text:
Modern Greek/Restructuring

= Restructured = The below lessons are the lessons that have been created for the restructuring. The represent mainly just a division of the content into smaller slices.
 * Lesson 1: Alphabet, Reading and Pronunciation
 * Lesson 2: Gender of nouns and cases
 * Lesson 3: Pronouns
 * Lesson 4: Basic Verbs and the First Conjugation
 * Lesson 5: Dialog
 * Lesson 6: Numbers and Time
 * Lesson 7: Days of the week
 * Lesson 8: Buying Something
 * Lesson 9: The Subjunctive, the Aorist and Progressive
 * Lesson 10: The Second Conjugation
 * Lesson 11: Transportation
 * Appendix I: Declensions and Conjugations

= Dump of links to the original lessons which have not yet been restructured =

So that they aren't on the front page.
 * Lesson 9: Names, nationalities and professions
 * Lesson 10: Countries, introductions and family
 * Lesson 11: Irregular verbs, the genitive, family, the body, prepositions
 * Lesson 12: Object pronouns, the vocative, more numbers, food, past tenses in first conjugation
 * Lesson 13: The countryside, aorist of second-conjugation verbs, future tenses
 * Lesson 14: Passive voice, perfect tenses, the verbs βλέπω and λέω, numbers to 1000
 * Lesson 15: Passive imperfect, comparisons, expressions of time
 * Credits, legal, and licensing information for materials used from third-party sources

Lesson Plan
Each chapter is given a outline of its content and the reasoning behind it.

 * Alphabet, Reading and Pronunciation
 * You need to read the language before learning it.

 * Genders of nouns and cases
 * The Basis of a sentence is a verb subject and object. This is part of the basis for this

 * Pronouns
 * Pronouns are some of the simplest words and yet the most used.

 * Basic verbs and First Conjugation
 * Verbs are needed for basic sentences. But without nouns nothing decent can be expressed.

 * Dialog
 * Saying, hello and goodbye is fundamental. Most often the first thing learnt by a person.

 * Numbers and Time
 * Important when getting around. Think about platform 1 and train leaving at 8:20.

 * Days of the week
 * Buying Something
 * The subjunctive and the Aorist and Progressive
 * Second Conjugation
 * Transportation
 * And so on...
 * Appendix
 * This is for useful comments on slight changes due to dialect. Varying ways of saying numbers. Slang for certain areas if it is useful.

The question is whether it is better to have the Dialog in the second lesson but be unable to fully explain it. Or to have it later and be able to explain everything.--IKnowNothing 20:49, 5 June 2006 (UTC)

title: Modern Greek/Restructuring


text:
High School Physics/Energy

In Mt. Volta, there lived two types of people. The ones who saved their money and were always "potential" candidates for robbery and the "kinetics," a gang of young electrons that always liked to steal the "jeules" from the calm, yet saving potential People. In a way, there always seemed to be the same number of jeules between the two because everytime the kinetics robbed from the potentials, they always seemed to spend jeules at the stores of the potentals.

Similarly, Potential energy is stored energy (people who like to save their jeules) and Kinetic Energy is energy being used.

Energy, when it is tranferred, can be thought about in the following ways:

Electrical energy-The type which runs your mp3 players and personal electronics Mechanical energy-What is takes to move something. Heat energy-The warmth in your cup of hot chocolate. Wave energy-These are the vibrations you feel from music or sound and make listening possible. More than sounds are wave energy.

in this case, you will be studying the energy involved with motion. In essence, their are two types of energy you will be studying:

Potential Energy (U)-The energy you store up. A measure of what could happen.

$$Potential\,\,Energy=\frac{1}{2} Mass \cdot (Velocity)^2$$

$$or\,\,\,\,\,U=\frac{1}{2} m \cdot v^2$$

Kinetic Energy (K)-The energy you use.

$$Kinetic\,\,Energy=\frac{1}{2} Mass \cdot (Velocity)^2$$

$$or\,\,\,\,\, K=\frac{1}{2} m \cdot v^2$$

Did you notice that both the equation are the same? Well you observed right because in the world their is this concept called "conservation of energy" which means no amount of energy is created or lost in the process. Similarly, we mentioned that Jeules always seemed to be saved and spent at the same time. So, can we say

Potential Energy = Kinetic Energy

of COURSE we can!!

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: High School Physics/Energy


text:
Modern Greek/Lesson 06.4

= Lesson 6.4: Time =

This lesson teaches you how to tell the time, as well as some useful expressions.

Introduction
Because ώρα is feminine, the feminine forms of the numbers are used for time:

Vocabulary
Examples:

Useful Questions
The expression "τι ώρα" can be used to form many useful questions, such as

Usage of noon, afternoon etc.
Be careful, the words may have the same literal meaning, but they do not correspond to the same time! Morning is between 5am to 12pm. Noon for Greeks is approximately between 12pm to 4pm. The afternoon is approximately between 4 to 8pm. The evening is from 8pm to 12am and the night comes afterwards. However in actual speech "night" is rarely used when specifying the time. Usually both "evening" and "morning" are used for times between 1am and 2am. Afterwards it is always "morning". Although, if asked, people will refer to the time between 3am and 5am as "night", when specifying the time they will refer to it as "morning".

title: Modern Greek/Lesson 06.4


text:
Talk:Atlas Shrugged/Companies

Article history from Companies in Atlas Shrugged (deletion log)

 * 1)  18:26, 6 April 2006 . . Infinity0 (afd link)
 * 18:26, 6 April 2006 . . Infinity0 (csd after transwiki)
 * 19:22, 29 March 2006 . . Pmanderson (transwiki proposal to AfD)
 * 18:35, 27 March 2006 . . Pmanderson
 * 18:35, 27 March 2006 . . Pmanderson (rvt bot)
 * 18:31, 27 March 2006 . . Tawkerbot2 (BOT - Reverted edit by User talk:Pmanderson (45723189) - reverted to User talk:Johnleemk (45713428))
 * 18:31, 27 March 2006 . . Pmanderson (Redirect)
 * 18:26, 27 March 2006 . . Pmanderson (Named companies first)
 * 18:24, 27 March 2006 . . Pmanderson (rvt self)
 * 18:22, 27 March 2006 . . Pmanderson (merge)
 * 18:21, 27 March 2006 . . Pmanderson (Named companies)
 * 18:20, 27 March 2006 . . Pmanderson (Named companies)
 * 18:13, 27 March 2006 . . Pmanderson (Generic companies - condensing)
 * 17:50, 27 March 2006 . . Pmanderson (Shorten and reduce grotesque overlinking)
 * 16:26, 27 March 2006 . . Johnleemk
 * 23:16, 21 December 2005 . . Topynate (removed NPOV and irrelevant additions to Taggart Transcontinental)
 * 03:30, 21 December 2005 . . 71.56.15.166 (Taggart Transcontinental)
 * 03:28, 21 December 2005 . . 71.56.15.166 (Taggart Transcontinental)
 * 06:03, 1 December 2005 . . 203.200.218.2
 * 13:12, 19 November 2005 . . Iceberg3k (Taggart Transcontinental)
 * 09:07, 29 September 2005 . . Rich Farmbrough
 * 06:46, 29 April 2005 . . SparqMan
 * 03:11, 23 January 2005 . . 68.108.180.209 (Incorporated Tool)
 * 18:18, 2 January 2005 . . Dtobias (Fixed alphabetization error)
 * 19:56, 24 October 2004 . . D6 (adding Category:Atlas Shrugged)
 * 15:07, 13 October 2004 . . Sam Hocevar (It's -> Its)
 * 00:33, 17 July 2004 . . Tregoweth (Category:Fictional companies|Atlas Shrugged)
 * 18:13, 8 July 2004 . . Djinn112 (-see also section)
 * 18:10, 8 July 2004 . . Djinn112 (intro.; reformatting; typo)
 * 09:40, 18 October 2003 . . Daniel Quinlan (fix link)
 * 02:39, 24 August 2003 . . Wik
 * 23:30, 21 March 2003 . . Ams80 (Fixed links)
 * 22:45, 21 March 2003 . . Ams80 (Fixing links)
 * 15:02, 21 March 2003 . . Ams80 (Fixing more links)
 * 14:34, 19 March 2003 . . Ams80 (Fxing formatting)
 * 14:29, 19 March 2003 . . Ams80 (Consolidating)
 * 05:09, 13 March 2003 . . CatherineMunro
 * 23:17, 12 March 2003 . . CatherineMunro
 * 16:51, 25 February 2002 . . Conversion script (Automated conversion)
 * 06:24, 28 February 2001 . . TimShell

title: Talk:Atlas Shrugged/Companies


text:
Modern Greek/Lesson 06.5

= Lesson 6.5: Days and Months =

In this lesson we'll use the numbers that we've previously learnt, and we'll use them to express the date.

Days
Several of the days of the week have names related to numbers. Except for Σαββατο, Saturday, which is neuter, they are all feminine.

Giving the day / date
In the final example you'll see that the month is in the genitive, because it's the 16th OF November. For all the days of the months use στις + the number in the feminine (because it's the day, which is feminine plural). The first of the month is treated slightly differently, here use the ordinal number.

