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declines by firms that would like to borrow, while recapitalization of the right institutions can stimulate investment. In sum, this study shows that what happens to large financial institutions is important for understanding aggregate investment behavior.
Literature:
1. Braun, Matias, and Borja Larrain. 2011. "Finance and the Business Cycle" The Journal of Finance: 1097-1128
2. Buch, Claudia M., and Katja Neugebauer. 2013. "Bank specific shocks and the real economy." Journal of Banking & Finance: 2179-2187.
3. Hoshi, Takeo, Anil Kashyap, and David Scharfstein. 2003. "Corporate Structure, Liquidity, and Investment: Evidence from Japanese Industrial Groups." The Quarterly Journal of Economics: 33-60.
Vesna S. Vukovic Student of Master studies University Business Academy Novi Sad Serbia TELEVISION AND CHILDREN IN CONTEMPORARY SOCIETY -NEGATIVE AND POSITIVE INFLUENCES
Abstract: This paper discusses the influence of television on children, as an electronic mass media that has a significant impact on modern society. Television can inform, educate, entertain, but also negatively influence the child. The manner in which television influences the child development is directly dependent on the broadcast television content, more accurately, on those who create that content.
Keywords: television, children, influences, child rights, politics, contemporary society
Introduction
Television is a traditional mass medium of communication, which, despite the enormous power of new media, dominates the media sphere. Children around the world grow up with television programs. Television, as an important driver of socialization, becomes a friend, a nanny and a teacher - all in one. The electronic medium can inform, educate, entertain, but also negatively influence the child, which depends on the broadcast television content, more precisely, on television workers who create that content. Journalists, editors, screenwriters, producers, with their creativity, knowledge, respect of the provisions of legal documents in the field of media, professional codes, ethical and responsible actions can contribute to creating a healthy media environment, from which the entire community will benefit. The topic of this paper is the potential influence of the broadcast television content on the behavior of children who watch it. Certain television programs can be useful for the child, while some others can be extremely destructive to children's health. Children prefer spending their time in front of the TV set to doing anything else, and this is why television is the central medium in their lives. Due to this fact, the concern about what children watch on TV is justified. Children around the world watch the same popular television
programs (cartoons of American and Japanese productions, Disney and Hollywood movies, telenovelas, British Teletubbies), sing tunes from MTV, watch the matches of Spanish and English soccer clubs and drink beverages that are advertised all over the world. This means that they live in the same global culture, and precisely because of this, the issue of television and children is an issue of a global character. [10]
Negative and positive influences of television on children
Television is a medium that is, at the same time, the easiest to use, the most accessible and the most attractive for the child. The explanation for this is simple: television is the medium to which the child will pay attention first, because, unlike the press, it is easily accessible and, above all, visible (it occupies the central place in a room, usually in the living room, where families spend most of their time); it is attractive to youngsters, because, unlike radio and the press, it is a three-dimensional medium that is rich in vibrant colors, tunes, text, images; it is easy to use and understand, thus the children of younger ages who cannot read can use it to be informed - which is not the case with the press and the Internet.
However, the element that has the most influence on the use of television is family. Television is an important factor in children's lives thanks to its central place in the daily routine of a family. The child follows the family model of watching television, which is primarily determined by the parents or family members with whom the child lives. The child adopts different habits when watching television from his/her parents, brothers and sisters. If the parents watch daily a certain telenovela, an author show, or the matches of the national team, the child will most likely watch them, as well. The parents monitor and limit the length of watching TV, but also mediate between children and the television content through a conversation, explanation, evaluation, emotion induction. The habits of children while watching TV are not necessarily the result of their own choice, but rather complex family habits [4]. Watching TV with children is a preferred activity. Doing so, the parents can help their children understand television and its content. UNICEF research shows that children watch television more in the families in which both parents work, but also that the introduction of cable television strengthened the trend of watching TV individually. Also, in the families that have more than one television set, especially when a TV set is in the children's room, watching TV individually is frequent. As children get older, their need to be independent is greater, and then experimenting with harmful television material starts [6].
