Mathematical Methods and Operations Research

In the present article, we analyse several models of the frequency of road accidents. It is shown that the commonly used Poisson distribution is appropriate only for an individual loss process, but fails when applied to large portfolio of drivers. Therefore three additional claim frequency distributions are studied. It is shown that Poisson-Inverse Gaussian distribution and generalized Poisson fit well the empirical values.

Building perfect university is certainly a difficult and lengthy process which must participate jointly and responsibly all members of the university on: university's executive, teachers, research, administrative and support staff, as well as students. Perfect university is characterized by many attributes, both quantitative and qualitative. The purpose of paper is focus attention on trust and reliability that can be assigned to qualitative attributes. The methodological part contains the results of a questionnaire survey conducted on a sample of 150 students of University of Zilina. The students were asked to identify the importance of certain attributes of the perfect university. From the viewpoint of attribute the trust, we investigated the importance that students assigned to the following two characteristics: 1) early implementation of the promises made by the university; 2. behavior of teachers and staff that inspires trust of the students. In the light of attribute the reliability, we examined the importance of these two characteristics: 1) having the well-educated teachers, capable of answering to the students' questions; 2) interest and support of teachers and staff in solving students' problems. On the basis of statistical processing of the results and other methods (analysis, synthesis, induction, deduction, generalization, comparison, etc.), the creative part of the paper contains some recommendations that could executives of universities use in their quest to become the perfect university.

Data Envelopment Analysis (DEA) is a relatively new method, a nonparametric technique used nowadays to evaluate the efficiency of the Decision-Making Units. Using this method, the Decision-Making Units can be compared between each other and the most effective ones can be found. Using the DEA method, the performance of a logistic company with twelve warehouses as DMUs is evaluated in this paper. "DEA Excel Solver" user program was used to solve the problem.

Financial literacy is one of the key components of education for living in a modern society. In this article, we present the results of our research into the current state of financial literacy among university students from two European countries. Our research was conducted in the form of a questionnaire survey. In the first part of the questionnaire we investigated selected personal characteristics of respondents and the second part was devoted to knowledge in different areas of financial literacy. The knowledge questions were focused mainly on respondents’ competence in specific practical situations. The obtained data were processed by statistical analysis, including the dependencies between the results of the knowledge part and the self-reflexive assessment in the first part of the questionnaire. This analysis revealed several noteworthy findings. Keywords: Financial literacy; questionnaire survey; statistical tests;

Financial literacy belongs to the key components of education for life in modern society, its importance increasing steadily. In this article, we present the results of comparative research on financial literacy undertaken among part-time and full-time university students. The aim of the paper is to compare the levels of their financial literacy, verifying the assumption that everyday practical experience of the former group has a positive effect. To obtain reliable data, the research was conducted in the form of a questionnaire survey administered simultaneously at universities in two central European countries, both running management study programmes. In the first part of the questionnaire, the respondents' personal, self-assessment and socio-demographic data were examined. The second part was devoted to the knowledge and skills associated with various facets of financial literacy, using the questions on the ability to apply the acquired knowledge in specific practical situations. We focused on compound interest, inflation effect on the time value of money, annuity policies, debt repayments and basics of investing. In order to confirm the hypothesis about the impact of day-today practical experience on the overall level of financial literacy, the collected data were processed employing methods of statistical analysis. Having identified differences in respondents' average scores and their attitude to personal and self-assessment features, the present study has revealed some significant findings.

This paper deals with the issue of financial literacy of university students. The research focuses on students in managerial fields of study for whom financial literacy is an important part of their professional profile. The analysis of financial education at universities is conducted in terms of the efficiency of this process and the durability of the acquired skills. In particular, the aim was to verify the durability of knowledge gained during financial education. The level of financial literacy of students was verified by the method of the questionnaire survey which took place in two cycles. The first round has run immediately after completing the financial course and it was repeated in the second round after a halfyear time interval when the education was interrupted. The authors analyze the impact of the forgetting process by the statistical comparison of the research samples they obtained in these repeated surveys. In addition to professional questions, some self-reflective characteristics of respondents were obtained. These data have enabled analyze the causes of rapid forgetting or, conversely, maintaining or increasing knowledge. Through the self-reflective assessments of the respondents, it became clear that the importance they attach to financial literacy is a decisive factor in maintaining the competences acquired.

