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//Sensors (14248220)// | 201111:11, | 9647(21) | ISSN: 14248220 | REMOTE sensing; ECOLOGY; BIODIVERSITY; GEOGRAPHIC information systems; DETECTORS | Description: Publication Type : Academic Journal Language : English AN : 57951182 Abstract :Remote sensing, the science of obtaining information via noncontact recording, has swept the fields of ecology, biodiversity and conservation (EBC). Several quality review papers have contributed to this field. However, these papers often discuss the issues from the standpoint of an ecologist or a biodiversity specialist. This review focuses on the spaceborne remote sensing of EBC from the perspective of remote sensing specialists, i.e., it is organized in the context of state-of-the-art remote sensing technology, including instruments and techniques. Herein, the instruments to be discussed consist of high spatial resolution, hyperspectral, thermal infrared, small-satellite constellation, and LIDAR sensors; and the techniques refer to image classification, vegetation index (VI), inversion algorithm, data fusion, and the integration of remote sensing (RS) and geographic information system (GIS). || Chih-YuWen; Fu-Kai Chan | //Sensors (14248220)// | 201111:11, | 9742(29) | ISSN: 14248220 | LINE-of-sight radio links; FUZZY systems; GEOMETRY; DETECTORS; WIRELESS sensor networks | Description: Publication Type : Academic Journal Language : English AN : 57951188 DOI : 10.3390/s101109742 Abstract :Location-awareness is crucial and becoming increasingly important to many applications in wireless sensor networks. This paper presents a network-based positioning system and outlines recent work in which we have developed an efficient principled approach to localize a mobile sensor using time of arrival (TOA) and angle of arrival (AOA) information employing multiple seeds in the line-of-sight scenario. By receiving the periodic broadcasts from the seeds, the mobile target sensors can obtain adequate observations and localize themselves automatically. The proposed positioning scheme performs location estimation in three phases: (I) AOA-aided TOA measurement, (II) Geometrical positioning with particle filter, and (III) Adaptive fuzzy control. Based on the distance measurements and the initial position estimate, adaptive fuzzy control scheme is applied to solve the localization adjustment problem. The simulations show that the proposed approach provides adaptive flexibility and robust improvement in position estimation. || //Sensors (14248220)// | 201111:11, | 9891(28) | ISSN: 14248220 | COAL mines & mining; GLOBAL Positioning System; WIRELESS communication systems; SENSOR networks; WIRELESS sensor networks; ELECTRONIC equipment; MOBILE geographic information systems | Description: Publication Type : Academic Journal Language : English AN : 57951196 Abstract :This paper proposes a novel personnel positioning scheme for a tunnel network with blind areas, which compared with most existing schemes offers both low-cost and high-precision. Based on the data models of tunnel networks, measurement networks and mobile miners, the global positioning method is divided into four steps: (1) calculate the real time personnel location in local areas using a location engine, and send it to the upper computer through the gateway; (2) correct any localization errors resulting from the underground tunnel environmental interference; (3) determine the global three-dimensional position by coordinate transformation; (4) estimate the personnel locations in the blind areas. A prototype system constructed to verify the positioning performance shows that the proposed positioning system has good reliability, scalability, and positioning performance. In particular, the static localization error of the positioning system is less than 2.4 m in the underground tunnel environment and the moving estimation error is below 4.5 m in the corridor environment. The system was operated continuously over three months without any failures. || //Sensors (14248220)// | 201111:11, | 10027(13) | ISSN: 14248220 | DETECTORS; SEEDS; ACOUSTIC impedance; ADSORPTION; SPECTRUM analysis; MULTIVARIATE analysis; PRINCIPAL components analysis | Description: Publication Type : Academic Journal Language : English AN : 57951205 Abstract :A non-destructive and novel in situ acoustic sensor approach based on the sound absorption spectra was developed for identifying and classifying different seed types. The absorption coefficient spectra were determined by using the impedance tube measurement method. Subsequently, a multivariate statistical analysis, i.e., principal component analysis (PCA), was performed as a way to generate a classification of the seeds based on the soft independent modelling of class analogy (SIMCA) method. The results show that the sound absorption coefficient spectra of different seed types present characteristic patterns which are highly dependent on seed size and shape. In general, seed particle size and sphericity were inversely related with the absorption coefficient. PCA presented reliable grouping capabilities within the diverse seed types, since the 95% of the total spectral variance was described by the first two principal components. Furthermore, the SIMCA classification model based on the absorption spectra achieved optimal results as 100% of the evaluation samples were correctly classified. This study contains the initial structuring of an innovative method that will present new possibilities in agriculture and industry for classifying and determining physical properties of seeds and other materials. || //Sensors (14248220)// | 201111:11, | 10256(42) | ISSN: 14248220 | KINEMATICS; DETECTORS; ROBOTS; MEDICAL errors; ROBOTICS in medicine | Description: Publication Type : Academic Journal Language : English AN : 57951219 Abstract :This paper presents an overview of the literature on kinematic and calibration models of parallel mechanisms, the influence of sensors in the mechanism accuracy and parallel mechanisms used as sensors. The most relevant classifications to obtain and solve kinematic models and to identify geometric and non-geometric parameters in the calibration of parallel robots are discussed, examining the advantages and disadvantages of each method, presenting new trends and identifying unsolved problems. This overview tries to answer and show the solutions developed by the most up-to-date research to some of the most frequent questions that appear in the modelling of a parallel mechanism, such as how to measure, the number of sensors and necessary configurations, the type and influence of errors or the number of necessary parameters. || Hogeveen, Henk; Kamphuis, Claudia; Steeneveld, Wilma; Mollenhorst, Herman | //Sensors (14248220)// | 201111:9, | 7991(19) | ISSN: 14248220 | MASTITIS; DETECTORS; DAIRY farms; COWS; ALGORITHMS | Description: Publication Type : Academic Journal Language : English AN : 57950774 DOI : 10.3390/s100907991 Abstract :When cows on dairy farms are milked with an automatic milking system or in high capacity milking parlors, clinical mastitis (CM) cannot be adequately detected without sensors. The objective of this paper is to describe the performance demands of sensor systems to detect CM and evaluats the current performance of these sensor systems. Several detection models based on different sensors were studied in the past. When evaluating these models, three factors are important: performance (in terms of sensitivity and specificity), the time window and the similarity of the study data with real farm data. A CM detection system should offer at least a sensitivity of 80% and a specificity of 99%. The time window should not be longer than 48 hours and study circumstances should be as similar to practical farm circumstances as possible. The study design should comprise more than one farm for data collection. Since 1992, 16 peer-reviewed papers have been published with a description and evaluation of CM detection models. There is a large variation in the use of sensors and algorithms. All this makes these results not very comparable. There is a also large difference in performance between the detection models and also a large variation in time windows used and little similarity between study data. Therefore, it is difficult to compare the overall performance of the different CM detection models. The sensitivity and specificity found in the different studies could, for a large part, be explained in differences in the used time window. None of the described studies satisfied the demands for CM detection models. || Muralidharan, Karthik; Sundararaman, Venkatesh | //Economics of Education Review// | 2011-0630:3, | 394(10) | ISSN: 02727757 | Description: Publication Type : Academic Journal Language : English AN : 59327960 DOI : 10.1016/j.econedurev.2011.02.001 Abstract :Abstract: The practical viability of performance-based pay programs for teachers depends critically on the extent of support the idea will receive from teachers. We present evidence on teacher opinions with regard to performance-based pay from teacher interviews conducted in the context of an experimental evaluation of a program that provided performance-based bonuses to teachers in the Indian state of Andhra Pradesh. We report four main findings in this paper: (1) over 80% of teachers had a favorable opinion about the idea of linking a component of pay to measures of performance, (2) exposure to an actual incentive program increased teacher support for the idea, (3) teacher support declines with age, experience, training, and base pay, and (4) the extent of teachers’ stated ex ante support for performance-linked pay (over a series of mean-preserving spreads of pay) is positively correlated with their ex post performance as measured by estimates of teacher value addition. This suggests that teachers are aware of their own effectiveness and that implementing a performance-linked pay program could not only have broad-based support among teachers but also attract more effective teachers into the teaching profession. || Lahiri, Shawon; Wahli, Walter | //Hormone Molecular Biology & Clinical Investigation// | 2011-064:2, | 565(9) | ISSN: 18681883 | PEROXISOMES; LIGANDS; LIPIDS; METABOLISM -- Disorders; TRIGLYCERIDES; HYDROLYSIS; FATTY acids; ADIPOSE tissues; ENERGY expenditure | Description: Publication Type : Academic Journal Language : English AN : 57943982 DOI : 10.1515/HMBCI.2010.076 Abstract :Skeletal muscle is considered to be a major site of energy expenditure and thus is important in regulating events affecting metabolic disorders. Over the years, both in vitro and in vivo approaches have established the role of peroxisome proliferator-activated receptor-β/δ (PPARβ/δ) in fatty acid metabolism and energy expenditure in skeletal muscles. Pharmacological activation of PPARβ/δ by specific ligands regulates the expression of genes involved in lipid use, triglyceride hydrolysis, fatty acid oxidation, energy expenditure, and lipid efflux in muscles, in turn resulting in decreased body fat mass and enhanced insulin sensitivity. Both the lipid-lowering and the anti-diabetic effects exerted by the induction of PPARβ/δ result in the amelioration of symptoms of metabolic disorders. This review summarizes the action of PPARβ/δ activation in energy metabolism in skeletal muscles and also highlights the unexplored pathways in which it might have potential effects in the context of muscular disorders. Numerous preclinical studies have identified PPARβ/δ as a probable potential target for therapeutic interventions. Although PPARβ/δ agonists have not yet reached the market, several are presently being investigated in clinical trials. || Gao, Hui-Ling; Xu, He; Xin, Na; Zheng, Wei; Chi, Zhi-Hong; Wang, Zhan-You | //Neurotoxicity Research// | 2011-0519:4, | 584(8) | ISSN: 10298428 | CARRIER proteins; ZINC deficiency diseases; LEARNING disabilities; MEMORY disorders; CALMODULIN; PROTEIN kinases | Description: Publication Type : Academic Journal Language : English AN : 58606754 DOI : 10.1007/s12640-010-9206-y Abstract :Many studies have shown that zinc deficiency not only retards growth, but also affects several brain functions, including learning and memory. However, the underlying mechanism of impaired hippocampus-dependent learning and memory under zinc deficiency is poorly understood. In this study, young mice were fed a zinc-deficient diet (0.85 ppm) for 5 weeks. Morris water maze result showed that zinc deficiency results in spatial learning impairment. We then examined whether zinc depletion-induced learning and memory defects are associated with changes in signaling molecules essential for the expression of long-term potentiation. Immunoblot results showed that the protein levels of calmodulin (CaM), phosphorylated CaM-dependent protein kinase II (CaMKII), and phosphorylated cAMP-responsive element binding protein (CREB) were significantly reduced, whereas the total protein levels of CaMKII and CREB did not change in the zinc-deficient hippocampus. Thus, we provide a previously unrecognized mechanism whereby zinc deficiency impairs hippocampal learning and memory, at least in part, through disruption of the CaM/CaMKII/CREB signaling pathway. || Marcus, David K.; Sanford, Glenn M.; Edens, John F.; Knight, Raymond A.; Walters, Glenn D. |//Scientific Review of Mental Health Practice// | 20118:1, | 6(11) | ISSN: 15384985 | PSYCHOPATHS; SEX customs; PERSONALITY; DISEASES -- Causes & theories of causation; PSYCHOPATHY | Description: Publication Type : Academic Journal Language : English AN : 57737923 Abstract :Harris et al. (2007) claim that they have identified a psychopathic sexuality taxon and that individuals with a history of precocious and coercive sexual behavior and certain psychopathic traits are members of a qualitatively distinct class. According to Harris et al. this taxon represents a naturally selected trait. Because this "selectionist hypothesis" would have profound implications for our understanding of psychopathy, a careful review of the supporting evidence is warranted. A review of Harris et al.'s study raised several questions about their statistical analyses, sample selection, and underlying assumptions. We then address the question of whether latent structure (categorical or dimensional) is related to natural selection: Would knowing that a trait is taxonic provide information about its evolutionary origins? Finally, we address the question of whether and how knowledge of latent structure can inform the more general question of etiology. || Gale, Trevor | //Australian Educational Researcher// | 2011-0438:1, | 5(19) | ISSN: 03116999 | Description: Publication Type : Academic Journal Language : English AN : 59292137 DOI : 10.1007/s13384-010-0007-3 Abstract :The field of Australian higher education has changed, is changing and is about to change, repositioned in relation to other 'fields of power'. It is a sector now well defined by its institutional groupings and by their relative claims to selectivity and exclusivity, with every suggestion of their differentiation growing. The potential of a 'joined-up' tertiary education system, of vocational education and training (VET) and universities, has the potential to further rework these relations within Australian higher education, as will lifting the volume caps on university student enrolments. Moreover, Australian universities now compete within an international higher education marketplace, ranked by THES and Shanghai Jiao Tiong league tables. 'Catchment areas' and knowledge production have become global. In sum, Australian universities (and agents within them) are positioned differently in the field. And being so variously and variably placed, institutions and agents have different stances available to them, including the positions they can take on student equity. In this paper I begin from the premise that our current stance on equity has been out-positioned, as much by a changing higher education field as by entrenched representations of social groups across regions, institutions, disciplines and degrees. In taking a new stance on equity, the paper is also concerned with the positioning in the field of a new national research centre with a focus on student equity in higher education. In particular, the paper asks what stance this new centre can take on student equity that will resonate on a national and even international scale. And, given a global field of higher education, what definitions of equity and propositions for policy and practice can it offer? What will work in the pursuit of equity? || Abbott-Chapman, Joan | //Australian Educational Researcher// | 2011-0438:1, | 57(15) | ISSN: 03116999 | Description: Publication Type : Academic Journal Language : English AN : 59292133 DOI : 10.1007/s13384-010-0001-9 Abstract :Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students' education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking a 'second chance' education. Challenges faced by students in their transitions to higher education are made more complex because of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation, especially relating to 'academic' and 'vocational' education and training, and the horizontal stratification of regional, rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley et al., Review of Australian Higher Education Final Report, ) we need to acknowledge and work with the complex realities of disadvantaged students' situations, starting at the school level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up of higher education places are discussed in the context of discursive constructions of 'disadvantage' and 'choice' in late modernity. Research highlights the need to facilitate students' post-school transitions by developing student resilience, institutional responsiveness and policy reflexivity through transformative education. || Ryan, Janette | //Australian Educational Researcher// | 2011-0438:1, | 73(21) | ISSN: 03116999 | Description: Publication Type : Academic Journal Language : English AN : 59292138 DOI : 10.1007/s13384-010-0002-8 Abstract :In 1991, the Australian Government designated students with disabilities as one of the six equity groups that were under-represented in higher education. Since that time, there has been only a modest increase in enrolments of students with disabilities despite government polices and funding of disability support services and programs. People with disabilities comprise 20% of Australia's population but only account for 4% of university enrolments. Despite the existence of the Australian Disability Discrimination Act (DDA) (1992) and the introduction of the Disability Standards for Education in 2005, negative attitudes about students with disabilities by university lecturers continue to exist. Research into the knowledge, attitudes and experiences of staff, especially in practice-based courses such as nurse education, reveals that university staff, practicum supervisors and even some disability staff, are unaware of their responsibilities under the legislation and that teaching staff continue to hold negative attitudes towards students with disabilities. This article reports on research that investigated the barriers facing such students in nursing courses, in particular in clinical placements. It shows that a lack of understanding of legislative and institutional requirements underlies negative attitudes about students with disabilities, especially in practicum-based courses. || Beckett, Lori | //Australian Educational Researcher// | 2011-0438:1, | 109(16) | ISSN: 03116999 | Description: Publication Type : Academic Journal Language : English AN : 59292139 DOI : 10.1007/s13384-010-0006-4 Abstract :This paper reports on the work of a small group of Education academics to build a professional learning community in a regional university in the north of England. Their efforts form part of a 'Leading Learning' school-university partnership serving schools in disadvantaged communities in inner city Leeds. This is designed to support teachers' professional learning and development and reclaim their sense of collaborative professionalism in a new era of austerity Britain. The