The largest number of children watches television in the early afternoon, in the evening and in the weekend morning. These are time intervals when children are not in school and when they are free from school activities, although most televisions (of a collage type) broadcast children's shows on purpose during these time intervals. As children are growing and maturing, their tastes, and their relationship with television, is significantly changing. A particular program is not appealing to both younger children and teenagers. In order for a certain television program to attract children, its content and form are equally important. In recent
decades, making of television content that is specifically designed for babies has become popular. One of the most popular projects of the 20th century dedicated to babies and young children was certainly Teletubbies, created in 1997. Teletubbies, which were a product of BBC productions, were broadcast in more than 60 countries. In the 21st century, the fame of Teletubbies was taken over by the British cartoon series Peppa Pig. Preschool children (5, 6 years old) are interested in more complex stories. They usually watch certain cartoon series; for example: Tom and Jerry, Teenage Mutant Ninja Turtles, cartoon series of the Japanese production (Pokémon and Digimon), Disney movies, soap operas from Latin America, Turkey, India. It is not rare that children of this age cannot read, so often when the show is not dubbed in their native language, they ask someone older to read the subtitles to them. It is generally the case when a show is extremely attractive to them, or when all the family members are often focused on a specific show, so the child is being led by them. In elementary school, most children frequently watch shows for adults. In those years, children already start to pay more attention to the content rather than the form. Once they start going to school, they have a wish to be included in the society as soon as possible and be closer to adults. In high school, children experiment with a wide range of television shows, where extremely aggressive and pornographic ones prevail. This is a period when they also frequently watch the television content of the informative type, most frequently the news, and with the help of the information broadcast on television, they prepare themselves to become politically active citizens of their society.
Thus, it can be concluded that the interest in television begins at birth and increases during the preschool period and the first years of elementary school. Children watch television the most in the early grades of elementary school, which is understandable, because before that, they have not been able to fully understand the mass medium such as television. Then they completely master the language and learn many values, so television serves as a perfect complement in the acquisition of knowledge and experience. From puberty, the level of television watching declines, due to alternative activities, such as foreign language courses, sports, going out [6].
It is characteristic that boys outgrow calmer television contents sooner than girls. They start to be attracted to adult movies, action, aggressive scenes, sports, shows in which male heroes dominate (Teenage Mutant Ninja Turtles, Power Rangers). The male characters in these shows are portrayed as active, strong, powerful, ambitious, competitive, fearless, which occupies and holds the attention of boys. Girls rather choose to watch the shows in which interpersonal relationships, friendships, love and tolerance are predominant. They love watching feature-length cartoons, where the female characters are portrayed as beautiful, attractive, emotional and sexy (Sleeping Beauty, Beauty and the Beast, The Little Mermaid). TV experts prefer making and buying the shows designed for boys to those for girls. They believe that girls would rather watch the shows designed for boys, than vice versa; e.g. girls often watch series like Teenage Mutant Ninja Turtles and Power Rangers [3].
If the mass media indeed influence the behavior, then children are the most vulnerable to them. According to the American Academy of Pediatrics (AAP), children are heavily influenced by the media, via which they learn through observation, impersonation and adoption of behavioral patterns. Researchers, such as Himmelweit, believe that the influence of television on children depends on the number of shows, time dedicated to watching them, and the content of shows -who, in this way, takes into account only objective factors. On the other hand, researchers such as Schramm, take the opposite view. Schramm believes that the influence of television on the child depends on the child's individual characteristics (age, maturity, interests, abilities) - taking into account only subjective factors. Both viewpoints are correct, but incomplete and exclusive, because the influences of television on children depend on both objective and subjective factors [5, 5].
