On the development of the theoretical criminal law research school of the institute of legislation and comparative law under the government of the russian federation

The aim of the study is to examine the results of the activities of scientists representing the theoretical criminal law scientific school of the Institute of Legislation and Comparative Law under the Government of the Russian Federation since its establishment in 1923 up to the present time. Particular attention is paid to the scientific activity of M. N. Gernet related to his research in the field of criminology and prison science and the results of the work of his followers. In the conclusion we present the periodization of the history of development of theoretical criminal law scientific school of the Institute of Legislation and Comparative Law under the Government of the Russian Federation.

The Evolution of Economic Research Strategies: The Role of the Concept of Strategizing V. L. Kvint

The two-part series of articles reveals the purpose of the research as determining the place of the concept of strategizing of a Foreign Member of the Russian Academy of Sciences – Academician, Doctor of Economics, Professor V. L. Kvint in the system of economic research of strategies abroad, in the USSR and modern Russia on the basis of the description of the content and systematization of the basic concepts of strategizing and a review of foreign and domestic regional economic research, as well as the author’s identification of the key characteristics of this scientific school of strategy.The object of the research is the theory of strategies abroad, in the USSR and modern Russia. The subject of the research is the concept of V. L. Kvint’s strategizing in the system of economic research on strategy.The methodological tools include techniques and methods of system analysis, comparative analysis, logical analysis, principles of the dialectical-materialistic method of cognition and an integrated approach to the characterization of economic research, methods of generalization and concretization. The description of the study uses a historical approach and a temporary generalization based on the key milestones in the development of economic research on the theory of strategy and the methodology and practice of strategizing.As the results of present article, the main characteristics, systematization and content aspects of foreign and domestic economic research strategies are presented. The place of V. L. Kvint’s concept of strategizing in the system of economic research are determined. The article shows the practice of strategizing the research school.

Intensive Mothering and the Unequal School-Search Burden

Expanded school-choice policies have weakened the traditional link between residence and school assignment. These policies have created new school options and new labor for families to manage and divide. Drawing on interviews with 90 mothers and 12 fathers of elementary-age children, I demonstrate that mothers across class, racial, and ethnic backgrounds absorb the labor of school decision-making. Working-class mothers emphasize self-sacrifice and search for schools that will keep their children safe. Middle-class mothers intensively research school information and seek niche school environments. Working-class and middle-class black and Latinx mothers engage in ongoing labor to monitor the racial climate within schools and to protect their children from experiences of marginalization. Partnered fathers and single primary-caregiver fathers invest less time and energy in the search for schools. These findings identify an important source of gender inequality stemming from modern educational policies and suggest new directions for research on school choice.

Introduction to the Special Issue: Inquiring Into, About, and During Covid-19

One of the most pervasive ways the inquiry movement has needed to be reshaped since its inception is as a mechanism to respond to a global pandemic. As COVID-19 necessitated an abrupt transition to remote delivery of instruction, teachers needed a powerful form of professional learning to understand and respond with changes to serve their students during this challenging time. At P. K. Yonge Developmental Research School, a K-12 school, the leadership team designed a Canvas website devoted to teacher inquiry, enabling teachers to share experiences, collaborate, and address issues regarding the abrupt transition to emergency remote instruction. In this issue, five pandemic inquiry teams present their reflective essays, to describe their collaborations to re-imagine classroom communities; empower students to express their views of the pandemic; re-construct curricula to capture essential learnings; modify for struggling students, and bridge the opportunity gap for students of color.