account given here is about the new partnerships being created between and among academic colleagues, who are learning to work effectively with each other and their schooling colleagues on their collective professional learning and to build their collaborative sense of professionalism. The complexities of this task-of working in a professional learning community within Faculty in order to model and support a city-wide professional learning community with teacher partners, school communities, and civil servants in the local Authority-are framed in terms of knowledge-building for the improvement of educational provision for disadvantaged students in local schools and the university. || Riggs, TOP TEACHER Brady; PGA; CHWASKY, MICHAEL; DENUNZIO, DAVID | //Golf Magazine// | 2011-0453:4, | 125(8) | ISSN: 10565493 | GOLF -- Training; GOLFERS; GOLF instruction; TRAINING of | Description: Publication Type : Periodical Language : English AN : 59196504 Abstract :The article presents golf instruction, offering a six week plan of training for amateur golfers which will enable them to shoot scores lower than 80 in a round of golf. || Hansen, Luke O.; Williams, Mark V.; Singer, Sara J. | //Health Services Research// | 2011-0446:2, | 596(21) | ISSN: 00179124 | HOSPITAL patients; MYOCARDIAL infarction; HEART failure; PNEUMONIA; MEDICAL care | Description: Publication Type : Academic Journal Language : English AN : 58788903 DOI : 10.1111/j.1475-6773.2010.01204.x Abstract :To define the relationship between hospital patient safety climate (a measure of hospitals' organizational culture as related to patient safety) and hospitals' rates of rehospitalization within 30 days of discharge. A safety climate survey administered to a random sample of hospital employees ( n=36,375) in 2006-2007 and risk-standardized hospital readmission rates from 2008. Cross-sectional study of 67 hospitals. Robust multiple regressions used 30-day risk-standardized readmission rates as dependent variables in separate disease-specific models (acute myocardial infarction [AMI], heart failure [HF], pneumonia), and measures of safety climate as independent variables. We estimated separate models for all hospital staff as well as physicians, nurses, hospital senior managers, and frontline staff. There was a significant positive association between lower safety climate and higher readmission rates for AMI and HF ( p≤.05 for both models). Frontline staff perceptions of safety climate were associated with readmission rates ( p≤.01), but senior management perceptions were not. Physician and nurse perceptions related to AMI and HF readmissions, respectively. Our findings indicate that hospital patient safety climate is associated with readmission outcomes for AMI and HF and those associations were management level and discipline specific. || Sharek, Paul J.; Parry, Gareth; Goldmann, Donald; Bones, Kate; Hackbarth, Andrew; Resar, Roger; Griffin, Frances A.; Rhoda, Dale; Murphy, Cathy; Landrigan, Christopher P. | //Health Services Research// | 2011-0446:2, | 654(25) | ISSN: 00179124 | MEDICAL care; RETROSPECTIVE studies; HEALTH facilities; NORTH Carolina; INSTITUTE for Healthcare Improvement (Organization) | Description: Publication Type : Academic Journal Language : English AN : 58788901 DOI : 10.1111/j.1475-6773.2010.01156.x Abstract :To assess the performance characteristics of the Institute for Healthcare Improvement Global Trigger Tool (GTT) to determine its reliability for tracking local and national adverse event rates. Primary data from 2008 chart reviews. A retrospective study in a stratified random sample of 10 North Carolina hospitals. Hospital-based (internal) and contract research organization-hired (external) reviewers used the GTT to identify adverse events in the same 10 randomly selected medical records per hospital in each quarter from January 2002 through December 2007. Interrater and intrarater reliability was assessed using κ statistics on 10 percent and 5 percent, respectively, of selected medical records. Additionally, experienced GTT users reviewed 10 percent of records to calculate internal and external teams' sensitivity and specificity. Eighty-eight to 98 percent of the targeted 2,400 medical records were reviewed. The reliability of the GTT to detect the presence, number, and severity of adverse events varied from κ=0.40 to 0.60. When compared with a team of experienced reviewers, the internal teams' sensitivity (49 percent) and specificity (94 percent) exceeded the external teams' (34 and 93 percent), as did their performance on all other metrics. The high specificity, moderate sensitivity, and favorable interrater and intrarater reliability of the GTT make it appropriate for tracking local and national adverse event rates. The strong performance of hospital-based reviewers supports their use in future studies. || Bekios-Calfa, Juan; Buenaposada, Jose M.; Baumela, Luis | //IEEE Transactions on Pattern Analysis & Machine Intelligence// | 2011-04-0133:4, | 858(0) | ISSN: 01628828 | IMAGE databases; PRINCIPAL components analysis; PIXELS; COMPUTER vision; PATTERN recognition systems; EIGENVALUES; EIGENFUNCTIONS; SUPPORT vector machines | Description: Publication Type : Academic Journal Language : English AN : 58578056 DOI : 10.1109/TPAMI.2010.208 Abstract :Emerging applications of computer vision and pattern recognition in mobile devices and networked computing require the development of resource-limited algorithms. Linear classification techniques have an important role to play in this context, given their simplicity and low computational requirements. The paper reviews the state-of-the-art in gender classification, giving special attention to linear techniques and their relations. It discusses why linear techniques are not achieving competitive results and shows how to obtain state-of-the-art performances. Our work confirms previous results reporting very close classification accuracies for Support Vector Machines (SVMs) and boosting algorithms on single-database experiments. We have proven that Linear Discriminant Analysis on a linearly selected set of features also achieves similar accuracies. We perform cross-database experiments and prove that single database experiments were optimistically biased. If enough training data and computational resources are available, SVM's gender classifiers are superior to the rest. When computational resources are scarce but there is enough data, boosting or linear approaches are adequate. Finally, if training data and computational resources are very scarce, then the linear approach is the best choice. || Austin, Anoop; Elsie, C. S.; Thirugnanasambantham, P. | //Journal of Stress Physiology & Biochemistry// | 20117:1, | 66(13) | ISSN: 19970838 | HYDROCORTISONE; DIABETICS; QUALITY of life; CLINICAL trials; SERUM; STRESS management | Description: Publication Type : Academic Journal Language : English AN : 59247772 Abstract :Background : Stress is a common entity, widely spoken about among the working population, for which a safe and effective remedy is needed. Purpose of the study : To evaluate the clinical effectiveness of Arogh plus a polyherbal formulation, towards stress relieving properties in a randomized clinical trial in volunteers. Results : Ten volunteers from Marketing field, evaluated to be under stress, completed the full course. All were clinically evaluated based upon symptoms, anthropometric evaluation, hematological, diabetic and serum cortisol and urine profile. All the parameters were evaluated during 0 day, 15th day, 30th day and on 45th day after stopping the drug internally. Three grams of Arogh plus was given twice daily for a period of 30 days was found to decrease symptoms due to stress and the benefits was reinforced by way of significant reduction in serum cortisol with a reduction of 36.99 % within a month. Conclusion : Arogh plus is an effective formulation in relieving stress and improving the quality of life. || Todorich, Bozho; Olopade, James; Surguladze, Nodar; Zhang, Xuesheng; Neely, Elizabeth; Connor, James | //Neurotoxicity Research// | 2011-0419:3, | 361(13) | ISSN: 10298428 | MYELINATION; OLIGODENDROGLIA; PUERPERIUM; VANADIUM; FERRITIN; HOMEOSTASIS; DEVELOPMENTAL neurobiology; RATS as laboratory animals | Description: Publication Type : Academic Journal Language : English AN : 58002213 DOI : 10.1007/s12640-010-9167-1 Abstract :The second post-natal week in rat is the period of the most intense oligodendrocyte development and myelination. This period coincides with peak iron import by oligodendrocytes. During that time oligodendrocyte progenitors (OPCs) are sensitive to agents that may disturb normal iron homeostasis and assimilation of iron into these cells. One mechanism by which iron homeostasis can be disrupted is by environmental exposure to other metals. Vanadium is a transition metal, and exposure to vanadium during early brain development produces hypomyelination with variety of related neuro-behavioral phenotypes. In the current study, we investigated mechanisms of hypomyelination induced by vanadium exposure in developing rat brain. We demonstrate that both in vivo and in vitro, OPCs are more sensitive to vanadium exposure than astrocytes or mature oligodendrocytes. Vanadium exposure in OPCs resulted in increased ROS generation and increased annexinV labeling suggestive of apoptosis. Because ferritin is a major iron delivery protein for oligodendrocytes, we exposed the cells to recombinant ferritin and iron both of which exacerbated vanadium cytotoxicity, while the iron chelator desferroxamine (DFO) prevented cytotoxic/apoptotic effects of vanadium. To illustrate relationship between ferritin and vanadium, we demonstrate that vanadium exacerbated DNA nicking produced by iron-rich spleen ferritin, but not iron-poor apoferritin, resulting in a single and double strand breaks in a DNA relaxation assay. We propose that developmental exposure to vanadium interferes with normal iron assimilation into oligodendrocytes resulting in oxidative stress and apoptosis. Therefore, depletion of OPCs due to vanadium exposure in early post-natal period may be an important mechanism of vanadium-induced hypomyelination. ||  Azlan Mohd Zain, Habibollah Haron , Safian Sharif | //2009 Third Asia International Conference on Modelling & Simulation// | 2009-05 | 35-39 | Description: The former, which is defined as modeling of machining processes, is essential to provide the basic mathematical models for formulation of the certain process objective functions. With conventional approaches such as Statistical Regression technique, explic... || L.P.W. Land, B.C.Y. Tan , L. Bin | //2005 International Symposium on Empirical Software Engineering, 2005.// | 2005-11 | 11 pp. | Description: The software review/​inspection task is a labour and time intensive activity. Naturally, any activity aimed at improving the performance of inspectors would be deemed favourable to both practitioners as well as to researchers. This study is motivated by pre... || Anil K. Jain, Robert P.W. Duin , Jianchang Mao | //IEEE Transactions on Pattern Analysis and Machine Intelligence// | 2000-01 | 4-37 || Xiaohui Yu, Yang Liu , Xiangji Huang , Aijun An | //IEEE Transactions on Knowledge and Data Engineering// | 2010-12 | N/A | Description: Analyzing the large volume of online reviews would produce useful actionable knowledge that could be of economic values to vendors and other interested parties. In this paper, we conduct a case study in the movie domain, and tackle the problem of mining re... || Matthew Whitehead, Larry Yaeger | //2009 WRI World Congress on Computer Science and Information Engineering// | 2009-03 | 472-476 | Description: Building a model using machine learning that can classify the sentiment of natural language text often requires an extensive set of labeled training data from the same domain as the target text. Gathering and labeling new datasets whenever a model is neede... || Vladimir I. Pavlovic, Rajeev Sharma , Thomas S. Huang | //IEEE Transactions on Pattern Analysis and Machine Intelligence// | 1997-07 | 677-695 || Zehang Sun, George Bebis , Ronald Miller | //IEEE Transactions on Pattern Analysis and Machine Intelligence// | 2006-05 | 694-711 | Description: Developing on-board automotive driver assistance systems aiming to alert drivers about driving environments, and possible collision with other vehicles has attracted a lot of attention lately. In these systems, robust and reliable vehicle detection is a cr... || Pimwadee Chaovalit, Lina Zhou | //Proceedings of the 38th Annual Hawaii International Conference on System Sciences (HICSS'05) - Track 4// | 2005-01 | 112c | Description: Web content mining is intended to help people discover || Anke Drappa, Jochen Ludewig | //22nd International Conference on Software Engineering (ICSE '00)// | 2000-06 | 199 | Description: Simulation is frequently used for training in many application areas like aviation and economics, but not in software engineering. We present the SESAM project which focuses on software engineering education using simulation. In the SESAM project a simulat... || Watts S. Humphrey, Terry R. Snyder , Ronald R. Willis | //IEEE Software// | 1991-07 | 11-23 | Description: In 1987 and 1990, the Software Engineering Institute conducted process assessments of the Software Engineering Division (SED) of Hughes Aircraft in Fullerton, CA. The first assessment found the SED to be a level two organization, based on the SEI's process... ||
 * > 1. ||  ||< **Remote Sensing of Ecology, Biodiversity and Conservation: A Review from the Perspective of Remote Sensing Specialists.**
 * > 2. ||  ||< **Adaptive AOA-Aided TOA Self-Positioning for Mobile Wireless Sensor Networks.**
 * > 3. ||  ||< **A Wireless Sensor Network Based Personnel Positioning Scheme in Coal Mines with Blind Areas.**
 * > 4. ||  ||< **A Novel Acoustic Sensor Approach to Classify Seeds Based on Sound Absorption Spectra.**
 * > 5. ||  ||< **An Overview of Kinematic and Calibration Models Using Internal/External Sensors or Constraints to Improve the Behavior of Spatial Parallel Mechanisms.**
 * > 6. ||  ||< **Sensors and Clinical Mastitis--The Quest for the Perfect Alert.**
 * > 7. ||  ||< **Teacher opinions on performance pay: Evidence from India.**
 * > 8. ||  ||< **Peroxisome proliferator-activated receptor β/δ: a master regulator of metabolic pathways in skeletal muscle.**
 * > 9. ||  ||< **Disruption of the CaMKII/CREB Signaling is Associated with Zinc Deficiency-Induced Learning and Memory Impairments.**
 * > 10. ||  ||< **TAXOMETRICS AND EVOLUTIONARY THEORY: THE CASE OF THE PSYCHOPATHIC SEXUALITY TAXON.**
 * > 11. ||  ||< **Student equity's starring role in Australian higher education: not yet centre field.**
 * > 12. ||  ||< **Making the most of the mosaic: facilitating post-school transitions to higher education of disadvantaged students.**
 * > 13. ||  ||< **Access and participation in higher education of students with disabilities: access to what?**
 * > 14. ||  ||< **Professional learning in community: teachers and academic partners focused on disadvantaged students in schooling and higher education.**
 * > 15. ||  ||< **How to Break 80.**
 * > 16. ||  ||< **Perceptions of Hospital Safety Climate and Incidence of Readmission.**
 * > 17. ||  ||< **Performance Characteristics of a Methodology to Quantify Adverse Events over Time in Hospitalized Patients.**
 * > 18. ||  ||< **Revisiting Linear Discriminant Techniques in Gender Recognition.**
 * > 19. ||  ||< **EVALUATING THE CLINICAL EFFICACY OF A POLYHERBAL FORMULATION AROGH PLUS ON STRESS -- A RANDOMISED CLINICAL STUDY.**
 * > 20. ||  ||< **The Mechanism of Vanadium-Mediated Developmental Hypomyelination Is Related to Destruction of Oligodendrocyte Progenitors Through a Relationship with Ferritin and Iron.**
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 * > 1. || [[image:http://wfxsearch.webfeat.org/cgi-bin/GetImage.Dll?Command=GetImage&cookies=JSESSIONID%3D4d92ae432cc261cebe61a8e9098c%3B%20GUEST_LANGUAGE_ID%3Den_US%3B%20COOKIE_SUPPORT%3Dtrue%3B%20PSERVERID%3Dcnode03&proxy=&snat=10.100.15.64&imgtype=&imgsrc=http%3A%2F%2Fwww.computer.org%2Fplugins-search%2Fsearch%2Fimages%2Fcs_circle_logo.gif caption="text"]] ||< **Review of ANN Technique for Modeling Surface Roughness Performance Measure in Machining Process**
 * > 2. || [[image:http://wfxsearch.webfeat.org/cgi-bin/GetImage.Dll?Command=GetImage&cookies=JSESSIONID%3D4d92ae432cc261cebe61a8e9098c%3B%20GUEST_LANGUAGE_ID%3Den_US%3B%20COOKIE_SUPPORT%3Dtrue%3B%20PSERVERID%3Dcnode03&proxy=&snat=10.100.15.64&imgtype=&imgsrc=http%3A%2F%2Fwww.computer.org%2Fplugins-search%2Fsearch%2Fimages%2Fcs_circle_logo.gif caption="text"]] ||< **Investigating training effects on software reviews: a controlled experiment**
 * > 3. || [[image:http://wfxsearch.webfeat.org/cgi-bin/GetImage.Dll?Command=GetImage&cookies=JSESSIONID%3D4d92ae432cc261cebe61a8e9098c%3B%20GUEST_LANGUAGE_ID%3Den_US%3B%20COOKIE_SUPPORT%3Dtrue%3B%20PSERVERID%3Dcnode03&proxy=&snat=10.100.15.64&imgtype=&imgsrc=http%3A%2F%2Fwww.computer.org%2Fplugins-search%2Fsearch%2Fimages%2Fcs_circle_logo.gif caption="text"]] ||< **Statistical Pattern Recognition: A Review**
 * > 4. || [[image:http://wfxsearch.webfeat.org/cgi-bin/GetImage.Dll?Command=GetImage&cookies=JSESSIONID%3D4d92ae432cc261cebe61a8e9098c%3B%20GUEST_LANGUAGE_ID%3Den_US%3B%20COOKIE_SUPPORT%3Dtrue%3B%20PSERVERID%3Dcnode03&proxy=&snat=10.100.15.64&imgtype=&imgsrc=http%3A%2F%2Fwww.computer.org%2Fplugins-search%2Fsearch%2Fimages%2Fcs_circle_logo.gif caption="text"]] ||< **Mining Online Reviews for Predicting Sales Performance: A Case Study in the Movie Domain**
 * > 5. || [[image:http://wfxsearch.webfeat.org/cgi-bin/GetImage.Dll?Command=GetImage&cookies=JSESSIONID%3D4d92ae432cc261cebe61a8e9098c%3B%20GUEST_LANGUAGE_ID%3Den_US%3B%20COOKIE_SUPPORT%3Dtrue%3B%20PSERVERID%3Dcnode03&proxy=&snat=10.100.15.64&imgtype=&imgsrc=http%3A%2F%2Fwww.computer.org%2Fplugins-search%2Fsearch%2Fimages%2Fcs_circle_logo.gif caption="text"]] ||< **Building a General Purpose Cross-Domain Sentiment Mining Model**
 * > 6. || [[image:http://wfxsearch.webfeat.org/cgi-bin/GetImage.Dll?Command=GetImage&cookies=JSESSIONID%3D4d92ae432cc261cebe61a8e9098c%3B%20GUEST_LANGUAGE_ID%3Den_US%3B%20COOKIE_SUPPORT%3Dtrue%3B%20PSERVERID%3Dcnode03&proxy=&snat=10.100.15.64&imgtype=&imgsrc=http%3A%2F%2Fwww.computer.org%2Fplugins-search%2Fsearch%2Fimages%2Fcs_circle_logo.gif caption="text"]] ||< **Visual Interpretation of Hand Gestures for Human-Computer Interaction: A Review**
 * > 7. || [[image:http://wfxsearch.webfeat.org/cgi-bin/GetImage.Dll?Command=GetImage&cookies=JSESSIONID%3D4d92ae432cc261cebe61a8e9098c%3B%20GUEST_LANGUAGE_ID%3Den_US%3B%20COOKIE_SUPPORT%3Dtrue%3B%20PSERVERID%3Dcnode03&proxy=&snat=10.100.15.64&imgtype=&imgsrc=http%3A%2F%2Fwww.computer.org%2Fplugins-search%2Fsearch%2Fimages%2Fcs_circle_logo.gif caption="text"]] ||< **On-Road Vehicle Detection: A Review**
 * > 8. || [[image:http://wfxsearch.webfeat.org/cgi-bin/GetImage.Dll?Command=GetImage&cookies=JSESSIONID%3D4d92ae432cc261cebe61a8e9098c%3B%20GUEST_LANGUAGE_ID%3Den_US%3B%20COOKIE_SUPPORT%3Dtrue%3B%20PSERVERID%3Dcnode03&proxy=&snat=10.100.15.64&imgtype=&imgsrc=http%3A%2F%2Fwww.computer.org%2Fplugins-search%2Fsearch%2Fimages%2Fcs_circle_logo.gif caption="text"]] ||< **Movie Review Mining: a Comparison between Supervised and Unsupervised Classification Approaches**
 * > 9. || [[image:http://wfxsearch.webfeat.org/cgi-bin/GetImage.Dll?Command=GetImage&cookies=JSESSIONID%3D4d92ae432cc261cebe61a8e9098c%3B%20GUEST_LANGUAGE_ID%3Den_US%3B%20COOKIE_SUPPORT%3Dtrue%3B%20PSERVERID%3Dcnode03&proxy=&snat=10.100.15.64&imgtype=&imgsrc=http%3A%2F%2Fwww.computer.org%2Fplugins-search%2Fsearch%2Fimages%2Fcs_circle_logo.gif caption="text"]] ||< **Simulation in Software Engineering Training**
 * > 10. || [[image:http://wfxsearch.webfeat.org/cgi-bin/GetImage.Dll?Command=GetImage&cookies=JSESSIONID%3D4d92ae432cc261cebe61a8e9098c%3B%20GUEST_LANGUAGE_ID%3Den_US%3B%20COOKIE_SUPPORT%3Dtrue%3B%20PSERVERID%3Dcnode03&proxy=&snat=10.100.15.64&imgtype=&imgsrc=http%3A%2F%2Fwww.computer.org%2Fplugins-search%2Fsearch%2Fimages%2Fcs_circle_logo.gif caption="text"]] ||< **Software Process Improvement at Hughes Aircraft**

