Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÀÍÀËÈÇ ÍÀ ÂÇÀÈÌÎÂÐÚÇÊÈÒÅ ÌÅÆÄÓ ÊÀÏÈÒÀËÎÂÈÒÅ È ÂÀËÓÒÍÈÒÅ ÏÀÇÀÐÈ

  Êîðåêòíàòà è ïúëíîöåííà îöåíêà íà âðúçêèòå ìåæäó îòäåëíèòå ôèíàíñîâè ïàçàðè å íåîáõîäèìà êàêòî çà ìàêðîïàçàðíèÿ àíàëèç, òàêà è çà ïðåöèçèðàíå íà ïåðñîíàëíèòå èíâåñòèöèîííè ðåøåíèÿ è îïòèìèçèðàíå íà èíâåñòèöèîííèÿ èçáîð. Ñ íàñòîÿùàòà ñòóäèÿ èçñëåäâàìå âðúçêèòå ìåæäó âàëóòíèÿ ïàçàð è îñíîâíèòå êàïèòàëîâè ïàçàðè â Åâðîïà, êàêòî è ìåæäó ñàìèòå ... Êîðåêòíàòà è ïúëíîöåííà îöåíêà íà âðúçêèòå ìåæäó îòäåëíèòå ôèíàíñîâè ïàçàðè å íåîáõîäèìà êàêòî çà ìàêðîïàçàðíèÿ àíàëèç, òàêà è çà ïðåöèçèðàíå íà ïåðñîíàëíèòå èíâåñòèöèîííè ðåøåíèÿ è îïòèìèçèðàíå íà èíâåñòèöèîííèÿ èçáîð. Ñ íàñòîÿùàòà ñòóäèÿ èçñëåäâàìå âðúçêèòå ìåæäó âàëóòíèÿ ïàçàð è îñíîâíèòå êàïèòàëîâè ïàçàðè â Åâðîïà, êàêòî è ìåæäó ñàìèòå êàïèòàëîâè ïàçàðè.  ðåçóëòàò íà êîðåëàöèîíåí àíàëèç óñòàíîâÿâàìå ñèëíà ïðàâà çàâèñèìîñò ìåæäó èíäåêñèòå íà îñåìòå èçñëåäâàíè åâðîïåéñêè ôîíäîâè áîðñè. Äâàíàäåñåòòå àíàëèçèðàíè âàëóòíè äâîéêè ïîêàçâàò êàêòî ïðàâè, òàêà è îáðàòíè çàâèñèìîñòè, è êàòî öÿëî ñ íèñêà ñòàòèñòè÷åñêà çíà÷èìîñò. Ñ åìïèðè÷íîòî èçñëåäâàíå íà ðàçïðåäåëåíèåòî íà äîõîäíîñòòà îò áîðñîâèòå èíäåêñè è âàëóòíèòå êóðñîâå ÷ðåç ìîäåëà Êîëìîãîðîâ-Ñìèðíîâ óñòàíîâÿâàìå, ÷å è ïðè äâàòà ïàçàðà äîõîäíîñòòà ñå îòêëîíÿâà îò íîðìàëíîòî Ãàóñîâî ðàçïðåäåëåíèå, êàòî ïðè âàëóòíèòå äâîéêè îòêëîíåíèåòî å çíà÷èòåëíî. Çà íàé-ñúùåñòâåíàòà çàäà÷à òóê – âúïðîñúò çà ïðè÷èííî-ñëåäñòâåíèòå çàâèñèìîñòè ìåæäó äâàòà ïàçàðà, èçñëåäâàíà ñ ìîäåëà íà Ãðåéíäæúð, êîíñòàòèðàìå ÿñíî èçðàçåíà çàâèñèìîñò íà êàïèòàëîâèòå ïàçàðè îò ïðîìåíèòå âúâ âàëóòíèòå êóðñîâå.

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  ÊÎÍÖÅÏÒÓÀËÍÈ ÎÑÍÎÂÈ ÍÀ ËÎßËÍÎÑÒÒÀ

  Ïîñâåòåíà íà òåîðåòè÷íîòî ïîçíàíèå, íàñòîÿùàòà ðàçðàáîòêà çàñÿãà èçÿñíÿâàíå íà ïðîèçõîäà è ñúùíîñòòà íà ôåíîìåíà „ëîÿëíîñò“ êàòî ìàðêåòèíãîâ ïðîáëåì. Ñèíòåçèðàíè ñà îñíîâíèòå äåôèíèöèîííè è êëàñèôèêàöèîííè ðàçëè÷èÿ ïðè èí-êîðïîðèðàíåòî íà ïîíÿòèåòî „ëîÿëíîñò“ â ìàðêåòèíãîâàòà òåîðèÿ è óïðàâëåíñ-êàòà ïðàêòèêà. Ñòúïâàéêè íà òÿõ, å èçâåäåíà ... Ïîñâåòåíà íà òåîðåòè÷íîòî ïîçíàíèå, íàñòîÿùàòà ðàçðàáîòêà çàñÿãà èçÿñíÿâàíå íà ïðîèçõîäà è ñúùíîñòòà íà ôåíîìåíà „ëîÿëíîñò“ êàòî ìàðêåòèíãîâ ïðîáëåì. Ñèíòåçèðàíè ñà îñíîâíèòå äåôèíèöèîííè è êëàñèôèêàöèîííè ðàçëè÷èÿ ïðè èí-êîðïîðèðàíåòî íà ïîíÿòèåòî „ëîÿëíîñò“ â ìàðêåòèíãîâàòà òåîðèÿ è óïðàâëåíñ-êàòà ïðàêòèêà. Ñòúïâàéêè íà òÿõ, å èçâåäåíà êîíöåïòóàëíà äåôèíèöèÿ çà ëîÿë-íîñòòà. Äèñêóòèðàíè ñà îñíîâíèòå íàïðàâëåíèÿ ïðè èçó÷àâàíå íà ÿâëåíèåòî.  çàêëþ÷åíèå ñå êîìåíòèðàò ïîñëåäèöèòå îò äèôåðåíöèàöèÿòà â ðàçëè÷íèòå êîí-öåïòóàëèçàöèè íà ïîòðåáèòåëñêàòà ëîÿëíîñò êúì áðàíäà êàòî ïðåäïîñòàâêà çà ïðîáëåì ïðè îáùîâàëèäíîñòòà è ñúïîñòàâèìîñòòà íà èçâåäåíèòå îöåíêè çà ëîÿë-íîñò.

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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.