Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  BRAND TRUST AS A SOURCE OF BRAND EQUITY

  The theoretical and empirical lack of support for including brand trust in the model of brand equity and the brand-customer relationship paradigm require further investigation of the links between the two terms. For the purposes of the current research, six proposals for operationalisation of brand trust are discussed. A novel classification of ... The theoretical and empirical lack of support for including brand trust in the model of brand equity and the brand-customer relationship paradigm require further investigation of the links between the two terms. For the purposes of the current research, six proposals for operationalisation of brand trust are discussed. A novel classification of its dimensions, namely: consistency, honesty, and concern, and a hypothetical model of brand equity including brand are proposed.

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  FINANCIAL LITERACY LEVEL OF HIGH SCHOOL STUDENTS AND ITS ECONOMIC PATTERNS REFLECTIONS

  This study contributes to the understanding of the level of financial literacy of high school students in Israel. The research purpose is to describe the level of financial literacy among high school students in Israel aged 15-18 and to examine the implications that financial literacy has on their economic behaviour patterns. The study examines ... This study contributes to the understanding of the level of financial literacy of high school students in Israel. The research purpose is to describe the level of financial literacy among high school students in Israel aged 15-18 and to examine the implications that financial literacy has on their economic behaviour patterns. The study examines the different relationships between financial knowledge, attitudes and economic behaviour of students with different demographic characteristics. The working thesis of the paper is that the low educational level of students in the field of personal finance poses risks in their effective management in the future. One of the conclusions drawn from this finding is that students may need to have an additional toolbox, knowledge, and basic skills to cope with the new economic environment of the day. In addition, it is clear from the findings that a student's attitudes and beliefs have some influence on his / her financial knowledge and ability to solve financial issues, and have a greater impact on the adolescent's economic behaviour. The contribution is to the understanding that emphasis should be placed on financial education programs at school to provide tools to help students overcome psychological and emotional barriers, enhance a student's perception of competence, and teach him / her to avoid satisfaction and demonstrate self-discipline. This combination of providing cognitive and non-cognitive tools may raise the level of financial literacy of high school students in Israel and remain with them for a period.

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  ÓÏÐÀÂËÅÍÑÊÈ ÔÈÍÀÍÑΠÀÍÀËÈÇ ÍÀ ÇÀÑÒÐÀÕÎÂÀÒÅËÍÈÒÅ ÏÎÑÐÅÄÍÈ×ÅÑÊÈ ÔÈÐÌÈ -ÑÐÀÂÍÈÒÅËÅÍ ÀÍÀËÈÇ ÍÀ ÌÎÄÅËÈ ÍÀ ÑÂÎÁÎÄÍÈÒÅ ÏÀÐÈ×ÍÈ ÏÎÒÎÖÈ

  Ôèíàíñîâèÿò ìåíèäæìúíò íà çàñòðàõîâàòåëíî-áðîêåðñêà ôèðìà èçèñêâà ïîñòîÿíåí êîíòðîë íàä åôåêòà íà âúíøíè è âúòðåøíè ôàêòîðè âúðõó ôèíàíñîâîòî ñúñòîÿíèå íà ôèðìàòà, äîáðà îñíîâà çà êîåòî ìîãàò äà äàäàò ìîäåëèòå çà îöåíêà íà ñòîéíîñòòà. Íàïðàâåíî å ñðàâíåíèå íà îñíîâíèòå ðàçíîâèäíîñòè íà ìîäåëè íà ñâîáîäíèòå ïàðè÷íè ïîòîöè. Ñúáðàíè ñà ïóáëè÷íî ... Ôèíàíñîâèÿò ìåíèäæìúíò íà çàñòðàõîâàòåëíî-áðîêåðñêà ôèðìà èçèñêâà ïîñòîÿíåí êîíòðîë íàä åôåêòà íà âúíøíè è âúòðåøíè ôàêòîðè âúðõó ôèíàíñîâîòî ñúñòîÿíèå íà ôèðìàòà, äîáðà îñíîâà çà êîåòî ìîãàò äà äàäàò ìîäåëèòå çà îöåíêà íà ñòîéíîñòòà. Íàïðàâåíî å ñðàâíåíèå íà îñíîâíèòå ðàçíîâèäíîñòè íà ìîäåëè íà ñâîáîäíèòå ïàðè÷íè ïîòîöè. Ñúáðàíè ñà ïóáëè÷íî äîñòúïíè äàííè çà òîï-çàñòðàõîâàòåëíèòå áðîêåðè â ñâåòà è ñà èç÷èñëåíè îöåíêè íà ñòîéíîñòòà íà òåõíèòå àêöèè. Íà îñíîâàòà íà îòêëîíåíèåòî, êîåòî òåçè îöåíêè äàâàò îò ôàêòè÷åñêèòå èñòîðè÷åñêè öåíè, ñå äîñòèãà äî èçâîäà, ÷å íàé-òî÷íè ðåçóëòàòè äàâà ìîäåëúò íà ñâîáîäíèòå ïàðè÷íè ïîòîöè êúì êàïèòàëà, ñúãëàñíî ôîðìóëèðîâêàòà îò èçñëåäâàíåòî íà Äàìîäàðàí (Damodaran, 2013). Îáù ïðîáëåì íà âñè÷êè ìîäåëè å íà÷èíúò, ïî êîéòî ñå ïðèâåæäàò ïàðè÷íèòå ïîòîöè îò áåçêðàéíîñò êúì êðàåí áðîé.