'Computer-Mediated Relationships and Trust' examines how building trust is different for managers developing 'virtual' (i.e. computer mediated) relationships.

Metabolomics is a multidisciplinary science used to understand the ways in which nutrients from food are used in the body and how this can be optimised and targeted at specific nutritional needs. Metabolomics as a Tool in Nutrition Research provides a review of the uses of metabolomics in nutritional research. Chapters cover the most important aspects of the topic such as analysis techniques, bioinformatics and integration with other 'omic' sciences such as proteomics and genomics. The final chapters look at the impact of exercise on metabolomic profiles and future trends in metabolomics for nutrition research.

"This book looks at the space industry from a business perspective, with a focus on international competition. The space industry traces its origins to the middle of last century as a government/military domain and the author now looks at the ongoing evolution of space exploration and travel, and projects the future of the industry"--

Generalizability theory offers an extensive conceptual framework and a powerful set of statistical procedures for characterizing and quantifying the fallibility of measurements. It liberalizes classical test theory, in part through the application of analysis of variance procedures that focus on variance components. As such, generalizability theory is perhaps the most broadly defined measurement model currently in existence. It is applicable to virtually any scientific field that attends to measurements and their errors, and it enables a multifacteted perspective on measurement error and its components. This book provides the most comprehensive and up-to-date treatment of generalizability theory. In addition, it provides a synthesis of those parts of the statistical literature that are directly applicable to generalizability theory. The principal intended audience is measurement practitioners and graduate students in the behavioral and social sciences, although a few examples and references are provided from other fields. Readers will benefit from some familiarity with classical test theory and analysis of variance, but the treatment of most topics does not presume specific background. Robert L. Brennan is E.F. Lindquist Professor of Educational Measurement at the University of Iowa. He is an acknowledged expert in generalizability theory, has authored numerous publications on the theory, and has taught many courses and workshops on generalizability. The author has been Vice-President of the American Educational Research Association and President of the National Council on Measurement in Education (NCME). He has received NCME Awards for Outstanding Technical Contributions to Educational Measurement and Career Contributions to Educational Measurement.

Enacting Globalization consists of a rich set of papers with a variety of disciplinary perspectives, focusing on globalization and its portrayal through International integration as manifested by its myriad flows such as people, trade, capital and knowledge flows. The chapters are grouped into seven key thematic areas: development, Europe, globalization flows, industries and enterprises, migrant activism, perspectives on emigration and immigration and rules and law. The structure of the book offers readers the opportunity to delve deep into critical facets of globalization while at the same delivering a panoramic view of globalization. The multi-disciplinary approach that is the essence of the approach adopted in the book enhances considerably the coverage of the diverse aspects of the enactment of globalization.Enacting Globalization will be of significant educational value in terms of informing students and scholars alike on the enactment of globalization by providing them with deep insights and multiple perspectives on critical elements of the globalization process while at the same time offering learning on globalization in its full expanse.

Singing the same song is a central part of the worship practice for members for the Cherubim and Seraphim Christian Church in Lagos, Nigeria. Vicki L. Brennan reveals that by singing together, church members create one spiritual mind and become unified around a shared set of values. She follows parishioners as they attend choir rehearsals, use musical media-hymn books and cassette tapes-and perform the music and rituals that connect them through religious experience. Brennan asserts that church members believe that singing together makes them part of a larger imagined social collective, one that allows them to achieve health, joy, happiness, wealth, and success in an ethical way. Brennan discovers how this particular Yoruba church articulates and embodies the moral attitudes necessary to be a good Christian in Nigeria today.

Singing the same song is a central part of the worship practice for members for the Cherubim and Seraphim Christian Church in Lagos, Nigeria. Vicki L. Brennan reveals that by singing together, church members create one spiritual mind and become unified around a shared set of values. She follows parishioners as they attend choir rehearsals, use musical media-hymn books and cassette tapes-and perform the music and rituals that connect them through religious experience. Brennan asserts that church members believe that singing together makes them part of a larger imagined social collective, one that allows them to achieve health, joy, happiness, wealth, and success in an ethical way. Brennan discovers how this particular Yoruba church articulates and embodies the moral attitudes necessary to be a good Christian in Nigeria today.

