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To provide insights into the role of formal and informal accounts in preventing the liquidation of a professional football club and in post-crisis rebuilding.

This case study, framed as a conflict arena, covers an eight-year period of a high-profile struggle over the future of a professional football club. It uses a mixed methods design, including direct engagement with key actors involved in administration proceedings and transformation to a hybrid supporter-owned organisation.

Our findings suggest that within the arena:• formal accounting and governance were of limited use in managing the complex network of relationships and preventing the abuse of power or existential crises. • informal accounting helped mobilise critical resources and maintain supporters’ emotional investment during periods of conflict. • informal accounts enabled both resistance and coalition-building in response to perceived abuse of power. • informal accounts were used by the Club as part of its legitimation activities.

This study provides theoretical and empirical insights into an unfolding crisis with evidence gathered directly from actors involved in the process. The conceptual framework developed in this paper creates new visibilities and possibilities for developing more effective accounting practices in settings that enable continuing emotional investment from supporters.

This chapter argues that the Americanisation of online policing has questionable impacts in Australian prosecutions involving drugs obtained and distributed through dark web cryptomarkets. The authors describe several Australian prosecutions of mid- and low-level dealers who have accessed drugs through the dark web and contrast these with the United States (US) case against the cryptomarket, AlphaBay. The discussion in this study emphasises how Australian police and courts view the relative weight of dark web activity associated with the domestic and transnational supply of illicit drugs that result in formal prosecutions. The authors suggest that large-scale forms of online and dark web police surveillance undertaken by US enforcement agencies reflect Ethan Nadelmann’s (Cops across borders: the internationalization of US criminal law enforcement, University Park: Pennsylvania State University Press, 1993) thesis on the Americanisation of global policing through transnational communications networks. The authors then explain how key elements of transnational dark web drug supply appear to have a marginal bearing on criminal investigations into low- and mid-level traffickers in Australia, which rely on conventional surveillance tactics to identify clandestine mail pickups, physical distribution methods, and irregular money trails. However, the authors then illustrate how the Americanisation of online policing that targets high-level entrepreneurs and seeks to dismantle or eliminate dark web cryptomarkets has important implications on Australian reforms aimed at enhancing online surveillance powers to target a range of crimes that are often wrongly associated with illicit drug cryptomarkets. The authors conclude by demonstrating how intensive dark web surveillance has limited direct impact on routine drug policing in Australia, with dark web communications simply another medium for facilitating the physical detection of illicit transnational drug transactions.

Building on the introduction to positive psychology and positive education in Chapter 1, the aim of Chapter 3 is to focus on wellbeing and positive education in secondary schools. This includes an overview of approaches to intervening in mental health (‘traditional’ and those which draw on the principles of positive psychology) that have been used in schools, and the factors that can influence their outcomes. When and how to apply interventions across three levels: the system, the community, and the individual, are also explored, alongside four different approaches: whole school, whole class, small group, and one-to-one. The chapter draws on up-to-date research and practical experience in secondary school settings, and includes a case study of Positive Psychology in Practice, based on the delivery (by the author) of a multi-component PPI (mPPI) – The Hummingbird Project, which has now been delivered to approximately 4,000 students in 24 secondary schools across the North West of England. The effectiveness of the mPPI, key lessons learned and insights gained are shared, including how to overcome the challenges of working in a culture not conducive to positive education.

This chapter focuses on a unique partnership made possible by Kazan Federal University, which has one of the largest teacher preparation programs in the Russian Republic. The partnership sponsors a scientific-practical conference known as the International Forum on Teacher Education (IFTE), arguably the most influential conference in the field of education in Eastern Europe and post-Soviet countries. Thousands of papers about different educational themes have been presented since 2015. Researchers share their views and their research results on the issues of modernization and development of the content of teacher education. Most recently, international guests have been playing a larger role. For example, ISATT partnered with IFTE and an ISATT regional conference flew under the IFTE banner in 2019. Many ISATT regional representatives attended. Since then, more researchers from the western world – including those from Europe and the United States – have been regularly attending IFTE, which is gaining an international reputation for being one of the most comprehensive teacher education conferences in the world.

Disciplinary school exclusion has negative consequences in terms of academic achievement, well-being, mental health, and future prospects. Permanent and temporary school exclusions rates in England are much higher than in the rest of the United Kingdom and disproportionately affect students with special needs, from care backgrounds, living in poverty, and from particular ethnic backgrounds. This chapter argues that looking at the issue of school exclusion is another way of looking at issues of inclusion and diversity in schools and that these are central concerns for initial teacher education programs. The chapter illustrates this argument by reporting some of the preliminary findings from the 4-year ESRC funded project The Political Economies of School Exclusion Across the UK (2019–2023) led by the Excluded Lives Research team at the University of Oxford. The main objective of this research has been to develop a home international multidisciplinary understanding of the landscapes of political economies and the experiences and consequences of school exclusion across the United Kingdom.