The social function of business is most effectively implemented through the mechanism and tools of the concept of corporate social responsibility (high quality standards, responsible manufacturing, employee care, social and progress reporting, law-abiding cooperation with the state, transparent business, refusal to produce harmful to health products, etc.). The purpose of the paper is a comprehensive analysis of theoretical-methodological principles of corporate social responsibility, the dominants of its formation and implementation in modern world models, as well as substantiation of strategic priorities of Ukrainian socially oriented model of corporate social responsibility in the national economy. The fundamental methodological basis of the study is a set of methods of scientific cognition, the principles of dialectical, structural-functional and empirical approaches. It is argued that the Ukrainian model of corporate social responsibility is in its infancy. The specifics of the Ukrainian model of corporate social responsibility include the lack of basic principles of responsible behavior of enterprises throughout the country, weak motivation for such practices, lack of state support for the formation of the institutional environment of corporate social responsibility, significant corruption barriers. It will be effective to implement the model of corporate social responsibility within a socially oriented model, in which public institutions and the state play a key role, under conditions of minimizing the level of corruption and strict adherence to socially oriented strategic priorities of the country development on the basis of systematic monitoring, analysis and practical measures for qualitative improvement of macroeconomic indicators of the economy. Priority areas for effective formation of the national model of social responsibility of Ukrainian business have been identified.
Кириченко Т., Рідель Т. Сутність кроскультурної взаємодії у навчанні дорослих іноземної мови hinders the dialogue between different societies into a means of mutual understanding and enrichment, a tool for creative development of a socially active and independent personality. Given the circumstances, the formation of multi-identity of the student's personality in the course of teaching foreign languages is considered within the framework of cross-cultural interaction. It is proved that the definition of "cross-cultural communication" is close to the related polysemantic terms "intercultural communication", "intercultural dialogue", "interethnic communication", "transracial or interracial communication", which indicates the relevance of intercultural issues and the need to find an adequate term that reflects the subject area of research, rather than the existence of fundamental differences between these terms. The analysis of indicators of cross-cultural interaction as a condition for teaching adults a foreign language is carried out. It is argued that fluency in a foreign language is achieved not so much through knowledge of grammar, vocabulary, pronunciation skills or the ability to translate, but through knowledge of another culture. The influence of motives on the acquisition of foreign languages by adult students is considered. The peculiarities of the organization and implementation of effective teaching adults foreign languages and a number of significant features of their learning are identified. It is proved that in order to more deeply and consciously involve students in the educational process, it is necessary to identify opportunities to use different components of the culture of the studied language. A list of psychological and pedagogical barriers that hinder the successful learning of English by adults, ways to overcome them and the use of communicative rules of adult learning are suggested. It is concluded that the idea of cross-cultural interaction is increasingly embodied in the practice of teaching a foreign language. The opinion is highlighted that the co-study of a foreign language and culture allows to master foreign languages more effectively.
The general model of the mechanism to shape social and professional competence in the process of teaching foreign languages at non-linguistic universities is presented. The problem of selecting the subject-specific content of teaching foreign languages is considered. The main ways of functioning of the model as the development of foreign language communicative competence in the social, cultural and professional areas of communication are defined. The efficiency of the model, on the basis of which social and professional communicative competence is formed, is analyzed. It has been proved that social and professional communicative competence is a means of mastering the social and professional competence of a specialist.
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