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In this article, we trace the development of Hatano's research, focusing on the core of his research interest, namely, expertise, conceptual development, and classroom learning. He held both Piagetian constructivist views and Vygotskian sociocultural perspectives in balance, and preferred to study human cognition executed in everyday life. This brief review strongly suggests that Hatano consciously or subconsciously introduced Japanese perspectives into the areas of human development and education, which often contributed to the expansion and enrichment of mainstream viewpoints constructed within the context of the Occidental research culture.

This article surveys empirical studies in sexuality from the point of view of a researcher schooled in Europe and the Mediterranean. It provides a survey of a sample of studies from Kinsey onward to provide a framing of the methodological and ethical problems that empirical studies in sexuality face, concluding with a discussion of online and virtual research opportunities.

Surveys multiple‐stage production planning literature to reveal that this sizeable body of research is largely inspired by single‐item production planning. Suggests several promising research opportunities, including the possible development of scheduling techniques not derived from older, single‐item procedures. Highlights the need for further comparative testing between existing "improved" techniques, as well as the wealth of work yet to be done in multiple‐stage production planning with limited resources and possible extensions to supply‐chain management.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of tables -- Introduction -- 1. Social research and its methods: An introductory overview -- 1. Social research and its specificity -- 1.1 What is social research? -- 1.2 Sociology and the other social sciences -- 2. The positivist orientation and quantitative research -- 3. The interpretivist orientation and qualitative research -- 4. The methodological debate between quantitative and qualitative -- 5. A new trend: towards mixed methods research -- Summary -- 2. The origins and development of the case study -- 1. The case study in the Chicago school -- 2. The decline of the case study -- 3. The revival of the case study in sociological literature -- 4. Criticism of the case study -- Summary -- 3. First question: How to define a case study? -- 1. Some preliminary questions of a linguistic-methodological nature -- 1.1 Research method or research approach? -- 1.2 The meaning of case -- 2. Positivist definitions of the case study -- 3. Interpretivist definitions of the case study -- 4. A proposal for synthesis -- Summary -- 4. Second question: Why choose the case study approach? -- 1. The case study research project -- 1.1 The phases of a project -- 1.2 The protocol or operational research plan -- 2. Research questions -- 2.1 Research questions and types of investigation -- 2.2 Case study research questions -- 3. How to identify a case and unit of analysis -- 3.1 The unit of analysis in the case study -- 3.2 Choosing between single and multiple case studies -- 4. The issue of the generalization of results -- 5. The role of theory -- Summary -- 5. Third question: How to conduct social research based on the case study? -- 1. How to collect information -- 1.1 The interview -- 1.2 The use of documents -- 1.3 Observation -- 2. Analyze the data collected.

Brulle (2000) has noted the failure of the recent literature in critical theory to reflect the commitment of its founders to applying their philosophical and theoretical scholarship to create concrete social change. The authors have taken up the challenge to recover critical theory's "forgotten materialist component" and simultaneously responded to the call to reinvigorate the civic mission of the public university through efforts to integrate critical theory with community service learning and community-based research. The paper discusses historical, philosophical and theoretical issues in this effort and some reflections on our attempt to apply them in practice through the revitalization of the Center for Community Action and Research at Pennsylvania State University at Harrisburg.

In the article the scientific achievements of I. Vernadsky in the field of history of economic pupil are considered, from the emergence of economic knowledge, sights, theories, concepts, the origin of economic science and by the end of XIX century. Two main directions of development of economic science are defined: positive and negative. The history of economic pupil as an organic component of all economic science in close relationship with other concrete economic sciences is considered, the country and time when historical and economic doctrines appeared as independent sphere of science. It was established that I. Vernadsky initiated Scientific school on studying the history of economic pupil in Ukraine. The history of economic thought of Ukraine was not investigated. The names of many scholars-economists have been silent or forgotten, often for political reasons. If the scientific achievements are placed mainly in the movement of opposition Marxist-Lenskoyi methodology in compliance with the principles of mass and partisanship. Ignored, prohibited national aspect of research. The purpose of the work is: to examine the classification of schools, theories, concepts and trends of economic science, to divide them into periods, made a scholar from antiquity and to the end of XIX century.; define trends, characters and content of further development of economic of science, including history of economic thought by the researcher; To find out the theoretical and methodological methods used in the study of interrelations of historical and economic science with other branches of knowledge; Show the contribution of Vernadsky in the development of national and world economic Science in the field of economic student history. ; У статті розглядаються наукові досягнення І. В. Вернадського у галузі історії економічних учень, починаючи від виникнення економічних знань, поглядів, теорій, концепцій, зародження економічної науки і до кінця XIX ст. Визначено два основні напрями розвитку економічної науки: позитивний і негативний. Розглянуто історію економічних учень як органічну складову всієї економічної науки у тісному взаємозв'язку з іншими конкретними економічними науками, встановлено країни та час, коли історико-економічні вчення з'явилися як самостійна галузь науки. Встановлено, що І. В. Вернадський започаткував наукову школу по вивченню історії економічних учень в Україні.

Contains articles on the economic history of Europe and the US, including "Air Conditioning, Migration and Climate-related Wage and Rent Differentials"; "The Rail-Guided Vehicles Industry in Italy, 1861-1913: the Burden of the Evidence"; "English Banking and Payments before 1826"; and, "The Great Fortunes of the Gilded Age and the Crisis of 1893".