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Purpose – The research was carried out in order to study the composition of minerals, content of total-K, total-Ca, total-Mg, and exchangeable of K, Ca, Mg in volcanish ash from Sinabung volcano eruption.

Design/Methodology/Approach – The volcanic ash material in amount of 5 kg was collected from the depth of 0–20 cm and 21–41 cm. Mineral composition was determined by using line counting method; total contents of K, Ca, and Mg were measured by HCl 1N extraction, and exchangeable of K, Ca, and Mg was measured by NH₄OAc 1N pH 7.0 extraction.

Purpose – The results depicted in volcanic ash layer at the depth of 0–20 cm found some minerals such as plagioclase (34%), hypersthene (9%), augite (3%), hornblende/amphibole (5%), and volcanic glass (1%). These minerals were also found in different amounts at a depth of 21–41 cm. Hypersthene and amphibole were higher and augite was lower at a depth of 0–20 cm than 21–41 cm. The total content of K, Ca, and Mg was found to be 2.27%, 8.12%, and 2.28%, respectively, at a depth of 0–20 cm. The exchangeable of K, Ca, and Mg was found in an amount of 1.89 me/100 g, 20.71 me/100 g, and 1.62 me/100 g, respectively. The total content of K, Ca, and Mg was not available to plants but could potentially be as a source of plant nutrient after weathering while exchangeable form can be uptaken by plant directly.

Research Limitations/Implications – Based on the composition of the minerals, total, and exchangeable of K, Ca, and Mg that the material of volcanic ash, it could potentially be used as source of fertilizers.

Originality/Value – The composition of primary minerals contained in volcanic ash and to know the amount of elements K, Ca, and Mg-associated minerals either in total or exchange.

Social entrepreneurship has played a significant role in reducing unemployment and poverty, fixing other social issues and environmental concerns. Although there is an increasing concern on social entrepreneurship by the public sector, practitioner and scholars, there are still limited studies on predicting the intention to become a social entrepreneur. Thus, investigating social entrepreneurship intention using a systematic literature review (SLR) approach is crucial due to the lack of systematisation and categorisation in this field. Therefore, this study aims to conduct a SLR to identify the antecedents of social entrepreneurial intention (SEI) used by the previous research. In this sense, this chapter carries out a systematic review of the literature on social entrepreneurship intentions. The review is guided by the PRISMA Statement (Preferred Reporting Items for Systematic reviews and Meta-Analyses). After the identification and screening process, only 56 articles were qualified for further analysis. This SLR focused on articles that are using quantitative research and in the English language published in Scopus. Although there is no limitation in the timeline, the search string results found that the related articles were published between 2010 and 2020. From the thematic analysis, nine main themes were found. The themes are categorised based on the antecedents of SEI used by previous research. There are nine antecedents found: (1) perceived desirability and feasibility, (2) attitude, subjective norms and perceived behavioural control, (3) prior experience, (4) emotional factors, (5) self-efficacy, (6) personality, (7) support systems, (8) skills and competencies and (9) motivational factors. Further analysis of the themes has resulted in ten sub-themes. This chapter's contribution includes offering a clearer picture of the antecedents of social entrepreneurial intention that is still at its infancy stage. Additionally, this chapter managed to identify the research gaps and proposed future research agenda.

Literature has recognised entrepreneurship education as the main conduit through which entrepreneurial behaviours, attitudes and actions can be built, enacted and delivered. Since the founding of new ventures is largely a resourceful founder-driven enterprise, entrepreneurship education has largely centred on galvanising and shifting the mindsets and cognition of the entrepreneur. Yet, despite over 60 years of delivering entrepreneurship education programmes, hard evidence of the generation of high-growth-oriented and sustainable ventures has been scarce as student entrepreneurship intentions do not always translate into successful venture creation. This is largely because of the complexities of the practicality of entrepreneurial education particularly, the dissonance between acquired education in business schools and the knowledge and competencies needed in the entrepreneurial field. Such dissonance can be attributed to the lack of clarity on the pedagogical approach that most resonates with entrepreneurial action, the diversity in assessment methods and the scholarly illusion pertaining to how pedagogical approaches can be channelled to the generation of growth-oriented ventures. Drawing on Girox's concepts of transformative critical pedagogy (including pedagogy of repression), Socratic dialogue, Hegelian dialectic and Yrjö Engeström's transformative expansive agency, I demonstrate how a flipped transformative critical pedagogy can be harnessed in digitally enhanced learning environments to create new entrepreneurial possibilities for facilitating critical inquiry, complex problem-solving, innovation for the market and fostering tolerance for failure in ambiguous entrepreneurial contexts.

