Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÀÍÀËÈÇ ÍÀ ÒÎÂÀÐÍÈß ÀÂÒÎÌÎÁÈËÅÍ ÒÐÀÍÑÏÎÐÒ Â ÁÚËÃÀÐÈß

   èçñëåäâàíåòî ñà õàðàêòåðèçèðàíè îñíîâíè ïîíÿòèÿ, ñâúðçàíè ñ ëîãèñòèêàòà, òðàíñ-ïîðòà êàòî öÿëî, êàòî êîíêðåòèêàòà ïîïàäà âúðõó òîâàðíèÿ àâòîìîáèëåí òðàíñïîðò, âñëåäñòâèå íà êîåòî å ðàçêðèòà äâîéñòâåíàòà ïðèðîäà – ìàêðîèêîíîìè÷åñêà è ìèêðîèêîíîìè÷åñêà, è âàæíîñòòà ìó êàòî âîäåù åëåìåíò ïðè îñúùåñòâÿâàíå íà âðúçêèòå âúâ âåðèãèòå çà äîñòàâêè ìåæäó ...  èçñëåäâàíåòî ñà õàðàêòåðèçèðàíè îñíîâíè ïîíÿòèÿ, ñâúðçàíè ñ ëîãèñòèêàòà, òðàíñ-ïîðòà êàòî öÿëî, êàòî êîíêðåòèêàòà ïîïàäà âúðõó òîâàðíèÿ àâòîìîáèëåí òðàíñïîðò, âñëåäñòâèå íà êîåòî å ðàçêðèòà äâîéñòâåíàòà ïðèðîäà – ìàêðîèêîíîìè÷åñêà è ìèêðîèêîíîìè÷åñêà, è âàæíîñòòà ìó êàòî âîäåù åëåìåíò ïðè îñúùåñòâÿâàíå íà âðúçêèòå âúâ âåðèãèòå çà äîñòàâêè ìåæäó ïðåäïðèÿòèÿòà, îòðàñëèòå è äúðæàâèòå. Èçñëåäîâàòåëñêàòà ñòðàòåãèÿ âêëþ÷âà ïîñòðîÿâàíåòî íà ìåòîäè÷åñêà ðàìêà, îáõâàùàùà ÷åòèðè åòàïà – èíôîðìàöèîííî îñèãóðÿâàíå íà èçñëåäâàíåòî, èçáîð íà îñíîâíè ïîêàçàòåëè è èíäèêàòîðè, îò÷èòàíå íà òåíäåíöèèòå â èçáðàíèòå èíäèêàòîðè çà èçñëåäâàíèÿ ïåðèîä ïîñðåäñòâîì èëþñòðèðàíåòî èì ÷ðåç ïîñòðîÿâàíå íà ðåãðåñèîííà ëèíèÿ íà ïðàâà è òåñòâàíå íà âðúçêèòå è çàâèñèìîñòèòå ìåæäó èçáðàíèòå èíäèêàòîðè ÷ðåç ðåãðåñèîíåí ìîäåë. Åìïèðè÷íèÿò àíàëèç å ïðîâåäåí ÷ðåç èçïîëçâàíåòî íà èíôîðìàöèÿ îò áàçàòà äàííè íà OECD çà ïðåäñòàâÿíåòî íà òîâàðíèÿ àâòîìîáèëåí òðàíñïîðò. Çà òåîðåòè÷íèÿ è åìïèðè÷íèÿ àíàëèç ñà èçïîëçâàíè ìåòîäèòå íà èíäóêöèÿ, äåäóêöèÿ, àíàëèç ÷ðåç ãðàôè÷åí ìåòîä, êîðåëàöèîíåí è ðåãðåñèîíåí àíàëèç.  ðåçóëòàò íà àíàëèçà ìîãàò äà ñå îòêðîÿò ñëåäíèòå ïî-âàæíè ìîìåíòè – çàáàâåíî íàðàñòâàíå íà ðàáîòàòà, èçâúðøåíà îò òîâàðíèÿ àâòîìîáèëåí òðàíñïîðò â ñðàâíåíèå ñ íàðàñòâàíåòî íà ÁÂÏ, è íàìàëåíèå â ðàçìåðà íà èçâúðøåíèòå òîâàðíè ïðåâîçè âñëåäñòâèå âíàñÿíåòî íà ïàêåòà „Ìîáèëíîñò“ ñëåä 2017 ã. Ðåçóëòàòèòå îò èçâúðøåíèÿ ðåãðåñèîíåí àíàëèç ïîêàçâàò, ÷å çà èçñëåäâàíèÿ ïåðèîä èíäèêàòîðèòå, õàðàêòåðèçèðàùè èçâúðøåíàòà ðàáîòà îò òîâàðíèÿ àâòîìîáèëåí òðàíñïîðò, èìàò ïðàâîïðîïîðöèîíàëíà çàâèñèìîñò ñúñ çàâèñèìàòà ïðîìåíëèâà, íî ìíîãî íèñêè ñòîéíîñòè, à èíäèêàòîðèòå, îïèñâàùè èíôðàñòðóêòóðàòà, èìàò îáðàòíîïðîïîðöèîíàëíà âðúçêà ñúñ çàâèñèìàòà ïðîìåíëèâà.