Summary

 * We have learnt the names for the days of the week.
 * We have learnt the names of the months.
 * We have learnt that to describe the date we use στις + feminine number + month in genitive.
 * We have learnt the exception is the 1st, which uses την πρώτη + month in genitive.
 * We have learnt useful vocabulary to describe the recent days, months and years.

Exercises
Now try the exercises found here.

title: Modern Greek/Lesson 06.5


text:
Greek Mythology/Beasts/Chimaera

The Chimaera was a fire-breathing beast with the body of a goat, the head of a lion and a snake for a tail. Other descriptions also attribute to it an additional head of a goat. It was the offspring of Typhon and Echidna. Its pairing with its brother Orthrus produced the Nemean Lion and the Sphinx.

Sighting the Chimaera was an omen of storms, shipwrecks and natural disasters, particularly volcanoes.

It was slain by the hero Bellerophon with help from his flying steed Pegasus, under orders from King Iobates of Lycia. There are multiple descriptions of how this was done. According to one, Bellerophon used his spear. Another says he fitted a chunk of lead to his weapon, which melted by the heat of the Chimera's breath and consequently burnt the creature.

title: Greek Mythology/Beasts/Chimaera


text:
Modern Greek/Lesson 05.5

= Lesson 05.5: Notes on sentence structure =

The order of words in a Greek sentence is much more free than in English, but you can correctly construct a sentence using the familiar English syntax of subject+verb, or subject+verb+object. The subject is usually omitted when it is a pronoun.

Sentences:

In Greek, adjectives change their endings to agree with the gender and number of the nouns they describe (declension). The following vocabulary list introduces some nouns that happen to be neuter, and some adjectives, which are given in neuter form. The word το is the definite article, like English "the," used with singular neuter nouns.

Vocabulary:

Sentences:

Negatives are formed by placing δεν before the verb. The question mark in Greek is the semicolon.

Sentences:

Dialog:

=Money/To χρήμα, τα λεφτά=

Greece uses the euro, το ευρώ, as its currency. One hundredth of a euro is ενα λεπτό. Both words are neuter, and the plural and singular forms of ευρώ are the same.

Dialog in a wine shop:

title: Modern Greek/Lesson 05.5


text:
User talk:Ethos~enwikibooks

what are you doing? DettoAltrimenti 21:55, 5 June 2006 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Ethos. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ethos~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:11, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:56, 19 April 2015 (UTC)

title: User talk:Ethos~enwikibooks


text:
Training Best Practices

The purpose of this book is to collaboratively share a collection of learning/training best practices across many different organizations. For definition purposes, a best practice is something that can be replicated at multiple locations, expecting similar results; and not just something that worked well inside an organization.

We welcome you to add stories, examples, as well as documented, results-oriented best practices to this Wiki, entitled "Training Best Practices," so that others may use them to develop learning strategies at their organizations.

The initial book started as part of a Learning Lab at Training Directors Forum on June 16, 2006 in Palm Springs, California.

Best Practice Profiles

 * 1) /Using Alignment to Get Management Buy-in/
 * 2) /Assessment/
 * 3) /Common Mistakes in Creating Assessments/
 * 4) /Blended Learning/
 * 5) /Resources/

Case studies

 * 1) Training with Competition / Whataburger WhataGames Case Study
 * 2) /Engaging in Dialogue/Cafe Conversations/
 * 3) /Trading Swaps with Futures case study/

Subject Matter Experts

 * 1) /Subject Matter Experts/
 * 2) /Communities of Specialists/
 * 3) /Communities of Specialists at Lam Research/
 * 4) /Communities of Specialists - Identifying Subject Matter Experts (SMEs)/
 * 5) /Working with Subject Matter Experts/
 * 6) /Leveraging SMEs as Full Time employees/
 * 7) /Involving SMEs from Project Inception to Deployment/
 * 8) /Use of the Master SME/

Misc.

 * 1) /Customizing - Low Cost QRGs/
 * 2) Podcasting
 * 3) /Change the Human Performance Way/
 * 4) /Transforming a Training Organization into a Performance Organization/
 * 5) Transforming a Training Organization click here to view article and presentation on this topic by M. McGinnis
 * 6) /PowerPoint for E-Learning/
 * 7) Drawbacks
 * 8) Keeping it Simple
 * 9) Selecting a Learning Management System
 * 10) /LMS On A Shoestring/
 * 11) /Do you need one?/
 * 12) /Simulations/
 * 13) /Simulations Designed to Meet Business Goals/
 * 14) /Simulations Designed to Keep Learners Engaged/
 * 15) Software Simulations: How close to the real thing do they need to be?
 * 16) Strategy Development
 * 17) /Strategic Visioning/
 * 18) /Using Technology for System-wide Implementation/
 * 19) /Training Games and Activities/

Sample Format of Best Practice Profiles
Click Here to see a Sample Format. Please feel free to cut and paste the contents of the sample when submitting your best practice examples. The sample includes a list of recommended headings.

About the Authors
The initial group of authors who started this project, were assembled for an onsite, Wiki lab at Training Directors Forum, June 13, 2006 in Palm Springs, California. The book was added to by a group of most excellent authors at Training Conference 2007 in Orlando, Florida on February 28, 2007. The audience is made of up of Training Managers and Training Executives. If you are not part of this group, but would like to contribute best practice examples to this book, please feel free to do so, and be sure to add your name, title, company and bio to the "About the Authors" section.

Additional content was added February 28, 2007 by participants of the Training 2007 Conference from Disney World.

Click Here for a List of Authors

title: Training Best Practices


text:
Training Best Practices/Authors

 * Sal Barreca, Associate Director, Product Implementation, Big Brother Big Sisters: Sal is responsible for all technical product training and implementation.

 * Joe Training, Associate Director, Product Implementation, Big Brother Big Sisters: Sal is responsible for all technical product training and implementation.

 * Aleata Madison, Manager, Sales & Marketing, Training and Communications, Express Scripts Inc.: Aleata provides elearning for Express Scripts Inc. and has recently attended the Training 2007 conference in Salt Lake City UT in October 2007.

 * Beth Jones, Training Coordinator, Jefferson County Public Library, : Beth is responsible for all classroom and online training for the library system.

 * Bill Adams, Director, Training & Development, Whataburger: Bill is in charge of all training for Whataburger, from the front line foodservice workers to the leadership training of Corporate Directors. He began his career with Whataburger in 1987, while in college, on the grill.

 * Poonam Jaypuriya, Product manager, FLOCKPOD, Informal learning, on-the-spot!: Informal Learning.

 * Kathy Adams, Director, Training & Development, Affinity Health: From Training 2007 Orlando. Kathy is responsible for creating and managing all online training.

 * Miguel Caraballo, eLearning Developer, Georgia Department of Labor: Miguel provides elearning for the Georgia Department of Labor and has recently attended the Training 2007 conference.

 * Bryan Chapman, Learning Strategist, Brandon Hall Research: Bryan has helped optimize enterprise learning at companies such as Kodak, Honda, UNICEF, the U.S. State Department, BankOne, Cisco, IBM, and many other enterprise learning leaders. He has a masters degree in Instructional Technology from Utah State University.

 * Cathy Ciucci, Director Reuters Training, Reuters

 * Stephanie Gosteli, Sr. Program Associate, Casey Family Services, : Stephanie is responsible for creating curriculum for both classroom and e-learning.

 * Jack Weisenstein, Regional Competency Manager, North Americas, Mars, Incorporated: Jack was responsible for rollout of a global eLearning tool in the United States and Canada for the Commercial and Supply divisions. He has a degree from the Ohio State University and joined Mars in 2000.

 * Chris Schmid, Global Business Manager, Lubrizol Knowledge 2 Market: Chris helped to develop a training business within a chemical corporation. This training business helps Lubrizol's customers be more effective at selling their lubrication products by better understanding the benefits of the products.

 * Christopher A. Squires, HR specialist, IAF: Chris has been placed in charge of IAF's training program at Indiana Automotive Fasteners. He had attended Training2007 where he learned many new ideas and concepts.

 * Cynthia E. Lysen, Research Education Lead, Fred Hutchinson Cancer Research Center: Cynthia works in the Office of Sponsored Research and is in charge of all professional education for staff working with research administration.

 * Dan Rollins, Senior Curriculum Developer, Allianz Life: Dan is a Sr. designer within Operations training at Allianz life Insurance company in Minneapolis MN. He works with the Annuity New Business Operations department on the development of their New Hire and ongoing training.  Dan recently attended the Training 2007 conference where he attended the "Wiki Wiki" session with Bryan Chapman.

 * David Bigham, Manager, Learning & Development, HSBC: David is in charge of all professional and leadership development training for the Card Services Business Unit of HSBC North America. David leads a team very seasoned team of Learning and Development Specialists that are stretched from coast to coast. David entered HSBC in 1990 after many years in public service ranging from the U.S. Navy to both fire and police services.

 * [[Image:FrankHeadShotTHMB.jpg|right]]Frank Conforti, Learning Evangelist, Bentley Systems: Frank is a published author of books on Computer Aided Design (example: INSIDE MicroStation). He is currently involved the fantastic growth of Bentley Systems' Bentley Institute training organization.  He recently attended the Training 2007 event in Walt's place in Florida.

 * Deborah Conry, Director of Human Resources, Pacific Region, Midstream Energy Company: Deborah is responsible for the Human Resources function for the Pacific Region, with site locations from Seattle, south to San Diego and east to El Paso.

