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This paper aims to present a new model of marketing analysis that is capable of using the embedded knowledge that sits untapped in the history of marketing thought to solve contemporary marketing problems – the conceptual-historical analytical research model (CHARM).

This paper outlines the evolution of historical analysis methods (HAM), along with critiques and enhancements of the prior processes offered by Savitt (1980), Nevett (1991) and Golder (2000). From these foundations, the paper outlines the components of the model of historical analysis, detailing the development of the analytical template design. It also details the four-step process of engaging structured revisits of past knowledge for contemporary problem-solving.

The CHARM for problem-solving in marketing is a knowledge-gathering system that informs marketing decisions addressing contemporary problems. This is achieved through the use of embedded knowledge from a corpus of historical texts.

This paper provides a method for future researchers to apply for replicable examination of historical texts and to assist intercoder reliability for multi-author history projects through the application of structured templates.

The CHARM for problem-solving in marketing is a knowledge-gathering system that informs marketing decisions addressing contemporary problems. This is achieved through the use of embedded knowledge from a corpus of historical texts.

The CHARM process applies a systematic protocol for engaging qualitative sources for historical analysis through preset data collection templates, structured analysis frameworks and definitional understanding templates for improved replicability. This paper presents a new model of approaching historical analysis through a problem-solving lens, whereby historical sources become the foundations for the solution to a problem, rather than just the literature review that identifies the presence of gap.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

The purpose of the study was to explore and articulate how Socratic seminar might be considered more completely as part of justice-focused social studies classroom disciplinary practices.

The authors reviewed the literature on Socratic seminar and developed a model for its practical use. The authors used the model to demonstrate its use in teaching civil rights history, as an example for implementation.

Socratic seminar is an instructional method that layers several disciplinary literacy skills within social studies that have the combined potential to create a transformative dialogue within the classroom and communities, especially when leveraged in more complex multi-text ways. Through the seminars, students can better understand what the authors name horizontal historical analysis, the perspective on concurrent social justice movements and vertical curricular analysis or how social justice movements experience continuity and change over time.

The authors provided an accessible model for teachers and students to use Socratic seminars as part of transformational social studies practices.

The authors demonstrate how the Socratic seminar model can provide students with the intellectual foundation for considering social action as more critically informed civic agents.

The authors examine and offer a model of how Socratic seminar can engage students in vertical and/or horizontal historical analysis for transformational purposes. Further, the authors identify how Socratic seminar can build the skills and dispositions of social studies, provide space for knowledge creation through critical historical inquiry and help reframe how teachers and students understand learning and human relationships by shifting the classroom power and promoting student agency through dialogue.

The purpose of this paper is to analyze the historical, cultural, and social significance and the role in landscapes of Lithuanian villages with churches and to formulate the hypothetical framework for their revitalization and consequent sustainable development of country's rural landscape.

The methodology of the research encompassed the desktop study (analysis of literature, archival data, maps, and statistical data) and the analyses on site (observation, measurements, and recording in photographs of buildings and urban structures).

The findings of the research include the analysis of the historical development of country's rural settlements with the religious function, formulation of the notion of the contemporary village with church, identification of the contemporary network of country's villages with churches and analysis of their current socioeconomic and sociocultural situation and the role in rural landscape. The results of the analyses were used formulating the hypothetical framework for the revitalization of the villages with churches and the sustainable development of the rural landscape.

The analysis of literature demonstrated that Lithuanian villages with churches and their significance for the sustainable development of country's rural landscape are paradoxically neglected subjects. Meanwhile, the foreign experience has demonstrated that historic rural settlements, including the settlements with the religious function, are important not only as separate cultural assets but also can play an important role in the identity, viability, and the sustainable development of rural landscapes. Thus the findings of the research demonstrating the peculiarities and potential of Lithuanian villages with churches can be used in the fields of heritage preservation, landscape management, and rural development.

The purpose of this paper is to examine whether or not the implementation of an instructional unit about an underrepresented historical figure, specifically Elizabeth Jennings, titled “The Elizabeth Jennings Project” (EJP) creates conditions conducive for middle and secondary social studies students to demonstrate historical empathy.

A case study methodology was selected for this study because the researcher implemented the EJP at one school with a small sample size of participants to assess which pedagogical factors, if any, fostered historical empathy through analysis of an underrepresented historical figure among middle and secondary social studies students.

Major findings highlight that active learning pedagogies, such as in-class debate, were effective strategies that promote historical empathy when middle and secondary students examined documents about an underrepresented historical figure. Analysis of the implementation of “The EJP” provides insights about how historical empathy pedagogies can connect to national standards and initiatives such as the Common Core Standards for History/Social Studies and the National Council for the Social Studies College, Career, and Civic Life Framework for middle and secondary social studies.

Historical empathy refers to deep inquiry in which intellectual and affective responses to content are shaped through source analysis of the actions, motives, perspectives and beliefs of people in the past. Although there are several studies that address pedagogies that promote historical empathy through examinations of famous historical figures, there is limited research concerning whether students display historical empathy by investigating underrepresented historical figures such as Elizabeth Jennings.

The historic city of Shiraz, in the south of Iran, is renowned for its monuments and its remarkable macro skyline, which has been destructively affected by the rapid urban development. This research proposes a systematic historical analysis, which can discover the driving forces behind the evolution of the macro skyline of Shiraz, in the past as well as contemporary times.