During the past two or three decades, research in cognitive science and psychology has yielded an improved understanding of the fundamental psychological nature of knowledge and cognitive skills that psychological testing attempts to measure. These theories have reached sufficient maturity, making it reasonable to look upon them to provide a sound theoretical foundation for assessment, particulary for the content of assessments. This fact, combined with much discontentedness over current testing practices, has inspired efforts to bring testing and cognitive theory together to create a new theoretical framework for psychological testing -- a framework developed for diagnosing learners' differences rather than for ranking learners based on their differences.
This volume presents some initial accomplishments in the effort to bring testing and cognitive theory together. Contributors originate from both of the relevant research communities -- cognitive research and psychometric theory. Some represent collaborations between representatives of the two communities; others are efforts to reach out in the direction of the other community. Taking fundamentally different forms, psychometric test theory assumes that knowledge can be represented in terms of one or at most a few dimensions, whereas modern cognitive theory typically represents knowledge in networks -- either networks of conceptual relationships or the transition networks of production systems.
Cognitively diagnostic assessment is a new enterprise and it is evident that many challenging problems remain to be addressed. Still, it is already possible to develop highly productive interactions between assessment and instruction in both automated tutoring systems and more conventional classrooms. The editors hope that the chapters presented here show how the reform of assessment can take a rigorous path.

During the past two or three decades, research in cognitive science and psychology has yielded an improved understanding of the fundamental psychological nature of knowledge and cognitive skills that psychological testing attempts to measure. These theories have reached sufficient maturity, making it reasonable to look upon them to provide a sound theoretical foundation for assessment, particulary for the content of assessments. This fact, combined with much discontentedness over current testing practices, has inspired efforts to bring testing and cognitive theory together to create a new theoretical framework for psychological testing -- a framework developed for diagnosing learners' differences rather than for ranking learners based on their differences.
This volume presents some initial accomplishments in the effort to bring testing and cognitive theory together. Contributors originate from both of the relevant research communities -- cognitive research and psychometric theory. Some represent collaborations between representatives of the two communities; others are efforts to reach out in the direction of the other community. Taking fundamentally different forms, psychometric test theory assumes that knowledge can be represented in terms of one or at most a few dimensions, whereas modern cognitive theory typically represents knowledge in networks -- either networks of conceptual relationships or the transition networks of production systems.
Cognitively diagnostic assessment is a new enterprise and it is evident that many challenging problems remain to be addressed. Still, it is already possible to develop highly productive interactions between assessment and instruction in both automated tutoring systems and more conventional classrooms. The editors hope that the chapters presented here show how the reform of assessment can take a rigorous path.

This book provides an introduction to test equating, scaling and linking, including those concepts and practical issues that are critical for developers and all other testing professionals. In addition to statistical procedures, successful equating, scaling and linking involves many aspects of testing, including procedures to develop tests, to administer and score tests and to interpret scores earned on tests. Test equating methods are used with many standardized tests in education and psychology to ensure that scores from multiple test forms can be used interchangeably. Test scaling is the process of developing score scales that are used when scores on standardized tests are reported. In test linking, scores from two or more tests are related to one another. Linking has received much recent attention, due largely to investigations of linking similarly named tests from different test publishers or tests constructed for different purposes. In recent years, researchers from the education, psychology and statistics communities have contributed to the rapidly growing statistical and psychometric methodologies used in test equating, scaling and linking. In addition to the literature covered in previous editions, this new edition presents coverage of significant recent research.

In order to assist researchers, advanced graduate students and testing professionals, examples are used frequently and conceptual issues are stressed. New material includes model determination in log-linear smoothing, in-depth presentation of chained linear and equipercentile equating, equating criteria, test scoring and a new section on scores for mixed-format tests. In the third edition, each chapter contains a reference list, rather than having a single reference list at the end of the volume

The themes of the third edition include:

* the purposes of equating, scaling and linking and their practical context

* data collection designs

* statistical methodology

* designing reasonable and useful equating, scaling, and linking studies

* importance of test development and quality control processes to equating

* equating error, and the underlying statistical assumptions for equating

Enacting Globalization consists of a rich set of papers with a variety of disciplinary perspectives, focusing on Globalization and its portrayal through International Integration as manifested by its myriad flows such as people, trade, capital and knowledge flows.

This book looks at the space industry from a business perspective, with a focus on international competition. The space industry traces its origins to the middle of last century as a government/military domain and the author now looks at the ongoing evolution of space exploration and travel, and projects the future of the industry.

Generalizability theory offers an extensive conceptual framework and a powerful set of statistical procedures for characterizing and quantifying the fallibility of measurements. Robert Brennan, the author, has written the most comprehensive and up-to-date treatment of generalizability theory. The book provides a synthesis of those parts of the statistical literature that are directly applicable to generalizability theory. The principal intended audience is measurement practitioners and graduate students in the behavioral and social sciences, although a few examples and references are provided from other fields. Readers will benefit from some familiarity with classical test theory and analysis of variance, but the treatment of most topics does not presume specific background.

