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Consumer animosity in the wake of Russia–Ukraine war has gained significance in consumer behavior research. In this line, this study aims to examine the critical influence of consumer animosity in developing brand attitude and its ensuing outcomes – brand boycott behavior and brand-country image – the moderating role of perceived intrusiveness on the relationship between consumer animosity and brand attitude and the moderating role of altruism between brand attitude and behavioral outcomes.

Using the data obtained from 411 European consumers, data analysis was performed using structural equation modeling to examine the proposed relationships.

The findings revealed a strong negative influence of consumer animosity on brand attitude, which eventually leads to brand boycott behavior and a negative brand-country image. This work also confirmed the boundary condition of perceived intrusiveness on the effect of consumers’ animosity on brand attitude. Furthermore, the authors validated the moderating effects of altruistic behavior on the relationships between brand attitude and boycott behavior and brand-country image.

This study offers theoretical, practical and policy implications in international marketing domain. The authors acknowledged a few shortcomings and made some recommendations for future research.

In the context of the Russian–Ukraine war, this study creates a novel conceptual framework based on consumer animosity. In the current scenario, provide critical perspective on how European customers’ animosity to Russian brands develops their adverse attitudes. This study also highlighted the alternatives to Russian brands when they were boycotted during the Russia–Ukraine war.

The purpose of this study is to formulate a proposal to fill the gap in national legislation, which will increase the effectiveness of mandatory environmental insurance.

This is a review of scientific doctrine and legislation, which shows the problems and prospects for the development of mandatory environmental insurance on the example of one country.

At the moment, environmental insurance in Russia is at the very beginning of its development. Despite the experiments carried out and fragmentary references in the law, there is a classic example of a gap in the law, when the procedure provided for by the norms of law lacks a clear implementation mechanism. To fill this gap and increase the effectiveness of environmental insurance, the authors propose to clearly localize the scope of its operation, fixing the obligation of environmental insurance only for objects that have a significant or moderate negative impact on the environment (objects of categories I and II), provided for by the Federal Law “On mandatory Environmental Protection.”

A new concept of a mandatory environmental insurance contract is substantiated, which optimizes civil liability for causing harm to the environment, life, health and property of citizens (property of legal entities) as a result of accidents and man-made disasters.

The problem of introducing novice teachers into the profession and professional development of future teachers is urgent due to the social significance of the professionalism factor in Russian continuous teacher education. Special attention on the part of the country's government, as well as local authorities, is paid to projects related to the effective adjustment of novice teachers in the professional pedagogical environment. This process implies joint work of school, university, ministry and department leaders and staff.

The leading mechanisms for the professional development of novice teachers are modernisation of initial teacher education and reflexive management technologies in schools. The creation of qualitatively new content and conditions of scientific and methodological support for novice teachers requires the development of network and productive innovations in the education system. It also implies the development of organisational models for the professional development of novice teachers, implemented at different levels.

The purpose of this study is to investigate how the attitudes of Russian managers are affected by personal attributes, environmental conditions and also cognitive processes.

Based on social cognitive theory, the authors developed hypotheses and tested them against data collected from 173 Russian managers via an online survey. A linear regression analysis revealed several determinants of ethical attitudes within the Russian context.

The findings suggest that personal values (i.e. political orientation), environmental conditions (i.e. hierarchical level, ownership – state-owned versus private – of the current employer, industry in which a manager works) as well as cognitive processes (i.e. the presence (absence) of multilingualism at the workplace) strongly affect ethical attitudes of Russian managers in several issues related to both job ethics (relations inside the organization) and business ethics (relations outside the organization).

Revealing a positive effect of multilingualism as cognitive process on managers' ethical attitudes, this study calls for incorporating a second lingua franca, for example, English, within the working context.

The study provides an in-depth investigation of the determinants of ethical attitudes in Russia. Conducting a single-country study, the authors are able to reveal locally meaningful determinants that may otherwise be overlooked.

