Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÌÎÐÀËÅÍ ÐÈÑÊ È ÂÚÇÄÅÉÑÒÂÈÅ ÍÀ ÊÎÍÔËÈÊÒÀ “ÏÐÈÍÖÈÏÀË-ÀÃÅÍÒ“ Â ÇÀÑÒÐÀÕÎÂÀÍÅÒÎ

  Òåîðèÿòà çà „ìîðàëåí ðèñê“ âúçíèêâà â çàñòðàõîâàòåëíàòà ëèòåðàòóðà è ðàçãëåæäà èíäèâèäóàëíîòî ïîâåäåíèå íà çàñòðàõîâàíèÿ. Ïî òîçè íà÷èí çàñòðàõîâàíåòî ñàìî ïî ñåáå ñè óâåëè÷àâà áðîÿò è âèäîâåòå ñúáèòèÿ, êîèòî ñìÿòàìå çà íåáëàãîïðèÿòíè è ðàç÷èòàò íà êîëåêòèâíà îòãîâîðíîñò èëè èíà÷å êàçàíî, çàñòðàõîâêàòà ïîðàæäà îùå è ïîâå÷å çàñòðàõîâêè. Êîíôëèêòúò ... Òåîðèÿòà çà „ìîðàëåí ðèñê“ âúçíèêâà â çàñòðàõîâàòåëíàòà ëèòåðàòóðà è ðàçãëåæäà èíäèâèäóàëíîòî ïîâåäåíèå íà çàñòðàõîâàíèÿ. Ïî òîçè íà÷èí çàñòðàõîâàíåòî ñàìî ïî ñåáå ñè óâåëè÷àâà áðîÿò è âèäîâåòå ñúáèòèÿ, êîèòî ñìÿòàìå çà íåáëàãîïðèÿòíè è ðàç÷èòàò íà êîëåêòèâíà îòãîâîðíîñò èëè èíà÷å êàçàíî, çàñòðàõîâêàòà ïîðàæäà îùå è ïîâå÷å çàñòðàõîâêè. Êîíôëèêòúò èëè ïðîáëåìúò “ïðèíöèïàë-àãåíò“ îïèñâà ñèòóàöèÿ, êîÿòî ñå ñëó÷âà, êîãàòî õîðà ñ ðàçëè÷íè ìèñëè, íàìåðåíèÿ è ìîòèâè ðàáîòÿò ñúâìåñòíî, íî èìà ðàçäåëåíèå ìåæäó ñîáñòâåíîñò è óïðàâëåíèå íà àêòèâèòå.

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  ÂÚÇÌÎÆÍÎÑÒÈ ÇÀ ÐÀÇÂÈÒÈÅ ÍÀ ÌÅÄÈÉÍÈß ÏËÓÐÀËÈÇÚÌ Â ÐÅÏÓÁËÈÊÀ Ñ. ÌÀÊÅÄÎÍÈß

   òàçè ñòàòèÿ ùå ñå îáúðíå ñåðèîçíî âíèìàíèå íà âúçìîæíîñòèòå è íà ïðèîðèòåòèòå ïðè ñúçäàâàíåòî íà ðåä â ìåäèéíîòî ïðîñòðàíñòâî â Ðåïóáëèêà Ñåâåðíà Ìàêåäîíèÿ. Íóæäàòà îò ðàçâèòèåòî íà ìåäèéíèÿ ïëóðàëèçúì å áåçñïîðíà. Ðàçáèðà ñå, òàçè ðàçðàáîòêà ùå ñå çàíèìàâà è ñ ôàëøèâè íîâèíè, ïðîáëåì, êîéòî èçãëåæäà ãëîáàëåí, è ïðåä êîéòî ñà èçïðàâåíè âñè÷êè ...  òàçè ñòàòèÿ ùå ñå îáúðíå ñåðèîçíî âíèìàíèå íà âúçìîæíîñòèòå è íà ïðèîðèòåòèòå ïðè ñúçäàâàíåòî íà ðåä â ìåäèéíîòî ïðîñòðàíñòâî â Ðåïóáëèêà Ñåâåðíà Ìàêåäîíèÿ. Íóæäàòà îò ðàçâèòèåòî íà ìåäèéíèÿ ïëóðàëèçúì å áåçñïîðíà. Ðàçáèðà ñå, òàçè ðàçðàáîòêà ùå ñå çàíèìàâà è ñ ôàëøèâè íîâèíè, ïðîáëåì, êîéòî èçãëåæäà ãëîáàëåí, è ïðåä êîéòî ñà èçïðàâåíè âñè÷êè ìåäèè ïî ñâåòà, âêëþ÷èòåëíî, ðàçáèðà ñå, è Ðåïóáëèêà Ñå-âåðíà Ìàêåäîíèÿ. Áîðáàòà ñ ôàëøèâèòå íîâèíè ñå ïðåâðúùà â áàðèåðà çà ðàçâèòèå íà îáùåñòâîòî è ìåäèéíàòà ñðåäà, êîÿòî òðÿáâà äà áúäå ïðåîäîëÿíà ñ âîäåùîòî ó÷àñòèå íà ìåäèèòå â ñòðàíàòà, íî ñúùî è íà ïðàâèòåëñòâîòî íà Ðåïóáëèêà Ñåâåðíà Ìàêåäîíèÿ, êîåòî äà èíèöèèðà çàêîíîäàòåëíè ïðîìåíè.

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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.