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Purpose: Online gaming (OG) has become an increasing societal phenomenon during the current Pandemic times. This is due to lockdowns and people being confined to home environments. This chapter sheds light on the attraction of OG, from the perspective of it being a virtual immersion tool of emancipation. There has been an increasing amount of working from home arrangements during Pandemic times and more time is being spent in virtual immersion. As discussed in the article, there is a potential conflict between individual accountabilities, for example, to attain a certain degree of work-related performance and the hedonistic pleasure attained from OG (which is the type of focus of virtual immersion in this chapter). OG bears personal, business and societal costs, which are discussed in this chapter.

Need for this study: This study provides a picture of the implications of an individual’s virtual reality immersion for the purpose of OG, from the perspectives of personal and social accountabilities in the virtual and physical worlds in the current Pandemic environment.

Methodology: This is a concise overview of the theoretical underpinnings, impacts on accountabilities and implications relating to OG. The chapter provides a survey and discussion of the literature on increasing trends of OG, profit-making potential of OG and the related accountability perspectives.

Findings: This chapter has extended on the Internet accounting and accountability research literature by considering OG accountabilities and costs and benefits. OG supports an individual’s emancipation. From the perspective of OG, there are numerous forms of emancipations that can be achieved and that may result in ‘sacrifices’ by others including other online gamers. There is a substantial risk of a lack of accountability towards the others in the online and real-life environment on behalf of the one who is emancipated through escape.

FOR the past decade the case for simulator training has been based on the cost savings that can be achieved over training aircrew in actual aircraft.

This chapter explores school-to-school collaboration via Teaching School Alliances (TSAs) in one locality in England, drawing on governance theory (Bevir, 2011) – specifically hierarchy, markets and networks (Tenbensel, 2017). It focusses on three TSAs in detail, describing their individual development as ‘school-led’ networks but also how they interact with each other and with other networks in the context of wider hierarchical and market-driven pressures and opportunities. It compares these examples to the three common TSA trajectories described by Greany and Higham (2018) – exclusive, marketized, and hierarchical – showing how these trajectories overlap and interact in hybrid forms. It concludes by discussing these findings in relation to social regulation and cohesion (Chapman, 2019; Hood, 1991) and to the wider themes in this book. We argue that while collaboration between schools in the English system has been driven at the policy level by an egalitarian narrative, in reality, such activity is enacted within a hierarchical and individualist framework which can be in tension with the professional values and ethics of school leaders. We conclude with recommendations, which include a need to rethink national and local accountability structures in order to encompass a broader range of outcomes; encourage more ambitious levels of experimentation in how the needs of children and families can best be addressed; focus on place-based coherence and collaboration; and, finally, develop the skills and capacity of frontline leaders to shape productive networks.

This study aims to analyse the deep resource mining that causes high in situ stress, and the disturbance of tunnelling and mining which may induce large stress concentration, plastic deformation and rock strata compression deformation. The depth of deep resources, excavation rate and multilayered heterogeneity are critical factors of excavation disturbance in deep rock. However, at present, there are few engineering practices used in deep resource mining, and it is difficult to analyse the high in situ stress and dynamic three-dimensional (3D) excavation process in laboratory experiments. As a result, an understanding of the behaviours and mechanisms of the dynamic evolution of the stress field and plastic zone in deep tunnelling and mining surrounding rock is still lacking.

This study introduced a 3D engineering-scale finite element model and analysed the scheme involved the elastoplastic constitutive and element deletion techniques, while considering the influence of the deep rock mass of the roadway excavation, coal seam mining-induced stress, plastic zone in the process of mining disturbance of the in situ stress state, excavation rate and layered rock mass properties at the depths of 500 m, 1,500 m and 2,500 m of several typical coal seams, and the tunnelling and excavation rates of 0.5 m/step, 1 m/step and 2 m/step. An engineering-scale numerical model of the layered rock and soil body in an actual mining area were also established.

The simulation results of the surrounding rock stress field, dynamic evolution and maximum value change of the plastic zone, large deformation and settlement of the layered rock mass are obtained. The numerical results indicate that the process of mining can be accelerated with the increase in the tunnelling and excavation rate, but the vertical concentrated stress induced by the surrounding rock intensifies with the increase in the excavation rate, which becomes a crucial factor affecting the instability of the surrounding rock. The deep rock mass is in the high in situ stress state, and the stress and plastic strain maxima of the surrounding rock induced by the tunnelling and mining processes increase sharply with the excavation depth. In ultra-deep conditions (depth of 2,500 m), the maximum vertical stress is quickly reached by the conventional tunnelling and mining process. Compared with the deep homogeneous rock mass model, the multilayered heterogeneous rock mass produces higher mining-induced stress and plastic strain in each layer during the entire process of tunnelling and mining, and each layer presents a squeeze and dislocation deformation.

