386&sdata=zmI8QdeQES2mvZIljyXuFjHSz1ox%2BludLM7EHOqS8kg%3D&reserved=0" originalsrc="http://bmsmail2.ieee.org:80/ctd/lu?RID=1-62ZBSSZ&CON=1-1H2-1085&PRO=&AID=&OID=1-5UJUDK5&CID=1-62S4J7F&COID=1-62S4J7K&T=https%3a%2f%2fieeexplore.ieee.org%2fstamp%2fstamp.jsp%3ftp%3d%26arnumber%3d8639071&Z=468713daa745c64368c81a3dfbfb&TN=ieeexplore.ieee.org%2fstamp%2fstamp.jsp%3ftp%3d%26amp%3barnumber%3d8639071&RT=Clicked+On+URL" shash="m1J+9O4KflG9Rcgk0FDhHyX8ZZ8Wo/Z0tWavBmzKZ3PQN7SyP1X1IecmEYeCW+1Qmdw4iGqBxMGroFtDf31n6ZuMQvp+SbgikFxq6DcJuNr5pAHOAhj+ri/N0m1NyKYUUiQYvlhAqlfOFGnJpZNAt1RoElEIj9h2GtMV81zwYJ0=" target="_blank" class=""><font color="#00609c" class="">Aaron
Marcus, Masaaki Kurosu, Xiaojuan Ma, and Ayaki Hashizume: Cuteness EngineeringL Designing Adorable Products and Services</font></a></h3>
Reviewed by L. Rokey<br class="">
<h3 class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fbmsmail2.ieee.org%3A80%2Fctd%2Flu%3FRID%3D1-62ZBSSZ%26CON%3D1-1H2-1085%26PRO%3D%26AID%3D%26OID%3D1-5UJUDK5%26CID%3D1-62S4J7F%26COID%3D1-62S4J7K%26T%3Dhttps%253a%252f%252fieeexplore.ieee.org%252fstamp%252fstamp.jsp%253ftp%253d%2526arnumber%253d8642918%26Z%3D468713daa745c64368c81a3dfbfb%26TN%3Dieeexplore.ieee.org%252fstamp%252fstamp.jsp%253ftp%253d%2526amp%253barnumber%253d8642918%26RT%3DClicked%2BOn%2BURL&data=02%7C01%7Chayhoe_g%40mercer.edu%7C7a4bbf47d12d4350fcd608d6a64bcf41%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C0%7C636879241865998386&sdata=5gFj6D9dtySjTjd2J3blzNJOupchWLrOZ%2B4l1BaxpPE%3D&reserved=0" originalsrc="http://bmsmail2.ieee.org:80/ctd/lu?RID=1-62ZBSSZ&CON=1-1H2-1085&PRO=&AID=&OID=1-5UJUDK5&CID=1-62S4J7F&COID=1-62S4J7K&T=https%3a%2f%2fieeexplore.ieee.org%2fstamp%2fstamp.jsp%3ftp%3d%26arnumber%3d8642918&Z=468713daa745c64368c81a3dfbfb&TN=ieeexplore.ieee.org%2fstamp%2fstamp.jsp%3ftp%3d%26amp%3barnumber%3d8642918&RT=Clicked+On+URL" shash="n42Wwj1BXS7cHV1121EwBFybzcfowslZsPd+cj3u2VRqcBNtNLTmAhuSFJBObWFx/ggwuWu1qSc7U0owzyEY9DgKteNvMFwLT09UyDDjArd1qIP6INJMnG1zqUR71N5/9we2MOpgpNjxzypB+I6g4rIk6HzqXpv3b/i/FNz8/pY=" target="_blank" class=""><font color="#00609c" class="">David
Kmiec and Bernadette Longo Eds.: The IEEE Guide to Writing in the Engineering and Technical Fields</font></a></h3>
Reviewed by A.K. Roundtree<br class="">
<h3 class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fbmsmail2.ieee.org%3A80%2Fctd%2Flu%3FRID%3D1-62ZBSSZ%26CON%3D1-1H2-1085%26PRO%3D%26AID%3D%26OID%3D1-5UJUDK5%26CID%3D1-62S4J7F%26COID%3D1-62S4J7K%26T%3Dhttps%253a%252f%252fieeexplore.ieee.org%252fstamp%252fstamp.jsp%253ftp%253d%2526arnumber%253d8643584%26Z%3D468713daa745c64368c81a3dfbfb%26TN%3Dieeexplore.ieee.org%252fstamp%252fstamp.jsp%253ftp%253d%2526amp%253barnumber%253d8643584%26RT%3DClicked%2BOn%