 * Ron Cook, PMP, Assistant Director, Product Development, Boston University Corporate Education Center: Ron is responsible for the design, development, and maintenance of all Project Management and Business Analyst, instructor led and online training.

 * Don Yanaitis, Training Manager, The Children's Hospital of Philadelphia: Don designs interactive educational programs for the employees of The Children's Hospital of Philadelphia. Also see the Learners Lounge.

 * Eric Brechner, Director, Development Excellence, Microsoft: Eric helps developers at Microsoft produce software of higher quality and greater customer value more effectively and efficiently.

 * Fay Fay Choo, Commercial College Project Manager, Mars, Incorporated: Initiated and project managed a major e-learning initiative in partnership with Accenture's Supply Chain Academy for Mars procurement and supply chain associates.

 * Jaime Stone, Sr. Instructional Designer, e-Learning Manager, AOL LLC:Jaime leads the e-Learning Workgroup within Member Services Training. Jaime has 18 years of training development background working for such firms as EDS, Sterling Software, Veritas Software and AOL. Jaime has been working in e-learning for the past 7 years.

 * Jason A. Smalley, Technical Trainer, Bowne & Co., Inc.: Jason is responsible for developing web-based training material, Wikis, podcasts, and help files and simulations for proprietary software.

 * Jeff Pankin, Senior Training Consultant, IST Information Services and Technology: Jeff teaches technology topics to staff members at MIT. He teaches classes on Outlook, Web Publishing and is getting ready to teach classes on Vista.

 * Jill Leach, Manager, Web Projects, : Employed by Boehringer Ingelheim Pharmaceuticals in Ridgefield, CT.

 * John Caputo, Product Training Manager, Big Brothers Big Sisters of America: John designs and delivers training on proprietary software applications for Big Brothers Big Sisters agencies across the country.

 * Joseph P. O'Malley, Manager of Training, Saint Luke's Health System: Joseph leads the Information Technology Team which provides technical training to over 9,000 employees.

 * Kathryn Cody, Training & Communications Manager, ITS , The J. Paul Getty Trust: Kathryn manages the Training Department for the IT department which provides blended learning solutions for the 1500 Getty employees. Kathryn has a Master Degree in Educational Technology Leadership from George Washington University and a MBA from Pepperdine University.

 * Linda Helfrich, ''Executive Director, Training

 * Lori Sobota, Education Program Manager, : Lori is responsible for managing lecture, online and video courses at ASM International.

 * Ken Johnston, Director Test Excellence, Microsoft: Ken Johnston is the director of test excellence for Microsoft. He and his group are responsible for improving the people, processes and practices of software test engineering across Microsoft through the application of Human Performance Technology (HPT).  Prior to joining Engineering Excellence, Ken managed test teams for many Internet server products and MSN web services.  Before joining Microsoft in 1998 he worked as a software consultant to many fortune 500 companies and was a commissioned officer in the Army National Guard.  Johnston holds a MBA from the University of Washington.

 * Samir Haque, MicroStation, Global Learning Content Manager, Bentley Systems, Inc.:Samir is responsible for all learning content for MicroStation CAD software. Duties includes: managing content creators, writing, editing and delivering content. Samir holds degrees in Biology, Electrical Engineering and Physics.

 * Scott Bybee, Learning Technology Manager, Alltel Communications, : Scott is responsible for managing the strategy and development technology of online training for Alltel's 15,000 employees.

 * Larry Russell, Course Developer, Defense Security Service:

 * Linda Helfrich, Executive Director, Training and Implementation, ThomsonLearning: Linda has 20 years experience in educational publishing and has been training and impelmenting new technologies in content development and delivery methods. She has a masters degree in Education from the State University at Cortland New York.

 * Eric Hunter, eLearning Designer, eBay, Inc., eBay, Inc.: Eric is responsible for developing an eLearning Strategy for eBay.

 * Lisa Lunt, Director, Distance Learning & Brand Training, Hilton Hotels Corporation: Lisa has taken a 2-week classroom course and reduced the classroom time to 5 days by converting presentations into online lessons, pre-work and post-work.

 * Marlene Fauser, Learning Consultant, Walt Disney Parks & Resorts Information Technology, WaltDisneyWorld: Marlene recently attended Training 2007.

 * Mary Jo Dolasinski, Sr. Director of Learning Services, White Lodging: In her role in White Lodging Services, a hotel management company, she is charged with overseeing all of the learning and career development of 5000 hourly associates and 800 managers in 107 hotels located throughout the US. Mary Jo has authored 3 books:  A Family Guide to the American Workplace, An Immigrant's Guide to the American Workplace (in English and Spanish) and Training the Trainer;Performance Based Training for Today's Worker.  She has a BS in hotel management and an MA in Communication and Creative Arts.  Prior to working at White Lodging Services, Mary Jo taught at Purdue University, Calumet Campus.

 * Max Godfrey, Instructional Designer, Micro Center, Micro Center: Max develops product knowledge and sales training online courses for Micro Center.

 * Les Howles, Senior eLearning Consultant, UW Madison, Les is experimenting with this.

 * Robin Meredith, Instructor Trainer, Palo Verde Nuclear Generating Station, Arizona Public Service, Robin has been the Instructor for Palo Verde since November 2005. Robin's prior 15 years of training at Palo Verde was in the areas of general maintenance and specifically in Instrumentation and Controls. Robin added content during the Training Conference 2007.
 * Michael McGinnis, Training Manager, Bose Corporation, Training On A Shoestring: Published and MBA professional with over fifteen years training management experience. Awarded Training Top 100 for 2006 & 2003, Corporate e-learning Champion for 2002, and Vice Presidents Award in 2005 for transforming training department. Speaking engagements at several training conferences, organizations and seminars. Details can be found at www.trainingonashoestring.com Specializing in turning around and advancing Fortune 500 technical and leadership training functions using new blended learning format and on-line learning capabilities.

 * Mike Kern, Curriculum Designer, American Family Insurance, American Family Insurance:

 * Anne Miller, Education and Training Manager, Cisco-Eagle, Inc.: Anne is a one person training department who handles all aspects of training an learning for the company.

 * Michelle Braden, Manager of Learning Excellence, SAP Americas: Michelle leads an enterprise-wide initiative centered around aligning learning to business priorities to improve talent development and performance.

 * Nicole Vikhlyantsev, President, Leading the Web, Inc., Leading the Web Inc.: Nicole owns Leading the Web Inc. and is a training and development intervention consultant.

 * Nick Sharrock, Director of Training and Global Product Support, Lam Research Corporation: Nick is responsible for Technical Training at Lam Research, a manufacturer of semiconductor production equipment.

 * Shannon Silverthorn Long, Instructional Designer, Gables Residential, : Shannon develops learning initiatives to support her overall learning strategy by creating complete ILT programs and designing the online courses at Gables Residential in Texas. Her team consistently wins Learning & Development awards and honors.  Shannon holds an MPA from SUNY Brockport and a BA in English & Communications from SUNY Fredonia.

 * Thiagi, Resident Mad Scientist, thiagi.com: I am an idiot. Bryan Chapman add, no you are not..... Far from it.

 * Rachael Allison, Client Manager, Genentech, Inc.: Rachael provides Training and Performance Consulting to two internal organizations at the Vacaville manufacturing site for Genentech.

 * Tim Clifton, Director Learning and Org Development, Intel

 * Tim McClutchy, Manager - Education Quality and Learning Technologies, GE Healthcare Clinical Systems Services, Education Services, : Tim is responsible for designing processes and implementing solutions to ensure quality education experiences for our learning audience.

 * Julia Lanham, Training Specialist, Public Library of Charlotte & Mecklenburg County: Julia provides Staff Training for the 23 location public library system in Charlotte, North Carolina. This page was added at the Training 2007 Conference.
 * Sherrie Van Tyle, Senior Training Manager, Charles Schwab: Based in San Francisco, Sherrie supports Operational Services by developing and delivering content.

 * Janice Neetenbeek, Chief, Training and Knowledge Management Division, Office of the Chief Counsel, DHS/USCIS, : Janice is responsible for training and knowledge management for legal and operational components.

 * Janice Neetenbeek, Chief, Training and Knowledge Management Division, Office of the Chief Counsel, DHS/USCIS, : Janice is responsible for training and knowledge management for legal and operational components.

 * Dr. Marion Weil,  Asst. Director, Distance Learning, : Marion Weil has helped optimize enterprise learning at the School District of Palm Beach County, FL, and many other enterprise learning institutions. She has a masters degree in Computer Science/Education from Nova University, a specialists' degree in K-12 Educational Leadership from Florida Atlantic University, and a doctorate in Educational Leadership for Adult and Community Education.

 * Becky Wedemeyer, VP, Organizational Development & Learning, :.

 * Danny Ryan Instructor Luminant Academy Energy Future Holdings, Tyler Texas

title: Training Best Practices/Authors


text:
User:AngelUnderCover

Introduction Hi there everyone, I've found the link of this website somewhere from Wikipedia, where I'm a member. So I followed the trace here. :D Most of my contributions back in Wiki relate to games and movies, so here I go with minor Lineage II pages. I'll try to add up more tactics soon.

title: User:AngelUnderCover


text:
Training Best Practices/Sample

Nestle' Best Practice Profile

Title:
AFTB Class for Total Army Family (Soldier, Civilian, Contractors and their Family members)

Description:
Network Information Officer

Methods Used
Ice breaker to develop self confidence. Brainstorming and workgroup exercises to get them involve Minimize the amount of time by using powerpoint slide show.