Secondary professional teacher education (onwards – SPTE) in Russia has gone through many stages, from ups to downs. There have been periods when SPTE was in low demand and associated with poor student success. However, SPTE has been able to meet the socio-economic challenges of the time, take its place in the hierarchy of Russian education and become a competitive and effective system of practice-oriented teacher training.

The chapter is devoted to the subject description of the dynamic process of formation and development of modern SPTE as an educational system. The authors analyse scientific and pedagogical publications and methodological works of Russian scientists and summarise the results on the basis of their analysis. The proposed chapter ‘Secondary Professional Pedagogical Education in Russia’ will consider the development of the modern system of secondary professional teacher education in Russia. Particular emphasis is placed on the continuity of the theory and practice of teacher training, the peculiarities of a person-centred educational environment and the strong continuity of secondary professional and higher teacher education.

Pedagogical classes within the general secondary education system in Russia have been practised for almost two centuries. They have been recognised as an effective teacher training method in complicated stages of national history and as a part of the vocational guidance of school students. Modern pedagogical classes, on the one hand, can be a significant element of the system of continuous teacher education. On the other hand, they contribute to the understanding of the meaning and content of the teacher's profession, and solve the problems of vocational guidance and professional identity. The purpose of pedagogical classes of the late 20th to early 21st century is to have students prepared for choosing a teaching profession and further study in teacher training institutions and universities.

The paper analyzes socially embedded antecedents of sustainability and compares the results between two distinct contexts of Russia and Italy. Specifically, the paper identifies which forms of embeddedness (network, family and virtual) are associated with proactive environmental sustainability in SMEs.

The data for the study were gathered from the World Bank Enterprise Survey dataset and include observations of 1,106 Russian SMEs and 663 Italian SMEs. Given the dichotomous nature of the dependent variable “proactive environmental sustainability”, the study utilizes a binary logistic regression and test regression models on the Russian and Italian data.

Network embeddedness positively influences proactive environmental sustainability among SMEs in Italy, but not in Russia. Value chain environmental pressure positively impacts proactive environmental sustainability among SMEs in Russia and Italy. Network embeddedness negatively moderates the relationship between value chain environmental pressure and proactive sustainability in Russia, but not in Italy. Virtual embeddedness positively impacts proactive environmental sustainability practices among SMEs in Russia but not in Italy, while family embeddedness positively impacts proactive environmental sustainability practices in Italy, but not in Russia.

We employ social embeddedness theory to determine to what extent certain forms of embeddedness contribute to proactive environmental sustainability among SMEs originating from two very distinct national contexts, a developed economy and a transition (emerging) economy. Our comparative approach allows us to challenge the “traditional” assumptions about SMEs’ sustainability antecedents, by showing the key role of different forms of social embeddedness.

In this article, we use the film Bridge of Spies – which depicts the case of U-2 spy pilot Francis Gary Powers – and relevant primary sources, particularly Powers' letters from prison, to provide teachers with a case that can engage students with the complexity of the Cold War. Understanding USA–Russia relations is as important today as ever as we watch the tragedy unfold in Ukraine. Using primary sources to reflect on the Cold War can help secondary students understand the historical context of the war in Ukraine as well as how to evaluate and critique sources of information about the war.

The film and personal letters provide insights often not available or obvious when we focus on the political or military history of an event or time period. The Cold War is frequently defined by the rhetoric of the USA and Union of Soviet Socialist Republics (USSR) governments – but everyday people and citizens had a wider range of views and experiences. The film and letters bring out the humanity of the Cold War.

This article supports secondary teachers in incorporating film and primary sources as teaching tools to study the Cold War while more broadly thinking about these sources as ways to understand the past. The letters used, including those from U-2 spy pilot Francis Gary Powers, help us understand his time in a Soviet prison as well as the behind-the-scenes work to free him as part of a prisoner exchange.

The U-2 Incident and other events of the Cold War provide important context for understanding the Cold War-like tensions between the USA and Russia today. The distrust between these countries has a long history. However, documents like the film and letters discussed here show that there is much more to the bluster of political leaders and the military chess game. There is an important human element to these events and an impact on individuals who are much more than pawns in international diplomacy.