Как мыслится «хорошая школа»: реконструкция по ответам на открытые вопросы
The article examines a communicative situation concerning the open-ended questions during the VCIOM`s omnibus made in 2008. Based on the primary data, the study shows how a designed question undergoes changes during the communication between an interviewer and a respondent. Formulations of the questions that respondents answered to were reconstructed; the recommendations for the interviewer to record the primary data were made.
The edition includes two documents. The first one contains a list of 17 questions that users of the survey data should be asked to draw conclusions about the validity of the results. The proposed system of criteria is applicable to assess the quality of the results of almost any survey. The second paper deals with qualities of the data, which the social media are ready to provide the students of public opinion. Both documents were prepared by the AAPOR working group on emerging technologies (Emerging Technologies Task Force), whose activities had to focus on two key areas: (1) smartphones as devices data collection, (2) social media as a platform and information resource.
Based on the data of a WCIOM’s national survey, the article elaborates a syntactic and semantic analytical procedure to reconstruct a repertoire of the questions, which are matched to the fixed respondents’ answers (i. e. which presumably were actually answered), and to diagnose communicative adequacy of the basic question as it was designed for the questionnaire.
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.