Results
This class mostly benefited families living overseas to know each other, build relationship, help each other and working as a team.

Technologies Used
On line training and microsoft powerpoint.

Lessons Learned

 * Many learning modules have a short shelf life, so the most cost-efficient way to produce the content is through SME-developed, rapid authoring using PowerPoint.

 * In many cases, you don’t need an LMS to launch and track the learning. The content map approach provides more flexibility when accessing learning content.

 * Competencies should most often be measured on-the-job and not through online learning. Online learning works well for teaching, but assess outside the course using more traditional measures.

 * If more interaction is needed for instructional purposes, add a “learn more” link to provide additional opportunities. These can be online, such as simulations, or perhaps can even give someone an assignment to talk to another person or engage in on-the-job learning.

 * Content stored in PowerPoint is much easier to translate than content organized in other authoring tools.

 * PowerPoint-converted learning can be used for self-paced learning, but many people overlook its potential for using the same material for group learning in a classroom setting. We’ve found that it works great for facilitated learning.

Return to Training Best Practices main menu.

title: Training Best Practices/Sample


text:
Training Best Practices/PowerPoint for E-Learning

 * PowerPoint Case Study

Putting Together An Inexpensive PowerPoint On-line Module, by Michael McGinnis
The question I am most often asked is how do you create your on-line training programs. When I respond by stating that all we use is PowerPoint, the most common reaction is a look of puzzlement or shame. Those with the puzzled looks are amazed at the response, often anticipating some name of an expensive content development application or company that we outsource this to. Those with the shamed reaction are often looking down and wondering why are we so primitive.

The answer lies in the fact that we have been incredibly successful using this approach, an approach I refer to as Keeping It Simple and Straightforward (KISS). The background for how we developed our successful on-line learning center further exemplifies how companies can reap the rewards of on-line learning without having to spend much (see articles on “e-learning on a shoestring” and “LMS on a shoestring”). This article will provide you with a step-by-step tutorial for how we develop our modules.

Another key point to stress up front is the resources that we use, or better said, don’t use, to develop our training. Part of my KISS methodology for training has shown us that we do not need instructional designers, multimedia specialists, web developers, etc. as a part of our training department. Instead, I simply turn on a small group of technical and soft skill trainers, and a ton of subject matter experts, to using PowerPoint. Here is how we do it.

Step 1. Instructional Design
Still basic to developing training is applying the basics for instructional design. The figure below includes the steps I use to guide the instructor or subject matter expert to create the module. Instructors quickly get the hang of this. What I have found that works the best is to have the developer review some of the existing on-line modules. I often walk through a couple of modules to show how we put them together.

I explain the basic premise for instruction using the Tell Me, Show Me, Let Me and Assess Me design criteria, and state that the module can accomplish most of the Tell Me and Show Me steps. After they have completed the form and we have walked through sample modules, we begin by creating a basic agenda. From this they are set to go and begin their first draft.

Step 2. Drafting the Presentation
Most of us recognize and agree that PowerPoint is a powerful presentation tool. However, this paradigm can get in the way of using PowerPoint as a content developer tool. Like any paradigm we tend to live within the parameters of the program, or in this case the standard set of slide design templates.

Instead I stress the point that what you really have is a blank piece of paper with a lot of possibility. Initially I used other content development packages but found them limiting when it came to applying basic animation to the slides. Simply placing an arrow or square around an object required a lot of extra steps. In addition were the license fees and learning curve associated with these applications. What I wanted was a tool that our technical trainers could easily learn and use to capture the large number of training needs and requests.

The information collected in Step 1 gave us the information we needed to create the draft. The example used below is typical of the type of training request we would receive. There was a problem that was driving the need for people to behave differently. The module would describe the current issue, the change that is needed and what will need to be done differently. The first few slides include the detail that would be completed for each slide.

Note: I would consider myself an intermediate skilled user of PowerPoint. Therefore there most likely are easier ways to accomplish what I suggest below. I continually learn of new techniques that are more effective or add new possibilities. The irony is that I learned the most from our technical trainers who had minimal to no PowerPoint experience prior to learning these steps. Once they created a couple of modules, they discovered how easy it really was. Most had so much fun creating these modules, that I often had to remind them to spend more time on the floor or perform their other assigned tasks. By searching the internet they were quick to find other inexpensive to free tools that they could use.

The following provides you with a step-by-step tutorial of how we build a typical technical or leadership training module using PowerPoint, version 2002. Title Page

Figure 1. Drafting the Title Slide The information below was used to storyboard what we wanted to include in this slide. We included the slide content, script in the Instructor Notes section and selected a Slide Design.

Title: The Importance Of Visual Inspection

Other Content: Visuals relating to theme, “You are the last set of eyes before the customer sees our product”. Get picture of eyes.

Script: Welcome to the module on Packout, the importance of visual inspection. Due to the quantity of escaping defects that have left this plant and ended up in our customer’s hands, along with the costs associated with this, we are now requiring that only specified employees perform this role and have the training to ensure that they are identifying visual defects before they are packed out

Slide Design: PowerPoint provides users with a variety of choices of slide designs to use. These can be accessed by clicking on Format and then selecting on Slide Design… However, these designs are often overused and seen wherever PowerPoint presentations are given. There are vast amounts of slides designs and templates available via the Internet, ranging from free to custom designed. You can buy CD’s filled with templates for all types of occasions. To date I have never purchased a template.

In some cases we have opted to create our own template for modules that relate to a specific business division, where the audience is management, or for our own training department. For our training department we created our own template using the Drawing toolbar and our logo. In other cases, we copied and inserted logos from our company Intranet or Internet sites (just be sure to check with your company policies regarding usage of company logos).

Okay, so far we have completed the basic instructional design of the module. So what tools are needed to transform this into an interactive on-line module to include audio, digital images and video, and animation.

Images
Images can be acquired using screen shots off of the PC, downloading images from a digital camera, clip art, or other types of stored images (.gif, jpg). Pictures are inserted into the PowerPoint file and therefore cause the file size to increase. File size will be considered later in this paper along with some options we have found to reduce file size when this needs to be considered.

Even though the images are copied to the PowerPoint file once they have been inserted, we store all images into the folder where the PowerPoint file will be saved. We create a subfolder in this folder entitled, “Images”. This helps us to create a sort of library allowing us to more easily find stored images.

PowerPoint provides you with a basic means to edit the image once it is inserted. The majority of images we use have been taken using our digital camera or from screen shots taken on our PC. Approximately 90% of the edits we make are cropping the picture and adjusting the brightness and contrast (see Figure 2). We then place a border around each picture to accent it in the slide. If more sophisticated graphic editing is required, there are a number of editing applications on the market. Although rarely used, we use Paint Shop Pro in these situations. These applications can also be used to reduce the size of images by saving them into various formats (e.g. .gif). However be sure to try Microsoft’s own Paint application along with a variety of inexpensive editors available on the Internet.

We limit the use of clip art since it is our opinion that this can easily be overused. However, they are useful when we want to introduce a feeling which can be demonstrated by an unhappy face, downward sloping sales chart, dollar bills, etc. We will also select clip art when we want to break up the text on a screen and no picture we can take makes sense. Clip art is readily available on the Internet. Microsoft has an extensive library of clip art. Another recent find are the images available on the Google search engine.

Figure 2. Formatting A Picture

In this example a picture was inserted into the slide. To format, right click on the picture and select Format Picture. The menu appears as shown above. Selecting the Picture tab provides you with the opportunity to crop the picture and edit the brightness and contrast levels. In most cases with pictures from our digital camera, we click once on the Brightness and Contrast bars just to the right of the box in the middle which will increase the brightness and contrast to 60% to make the image more presentable. To place a border around a picture, which is suggested to accent the picture, select the Colors and Lines tab, and in the Line section, choose a color form the drop down menu and then choose a line Style. Figure 2 has such a border that was created using these steps.

We will often animate a sequence of our own images and clip art in order to demonstrate a point or make for a more enjoyable presentation. For example, we wanted to place a visual emphasizing the other costs. To accomplish this, we placed a clip art picture of a trash can and had pictures of; bag of money, losing money, and a text box, dropping into the trash can (see Figure 3).

Figure 3. Using Clip Art To Demonstrate A Point. Clip art was used in this case to emphasize that there are significant costs associated with this particular issue. To emphasize this we found clip art for the trash can, bag of money and declining profits chart. We created a text box with the word “JOBS”. Each of these was inserted into the PowerPoint and then animated. In this case the effect used was Motion Path which allowed us to simulate these items being thrown into the trash can. Note: you will also have to consider the order of the objects. In this case, we wanted items to go behind the trash can, therefore keeping the trash can on top. This was accomplished by clicking on the “Draw” button on the drawing toolbar, then selecting “Order”.

