Keyword: «theoretical approaches»

The actuality of this research is conditioned that the notion “central bank” (CB) is background, base and equally often is used the modern researcher in ensemble of the scientific work. However at present considering happened changes to modern world economy (as follows, appeared the notion “supranational CB”), is absent the modern universal interpretation for notion “CB”. This article is devoted to study of the problem of definition of term “central bank”. This problem is explained that at present nor one of existing modern wordings given notions in domestic and foreign scientific literature is not full, also not is taken into account world experience to activity CB. We offer to systematize domestic and foreign theoretical approaches to determination “CB” depending on made in determinations main accent. We received the following systematization of Russian definitions: definitions, with an emphasis on the fact that the Central Bank – is the main bank of the country (or group of countries), which regulates monetary and credit sphere of the State; a bank that pursues the monetary and credit policy (MCP); this is a government bank, which depends on the state and / or providing services to the government; this is a government bank, which is issuing institution; a financial intermediary between the state and the economy; is a national financial institution; definitions with an emphasis on belonging to the state and the Central Bank of the fulfillment of the basic functions that distinguish it from a commercial bank; definitions with emphasis only on the Central Bank's functions. We received the following systematization of foreign definitions: definitions with an emphasis on the fact that the Central Bank is the main bank of the country, endowed with the dominant competence with respect to commercial banks; this is the country's central bank or monetary union, to perform certain functions in the state; this is bank conducting MCP serving the state and commercial banks and executing certain functions. As a result we have installed modern Russian-speaking, English-speaking and German-speaking theoretical approaches to determination “CB”, which similar between itself and have value and defect. The Analysis and systematization Russian and foreign determinations for term «central bank» allow us to do the findings about similarities and difference between national and supranational CB. Occidental economic literature is ahead of the Russian scientific literature on timeliness of basic economic conceptual apparatus renovation. Despite the variety of points of view, the similarity of understanding and interpretation of the term “Bank” by Russian and Western economists, unity in formulating definitions for the Central Bank is not observed. We offer to carry in scientific economy-vocabulary turn new elaborated wording for term “CB”, which, on our opinion, more universal and actual and can be equally applying for explanation of essence national and supranational CB. The proposed determination has an essential superiority.

This article is devoted to the analysis of the financial condition of organizations, its importance and necessity. The key methodological approaches to the definition of the term "financial condition" are considered, and their comparative analysis is carried out on the basis of the definitions of the leading academic economists.

Didactic and methodological research highlights a wide range of issues related to education efficiency. Still, both researchers and teachers note insufficient implementation of research outcomes in the classroom practices. The purpose of the article is to identify and analyze at an empirical level those ideas that have been proposed in university foreign language education studies and their relevance to everyday teaching and learning practices. The authors studied relevant literature on the leading approaches to foreign language education and, based on the method of meaningful integration, singled out the domineering assumptions that must guide teachers in designing their classrooms. Then, university foreign language teachers were questioned. The aim of the questionnaire was to find out if their practical decisions complied with the theoretical trends in the field. The study showed that more than half of the respondents combine coursebooks as the backbone of their curriculum with additional materials and didactic tools. In doing so, they aim at enhancing the efficiency of their classrooms by taking into account their students` characteristics, trying to engage them in classroom communication and thinking. In choosing content and didactic tools, they consider a few guidelines such as providing rational diversity in the classroom (variety of content, of student activities and didactic tools) to culturally amplify the learning environment and expand opportunities for student meaningful foreign language interactions. The study outcomes show that the majority of the university teachers questioned are familiar with the leading ideas of modern foreign language education. They are aware of the need to implement them in their practices. They tend to be autonomous and creative in designing their classrooms, keeping in mind the significance of student motivation and engagement in learning. It is also evident which theoretical assumptions need to be backed up by more detailed practical guidelines and which aspects of theory-classroom practices correlations need more attention in in-service university foreign language teacher education.