 ** Search: ****OCLC WorldCat (the OCLC Online Union Catalog)**  Results: **Results 1 to 10 of 2531**  Orsburn, Jack D. | //Homewood, Ill. : Business One Irwin,// | 1990 | Description: ; Document: English : Book Internet Resource || Greene, John O.,; Burleson, Brant Raney, | //Mahwah, N.J. : L. Erlbaum Associates,// | 2003 | Description: ; Document: English : Internet Resource Computer File || Hersen, Michel. | //Hoboken, N.J. : John Wiley & Sons,// | 2004 | Description: ; Document: English : Book || Bar-On, Reuven,; Maree, Kobus, | //Westport, Conn. : Praeger Publishers,// | 2007 | Description: ; Document: English : Book Internet Resource || Brush, Candida G. | //Upper Saddle River, NJ : FT/Prentice Hall,// | 2004 | Description: ; Document: English : Book || Scannell, Edward E.; Newstrom, John W. | //New York : McGraw-Hill,// | 1991 | Description: ; Document: English : Book || Wager, Elizabeth.; Godlee, Fiona.; Jefferson, Tom. | //London : BMJ Books,// | 2002 | Description: ; Document: English : Internet Resource Computer File || Dipboye, Robert L.; Colella, Adrienne, | //Mahwah, N.J. : Lawrence Erlbaum Associates, Publishers,// | 2005 | Description: ; Document: English : Internet Resource Computer File || Goldstein, Irwin L., 1937- | //San Francisco : Jossey-Bass Publishers,// | 1989 | Description: ; Document: English : Book || Stahl, Michael J. | //Thousand Oaks, Calif. : Sage Publications,// | 2004 | Description: ; Document: English : Book ||
 * > 1. || [[image:http://firstsearch.oclc.org/images/icon-bks24.gif width="24" height="24" caption="Book"]] ||< **Self-directed work teams : the new American challenge /**
 * > 2. ||  ||< **Handbook of communication and social interaction skills**
 * > 3. || [[image:http://firstsearch.oclc.org/images/icon-bks24.gif width="24" height="24" caption="Book"]] ||< **Comprehensive handbook of psychological assessment /**
 * > 4. || [[image:http://firstsearch.oclc.org/images/icon-bks24.gif width="24" height="24" caption="Book"]] ||< **Educating people to be emotionally intelligent /**
 * > 5. || [[image:http://firstsearch.oclc.org/images/icon-bks24.gif width="24" height="24" caption="Book"]] ||< **Clearing the hurdles : women building high-growth businesses /**
 * > 6. || [[image:http://firstsearch.oclc.org/images/icon-bks24.gif width="24" height="24" caption="Book"]] ||< **Still more games trainers play : experiential learning exercises /**
 * > 7. ||  ||< **How to survive peer review**
 * > 8. ||  ||< **Discrimination at work the psychological and organizational bases**
 * > 9. || [[image:http://firstsearch.oclc.org/images/icon-bks24.gif width="24" height="24" caption="Book"]] ||< **Training and development in organizations /**
 * > 10. || [[image:http://firstsearch.oclc.org/images/icon-bks24.gif width="24" height="24" caption="Book"]] ||< **Encyclopedia of health care management /**