The results of this study can provide a valuable reference for the dynamic evolution of stress and plastic deformation in roadway tunnelling and coal seam mining to investigate the mechanisms of in situ stress at typical depths, excavation rates, stress concentrations, plastic deformations and compression behaviours of multilayered heterogeneity.

The purpose of this paper is to discuss the main parameters influencing the performances of Distributed Maximum Power Point Tracking (DMPPT) and to present an algorithm aimed at the maximization of the energetic efficiency of the grid-connected PhotoVoltaic (PV) systems. Such an algorithm is based on the estimate of the optimal operating range of the input inverter voltage and of the optimal operating voltages of the PV modules.

The Fast Estimate of the Maximum Power Voltages algorithm, described in this paper, is based on the idea that the controllers of the DC/DC converters (DMPPT function) and the controller of the inverter (Central MPPT function) must be able to exchange useful data in order to carry out a suitable technique based on the jointed adoption of DMPPT and CMPPT function. Such a technique is essentially based on the knowledge, even if in approximate form, of the Power vs Voltage (P-V) characteristic of a string composed by PV modules and DC/DC converters and on the consequent fast identification of a set of operating points for the inverter and for the PV modules.

The main advantage of the proposed algorithm is represented by the fast identification of a set of operating points for the inverter and for the PV modules, which allows to obtain a marked increase of the speed of tracking both of the inverter and of the DC/DC converters performing the DMPPT function.

The simulation results, shown in this paper, confirm the validity of the proposed original approach.

Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in which social capital resource is exchanged, can serve as an effective way of facilitating such learning. With this systematic review, the authors identify the opportunities and benefits inter-school social capital networks might bring by exploring: (1) what inter-school networks are available internationally for primary and secondary schools, (2) the features and activities present within inter-school networks and (3) evidence of impact of inter-school network activities.

For this study, the authors employed a systematic review methodology. The review comprised the five stages of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses: PRISMA, 2021) protocol. The study findings derived from 111 research outputs (from a total of 1,221 originally identified).

The review highlights a number of different inter-school networks and their diverse purposes as well as key network features, such as the actors present in networks and the activities network participants engage with. At the same time, however, the authors only identify limited reliable evidence of the impact of inter-school networks.

The study fills a knowledge gap by exploring, for the first time, the presence, features of inter-school social capital networks available to school leaders as well as investigating the impact of these networks.

Any kind of production flow is obtained not from individual production organizations but from a more or less widespread Production Network of interconnected production modules located in different places and times. All of these modules are, consciously or not, necessarily connected, interacting and cooperating in a coordinated way to combine and arrange, step by step, the factors, materials, components, manpower, machines and equipment to obtain flows of products’ final goods, in particular’ and to sell these where there is a demand for them. The purpose of this paper is to determine, in logical and formal terms, the minimum conditions that bring about the formation of production networks and to discover the laws that explain their dynamics over time.

At the global level, the continuous and accelerated economic progress of mankind is witnessed. There is an increase in the quantity and quality of satisfied and yet to be satisfied needs, of attained and yet to be attained aspirations. The increase in productivity and in quality has become unstoppable and appears to guide the other variables in the system. It is natural to ask who produces and governs these phenomena. It does indeed seem there is a Ghost in the “Production” machine whose invisible hand produces growing levels of productivity and quality, increases the quality and quantity of satisfied needs and aspirations and reduces the burden of work, thus producing increasingly higher levels of progress in the entire economic system. This conceptual framework gives a simple answer: there is nothing metaphysical about this evolution towards unstoppable and irreversible progress, and it is produced by the spontaneous genesis and activity of selfish nodes and governed by the rules and laws of the production networks.

The author has identified ten “rules of selfish behavior” on the part of the nodes, whose application necessarily and inevitably produces three evolutionary dynamic processes “which refer to the network as an entity” which the author has called the “rules of the production networks” to emphasize their cogency: continual expansion, elasticity-resiliency and continual improvement in performance. The cognitive and creative processes that characterize the nodes do not allow us to predict the actual evolution of production networks; nevertheless, if it is assumed that nodes “consciously or not” follow the 10 “rules of selfish behavior”, then several typical trends, or behavioural schema, can be deduced which the author has called as the “laws of networks”, to highlight their apparent inevitability and cogency.