2BURL&data=02%7C01%7Chayhoe_g%40mercer.edu%7C7a4bbf47d12d4350fcd608d6a64bcf41%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C0%7C636879241866008391&sdata=GpVH%2FnGjRSJa6t3YXqBdDIJW9vE%2BG8L0ew8x9Slti3Y%3D&reserved=0" originalsrc="http://bmsmail2.ieee.org:80/ctd/lu?RID=1-62ZBSSZ&CON=1-1H2-1085&PRO=&AID=&OID=1-5UJUDK5&CID=1-62S4J7F&COID=1-62S4J7K&T=https%3a%2f%2fieeexplore.ieee.org%2fstamp%2fstamp.jsp%3ftp%3d%26arnumber%3d8643584&Z=468713daa745c64368c81a3dfbfb&TN=ieeexplore.ieee.org%2fstamp%2fstamp.jsp%3ftp%3d%26amp%3barnumber%3d8643584&RT=Clicked+On+URL" shash="Hi9yTsMNzWmI9dfNVAwJlfVikJAO8AOJJi5PVOGfYEa8LBENsNHkXkYL0fMslIqG1VHMa/n4el8Zp6b9coKrY0FMCLevEH9rNqmHBiQAdriNUDhrLgwGp4GM9kzX3IgCUiVyti4+okDDViM3buO0qH+vUP/S9nPw8RSzh79dRoA=" target="_blank" class=""><font color="#00609c" class="">Pablo
Perea and Pau Giner: UX Design for Mobile</font></a></h3>
Reviewed by J. Zeitler<br class="">
<hr size="3" class="">
</td>
</tr>
<tr align="center" style="height: 40px; font-family: Verdana, Calibri, sans-serif; font-size: 14px;" class="">
<td class=""><strong class=""><a href="https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fbmsmail2.ieee.org%3A80%2Fctd%2Flu%3FRID%3D1-62ZBSSZ%26CON%3D1-1H2-1085%26PRO%3D%26AID%3D%26OID%3D1-5UJUDK5%26CID%3D1-62S4J7F%26COID%3D1-62S4J7K%26T%3Dhttps%253a%252f%252fprocomm.ieee.org%252f%26Z%3Da8175ab8a7abd5d3d968b3326e71be2%26TN%3Dprocomm.ieee.org%252f%26RT%3DClicked%2BOn%2BURL&data=02%7C01%7Chayhoe_g%40mercer.edu%7C7a4bbf47d12d4350fcd608d6a64bcf41%7C4fb34d2889b247109bcc30824d17fc30%7C0%7C0%7C636879241866008391&sdata=eMeAH1hie9SOwk6axDIf7rqfA7mtTSxOBpTaZX4yk%2F4%3D&reserved=0" originalsrc="http://bmsmail2.ieee.org:80/ctd/lu?RID=1-62ZBSSZ&CON=1-1H2-1085&PRO=&AID=&OID=1-5UJUDK5&CID=1-62S4J7F&COID=1-62S4J7K&T=https%3a%2f%2fprocomm.ieee.org%2f&Z=a8175ab8a7abd5d3d968b3326e71be2&TN=procomm.ieee.org%2f&RT=Clicked+On+URL" shash="lfK46UuYMFuCI5CPUk8DghwpEgiDqqoWOsZNOpCY3FBPAmLwhnoUAtfiCgsgvCvzixqriyGdNdJneCfQLlQyJo7Rdz5611kv/LNlLApWKMB2wHMA3CzTpov2lPDqVo/1P8ofHHcxrm4YnbxKjhqzHFt0Z4J0HKd6g9IjnKQ7/Og=" target="_blank" class=""><font color="#00609c" class=""><strong class="">ProComm</strong></font></a>
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<font color="#00609c" class=""><strong class="">T-PC in IEEE <em class="">Xplore</em></strong></font></a> |
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<font color="#00609c" class=""><strong class="">Early Access</strong></font></a> |
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<font color="#00609c" class=""><strong class="">Current Issue</strong></font></a></strong></td>
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</table>
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