The proposed general framework of the methodology is constituted of systematic historical mapping and documentation, which is based on a desk study and field research. Moreover, by means of this methodology, different layers and driving forces of shaping the urban macro skyline are extracted.

The outcome demonstrates 12 driving forces or contributing factors behind the evolution of the urban macro skyline. Based on the results, it is concluded that there was a shift in the subject and content of driving forces during the last century that has contributed to the destructive effects on the silhouette of Shiraz in turn.

It is suggested that the proposed comprehensive method, which is based on the historical analysis and the field survey, can be applied as a documentation platform. It is believed that the analysis and the extraction of driving forces can facilitate future urban landscape management plans as well as possible impact assessments.

Many studies rely on the analysis of historical data in landscape assessment. Nevertheless, this research develops an innovative historical analysis, which identifies the driving forces behind the evolution of the urban macro skyline over time.

The article presents a historical narrative model designed to encourage analytical thinking. My historical narrative inquiry model (a) teaches procedural knowledge (the process of “doing” history); (b) enhances interpretative skills; (c) cultivates historical perspectives based upon evidentiary history; and (d) encourages student authorship of historical narratives. The instructional model emphasizes small- and large-group activities, including oral presentations, discussions about primary documents, and considerations relative to the creation of written history. Students generate their own historical narratives in order to articulate their perspectives. The purpose of the model is to facilitate students’ historical understandings by developing more empathetic perceptions of the people of the past.

One of the most serious problems faced by the multinational retailer is the estimation of the structure of retail markets in the many countries that he might want to enter. While marketing scholars have developed methods for assessing market potentials and for evaluating economic and political conditions, they have not been as successful in solving the market entry problem as it relates to the development of retailing. There are a large number of models of retail change which can be applied to the process, however, they generally fall short of management desires. In the first place, these models are often based on hypotheses of retail change in the North American market. In the second place, many of the models have not been formally tested within that environment and few have been evaluated in the wider context. Finally, these models are not comparative and the use of them in comparative analysis would suffer from the absence of acceptable categories and data. One approach that might help the difficulties of market entry is to apply historical research methods to the problem of understanding change. These methods by their very nature embody the elements of comparative analysis and offer the added advantage of dealing with specific firms and events rather than concentrating on more aggregate categories. By focusing on specific retailers in a single country and across many countries the researcher can develop general propositions which are deductively arrived at in a systematic fashion rather than rely on chance observation of aggregate structure and behaviour. Historical research demands a new outlook and sensitivity in the observation of events and in the analysis of data. The skills required to undertake such research have direct benefits because they force the researcher clearly to define the elements of his study in a way not possible when statistical methods are employed. Will such research be the answer to all of the issues of multinational retailing? The answer is clearly no; however, it can help managers and marketing scholars better understand the process of change in the past. There is no certainty that the past will predict the future, but understanding the process of change might make the future more manageable; and, what better place is there to start than a historical perspective?

The purpose of this paper is to illustrate the assets of a preventive conservation approach for historical timber roof structures, as a means to improve the quality and durability of maintenance and repair interventions.

The advantages of a preventive approach for historical structures were identified based on two analyses: a study of the structures’ behaviour and an investigation of existing approaches in current practice. The two main identified advantages of the approach, the cyclic process-approach and the potential of knowledge enhancement, were hereafter conceptually implemented in existing approaches.

Current practices focus on single curative interventions, and monitoring is often considered redundant. The importance of monitoring and knowledge enhancement is demonstrated based on the theory of complex adaptive systems (CAS). A preventive conservation approach for historic timber roof structures allows integrating these insights.

The analysis of current practice is a sample survey, and the proposed preventive conservation approach is presented at a conceptual level. Future research foresees a more elaborated study of current practice and detailed validation of the developed approach.

Three new contributions to the existing research on preventive conservation are: arguments for the implementation of a preventive approach, based on an analysis of the structures’ behaviour; the identification of limitations of current approaches that can be tackled in a preventive conservation approach; and the integration of the existing international guidelines and the principles of preventive conservation into a conceptual approach for the monitoring and management of these structures. Furthermore, the research paper demonstrates how timber structures can be understood as CAS, which is a novel viewpoint.

Effective teaching, while supplemented by best practice methods and assessments, is rooted in accurate, age-appropriate, and engaging content. As a foundation for history content, elementary educators rely strongly on textbooks and children’s literature, both fiction and non-fiction. While many researchers have examined the historical accuracy of textbook content, few have rigorously scrutinized the historical accuracy of children’s literature. Those projects that carried out such examination were more descriptive than comprehensive due to significantly smaller data pools. I investigate how children’s non-fiction and fiction books depict and historicize a meaningful and frequently taught history topic: Christopher Columbus’s accomplishments and misdeeds. Results from a comprehensive content analysis indicate that children’s books are engaging curricular supplements with age-appropriate readability yet frequently misrepresent history in eight consequential ways. Demonstrating a substantive disconnect between experts’ understandings of Columbus, these discouraging findings are due to the ways in which authors of children’s books recurrently omit relevant and contentious historical content in order to construct interesting, personalized narratives.