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This paper investigates the temporal inflow profile that minimises the total cost of travel for a single route. The problem is formulated to consider the case in which the total demand to be serviced is fixed. The approach used here is a direct calculation of the first order variation of total system cost with respect to variations in the inflow profile. Two traffic models are considered; the bottleneck with deterministic queue and the kinematic wave model. For the bottleneck model a known solution is recovered. The wave model proves more difficult and after eliminating the possibility of a smooth inflow profile the restricted case of constant inflow is solved. As the space of possible profiles is finite dimensional in this case, the standard techniques of calculus apply. We establish a pair of equations that are satisfied simultaneously by the optimal inflow and time of first departure.

Strategic option generation is a fundamental step in strategy formulation. Several lenses have been proposed to explain its foundations, including the microeconomics positioning school, and the resource and capabilities based view of the firm. These approaches are largely based on inductive and deductive logics, which are not the logics that provide strategic options that are potentially novel, profitable, and largely differentiated from competitive offerings. In this chapter, we propose a unifying framework of the cognitive foundations of strategic option generation. Building on five fundamental cognitive acts – imitation, framing, analogical reasoning, abductive reasoning, and mental simulation, this proposed model both synthesizes the extant literature and provides guidance about promising avenues for future theoretical and empirical research.

This chapter serves to synthesize existing literature centered on inservice teacher video-facilitated reflection on literacy pedagogy.

The inservice teacher literature review is focused on: (1) video analysis frameworks and scaffolds used to facilitate inservice teachers’ video reflection; (2) reflection and video discussions; and (3) the use of video for inservice teacher change and development.

From this review we learn that there is a dearth of video reflection research with inservice teachers on literacy pedagogy. Within the field of literacy, we know far less about how, when, and why to use video with inservice teachers than preservice teachers.

The review of literature does not incorporate inservice teacher video reflection in disciplines such as science and mathematics. Expanding this review to all disciplines would present a more comprehensive picture of video reflection with inservice teachers.

The chapter highlights the potential value of using video in inservice professional development and points to the specific needs for studies to identify the most effective uses of video specific to inservice professionals.

This chapter provides significant research-based information for designing and implementing future studies and professional development focused on video reflection with inservice teachers.

Although risks are present in any organisation and the importance of their study is obvious, the authors find that risk analysis is an area still in its infancy, as reflected in the small number of existing publications on this topic. Human resources tend to understand risk in an elementary way. The ability of human resources to perceive risk is the ability and competence to identify a potential threat that does not always appear.

Aim: The aim of the this chapter was to provide additional knowledge on human resource competencies, in order to avoid the emergence and spread of risks at the organisational and cyber level.

Methodology: The authors used the quantitative–comparative analysis, by presenting all the details regarding the competencies of the human resource in order to manage the risks at organisational and cybernetic level.

Findings: The findings of this chapter show that the compulsory competencies of the human resource influence both the general competencies and the special competencies: information technology and communications, security ethics and economic ones. These, in turn, can improve or diminish cyber security competencies by almost 50%.

Originality of the Study: This study is highlighted by results obtained from the analysis of the capacity of human resources, to integrate theoretical knowledge and practical competencies on the perception of cyber risk. Of particular importance for this research are the analysis of data and the interpretation of results on human resources competencies. In this sense, throughout the chapter are assessed the skills of human resources, necessary for the management of cyber risks at the organisational level. In terms of future research implications, it could be important research to identify a method of assessing the competencies acquired by human resources applied from the perspective of cyber risk.