"... In PAGE 7: ...able 24. Example of CRM-Based Training Analysis Grid........................................................ 75 Table25 .... In PAGE 86: ... 4.2 Elemental Teams Table25 includes the recommended training methods for elemental teams. The table lists possible training methods for each team based upon those identified and in use in other industries for similar teams.... ..."

"... In PAGE 3: ... Refactorings for a Single Component (O = optional, V = variant, OV = optional variant). Type Situation Refactoring O Optional never used Remove optional com- ponent O Optional always used Make optional compo- nent a core component V One variant used, all others not Make the one variant a core component and remove other variants V A few variants used, all others not Remove the unused variants V One variant has more functionality than the others Split off an optional component, thereby equalizing all variants OV (any combination of an optional situation and a variant situation) (the matching refactor- ings, applied one after the other) Table2 lists refactorings that involve making changes to two components at the same time. Based on the metrics, we have identified four the different refactorings as shown in the table.... In PAGE 4: ... As a second example, the fact that an optional component is always used is shown in a span for that component by having as many marks on the span as the number of configurations in the PLA. More compli- cated situations, as those situations listed in Table2 , are presented by ARCHMETRIC as more complicated patterns that are annotated with information about each of the marks on the span. Table 2.... ..."

"... In PAGE 12: ... In this section, we present an overview of these patterns. All the unique refactoring patterns are listed in Table6 . We present the details of some of the non-trivial unique refactorings below, in the same format as [19] and Fowler et al.... ..."

"... In PAGE 12: ... On the negative side, the majority of students reported on communication breakdown, lack of negotiation skills, and difficulties experienced in sharing ideas. One question that elicited some interesting responses was: quot;How do others influence the development of your ideas and skills? quot; Table3 shows that a range of personal knowledge skills were developed and demonstrated in the reflective tasks undertaken by individuals. Some examples correspond with Erhaut apos;s (1994) definition of personal knowledge, for example, interdependence, multiple perspectives and awareness of the assumptions underpinning one apos;s own view.... In PAGE 13: ... Table3 : Examples of personal knowledge developed by students Other areas of personal knowledge that emerged from the transcripts were development of reasoning, self-awareness and an appreciation of multiple perspectives. Further evidence of the development of team skills can be inferred from the results of the team processing and feedback mechanisms that were built on assessment design.... ..."

"... In PAGE 3: ... A typical docu- ment is shown in Figure 1. 3 Relevance Judgments The ten participating research teams shown in Table1 together produced 24 automatic cross-language runs with English queries, 3 automatic cross-language runs with French queries, 19 automatic monolin- gual runs with Arabic queries, and 2 manual runs (one with English queries and one with Arabic queries). From these, 3 runs were selected from each team in a preference order recommended by the participants for use in forming assessment pools.... In PAGE 5: ... For example, 33% of the relevant documents that were found by only one team were found only by monolingual runs, while 63% were found only by cross-language runs. 4 Results Table1 summarizes the alternative indexing terms, the query languages, and (for cross-language runs) the sources of translation knowledge that were explored by the ten participating teams. All ten participating teams adopted a bag-of-terms technique based on indexing statistics about the occurrence of terms in each document.... In PAGE 7: ... Some teams used a machine trans- lation system to directly perform query translation, others used translations obtained from one or both of these systems as one source of evidence from which a translated query was constructed. A mark in the MT column of Table1 indicates that one or more existing machine translation systems were used in some way, not that they were necessarily used to directly perform query translation. Translation Lexicons.... ..."

"... In PAGE 6: ...able 4 Software patterns summary ............................................................................................................. 25 Table5 Software refactoring summary .... ..."