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  ÑÒÐÓÊÒÓÐÍÈ ÒÐÀÍÑÔÎÐÌÀÖÈÈ ÍÀ ÏÐÅÊÈÒÅ ×ÓÆÄÅÑÒÐÀÍÍÈ È ÂÚÒÐÅØÍÈ ÈÍÂÅÑÒÈÖÈÎÍÍÈ ÏÎÒÎÖÈ Â ÁÚËÃÀÐÈß (2010 – 2020)

  Íàñòîÿùîòî íàó÷íî èçñëåäâàíå å íàñî÷åíî êúì óñòàíîâÿâàíå ñòåïåíòà íà äèñïðîïîðöèè â äèíàìèêàòà è ñòðóêòóðíèòå ðàçëè÷èÿ ìåæäó èíâåñòèöèîííèòå ïîòîöè îò ïðåêè ÷óæäåñòðàííè è îò âúòðåøíè èíâåñòèöèè ïî ãîäèíè è ïî îòðàñëè â Áúëãàðèÿ çà ïåðèî-äà 2010 – 2020 ã. Íà îñíîâàòà íà ñðàâíèòåëåí àíàëèç å óñòàíîâåíî, ÷å ñðåäíîãîäèøíèÿò ïðèðàñò íà Ï×È å ñ ... Íàñòîÿùîòî íàó÷íî èçñëåäâàíå å íàñî÷åíî êúì óñòàíîâÿâàíå ñòåïåíòà íà äèñïðîïîðöèè â äèíàìèêàòà è ñòðóêòóðíèòå ðàçëè÷èÿ ìåæäó èíâåñòèöèîííèòå ïîòîöè îò ïðåêè ÷óæäåñòðàííè è îò âúòðåøíè èíâåñòèöèè ïî ãîäèíè è ïî îòðàñëè â Áúëãàðèÿ çà ïåðèî-äà 2010 – 2020 ã. Íà îñíîâàòà íà ñðàâíèòåëåí àíàëèç å óñòàíîâåíî, ÷å ñðåäíîãîäèøíèÿò ïðèðàñò íà Ï×È å ñ ïî-íèñêè ñòîéíîñòè îò òîçè íà âúòðåøíèòå èíâåñòèöèè. Óñòàíîâåíî å, ÷å Ï×È ñà ñ íåçíà÷èòåëíè ñòðóêòóðíè êîëåáàíèÿ ïðåç ãîäèíèòå, äîêàòî â îò-ðàñëîâ ðàçðåç âúòðåøíèòå èíâåñòèöèè ïî îòðàñëè äåìîíñòðèðàò ïî-ñåðèîçíè ñòðóêòóðíè ðàçëè÷èÿ â ñðàâíåíèå ñ Ï×È. Óñòàíîâåíèòå äèñïðîïîðöèè áèõà ìîãëè äà ñå âúçïðèåìàò êàòî îöåíêà íà ïðåäïî÷èòàíèÿòà íà ÷óæäåñòðàííèòå è íà ìåñòíèòå èíâåñòèòîðè êúì îïðåäåëåíè îòðàñëè îò èêîíîìèêàòà íà Áúëãàðèÿ, ôîðìèðàíè îò ñïåöèôèêàòà íà áèçíåñ–ñðåäàòà â Áúëãàðèÿ çà àíàëèçèðàíèÿ ïåðèîä.

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  THE IMPACT OF FINANCIAL EDUCATION PROGRAMMES IN ISRAEL AND THE FAMILY DISCUSSION ON FINANCIAL MATTERS ON THE BEHAVIOUR OF YOUTH

  This study contributes to understanding the degree of impact and effectiveness of financial education curricula in Israeli schools, on the financial knowledge, attitudes, and economic behaviour of high school students. An analysis of the findings shows that no significant difference has been found in the scores in the areas of financial ... This study contributes to understanding the degree of impact and effectiveness of financial education curricula in Israeli schools, on the financial knowledge, attitudes, and economic behaviour of high school students. An analysis of the findings shows that no significant difference has been found in the scores in the areas of financial knowledge, attitudes, and economic behavior, between students who participated in the financial education programme and students who did not participate at all. The article also examines the degree of involvement of students in the day-to-day financial decisions of their families, and the importance and willingness of high school students to consult with professionals, and relatives in financial matters. The findings of the study indicate that there haven been significant difference in the scores obtained by students who participated in the financial education programme compared to students who did not participate, in everything related to the financial knowledge, attitudes and economic behavior presented by the students. Additional research findings suggest that respondents' attitudes regarding their preferences in consultation with professionals and family members are positive, but not to a large or satisfactory extent. The findings indicate that the degree of students’ involvement in the financial decisions that occur daily in a family is low and the standard deviation is large. This finding may indicate that some students are significantly involved in household financial decisions compared to others, who are hardly involved at all. One of the conclusions drawn from these findings is that financial education programmes in schools in Israel should incorporate the content, learning, and involvement of parents in the school financial education curriculum. The financial education programe should encourage students to talk a lot and consult with their parents about the day-to-day financial matters that concern them. Parents, for their part, need to involve their children more in the financial decisions made in running a household.