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Measuring the diffusion of protests, or more generally, the diffusion of events, is an ongoing task in social sciences. This paper proposes an inter-event approach to study what types of protests tend to diffuse or decline. We develop a standardized, five-step procedure to measure what we define as “event diffusion momentum” (EDM): (1) employ event-based data containing information on the time, location, and features of each protest; (2) define the temporal and spatial ranges of interest; (3) for each observation, count the number of events before and after it within the defined ranges; (4) predict the numbers of post-event and pre-event protests with appropriate count models; (5) calculate the ratios of predicted values for each predictor and confidence intervals using the delta method. The ratio is the EDM. Applying this method to Dynamics of Collective Action (DoCA) data, we identify several micro- and macro-level factors associated with protest diffusion in the United States, 1960–1995. We conclude with the implications and generalizability of the proposed method.

This paper aims to draw on historical conceptions of true and false prudence within the broader context of virtue ethics ideas, to create a prudence framework for developing risk-and-ethics cultures in organisations.

The authors use a theoretical analytical approach as a means of examining plausible representations of risk as ethical practice.

While the ethical ideal of true prudence is explained primarily with reference to psychological theories of generativity, false prudence is explained as undesirable, primarily with reference to psychological problems of narcissism and the broader dark triad. True and false prudence are represented as centring upon very different motivations for foresight, each of which might set the cultural tone for organisational risk management.

This paper’s main contribution is therefore to call attention to the benefits for organisations of reflecting upon differences between true and false prudence when planning the risk management they want.

This essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in settler-colonial nations, how this plays out in secondary history classrooms and the ramifications this may have on students' democratic dispositions.

This article aims to compare secondary history curricula and pedagogies in Australia, Britain and Canada to better articulate and conceptualise the influence of the “history wars” over the teaching of national histories upon the intended and enacted curriculum and how this contributes to the formation of democratic dispositions within students. A conceptual model, drawing on the curriculum assessment of Porter (2006) and Gross and Terra's definition of “difficult pasts” has been developed and used as the basis for this comparison. This model highlights the competing influences of political pressure upon curriculum creation and disciplinary change shaping pedagogy, and the impact these forces may have upon students' experience.

The debate around what content students learn, and why, is fraught because it is a conversation about what each nation values and how they construct their own national identity(ies). This is particularly timely when the democratic self-identification of many nations is being challenged. The seditious conspiracy to storm the US Capitol on 6 January 2021, Orban's “illiberal democracy” in Hungary and the neo-Nazis in Melbourne, Australia are examples of the rise of anti-democratic sentiment globally. Thus, new consideration of how we teach national histories and the impact this has on the formation of democratic dispositions and skills is pressing.

The new articulation of a conceptual model for the impact of the history wars on education is an innovative synthesis of wide-ranging research on: the impacts of neoliberalism and cultural restorationism upon the development of intended curriculum; discipline-informed inquiry pedagogies used to enact the curriculum; and the teaching of national narratives as a political act. This comprehensive comparison of the ways in which history education in settler-colonial nations has developed over time provides new insight into the common elements of national history education, and the role this education can play in developing democratic dispositions.

The ongoing anthropological transformation urges the rethinking of education, underlining the inadequacy of our schools and universities in dealing with hypercomplexity, that is, with the global extension of all political, social, and cultural processes and with their indeterminacy, interdependence, and interconnection. The idea that educational processes are questions of a purely technical/technological nature, solely a problem of skills and know-how, is the “great mistake” of the hypertechnological society, based on the illusion of being able to measure and quantify everything, to eliminate error and unpredictability, and to achieve total control and rationality. It is necessary to rethink education radically because the extraordinary scientific discoveries and the dynamics of the new technologies have completely overturned the complex interaction between biological and cultural evolution, doing away with the borders between the natural and the artificial. Emergence and emergency themselves are structural features of complex systems (living, social, and human systems), rendered hypercomplex through today’s acceleration and virality, regarding not only education and socialization but also the representations and perceptions of all systemic processes. The merging of fields of knowledge and an epistemology of error become essential for the analysis and interpretation of this hypercomplexity and the unpredictability that distinguishes it.

This chapter argues for the unrealised potential value of methodologies derived from a critical realist research philosophy in the field of entrepreneurship studies. Critical realism offers methodological alternatives that, through the generation of new insights into social relations, social structures and key generative mechanisms, can offer significant value for entrepreneurship researchers. Reflecting on their personal experiences researching from a critical realist perspective in entrepreneurship studies, the authors explore how this research philosophy can extend the field of inquiry and promote new perspectives. The chapter explores this in relation to the specific topic of enterprise policy and demystifies some aspects of critical realism by setting out some of its basic principles to demonstrate their potential to develop new insights. Further, this approach can create significant impact, for example, through the development of effective interventions. The chapter concludes by identifying implications for enterprise policy development, implementation and evaluation.

