Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÅÂÐÎÏÅÉÑÊÀÒÀ ÖÅÍÒÐÀËÍÀ ÁÀÍÊÀ – ÀÍÀËÈÇ ÍÀ ÈÍÑÒÈÒÓÖÈßÒÀ È ÏÎÇÈÖÈßÒÀ É Â Ñ×ÅÒÎÂÎÄÍÈß ÁÀËÀÍÑ

   íàñòîÿùàòà ðàçðàáîòêà îïðåäåëÿìå ÅÖÁ êàòî âîäåùà èíñòèòóöèîíàëíà ôèíàíñîâî-ñòðóêòóðíà åäèíèöà íà ÅÑ. Ðàçãëåæäàìå âðúçêèòå íà ÅÖÁ ñ îñòàíàëèòå îðãàíè íà ÅÑ è òåíäåíöèèòå â îïåðàöèèòå íà áàíêàòà, êîèòî îêàçâàò âëèÿíèå âúðõó íåéíèòå áàëàíñîâè ïîçèöèè. Ðîëÿòà íà ÅÖÁ â ÅÑ å ñâúðçàíà ñ àíãàæèðàíåòî íà áàíêàòà â îñèãóðÿâàíå ñòàáèëíîñòòà íà ÅÑ è íà ...  íàñòîÿùàòà ðàçðàáîòêà îïðåäåëÿìå ÅÖÁ êàòî âîäåùà èíñòèòóöèîíàëíà ôèíàíñîâî-ñòðóêòóðíà åäèíèöà íà ÅÑ. Ðàçãëåæäàìå âðúçêèòå íà ÅÖÁ ñ îñòàíàëèòå îðãàíè íà ÅÑ è òåíäåíöèèòå â îïåðàöèèòå íà áàíêàòà, êîèòî îêàçâàò âëèÿíèå âúðõó íåéíèòå áàëàíñîâè ïîçèöèè. Ðîëÿòà íà ÅÖÁ â ÅÑ å ñâúðçàíà ñ àíãàæèðàíåòî íà áàíêàòà â îñèãóðÿâàíå ñòàáèëíîñòòà íà ÅÑ è íà Åâðîçîíàòà, ðåàëèçèðàíî ÷ðåç íåéíèòå áàëàíñîâè ïîçèöèè è ïîëèòèêè íà âúçäåéñòâèå â ïîäêðåïà íà ñòðàíèòå-÷ëåíêè. Öåëòà íà ðàçðàáîòêàòà å äà ñå èçñëåäâà ÅÖÁ â èíñòèòóöèîíàëåí è áàëàíñîâ àñïåêò çà ïåðèîäà 2009‒2018 ã. ïðè èçÿñíÿâàíå íà íåéíîòî çíà÷åíèå ïðè ïîñòèãàíå íà ôèíàíñîâ ïðîñïåðèòåò â ÅÑ è Åâðîçîíàòà. Èçñëåäâàíåòî óñòàíîâÿâà ñúùåñòâåíà äèíàìèêà â áàëàíñîâèòå ïîçèöèè íà ÅÖÁ çà ïåðèîäà 2009-2018 ãîä. ñ âîäåùà ðîëÿ íà ïîçèöèÿòà „Öåííè êíèæà, äúðæàíè çà öåëèòå íà ïàðè÷íàòà ïîëèòèêà” â àêòèâà è êîðåñïîíäèðàùàòà â ïàñèâà ïîçèöèÿ „Äðóãè çàäúëæåíèÿ â ðàìêèòå íà Åâðîñèñòåìàòà (íåòî)”.

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  ÑÏÅÖÈÔÈÊÀ ÍÀ ÒÓÐÈÑÒÀ ÏÐÀÊÒÈÊÓÂÀÙ ÊÓËÈÍÀÐÅÍ ÒÓÐÈÇÚÌ

   ñòàòèÿòà ñå èçÿñíÿâàò îñíîâíèòå ñïåöèôèêè íà òóðèñòà, ïðåäïðèåìàù êóëèíàðíî òóðèñòè÷åñêî ïúòóâàíå, è ñå ïðàâè àíàëèç íà åòàïèòå çà âçåìàíå íà ðåøåíèå çà òóðèñòè÷åñêî ïúòóâàíå ñ ôîêóñ âúðõó èçãðàæäàíå ïðîôèëà íà êóëèíàðíèÿ òóðèñò. Îñíîâíà öåë â èçñëåäâàíåòî å ìíîãîèçìåðíîñòòà íà ïîâåäåíèåòî íà êóëèíàðíèÿ òóðèñò. Ñ îãëåä ïî-ïúëíîòî ìó ...  ñòàòèÿòà ñå èçÿñíÿâàò îñíîâíèòå ñïåöèôèêè íà òóðèñòà, ïðåäïðèåìàù êóëèíàðíî òóðèñòè÷åñêî ïúòóâàíå, è ñå ïðàâè àíàëèç íà åòàïèòå çà âçåìàíå íà ðåøåíèå çà òóðèñòè÷åñêî ïúòóâàíå ñ ôîêóñ âúðõó èçãðàæäàíå ïðîôèëà íà êóëèíàðíèÿ òóðèñò. Îñíîâíà öåë â èçñëåäâàíåòî å ìíîãîèçìåðíîñòòà íà ïîâåäåíèåòî íà êóëèíàðíèÿ òóðèñò. Ñ îãëåä ïî-ïúëíîòî ìó õàðàêòåðèçèðàíå ñà èçâåäåíè îñíîâíèòå îòëè÷èòåëíè ÷åðòè, ôîðìèðàùè íåãîâèÿ ïðîôèë.  ðåçóëòàò íà òîâà ñå èçÿñíÿâà çàùî è êàê ñå âçåìà ðåøåíèå çà ïîòðåáëåíèåòî íà êóëèíàðíèÿ ïðîäóêò, êîåòî ñòîè â îñíîâàòà íà êóëèíàðíèÿ òóðèçúì.

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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.