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According to the Efficient Market Hypothesis, investors cannot achieve above-average returns by using technical analysis tools. This paper attempts to answer the question as to what makes technical analysis popular, regardless of the efficiency of capital markets. The objective is to verify whether investors have certain cognitive inclinations that make them more likely to believe in the efficiency of technical analysis models. We postulate a positive relationship between different forms of overconfidence and faith in the effectiveness of technical analysis methods. This relationship was confirmed only in the case of the “better than average” effect. The two other examined forms of overconfidence, namely, overprecision and illusion of control, did not yield statistically significant results. However, the lack of confirmation by all three forms of overconfidence is in line with the results presented in the literature, namely, that there are no significant relationships between different forms of overconfidence.
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The aim of the research presented in this article is to assess the risks associated with granting trade credit at a group of agricultural enterprises on the example of businesses located in Middle Pomerania. This assessment of the risk involved in extending credit to business partners in the agricultural sector was conducted in stages. The first task was to describe the sample of farms, with particular emphasis placed on the effects of their financial decisions. This was followed by a presentation of the activity of agricultural holdings in respect of the granting of trade credit, whose main aims were to evaluate the tendency to postpone the maturity dates of customer payments and to assess the characteristics of price discount policies. Counterparties’ credit risk was measured as the proportion of total sales revenue lost by agricultural businesses due to non-repayment of trade credit.
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The purpose of this research is to analyse the influence of knowledge resources on the competitiveness of Central and East European (CEE) countries. The aim is to identify the correlation between the achieved development level of the knowledge economy, as measured by the Knowledge Economy Index (KEI), and the competitiveness level, as measured by the Global Competitiveness Index (GCI). The study was conducted using descriptive statistics, correlation, and cluster and regression analysis. Structurally, the paper is composed of the following parts: a) analysis of CEE countries’ competitiveness according to the GCI and KEI; b) examination of the correlation between the GCI and KEI in CEE countries; and c) analysis of the influence of pillars within the KEI on the GCI in CEE countries. The research results show that there is a strong positive correlation between the GCI and KEI. The outcomes of this study are useful for development policy-makers in CEE countries and highlight the relevance of improving knowledge economy performance in future.
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The 21st century is called ‘the biotech age’. We cannot deny the emergence of significant changes in the way we conceive nature and ourselves. The main influence comes from biotechnologies and information science which modify the definition of nature. This article focuses on Rousseau’s discourses of nature understood as moral and gendered bases of social order. Feminism and posthumanism significantly challenge these discourses and contribute to the development of postanthropocentric nature seen as a vital network of human and nonhuman agents.
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Jean-Jacques Rousseau and his ideas in the spectrum of the pressing challenges of our time: to the postulates of modern psychological and pedagogical interaction The personality and creativity of Jean-Jacques Rousseau are multifaceted, sometimes difficult to structure and observe in modern humanistic theorizations, although the idea of a special social function of personal sovereignty and the idea of history as a meaningful synthesis of historical facts have not lost their relevance today, if we find the necessary range of review and ways of implementation. Another example – the idea of education as a system, which should be the very nature – the nature of the pupil, the “nature-loving” educator, and the natural educational process itself. If we consider the idea of following the natural pupil so as to create conditions for detection, disclosure, and facilitating the full deployment of the individual capacities of the pupil, this idea is at least highly relevant. This is an aspect of the modern psychological, pedagogical, and even – political – mainstream, the focus of what is most concerned about contemporary human society and its various institutions. If we consider that the idea of naturalness facilitates the educational process as a way of bringing it closer to some “maieutic” ideal – it is also one of the centrifugal issues of modern pedagogy and educational affairs in general, the question – how to make the process – non-violent, opening prospects, and not prevent them from forming the ability to independently explore the world and find ways of acting effectively in it. If we treat the idea of the “nature-loving” educator as subtly and carefully acting in relation to any of the manifestations of the pupil, thereby unleashing the potential of the tutor, is not this the way to pre-empt all types of “burn up” (both professional, and emotional) for the modern educator in the broad sense of the word – “sculptor of human souls”? In this article with the elements of an essay – the proposal is to make a fascinating excursion, full of unexpected discoveries into the world of Rousseau.
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The child and childhood as socio-pedagogical categories are studied and described in the relatively recent pedagogical literature. Indeed systematic scientific reflection on childhood began in the mid nineteenth century and was connected with the contemporary development of child psychology and later pedology as the theory of the child. The article intends to develop the thesis that pedology had its origins in the European tradition of modern era pedagogy and, what is more important, that it was referring to the mid-eighteenth century postulates which proclaimed the need to know the child. Therefore, the main aim of this theory, which has been developing in Europe and the United States of America since the late nineteenth century as an interdisciplinary, experiential study, was to investigate the nature of the child.
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