Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  THE IMPACT OF FINANCIAL EDUCATION PROGRAMMES IN ISRAEL AND THE FAMILY DISCUSSION ON FINANCIAL MATTERS ON THE BEHAVIOUR OF YOUTH

  This study contributes to understanding the degree of impact and effectiveness of financial education curricula in Israeli schools, on the financial knowledge, attitudes, and economic behaviour of high school students. An analysis of the findings shows that no significant difference has been found in the scores in the areas of financial ... This study contributes to understanding the degree of impact and effectiveness of financial education curricula in Israeli schools, on the financial knowledge, attitudes, and economic behaviour of high school students. An analysis of the findings shows that no significant difference has been found in the scores in the areas of financial knowledge, attitudes, and economic behavior, between students who participated in the financial education programme and students who did not participate at all. The article also examines the degree of involvement of students in the day-to-day financial decisions of their families, and the importance and willingness of high school students to consult with professionals, and relatives in financial matters. The findings of the study indicate that there haven been significant difference in the scores obtained by students who participated in the financial education programme compared to students who did not participate, in everything related to the financial knowledge, attitudes and economic behavior presented by the students. Additional research findings suggest that respondents' attitudes regarding their preferences in consultation with professionals and family members are positive, but not to a large or satisfactory extent. The findings indicate that the degree of students’ involvement in the financial decisions that occur daily in a family is low and the standard deviation is large. This finding may indicate that some students are significantly involved in household financial decisions compared to others, who are hardly involved at all. One of the conclusions drawn from these findings is that financial education programmes in schools in Israel should incorporate the content, learning, and involvement of parents in the school financial education curriculum. The financial education programe should encourage students to talk a lot and consult with their parents about the day-to-day financial matters that concern them. Parents, for their part, need to involve their children more in the financial decisions made in running a household.

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  ÏÀÐÈ×ÍÀÒÀ ÄÈÍÀÌÈÊÀ ÊÀÒÎ ÔÀÊÒÎÐ ÍÀ ÃÅÍÅÐÀËÍÎÒÎ ÐÀÂÍÎÂÅÑÈÅ Â ÈÊÎÍÎÌÈÊÀÒÀ È ÈÊÎÍÎÌÈ×ÅÑÊÈß ÖÈÊÚË – ÊÎÍÖÅÏÒÓÀËÍÈ È ÌÅÒÎÄÎËÎÃÈ×ÅÑÊÈ ÀÑÏÅÊÒÈ

  Èçñëåäâàíåòî ðàçãëåæäà ðîëÿòà íà ïàðè÷íîòî ïðåäëàãàíå è êîíöåïöèÿòà çà íîìèíàëíî (ïàðè÷íî) ãåíåðàëíî ðàâíîâåñèå â ñâåòëèíàòà íà îñíîâíèòå òåîðèè çà èêîíîìè÷åñêèÿ öèêúë. Òå ñà ðàçãëåæäàíè â ñðàâíèòåëåí ïëàí, êàòî ñå ïîñòàâÿ è âúïðîñúò, ïðàâèëíî èëè ãðåøíî å äà ñå òàðãåòèðàò íîìèíàëíè íèâà íà äîõîäà èëè íîìèíàëíèÿ ÁÂÏ ñ îãëåä íà ìîäåðíèòå íà÷èíè çà ... Èçñëåäâàíåòî ðàçãëåæäà ðîëÿòà íà ïàðè÷íîòî ïðåäëàãàíå è êîíöåïöèÿòà çà íîìèíàëíî (ïàðè÷íî) ãåíåðàëíî ðàâíîâåñèå â ñâåòëèíàòà íà îñíîâíèòå òåîðèè çà èêîíîìè÷åñêèÿ öèêúë. Òå ñà ðàçãëåæäàíè â ñðàâíèòåëåí ïëàí, êàòî ñå ïîñòàâÿ è âúïðîñúò, ïðàâèëíî èëè ãðåøíî å äà ñå òàðãåòèðàò íîìèíàëíè íèâà íà äîõîäà èëè íîìèíàëíèÿ ÁÂÏ ñ îãëåä íà ìîäåðíèòå íà÷èíè çà àäðåñèðàíå íà ïðîáëåìèòå íà öèêëè÷íèòå èêîíîìè÷åñêè ôëóêòóàöèè è èêîíîìè÷åñêèòå êðèçè.

