Cutaneous vasculitis was identified by histopathological findings in 72 equines. The most frequent clinical findings were crusts/scales and oedema of the legs with the most common underlying disease being photo-aggravated dermatitis. Common laboratory findings were anaemia, neutrophilia, hyperglycaemia and hyperglobulinaemia. Histopathological patterns were most commonly cell-poor and lymphocytic/histiocytic. While statistically supported treatment recommendations could not be made due to the large numbers of confounding factors, trimethoprim-sulfa antibiotics, corticosteroids, and/or resolution or control of the underlying disease process were the most common treatment modalities.

This article explores the overlaps and disconnects between the competencies evaluators acquire during graduate school and those required and desired by employers. To investigate this relationship, two different surveys are administered, one for job seekers and the other for employers; 205 postings in the American Evaluation Association job bank were analyzed. The findings suggest that employers, job seekers, and job posters generally agree on the importance of some competencies, such as quantitative analyses and data management. However, some skills desired by employers, such as interpersonal, project management, and presentation skills, differ from skills that job seekers acquire in graduate school. Opportunities for additional experiences in real-world evaluation settings could fill these gaps. Implications for training and future research on training in evaluation are discussed. E valuation training, specifically requisite evaluation skills, has been a central concern since the field's inception. Despite the proliferation of alternative training avenues for evaluators, continued deliberation persists of what knowledge and skills should be gained as well as where and how. For example, between 2003 and 2006, approximately 40 panels, debates, roundtables, think tanks, demonstrations, skill-building workshops, expert lectures, and multipaper sessions were offered at the annual American Evaluation Association (AEA) conference on the topic of evaluation competencies alone. Topics ranged from providing graduate evaluation training through an apprenticeship model, to how the context of evaluation affects the use of evaluation competencies, and to performance evaluation tools for rating evaluators' knowledge and technical skills (American Evaluation Association [AEA], n.d. a).One of these AEA conference sessions is a recurring metaroundtable sponsored by the Graduate Student and New Evaluators Topical Interest Group. This roundtable functions as a forum for novice evaluators in search of a first job or a different position, and it provides them with an informal venue for discussing career issues with seasoned evaluators. To provide a comprehensive perspective, session organizers invite practitioners from various sectors (e.g.,

The problem and the solution. What methodologies exist to explore the future of human resource development? This article describes one, the future search conference, and how a global team of volunteers planned and executed the first such conference dedicated to the future of a profession. It summarizes the process, lessons learned, and outcomes in terms of common ground statements. These outcomes are explored in more detail in subsequent articles.

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