Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

• 

  ÑÚÙÍÎÑÒ ÍÀ ÄÀÍÚ×ÍÈÒÅ ÈÇÌÀÌÈ ÏÐÈ ÒÚÐÃÎÂÈßÒÀ Ñ ÃÎÐÈÂÀ È ÍÅÔÒÎÏÐÎÄÓÊÒÈ

   ïîâå÷åòî ñòðàíè ïåòðîëíèòå ïðîäóêòè ñà æèçíåíàòà ñèëà íà èêîíîìèêàòà. Ïåòðîëúò å íåðàçäåëíà ÷àñò îò åæåäíåâíèÿ æèâîò. Ïðàâèòåëñòâàòà ñà ðàçðàáîòèëè ðàçëè÷íè äàíúöè âúðõó ãîðèâàòà, êîèòî ôèíàíñèðàò îñíîâíèòå óñëóãè íà äúðæàâàòà â ïîëçà íà ãðàæäàíèòå.  ìíîãî ñëó÷àè òåçè äàíúöè ïðåäñòàâëÿâàò çíà÷èòåëíà ÷àñò îò îáùèòå äàíú÷íè ïðèõîäè íà ñòðàíàòà.  ...  ïîâå÷åòî ñòðàíè ïåòðîëíèòå ïðîäóêòè ñà æèçíåíàòà ñèëà íà èêîíîìèêàòà. Ïåòðîëúò å íåðàçäåëíà ÷àñò îò åæåäíåâíèÿ æèâîò. Ïðàâèòåëñòâàòà ñà ðàçðàáîòèëè ðàçëè÷íè äàíúöè âúðõó ãîðèâàòà, êîèòî ôèíàíñèðàò îñíîâíèòå óñëóãè íà äúðæàâàòà â ïîëçà íà ãðàæäàíèòå.  ìíîãî ñëó÷àè òåçè äàíúöè ïðåäñòàâëÿâàò çíà÷èòåëíà ÷àñò îò îáùèòå äàíú÷íè ïðèõîäè íà ñòðàíàòà.  ñúùîòî âðåìå ãîëÿì áðîé ïðàâèòåëñòâà õàð÷àò çíà÷èòåëíà ÷àñò îò ïðèõîäèòå ñè, çà äà ñóáñèäèðàò ïî-íèñêèòå öåíè çà îïðåäåëåíè ãîðèâà. Òåçè ñóáñèäèè çà ãîðèâî íàñúð÷àâàò èêîíîìè÷åñêèÿ ðàñòåæ, ïðåäîñòàâÿò ïîìîù íà íóæäàåùèòå ñå èëè ðàçïðåäåëÿò ïîëçèòå îò èçîáèëíèÿ ïðèðîäåí ðåñóðñ íà ãðàæäàíèòå. Ñõåìèòå, ñâúðçàíè ñ äàíú÷íè èçìàìè ïðè òúðãîâèÿòà ñ ãîðèâà, îáèêíîâåíî ïîïàäàò â äâå êàòåãîðèè: óêðèâàíå íà äàíúöè è çëîóïîòðåáà ñúñ ñóáñèäèè. Èçìàìèòå ñ ãîðèâà îáèêíîâåíî âêëþ÷âàò ðàçðåæäàíå íà ñêúïè, îáëîæåíè ñ äàíúöè ãîðèâà ñ ïî-åâòèíè èëè íèñêî îáëîæåíè ïðîäóêòè. Ñóáñèäèðàíèòå ãîðèâà ñå ïðåâðúùàò âúâ ôàëøèôèêàòè çà âèñîêî îáëîæåíèòå ãîðèâà.

• 

  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.

• 

  ÂÚÇÄÅÉÑÒÂÈÅ ÍÀ ÊÎÍÑÎËÈÄÀÖÈÎÍÍÈÒÅ ÏÐÎÖÅÑÈ ÂÚÐÕÓ ÅÔÅÊÒÈÂÍÎÑÒÒÀ ÍÀ ÁÀÍÊÎÂÀÒÀ ÄÅÉÍÎÑÒ

  Íåãàòèâíîòî îòðàæåíèå íà ãëîáàëíàòà ôèíàíñîâà êðèçà å ïðè÷èíà çà óâåëè÷àâàíåòî íà ðàçëè÷íè ïðåñòðóêòóðèðàíèÿ â áàíêîâèÿ ñåêòîð êàêòî â ñâåòîâåí ìàùàá, òàêà è â Åâðîïà. Òåçè ïðåñòðóêòóðèðàíèÿ ñå íàìèðàò â ëèöåòî íà ïðîöåñèòå ïî êîíñîëèäàöèÿ. Ïîíåæå âñå ïîâå÷å îò ôèíàíñîâèòå ïðîäóêòè è óñëóãè ñå ïðåäëàãàò èçâúí òðàäèöèîí-íèÿ áàíêîâ ñåêòîð, ... Íåãàòèâíîòî îòðàæåíèå íà ãëîáàëíàòà ôèíàíñîâà êðèçà å ïðè÷èíà çà óâåëè÷àâàíåòî íà ðàçëè÷íè ïðåñòðóêòóðèðàíèÿ â áàíêîâèÿ ñåêòîð êàêòî â ñâåòîâåí ìàùàá, òàêà è â Åâðîïà. Òåçè ïðåñòðóêòóðèðàíèÿ ñå íàìèðàò â ëèöåòî íà ïðîöåñèòå ïî êîíñîëèäàöèÿ. Ïîíåæå âñå ïîâå÷å îò ôèíàíñîâèòå ïðîäóêòè è óñëóãè ñå ïðåäëàãàò èçâúí òðàäèöèîí-íèÿ áàíêîâ ñåêòîð, ôèíàíñîâèòå òåõíîëîãèè è „áàíêèòå â ñÿíêà“ îêàçâàò íàòèñê âúðõó áàíêîâèòå èíñòèòóöèè äà ïðåäïðèåìàò ñòúïêàòà êúì êîíñîëèäàöèÿ. Îñíîâíèòå ïðåäèìñòâà, êîèòî êîíñîëèäàöèÿòà ïðåäîñòàâÿ ñà ðàñòåæ, ñèíåðãèÿ, îãðàíè÷àâàíå íà êîíêóðåíöèÿ è åôåêòèâíîñò. Îñíîâíàòà öåë íà òàçè ðàçðàáîòêà å äà ïðîñëåäè áàíêîâàòà åôåêòèâíîñò ïðåäè è ñëåä ïðîöåñà ïî êîíñîëèäàöèÿ â áúëãàðñêèÿ áàíêîâ ñåêòîð è äà ñå íàïðàâè çàêëþ÷åíèå, ïîñòèãà ëè ñå ïî-ãîëÿìà åôåêòèâíîñò ñëåä ñëèâàíèÿòà è ïîãëú-ùàíèÿòà èëè íå.