There has been a great deal of exploratory, conceptual and empirical research on digital financial literacy (DFL) in the fields of finance, economics, business and management. But up until now, there has not been any attempt to provide a thorough scientific mapping of the area. Therefore, by combining various knowledge systems, this study seeks to identify the current research trend.

A sample of 158 papers was subjected to bibliometric analysis in the areas of DFL or digital finance. Assembling, organising and evaluating are the three phases that make up the bibliometric analysis process derived from the most dependable and genuine sources, the Scopus database, and the Web of Science (WoS) database. This study was done using a scientific search technique on the Scopus and WoS databases for the years 2015 through 2022. The study made use of Biblioshiny, a web-based tool created in R-studio and part of the Bibliometrix package. Prominent journals, authors, nations, articles and themes were identified with the use of the software's automated workflow. “Citation, co-citation, and social network analysis” were also carried out.

The study' outcomes indicate that, as an interdisciplinary discipline, the themes of digital finance have changed throughout time. Researchers first concentrated on socioeconomic and demographic variables, but over time the subject expanded to include themes like influencing, promoting, and behavioural factors that affect digital financial literacy (DFL). This research shows the conceptual framework of the area in addition to its intellectual and social structure. This study offers crucial insights into subjects that demand more research.

Since the current study is a bibliometric analysis, the usual restrictions on such studies apply. A meta-analysis, a thorough literature review and other methods would be beneficial for future researchers to develop a solid conceptual framework. This current research work's science mapping is restricted to the Scopus and WoS databases because this research includes more high-quality articles and has organised formats that work with the Bibliometrix application.

Present research provides critical insights into saving behaviour, retirement planning, digital finance and the interdependence of these. This research highlights the most prevalent problems in the field and points in the direction of potential areas for further study. Exposing the social and intellectual structure of the domain educates upcoming scholars about the themes, contexts and opportunities for collaboration in this field.

The study will be useful for future learning as the study gives broad exposure to the current literature in the field of digital finance. On the other hand, people will also grow aware of the effects of digital finance and make the proper choices as a result. Additionally, the report might offer crucial insights for developing policies on digital finance and literacy.

In the past, a significant number of conceptual and empirical studies were conducted internationally in the research fields of economics, finance, business, management and consumer behaviour. This research makes a significant addition by bringing together disparate literature in the field, highlighting reliable sources, authors and documents, and examining the relationship between digital finance, saving behaviour and retirement planning.

This study draws parallels between the Major and Johnson eras to reclaim a discursive space beyond the media and political battlefields to examine long-term systemic failure of government PR.

As part of a wider study into government communications from 1979 to date, this paper draws on evidence from government archives from the 1990s, as well as contemporary accounts, official documents, media accounts, memoirs and biographies, to examine the PR record of two Conservative administrations divided by three decades.

News management during the Major premiership is worth serious scrutiny, not just as an interlude between two media-friendly Prime Ministers, Thatcher and Blair, but in comparison to Boris Johnson's struggle to contain the news narrative between 2019 and 2022. Both administrations experienced terminal reputational crises during their closing years but their means of managing the news were counter-productive and damaging to public trust (65).

Does this failure in public communication illustrate a systemic dysfunction in government-media relations and, if so, what is the role of government PR in these circumstances?

This article uses a comparison between fixed and moving variables associated with two very different administrations to identify the causes of ongoing systemic failure in government communication.

Fish quarantine is a measure to prevent the entry and spread of quarantine fish pests and diseases abroad and from one area to another within Indonesia's territory. Based on these backgrounds, this study aims to identify the knowledge, knowledge management (KM) processes and knowledge management system (KMS) priority needs for quarantine fish and other fishery products measures (QMFFP) and then develop a classification model and web-based decision support system (DSS) for QMFFP decisions.

This research methodology uses combination approaches, namely, contingency factor analysis (CFA), the cross-industry standard process for data mining (CRISP-DM) and knowledge management system development life cycle (KMSDLC). The CFA for KM solution design is performed by identifying KM processes and KMS priorities. The CRISP-DM for decision classification model is done by using a decision tree algorithm. The KMSDLC is used to develop a web-based DSS.

The highest priority requirements of KM technology for QMFFP are data mining and DSS with predictive features. The main finding of this study is to show that web-based DSS (functions and outputs) can support and accelerate QMFFP decisions by regulations and field practice needs. The DSS was developed using the CTree algorithm model, which has six main attributes and eight rules.

This study proposes a novel comprehensive framework for developing DSS (combination of CFA, CRISP-DM and KMSDLC), a novel classification model resulting from comparing two decision tree algorithms and a novel web-based DSS for QMFFP.