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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  ÏÚÐÂÈ×ÍÈ È ÂÒÎÐÈ×ÍÈ ÔÀÊÒÎÐÈ ÇÀ ÔÎÐÌÈÐÀÍÅ ÖÅÍÀÒÀ ÍÀ ÏÅÒÐÎËÀ – ÈÊÎÍÎÌÈ×ÅÑÊÈ ÐÀÊÓÐÑÈ È ÃÅÎÏÎËÈÒÈ×ÅÑÊÈ ÀÑÏÅÊÒÈ

  Êëþ÷îâî ïîíÿòèå â íàñòîÿùîòî èçëîæåíèå å „äèíàìèêàòà íà öåíàòà íà ïåòðîëà è ôàê-òîðèòå, êîèòî âëèÿÿò âúðõó íåÿ“, ïîä êîåòî ñå ðàçáèðàò âñè÷êè âàðèàöèè â öåíàòà íà ïåòðîëà, íåçàâèñèìî îò ðàçìåðà íà öåíàòà íà ïåòðîëà è ïðîèçâîäíèòå ìó, êàòî çà âñÿêî ðÿçêî è íåî÷àêâàíî ïîâèøåíèå íà öåíàòà íàä ðàâíèùà, êîèòî ñà õàðàêòåðíè çà äàäåí ïåðèîä ïðåäè ... Êëþ÷îâî ïîíÿòèå â íàñòîÿùîòî èçëîæåíèå å „äèíàìèêàòà íà öåíàòà íà ïåòðîëà è ôàê-òîðèòå, êîèòî âëèÿÿò âúðõó íåÿ“, ïîä êîåòî ñå ðàçáèðàò âñè÷êè âàðèàöèè â öåíàòà íà ïåòðîëà, íåçàâèñèìî îò ðàçìåðà íà öåíàòà íà ïåòðîëà è ïðîèçâîäíèòå ìó, êàòî çà âñÿêî ðÿçêî è íåî÷àêâàíî ïîâèøåíèå íà öåíàòà íàä ðàâíèùà, êîèòî ñà õàðàêòåðíè çà äàäåí ïåðèîä ïðåäè ñúîòâåòíàòà ðÿçêà àìïëèòóäà, ñå èçïîëçâà ïîíÿòèåòî „ïåòðîëåí øîê“. Ôàêòîðèòå, ôîðìèðàùè öåíàòà íà ïåòðîëà, ñà ðàçíîîáðàçíè è îêàçâàò ðàçëè÷íî âúçäåéñòâèå. Ïîäîáíî íà öåíèòå íà äðóãèòå ñóðîâèíè, öåíàòà íà ñóðîâèÿ ïåòðîë ïðåòúðïÿâà øèðîêè êîëåáàíèÿ ïî âðåìå íà íåäîñòèã èëè ñâðúõïðåäëàãàíå. Öèêúëúò íà öåíàòà íà ñóðîâèÿ ïåòðîë ìîæå äà ïðîäúëæè íÿêîëêî ãîäèíè â îòãîâîð íà ïðîìåíèòå â òúðñåíåòî, êàêòî è íà äîñòàâêèòå îò ñòðàíà íà ÎÏÅÊ è èçâúí íåÿ. Îáñúæäàò ñå ôîðìèðàíåòî íà öåíèòå íà ïåòðîëà è ïðîèçâîäíèòå ìó, íà ðàçëè÷íèòå ôàêòîðè, îêàçâàùè âëèÿíèå âúðõó öåíàòà íà ïåòðîëà, íà ãåîïîëèòè÷åñêèòå ñúáèòèÿ, òúðñåíåòî íà ïðåäëàãàíå è çà-ïàñèòå – îñîáåíî â óñëîâèÿòà íà ïàíäåìèÿ, òúðãîâèÿòà è èêîíîìèêàòà è ñå äîñòèãà äî èçâîäà, ÷å öåíàòà íà ïåòðîëà íå å ïîñòîÿííà âåëè÷èíà è êîíñòàíòíî ñå âëèÿå îò òúðñåíåòî è ïîòðåáëåíèåòî.