This book provides an introduction to test equating, scaling and linking, including those concepts and practical issues that are critical for developers and all other testing professionals. In addition to statistical procedures, successful equating, scaling and linking involves many aspects of testing, including procedures to develop tests, to administer and score tests and to interpret scores earned on tests. Test equating methods are used with many standardized tests in education and psychology to ensure that scores from multiple test forms can be used interchangeably. Test scaling is the process of developing score scales that are used when scores on standardized tests are reported. In test linking, scores from two or more tests are related to one another. Linking has received much recent attention, due largely to investigations of linking similarly named tests from different test publishers or tests constructed for different purposes. In recent years, researchers from the education, psychology and statistics communities have contributed to the rapidly growing statistical and psychometric methodologies used in test equating, scaling and linking. In addition to the literature covered in previous editions, this new edition presents coverage of significant recent research. In order to assist researchers, advanced graduate students and testing professionals, examples are used frequently and conceptual issues are stressed. New material includes model determination in log-linear smoothing, in-depth presentation of chained linear and equipercentile equating, equating criteria, test scoring and a new section on scores for mixed-format tests. In the third edition, each chapter contains a reference list, rather than having a single reference list at the end of the volume The themes of the third edition include: * the purposes of equating, scaling and linking and their practical context * data collection designs * statistical methodology * designing reasonable and useful equating, scaling, and linking studies * importance of test development and quality control processes to equating * equating error, and the underlying statistical assumptions for equating

"Practices and Principles of Strategic Management" teaches undergraduate students of management about strategic planning and decision making. Unlike many traditional textbooks that focus on strategy in an overly broad or theoretical manner, this text approaches strategy as results-driven, data-driven, and dynamic. Featuring contemporary topics that are of high interest to students, the book emphasizes the practical, rather than the theoretical.
The book is divided into four sections. The first, "Charting the Direction of the Organization," helps students understand the management process and define a meaningful vision. The second, "Understanding the Organization in Context," addresses governance, social responsibility, corporate and resource sustainability, and the external environment. In the third section, "Considering Strategic Options," the selected readings talk about assessing an organization's capabilities, evaluating the value chain, and examining innovation. The final section, "Managing for Results," offers insight into ensuring that strategies are complete and clear, placing strategies in a global context, and leading strategically.
Vignettes before chapters cover hot topics and the trends companies are currently following. The book features key terms, concept check/mini-quizzes, and end-of-chapter exercises that enhance retention and provide for linkages to computer-based simulations. Throughout the book, global and multinational strategic plans are considered from a results orientation, supported by extensive research and practical experience.
"Practices and Principles of Strategic Management" is designed for undergraduate strategic management courses. The material has been extensively class-tested, and is also helpful to professionals in both for-profit and non-profit business environments.
Linda L. Brennan is currently a Professor of Management at Mercer University in Macon, Georgia, where she teaches graduate and undergraduate courses in operation management, leadership, international business, and strategy. Her intellectual contributions have been published in both scholarly and practitioner-oriented journals. Her most recent book, "Operations Management," was released in 2010. Dr. Brennan's corporate experience includes management positions at The Quaker Oats Company, marketing and systems engineering experiences with IBM Corporation, and extensive management consulting projects. She holds a Ph.D. from Northwestern University, an MBA from the University of Chicago, and a B.I.E. from the Georgia Institute of Technology.
Faye A. Sisk is an Associate Professor of Management at Mercer University, where she directs the Executive and Professional MBA programs. She teaches strategic, international, quality, healthcare, and human resource management. She has consulted globally with for profit and nonprofit entities including BellSouth/AT&T, Alcan Corporation, and the Susan B. Komen Foundation. Dr. Sisk was also an executive with HBO & Company and IMS America. She has published in academic and practitioner journals on strategy, organizational ethics, quality, health care informatics, and human resource issues including diversity and gender. Dr. Sisk was a Kellogg Fellow and earned her Ph.D. from the University of Florida, her MBA from Kennesaw State University, M.Ed. from the University of North Florida, and her BA from Agnes Scott College.