The influence of television may be short-term or long-term, strong or less strong, direct or indirect, positive and negative. Short-term are those influences that are manifested when the child is watching a show or immediately after the child finishes watching it (e.g. under the influence of violent scenes, a child picks a fight with another child), and long term are those that children accumulate during their maturing, and they behave like that later in life (e.g. a child grows to be an aggressive individual). Powerful are also those influences, when television adds additional and affirmative information to already acquired knowledge (a child watches violence on TV and experiences violence in his/her family); less powerful influences arise when TV information is opposite to the information that the child has previously received (e.g. a child who grows up in a normal environment); direct influences are when the child impersonates an act seen on TV (e.g. a magician performs a trick with a glass and a sponge, and a child does the same), and indirect influences are when, under the influence of broadcast scenes, the child changes some of his/her habits (after seeing slim actresses on TV, the girl changes her diet); positive influences are when the child adopts prosocial behavior, and negative influences are when the child behaves contrary to the community value system. Children are becoming increasingly emotionally dependent on television, one could say, asocial, because often, due to television material, their socializing with other children and studying suffer. Since the influence of television content exists, it is essential that television workers make an effort to make it as prosocial as possible. Socialization is one of the most important processes in a person's life, and it implies preparation of the individual for life in a social community. Television, as the most influential medium of mass communication, is one of the main drivers of child socialization. If we add the fact that children memorize visual information better than audio information, we realize that its power, as a driver, is enormous. As a model for identification, impersonation and idealization, children take what they see on TV (e.g. younger children see the actor and the character he portrays in the movie as one and the same person). They choose the characters with whom they have some similarities: gender, ethnicity, hair color; but also the characters who are portrayed as brave,
smart, ambitious, good-natured, resilient and beautiful [6].
Certainly the most useful possibilities of television, when it comes to children, are the possibilities of teaching and encouraging creativity. Also, television informs children, provides them entertainment, allows them to escape from constraints, helps them solve problems, and emotionally relaxes them. Watching high quality TV programs is very useful to children who do not have an opportunity to attend a foreign language course, take a class in playing an instrument, or to actively, i.e. professionally, play sports in their spare time. While sitting in front of the TV screen, the child receives a large amount of information, based on which, he/she finds out how to learn, play sports, have fun, dress for school, talk to people. Commercial television has gotten in the way of television as a teacher. However, all over the world, there are positive examples of television contents from which children can learn. Most of these contents are referred to as educational contents.
The first educational television programs emerged during the 1960s. They were characterized by the existence of an announcer, who, with the help of simple learning tools (blackboard, chalk, still images) spoke directly to the camera to the target audience, students. At that time, television, as an inexpensive, democratic and interesting medium, was ideal for transferring knowledge and skills. Nowadays, commercial programs are dominant compared to educational. Combining education and entertainment, edutainment is obtained, which is also interesting and instructive. Broadcasting educational programs that seek to contribute to, among other things, the preservation of multiculturalism and local specificities, is in a serious struggle for survival in the world of globalization and commercialization of television. The potential of educational television is great, but its future remains uncertain [6].
Cartoon series often show violence, and some even include images of bloody scenes. The problem with the cartoon series is the prohibition of censorship, because they are not subject to regulation like the rest of the TV program, and broadcasters have complete freedom during their broadcasting. Cartoon series mainly place violence in funny situations, and the scenes of fighting, explosions and suffering are the basis for the structure of a serial concept. The children's program should eliminate violence and brutality. An hour of a cartoon contains three times as more violence than a feature film for adults of the same length [2, 87-90]. Programs containing violence give children many ideas for certain violent acts. Children love taking the winner's side, even when their acts are evaluated as negative. In the children's TV content, violence is neither criticizes, nor examined. Rather, bad guys often receive positive reinforcement (reward, praise), as opposed to punishment. In this way, a legitimization of such behaviors as normal and socially acceptable is made. Television, as a widespread, watched, and an interesting medium of mass communication, is an ideal tool for promotion. The commercial television's main source of revenue is advertising. Advertising, movie and television industries see children as a very significant audience and focus on the youth market. Children are turned into one of the most
important consumer groups.