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 * Results 1 to 9 of 9**

Rajabally, E.; Valiusaityte, I.; Kalawsky, R. || Wong, Y. K.; Wilson, D. || Baig, M. R. || Usaj, A. || Valisi, M.; Galbiati, L.; Mazzocchi, L., and others || Gonzalez, A.; Fernlund, H.; Ekblad, J. || Frank, G.; Whiteford, B.; Sonker, P., and others || Johnson, C. D.; King, J. || ElShenawy, E. ||
 * > 1. ||  ||< **Aircrew Performance Measurement during Simulated Military Aircrew Training: A Review**
 * > 2. ||  ||< **397-134^*: Do Individuals' Experience and Task Training Really Affect Software Review Performance?**
 * > 3. ||  ||< **Performance Review vis-a-vis Food & Water Vision - 2050**
 * > 4. ||  ||< **Exercise Training Experience in Prevention of Decreased Muscle Performance and Increased Osteoporosis During Ageing: A Brief Review of Literature**
 * > 5. ||  ||< **A System for Emergency Core Cooling Through High Performance Steam Injector (SYNTHESIS)**
 * > 6. ||  ||< **After Action Review by Comparison - an Approach to Automatically Evaluating Trainee Performance in Training Exercise**
 * > 7. ||  ||< **Performance Assessment for Distributed Learning Using After Action Review Reports Generated by Simulations**
 * > 8. ||  ||< **ARE WE PROPERLY TRAINING FUTURE HR/IR PRACTITIONERS?: A REVIEW OF THE CURRICULA**
 * > 9. ||  ||< **The Effect of Negotiation Training on Negotiators' Performance, a Meta-Analytic Review**

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B. H. WEIL, O. E. KURT, and P. L. BROWN | //Advances in Chemistry// | 1956-06-1717:TRAINING OF LITERATURE CHEMISTS, Chapter 7, 1956, | 34-44 | 10.1021/ba-1956-0017.ch007 || Susan A. Nolan | //ACS Symposium Series// | 2006-03-08929:Are Women Achieving Equity in Chemistry?, Chapter 4, 2006, | 29-44 | 10.1021/bk-2006-0929.ch004 || G. Callement, M. Bouchet, D. Langlois, P. Etiévant, and C. Salles | //ACS Symposium Series// | 2001-03-01782:Gas Chromatography-Olfactometry, Chapter 15, 2001, | 172-186 | 10.1021/bk-2001-0782.ch015 || O. C. DERMER | //Advances in Chemistry// | 1956-06-1717:TRAINING OF LITERATURE CHEMISTS, Chapter 6, 1956, | 27-33 | 10.1021/ba-1956-0017.ch006 || Skip Seward | //ACS Symposium Series// | 2006-04-06931:Advances in Microbial Food Safety, Chapter 18, 2006, | 258-285 | 10.1021/bk-2006-0931.ch018 || Ronald L. Terjung and David A. Hood | //ACS Symposium Series// | 1986-12-03294:Nutrition and Aerobic Exercise, Chapter 2, 1986, | 8-26 | 10.1021/bk-1986-0294.ch002 || M. A. WADE, F. W. SPRAKTES, R. L. HAND, JON M. BALDWIN, E. E. FILBY, and L. C. LEWIS | //ACS Symposium Series// | 1978-06-0179:Nuclear Safeguards Analysis, Chapter 12, 1978, | 179-200 | 10.1021/bk-1978-0079.ch012 || G. D. DAVIDSON | //ACS Symposium Series// | 1978-06-0168:Separation of Hydrogen Isotopes, Chapter 2, 1978, | 27-39 | 10.1021/bk-1978-0068.ch002 || T. Nishikubo, A. Kameyama, and H. Kudo | //ACS Symposium Series// | 2003-03-03847:Photoinitiated Polymerization, Chapter 31, 2003, | 363-377 | 10.1021/bk-2003-0847.ch031 || JOHN CONWAY | //Advances in Chemistry// | 1971-06-0183:Chemical Marketing: The Challenges of the Seventies, Chapter 19, 1971, | 172-179 | 10.1021/ba-1968-0083.ch019 || Karlis Adamsons | //ACS Symposium Series// | 2001-11-21805:Service Life Prediction, Chapter 10, 2001, | 185-211 | 10.1021/bk-2002-0805.ch010 || Norman J. Van Houten | //ACS Symposium Series// | 1998-04-30700:Educating for OSHA Savvy Chemists, Chapter 3, 1998, | 24-40 | 10.1021/bk-1998-0700.ch003 || C. Wittmann, R. D. Schmid, S. Löffler, and A. Zell | //ACS Symposium Series// | 1997-05-05657:Immunochemical Technology for Environmental Applications, Chapter 28, 1997, | 343-360 | 10.1021/bk-1997-0657.ch028 || Amy S. Cannon and John C. Warner | //ACS Symposium Series// | 2009-04-221011:Green Chemistry Education, Chapter 12, 2009, | 167-185 | 10.1021/bk-2009-1011.ch012 || IRENE M. STRIEBY | //Advances in Chemistry// | 1956-06-1717:TRAINING OF LITERATURE CHEMISTS, Chapter 2, 1956, | 3-12 | 10.1021/ba-1956-0017.ch002 || Jun Li, Chunyong Wu, Douglas A. Wicks, Robert A. Smith, and Sarah E. Morgan | //ACS Symposium Series// | 2007-04-12961:Cosmetic Nanotechnology, Chapter 8, 2007, | 149-162 | 10.1021/bk-2007-0961.ch008 || Weida Tong, Huixiao Hong, Hong Fang, Qian Xie, Roger Perkins, and John D. Walker | //ACS Symposium Series// | 2005-08-09894:Chemometrics and Chemoinformatics, Chapter 12, 2005, | 173-185 | 10.1021/bk-2005-0894.ch012 || Philip G. Jessop, Sofia Trakhtenberg, and John Warner | //ACS Symposium Series// | 2008-12-311000:Innovations in Industrial and Engineering Chemistry, Chapter 12, 2008, | 401-436 | 10.1021/bk-2009-1000.ch012 || Arlene A. Garrison | //ACS Symposium Series// | 2005-06-28907:Successful Women in Chemistry, Chapter 10, 2005, | 63-68 | 10.1021/bk-2005-0907.ch010 || Ramón Aparicio, Silvia M. Rocha, Ivonne Delgadillo, and María Teresa Morales | 2000-02-18J. Agric. Food Chem., 2000, 48 (3), | 853–860 | 10.1021/jf9814087 ||
 * > 1. ||  ||< **On-the-Job Training of Literature Chemists in Industry**
 * > 2. ||  ||< **Gender Disparity in the Training and Mentoring of Chemists**
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 * > 4. ||  ||< **College and University Training of Literature Chemists**
 * > 5. ||  ||< **Industry Perspectives on Performance Standards**
 * > 6. ||  ||< **Biochemical Adaptations in Skeletal Muscle Induced by Exercise Training**
 * > 7. ||  ||< **Performance of an Accountability Measurement System at an Operating Fuel Reprocessing Facility**
 * > 8. ||  ||< **Bruce Heavy Water Plant Performance**
 * > 9. ||  ||< **Synthesis and Photochemical Reaction of High-Performance UV-Curing Oligomers**
 * > 10. ||  ||< **Marketing Use of the Computer for Sales, Inventory, and Distribution Control Performance**
 * > 11. ||  ||< **Chemical Depth Profiling of Automotive Coating Systems Using IR, UV-VIS, and HPLC Methods**
 * > 12. ||  ||< **Laboratory Safety and New Jersey Institute of Technology's Chemical Hygiene Plan**
 * > 13. ||  ||< **Application of a Neural Network for Pattern Recognition of Pesticides in Water Samples by Different Immunochemical Techniques**
 * > 14. ||  ||< **K-12 Outreach and Science Literacy through Green Chemistry**
 * > 15. ||  ||< **The Problem of Literature Chemists in Industry**
 * > 16. ||  ||< **Preparation and Characterization of Keratin Coatings for Orthopedic Implant Titanium Rods**
 * > 17. ||  ||< **From Decision Tree to Heterogeneous Decision Forest: A Novel Chemometrics Approach for Structure-Activity Relationship Modeling**
 * > 18. ||  ||< **The Twelve Principles of Green Chemistry**
 * > 19. ||  ||< **Rachael L. Barbour, Senior Chemist: Spectroscopy for Problem-Solving**
 * > 20. ||  ||< **Detection of Rancid Defect in Virgin Olive Oil by the Electronic Nose**

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Nguyen, Thang Ngoc; Truong, Quang; Buyens, Dirk | //Asia Pacific Business Review// | 201117:1, | 103-119 || Timmermans, Annick A. A.; Spooren, Annemie I. F.; Kingma, Herman, and others |//Neurorehabilitation & Neural Repair// | 201024:9, | 858-870 || Zech, Astrid; Hèubscher, Markus; Vogt, Lutz, and others | //Journal of Athletic Training// | 201045:4, | 392-403 || Loukes, Rebecca | //Contemporary Theatre Review// | 200717:1, | 50-58 || Orr, Rhonda; Raymond, Jacqui; Fiatarone Singh, Maria | //Sports Medicine// | 200838:4, | 317-343 || Laaksonen, Raisa; Bates, Ian; Duggan, Catherine | //Pharmacy Education// | 20077:3, | 257-265 || Hansson, Bo | //Personnel Review// | 200736:2, | 311-331 || Tchibozo, Guy | //International Review of Education// | 200551:1, | 3-21 || Colborn-Roxworthy, Emily | //TDR / The Drama Review// | 200448:4, | 81-108 || Carliner, Saul | //Human Resource Development Review// | 20043:3, | 275-293 ||
 * > 1. ||  ||< **Training and firm performance in economies in transition: a comparison between Vietnam and China**
 * > 2. ||  ||< **Influence of Task-Oriented Training Content on Skilled Arm-Hand Performance in Stroke: A Systematic Review**
 * > 3. ||  ||< **Balance Training for Neuromuscular Control and Performance Enhancement: A Systematic Review**
 * > 4. ||  ||< **'How to be "Deadly": The "Natural" body in contemporary training and performance?'**
 * > 5. ||  ||< **Efficacy of Progressive Resistance Training on Balance Performance in Older Adults: A Systematic Review of Randomized Controlled Trials**
 * > 6. ||  ||< **Training, clinical medication review performance and self-assessed competence: Investigating influences**
 * > 7. ||  ||< **Company-based determinants of training and the impact of training on company performance: Results from an international HRM survey**
 * > 8. ||  ||< **Performance Management in the French System of Secondary-Teacher training**
 * > 9. ||  ||< **Role-Play Training at a "Violent Disneyland": The FBI Academy's Performance Paradigms**
 * > 10. ||  ||< **Business Models for Training and Performance Improvement Departments**

