Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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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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  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.

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  ÒÅÍÄÅÍÖÈÈ Â ÈÍÒÅÍÇÈÂÍÎÑÒÒÀ ÍÀ ÀÂÒÎÌÎÁÈËÍÎÒÎ ÄÂÈÆÅÍÈÅ Â ÑÅÂÅÐÍÀ ÁÚËÃÀÐÈß ÊÀÒÎ ÔÀÊÒÎÐ ÇÀ ÈÊÎÍÎÌÈ×ÅÑÊÀ ÎÁÎÑÍÎÂÊÀ ÍÀ ÐÀÇÂÈÒÈÅÒÎ ÍÀ TEN-T

   íàñòîÿùàòà ñòàòèÿ ñå ïîñòàâÿ ôîêóñ âúðõó ïðîáëåìà çà íàðàñòâàùàòà èíòåíçèâíîñò îò àâòîìîáèëåí òðàôèê â Áúëãàðèÿ, ïîðîäåí îò îñèãóðÿâàíåòî íà åâðîïåéñêàòà òðàíñïîðòíà ìðåæà (TEN-T) çà âúòðåøåí è ìåæäóíàðîäåí òðàíñïîðò. Êëàñè÷åñêîòî ðàçáèðàíå çà òðàíñïîðòíàòà èíôðàñòðóêòóðà â 21 âåê òúðïè ñâîåòî ðàçâèòèå ïîðàäè èçïðåâàðâàùîòî íàðàñòâàíå íà áðîÿ ...  íàñòîÿùàòà ñòàòèÿ ñå ïîñòàâÿ ôîêóñ âúðõó ïðîáëåìà çà íàðàñòâàùàòà èíòåíçèâíîñò îò àâòîìîáèëåí òðàôèê â Áúëãàðèÿ, ïîðîäåí îò îñèãóðÿâàíåòî íà åâðîïåéñêàòà òðàíñïîðòíà ìðåæà (TEN-T) çà âúòðåøåí è ìåæäóíàðîäåí òðàíñïîðò. Êëàñè÷åñêîòî ðàçáèðàíå çà òðàíñïîðòíàòà èíôðàñòðóêòóðà â 21 âåê òúðïè ñâîåòî ðàçâèòèå ïîðàäè èçïðåâàðâàùîòî íàðàñòâàíå íà áðîÿ àâòîìîáèëè è èçîñòàâàùîòî ðàçâèòèå íà òðàíñïîðòíàòà èíôðàñòðóêòóðà. Òîâà èçîñòàâàíå ñå çàáåëÿçâà ñ íàé-ãîëÿìà ñèëà ïî ïúòèùàòà íà Ñåâåðíà Áúëãàðèÿ, êúäåòî çàêúñíåëèòå ïóáëè÷íè èíâåñòèöèè â ñêîðîñòíè òðàñåòà è ìàãèñòðàëè, âåäíî ñ íàðàñòâàùèÿ òðàíçèòåí òðàôèê ïðåç ñåâåðíèòå ÃÊÏÏ ïî ð. Äóíàâ, ñà îñíîâà çà îáîñíîâêà àêòóàëíîñòòà íà èçñëåäâàíåòî. Ïðîáëåìíèÿò õàðàêòåð íà ðàçðàáîòêàòà ñå ïîäêðåïÿ è îò ïðÿêàòà îáâúðçàíîñò íà ùåòèòå ïî àâòîìîáèëíèÿ ïàðê ïðè ïúòíîòðàíñïîðòíè ïðîèçøåñòâèÿ, âêë. è çàãóáàòà íà ÷îâåøêè æèâîòè òàì, êúäåòî òðàíñïîðòíàòà ìðåæà èçîñòàâà â ñâîåòî ðàçâèòèå, çà êîåòî ñâèäåòåëñòâàò è èçñëåäâàíèÿ â îáëàñòòà íà àâòîìîáèëíîòî çàñòðàõîâàíå. Öåëòà íà èçñëåäâàíåòî å äà óñòàíîâè íà áàçà äàííè îò äúðæàâíàòà àâòîìîáèëíà àäìèíèñòðàöèÿ è ÒÎË-ñèñòåìàòà àêòóàëíèòå òåíäåíöèè â èíòåíçèâíîñòòà íà àâòîìîáèëíîòî äâèæåíèå â Ñåâåðíà Áúëãàðèÿ îò è êúì ÃÊÏÏ, ñâúðçàíè ñ äâàòà ìîñòà ïðè Ðóñå è Âèäèí è ôóíêöèîíèðàùèòå ôåðèáîòè ïðè Îðÿõîâî è Íèêîïîë.  ðåçóëòàò îò ïðîó÷âàíåòî â çàêëþ÷åíèåòî ñà èçâåäåíè èçâîäè â ïîäêðåïà íà ôèíàíñîâî-èêîíîìè÷åñêàòà îáîñíîâà çà íîâè èíâåñòèöèè â TEN-T ìðåæàòà â Ñåâåðíà Áúëãàðèÿ.