Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÑÒÐÅÑ ÒÅÑÒÎÂÅÒÅ ÊÀÒÎ ÈÍÒÅÃÐÀËÅÍ ÏÎÄÕÎÄ ÇÀ ÊÎÌÏËÅÊÑÍÀ ÎÖÅÍÊÀ ÍÀ ÓÏÐÀÂËÅÍÈÅÒÎ ÍÀ ÐÈÑÊÀ, ÊÀ×ÅÑÒÂÎÒÎ ÍÀ ÀÊÒÈÂÈÒÅ È ÓÑÒÎÉ×ÈÂÎÑÒÒÀ ÍÀ ÁÀÍÊÈÒÅ

  : Áàíêèòå èìàò ìíîãî âàæíà ðîëÿ â èêîíîìèêàòà è îò òÿõíàòà ñòàáèëíîñò â çíà÷èòåëíà ñòåïåí çàâèñè ðàçâèòèåòî íà èêîíîìè÷åñêàòà ñèñòåìà. Íàäåæäíîñòòà íà áàíêîâàòà ñèñòåìà è äîâåðèåòî â íåÿ ñà îòãîâîðíîñò íà âñÿêà îòäåëíà áàíêîâà èíñòèòóöèÿ, íî íàé-âå÷å íà öåíòðàëíèòå áàíêè êàòî ðåãóëàòîðíè è íàäçîðíè îðãàíè. Ïîêàçàòåëèòå çà îáùàòà êàïèòàëîâà ... : Áàíêèòå èìàò ìíîãî âàæíà ðîëÿ â èêîíîìèêàòà è îò òÿõíàòà ñòàáèëíîñò â çíà÷èòåëíà ñòåïåí çàâèñè ðàçâèòèåòî íà èêîíîìè÷åñêàòà ñèñòåìà. Íàäåæäíîñòòà íà áàíêîâàòà ñèñòåìà è äîâåðèåòî â íåÿ ñà îòãîâîðíîñò íà âñÿêà îòäåëíà áàíêîâà èíñòèòóöèÿ, íî íàé-âå÷å íà öåíòðàëíèòå áàíêè êàòî ðåãóëàòîðíè è íàäçîðíè îðãàíè. Ïîêàçàòåëèòå çà îáùàòà êàïèòàëîâà àäåêâàòíîñò, çà àäåêâàòíîñòòà íà áàçîâèÿ êàïèòàë îò ïúðâè ðåä (ÑÅÒ 1) è çà ëèêâèäíîñòòà ñà â îñíîâàòà íà ôèíàíñîâàòà ñòàáèëíîñò è ïëàòåæîñïîñîáíîñò íà áàíêèòå, ïîðàäè êîåòî ñà îáõâàíàòè îò ñòðîãà ðåãóëàòîðíà ðàìêà, â êîÿòî ÿñíî ñà ðåãëàìåíòèðàíè îò÷åòíîñòòà, ìîíèòîðèíãúò è êîíòðîëúò, ïðîâåæäàíè îò íàäçîðíèòå îðãàíè. Öåëòà íà èçñëåäâàíåòî å äà ïðåäñòàâè íåîáõîäèìîñòòà îò ñòðåñ òåñòîâå íà áàíêèòå è åìïèðè÷íî äà äîêàæå óíèâåðñàëíîñòòà èì êàòî ìåòîä çà èíòåãðàëíà îöåíêà íà óïðàâëåíèåòî íà ðèñêà, êà÷åñòâîòî íà àêòèâèòå è óñòîé÷èâîñòòà íà áàíêèòå íà áàçàòà íà êîíöåïòóàëåí ìîäåë ñïîðåä èçèñêâàíèÿòà íà Áàçåë III è àïðîáèðàíåòî ìó ÷ðåç ìíîæåñòâåí ðåãðåñèîíåí ìîäåë, èçñëåäâàù âðúçêàòà ìåæäó êàïèòàëîâàòà áàçà (ÑÅÒ 1) è êîìáèíàöèÿòà îò íåçàâèñèìè (ôàêòîðíè) ïðîìåíëèâè.

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  ÐÅÏÓÁËÈÊÀÍÑÊÀÒÀ ÏÚÒÍÀ ÈÍÔÐÀÑÒÐÓÊÒÓÐÀ  ÁÚËÃÀÐÈß – ÑÏÅÖÈÔÈÊÈ È ÐÅÃÈÎÍÀËÍÈ ÐÀÇËÈ×Èß

  Íàñòîÿùàòà ñòàòèÿ àíàëèçèðà ñïåöèôèêèòå è ðåãèîíàëíèòå ðàçëè÷èÿ íà ðåïóáëèêàíñêàòà ïúòíà ìðåæà â Áúëãàðèÿ. Ñòðàòåãè÷åñêîòî ãåîãðàôñêî ðàçïîëîæåíèå íà ñòðàíàòà è ïðîöåñúò íà äîáëèæàâàíå äî åâðîïåéñêèòå òðàíñïîðòíè ñòàíäàðòè ñëåä ïðèñúåäèíÿâàíåòî íà Áúëãàðèÿ â Åâðîïåéñêèÿ ñúþç îêàçâàò ñâîåòî âëèÿíèå âúðõó êà÷åñòâîòî è êîëè÷åñòâîòî íà ïúòèùàòà â ... Íàñòîÿùàòà ñòàòèÿ àíàëèçèðà ñïåöèôèêèòå è ðåãèîíàëíèòå ðàçëè÷èÿ íà ðåïóáëèêàíñêàòà ïúòíà ìðåæà â Áúëãàðèÿ. Ñòðàòåãè÷åñêîòî ãåîãðàôñêî ðàçïîëîæåíèå íà ñòðàíàòà è ïðîöåñúò íà äîáëèæàâàíå äî åâðîïåéñêèòå òðàíñïîðòíè ñòàíäàðòè ñëåä ïðèñúåäèíÿâàíåòî íà Áúëãàðèÿ â Åâðîïåéñêèÿ ñúþç îêàçâàò ñâîåòî âëèÿíèå âúðõó êà÷åñòâîòî è êîëè÷åñòâîòî íà ïúòèùàòà â ñòðàíàòà. Èçñëåäâàíåòî ñå îñíîâàâà íà àíàëèç íà ðåãèîíàëíèÿ ïðîôèë íà òðàíñïîðòíàòà ìðåæà âúç îñíîâà íà äàííè, èçìåðâàùè ñúñòîÿíèåòî íà ðåïóáëèêàíñêàòà ïúòíà ìðåæà ñïðÿìî „êëàñà íà ïúòÿ“ è „âèäà íà ïúòíàòà íàñòèëêà“. Îñíîâíèÿò èçâîä îò èçñëåäâàíåòî å, ÷å ñà íàëè÷íè ðåãèîíàëíè ðàçëè÷èÿ, áàçèðàíè íà êà÷åñòâîòî è êîëè÷åñòâîòî íà èçãðàäåíàòà êúì ìîìåíòà ïúòíà ìðåæà. Âúç îñíîâà íà òîâà òðàíñïîðòíàòà èíôðàñòðóêòóðà â Áúëãàðèÿ ìîæå äà ñå ðàçäåëè íà óñúâúðøåíñòâàíàòà Þæíà Áúëãàðèÿ è ðàçâèâàùàòà ñå Ñåâåðíà Áúëãàðèÿ.

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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.