Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÀÍÀËÈÇ ÍÀ ÊÎËÈ×ÅÑÒÂÅÍÈÒÅ ÈÇÌÅÐÈÒÅËÈ Â ÁÚËÃÀÐÑÊÈß ÁÀÍÊΠÏÀÇÀÐ

  Áàíêîâèÿò ïàçàð èìà êëþ÷îâî çíà÷åíèå â èêîíîìèêàòà. ×ðåç ñâîÿòà ïðåðàçïðåäåëèòåë-íà è àêóìóëàöèîííà äåéíîñò áàíêèòå ñà âîäåù ôàêòîð âúâ ôèíàíñîâàòà ñôåðà íà âñÿêà åäíà ñòðàíà.  ñëó÷àé, ÷å èêîíîìèêàòà íà ñòðàíàòà å ñ îòâîðåí òèï, àíàëèçèðàíåòî íà òÿõíàòà äåéíîñò ïîñðåäñòâîì êîëè÷åñòâåíèòå èçìåðèòåëè ïðåäîñòàâÿ øèðîêà èíôîðìàöèîííà öåííîñò çà âñÿêà ... Áàíêîâèÿò ïàçàð èìà êëþ÷îâî çíà÷åíèå â èêîíîìèêàòà. ×ðåç ñâîÿòà ïðåðàçïðåäåëèòåë-íà è àêóìóëàöèîííà äåéíîñò áàíêèòå ñà âîäåù ôàêòîð âúâ ôèíàíñîâàòà ñôåðà íà âñÿêà åäíà ñòðàíà.  ñëó÷àé, ÷å èêîíîìèêàòà íà ñòðàíàòà å ñ îòâîðåí òèï, àíàëèçèðàíåòî íà òÿõíàòà äåéíîñò ïîñðåäñòâîì êîëè÷åñòâåíèòå èçìåðèòåëè ïðåäîñòàâÿ øèðîêà èíôîðìàöèîííà öåííîñò çà âñÿêà åäíà çàèíòåðåñîâàíà ñôåðà. Íàñòîÿùàòà ñòàòèÿ àíàëèçèðà ÷èñëîâèòå ñòîéíîñòè íà ðàñòåæà íà äàííè íà êëþ÷îâèòå áàíêîâè èçìåðèòåëè. Îñíîâåí èçâîä îò íàñòîÿùàòà ðàáîòà å, ÷å áàíêîâàòà ñèñòåìà â Áúëãàðèÿ å â ñúñòîÿíèå íà íåêîíöåíòðèðàíà èíäóñòðèÿ è å íàëè÷íà âúçìîæíîñò çà ðåàëèçèðàíå öåëèòå íà ïðèëåæàùèòå â ñèñòåìàòà áàíêè, êàêòî è å íàëèöå ëîÿëíà êîíêóðåíöèÿ, ïîçâîëÿâàùà åôåêòèâíàòà äåéíîñò íà áàíêèòå îò òðèòå ãðóïè, áåç äà èìàò ïîìåæäó ñè íåãàòèâíî âëèÿíèå. Êîíêóðåíöèÿòà ìåæäó òÿõ äåéñòâà ñòèìóëèðàùî, â ðàìêèòå íà êîåòî êëèåíòèòå èìàò âúçìîæíîñòòà çà èçáîð îò âèñîêî êà÷åñòâî.

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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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  ÊÀÐÈÅÐÍÎÒÎ ÐÀÇÂÈÒÈÅ ÏÐÅÇ ÏÎÃËÅÄÀ ÍÀ ÑËÓÆÈÒÅËÈÒÅ È ÐÀÁÎÒÎÄÀÒÅËÈÒÅ

  Êàðèåðíîòî ðàçâèòèå âèíàãè å áèëà àêòóàëíà òåìà çà îáùåñòâîòî. Èçìåðèòåëèòå çà óñïåøíà êàðèåðà ìîãàò äà ñà ðàçëè÷íè è ÷åñòî äà ñå ïðîìåíÿò â çàâèñèìîñò îò ñîöèàëíèòå íîðìè. Âúïðåêè òîâà òúðñåíåòî íà âúçìîæíîñò çà ëè÷íà ðåàëèçàöèÿ è ïðîÿâà íà òàëàíòà è âúçìîæíîñòèòå å íåïðåõîäíà íåîáõîäèìîñò íà àêòèâíèòå õîðà. Íàé-÷åñòî ðàçâèòèåòî íà êàðèåðàòà å ... Êàðèåðíîòî ðàçâèòèå âèíàãè å áèëà àêòóàëíà òåìà çà îáùåñòâîòî. Èçìåðèòåëèòå çà óñïåøíà êàðèåðà ìîãàò äà ñà ðàçëè÷íè è ÷åñòî äà ñå ïðîìåíÿò â çàâèñèìîñò îò ñîöèàëíèòå íîðìè. Âúïðåêè òîâà òúðñåíåòî íà âúçìîæíîñò çà ëè÷íà ðåàëèçàöèÿ è ïðîÿâà íà òàëàíòà è âúçìîæíîñòèòå å íåïðåõîäíà íåîáõîäèìîñò íà àêòèâíèòå õîðà. Íàé-÷åñòî ðàçâèòèåòî íà êàðèåðàòà å ñâúðçàíî ñ ïðîöåñèòå íà èçáîð íà áúäåùà êàðèåðà, óñúâúðøåíñòâàíå íà óìåíèÿòà è ïîëó÷àâàíå íà íîâè çíàíèÿ, êîèòî áèõà áèëè ïîëåçíè íà ñëóæèòåëèòå, çà äà èçðàñíàò â êàðèåðàòà. Öåëòà íà òàçè ðàçðàáîòêà å äà ïîêàæå êàêâè ñà î÷àêâàíèÿòà íà ñëóæèòåëèòå íà áúëãàðñêèÿ òðóäîâ ïàçàð ïî îòíîøåíèå íà âúçìîæíî-ñòèòå çà êàðèåðíî ðàçâèòèå, îò åäíà ñòðàíà, è íàãëàñèòå íà êîìïàíèèòå, êîèòî ïðåäëàãàò ðàáîòíè ìåñòà, îò äðóãà. Îáåêò íà èçñëåäâàíåòî ñà äâåòå ñòðàíè íà ïàçàðà íà òðóäà – ñëóæèòåëè è ðàáîòîäàòåëè. Ïðåäìåò íà ïðîó÷âàíåòî ñà î÷àêâàíèÿòà è íàãëàñèòå íà äâåòå ñòðàíè ïî îòíîøåíèå íà âúçìîæíîñòèòå çà êàðèåðíî ðàçâèòèå. Îñúùåñòâåíî å åìïèðè÷íî èçñëåäâàíå íà íàãëàñè è ïðàêòèêè çà êàðèåðíî ðàçâèòèå â êîìïàíèè, êîèòî ñå ñòðåìÿò äà ïðèâëè÷àò âèñîêîêâàëèôèöèðàíè êàäðè.