Search results

The purpose of this paper is to argue that historical research methods offer an innovative and powerful way to examine, frame, explain, and disrupt the study of contemporary issues in educational leadership. More specifically, the authors examine how historical methodology might recast some of the questions educational leadership researchers presently engage and how the act of “doing history” might simultaneously lead to new research agendas and social change.

This conceptual paper provides a discussion of the explanatory and disruptive power of historical research methods and how intentional ignorance of uncomfortable historical realities, such as racist institutional structures and practices, undermines present-day efforts to advance equity in schools. Using the mainstream achievement gap narrative as an example, the authors consider the ways in which historical scholarship can effectively disrupt current conceptions of educational inequality and opportunity in the USA.

The paper suggests researchers close the “history gap” by engaging historical research methods in ways that better ground, contextualize, and disrupt the often ahistorical and uncritical ways the field frames present-day challenges like the achievement gap.

This paper explores the explanatory and disruptive power of historical research as a mode of inquiry in education leadership.

The Austrian School of Economics, pioneered in the late nineteenth century by Menger and developed in the twentieth century by Mises and Hayek, is poised to make significant contributions to the methodology, analytics, and social philosophy of economics and political economy in the twenty-first century. But it can only do so if its practitioners accept responsibility to pursue the approach to its logical conclusions with confidence and absence of fear, and with an attitude of open inquiry, acceptance of their own fallibility, and a desire to track truth and offer social understanding. The reason the Austrian school is so well positioned to do this is because (1) it embraces its role as a human science, (2) it does not shy away from public engagement, (3) it takes a humble stance, (4) it seeks to be practical, and (5) there remains so much evolutionary potential to the ideas at the methodological, analytical, and social philosophical level that would challenge the conventional wisdom in economics, political science, sociology, history, law, business, and philosophy. The author explores these five tenants of Austrian economics as a response to the comments on his lead chapter “What Is Still Wrong with the Austrian School of Economics?”

This paper aims to examine the impact of knowledge management functions (acquisition, integration and utilization) on digital financial innovation through the moderating role of managers’ demographic characteristics (age, sex, education, experience and position) in commercial banks operating in Lebanon.

To accomplish this aim, a conceptual framework based on knowledge-based theory and literature review was developed the data for this research was collected through a self-administered questionnaire with 181 respondents. The target respondents were managers of commercial banks in Lebanon.

The empirical findings of the study suggest that the practice of knowledge management functions practice has a positive and significant relationship with digital financial innovation. The findings also provide support for the moderating effect of only two demographic characteristics of bank managers; experience and position on the relationship between knowledge management and digital financial innovation in commercial banks in Lebanon.

The managers of commercial banks in Lebanon and similar countries could use the study findings to better understand the practices of knowledge management in the banks and also the skills acquired or existing in the individuals working in their organizations and is also helpful to enhance their level of digital financial innovations.

This study has investigated the unexplored impact of knowledge management on digital financial innovation via moderating role of managers' demographic characteristics among commercial banks operating in Lebanon as a developing country.

The purpose of this study is to evaluate the yield, physico-chemical and microbiological parameters during the shelf life of the Minas Frescal cheese hand-manufactured by family farms.

In the milk, analyses of total bacterial counts, somatic cell counts and centesimal composition were performed. The milk coagulation was analyzed, with different curd times (40, 80 and 120 min), with respect to the proximate composition, pH, titratable acidity, yield and microbiological counts. The means were compared using the Tukey test with a significance level of 5 per cent. The most probable number of microorganisms were also determined in water.

The results for milk quality were within the requirements established in Normative Instruction 62, except for total dry extract. It was found that curd time did not influence the protein and fat in dry matter contents; however, the ash content in cheese of 40 min of curd time (2.8 g/100g) is significantly higher (p = 0.02) than the values found for the other curd times. The same behavior was observed for moisture content (p = 0.04). The parameters determining the cheese quality were outside the standards for human consumption, but this result is directly related to the water conditions, which were outside of potability levels. To meet the requirements established in the legislation, dairy products must follow strict standards of quality hygiene, both the raw material (water, milk) and their employees who act directly in the process.

For the preparation of the Minas Frescal cheese, it takes several steps, from obtaining the milk to the product ready to be consumed, so the importance of doing this monitoring and evaluating its quality.

This paper identifies ways in which community action can enhance the quality of life of older residents and reports specifically on four community gardening initiatives developed with older people living in disadvantaged communities in Manchester.

The Community Action in Later Life – Manchester Engagement (CALL_ME) project used an action research approach to engage older people. Older people and other stakeholders were actively involved in designing, planning and implementing the projects.

Drawing on a range of qualitative data, the paper provides evidence of how older people can be actively engaged in community projects, and explores the benefits of involvement including: enhanced well‐being, and increased socialisation, learning and empowerment. The challenges faced by the older people are also reported which include maintaining interest, recruiting new members and needing external support.

The paper also reports the implications for practice, discussing how gardening initiatives can involve and benefit older people and the wider community and the value of an action oriented approach in disadvantaged communities. Recommendations are made regarding ensuring sustainability of such projects by providing education and training to enhance participants' skills and build their confidence.

Whilst recognising the problems associated with living in disadvantaged communities, the CALL‐ME project takes a new approach and moves the focus to ways in which older people can become engaged in and benefit from community action, and empowered to sustain the projects they develop.