More than any other structure, Production Networks display Holland’s features and Arthur’s properties as their modules, viewed as autonomous entities with cognitive functions, represent a collectivity of agents that interact and exchange information with their environment to maintain over time their internal processes through adaptation, self-preservation, evolution and cognition, making individual and collective decisions as part of a network of micro behaviours.

This new conception of production through production networks, which takes into account the “rules” and “laws” regulating their behaviour, also sheds new light on the development of networks and their natural tendency to become globalized.

Although the concept of a network is becoming more popular in economic and business studies, it is yet to see an interpretation of production as deriving exclusively from the actions of increasingly larger networks. This paper presents an integrated view of production that does not discard the notion that production is carried out by organizations and companies but introduces the broader concept of the integration among organizations, which must be interpreted as nodes of a broader network that produces the flows of all the components needed to obtain the flow of a specific product. This represents an innovative view that will help us in understanding the difficulties policymakers encounter in governing production and controlling the basic variables that characterize it, specifically productivity, quality, quantity, prices and value. This perspective also allows to derive rules and laws for the behaviour of production networks that appear to be cogent and unvarying over time.

The research demonstrates the role of activity systems based in Cultural Historical Activity Theory as a means of analysing characteristics and efficacy of specific provisions of coaching in education.

Three examples of coaching in education were selected, involving 51 schools in England. The three examples were re-analysed using activity systems. This drew on existing evaluation evidence, gathered through interviews, questionnaires, focus groups and recordings of coaching.

In each example, the object of the coaching was to address a specific challenge to secure the desired quality of education. Using activity systems it is possible to demonstrate that coaching has a range of functions (both intended and consequential). The individual examples illustrate the potential of coaching to support change in complex and diverse education settings.

The use of existing data from evaluations means that direct comparisons between examples are not made. While data were collected throughout the duration of each coaching programme no follow-up data was available.

The analysis of the examples of coaching using activity systems provides evidence of the efficacy of specific coaching provision in achieving individually defined objectives related to sustaining and improving specific educational practices.

The research offers insights into how coaching in education might be better tuned to the specific needs of contexts and the challenges experienced by the individuals working in them. In addition, it demonstrates the value of activity systems as an analytical tool to make sense of coaching efficacy.

The research examines how contextual coaching (Gorrell and Hoover, 2009; Valentine, 2019) can act as a lever to build collaborative professionalism (Hargreaves and O'Connor, 2018) and lead to school improvement.

The multi-case study (Stake, 2013) draws on two bespoke examples of contextual coaching in education and uses the ten tenets of collaborative professionalism as a conceptual framework for its abductive analysis. Data from both cases were collected through interviews, focus groups and documentation.

The findings demonstrate that effective contextual coaching leads to conditions underpinning school improvement. Specifically, there are patterns of alignment with the ten tenets of collaborative professionalism. Whereas contextual coaching is found on four of these tenets (mutual dialogue, joint work, collective responsibility and collaborative inquiry), in more mature coaching programmes, three others (collective autonomy, initiative and efficacy) emerge. There is also evidence that opportunities exist for contextual coaching to be further aligned with the remaining three tenets. The study offers insight into how school improvement can be realized by the development of staff capacity for teacher leadership through contextual coaching.

The impact of coaching in education is enhanced by recognizing the importance of context and the value of iterative design and co-construction.

The principles of contextual coaching are generalizable, but models must be developed to be bespoke and to align with each setting. Collaborative professionalism offers a useful framework to better design and implement contextual coaching programmes.

The research introduces contextual coaching in education, and how coaching can enhance collaborative professionalism in schools.

A burgeoning literature refers to the effect of hypercompetitive conditions on organizations. The new orthodoxy involves reference to the disintegration of vertical, rational bureaucracies and the corresponding emergence of widespread innovation in new organizational practices such as delayering, outsourcing, and reducing organizational boundaries. Differing assumptions occur regarding the compatibility of new organizational practices with more traditional practices such as centralization and formalization. We present systematic, survey‐based data in order to assist in assessing these differing assumptions about compatibility. Our results confirm greater use of new organizational practices by organizations operating in dynamic environments. They also show that greater use of new organizational practices is not associated with less use of either centralization or formalization—indeed it is associated with an increased use of formalization. We argue the need to move beyond a compatibility/incompatibility dichotomy and propose a research agenda for achieving this. The implications for management include the need to view with caution evangelical calls for radical restructuring that ignore the subtleties of the relationship between traditional and new organizational practices.