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This article reveals the meaning and content of the linguistic and cultural studies integration into social and political science course in the training of future politicians. The article reflects the importance of linguistic and cultural studies for the formation of language competence of students as well as skills of political communication, for understanding the characteristics of the country's social and political issues. The interdisciplinary approach emphasises the relationship in the study of linguistic, cultural, and political agenda, characterises the interdisciplinary essence of regional studies. The critical discourse analysis (CDA) of political texts was chosen as the key methodological strategy for the efficient development of political communication and problem-solving skills. The authors propose the implementation of a special interdisciplinary course for the first-year students majoring in philology and political studies, focused on the studying the political and cultural features of a language-targeted country by means of CDA. We compared the results of students' political communication skills development prior and post- course period and we observed the improvement according to the following criteria: perception of the vocabulary and functional language structures (by 17%); analysis of cultural and political agenda from the explicit and implicit language structures (by 23%); text annotation (by 50%); text production, distribution and target audience analysis (by 10%). Moreover, it was observed that CDA implementation facilitated the development of critical thinking skills as well as the skills of texts decoding.

This article reveals the meaning and content of the linguistic and cultural studies integration into social and political science course in the training of future politicians. The article reflects the importance of linguistic and cultural studies for the formation of language competence of students as well as skills of political communication, for understanding the characteristics of the country's social and political issues. The interdisciplinary approach emphasises the relationship in the study of linguistic, cultural, and political agenda, characterises the interdisciplinary essence of regional studies. The critical discourse analysis (CDA) of political texts was chosen as the key methodological strategy for the efficient development of political communication and problem-solving skills. The authors propose the implementation of a special interdisciplinary course for the first-year students majoring in philology and political studies, focused on the studying the political and cultural features of a language-targeted country by means of CDA. We compared the results of students' political communication skills development prior and post- course period and we observed the improvement according to the following criteria: perception of the vocabulary and functional language structures (by 17%); analysis of cultural and political agenda from the explicit and implicit language structures (by 23%); text annotation (by 50%); text production, distribution and target audience analysis (by 10%). Moreover, it was observed that CDA implementation facilitated the development of critical thinking skills as well as the skills of texts decoding.

This article reveals the meaning and content of the linguistic and cultural studies integration into social and political science course in the training of future politicians. The article reflects the importance of linguistic and cultural studies for the formation of language competence of students as well as skills of political communication, for understanding the characteristics of the country's social and political issues. The interdisciplinary approach emphasises the relationship in the study of linguistic, cultural, and political agenda, characterises the interdisciplinary essence of regional studies. The critical discourse analysis (CDA) of political texts was chosen as the key methodological strategy for the efficient development of political communication and problem-solving skills. The authors propose the implementation of a special interdisciplinary course for the first-year students majoring in philology and political studies, focused on the studying the political and cultural features of a language-targeted country by means of CDA. We compared the results of students' political communication skills development prior and post- course period and we observed the improvement according to the following criteria: perception of the vocabulary and functional language structures (by 17%); analysis of cultural and political agenda from the explicit and implicit language structures (by 23%); text annotation (by 50%); text production, distribution and target audience analysis (by 10%). Moreover, it was observed that CDA implementation facilitated the development of critical thinking skills as well as the skills of texts decoding.

This paper describes the use and application of environmental criminology and social science methods in court cases involving allegations of negligent security. Negligent security is an area of premises liability that involves claims against business owners for damages or injuries on their property due to a lack of security precautions against reasonably foreseeable criminal actions. For decades, courts have embraced the view that the "place or character" of a business may invite criminal conduct and various jurisdictions have asserted that business owners may be under a duty to protect patrons against third-party criminal conduct. Yet, courts have struggled to define precisely how the place or character of a business would make a crime reasonably foreseeable. The paper explains the ways in which courts utilize crime and noncrime data in negligent security cases and discusses the affinities between environmental criminology and expert evidence in the courts. In doing so, the paper highlights the practical application, legal utility, and explanatory power of criminological theories and social science knowledge in the U.S. civil court system.

The presidential address at the 51st annual meeting of the Southwestern Soc Sci Assoc, Dallas, Tex, Mar 27, 1970. It is noted that problems of aging & of the life cycle have received very little attention from the soc sea's. This has had 2 consequences. (1) The soc sci's are now suddenly faced with unexpected problems created by the rising number of old people. (2) The value of the life cycle for testing theories of soc structure & soc change have been neglected. But the problems of aging & of death can no longer be ignored. The neglect of life cycle problems shows itself in the approach to the problem of work & retirement. The approach has been haphazard, & it has been too easily assumed that retirement is nothing but baleful. The study of age culture is urged. A further problem is raised by the trend toward early retirement & the lengthening of life expectancy. We may soon reach a time when every 4th or even 3rd citizen does not work. The problem is exacerbated by the fear that although life can be prolonged, living cannot, ie, that old people will merely vegetate, that the perservation of mental alertness cannot keep up with the prolongation of bodily life, etc. These problems are grounds enough for the soc sci's to devote serious attention to the problems of death, aging & life cycle. A. Peskin.

The dramatic interventions to fight the coronavirus pandemic undertaken by many governments all around the globe are unique since the Second World War. They massively restrict economic, civil society, cultural, and personal freedoms. So far the population has been willing to cooperate. In view of the huge current and future costs, it is crucial that citizens remain confident that there are good reasons for the measures. This trust is endangered if the population is unable to understand crucial aspects, and therefore insecurity grows. The costs to be borne vary greatly: permanent employees or civil servants are far less affected than restaurant operators, hairdressers, self-employed cultural workers, and most shop owners. Their confidence is based essentially on how well the following questions are answered. What guidance can the social sciences offer?

How to Find Out About The Social Sciences indicates the sources of information in the social sciences that are traditionally taught in social science faculties in universities. The book delineates the scope and nature of the different social sciences, explains the necessary education and training, and lists possible careers for those who take up the studies. The book also lists the possible sources of information such as organizations, libraries, books and other published material, and social administration. Lastly, it explains the significance of the different sources of information, what ki