We often wanted to highlight or refer to a specific area in the picture. Here we used the various graphic tools supplied with PowerPoint. Arrows pointed to a specific area of the product showing a defect. In other cases, a box or circle surrounded an area we wanted to draw the users attention to (note: most objects such as circles and squares once inserted are filled with a color as the default. You can erase the filling by clicking on the tipping paint can button on the drawing toolbar, and then selecting “No Fill”. Check out the “Fill Effects” link to discover two tone fills, fill designs, degrees of transparency, etc.). One issue I found with some other content developers was that adding graphics was more complicated than with PowerPoint. PowerPoint makes it very easy to add a graphic such as an arrow, box or circle and then modify its size, fill color, line width, line color or direction.

Text boxes or callout boxes are often used to provide an explanation to an image or graphic. This can prevent the need to create bulleted lists which take up space. These boxes can also be animated and timed so that they appear only when referencing a specific area of a picture and then erased later in the slide (see Figure 4).

Figure 4. Here is an example of using PowerPoint to simulate an application. We took screen shots of each step in the application (using Shift, Print Screen on the keyboard, or you can use a screen capture program). These were layered over each other and animated to provide the appearance of a new screen or menu appearing. On each screen, we used the various drawing images to reference particular parts of the form. A callout box was introduced to emphasize a key point. On the right you can see that there were a number of images placed in an animation sequence to achieve this affect. It did take some time to get the timing to match the audio, but the result was worth it. Note: there are numerous software simulation programs that are the ideal for simulating applications, however, at a cost.

Video
My skills in this area would most likely be considered novice to intermediate. There appears to be so much to learn in this area and many new developments. Without graphic artists or multimedia specialists on our team, we were forced to find simple ways to integrate video clips into our modules.

What we have discovered is that if a picture is worth a thousand words, than a video is a chapter. Even a series of pictures cannot duplicate the ability to show a series of steps using a video clip. This is true of technical and soft skill training. We used videos to show how complex tasks were performed on machinery, or showed examples of soft skills being used in the work place (e.g. simulated scenario of supervisor coaching an employee and using a prescribe method).

Video clips were taken using our digital cameras. Still images were stored on the memory stick and videos were stored on the tape, although it was possible to store both types on the stick or tape (this just made it easier to locate and download). We limited video clips to less than 30 seconds simply due to the size of the video file. In no case did we find this as a major limitation. To prevent having to edit the video if at all possible, we found that taking re-takes was quicker. Once we took the video, we would play it back on the camera and decide whether it was a keeper or not.

Video clips were downloaded in .avi format from our cameras. Although the best quality we found was the .avi format, the size of these files were very large. My ignorance on this subject must be considered here since I have no doubt that there are better techniques available than what I describe below. However, what I do describe works and is relatively easy to create.

PowerPoint will only insert certain video formats. We purchased an inexpensive video converter (Magic Video Converter from Video-Tool.com). This allowed us to convert large .avi video format files to smaller formats that also could be inserted into PowerPoint. In most cases, we selected the .wmv (Windows Media Video) format since the file size was considerably smaller, and the quality was also compromised to some extent. We are still experimenting and learning more with video, however, what is important is that we can use it now which is an important aspect of our on-line training.

If we wanted to edit the video by cropping sections or adding text or music, we used Vegas Video. We are only using a small fraction of this application’s capability at this point. Here we crop the video, add sound tracks, add text and convert to a .wmv file. At some point we would most likely attend a class or find someone in our neighboring community to come in and instruct us on better methods for implementing video and other graphic media.

Once again, the format you use must consider the variables of size, access time and quality. Experimentation is the key here. You must understand what is the lowest common denominator in terms of computers that will be accessing these modules. This also supports having a computer lab wherever possible to ensure that PC’s have the configuration needed to access these modules and videos are available. Always be sure to test out a module on the user PC’s before releasing it. For example, initially we only used .avi video files. In cases where the video clip was greater than 30 seconds, the download time to view was too long.

This is what prompted us to search initially for ways to reduce the file size. Now there are ways to convert video to streaming media format, or other alternatives to make them more easily accessible. Because we access these files over our Intranet, and our network bandwidth is more than adequate, viewing larger files is possible. However, if you need to access these files over the Internet, then reducing the size of the PowerPoint file and included images/video is critical. We have just begun experimenting with Presentation Pro which converts the PowerPoint presentation into a Flash file, reducing the size dramatically. This so far has proven to be very successful and quite easy to do. In addition the cost of this application was only $399.

Audio
We include audio with every slide in our modules. Our stance is to create a script for each slide that compliments whatever text or content included in the slide. The script matches the text on the slide in few cases (e.g. when we are creating the script for the agenda or objectives the script is the text on the slide) However, in all other cases, we use the script to expand upon the information on the slide, much as an instructor would do while using a presentation in a class. In fact that is how we create the script, by asking the instructor or subject matter expert, what they would say if they were in front of a class during that slide.

The first few scripts will require some editing by someone on your team who has a good command of sentence structure and grammar. I suggest that you make these edits with the instructor who is developing the module, so that they learn from you as you suggest the changes. Most will improve in their ability to write their own scripts after a few modules. In some cases you may have to continue to edit certain instructor’s scripts who are less skilled in this area. The method I use to improve these skills in others is to ask them to read slowly and out loud the script they wrote. We also have one other instructor review the module prior to publishing it.

Once the script has been completed, the next step is to record it. We started off using Microsoft’s own Sound Editor or PowerPoint’s Sound Recorder (Insert…Movies and Sounds…Record Sound). In both cases, we were unsatisfied with the quality of the recording. We downloaded a few sound editors who had free trials, and then selected an inexpensive yet easy to use product, ARWizard by NowSmart Studio (www.nowsmart.com). We experimented with different settings and found those that offered good quality. Recordings were saved using the .mp3 format to limit the size of these files (see Figure 5).

The application was simple to use and produced a higher quality sound. To record the sound, we use an inexpensive microphone headset. I recommend this since it can set on your head and you can maintain the microphone in one relative position compared to your mouth (this helps to ensure that the record level is the same for each recording). We purchased ours from Radio Shack since they have a headset with an extra long cable which is important so that you can move around freely, along with a cover on the microphone that helps to muffle outside noises.

We set up a PC in our storage closet to minimize outside noises and providing the instructor privacy while they went through several recordings in several cases to obtain the script as they wanted it. Believe me, this is both a humorous and frustrating process at first.

Figure 5. To use this audio develop application, we simply click on the red button (record). A menu box will appear (right) which will prompt you to name and designate a save location for the audio file. We use the MP3 format and also save the audio files in the same folder as the presentation. Audio files are saved with initials relating to the module and a number which is the slide number. This makes it easier to input the audio file into each slide.

Initially we had our best voice in our department record all of the audio. Experience at this along with a good voice really helps. Over time I allowed the different instructors to begin to record their own modules. There was a greater sense of ownership and pride since the instructor has completed all aspect of the module by this point. In addition, this did not burden one single instructor who would fall behind in their own projects. However, you must use your judgment here since you want to ensure that your users are able to clearly understand the audio portion of the modules. Those with accents or otherwise poor recording voices should not make the recordings.

Recording is considered by our instructors to be the most challenging aspect of creating their on-line modules initially. This is primarily due to the number of re-takes required due to making mistakes when recording. You gain the appreciation of movie directors who require continual re-takes until it is done correctly. I can tell you from my own personal experience with this, the frustration will come when you have almost completed a 2 minute recording and then you make a mistake in the last sentence. More sophisticated sound editors will allow you to re-record specific portions of your recording. At this point we find that just starting back at the beginning works the easiest. Experience definitely pays off. Recording now takes only an hour or so for a 30 slide module. This includes making the recordings and then inserting them into each slide.

Note: I suggest that you save the audio files also in the same folder as the presentation and video files. When you save the audio for each slide, it is also suggested that you provide an abbreviated name followed by the number of the slide. For example, for the module, Final Inspection, I would name the audio file for the first slide as FI1.mp3, second slide as FI2.mp3, etc. There are times when we update the module that we may add additional slides. In these cases, the naming convention here will no longer match the new slide sequence. However, if we added a new slide # 10, we would save the audio file for this new slide as, FI10new.mp3.

If we added slides and now wanted to modify the script and therefore re-record the audio file for a particular slide, we can easily identify the name of the audio file by right clicking on the speaker icon on the slide you are modifying, and then click on “Edit Sound Object” link, which will show you the name of the audio file.

Once the audio files are created, the next step is to insert these into the PowerPoint slides. We use the “Insert Sound From File…” option. This places a speaker icon in the slide. It is followed by a menu prompting you to determine whether you want the audio file to play automatically when the slide is accessed, or when the user clicks the speaker icon. Most of the time we respond, “Yes”, so that the audio begins immediately once the slide is opened. We then click and drag the speaker icon to a specific area of the slide.

In our case we save the PowerPoint files as a PowerPoint Show (.pps) format. When the user clicks on the link to open the module, it is automatically opened as a PowerPoint show. We found this works better since it eliminates the user having to launch the presentation and does not require that the user have any knowledge of how to use PowerPoint. Initially we included an opening slide to explain to the user how to navigate through the module. The audio and arrows pointed to the navigation buttons to go to the next or previous slide. We also stated that the user could replay the audio by clicking on the speaker icon. This was the advantage we found for inserting the audio in the manner we stated above.

