Развитие коммуникативных умений как одной из составляющих социальной компетентности посредством технологии "дебаты"
In the 21st century such skills as teamwork, collaboration and sharing ideas have risen in importance. Their development involves first and foremost the development of communication skills, which are considered to be an indispensible constituent of social skills. Debates are one of the methods used to hone students' communication skills in a foreign-language classroom.
In September 2016, the authors began the research aimed at determining what influence debates have on the development of social skills among the students who major in Science and Technology. The paper gives a brief overview of the first stage of the research project and presents the second stage, the objective of which was the development of communication skills as a constituent of social skills by using debates. The results of this stage demonstrate a positive shift in improving such skills as clear and concise expression of ideas and opinions, persuasion, and effective listening.
Gastronomic consumption practices are one of the main ways of forming the corporeal human identity, a marker of his/her cultural and social status. Specificity of food as a material medium of symbols and signs, which are assimilate d at the level of the most direct corporeal experience, determines its consumption as a complex system of communication links. Today, the practice of food consumption in the form of fast food is especially relevant and registers new forms and ways of communication, not only gastronomic, but also reflecting power and new gender relations. It can be argued that it is in the form of fast food (Mac-food) the symbolic content of food overcame and absorbed its physical and technical aspects.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.