Social networking platforms such as Facebook have infiltrated the lives of many students, and as such it is natural to consider how they can be effectively used to enhance learning. This chapter provides a comprehensive review of social networking in education from a design perspective. Social networking is defined based on Boyd & Ellison’s seminal definition of connected profiles, and is distinguished from social media for the purposes of investigation. Facebook, Edmodo, and other social networking platforms are briefly described, before summarizing the wide variety of social networking usage reported in the research literature. The various benefits of social networking in education are distilled from the literature, including their capacity to facilitate community building, collaboration, reflection, and expedient access to learning. Issues surrounding the educational use of social networking are also organized into themes, for instance privacy concerns, distraction, cyber-safety, and technical constraints. The implications of findings from the social networking literature are synthesized into learning design and implementation recommendations. The chapter concludes with a discussion of open questions and areas for further investigation.

This chapter takes a look at the Social Web. Humanities scholars are, by and large, a fairly social group. Attend any of the Modern Language Association conferences and you will be inundated with invitations to attend events hosted by publishers, groups within MLA, universities, and alumni organizations. The way we now include apps as an inherent part of our socialization, however, is changing and evolving as a result of some of the tools that are to be associated with the digital humanities, albeit not necessarily as apparently so as some others. This chapter explores the familiar players like Facebook™, Google+™, Twitter™, and others and discusses how they are being used by those in the field, contextualizing them within a variety of disciplines in the humanities through case studies while situating the category alongside theories that make sense of their use. Not as commonly used in academic social networks are vlogging applications along with student blog sites, which are also examined in this chapter. It is in this and subsequent chapters where augmented reality enhancements will be used. Please follow the directions at the beginning of Chapter 2 to access these additions.

The pre-eminence of innovation and technological transfer in promoting agricultural productivity and competitiveness in developing countries is widely acknowledged. However, the disparate streams of literature on productivity and competitiveness have explored innovation and technology transfer as independent predictors. Consequently, the mechanisms through which innovation and technology transfers jointly affect productivity and competitiveness of small, medium and micro enterprises (SMMEs) in emerging economies remain under-explored in literature. The present study sought to examine the relationships among innovation, technology transfer, productivity and competitiveness of small-scale agricultural businesses (SSABs) in selected regions in South Africa and Zimbabwe, neighbouring countries which have been plagued by food insecurity in recent years.

A total of 400 questionnaires were distributed to SSABs owners based in Free State and Mashonaland provinces of South Africa and Zimbabwe, respectively. In total, 268 usable questionnaires (67%) were returned for analysis. Partial least squares structural equation modelling (PLS-SEM) and Process macro (based on SPSS) techniques were used to analyse data.

The results supported direct significant paths between innovation and technology transfer; technology transfer and productivity; and productivity and competitiveness. Furthermore, the results suggested that technology transfer and productivity consecutively fully mediate the relationship between innovation and competitiveness.

The use of a survey could not provide sufficient explanations as to why the variable examined related the way they did.

The study provides useful insights into the significance of considering the dimensions and methods of innovation and technology transfer in agricultural business activities and processes to improve productivity and competitiveness of SSABs.

The study provides some insights into how innovation and technology transfer could be employed by small scale agricultural businesses as critical mechanisms for heightening productivity and competitiveness of these firms to guarantee food security and employment creation for emerging economies.

To the researchers' knowledge, this is one of the pioneer studies to examine the impact of both innovation and technology transfer on productivity and competitiveness of SSABs in two countries in Southern Africa. The study also constitutes a significant contribution to examining serial mediation of technology transfer and productivity of innovation and competitiveness.

Organisational resilience is a strategic resource within the contingencies of organising in Small and Micro businesses (SMEs). In this regard, the notion of resilient human capital in propelling a resilient organisation has come to dominate the contemporary discourse on the performance of SMEs. Drawing on human capital theory as a meta-theoretical lens, we examine the cumulative effect of managerial training on managers’ performance in the context of relatively underdeveloped institutions and markets. Employing a quantitative research methodology, data for our empirical inquiry comes from a survey of 506 Ghanaian SMEs operating in diverse sectors of the economy. Following SMEs being at the convergence point of resource constraint, we show why some firm managers are more likely to exhibit managerial resilience than those in other firms. Our data evidence suggests that targeted managerial training, in practice, has the potential to strengthen organisational resilience. Nevertheless, the content, efficiency and frequency of the training received, we argue, accounts for the differential performance of managers within the contingencies of everyday organising. We conclude by delineating some relevant implications of our study for the theory and practice of managerial resilience nurturing in organising.