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  ÓÑÒÎÉ×ÈÂÎÑÒ È ÏÐÅÄÏÐÈÅÌÀ×ÅÑÒÂÎ Â ÊÎÐÏÎÐÀÒÈÂÍÎÒÎ ÓÏÐÀÂËÅÍÈÅ

  Çàìúðñÿâàíåòî íà îêîëíàòà ñòðàíà, äåãðàäàöèÿòà íà îáùåñòâà è èêîíîìè÷åñêà íåñòàáèëíîñò, çíà÷èòåëíî ïîïóëÿðíè òåìè ïðåç ïîñëåäíèòå íÿêîëêî äåñåòèëåòèÿ, ñà çàïëàõà çà ñúùåñòâóâàíåòî êàêòî íà ïðåäïðèÿòèÿ, òàêà è íà ÷îâå÷åñòâîòî. Êàòî âîäåùà ñèëà â ñâåòîâíàòà èêîíîìèêà, ïðåäïðèÿòèÿòà îò âñÿêàêâè ðàçìåðè, òðÿáâà äà ïðåäïðèåìàò äåéñòâèÿ çà ñòàáèëèçèðàíå ... Çàìúðñÿâàíåòî íà îêîëíàòà ñòðàíà, äåãðàäàöèÿòà íà îáùåñòâà è èêîíîìè÷åñêà íåñòàáèëíîñò, çíà÷èòåëíî ïîïóëÿðíè òåìè ïðåç ïîñëåäíèòå íÿêîëêî äåñåòèëåòèÿ, ñà çàïëàõà çà ñúùåñòâóâàíåòî êàêòî íà ïðåäïðèÿòèÿ, òàêà è íà ÷îâå÷åñòâîòî. Êàòî âîäåùà ñèëà â ñâåòîâíàòà èêîíîìèêà, ïðåäïðèÿòèÿòà îò âñÿêàêâè ðàçìåðè, òðÿáâà äà ïðåäïðèåìàò äåéñòâèÿ çà ñòàáèëèçèðàíå íà òåçè ôàêòîðè ñ öåë ïîäñèãóðÿâàíå íà ñîáñòâåíîòî ñè è ñâåòîâíîòî ñúùåñòâóâàíå. Åäèíñòâåíèÿò íà÷èí äà ñå ïîñòèãíå òîâà, å ÷ðåç óñòîé÷èâè ïðàêòèêè, êîèòî íå ñàìî äà íàìàëÿò èëè íåóòðàëèçèðàò äåãðàäàöèÿòà íà îêîëíàòà ñðåäà îáùåñòâîòî è èêîíîìèêàòà, à äà äîïðèíåñàò çà òÿõíîòî îáåäèíåíî ïðîöúôòÿâàíå. Öåëòà íà èçñëåäâàíåòî, å äà ñå ïðåäñòàâè åôåêòúò îò ïîâèøàâàíåòî íà óñòîé÷è-âîñòòà íà äàäåíà ôèðìà âúðõó íåéíàòà ñòîéíîñò.  íà÷àëíèÿ ñè ñòàäèé ïðîó÷âàíåòî å íàïðàâåíî íà áàçà ëèòåðàòóðåí ïðåãëåä, èçñëåäâàéêè îñíîâåí çàìúðñèòåë íà ïðèðîäàòà è äåôèíèðàíå îáõâàòà íà òåìàòèêàòà, ïðîèçõîæäàùà îò äåôèíèöèÿòà íà òåðìèíà „óñòîé÷èâîñò“.  ïðîäúëæåíèå èçñëåäâàíåòî ðàçãëåæäà ïîâèøàâàíåòî íà óñòîé÷èâîñòòà íà ïðåäïðèÿòèÿ è ïðåäñòàâÿ åôåêòà â ðåçóëòàò îò òîâà äåéñòâèå.