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Problem 1 of the International Workshops for Eddy Current Code Comparison is a hollow cylinder with axis perpendicular to a uniform field. A total of 17 solutions are described and compared with experimental results. Many kinds of codes, both two‐ and three‐dimensional, were found to give satisfactory solutions.

Drawing upon prior work in cognition, organizational learning, strategy, and organization theory, a multi-level, longitudinal account of change in core competence is presented. The central concern addressed is how knowledge passes from “individual” to “organizational,” and how insight present in one part of the organization comes into broader currency. Data from a mature industry firm form the foundation for a depiction of change as a cognitive process involving multiple individuals, groups, and levels within the organization. Speculative propositions and a process model are presented.

Many companies are trying to acquire innovative technologies and relevant knowledge by sending R&D work overseas. Although recent research has been focusing on the aspects that motivate MNCs to establish offshore R&D facilities, such as cost reduction and market expansion, little is known about external or circumstantial factors influencing the performance of global R&D activities. Searching for enhancers of offshore R&D facilities, we investigated the relationships between the performance of offshore R&D and the technological capabilities of a parent company, its home country, and its R&D hosting country. Both patent data of EU and the EU R&D scoreboard of 134 overseas R&D labs from 46 MNCs, dating from the period of 2003 to 2005, are used in the analysis. The same time period is applied in calculating the RTA of each country. Regression analysis results support our main hypothesis that the technological capabilities of the parent company and the hosting country positively affect the performance of overseas R&D.

Against a broader global and regional shift toward “quality education for all,” the chapter explores education policy developments and trends related to teacher education and professional development in Latin America and the Caribbean. We examine how multilateral education policy circulation and regional horizontal cooperation has guided these education policy developments. The chapter is organized into three parts. It first provides a discussion of educational multilateralism and new forms of horizontal cooperation, as it relates to educational development efforts. We argue that these new forms of multilateralism and horizontal cooperation guide the development of policies that seek to enhance both educational equity and quality education, particularly through advancing teacher education and professional development. The second section explores several recent education policy trends that relate to teacher education and professional development in Latin America and the Caribbean, and the challenges that Ministries of Education face when designing and implementing programs of teacher education and professional development. Lastly, the chapter examines the role of regional organizations in promoting new forms of regional horizontal cooperation specific to teacher education and professional development, focusing on the example of Organization of American States’ (OAS) Inter-American Teacher Education Network (ITEN).

Ways of sharing information as part of the development and implementation of new evaluation methods were studied in a project involving thirteen public libraries, one polytechnic library, and one university library. The purpose of the project was to initiate collaboration in evaluation and to develop qualitative evaluation tools that would be easy to use. Communities of practice, comprising of representatives of the different libraries, had a focal role in the development work, in which sharing of information was elemental. Qualitative tools consisted of portfolios and various forms for collecting information. In addition, informal consortium benchmarking was applied to evaluate different library tasks. Although small units have rarely been studied with regard to the sharing of knowledge or information or benchmarking, they should be. Moreover, small units may even be able to contribute to development. The study is based on information gathered from participants using interviews and questionnaires as well as project documentation, the contents of which have been analyzed qualitatively.

The purpose of this paper is to look at the role of community participation in reducing anxiety and trauma in communities during two New Zealand earthquakes: the 1987 Edgecumbe and 2003 Te Anau events and explore the effectiveness of various approaches in providing information, reducing stress, and facilitating a recovery process.

The principle methods of data collection were semi‐structured interviews were undertaken between October 2006 and March 2007 with key agencies and individuals involved in the response and comprehensive analysis of papers, reports and articles in newspapers. The research was undertaken prior to the 4 September 2010 and 2011 earthquakes in Canterbury, New Zealand, and therefore community recovery from these events are not discussed in this paper.

Effective survival and recovery from disasters depends not just on people's abilities to cope with the physical impacts of the event, but also on how the societal environment complements and supports the complex and protracted processes of community recovery. Central to recovery is how society organises, mobilises and coordinates the diverse range of organizational and professional resources that can be called upon to assist recovery.

The paper offers insight into the effectiveness and benefit of incorporating of community participation in reducing anxiety and trauma in communities during earthquakes.