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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  ÂÚÇÄÅÉÑÒÂÈÅ ÍÀ ÏÀÍÄÅÌÈßÒÀ ÎÒ COVID-19 ÂÚÐÕÓ ÑÅÊÒÎÐÈÒÅ Â ÈÊÎÍÎÌÈÊÀÒÀ ÍÀ ÑÒÐÀÍÀÒÀ

  Ñëåä äåñåòèëåòèå íà èêîíîìè÷åñêè ðàñòåæ è îïòèìèçúì çà ïðîäúëæèòåëåí ñòîïàíñêè è ñîöèàëåí âúçõîä ñâåòúò ñå ñúáóäè â êîøìàðà íà áúðçî ðàçïðîñòèðàùà ñå åïèäåìèÿ, ñêîðî ïðåðàñíàëà â ãëîáàëíà ïàíäåìèÿ – êîðîíàâèðóñíàòà èíôåêöèÿ, íàðå÷åíà COVID-19. Îñâåí çäðàâíèòå è ñîöèàëíèòå àñïåêòè íà õóìàíèòàðíàòà êðèçà, COVID-19 ïðåäèçâèêà ìàùàáíà èêîíîìè÷åñêà ... Ñëåä äåñåòèëåòèå íà èêîíîìè÷åñêè ðàñòåæ è îïòèìèçúì çà ïðîäúëæèòåëåí ñòîïàíñêè è ñîöèàëåí âúçõîä ñâåòúò ñå ñúáóäè â êîøìàðà íà áúðçî ðàçïðîñòèðàùà ñå åïèäåìèÿ, ñêîðî ïðåðàñíàëà â ãëîáàëíà ïàíäåìèÿ – êîðîíàâèðóñíàòà èíôåêöèÿ, íàðå÷åíà COVID-19. Îñâåí çäðàâíèòå è ñîöèàëíèòå àñïåêòè íà õóìàíèòàðíàòà êðèçà, COVID-19 ïðåäèçâèêà ìàùàáíà èêîíîìè÷åñêà êðèçà ïîðàäè íåîáõîäèìîñòòà îò ñîöèàëíà èçîëàöèÿ è íåâúçìîæíîñòòà íà ðåäèöà ñåêòîðè â èêîíîìèêàòà äà ñå àäàïòèðàò êúì òàçè íåîáè÷àéíà ñðåäà. Áúðçîòî ðàçïðîñòðàíåíèå íà êîðîíàâèðóñíàòà ïàíäåìèÿ è ìàñîâèÿò øîê îò ìåðêèòå çà íåéíîòî îâëàäÿâàíå äîâåäîõà ãëîáàëíàòà èêîíîìèêà äî ñèëíî ñâèâàíå. Äúëáî÷èíàòà è ñèëàòà íà ïàíäåìè÷íèòå âúçäåéñòâèÿ âúðõó èêîíîìèêàòà çàâèñÿò îò äâèæåíèåòî íà õîðà èëè íà èíôîðìàöèÿ, êàòî íàé-çàñåãíàòè ñà ñåêòîðèòå, ïðè êîèòî íåîáõîäèìîñòòà îò ñîöèàëíà èçîëàöèÿ âîäè äî ñèëíî îãðàíè÷àâàíå íà èêîíîìè÷åñêàòà àêòèâíîñò. Ñúùåâðåìåííî äðóãè ñåêòîðè áåíåôèöèðàò îò ïðèíóäèòåëíàòà ñîöèàëíà èçîëàöèÿ è çäðàâíàòà êðèçà, ìàêàð ÷å ñúâêóïíèÿò åôåêò îò íåãàòèâíèòå è ïîçèòèâíèòå âúçäåéñòâèÿ äà å ñèëíî íåãàòèâåí çà èêîíîìèêàòà êàòî öÿëî. Òåìïúò íà âúçñòàíîâÿâàíå ùå çàâèñè îñíîâíî îò ïðàâèòåëñòâåíèòå ìåðêè çà ïîäïîìàãàíå íà áèçíåñà, êàêòî è îò êîîðäèíàöèÿòà íà îáùîåâðîïåéñêî íèâî çà îâëàäÿâàíå íà ïàíäåìèÿòà.

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  ÁÈÇÍÅÑ ÌÎÄÅËÈ È ÏÎÄÕÎÄÈ ÇÀ ÃÅÍÅÐÈÐÀÍÅ ÍÀ ÏÐÈÕÎÄÈ Â ÅËÅÊÒÐÎÍÍÀÒÀ ÒÚÐÃÎÂÈß

  Åëåêòðîííàòà òúðãîâèÿ èãðàå âñå ïî-âàæíà ðîëÿ â ñúâðåìåííàòà èêîíîìèêà è ñå ïðåâðúùà âúâ âñå ïî-äîìèíàíòåí äèñòðèáóòèâåí êàíàë, îñîáåíî â óñëîâèÿ íà ïàíäåìèÿ. Ñ öåë ïî-êîìïëåêñíî èçñëåäâàíå è öÿëîñòíî ðàçáèðàíå íà ñúâðåìåííàòà åëåêòðîííà òúðãîâèÿ íàñòîÿùàòà ñòàòèÿ öåëè èçÿñíÿâàíå íà ïðèëîæèìèòå è ñïåöèôè÷íèòå ñàìî çà íåÿ áèçíåñ ìîäåëè çà ... Åëåêòðîííàòà òúðãîâèÿ èãðàå âñå ïî-âàæíà ðîëÿ â ñúâðåìåííàòà èêîíîìèêà è ñå ïðåâðúùà âúâ âñå ïî-äîìèíàíòåí äèñòðèáóòèâåí êàíàë, îñîáåíî â óñëîâèÿ íà ïàíäåìèÿ. Ñ öåë ïî-êîìïëåêñíî èçñëåäâàíå è öÿëîñòíî ðàçáèðàíå íà ñúâðåìåííàòà åëåêòðîííà òúðãîâèÿ íàñòîÿùàòà ñòàòèÿ öåëè èçÿñíÿâàíå íà ïðèëîæèìèòå è ñïåöèôè÷íèòå ñàìî çà íåÿ áèçíåñ ìîäåëè çà îñúùåñòâÿâàíå íà ôèðìåíàòà äåéíîñò, êàòî íà òàçè îñíîâà ñà àíàëèçèðàíè è ðàçëè÷íè ïîäõîäè çà ãåíåðèðàíå íà ïðèõîäè çà ôèðìàòà â ðàìêèòå íà åëåêòðîííàòà òúðãîâèÿ.