The Technical Writer-Readability Formulas and the Nontechnical Reader

1977 ◽  
Vol 7 (4) ◽  
pp. 303-307 ◽  
Author(s):  
Eleanor M. Schenck
Keyword(s):  
Training Programs ◽  
Technical Writers ◽  
Technical Writer ◽  
Service Training ◽  
Source Materials ◽  
Readability Formula ◽  
Readability Formulas ◽  
Editorial Practices

This article examines currently popular technical editorial practices in the preparation of communications directed at nontechnical readers. In light of these practices it presents source materials for reviewing readability research on available formulas and procedures, explaining their development, and demonstrating some of the benefits and pitfalls for editors and writers directing technical materials to the nontechnical reader. Concluding, the writer suggests that theoretical readability formula research become part of the corpus of information presented at pre- and in-service training programs for technical writers.

scholarly journals Identification of Levels of Sustainable Consciousness of Teachers in Training through an E-Portfolio

2018 ◽  
Vol 10 (10) ◽  
pp. 3700 ◽  
Author(s):  
Pilar Colás-Bravo ◽  
Patrizia Magnoler ◽  
Jesús Conde-Jiménez
Keyword(s):  
Training Programs ◽  
Empirical Studies ◽  
Research Work ◽  
School Of Education ◽  
Consciousness Development ◽  
Service Training ◽  
Qualitative Nature ◽  
Key Competences ◽  
Categorization System ◽  
The University

The contents of Education for Sustainable Development should be included in teachers’ initial and advanced training programs. A sustainable consciousness is one of the main foundations for determining the key competences for sustainability. However, there are not many empirical studies that deal with consciousness from education. In this context, the e-portfolio appears as a tool that promotes reflection and critical thinking, which are key competences for consciousness development. This work intends to propose a categorization system to extract types of consciousness and identify the levels of consciousness of teachers in training. For this research work, which is of an eminently qualitative nature, we have selected 25 e-portfolios of students (teachers in pre-service training) in the last year of the School of Education at the University of Macerata (Italy). The qualitative methodological procedure that was followed enabled deducing three bases that shape the consciousness of teachers in training: thinking, representation of reality, and type of consciousness. We concluded that the attainment of a sustainable consciousness in teachers requires activating and developing higher levels of thinking, as well as a projective and macrostructural representation of reality.

scholarly journals Education Research: Neuroradiology curriculum in neurology residency training programs

Neurology ◽  
2019 ◽  
Vol 92 (4) ◽  
pp. 199-203 ◽  
Author(s):  
Paul D. Johnson ◽  
Stefan Sillau ◽  
Joseph C. Masdeu ◽  
Douglas E. Ney ◽  
Pearce J. Korb
Keyword(s):  
Resource Availability ◽  
Training Programs ◽  
Program Directors ◽  
Residency Programs ◽  
The Past ◽  
Curriculum Guidelines ◽  
Service Training ◽  
Training Resources ◽  
American Academy Of Neurology ◽  
Question Survey

ObjectiveTo better understand how the essential skill of interpreting various neuroimaging studies is taught to neurology residents in Accreditation Council for Graduate Medical Education (ACGME)-accredited training programs.MethodsA 22-question survey was sent electronically to 150 ACGME adult neurology program directors. We collected data regarding the presence of a neuroimaging curriculum, frequency of review sessions and testing, resource availability, and program director confidence in neuroimaging skills of graduating residents. We collected average scores on the neuroimaging section of the Resident In-service Training Examination of graduating residents for the past 3 years, which we attempted to correlate with resource availability.ResultsOne-third of neurology residency programs do not have a neuroimaging curriculum, and half of training programs do not require a neuroimaging rotation. On average, trainees spend 1 hour per week reviewing imaging with radiologists. Program directors believed trainees receive insufficient neuroimaging training, with a median satisfaction rating on a Likert scale (0–100) of 35 (interquartile range 27–47). Few programs take advantage of online training resources.ConclusionOpportunities exist to improve neuroimaging education in neurology resident education. This can be done by closer adherence to the American Academy of Neurology neuroimaging curriculum guidelines, especially by expanding access to online resources and additional emphasis on imaging review with neurology subspecialists.

The Importance of Continuing Education for Transplant Coordination Staff

2005 ◽  
Vol 15 (2) ◽  
pp. 106-111 ◽  
Author(s):  
Ibrahim Tokalak ◽  
Remzi Emiroğlu ◽  
Hamdi Karakayali ◽  
Nevzat Bilgin ◽  
Mehmet Haberal
Keyword(s):  
Training Programs ◽  
Organ Procurement ◽  
Monitoring And Evaluation ◽  
Training Model ◽  
Further Education ◽  
Total Quality ◽  
University Hospitals ◽  
Continuous Quality ◽  
Service Training

Continuous quality improvement activities are necessary to achieve excellence at any institution. The Başkent University Hospitals have implemented continuous in-service training programs to improve all health services provided. Also, continuing medical education programs are being instituted in organ procurement and transplantation centers. In addition to receiving basic orientation and training upon hiring, transplant coordination staff complete forms that detail their current training status, further job training needed, and other courses of interest. The information is used to monitor skill levels, to determine the success of educational programs, and to identify further education that is needed. Our aim is to improve the quality of transplant coordination activities and increase organ donation at the hospitals in our network through effective monitoring and evaluation of continuous in-service training. These training programs enhance staff members' understanding of and participation in procedures related to transplantation and improves the total quality of the transplantation process. In the near future, this training model may be used to improve the donor hospital education program in Turkey.

Procedures, Instructions, and Specifications: A Challenge in Audience Analysis

1982 ◽  
Vol 12 (3) ◽  
pp. 235-242 ◽  
Author(s):  
Mary M. Lay
Keyword(s):  
Audience Analysis ◽  
Communication Task ◽  
Technical Writers ◽  
Technical Writer

Procedures, instructions, and specifications demand precise and imaginative audience analysis. Although these three communications tasks ask an audience to participate in an operation, the specific purpose and audience of each is unique. Recognizing this uniqueness provides the technical communications teacher with challenging student assignments and the technical writer and editor with useful questions to ask in analyzing these audiences. This article describes the audiences that read procedures, instructions, and specifications, provides examples of each communication task, suggests assignments in each for technical communications teachers, and lists questions for technical writers and editors to ask about audiences of each task.

Interviewing for Information

1984 ◽  
Vol 14 (1) ◽  
pp. 55-58
Author(s):  
Leslie Levine
Keyword(s):  
Engineering Design ◽  
Annual Report ◽  
Accurate Information ◽  
Major Task ◽  
Technical Writers ◽  
Interviewing Skills ◽  
Technical Writer

Gathering information is a major task of the technical writer. All too often, however, writers take this important skill for granted. Successful interviewing often is, however, the technical writer's key to writing good technical prose. Whether the writer is seeking the theory behind an engineering design or preparing an annual report, the techniques that writer uses for successful interviewing will be the same. Further, by developing good interviewing skills, a writer will improve his or her organization and writing techniques. Yet the most important aspect of good interviewing is obtaining accurate information. If technical writers want to be considered professionals in their field, they must become expert interviewers as well as good technical translators.

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