The essays collected in this volume address the full range of pedagogical and programmatic issues specifically facing technical communication teachers and programme directors in the computer age. The authors locate computers and computing activities within the richly-textured cultural contexts of a technological society, focusing on the technical communication instructional issues that remain most important as old versions of hardware and software are endlessly replaced by new ones. Part One, "Broadening Notions of Computer Literacy", complicates mechanistic approaches to computer-related instruction by locating the design and use of hardware and software within social, cultural, political, ethical and legal contexts. Part Two examines how teachers and programme directors can encourage critical literacies in their classrooms and programmes. At the same time, it considers how computer technologies such as the World Wide Web, hypertext, electronic mail, Internet discussion groups and real-time conferencing environments might challenge traditional notions of technical communication pedagogical practice. Building on the first two sections, Part Three, "Examining Computer-Supported Communication Facilities from Pedagogical Perspectives", explores a wide range of instructional and political challenges in designing and supporting the robust computing needs of technical communication programmes. Part Four, "Planning for Technological Changes in Technical Communication Programmes", outlines some long-term ways of thinking about computers and technical communications that are instructionally and institutionally productive for students, teachers and programme directors.

A one-of-a-kind mini Pope Francis bobblehead! From the moment Pope Francis became the Bishop of Rome, he has been a much admired and respected figure traveling all over the world to spread peace and goodwill. Included in this kit is a collectible mini-size Pope Francis bobblehead and a full-color, 32-page book with photos, quotes, and bio about the man who is adored by millions.

Technical Communication prepares students to make the leap from writing in college to writing in a variety of workplace settings and contexts. Full of clear, practical advice and real-world examples from a range of sources, the text gives students practice with the kinds of writing processes and products they'll encounter on the job. The new edition shines a light on the challenges of writing in a variety of contexts across a variety of media and continues to provide thorough guidance with new examples that prepare students to become effective, responsible communicators in a technologically saturated world.

Whether Gryffindor, Ravenclaw, Hufflepuff, or Slytherin, show your House Pride with this unique coaster book celebrating the Hogwarts School of Witchcraft and Wizardry. This one-of-a-kind gift book features profiles of each of the Houses of Hogwarts, plus a set of five deluxe 3-1/2 x 3-1/2" wooden coasters. Each beautifully designed, full-color spread is devoted to one of the Houses, with a fifth on Hogwarts itself, and each contains a removable House Pride coaster. The embedded coasters in this set are magnetic, giving them dual purpose for both functionality and decor, and make a perfect gift for Harry Potter fans and collectors.

Information technologies have become an integral part of writing and communication courses, shaping the ways students and teachers think about and do their work. But, too often, teachers and other educational stakeholders take a passive or simply reactive role in institutional approaches to technologies, and this means they are missing out on the chance to make positive changes in their departments and on campus. Institutional Literacies argues that writing and communication teachers and program directors should collaborate more closely and engage more deeply with IT staff as technology projects are planned, implemented, and expanded. Teachers need to both analyze how their institutions approach information technologies and intervene in productive ways as active university citizens with relevant expertise. To help them do so, the book offers a three-part heuristic, reflecting the reality that academic IT units are complex and multilayered, with historical, spatial, and textual dimensions. It discusses six ways teachers can intervene in the academic IT work of their own institutions: maintaining awareness, using systems and services, mediating for audiences, participating as user advocates, working as designers, and partnering as researchers. With these strategies in hand, educators can be proactive in helping institutional IT approaches align with the professional values and practices of writing and communication programs.

Originating in Japanese culture, Lucky Cat, or maneki-neko , is regarded as a charm that brings good fortune to its owner. Included herein is a mini Lucky Cat figure with motorized arm and a 32-page illustrated book on the history of this ancient talisman.