Conclusion
The analysis of the studied problem indicates that there is an essential difference between the programs broadcast by national televisions and the programs broadcast by commercial televisions. The fact that not even a single Serbian commercial television with national coverage broadcasts children's shows is worrisome, because it is clear that they do not invest enough in the youngest viewers. On the other hand, the Public Service mostly broadcasts re-runs, even multiple re-runs, of shows that are even up to 30 years old (Poletarac, Zooteka, Na slovo na slovo). Specialized children's programs on Serbian TV stations are an endangered species. The race for rating and profit is abolishing the quality program for children, which is expensive for the television production, and unattractive for its sponsors. Overall television offer in Serbia is poor, because the children's program is mostly made up of cartoons and animated series of foreign productions. While their parents grew up with Minja Subota (Muzicki tobogan), Rasa Popov and Ljubivoje Rsumovic (Sesir bez dna, Fazoni i fore) and Branko Milicevic Kockica, today's children grow up with eastern monsters and robots. A quick way of life and globalization have changed many traditional family relationships, including the relationship between children and parents. Due to the great economic crisis, and the aim to provide the basic material life conditions, children are, more than ever, left to themselves, which leaves plenty of space for unlimited use of the mass media. If the child has decided to spend time watching television, it is necessary to provide him/her with an adequate, high-quality television offer. The television program that meets the requirements of the children, on the one hand, and the criteria of their parents, teachers, educators, social workers, on the other hand, is both the fun and educational program. The program described in this way is edutainment. It is desirable that such a program is broadcast in various television forms - genres (series, movies, shows), because in order to adopt prosocial behavior, via television, both the form and content are important. While children are sitting in front of the TV set, they should be informed, educated and amused. Information and education, only in combination with the entertainment function of television, can occupy the child's attention. When children have a wide range of quality TV program, which is specially designed for them, they will have a smaller need to watch the program for adults. In this way, the number of views of violent and sexual scenes, which may harm the health of minors, would be quite reduced. However, contemporary television intended for children must not sacrifice the ethical standards for the sake of popularity and commercial interest. An obligation of actors in the public sphere, including television, is to spiritually and materially invest in children, because in this way, they invest in the future of society.
References
1. Aidman A. Advertising in Schools. Illinois, 1995.
2. Brown R. Children and Television (Televizija i deca). Belgrade, 1977.
3. Buckingham D. Children talking television. London, 1993.
4. Gonnet J. Education and Media. Belgrade, 1998.
5. Dordevic J. Mogucnosti tv u vaspitanju i obrazovanju. Belgrade, 1975.
6. Lemis D. Deca i televizija: globalna perspektiva. Belgrade, 2008.
7. Mijatovic B. Meduljudsko ponasanje u tv programu za decu. Belgrade, 1990.
8. Deca u medijskom ogledalu. UNICEF. Belgrade, 2011.
9. Media Violence. American academy of pediatrics, 2001.
Абакаров А.М. студент четвертого курса РАНХиГС при Президенте РФ ФОРМИРОВАНИЕ И РЕАЛИЗАЦИЯ РЕГИОНАЛЬНОЙ ИННОВАЦИОННОЙ ПОЛИТИКИ КАК НАПРАВЛЕНИЕ ОБЕСПЕЧЕНИЯ ЭКОНОМИЧЕСКОЙ БЕЗОПАСНОСТИ РЕГИОНА Нарастание конкуренции между странами в современном мире напрямую связано с борьбой за ресурсы, природные и человеческие. Первенство в постиндустриальном мире обеспечат себе те страны, которые пойдут по пути интенсивного использования и первого, и второго ресурса, которые пойдут по пути инновационного развития, используя знания, навыки, способности человека, новые формы социального взаимодействия. Главная проблема национальной безопасности, на наш взгляд, состоит в том, что в нашей стране природные ресурсы используются экстенсивно, а трудовые ресурсы в целом по стране сокращаются и утрачивают то качество, которое было достигнуто в предшествующие десятилетия.
Именно образование должно обеспечивать развитие человеческого капитала, именно образовательная политика лежит в основе инновационной политики. А инновационная политика является основой экономической и национальной безопасности в целом.
Кроме того, считаем важным напомнить, что Россия решает одновременно две цивилизационные задачи, пытается выйти на путь постиндустриального развития и совершить «доиндустриализацию по -капиталистически», то есть в рамках рыночной экономики.
Однако на этом сложности не заканчиваются, поскольку и первая, и вторая задачи стоят перед многонациональной и многоконфессиональной страной, обеспечение единства которой является третьей цивилизационной задачей.
Следует отметить, что только с помощью образовательной инновационной политики можно решать все три задачи одновременно, и для этого есть не использованные возможности.
Хотелось бы показать это на примере Республики Дагестан. Республика Дагестан является одним из самых быстро растущих регионов нашей страны. Буквально за последние 10 лет численность населения республики увеличилась почти на 300 тыс. человек. И этот фактор является существенным преимуществом перед другими регионами нашей страны. Республика Дагестан - один из трех регионов России, где сохранилась
