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Examines the implementation of methods time measurement systems as a neglected area of discussion. Considers the importance of personnel involvement, training, communications, the effects on the costing department and on production control, as well as the application of MTM. Concludes that successful implementation is about preparation, which if soundly based should allow the process of implementation to automatically follow.

Problem 2 of the International Workshop for Eddy Current Code Comparison is a hollow cylinder with its axis perpendicular to a uniform sinuosoidal field. A total of 10 solutions, employing 9 different computer codes, are described and compared with analytic results. Most codes were 2‐D finite element and were found to give satisfactory solutions.

Benchmark problem 5 of the TEAM workshops consists of four aluminium blocks placed in the space between the jaws of an electromagnet. Three dimensional eddy currents are induced by 50 Hz time‐varying flux. Eleven sets of results from nine groups of contributors are compared with experimental measurements. The results from most of the computer codes tend to converge to common limits. These limits are in some places slightly different from some of the measured results. The reason for this discrepancy is thought to be due to the idealised boundary conditions, ignoring any losses in laminated iron, which are assumed in all the computer models.

Humanity faces many crises – climate change, food insecurity, persistent poverty – what Brown, Harris, and Russell (2010) call wicked problems. These problems implicate us all, with possible solutions transcending disciplinary, organizational, and national boundaries. Therefore educators need to nurture graduates able to engage as future practitioners – and citizens – in seeking solutions which recognize “the personal, the local and the strategic, as well as specialized contributions to knowledge” (Brown et al., 2010, p. 4).

A model of service-learning which draws on the principles of social pedagogy, cultural-based learning and co-production provides the foundations for a more reflexive pedagogy, supporting the “development of student attention, emotional balance, empathetic connection, compassion and altruistic behavior” (Zajonc, 2013, p. 83). This approach advocates that community organizations play a pivotal role in co-designing knowledge. Drawing on an applied research module at University of Wolverhampton this chapter will argue that by engaging community groups as co-producers of knowledge, learning can be extended beyond students to the wider community (Murphy & Joseph, 2019). Not only will this enhance the potential of service learning to benefit the community and the students, but it has the potential to produce graduates more sensitive to the needs of communities themselves.

The impedance boundary condition is widely used in order to reduce a multiple region electromagnetic field problem to a magnetic field problem analyzed in a nonconducting region only. It is obvious that the solution to the latter problem is much easier to obtain than those for conducting regions. There are several versions of the impedance boundary condition formulation which depend mainly on the choice of a field state variable and the solution technique applied.

Faculty members at public universities in different disciplines view civil society differently as they perform their function of creating partnerships with society. This chapter draws evidence from faculty members in public universities from one African country – Malawi. Drawing from Derrida’s (1978) concept of difference and West’s (1993) views of social theory, the chapter examines three approaches to community engagement (CE) with civil society. It concludes that the growing demands to attain difference in CE have resulted in oversupply of approaches that are often pitied against each other; hence, the hierarchies obscure the work CE is achieving.

Current changes in Australian and world economic and social climates have implications for business leadership, particularly at the middle and senior management levels. Surveys business executives attending a well‐known Australian management college during 1991 and 1992 and provides an overview of how leadership responds to and interprets these changes. Identifies five main leadership attributes, namely: vision and creativity; setting and achieving objectives; confident decision making; team building; and charisma. Associates these attributes with 16 organizational outcomes such as: organization innovation, direction setting and motivated workforce, among others. The overall results indicate that further research is needed to examine the extent to which team building and charisma as leadership attributes interact with and predict organization outcomes. Also discusses the practical implications of the findings.

It is commonly recognized in the UK Higher Education (HE) sector that the United States has dominated the practice of applying and articulating service-learning as a pedagogical approach for several decades (see Bringle & Hatcher, 1996; Butin, 2003; Eyler & Giles, 1999; Furco & Billig, 2002; Morton & Troppe, 1996). The use of service-learning as a pedagogical approach is an emerging field in the UK, responding to strategic agendas such as national assessment of academic impact and the civic role of universities.

The purpose of this qualitative study was to investigate how the proceedings of a vulnerable adult protection policy is understood by referrers to affect the psychological and emotional well‐being of adults with a learning disability. During the research process seven referrers of vulnerable adults discussed twelve different cases in in‐depth interviews. The interviews and matching case notes of protection meetings released by social services were analysed by the application of grounded theory techniques. The result is a model that highlights how appraisals of the experience the emotional and behavioural reactions of the vulnerable adults are shaped by the nature of the abuse, the actions taken by protection meetings, the expectations of the vulnerable adults and the availability of support.