This book describes the current state of robotics in plastic and reconstructive surgery. It examines existing clinical applications, emerging and future applications and evolving technological platforms. Concise yet comprehensive, this book is organized into four sections. It begins with an introduction to robotic microsurgical training and robotic skills assessment, including crowd-sourced evaluation in surgery. Section two explores a variety of robotic clinical application, including robotic breast reconstruction, robotic mastectomy, robotic cleft palate surgery and robotic microsurgery in a urologic private practice. Following this, section three addresses the opportunities and challenges an interested surgeon might face when considering incorporating this technology into their practice. To close, the final section discusses new microsurgical robotic platforms and the potential directions this technology may take in the future. Supplemented with high quality videos and images, Robotics in Plastic and Reconstructive Surgery is an invaluable resource for both plastic surgeons and multi-specialty micro-surgeons.

The purpose of this book is to define the basis of telemicrosurgery, a new discipline at the border of robotics and microsurgery. After the history of robotics and microsurgery, the robots and their instrumentation will be described. The chapters will explain the training in telemicrosurgery and then propose some experimental paradigms. The first clinical applications for various specialties will be explored. In closing, potential future applications will be discussed.

Information technologies have become an integral part of writing and communication courses, shaping the ways students and teachers think about and do their work. But, too often, teachers and other educational stakeholders take a passive or simply reactive role in institutional approaches to technologies, and this means they are missing out on the chance to make positive changes in their departments and on campus. Institutional Literacies argues that writing and communication teachers and program directors should collaborate more closely and engage more deeply with IT staff as technology projects are planned, implemented, and expanded. Teachers need to both analyze how their institutions approach information technologies and intervene in productive ways as active university citizens with relevant expertise. To help them do so, the book offers a three-part heuristic, reflecting the reality that academic IT units are complex and multilayered, with historical, spatial, and textual dimensions. It discusses six ways teachers can intervene in the academic IT work of their own institutions: maintaining awareness, using systems and services, mediating for audiences, participating as user advocates, working as designers, and partnering as researchers. With these strategies in hand, educators can be proactive in helping institutional IT approaches align with the professional values and practices of writing and communication programs.

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Recognising an increasingly technological context for rhetorical activity, the thirteen contributors to this volume illuminate the challenges and opportunities inherent in successfully navigating intersections between rhetoric and technology in existing and emergent literacy practices. Edited by Stuart A. Selber, Rhetorics and Technologies positions technology as an inevitable aspect of the rhetorical situation and as a potent force in writing and communication activities. Taking a broad approach, this volume is not limited to discussion of particular technological systems (such as new media or wikis) or rhetorical contexts (such as invention or ethics). The essays instead offer a comprehensive treatment of the rhetoric-technology nexus. The book's first section considers the ways in which the social and material realities of using technology to support writing and communication activities have altered the borders and boundaries of rhetorical studies. The second section explores the discourse practices employed by users, designers, and scholars of technology when communicating in technological contexts. In the final section, projects and endeavours that illuminate the ways in which discourse activities can evolve to reflect emerging sociopolitical realties, technologies, and educational issues are examined. The resulting text bridges past and future by offering new understandings of traditional canons of rhetoric--invention, arrangement, style, memory, and delivery--as they present themselves in technological contexts without discarding the rich history of the field before the advent of these technological innovations.

Bringing together thirty-two landmark essays, Central Works in Technical Communication provides a broad and representative overview of the field. It introduces students, new teachers, and new practitioners to the community of technical communication as an intellectual and communal endeavor that encompasses such complex theoretical topics as research methods, social issues, and ethics. Editors Johndan Johnson-Eilola and Stuart A. Selber engaged in a comprehensive selection process--including the consultation of a review board of leading teachers and scholars--and have included some of the most influential articles and book chapters published in technical communication over the last twenty-five years. Each essay is accompanied by a reflective piece written by its author specifically for this volume. These commentaries provide context for the essays and allow the authors to add to or challenge their original ideas and resituate them in a contemporary environment. The book also features section introductions written by the editors that offer historical and conceptual approaches to understanding the contributions each work makes to the field of technical communication.
Central Works in Technical Communication is organized around eight major conceptual categories: histories, rhetorical perspectives, philosophies and theories, ethical and power issues, research methods, workplace studies, online environments, and pedagogical directions. An alternative table of contents groups the essays into additional categories including collaboration, gender, genre, usability, and visual theory and practice. Ideal for advanced undergraduate and graduate courses in technical communication, this collection is also a compact and convenient resource for practicing professionals and academics new to the field.