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Winkleman, Adam; Svedberg, Erik B.; Schafrik, Robert E.; Duquette, David J. | //Advanced Materials & Processes// | 2011-03169:3, | 26(6) | ISSN: 08827958 | CORROSION & anti-corrosives -- Economic aspects; MATERIALS -- Deterioration; CORROSION resistant materials; CHEMICAL reactions -- Environmental aspects; RESEARCH & development; NATIONAL Research Council (U.S.); UNITED States | Description: Publication Type : Academic Journal Language : English AN : 58844786 Abstract :The article offers focuses on the findings and measures regarding corrosion from the two U.S. National Research Council (NRC) reports. It says that corrosion, which is defined as the physical deterioration of materials through chemical reactions, affects quality of life and can be mitigated by paint-primers and use of stainless steels and polymeric materials. Furthermore, the NRC report regarding corrosion mitigation research and development (R&D) is also discussed. || //American Record Guide// | 2011-0474:2, | 41(33) | ISSN: 00030716 | LE Faucon (Music); ALADDIN (Music); FESTIVAL Overture (Music); LOR, Jean-Pierre; HORNEMAN, Christian Frederik Emil; ORCHESTRAL music -- Reviews | Description: Publication Type : Review Language : English AN : 58741519 Abstract :The article reviews several orchestral music releases including "Le Faucon" (The Falcon), by Jean-Pierre Lor and Leopolis, "Aladdin," by Christian Frederik Emil Horneman, and "Festival Overture," by Paul Isolfsson. || VROON | //American Record Guide// | 2011-0474:2, | 106(2) | ISSN: 00030716 | BRUCKNER, Anton, 1824-1896; LONDON Philharmonic Orchestra; ORCHESTRAL music -- Reviews | Description: Publication Type : Review Language : English AN : 58741576 Abstract :The article reviews the orchestral music release "Symphony 6," featuring works composed by Anton Bruckner and performed by the London Philharmonic with conductor Christoph Eschenbach. || FINE | //American Record Guide// | 2011-0474:2, | 107(0) | ISSN: 00030716 | ORCHESTRAL music -- Reviews; VIOLIN Pieces (Music); GAVOTTE (Music); TELLEFSEN, Arve; GIMSE, Havard; GRIEG, Edvard, 1843-1907 | Description: Publication Type : Review Language : English AN : 58741577 Abstract :The article reviews several orchestral music releases performed by Arve Tellefsen and Havard Gimse on piano and the Trondheim Symphony with conductor Eivind Aadland, including "Violin Pieces," composed by Ole Bull and "Gavotte" and "Minuet," by composed by Edvard Grieg. || GATENS | //American Record Guide// | 2011-0474:2, | 107(2) | ISSN: 00030716 | CHURCH music -- Reviews; LEROY Kyrie (Music); WESTERN Wind Masses (Music); BYRD, William, 1542 or 3-1623; TAVERNER, John | Description: Publication Type : Review Language : English AN : 58741578 Abstract :The article reviews several church music releases performed by the King's College Choir with conductor David Wilcocks, including "Magnificat & Nunc Dimitris," composed by William Byrd and "Leroy Kyrie" and "Western Wind Mass," composed by John Taverner. || BARKER | //American Record Guide// | 2011-0474:2, | 140(0) | ISSN: 00030716 | DRAMATIC music -- Reviews; HANDEL, George Frideric, 1685-1759; MEHTA, Bejun; FREIBURG Baroque Orchestra (Performer); JACOBS, Rene; CENCIC, Max Emanuel; FASOLIS, Diego | Description: Publication Type : Review Language : English AN : 58741643 Abstract :The article reviews two music recordings of several operas composed by George Frideric Handel and performed by various artists including Bejun Mehta and the Freiburg Baroque Orchestra with conductor Rene Jacobs as well as Max Emanuel Cencic and the Swiss Radio Chorus, I Barocchisti with conductor Diego Fasolis. || BARKER | //American Record Guide// | 2011-0474:2, | 140(2) | ISSN: 00030716 | JUDAS Maccabeus (Music); HANDEL, George Frideric, 1685-1759; RODGERS, Joan | Description: Publication Type : Review Language : English AN : 58741644 Abstract :The article reviews a choir music release featuring coronation anthems as well as excerpts from the oratorio "Judas Maccabeus" composed by George Frideric Handel and performed by various artists including Joan Rodgers, Catherine Denley and Anthony Rolfe Johnson. || ESTEP | //American Record Guide// | 2011-0474:2, | 227(2) | ISSN: 00030716 | QUARTETS; VAINBERG, Moishe; DANEL Quartet (Performer) | Description: Publication Type : Review Language : English AN : 58741832 Abstract :The article reviews the string music release "Quartets 5, 9, 4," featuring works composed by Moishe Vainberg and performed by Danel Quartet. || BAUMAN | //American Record Guide// | 2011-0474:2, | 228(0) | ISSN: 00030716 | VIOLONCELLO music -- Reviews; VANHAL, Jan Krtitel; SZABO, Peter | Description: Publication Type : Review Language : English AN : 58741833 Abstract :The article reviews the cello music release "Cello Concertos," featuring works composed by Jan Krtitel Vanhal and performed by Peter Szabo and Sinfonietta Panonica. || HECHT | //American Record Guide// | 2011-0474:2, | 228(2) | ISSN: 00030716 | ORCHESTRAL music -- Reviews; VAUGHAN Williams, Ralph, 1872-1958; BAYERISCHER Rundfunk. Orchester | Description: Publication Type : Review Language : English AN : 58741834 Abstract :The article reviews an orchestral music release by Bavarian Radio Symphony with conductor Collin Davis, featuring "Symphony 6," composed by Ralph Vaughan Williams and "Enigma Variations," composed by Edward Elgar. || BAUMAN | //American Record Guide// | 2011-0474:2, | 245(0) | ISSN: 00030716 | CONTZEN, Mierijam; MOZART in Italy (Music); CHAMBER music -- Reviews | Description: Publication Type : Review Language : English AN : 58741869 Abstract :The article reviews the chamber music release "Mozart in Italy," performed by Mierijam Contzen and Bavarian Chamber Philharmonic with conductor Reinhard Goebel, featuring "Symphony From Ruggiero," composed by Johann Adolph Hasse, "Violin Concerto in F," composed by Thomas Linley, and "Symphony in D," composed by Venanzio Rauzzini. || BYELICK | //American Record Guide// | 2011-0474:2, | 245(0) | ISSN: 00030716 | STOTIJIN, Christianne; HORIZON 3 (Music); ORCHESTRAL music -- Reviews | Description: Publication Type : Review Language : English AN : 58741870 Abstract :The article reviews the orchestral music release "Horizon 3," performed by Christianne Stotijin and Concertgebouw Orchestra, featuring "Spaces of Blank," composed by Michel van der Aa, "Trajecten," composed by Otto Ketting, and "Antologia," composed by Tristan Keuris. || KILPATRICK | //American Record Guide// | 2011-0474:2, | 245(2) | ISSN: 00030716 | SLOVAK Radio Symphony (Performer); CONTINUUM (Music); ORCHESTRAL music -- Reviews | Description: Publication Type : Review Language : English AN : 58741871 Abstract :The article reviews orchestral music release "Continuum," performed by Slovak Radio Symphony, Moravian Philharmonic, and Seattle Symphony, featuring "Transliminal Music," composed by Stephen Mosko, "Polychrome," composed by Timothy Sullivan, and "Fairy Tale," composed by Daniel Crozier. || HANUDEL | //American Record Guide// | 2011-0474:2, | 255(2) | ISSN: 00030716 | FROST, Martin; FROST & Friends (Music); CLARINET music -- Reviews | Description: Publication Type : Review Language : English AN : 58741893 Abstract :The article reviews the clarinet music release "Frost & Friends," by Martin Frost, Hermann Stefansson and Solve Kingstedt, featuring "Nocturne in E-flat," composed by Frederic Chopin, "Prelude in B major," composed by Alexander Scriabin, and "Vocalise," composed by Sergei Rachmaninoff. || HANUDEL | //American Record Guide// | 2011-0474:2, | 256(2) | ISSN: 00030716 | KOPPERUD, Jean; EXTREME Measures (Music); CLARINET music -- Reviews | Description: Publication Type : Review Language : English AN : 58741895 Abstract :The article reviews the clarinet music release "Extreme Measures," by Jean Kopperud and Stephen Gosling, featuring "Times Like These," composed by James Pimrosch, "Rendition," composed by Jason Eckardt, and "Nemesis," composed by Harvey Sollberger. || HANUDEL | //American Record Guide// | 2011-0474:2, | 256(0) | ISSN: 00030716 | GROFMEIER, Sabine; CLARINET Tales (Music); CLARINET music -- Reviews | Description: Publication Type : Review Language : English AN : 58741894 Abstract :The article reviews the classical music release "Clarinet Tales," by Sabine Grofmeier and Tra Nguyen, featuring "Three Fantasy Pieces Op. 19," composed by August Winding, "Three Romances Op. 94," composed by Georg Schumann, and "Introduction and Allegro Appassionato Op. 256," composed by Carl Reinecke. || HANUDEL | //American Record Guide// | 2011-0474:2, | 257(0) | ISSN: 00030716 | MANASSE, Jon; AMERICAN Clarinet (Music); CLARINET music -- Reviews | Description: Publication Type : Review Language : English AN : 58741896 Abstract :The article reviews the classical music release "American Clarinet," by Jon Manasse and Jon Nakamatsu, featuring "Four Rags for Two Jons," composed by John Novacek, "The Cape Cod Files," composed by Paquito D'Rivera, and "Clarinet Sonata," composed by Leonard Bernstein. || HANUDEL | //American Record Guide// | 2011-0474:2, | 257(2) | ISSN: 00030716 | MARCO, John; LAKE Trio (Music); CLARINET music -- Reviews | Description: Publication Type : Review Language : English AN : 58741897 Abstract :The article reviews the clarinet music release "Lake Trio," by John Marco, Igor Fedotov and Gary Hammond, featuring "Kegelstatt Trio," composed by Wolfgang Amadeus Mozart, "Kleines Konzert," composed by Alfred Uhl, and "Eight Pieces Op. 83," composed by Max Bruch. || //American Record Guide// | 2011-0474:2, | 311(2) | ISSN: 00030716 | DVD-Video discs -- Reviews; PUCCINI, Giacomo, 1858-1924; PAVAROTTI, Luciano, 1935-2007 | Description: Publication Type : Review Language : English AN : 58742002 Abstract :A review of the DVD release of Giacomo Puccini's opera "Puccini: Tosca," starring Shirley Verrett and Luciano Pavarotti is presented. || MOSES | //American Record Guide// | 2011-0474:2, | 312(2) | ISSN: 00030716 | DVD-Video discs -- Reviews; MOSES & Aaron (Theatrical production); SCHOENBERG, Arnold, 1874-1951 | Description: Publication Type : Review Language : English AN : 58742004 Abstract :A review of the DVD release of Arnold Schoenberg's opera "Moses & Aaron," starring Dale Duesing and Andreas Conrad is presented. ||
 * > 1. ||  ||< **Preventing Corrosion from Wearing Our Future Away.**
 * > 2. ||  ||< **Overview: Overtures II.**
 * > 3. ||  ||< **Symphony 6.**
 * > 4. ||  ||< **Violin Pieces/Gavotte; Minuet.**
 * > 5. ||  ||< **Masses for 3, 4, 5; Magnificat & Nunc Dimittis; Ave Verum Corpus/Leroy Kyrie; Western Wind Mass; Dum Transisset Sabbatum; Christe Jesu Pastor Bone; Mater Christi.**
 * > 6. ||  ||< **Opera Arias.**
 * > 7. ||  ||< **Coronation Anthems; Judas Maccabeus excerpts.**
 * > 8. ||  ||< **Quartets 5, 9, 14.**
 * > 9. ||  ||< **Cello Concertos.**
 * > 10. ||  ||< **Symphony 6/Enigma Variations.**
 * > 11. ||  ||< **Mozart in Italy.**
 * > 12. ||  ||< **Horizon 3.**
 * > 13. ||  ||< **Continuum.**
 * > 14. ||  ||< **Frost & Friends.**
 * > 15. ||  ||< **Extreme Measures.**
 * > 16. ||  ||< **Clarinet Tales.**
 * > 17. ||  ||< **American Clarinet.**
 * > 18. ||  ||< **Lake Trio.**
 * > 19. ||  ||< **Tosca.**
 * > 20. ||  ||< **Moses & Aaron.**

  Search Engine: ** ProceedingsFirst **  **Results 1 to 10 of 1662**

Xu, Z.; Shen, G.; Lin, S. | //Stafa-Zurich; Trans Tech Publications; 2011// || Wu, Yanwen | //Stafa-Zurich; Trans Tech Publications; c2011// || Zhu, g. | //Stafa-Zurich; Trans Tech Publications; 2011// || //New York, NY; ASME; 2010// || //New York; ASME; 2010// || //New York; ASME; 2010// || Chen, R. | //Stafa-Zurich; Trans-Tech; c2011// || //Lippincott Wiliams & Wilkins; 2011// || Pattison, T. | //Canterbury; IATEFL; 2011// || Fujita, H.; Sasaki, J. | //WSEAS; 2010// ||
 * > 1. ||  ||< **Achievements in engineering materials energy management and control based on information technology; selected, peer reviewed papers of the 2011 International conference on engineering materials, energy, management and control (MEMC2011)**
 * > 2. ||  ||< **International conference on components, packaging and manufacturing technology; Components, packaging and manufacturing technology**
 * > 3. ||  ||< **Materials science and engineering**
 * > 4. ||  ||< **15th design for manufacturing and the lifecycle conference and 7th symposium on international design and design education**
 * > 5. ||  ||< **Mechanisms and Robotics Conference**
 * > 6. ||  ||< **Mechanisms and Robotics Conference**
 * > 7. ||  ||< **International conference on frontiers of manufacturing and design science; Frontiers of manufacturing and design science**
 * > 8. ||  ||< **American Federation for Medical Research**
 * > 9. ||  ||< **International Association of Teachers of English as a Foreign Language (International Conference); IATEFL 2010**
 * > 10. ||  ||< **Education and educational technology; Selected topics; (EDU '10)**