One of the advantages we discovered now using Presentation Pro to convert the PowerPoint file, is that once the conversion is complete, you can select to have the user view the module with their player option. This presents the user with the ability to see the presentation on one part of the screen, the audio script that was written in the Instructor Notes section, along with thumbnails of each slide in the presentation. Users have commented that this helps with following the audio portion, since they can now read the script for the audio while the audio is playing, or refer to the script after the audio has finished.

Custom Animation Now that the audio has been inserted in each slide, we can begin to add animation to each slide and time it to match the audio. To activate this feature, click on “Slide Show” and then select, “Custom Animation”. This will open a menu on the right hand side of the slides (reference Figure 6 below).

I recommend that you review the audio script in the Instructor notes and consider what type of animation that would accentuate your presentation. For example, you may want to introduce arrows, circles, or “Autoshapes” to reference particular areas of the slide. As you create and insert each figure, you would then click on the “Add Effect” & then “Entrance” options in the Custom Animation menu and determine how you want the graphic to be animated when being introduced to the slide. You have a variety of options to chose from. Most of the time we use the “Appear” or “Dissolve In” command. (Note: be careful about getting carried away with the options, since it can become distracting to the user).

Once you have selected the graphic and how you want it animated into the slide, it will place this in a list in the Custom Animation menu. You should note that your audio file is already in this list if you selected the play automatically option when inserting the audio file.

Figure 6. On the right hand side is the Custom Animation menu. In the example above, we are simulating an application which includes several screen shots layered over each other. In addition we use various graphic symbols (boxes, arrows, circles) to reference specific areas on each slide. The format that works most effectively is to create the graphic symbol, and then add it to the Custom Animation list by selecting the Add Effect button and then selecting the method in which it will be introduced (e.g. Appear or Dissolve In, etc.). We will then want to erase the symbol when we want to reference another area in the slide. To do this we select the graphic symbol, click on Add Effect and then Exit to determine how you want the image to leave the presentation (e.g. Dissolve Out, Checkerboard, etc.).

Note: in most cases I suggest immediately following the above step by also creating an exit animation. This will allow you to erase the image at a designated time in the presentation. Performing this step immediately after selecting the Entrance option is important particularly when you are adding layers to a slide (e.g. pictures over other pictures). It becomes more difficult to select the individual objects after they have been layered. Also, it is strongly recommended to write down a name for each figure you are animating along with the name given to that animation sequence. For example, for animating a rectangle, you would write down, “rectangle over defect”, and, “Rectangle 3” which is the name given to this animation in the custom animation list. This allows you to track your animations. You will also use this list to write down the appropriate time to start the animation as well as erase it.

You may also want to introduce other objects such as callout boxes or other text boxes and animate them as well. You can also animate existing text in the slide such as title slides or bulleted lists. A nice feature is that you can time each bullet and its associate text from a bulleted list. To do this, click on the bulleted list and then add this to the Custom Animation list using the same instructions as above. Once inserted you will notice that the Text Box has a name & number, along with a double downward facing arrow below this name. If you click on the downward facing arrow, it will list each bullet. This allows you to time each bullet just as you would all other animations.

Once all of your figures and animations have been introduced, you need to time the entrance and exit for each animation in your list. Here is where your list you created, identifying each image you inserted into your animation sequence including the description and name given in the Custom Animation list, will come in handy. The first step is to click on any item in your Custom Animation list, then click on the downward facing arrow and select, “Show Advanced Timeline”. This will place a Seconds counter at the bottom of this list.

Begin by clicking on the Play button at the bottom of the Custom Animation list. Your goal here is to write down on your list the time according to the Seconds counter when each image should be introduced. It may take a couple of plays to get all of the times written down. Once you have these times (do not worry if they are not exact at this point), you will begin establishing these times for each animation object.

To do this click on the object in the Custom Animation list. Then click on the downward facing arrow for that object. You will first want to select the option, “Start With Previous” (there are several ways to place your objects into a sequence, this is just the way we found works for us). This is the method that automatically introduces objects vs. being introduced via a mouse click. With the timeline present, you will then click and drag the timing icon (represented by a blue rectangle in most cases) to the appropriate start time. As you drag the icon it will show you the exact time. You will notice that the seconds in the Seconds timeline will advance as you drag the icon to the right.

Repeat this for each object in sequence. Note, you will want to be sure to erase the previous item prior to, or at the same time that your next object appears, if you want the previous object to disappear. After you have all of your items timed, click on the Play button once again. Note those items that are out of sequence or need timing adjustments. Make these adjustments and repeat until you get it correct.

This will take some practice to get the hang of it. The challenge we discovered is when we forgot to create a graphic such as an arrow after we have placed all of the images over each other. In this case you will have to move all of the layers of images until you locate the one that you want to add the graphic to. The other suggestion is that you always create an exit for an image and graphic in the custom animation sequence. This removes the graphic or image so that you do not have to worry about the order of the images. Simply making a list of all the animation activity and names of each animation helps tremendously.

Saving Formats

As mentioned previously, we save all of the final presentations as a PowerPoint Show (.pps). This will automatically start the show when the user clicks on the link to access the module.

Your next question is to determine how you will access these modules. We started our on-line initiative by placing links to the .pps files on our Intranet. This was a great way to launch this capability with minimal expense. Your IT or MIS department can help you here. Another option is to save the presentation on a CD. To do this within PowerPoint select the “Pack and Go” option in the File menu. You will be guided step-by-step how to do this. Once the file is created, save it in a separate folder. You will need to have a CD burner and software to place the Pack and Go file onto the CD. These are both quite inexpensive today.

If using the CD option, I would suggest creating your own labels for the CD. This helps to create a professional image. Many of the CD label packages have their own software included. We use the NEATO brand which included an easy to use CD labeling application. We added our logo, selected a design and added the text which was the name of the module and date or revision of the module. You can also purchase the inserts if you are placing the CD in a plastic case. On the front of the insert was the name of the module and any other information or logos you want to add. On the back was the instructions to launch the module.

You can also download the PowerPoint player which is used to place on the CD so that users can view the module even if they do not have PowerPoint installed on their computer. The player is available on Microsoft’s web site. Most recently we experimented with Presentation Pro which converts the presentation into a flash file. You can download a trial version of this application. Presentation Pro will only accept certain video formats, which include .avi and .wmv, so we were set to go.

Summary
There are advantages and disadvantages to whatever tool you use to create on-line learning. The advantage that I hoped to portray is that PowerPoint provides you with everything you need to develop on-line training. The learning curve is not that steep which is what I found with some other content development applications. The biggest advantage was the price, free! Another key advantage is that you can turn any subject matter expert into a basic instructional designer since most have at least a basic knowledge of PowerPoint or can get a basic knowledge rather quickly. Another advantage is that a lot of presentation material is already developed in PowerPoint, which can then be easily modified into an on-line module.

The key is getting started. You will need to learn some intermediate and advanced PowerPoint skills, which are not that difficult to learn and apply. The next step is jumping in and creating your first module. Expect frustration as you would encounter with any new skill. Start with a simple module that would not require a lot of animation. My best recommendation would be to start with a presentation that is currently used in one of your classes. Insert the instructor’s script in the instructor notes section, add some pictures, a few quiz slides and off you go!

As you learn new skills please share these new ideas. I have placed a simple threaded discussion board on my web site, www.trainingonashoestring.com. This way we can all learn together.

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A History of Japan: From Mythology to Nationhood/The Rise of Militarism

The Rise of Militarism in Japan was to have important repercussions in the future history of Japan. It led onto it's involvement in the Second World War.

Causes
The root of militarism can be seen in several reasons: Japan's relatively small gains in the Russo-Japanese War and WWI, The seemingly easy wins of the wars of this period and finally of the Wall Street Crash. It is also due to the new government being founded by the militaristic samurai class, with the power given to the emperor by the shogun, during the Meiji Restoration period.

The Great Depression
The Great Depression affected Japan by a great amount, and led to a rise in militarism. As Japan exported luxury goods, such as silks, to other countries such as America which, because they were now affected by the depression, could not afford them anymore. This led to a feeling in Japan that they should become much more self-sufficient, through gaining more territory. This meant that Japan wanted to expand in order to gain more natural resources and to create its own economic empire in the Pacific. This feeling was also fuelled by the increasing overpopulation of Japan.

The Manchurian Incident
The Manchurian Incident, or the Mukden Incident, was an incident which led to the Japanese Invasion of Manchuria. They installed 'Henry' Puyi (Last Emperor of China) as their puppet ruler. The Lytton commission declared this to be illegal, so Japan left the League of Nations in protest. Japan was not punished, and other powers such as Germany and Italy took this as an example when they began to expand. This incident impelled the Second Sino-Japanese War.

Opening incident
Japanese troops destroyed a section of the south Manchurian railway near Mukden where there was a Japanese garrison. The troops blamed the incident on the Chinese and so they captured Mukden. They then went on to capture the rest of Manchuria.

Second Sino-Japanese War
In 1937, the Japanese attacked Beijing in the Marco Polo Bridge Incident. this date is the start of the Sino-Japanese War, however China and Japan had been fighting an undeclared war since the Mukden Incident, when Japan invaded Manchuria. This war became a part of the greater, Second World War in 1941.

