Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÒÅÎÐÅÒÈ×ÍÈ È ÏÐÈËÎÆÍÈ ÈÇÌÅÐÅÍÈß ÍÀ ÎÍËÀÉÍ ÊÎÌÓÍÈÊÀÖÈÈÒÅ Â ÒÓÐÈÑÒÈ×ÅÑÊÈß ÁÈÇÍÅÑ

   ñòàòèÿòà ñà ïðåäñòàâåíè âúïðîñèòå, ñâúðçàíè ñ îíëàéí êîìóíèêàöèèòå â òóðèñòè÷åñêèÿ áèçíåñ. Äíåñ âñÿêà îðãàíèçàöèÿ, íåçàâèñèìî îò äåéíîñòòà è ãîëåìèíàòà ñè, îñúçíàâà êëþ÷îâàòà ðîëÿ, êîÿòî èíôîðìàöèîííèòå è êîìóíèêàöèîííèòå ðåøåíèÿ èìàò çà êîíêóðåíòîñòòà, åôåêòèâíîñòòà, ðàñòåæà è ðàçâèòèåòî é.  óñëîâèÿòà íà ñúâðåìåí-íèÿ áèçíåñ, çà äà ñå ...  ñòàòèÿòà ñà ïðåäñòàâåíè âúïðîñèòå, ñâúðçàíè ñ îíëàéí êîìóíèêàöèèòå â òóðèñòè÷åñêèÿ áèçíåñ. Äíåñ âñÿêà îðãàíèçàöèÿ, íåçàâèñèìî îò äåéíîñòòà è ãîëåìèíàòà ñè, îñúçíàâà êëþ÷îâàòà ðîëÿ, êîÿòî èíôîðìàöèîííèòå è êîìóíèêàöèîííèòå ðåøåíèÿ èìàò çà êîíêóðåíòîñòòà, åôåêòèâíîñòòà, ðàñòåæà è ðàçâèòèåòî é.  óñëîâèÿòà íà ñúâðåìåí-íèÿ áèçíåñ, çà äà ñå ïîñòèãíàò äúëãîòðàéíè âçàèìîîòíîøåíèÿ ñ êëèåíòèòå – áèëè òå íàñòîÿùè èëè áúäåùè, å íåîáõîäèìî îáùóâàíå, êîåòî äà óäîâëåòâîðÿâà è äâåòå ñòðàíè, êàòî íàðàñòâà ðîëÿòà íà îíëàéí êîìóíèêàöèèòå â òàçè íàñîêà. Ñâåòîâíèòå òåíäåíöèè â êîìóíèêàöèîííèòå ïîëèòèêè ïðè ïîçèöèîíèðàíå íà òóðèñòè÷åñêèòå äåñòèíàöèè ñå íàñî÷âàò êúì äèôåðåíöèðàíå íà ïðåäëàãàíèòå ïðîäóêòè, êúì êîíêðåòíè ãðóïè è êàì-ïàíèè çà íàëàãàíå íà åäèí áðàíä.

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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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  ÍÈÚÐØÎÐÈÍÃÚÒ ÊÀÒÎ ÑÒÐÀÒÅÃÈß ÇÀ ÏÐÈÂËÈ×ÀÍÅ ÍÀ ÏÐÅÊÈ ×ÓÆÄÅÑÒÐÀÍÍÈ ÈÍÂÅÑÒÈÖÈÈ Â ÁÚËÃÀÐÈß

  Ïîñòîÿííèÿò êîíêóðåíòåí íàòèñê, óâåëè÷àâàíåòî íà öåíèòå íà ñóðîâèíèòå è íàðàñòâàùèòå ïðîèçâîäñòâåíè ðàçõîäè, ïðîáëåìèòå â ìåæäóíàðîäíèòå âåðèãè íà äîñòàâêè èçïðàâÿò êîìïàíèèòå îò ðàçëè÷íè èíäóñòðèè ïðåä äîïúëíèòåëíè ïðåäèçâèêàòåëñòâà è ñà ïðè÷èíà, ìíîãî îò òÿõ äà ñå íàñî÷àò êúì ðåëîêàöèÿ íà ïðîèçâîäñòâîòî. Âñå ïî-÷åñòî íàâëèçà ïîíÿòèåòî íèúðøîðèíã ... Ïîñòîÿííèÿò êîíêóðåíòåí íàòèñê, óâåëè÷àâàíåòî íà öåíèòå íà ñóðîâèíèòå è íàðàñòâàùèòå ïðîèçâîäñòâåíè ðàçõîäè, ïðîáëåìèòå â ìåæäóíàðîäíèòå âåðèãè íà äîñòàâêè èçïðàâÿò êîìïàíèèòå îò ðàçëè÷íè èíäóñòðèè ïðåä äîïúëíèòåëíè ïðåäèçâèêàòåëñòâà è ñà ïðè÷èíà, ìíîãî îò òÿõ äà ñå íàñî÷àò êúì ðåëîêàöèÿ íà ïðîèçâîäñòâîòî. Âñå ïî-÷åñòî íàâëèçà ïîíÿòèåòî íèúðøîðèíã – ïðîöåñ íà ïðåìåñòâàíå íà ïðîèçâîäñòâîòî èëè äðóãà èêîíîìè÷åñêà äåéíîñò â áëèçêè â ãåîãðàôñêî è êóëòóðíî îòíîøåíèå ñòðàíè. Ïðåìåñò-âàíåòî íà ïðîèçâîäñòâîòî èëè ðàçøèðÿâàíåòî íà ïðîèçâîäñòâåíèòå ìîùíîñòè â äðóãà ñòðàíà å ñâúðçàíî ñ ÷óæäåñòðàííà èíâåñòèöèÿ. Áúëãàðèÿ èìà âñè÷êè õàðàêòåðèñòèêè íà àòðàêòèâíà äåñòèíàöèÿ çà íèúðøîðèíã è íåðåàëèçèðàí êàïàöèòåò ïî îòíîøåíèå íà âêëþ÷âàíå âúâ âåðèãèòå íà äîñòàâêè íà êîìïàíèè îò Åâðîïà. Âúçïîëçâàéêè ñå îò ïðåäèìñòâàòà íà ñòðàíàòà, ñúùåñòâóâàò ðåäèöà âúçìîæíîñòè çà ïðèâëè÷àíå íà ïðåêè ÷óæ-äåñòðàííè èíâåñòèöèè îò êîìïàíèè, êîèòî òúðñÿò ñúêðàùàâàíå íà âåðèãèòå íà äîñòàâêè è èíâåñòèðàíå â ñòðàíè, ïðåäëàãàùè âñè÷êè ïðåäèìñòâà íà åäèííèÿ åâðîïåéñêè ïàçàð.