Comments: Not Relevant

  Search Engine: ** HU Library **    **Results: **  <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Baker, Eva L | //New York, NY : L. Erlbaum Associates, c2008.// | 2008 | LB1028.3 .A769 2008 | Educational technology--Evaluation. Computer-assisted instruction--Evaluation. Problem-solving--Simulation methods. | Description: ix, 346 p. : ill. ; 24 cm. Material: Book Location: Main Collection ||
 * > <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">1. ||  ||< <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Assessment of problem solving using simulations**

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//Academy of Management Annual Meeting Proceedings// | 2005 | 1(95) | ISSN: 21516561 | ORGANIZATIONAL behavior; CUSTOMER services; EMPLOYEES; ORGANIZATIONAL sociology; CORPORATE culture; GROUP decision making; JOB performance; EXECUTIVES -- Psychology; BEHAVIOR genetics; HEALTH; FAMILY conflict | Description: Publication Type : Conference Proceeding Language : English AN : 18780221 Abstract :This section presents abstracts of several studies on organizational behavior. "Darwinism, Behavioral Genetics, And Organizational Behavior: A Review and Agenda for Future Research," which reviews the evolutionary proecsses and behavioral genetics for organizational behavior. "A Meta-Analysis of Stress and Performance at Work: Moderating Effects of Gender, Age, and Tenure," studies the relationship between stresses and work performance. "The Role of Leader Behaviors and Leader-Member Exchange in Customer Service," discusses the evaluation of leader-member exchange in salons in Taiwan. || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Wilshusen, Gregory C. | //GAO Reports// | 2005-04-14 | 1(22) | INFORMATION services; SECURITY management; FEDERAL regulation; NATIONAL security; TERRORISM -- Prevention; NATIONAL security -- United States; UNITED States | Description: Publication Type : Government Document Language : English AN : 18176041 Abstract :For many years, GAO has reported that poor information security is a widespread problem that has potentially devastating consequences. Accordingly, since 1997, GAO has identified information security as a governmentwide high-risk issue in reports to Congress--most recently in January 2005. Concerned with accounts of attacks on commercial systems via the Internet and reports of significant weaknesses in federal computer systems that made them vulnerable to attack, Congress passed the Federal Information Security Management Act of 2002 (FISMA), which permanently authorized and strengthened the federal information security program, evaluation, and reporting requirements established for federal agencies. FISMA requires that agencies report annually to OMB who issues guidance for that reporting process. The Department of Homeland Security (DHS), the third largest agency in the federal government, uses a variety of major applications and general systems in support of operational and administrative requirements. This testimony discusses DHS's progress and challenges in implementing FISMA as reported by the agency and its Inspector General (IG). DHS has made progress in implementing key federal information security requirements, yet it continues to face challenges in fulfilling the requirements mandated by FISMA. In its fiscal year 2004 report on FISMA implementation, DHS highlights increases in the majority of the key performance measures (developed by the Office of Management and Budget (OMB) to track agency performance in implementing information security requirements), such as the percentage of agency systems reviewed and percentage of employee and contractor personnel who received security awareness training. For example, DHS reported a substantial increase in the percentage of personnel that received security awareness training, rising from 14 percent in fiscal year 2003 to 85 percent in fiscal year 2004. However, DHS continues to face significant challenges in meeting most statutory information security requirements. For example, DHS has yet to develop a complete and accurate inventory or an effective remediation process. || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//Academy of Management Proceedings// | 2003 | 1(64) | ISSN: 15438643 | MANAGEMENT; RETAIL trade; INTERNATIONAL business enterprises; COMPENSATION management; JAPAN; CHINA; INDIA | Description: Publication Type : Conference Proceeding Language : English AN : 13792592 Abstract :This article presents abstracts of studies on international management. The paper "Regional Strategies for Service Sector Multinationals," examined the intra-regional sales of all 49 multinational enterprises (MNE) in the retail sector. Data is not available for most other service sector MNEs, especially in insurance and banking. Only one of these 49 retail MNEs is global, defined as operating with at least 20 percent of its sales in each part of the triad. The paper "Market Equilibrium, Cartel or Lack of Strategy? Entry Level Compensation in Japanese Firms," examined the determinants of base pay for entry level college graduates in Japanese firms. In a sense, Japanese firms' compensation strategy for college hiring is to behave as a cartel and to minimize wage competition. The paper "A Comparative Analysis of Indian and Chinese Negotiating Behavior," highlighted the similarities and differences between Indian and the Chinese negotiating behavior. While a lot has been written about the Chinese approach to negotiations the literature on Indian negotiating behavior is relatively sparse. This paper attempts to fill this gap in the literature by providing a comparative contrast of the negotiating styles in these countries. The starting premise of the paper is that institutional environments affect the ease with which value is created, sustained or amplified over time. || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//Academy of Management Proceedings// | 2003 | 1(48) | ISSN: 15438643 | TECHNOLOGY; HIGH technology industries; INFORMATION technology; KNOWLEDGE management; TECHNOLOGICAL innovations; MANAGEMENT science; LEARNING | Description: Publication Type : Conference Proceeding Language : English AN : 13792199 Abstract :This section presents conference paper abstracts on technology and innovation management. An empirical study of organizational cognition in semiconductor manufacturing and process development presents evidence that learning in high technology industries can be leveraged. Prolonged, sustained investments in learning at a relatively constant level may generate highly non-linear surges in performance, but performance deteriorates as market windows close. A model of capability reconfiguration is developed in order to explain the responses of incumbents to technological change. Substitution, evolution and transformation are identified as three mechanisms of capability reconfiguration that entail different costs. The choice of reconfiguration mechanism is linked not only to the nature of technological change but also to the attributes of capabilities. The geographic concentration and co-location of university research and industrial research and development in three technological areas, such as medical imaging, neural networks, and signal processing are examined. Another paper examined the relationship between interdivisional knowledge transfer and organizational innovativeness in the context of the diversed firm. || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//Academy of Management Proceedings// | 2003 | 1(29) | ISSN: 15438643 | DIVERSITY in the workplace; LEADERSHIP; WOMEN employees; PERSONNEL management; GROUP identity | Description: Publication Type : Conference Proceeding Language : English AN : 13793011 Abstract :This article presents abstracts of several studies related to gender and diversity in organizations. Myrtle P. Bell, K. Matthew Gilley and Joseph E. Coombs considered the effects of women and minority CEOs and directors on organizational diversity performance. Patricia J. Ohlott and colleagues reviewed the literature on social identity, conflict and negotiation, leadership, and cultural differences, to identify potential leadership strategies for preventing, resolving, and managing identity-based conflicts. Joseph Ofori-Dankwa and Scott D. Julian proposed the notion of diversity and similarity curves to capture the simultaneous interaction of demographic diversity and value congruence variables on conflict and creativity in an organizational context. Derek R. Avery and Kecia M. Thomas integrated research from several literatures leading to a model relating content and contact to the acquisition of Diversity Management Competency. Donna Maria Blancero and Robert Gregory DelCampo reported on trends in the psychological contracts of Hispanic Business Professionals. Elizabeth Mary Wilson investigated organizations described as positive for women, drawing on seven case studies in Great Britain, from both the private and public sectors. || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//GAO Reports// | 2001-10-31 | 1(54) | PUBLIC administration; HOUSING policy; SOCIAL policy; UNITED States; UNITED States. Dept. of Housing & Urban Development | Description: Publication Type : Government Document Language : English AN : 18198844 Abstract :In 1997, the Department of Housing and Urban Development (HUD) began a management reform effort, called the 2020 Management Reform Plan, to resolve its management and operational problems. GAO found that HUD has had some successes in implementing the management reforms, but challenges remain. Some initiatives, such as consolidating and streamlining operations, were achieved relatively quickly and are producing results. Other efforts, such as improving the efficiency of those operations and improving accountability, have been hampered by inefficient distribution of workload and other problems. HUD has made some progress toward improving accountability and control of its programs. Specifically, HUD developed a strategic planning process; enhanced monitoring tools; improved some aspects of its information and financial management systems; improved contracting procedures; and established centralized entities, such as an enforcement authority, to follow up on problem properties. HUD's efforts to refocus and retrain its staff have been somewhat successful. HUD faces several challenges in its efforts to consolidate and streamline its operations, improve accountability and control of its programs, and refocus and retrain its staff. Successfully addressing these challenges in the areas of human capital, information and financial management systems, and acquisition management will determine whether HUD can sustain the progress of its management reform efforts and become a high-performing organization. || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//GAO Reports// | 2001-09-14 | 1(36) | HUMAN capital; ORGANIZATION; FEDERAL government; CIVIL service; PUBLIC administration; PERFORMANCE; UNITED States. General Accounting Office | Description: Publication Type : Government Document Language : English AN : 18203790 Abstract :People are the federal government's most valuable asset. Studies of private and public sector organizations have shown that high-performing organizations value and invest in their employees--human capital--and align their "people policies" to support organizational performance goals. In the federal government, however, strategic human capital management is a pervasive challenge. GAO has included human capital on its high-risk list. The Administration's emphasis on workforce planning and restructuring will require federal agencies to flatten their organizational hierarchy and improve their work processes. To optimize the services provided to citizens, federal employees must understand the link between their daily work and the results their organization seeks to achieve. For the initiatives GAO reviewed, agencies had to overcome organizational and cultural barriers, including a lack of trust, resistance to change and lack of buy-in from front-line employees and managers, and various implementation issues, such as workload demands. The agencies developed strategies to address these barriers, such as maintaining open communication and reassigning and hiring personnel. In implementing the practices to empower and involve employees, agencies identified a range of examples to demonstrate the performance improvements these efforts have accomplished. || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//GAO Reports// | 1999-12-21 | 1(52) | DATABASES; INFORMATION resources management; DRUG control; COMMUNICATION in drug abuse prevention; UNITED States. Dept. of Defense | Description: Publication Type : Government Document Language : English AN : 18225179 Abstract :The Defense Department (DOD) supports the nation's counterdrug efforts by providing military personnel, detection and monitoring equipment, intelligence support, communication systems, and training. However, DOD has yet to develop performance measures to assess the effectiveness of its contributions. DOD has, among other things, developed a database to capture information that can be used to evaluate the relative performance of its detection and monitoring equipment. DOD support for international drug control efforts has fallen significantly since 1992. The decline in DOD assets used for counterdrug efforts is due to (1) the lower priority assigned to the counterdrug mission compared with that assigned to other military missions that might involve contact with hostile forces such as peacekeeping and (2) overall reductions in defense budgets and force levels. DOD officials believe that their operations are more efficient today than in the past and that this has partially offset the decline in assets available for counterdrug operations. Because of a lack of data, however, the impact of the reduced level of DOD support on drug trafficking is unknown. || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//GAO Reports// | 1998-12-11 | 1(28) | ADMINISTRATIVE agencies; PUBLIC administration; FEDERAL government; FINANCE, Public; ECONOMIC policy | Description: Publication Type : Government Document Language : English AN : 18224275 Abstract :In the spring of 1998, federal agencies submitted their first annual performance plans under the Government Performance and Results Act. GAO found that many of these initial performance plans faltered at their central task: developing measurable goals for the results or outcomes that their programs are intended to achieve. A common challenge for many federal agencies is to develop goals for outcomes that are the results of phenomena outside of the government's control. Indeed, many, if not most, federal programs seek to improve complex systems, such as the economy or the environment, or share responsibilities with other agencies for achieving their objectives. As a result, they confront the challenge of setting goals that are both far-reaching and can be realistically affected by the programs. To help agencies identify methods for developing such goals, GAO examined six programs--the Job Training Partnership Act, the National Highway Traffic Safety Administration, the Natural Resource Conservation Service, the Occupational Safety and Health Administration, the Safe Drinking Water Program, and Title I: Education Assistance--as case studies of how agencies were able to develop performance measures for outcome goals that are affected by external factors. GAO discusses the strategies that these six programs used to set outcome goals. ||
 * > <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">2. ||  ||< <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **ORGANIZATIONAL BEHAVIOR Conference Paper Abstracts.**
 * > <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">3. ||  ||< <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Information Security: Department of Homeland Security Faces Challenges in Fulfilling Statutory Requirements: GAO-05-567T.**
 * > <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">4. ||  ||< <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **INTERNATIONAL MANAGEMENT Conference Paper Abstracts.**
 * > <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">5. ||  ||< <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **TECHNOLOGY AND INNOVATION MANAGEMENT Conference Paper Abstracts.**
 * > <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">6. ||  ||< <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **GENDER AND DIVERSITY IN ORGANIZATIONS Conference Paper Abstracts.**
 * > <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">7. ||  ||< <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **HUD Management: Progress Made on Management Reforms, but Challenges Remain: GAO-02-45.**
 * > <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">8. ||  ||< <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Human Capital: Practices That Empowered and Involved Employees: GAO-01-1070.**
 * > <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">9. ||  ||< <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Drug Control: Assets DOD Contributes to Reducing the Illegal Drug Supply Have Declined: NSIAD-00-9.**
 * > <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">10. ||  ||< <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Managing for Results: Measuring Program Results That Are Under Limited Federal Control: GGD-99-16.**

<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Key words:** Online Performance Review Training ** Search: ** Rapid e-learning blog ** Results: **

<span style="display: block; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">