The Mukden Incident
Japanese Troops stationed on the South Manchurian Railway destroyed a section of the track. They claimed that this is the work of Chinese troops. The Japanese then seized Mukden, then the all the Manchuria. The Japanese then established a puppet state in Manchuria called AMIL.

Soviet–Japanese Border Wars
These were a series of engagements on the northern border of China and Mongolia, near the river of Khalkhyn Gol. These resulted in a complete victory for the Soviet Union. Such defeats, inflicted on Japan by the USSR, created a sentiment in Japan that Germany and Japan could not link up through the territory of the Soviet Union.


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A History of Japan: From Mythology to Nationhood/The Meiji Period

The Meiji period, also known as the Meiji era (明治時代 Meiji Jidai), is a Japanese era which extended from 1868 until 1912. This period represents the first half of the Empire of Japan. This era saw the industrialisation of Japan, and it's swift rise to the world stage. It saw a change in the culture of Japan, which adopted more western ideas. The Meiji era is the first era of Japanese history to see the rule of an emperor, since the Kenmu Restoration.

Politics
A major proponent of representative government was Itagaki Taisuke (1837–1919), a powerful Tosa leader who had resigned from the Council of State over the Korean affair in 1873. Itagaki sought peaceful rather than rebellious means to gain a voice in government. He established the Liberal Party to start a movement aimed at establishing a constitutional monarchy and a legislative assembly. Such movements were called The Freedom and People's Rights Movement. Itagaki and others wrote the Tosa Memorial in 1874 criticizing the unbridled power of the oligarchy and calling for the immediate establishment of representative government.

Between 1871 and 1873, a series of land and tax laws were enacted as the basis for modern fiscal policy. Private ownership was legalized, deeds were issued, and lands were assessed at fair market value with taxes paid in cash rather than in kind as in pre-Meiji days and at slightly lower rates.

Dissatisfied with the pace of reform after having rejoined the Council of State in 1875, Itagaki organized his followers and other democratic proponents into the nationwide Aikokusha (Society of Patriots) to push for representative government in 1878. In 1881, in an action for which he is best known, Itagaki helped found the Jiyuto (Liberal Party), which favored French political doctrines. In 1882 Okuma Shigenobu established the Rikken Kaishintō (Constitutional Progressive Party), which called for a British-style constitutional democracy. In response, government bureaucrats, local government officials, and other conservatives established the Rikken Teiseitō (Imperial Rule Party), a pro-government party, in 1882. Numerous political demonstrations followed, some of them violent, resulting in further government restrictions. The restrictions hindered the political parties and led to divisions within and among them. The Jiyuto, which had opposed the Kaishinto, was disbanded in 1884, and Okuma resigned as Kaishinto president. Government leaders, long preoccupied with violent threats to stability and the serious leadership split over the Korean affair, generally agreed that constitutional government should someday be established. The Chōshū leader Kido Takayoshi had favored a constitutional form of government since before 1874, and several proposals for constitutional guarantees had been drafted. The oligarchy, however, while acknowledging the realities of political pressure, was determined to keep control. Thus, modest steps were taken.

The Osaka Conference in 1875 resulted in the reorganization of government with an independent judiciary and an appointed Chamber of Elders (Genrōin) tasked with reviewing proposals for a legislature. The emperor declared that "constitutional government shall be established in gradual stages" as he ordered the Council of Elders to draft a constitution.

Three years later, the Conference of Prefectural Governors established elected prefectural assemblies. Although limited in their authority, these assemblies represented a move in the direction of representative government at the national level, and by 1880 assemblies also had been formed in villages and towns. In 1880 delegates from twenty-four prefectures held a national convention to establish the Kokkai Kisei Domei (League for Establishing a National Assembly).

Although the government was not opposed to parliamentary rule, confronted with the drive for "people's rights," it continued to try to control the political situation. New laws in 1875 prohibited press criticism of the government or discussion of national laws. The Public Assembly Law (1880) severely limited public gatherings by disallowing attendance by civil servants and requiring police permission for all meetings.

Within the ruling circle, however, and despite the conservative approach of the leadership, Okuma continued as a lone advocate of British-style government, a government with political parties and a cabinet organized by the majority party, answerable to the national assembly. He called for elections to be held by 1882 and for a national assembly to be convened by 1883; in doing so, he precipitated a political crisis that ended with an 1881 imperial rescript declaring the establishment of a national assembly in 1890 and dismissing Okuma.

Rejecting the British model, Iwakura and other conservatives borrowed heavily from the Prussian constitutional system. One of the Meiji oligarchy, Ito Hirobumi (1841–1909), a Chōshū native long involved in government affairs, was charged with drafting Japan's constitution. He led a Constitutional Study Mission abroad in 1882, spending most of his time in Germany. He rejected the United States Constitution as "too liberal" and the British system as too unwieldy and having a parliament with too much control over the monarchy; the French and Spanish models were rejected as tending toward despotism.

Ito was put in charge of the new Bureau for Investigation of Constitutional Systems in 1884, and the Council of State was replaced in 1885 with a cabinet headed by Ito as prime minister. The positions of chancellor, minister of the left, and minister of the right, which had existed since the 7th century as advisory positions to the emperor, were all abolished. In their place, the Privy Council was established in 1888 to evaluate the forthcoming constitution and to advise the emperor.

To further strengthen the authority of the state, the Supreme War Council was established under the leadership of Yamagata Aritomo (1838–1922), a Chōshū native who has been credited with the founding of the modern Japanese army and was to become the first constitutional prime minister. The Supreme War Council developed a German-style general staff system with a chief of staff who had direct access to the emperor and who could operate independently of the army minister and civilian officials.

When finally granted by the emperor as a sign of his sharing his authority and giving rights and liberties to his subjects, the 1889 Constitution of the Empire of Japan (the Meiji Constitution) provided for the Imperial Diet (Teikoku Gikai), composed of a popularly elected House of Representatives with a very limited franchise of male citizens who were over 25 years of age and paid 15 yen in national taxes, about 1 % of the population, and the House of Peers, composed of nobility and imperial appointees; and a cabinet responsible to the emperor and independent of the legislature. The Diet could approve government legislation and initiate laws, make representations to the government, and submit petitions to the emperor. Nevertheless, in spite of these institutional changes, sovereignty still resided in the emperor on the basis of his divine ancestry.

The new constitution specified a form of government that was still authoritarian in character, with the emperor holding the ultimate power and only minimal concessions made to popular rights and parliamentary mechanisms. Party participation was recognized as part of the political process. The Meiji Constitution was to last as the fundamental law until 1947.

In the early years of constitutional government, the strengths and weaknesses of the Meiji Constitution were revealed. A small clique of Satsuma and Chōshū elite continued to rule Japan, becoming institutionalized as an extra-constitutional body of genro (elder statesmen). Collectively, the genro made decisions reserved for the emperor, and the genro, not the emperor, controlled the government politically.

Throughout the period, however, political problems were usually solved through compromise, and political parties gradually increased their power over the government and held an ever larger role in the political process as a result. Between 1891 and 1895, Ito served as prime minister with a cabinet composed mostly of genro who wanted to establish a government party to control the House of Representatives. Although not fully realized, the trend toward party politics was well established.

Society
On its return, one of the first acts of the government was to establish new ranks for the nobility. Five hundred people from the old court nobility, former daimyo, and samurai who had provided valuable service to the emperor were organized in five ranks: prince, marquis, count, viscount, and baron. It was at this time that the Ee ja nai ka movement, a spontaneous outbreak of ecstatic behaviour, took place. In 1885, the intellectual Yukichi Fukuzawa wrote the influential essay Leaving Asia, arguing that Japan should orient itself at the "civilized countries of the West", leaving behind the "hopelessly backward" Asian neighbors, namely Korea and China. This essay certainly contributed to the economic and technological rise of Japan in the Meiji period but it may also have laid the foundations for later Japanese colonialism in the region.

Economy
The Industrial Revolution in Japan occurred during Meiji period. There were at least two reasons for the speed of Japan's modernization: the employment of over 3,000 foreign experts (called o-yatoi gaikokujin or 'hired foreigners') in a variety of specialist fields such as teaching English, science, engineering, the army and navy etc.; and the dispatch of many Japanese students overseas to Europe and America, based on the fifth and last article of the Charter Oath of 1868: 'Knowledge shall be sought throughout the world so as to strengthen the foundations of Imperial rule.' This process of modernization was closely monitored and heavily subsidized by the Meiji government, enhancing the power of the great zaibatsu firms such as Mitsui and Mitsubishi.

Hand in hand, the zaibatsu and government guided the nation, borrowing technology from the West. Japan gradually took control of much of Asia's market for manufactured goods, beginning with textiles. The economic structure became very mercantilistic, importing raw materials and exporting finished products — a reflection of Japan's relative poverty in raw materials. Japan emerged from the Tokugawa-Tennō (Keiō-Meiji) transition in 1868 as the first Asian industrialized nation. Domestic commercial activities and limited foreign trade had met the demands for material culture until the Keiō period, but the modernized Meiji period had radically different requirements. From the onset, the Meiji rulers embraced the concept of a market economy and adopted British and North American forms of free enterprise capitalism. The private sector — in a nation with an abundance of aggressive entrepreneurs — welcomed such change.