This anthology, Strategic Management for Results, teaches students of management about strategic planning and decision making. Unlike many traditional textbooks which focus on strategy as a process, this reader approaches strategy as results-driven, data driven, and dynamic. Featuring contemporary topics that are of high interest to students, the book emphasizes the practical, rather than the theoretical.
The book is divided into four sections. The first, "Charting the Direction of the Organization," helps students understand the management process and define a meaningful vision. The second, "Understanding the Organization in Context," addresses governance, social responsibility, corporate and resource sustainability, and the external environment. In the third section, "Considering Strategic Options," the selected readings talk about assessing an organization's capabilities, evaluating the value chain, and examining innovation. The final section, "Managing for Results," offers insight into ensuring that strategies are complete and clear, placing strategies in a global context, and leading strategically. Each section ends with a written case study for class discussion that may be supplemented with a recommended video case.
Vignettes before each chapter talk about hot topics and the trends companies are currently following. Throughout the book, global and multinational strategic plans are considered from a results orientation, supported by extensive research and practical experience.
Strategic Management for Results is appropriate for undergraduate strategic management courses, upper-division electives on management, and MBA courses on strategic management. The material has been extensively class-tested, and is helpful to professionals in both for-profit and non-profit business environments.
Adopting professors will receive PowerPoint slides, as well and media links and graphics.
Linda L. Brennan is currently a Professor of Management at Mercer University in Macon, Georgia, where she teaches graduate and undergraduate courses in operation management, leadership, international business, and strategy. Her intellectual contributions have been published in both scholarly and practitioner-oriented journals. Her most recent book, Operations Management, was released in 2010. Dr. Brennan's corporate experience includes management positions at The Quaker Oats Company, marketing and systems engineering experiences with IBM Corporation, and extensive management consulting projects. She holds a Ph.D. from Northwestern University, an MBA from the University of Chicago, and a B.I.E. from the Georgia Institute of Technology.
Faye A. Sisk is an Associate Professor of Management at Mercer University, where she directs the Executive and Professional MBA programs. She teaches strategic, international, quality, healthcare, and human resource management. She has consulted globally with for profit and nonprofit entities including BellSouth/AT&T, Alcan Corporation, and the Susan B. Komen Foundation. Dr. Sisk was also an executive with HBO & Company and IMS America. She has published in academic and practitioner journals on strategy, organizational ethics, quality, health care informatics, and human resource issues including diversity and gender. Dr. Sisk was a Kellogg Fellow and earned her Ph.D. from the University of Florida, her MBA from Kennesaw State University, M.Ed. from the University of North Florida, and her BA from Agnes Scott College.

Wisdom to Know the Difference. This book addresses in detail these common Core Issues in Relationships, Recovery and Living, how they come about and choices and solutions to use them to your advantage, heal and experience peace. Needing to be in control Diculty trusting Diculty being real How to handle feelings Low self-esteem (shame) Dependence versus Independence Fear of abandonment All-or-none thinking and behaving High tolerance for inappropriate behavior Over-responsibility for others Neglecting my own needs Grieving my ungrieved hurts, losses and traumas Diculty resolving conict Diculty giving and receiving love Based on over 35-years of clinical experience assisting people with addictions, trauma survivors and people with various problems in living, Dr. Whiteld describes how to identify and handle each core issue. Dr. Whitfield lives and practices in Atlanta, GA. He has been voted by his peers, since 1993, as one of the Best Doctors in America, and has been a guest researcher and consultant at the CDC since 1998.

Teachers of God: Further Reflections on A Course in Miracles by Charles L. Whitfield, M.D. This second book to the first volume titled Choosing God: A Birds Eye View of A Course in Miracles picks up where the first one ended. Here Dr. Whitfield continues to go beyond clearly summarizing the main messages of A Course in Miracles. This best selling author of Healing the Child Within and nine other self-help and recovery oriented books, draws upon his vast clinical experience assisting people with addictions, "mental illnesses," and other problems in living. He does so by correlating the simple yet profound teachings of this modern holy book with the reader's current personal and relationship problems and recovery needs. Dr. Whitfield writes "A Course in Miracles is the most spiritually exciting book I have ever read. I have found no other spiritual writing as intellectually stimulating yet so practical in our relationships with ourself, others and God. "Do you want peace or pain? If you want peace, the Course suggests, Choose God. It's that simple. What is not so simple is knowing exactly why, when and how to choose God." In Teachers of God he summarizes 15 more key Course topics plus a new and original article The Universal Message of The Course in which he compares the Course to world religions and spiritual paths, including Alcoholics Anonymous and other Twelve Step fellowships.

This scarce antiquarian book is a selection from Kessinger PublishingA AcentsAcentsa A-Acentsa Acentss Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of intere