==<span style="border: 0px initial initial; font-family: inherit; font-size: 16px; font-style: inherit; font-weight: inherit; margin-bottom: 5px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">__<span style="border: 0px initial initial; color: #3a2600; font-family: inherit; font-size: 24px; font-style: inherit; font-weight: inherit; letter-spacing: -0.02em; line-height: 27px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">[|A Roadmap for Building an E-Learning Course] __ == <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 50%; background-repeat: no-repeat no-repeat; color: #736943; font-family: inherit; font-size: 16px; font-style: inherit; font-weight: inherit; line-height: 20px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 22px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">February 16th, 2010

<span style="border-bottom-width: 3px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; clear: both; display: block; float: left; font-family: inherit; font-size: 16px; font-style: inherit; font-weight: inherit; margin-bottom: 35px; margin-left: 0px; margin-right: 0px; margin-top: 10px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 15px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline; width: 560px;"><span style="border: 0px initial initial; color: #393939; font-family: inherit; font-size: 14px; font-style: inherit; font-weight: inherit; line-height: 20px; margin-bottom: 15px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">When we’re new and just getting started with elearning, we need templates and project plans to guide us. On the other hand, experienced developers rely less on those resources because they have more experience and a deeper understanding of what it takes to create an elearning course. Think of it like driving around town. When [...] <span style="display: block; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">

<span style="border-bottom-width: 3px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; clear: both; display: block; float: left; font-family: inherit; font-style: inherit; margin-bottom: 35px; margin-left: 0px; margin-right: 0px; margin-top: 10px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 15px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline; width: 560px;">

****<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; color: #3a2600; cursor: pointer; font-family: inherit; font-size: 24px; font-style: inherit; font-weight: inherit; letter-spacing: -0.02em; line-height: 27px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px; text-decoration: none; vertical-align: baseline;">[|Build Better E-Learning Courses By Getting Rid of Some of the Content] ****

<span style="color: #736943; font-family: inherit; font-size: 16px; font-style: inherit; font-weight: inherit; line-height: 20px; margin-bottom: 15px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">July 8th, 2008 <span style="color: #393939; font-family: inherit; font-size: 14px; font-style: inherit; font-weight: inherit; line-height: 20px; margin-bottom: 15px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">“Help! My client just dumped a 200-slide PowerPoint file on my desk and wants me to turn it into an elearning course. What do I do?” Do you feel his pain? If you’ve been building elearning courses for any length of time, then you know exactly what he’s going through. In fact, this is one [...] <span style="display: block; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">

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[|Go Beyond Information Sharing – 5 Ways Your E-learning Courses Can Create Understanding] October 9th, 2007

<span style="border-bottom-width: 3px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; clear: both; display: block; float: left; font-family: inherit; font-size: 16px; font-style: inherit; font-weight: inherit; margin-bottom: 35px; margin-left: 0px; margin-right: 0px; margin-top: 10px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 15px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline; width: 560px;"><span style="border: 0px initial initial; color: #393939; font-family: inherit; font-size: 14px; font-style: inherit; font-weight: inherit; line-height: 20px; margin-bottom: 15px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">Information isn’t the same as understanding. Many elearning courses are designed to just share information. In some cases, that’s fine. But, there are many elearning courses that are performance-based and in those cases we need to change how the learner thinks and acts rather than just regurgitate facts. One evening I was working late and [...] <span style="display: block; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">

**[|5 Ways to Jump Start Your Next E-learning Project]** <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 50%; background-repeat: no-repeat no-repeat; color: #736943; font-family: inherit; font-size: 16px; font-style: inherit; font-weight: inherit; line-height: 20px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 22px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">July 2nd, 2007

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<span style="border-bottom-width: 3px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; clear: both; color: #393939; display: block; float: left; font-family: inherit; font-size: 14px; font-style: inherit; font-weight: inherit; line-height: 20px; margin-bottom: 15px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline; width: 560px;"> This is the second post in our series, Rapid E-learning 101. You’re asked to put an elearning course together within a couple of weeks. What do you do? In the past, you may have told your customers that there isn’t enough time to build the training. Today, that’s not the case. Rapid elearning allows you to say “yes” to your customer’s hurried requests. While the tools do give you a head start, you’re still going to be pressed for time. Here are 5 simple tips to help you prepare for your next project. <span style="display: block; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;"> <span style="display: block; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">

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** Search Engine: e-learning Guild **
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Showing 1 - 10 of 100 Results Sort byRelevance, high to lowRelevance, low to highService Some results for 'online performance review training' were omitted because they are duplicates. __<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; color: #395c82; cursor: pointer; font-family: Verdana,Arial,Helvetica,sans-serif; padding-right: 10px;">[|Click here] __ to show omitted results (205 in total)

====<span style="border: 0px initial initial; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">PowerU Training Analysis Service : Buyers Guide Service Listing - login to view ====

====<span style="font-size: 12px; font-weight: normal; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">ARI Training Analysis Services : Buyers Guide Service Listing - login to view ==== <span style="color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Relevance:** 10 <span class="PageType" style="font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"><span style="color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Service:** Resource Directory **...** measure the impact of **training** against **performance** and productivity in **...**experts conduct a tailored engagement to **review** your existing **training** programs and **...**

<span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Relevance:** 10 <span class="PageType" style="border: 0px initial initial; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"><span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Service:** Resource Directory **...** measure the impact of **training** against **performance** and productivity in **...** experts conduct a tailored engagement to **review** your existing **training** programs and **...** <span style="clear: both; display: block; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"> <span style="display: block; font-size: 12px; margin-bottom: 2em; margin-left: 0px; margin-right: 0px; margin-top: 1em; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"> ====<span style="border: 0px initial initial; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">RapideL-World's first Rapid Authoring tool enabling Adaptive ... - login to view ==== <span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Relevance:** 8 <span class="PageType" style="border: 0px initial initial; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"><span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Service:** Other **...** helps their clients centrally manage the Human Capital **performance**, track current **...** **Training**Media **Review** (www.tmreview.com) is an **online** service that **...** <span style="clear: both; display: block; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"> <span style="display: block; font-size: 12px; margin-bottom: 2em; margin-left: 0px; margin-right: 0px; margin-top: 1em; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"> ====<span style="border: 0px initial initial; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">__<span style="color: #395c82; font-family: Verdana,Arial,Helvetica,sans-serif;">[|Concurrent Session Details: Mobile Performance Support and Training within the U.S. Federal Government - The eLearning Guild mLearnCon 2011] __ ==== <span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Relevance:** 8 <span class="PageType" style="border: 0px initial initial; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"><span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Service:** Conference & Expo **...** expectations over the next 1-3 years in mobile **training** and **performance** support. **...** You�ll**review** case studies, see best practices, and learn the challenges **...** <span style="clear: both; display: block; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"> <span style="display: block; font-size: 12px; margin-bottom: 2em; margin-left: 0px; margin-right: 0px; margin-top: 1em; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"> ====<span style="border: 0px initial initial; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">__<span style="color: #395c82; font-family: Verdana,Arial,Helvetica,sans-serif;">[|Concurrent Session Details: Easily Creating Cross-device Online and Offline Content without Programming - The eLearning Guild mLearnCon 2010] __ ==== <span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Relevance:** 7 <span class="PageType" style="border: 0px initial initial; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"><span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Service:** Conference & Expo **...** when a sales rep wants to **review** the latest **...** Epub offers offline/**online** access and reflowable content, and **...** years of experience in the **performance** support and e **...** <span style="clear: both; display: block; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"> <span style="display: block; font-size: 12px; margin-bottom: 2em; margin-left: 0px; margin-right: 0px; margin-top: 1em; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"> ====<span style="border: 0px initial initial; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">__<span style="color: #395c82; font-family: Verdana,Arial,Helvetica,sans-serif;">[|Focusing on BETTER, in a Faster, Cheaper World : Online Forums Archive] __ ==== <span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Relevance:** 7 <span class="PageType" style="border: 0px initial initial; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"><span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Service:** Online Forums **...** and that improve interactivity, engagement and **performance** of the **online** learner. **...**techniques, development strategies, test plans, and **review** cycles that **...** <span style="clear: both; display: block; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"> <span style="display: block; font-size: 12px; margin-bottom: 2em; margin-left: 0px; margin-right: 0px; margin-top: 1em; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">

<span style="border: 0px initial initial; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">Immersive Communication Training System
====<span style="border: 0px initial initial; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">Log in to view this content - __<span style="color: #395c82; font-family: Verdana,Arial,Helvetica,sans-serif;">[|Join] __ ==== <span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Relevance:** 7 <span class="PageType" style="border: 0px initial initial; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"><span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Service:** Resource Directory **...** trainee receives feedback on **performance** with detailed **...** allows instructional designers to**review** and modify **...** preview of communication **training** system is **...** <span style="clear: both; display: block; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"> <span style="display: block; font-size: 12px; margin-bottom: 2em; margin-left: 0px; margin-right: 0px; margin-top: 1em; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">

<span style="border: 0px initial initial; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">Project Management for Trainers
====<span style="border: 0px initial initial; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">Log in to view this content - __<span style="color: #395c82; font-family: Verdana,Arial,Helvetica,sans-serif;">[|Join] __ ==== <span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Relevance:** 7 <span class="PageType" style="border: 0px initial initial; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"><span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Service:** Resource Directory **...** Category: Books & Booksellers,**Online** Courses Description **...** other workplace learning and**performance** professionals better **...** Perform a postproject **review** to ensure **...** <span style="clear: both; display: block; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"> <span style="display: block; font-size: 12px; margin-bottom: 2em; margin-left: 0px; margin-right: 0px; margin-top: 1em; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"> ====<span style="border: 0px initial initial; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">__<span style="color: #395c82; font-family: Verdana,Arial,Helvetica,sans-serif;">[|Focusing on BETTER, in a Faster, Cheaper World : Online Events Archive] __ ==== <span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Relevance:** 7 <span class="PageType" style="border: 0px initial initial; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"><span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Service:** Online Forums **...** and that improve interactivity, engagement and **performance** of the **online** learner. **...**techniques, development strategies, test plans, and **review** cycles that **...** <span style="clear: both; display: block; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"> <span style="display: block; font-size: 12px; margin-bottom: 2em; margin-left: 0px; margin-right: 0px; margin-top: 1em; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"> ====<span style="border: 0px initial initial; font-size: 12px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">EDDR Corporation : Buyers Guide Vendor Listing - login to view ==== <span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Relevance:** 7 <span class="PageType" style="border: 0px initial initial; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;"><span style="border: 0px initial initial; color: #999999; font-size: 11px; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px;">**Service:** Resource Directory **...** Please **review** our professional development and **training** **...** eSupport Tools Electronic**performance** support authoring **...** workshops & seminars **Online** courses (webinars **...** **Comments:** Most of the stuff is paid advertisemnets