Economic reforms included a unified modern currency based on the yen, banking, commercial and tax laws, stock exchanges, and a communications network. Establishment of a modern institutional framework conducive to an advanced capitalist economy took time but was completed by the 1890s. By this time, the government had largely relinquished direct control of the modernization process, primarily for budgetary reasons.

Many of the former daimyo, whose pensions had been paid in a lump sum, benefited greatly through investments they made in emerging industries. Those who had been informally involved in foreign trade before the Meiji Restoration also flourished. Old bakufu-serving firms that clung to their traditional ways failed in the new business environment.

The government was initially involved in economic modernization, providing a number of "model factories" to facilitate the transition to the modern period. After the first twenty years of the Meiji period, the industrial economy expanded rapidly until about 1920 with inputs of advanced Western technology and large private investments. Stimulated by wars and through cautious economic planning, Japan emerged from World War I as a major industrial nation.

Overview
Undeterred by opposition, the Meiji leaders continued to modernize the nation through government-sponsored telegraph cable links to all major Japanese cities and the Asian mainland and construction of railroads, shipyards, munitions factories, mines, textile manufacturing facilities, factories, and experimental agriculture stations. Greatly concerned about national security, the leaders made significant efforts at military modernization, which included establishing a small standing army, a large reserve system, and compulsory militia service for all men. Foreign military systems were studied, foreign advisers, especially French ones, were brought in, and Japanese cadets sent abroad to Europe and the United States to attend military and naval schools.

Early Meiji period 1868-1877
In 1854, after Admiral Matthew C. Perry forced the signing of the Treaty of Kanagawa, Japan began to realize it must modernize its military to prevent further intimidation from western powers (Gordon, 2000). However, the Tokugawa shogunate did not officially share this point of view as evidenced by the imprisonment of the Governor of Nagasaki, Shanan Takushima for voicing his views of military reform and weapons modernization (GlobalSecurity.org, 2008).

It wasn't until the beginning of the Meiji Era in 1868 that the Japanese government began taking modernization seriously. In 1868, the Japanese government established the Tokyo Arsenal. This arsenal was responsible for the development and manufacture of small arms and associated ammunition (GlobalSecurity.org, 2008). The same year, Masujiro Omura established Japan's first ever military academy in Kyoto. Omura further proposed military billets be filled by all classes of people including farmers and merchants. The shogun class, not happy with Omura’s views on conscription, assassinated him the following year (Shinsengumihq.com, n.d.). In 1870, Japan expanded its military production base by opening another arsenal in Osaka. The Osaka Arsenal was responsible for the production of machine guns and ammunition (National Diet Library, 2008). Also, four gunpowder facilities were also opened at this site. Japan's production capacity gradually improved.

In 1872, Yamagata Aritomo and Saigo Tsugumichi, both new field marshals, founded the Corps of the Imperial Guards. This corps was composed of the warrior classes from the Tosa, Satsuma, and Chusho clans (GlobalSecurity.org, 2008). Also, in the same year, the hyobusho (war office) was replaced with a War Department and a Naval Department. The samurai class suffered great disappointment the following years, when in January the Conscription Law of 1873 was passed. This law required every able bodied male Japanese citizen, regardless of class, to serve a mandatory term of three years with the first reserves and two additional years with the second reserves (GlobalSecurity.org, 2008). This monumental law, signifying the beginning of the end for the samurai class, initially met resistance from both the peasant and warrior alike. The peasant class interpreted the term for military service, ketsu-eki (blood tax) literally, and attempted to avoid service by any means necessary. Avoidance methods included maiming, self-mutilation, and local uprisings (Kublin, 1949, p 32). The samurai were generally resentful of the new, western-style military and at first, refused to stand in formation with the lowly peasant class (GlobalSecurity.org, 2008).

In conjunction with the new conscription law, the Japanese government began modeling their ground forces after the French military. Indeed, the new Japanese army utilized the same rank structure as the French (Kublin, 1949, p 31). The enlisted corps ranks were: private, noncommissioned officers, and officers. The private classes were: joto-hei or upper soldier, itto-sottsu or first-class soldier, and nito-sotsu or second-class soldier. The noncommissioned officer class ranks were: gocho or corporal, gunso or sergeant, socho or sergeant major, and tokumu-socho or special sergeant major. Finally, the officer class is made up of: shoi or second lieutenant, chui or first lieutenant, tai or captain, shosa or major, chusa or lieutenant colonel, taisa or colonel, shosho or major general, chujo or lieutenant general, taisho or general, and gensui or field marshal (GlobalSecurity.org, 2008). The French government also contributed greatly to the training of Japanese officers. Many were employed at the military academy in Kyoto, and many more still were feverishly translating French field manuals for use in the Japanese ranks (GlobalSecuirty.org, 2008).

Despite the Conscription Law of 1873, and all the reforms and progress, the new Japanese army was still untested. That all changed in 1877, when Takamori Saigo, led the last rebellion of the samurai in Kyushu (GlobalSecurity.org, 2008). In February 1877, Saigo left Kagoshima with a small contingent of soldiers on a journey to Tokyo. Kumamoto castle was the site of the first major engagement as garrisoned forces fired on Saigo’s army as they attempted to force their way into the castle (Rickman, 2003, p 46). Rather than leave an enemy behind him, Saigo laid siege to the castle. Two days later, Saigo’s rebels, while attempting to block a mountain pass encountered advanced elements of the national army enroute to reinforce Kumamoto castle. After a short battle, both sides withdrew to reconstitute their forces (p 46). A few weeks later the national army engaged Saigo’s rebels in a frontal assault at what is now called the Battle of Tabaruzuka (p 47). During this eight day battle, Saigo’s nearly ten thousand strong army battled hand-to-hand the equally matched national army. Both sides suffered nearly four thousand casualties during this engagement (p 47). Due to conscription however, the Japanese army was able to reconstitute its forces while Saigo’s was not. Later, forces loyal to the Emperor broke through rebel lines and managed to end the siege on Kumamoto castle after fifty-four days (p 47). Saigo’s troops fled north, pursued by the national army. The national army caught up with Saigo at Mt. Enodake. Saigo’s army was outnumbered seven to one prompting a mass surrender of many samurai (p 48). The remaining five hundred samurai loyal to Saigo escaped, travelling south to Kagoshima. The rebellion ended on September 24, 1877 following the final engagement with Imperial forces which resulted in deaths of the remaining forty samurai and Takamori Saigo himself, who, having suffered a fatal bullet wound in the abdomen, was honourably beheaded by his retainer (p 49). The army’s victory validated the current course of the modernization of the Japanese army as well as ended the era of the samurai.

Foreign relations
When United States Navy ended Japan's sakoku policy, and thus its isolation, the latter found itself defenseless against military pressures and economic exploitation by the Western powers. For Japan to emerge from the feudal period, it had to avoid the colonial fate of other Asian countries by establishing genuine national independence and equality.

Following her defeat of China in Korea in the Sino-Japanese War (1894–1895), Japan broke through as an international power with a victory against Russia in Manchuria (north-eastern China) in the Russo-Japanese War of 1904–1905. Allied with Britain since the Anglo-Japanese Alliance signed in London on January 30, 1902, Japan joined the Allies in World War I, seizing German-held territory in China and the Pacific in the process, but otherwise remained largely out of the conflict.

After the war, a weakened Europe left a greater share in international markets for Japan, which emerged greatly strengthened. Japanese competition made great inroads into hitherto European-dominated markets in Asia, not only in China, but even in European colonies like India and Indonesia, reflecting the development of the Meiji era.

First Sino-Japanese War
The first Sino-Japanese War was waged from 1895-1896. Japan and China fought over Korea. Japan won, and China gave up Korea, Taiwan, and Lushun (also known as Port Arthur) in the Treaty of Shimonoseki.

After the war, Russia, Germany, and France stepped in and pressured Japan to return Lushun to China. China then leased Lushun to Russia for cheap.

Russo-Japanese War
The Russo–Japanese War( 日露戦争, Nichi-Ro Sensō) was waged from the 10th February 1904 to the 5th September 1905. The significance of this war is that it was Japan's first war with a European power. The Result was that Japan had won. This had far reaching consequences in world history. It proved to many Russian revolutionaries that the Tsarist government was weak and so needed to be overthrown. The tactics of the war would introduce the generals of the first world war. In a campaign where Japan was constantly on the offensive, although they suffered massive losses, they still managed to catch much territory. This proved that if morale was high among troops even the strongest of defences could be overcome. In Japan it was a reason for to the rise of militarism as it proved Japan could beat a major world power. Another reason for the rise of militarism was the fact that Japan felt it had not gained enough territory from the peace agreements.

Declaration of War
The War began with the Battle of Port Arthur, when the Japanese navy, under the command of Admiral Togo Heihachiro, attacked Russian ships at Port Arthur(Modern Day Lüshun), without a declaration of war. It was Japan's first real battle with Europeans, and convinced them that a surprise attack without a declaration of war was the best style of attack.

Defeat of Russia
The Russian Pacific fleet was holed up in Port Arthur so the Russians decided to reinforce their fleet with their Baltic fleet. They sent round their fleet to the Pacific however as it passed Tsushima the fleet was decisively defeated by the Japanese Navy.

Aftermath
The Russians were defeated, causing Japanese might to be recognized by the international community. However, this put an already financially sapped Japan into even greater debt.