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A bi‐scalar boundary‐integral approach to the static and monoharmonic electromagnetic field

Stationary and quasi‐stationary boundary‐integral models for magnetic and electromagnetic fields in 3D arrangements composed of coils, cores and screens are given. The test results obtained with the use of the authors' test program BIMS are presented.

Metallic elements placed in the vicinity of coils and conducting rings exert an influence on the inductance of them. Authors' BIMS package based on the boundary‐integral approach leads up to determine the monopole and/or dipole surface densities of the ‘magnetic charge’ on the walls of simple metallic boxes. The special considerations have been performed in order to study the influence of these boundary magnetic charge densities on the magnetic flux of the coils. The general algorithms for computing the magnetic flux is presented.

Introduces papers from this area of expertise from the ISEF 1999 Proceedings. States the goal herein is one of identifying devices or systems able to provide prescribed performance. Notes that 18 papers from the Symposium are grouped in the area of automated optimal design. Describes the main challenges that condition computational electromagnetism’s future development. Concludes by itemizing the range of applications from small activators to optimization of induction heating systems in this third chapter.

Magnetic field analysis of a permanent magnet put in free space can be effectively performed by a boundary‐integral technique completed with an iterative procedure following a non‐linear magnetic curve of magnetic material. The general idea of the boundary‐integral model of the permanent magnet is presented, the iterative algorithm and test software are described and the results of test computations are shown.

Individuals with autism spectrum disorder (ASD) often receive services from a variety of professionals. However, not all providers receive adequate training in ASD. The Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program includes a core competency of increasing knowledge about neurodevelopmental and related disabilities. This study attempted to assess trainees’ ASD knowledge and self-reported confidence in working with individuals with ASD and sought to understand if training through the LEND program increases these competencies. Additionally, the purpose of this study is to determine factors that predict ASD knowledge and self-reported confidence in providing services to this population, specifically in an interdisciplinary trainee sample.

Participants were 170 interdisciplinary LEND trainees during the 2017–2018 academic year. Participants across the USA completed online pre- and posttraining surveys. The survey included demographics, ASD knowledge, questions assessing training experiences, perceived ASD knowledge and self-reported confidence.

A one-way analysis of variance determined that there was a statistically significant difference in measured ASD knowledge across disciplines F(7, 148) = 5.151, p < .001. Clinical trainees (e.g. psychology, pediatrics and speech) exhibited more measured ASD knowledge than nonclinical trainees (e.g. neuroscience, legal). Additionally, training experiences, self-reported confidence and perceived ASD knowledge were predictors of measured ASD knowledge. Moreover, trainees increased their measured ASD knowledge, self-reported confidence and had more experiences with individuals who have ASD at the end of the training year.

These findings suggest that the LEND program may assist in the preparation of professionals to work with individuals with ASD. Training opportunities, including educational and practical experience, to train interdisciplinary providers who will work with individuals with ASD are advised.

This paper aims at identifying the main contributions of Industry 4.0 (I4.0) technologies to the enhancement of knowledge management (KM).

A scoping review based on two stages was carried out. In the first stage, a numerical and descriptive analysis was conducted. In the second stage, the latent content of those papers was explored through a qualitative analysis, in which papers were assessed regarding the outcome of the implementation of ten I4.0 technologies on 14 KM abilities and 6 KM processes.

Six technologies (e.g. Internet of Things (IoT), big data, cloud computing, simulation, visualisation and industrial robot) were claimed to have a significant contribution on KM, especially for creation, organisation, dissemination and application processes. Overall, results indicated that technologies can significantly contribute to KM, although the extent of such contribution varies across technologies, learning levels, KM processes and abilities.

Existing studies in I4.0 fall short in exploring how embodied knowledge is articulated in practice, especially regarding opportunities to use new technological alternatives in favour of knowledge and learning development. This study complements the existing literature on I4.0 by identifying which technologies can contribute to KM. Also, a framework was proposed to examine the contribution of I4.0 technologies to KM at individual, team, and organisational levels.

Shared leadership has received significant empirical and theoretical attention in the project management literature. However, a dearth of studies reveals how shared leadership promotes project performance. Drawing on the theory of conservation of resources, this research proposes a serial mediation model that investigates the relationship between shared leadership and project performance through team failure learning and team resilience.

A field study was conducted that surveyed 79 project teams in various industries (comprising 380 project team members and 79 project managers) using a multisource, time-lagged survey design.

Our findings show that shared leadership has a positive impact on project performance. More importantly, team failure learning and team resilience play sequential mediating roles in the relationship between shared leadership and project performance.

This research offers new ways for project managers to manage project performance effectively. Project managers are encouraged to recognize the benefits of shared leadership. To do this, they should facilitate team failure learning and improve team resilience, which serves to boost project performance.

This research provides a novel perspective on how shared leadership influences project performance. To the best of our knowledge, we are among the first to explore the serial mediating effects of team failure learning and team resilience on the relationship between shared leadership and project performance.

This chapter defines a learning culture and discusses the relationship between knowledge and learning. The authors explain why learning is essential to bringing knowledge to life and incentivizing knowledge flows and use. The chapter addresses the interplay between knowledge and learning cultures. A key point in the chapter is the value of mistakes as learning opportunities. The authors explain how mistakes are viewed in the industrial economy and how this perspective impedes critical organizational learning. Specifically, we define mistakes, explain the double cognitive bias of mistakes, explain the tendency and impact of hiding mistakes, the side effects of double mistake bias, learn to learn from mistakes, and take on the challenge of reconciling mistake acceptance and avoidance. Finally, the chapter addresses the importance of cultivating a learning climate to realize your learning culture.

The current pulse magnetizing process of permanent magnets is considered. General conditions for the design of a pulse magnetizer are given for the case when the magnetizing process is effected on the magnet put in free space. The boundary‐integral analysis of the magnetic field inside the magnet is presented. It concerns both the state corresponding to the maximum value of the magnetizing current pulse and the magnetized state after the full magnetizing.