Search Engine:
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<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 100%; background-repeat: repeat no-repeat; display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 10px; padding-left: 8px;"> ==<span style="color: #ff6600; cursor: pointer; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; font: inherit; margin: 0px; text-decoration: none; text-transform: capitalize; vertical-align: top;">[|December 2009 Trends In Review - Free] == <span style="display: block; font-family: Arial,Helvetica,sans-serif; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 10px;"><span style="font-family: Arial,Helvetica,sans-serif;">Trends in <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">Review What Do You Know ? As learning professionals, you are tasked with developing and expanding the knowledge base of entire... //+ From T+D: Learning in 2020 and The Future of Learning and Work// Inside TrendsReview //Customer<span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">Training // Customer <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 0.8em; word-wrap: break-word;">http://www.astd.org/TD/Archives/2009/Dec/Free/0912_TrendsInReview.htm  <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 100%; background-repeat: repeat no-repeat; display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 10px; padding-left: 8px;"> ==<span style="color: #ff6600; cursor: pointer; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; font: inherit; margin: 0px; text-decoration: none; text-transform: capitalize; vertical-align: top;">[|What Do You Know? 2009 Trends In Review] == <span style="display: block; font-family: Arial,Helvetica,sans-serif; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 10px;"><span style="font-family: Arial,Helvetica,sans-serif;">for a year-end wrap-up. From sales <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">training to the skills gap, from Twitter to the economic impact on learning initiatives, 2009 revealed a... Do You Know2009 TRENDS IN <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">REVIEW The last year brought about quite a few bombshells as well as some highly anticipated outcomes throughout <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"><span class="UpdateTextClass" style="color: #0a548a; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">**<span style="color: black; font-family: Arial,Helvetica,sans-serif;">Last Updated: 16 Months Ago** <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 0.8em; word-wrap: break-word;">http://store.astd.org/Default.aspx?tabname=ProductDetailController&action=ShowProductDetails&args=20886   <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 100%; background-repeat: repeat no-repeat; display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 10px; padding-left: 8px;"> ==<span style="color: #ff6600; cursor: pointer; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; font: inherit; margin: 0px; text-decoration: none; text-transform: capitalize; vertical-align: top;">[|Simple, Effective Online Training] == <span style="display: block; font-family: Arial,Helvetica,sans-serif; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 10px;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">Online training is becoming increasingly popular for learning solutions. This title will is geared toward trainers that are interested in delivering <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">training programs <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">online. The readers will learn about the differences between types of <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">online training. The reader will also <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"><span class="UpdateTextClass" style="color: #0a548a; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">**<span style="color: black; font-family: Arial,Helvetica,sans-serif;">Last Updated: 3+ Years Ago** <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 0.8em; word-wrap: break-word;">http://store.astd.org/Default.aspx?tabname=ProductDetailController&action=ShowProductDetails&args=18831   <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 100%; background-repeat: repeat no-repeat; display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 10px; padding-left: 8px;"> ==<span style="color: #ff6600; cursor: pointer; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; font: inherit; margin: 0px; text-decoration: none; text-transform: capitalize; vertical-align: top;">[|Take Orientation Online] == <span style="display: block; font-family: Arial,Helvetica,sans-serif; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 10px;"><span style="font-family: Arial,Helvetica,sans-serif;">Tool for <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">Training & <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">Performance Professionals ORGANIZATIONAL DEVELOPMENT Published by ASTD Roberta Westwood Leanne Johnson Info-line(ISSN... a learning and development consultant who special-izes in customized corporate <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">training . Through workshops, <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">online resources, and more than <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"><span class="UpdateTextClass" style="color: #0a548a; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">**<span style="color: black; font-family: Arial,Helvetica,sans-serif;">Last Updated: 8+ Years Ago** <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 0.8em; word-wrap: break-word;">http://store.astd.org/Default.aspx?tabname=ProductDetailController&action=ShowProductDetails&args=16975   <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 100%; background-repeat: repeat no-repeat; display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 10px; padding-left: 8px;"> ==<span style="color: #ff6600; cursor: pointer; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; font: inherit; margin: 0px; text-decoration: none; text-transform: capitalize; vertical-align: top;">[|Successful Online Meetings] == <span style="display: block; font-family: Arial,Helvetica,sans-serif; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 10px;"><span style="font-family: Arial,Helvetica,sans-serif;">;Format:PDF <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">TRAINING TECHNOLOGY & E-LEARNING Shauna Wilson successful <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">online meetings TIPS, TOOLS, AND INTELLIGENCE FOR TRAINERS..., please contact Customer Care at 1.800.628.2783/1.703.683.8100 (international). <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">training technology & e-learning Successful <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">Online Meetings <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"><span class="UpdateTextClass" style="color: #0a548a; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">**<span style="color: black; font-family: Arial,Helvetica,sans-serif;">Last Updated: 2+ Years Ago** <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 0.8em; word-wrap: break-word;">http://store.astd.org/Default.aspx?tabname=ProductDetailController&action=ShowProductDetails&args=19998   <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 100%; background-repeat: repeat no-repeat; display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 10px; padding-left: 8px;"> ==<span style="color: #ff6600; cursor: pointer; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; font: inherit; margin: 0px; text-decoration: none; text-transform: capitalize; vertical-align: top;">[|HARNESSING ONLINE LEARNING] == <span style="display: block; font-family: Arial,Helvetica,sans-serif; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 10px;"><span style="font-family: Arial,Helvetica,sans-serif;">and vice versa,” he says of an initial effort to devise <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">online training for 1,200 service representatives spread among several regional... the issue. Multinational distribution. One obvi-ous benefit of the <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">online medium is the <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">Training & Development, September 1999 31 ease with <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"><span class="UpdateTextClass" style="color: #0a548a; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">**<span style="color: black; font-family: Arial,Helvetica,sans-serif;">Last Updated: 9+ Years Ago** <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 0.8em; word-wrap: break-word;">http://store.astd.org/Default.aspx?tabname=ProductDetailController&action=ShowProductDetails&args=18199   <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 100%; background-repeat: repeat no-repeat; display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 10px; padding-left: 8px;"> ==<span style="color: #ff6600; cursor: pointer; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; font: inherit; margin: 0px; text-decoration: none; text-transform: capitalize; vertical-align: top;">[|Using Online Interaction To Break Your Addiction To Classroom Training - 2004] == <span style="display: block; font-family: Arial,Helvetica,sans-serif; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 10px;"><span style="font-family: Arial,Helvetica,sans-serif;">Using <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">Online Interaction to Break Your Addiction to Classroom <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">Training By Michael Burke Many of you may be familiar with the phrase... get the mind engaged. Unfortunately, the majority of corporate self-paced <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">online learning consists of screen turners, which is the <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 0.8em; word-wrap: break-word;">http://www.astd.org/LC/2004/1004_burke.htm  <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 100%; background-repeat: repeat no-repeat; display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 10px; padding-left: 8px;"> ==<span style="color: #ff6600; cursor: pointer; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; font: inherit; margin: 0px; text-decoration: none; text-transform: capitalize; vertical-align: top;">[|High Performance Training Manuals] == <span style="display: block; font-family: Arial,Helvetica,sans-serif; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 10px;"><span style="font-family: Arial,Helvetica,sans-serif;">Format: pdf The How-To Reference Tool for <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">Training & <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">Performance Professionals Info-line Issue 9707 Instructional Systems Development Published by ASTD High <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">Performance Training Manuals Editorial Staff for 9707 Editor Cat Sharpe Revised 2001 Managing Editor Stephanie Sussan <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"><span class="UpdateTextClass" style="color: #0a548a; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">**<span style="color: black; font-family: Arial,Helvetica,sans-serif;">Last Updated: 9+ Years Ago** <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 0.8em; word-wrap: break-word;">http://store.astd.org/Default.aspx?tabname=ProductDetailController&action=ShowProductDetails&args=17105   <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 100%; background-repeat: repeat no-repeat; display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 10px; padding-left: 8px;"> ==<span style="color: #ff6600; cursor: pointer; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; font: inherit; margin: 0px; text-decoration: none; text-transform: capitalize; vertical-align: top;">[|Self-Regulating Online Course Engagement] == <span style="display: block; font-family: Arial,Helvetica,sans-serif; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 10px;"><span style="font-family: Arial,Helvetica,sans-serif;">in-creases the cost of the course per learner who completes <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">training. The current results highlight that adults are capable During an <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">online ...-tary <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">online Microsoft Excel <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">training. The course lasted four hours and was divided into four <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">online modules. Half of the trainees were asked <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;"><span class="UpdateTextClass" style="color: #0a548a; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">**<span style="color: black; font-family: Arial,Helvetica,sans-serif;">Last Updated: 13 Months Ago** <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 0.8em; word-wrap: break-word;">http://store.astd.org/Default.aspx?tabname=ProductDetailController&action=ShowProductDetails&args=21039   <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 100%; background-repeat: repeat no-repeat; display: block; font-family: Arial,Helvetica,sans-serif; margin-bottom: 10px; padding-left: 8px;"> ==<span style="color: #ff6600; cursor: pointer; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; font: inherit; margin: 0px; text-decoration: none; text-transform: capitalize; vertical-align: top;">[|Online Learning For Tough Times: - 2004] == <span style="display: block; font-family: Arial,Helvetica,sans-serif; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 10px;"><span style="font-family: Arial,Helvetica,sans-serif;">: The VP of human resources wants you to develop <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">online learning materials for a new employee annual <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">review (AR) process for 2,500 employees... <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">online learning course, with all AR-related <span style="background-color: #ccf876; color: #202020; font-family: Arial,Helvetica,sans-serif;">training materials accessible via the LMS in two months. You only have a three-person project <span style="color: #004a6e; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 0.8em; word-wrap: break-word;">http://www.astd.org/LC/2004/0604_mayberry.htm <span style="font-family: arial,helvetica,sans-serif; line-height: normal;">Search Engine: =**Linked In Blogs**= **[|LinkedIn Answers: What are SMB owners doing to keep their customers happy during these difficult times?]** <span style="background-position: 100% 100%; background-repeat: no-repeat no-repeat; color: #006699; line-height: 1.3; padding-right: 16px; text-decoration: none;">[|Mario Sundar] October 16th, 2008 The volatile economic situation in the USA has been up, front and center in the news these past few weeks throughout the globe. It’s of particular significance to small business owners in this part of the globe given the political climate. Just ask Joe, the Plumber. Today’s featured question comes from Bill Dunkelberg, Chief Economist, [...]  **__ [|Tech Talk: Steve Souders on Even Faster Web Sites] __** [|jmeyerlinkedin] August 12th, 2008 Last week, we were fortunate enough to have Google’s Steve Souders give a tech talk on Even Faster Web Sites, fresh on the heels of his presentation at OSCON in Portland two weeks ago. Steve’s name likely sounds familiar to you; indeed, if you work in web development, you’d have to work hard to avoid [...] <span style="color: #666666; display: block; font-size: 11px; margin-top: 0px; overflow-x: hidden; overflow-y: hidden; zoom: 1;"> <span style="border-top-color: #baddee; border-top-style: solid; border-top-width: 3px; display: block; margin-bottom: 40px; margin-left: 0px; margin-right: 0px; margin-top: 40px; padding-top: 5px;"> =<span style="font-size: 13px; font-weight: normal; line-height: 19px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** Search Engine: ** = <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Linked In <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">** Results: ** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[] ** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">** Comments: **Personal likes and dislikes of e-learning

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Key words: **Online Performance Review Training** = <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Search Engine:** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Delicious =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;"> Results: = ====<span style="font-size: 15px; font-weight: normal; line-height: 22px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">There are no bookmarks with these tags used together saved by 2 or more people. ====

**<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Search Engine: ** <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Google **<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Results: ** <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">[|free //**online**// templates, samples, examples, articles, resources and **...**] **<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Training **<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> elements/exercise **review** template - skills analysis and **training** **...** **Performance**Appraisal Form - modern **performance** appraisal form including **...** <span style="color: #0e774a; font-family: Arial,sans-serif; font-size: 10pt;">www.businessballs.com › [|diagrams/tools] <span style="color: #767676; font-family: Arial,sans-serif; font-size: 10pt;"> - <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt;">[|Cached] <span style="color: #767676; font-family: Arial,sans-serif; font-size: 10pt;"> - <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt;">[|Similar]

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<span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">[|//**Performance**// Pro //**Online**//: employee //**performance**//, appraisal and **...**] **<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Performance **<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Pro, web-based employee **performance** management software that is **...** <span style="color: #0e774a; font-family: Arial,sans-serif; font-size: 10pt;">https://www.hrn**online**.com/per_about.asp <span style="color: #767676; font-family: Arial,sans-serif; font-size: 10pt;"> - <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt;">[|Cached]

<span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">[|//**Online Performance**// Appraisal //**Training**// Points] <span style="color: #767676; font-family: Arial,sans-serif; font-size: 10pt;">File Format: <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> PDF/Adobe Acrobat - <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt;">[|Quick View] **<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Online Performance **<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Appraisal **Training** Points. ✓ <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Deadline for submission of**Performance**Appraisals: JUNE 4, 2010. ✓ <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Appraisal Date Range = Evaluation **..** <span style="color: #0e774a; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">www.co.henrico.va.us/dyn/med_document/.../pa_trainpts_appraiser.pdf

<span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">[|Employee //**Review Online Training**// (Melbourne, Victoria, Australia)] <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Mar 7, 2006 **...** Outlines the anonline employee **review training** course designed and developed by Derek Stockley (Melbourne, Victoria, Australia.) <span style="color: #0e774a; font-family: Arial,sans-serif; font-size: 10pt;">derekstockley.com.au/**performance**/**review**-h.html <span style="color: #767676; font-family: Arial,sans-serif; font-size: 10pt;"> - <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt;">[|Cached] <span style="color: #767676; font-family: Arial,sans-serif; font-size: 10pt;"> - <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt;">[|Similar]

<span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">[|//**Performance**// Appraisal //**Training**//, Employee //**Performance**// Appraisal **...**] <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Performance Appraisal **Training**, Employee **Performance Reviews** and Appraisals **...** For more info on our **online** Performance Appraisal Software System CLICK HERE **...** <span style="color: #0e774a; font-family: Arial,sans-serif; font-size: 10pt;">www.appraisal-smart.com/**performance**-appraisal-**training**.htm <span style="color: #767676; font-family: Arial,sans-serif; font-size: 10pt;"> - <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt;">[|Cached] <span style="color: #767676; font-family: Arial,sans-serif; font-size: 10pt;"> - <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt;">[|Similar]

<span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">[|//**Performance**// Appraisal Audio cds, Multi-Media, //**Online Training**//] <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Products in Audio cds, Multi-Media, **Online Training**. <span style="color: #0e774a; font-family: Arial,sans-serif; font-size: 10pt;">www.workplace**training**center.com/Cat-275.aspx <span style="color: #767676; font-family: Arial,sans-serif; font-size: 10pt;"> - <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt;">[|Cached]

<span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">[|Sample //**Performance**// Appraisal Phrases: //**Training**// Comments | i hate **...**] <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">May 19, 2010 **...** We've consolidated some of our best **Training performance review**sample**...** Jenny improves her skills by taking **online training** classes. **...** <span style="color: #0e774a; font-family: Arial,sans-serif; font-size: 10pt;">ihate**performancereviews**.com/.../sample-**performance**-appraisal-phrases- **training**-comments/ <span style="color: #767676; font-family: Arial,sans-serif; font-size: 10pt;"> -

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**<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Search Engine: ** <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">Google **<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Results: ** <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt; line-height: 14.25pt; margin-bottom: 0in;">[] **<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Comments: **<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Interesting list of templates for HR training departments. Could be useful, but not for this project.

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