Abstract
There are different opinions about the presence or absence of banking crisis in Russia. The author analyzes a number of factors. Among the macroeconomic factors considered are the dynamics of real incomes of the population, unemployment rate, inflation, the index of public confidence in credit institutions. From the indicators characterizing stability of banking system assets, the capital, standards of sufficiency of own means, financial result, return on assets, return on capital, level of overdue debt on the issued credits are analyzed. The period for the research is 2007-2017. Based on the research, the conclusion is that the most difficult for Russian banks are 2008-2009 and 2014-2015. The subsequent period of 2016-2017 is relatively stable for the national banking system of the Russian Federation. At the same time, the author draws attention to the fact that the danger of crisis phenomena persists. The current situation can be defined as a "lack of sustainable development" or a" period of stagnation".
Highlights
When we started teaching case studies in Kazan State University, the teaching materials for more advanced students were still biased towards theoretical aspects of business and law
Students at the university have become more and more aware of the importance of English to their professional careers. They have come themselves to feel the necessity of developing their professional skills, and so have their teachers, who realise that the design of any curriculum has to be student-centred
Though the pattern of a ready made case study may be followed, it is tailor made for the class
Summary
When we started teaching case studies in Kazan State University, the teaching materials for more advanced students were still biased towards theoretical aspects of business and law. Students at the university have become more and more aware of the importance of English to their professional careers They have come themselves to feel the necessity of developing their professional skills, and so have their teachers, who realise that the design of any curriculum has to be student-centred. It has to be determined primarily by the long-term needs of the students. Students graduating from the university have to be ready to go on to the stage in their lives, join the work force and function effectively in English Since they are going to be lawyers, managers, business people, executives and so on, they will need to use English effectively in their business transactions. They must absorb information quickly, read selectively, and make decisions under pressure
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