A cryptocurrencies are considered as digital assets that use strong cryptography to secure financial transactions, control the creation of additional units, and verify the transfer of assets. Bitcoin was released as the first and the most popular cryptocurrency in 2009. Since its release, over 4000 alternative cryptocurrencies have been released. After a period of gradual growth of the Bitcoin value, we were able to observe a dramatically increasing in its value at the beginning of this year. This was followed by a subsequent rapid decline to the value it keeps to this day. A similar development we can, however, observe with other cryptocurrencies. This paper presents the results of an empirical analysis of the nature of the factors that explain changes in yields of the ten most traded cryptocurrencies. Consistent with the analysis of the current currencies yield curves, the principal component method has shown that two or three factors are sufficient to explain most of the yield variation. These results are essential for hedging purposes.

V příspěvku je prezentována pokročilejší ukázka použití systému počítačové algebry wxmaxima při podpoře výuky matematické analýzu. Nejprve se stručně charakterizuje rozvoj funkce do Fourierovy řady, řady sinů a řady kosinů. tento postup je následně implementován v podobě skriptu prostředí wxmaxima. V závěru se koncentrujeme na pokročilejší ukázku s nalezením funkčního předpisu zadaného vzorku a jeho rozvinutí do periodického pokračování.

Financial literacy affects numerous economic decisions of people on a daily basis, as well as the strategic financial management of corporations. In several previous studies, the authors confirmed a significant difference in the level of financial literacy between full-time and combined students. Based on these results, they hypothesized that practical experience has a positive effect on the level of financial literacy, but this needed to be verified. Therefore, a new survey was conducted with an extended version of the questionnaire with questions specifically related to the practical use of financial products and services. Students of economics who have access to education that supports the growth of financial literacy were interviewed. However, the distribution of the examined groups was not determined by age, a form of study and other common aspects, but the divider was in form of the experience gained, which provided a unique approach using an adequate statistical set of respondents. The results from primary research showed differences in knowledge and the way of solving tasks in the monitored groups of respondents. Using statistical analysis methods and hypothesis tests, the authors' hypothesis was confirmed and it was shown that students using a wider range of services performed better. It provides usable interdisciplinary outputs for HRM, applied psychology, pedagogy and financial management. The level of financial literacy was tested by the personal finance index which is an innovative metric that analyses knowledge from the eight functional areas of financial literacy. Given that the research sample was drawn from a group of people studying financial management and entrepreneurship subjects, it was also confirmed that theoretical knowledge alone is not sufficient to significantly enhance financial literacy. Thus, the irreplaceability of practical experience for enhancing the level of financial literacy was demonstrated.

Financial literacy belongs to the key components of education for life in modern society and its importance growths every day. Various research studies on this issue have shown that there is a gap among the different sections of people such as men and women, young and adults, rural and urban and also many other categories of people. This article focuses on the university students in former Czechoslovakia that has before 25 years been split into two separate countries. The questionnaire survey method was applied to determine the average score of financial literacy among the students of six different universities. The statistical analysis has shown a surprising significant shift between both countries and as well between regions.

Financial literacy belongs to the most important competences of all members of the modern 21-st century society. The authors present results of the research based on the personal finance index that is recently developed an innovative measure of knowledge. The questionnaire research that has been conducted among the students of two universities in the Czech and Slovak republic. It focused on full-time and part-time students with the aim to verify the suggestion that practical experience of distance learning students has a significant impact on the level of their financial literacy. Statistical analysis of the data shows, that part-time students have achieved better results in all functional areas of the personal finance index. Based on these findings authors also drew some conclusions for improving education in this field.

Financial literacy is becoming one of the key competencies in the 21st century. In its absence, it is virtually impossible to navigate the market for financial products and services and thus ensure financial stability throughout the whole life. The author presents the results of a survey of the financial literacy of young future managers who are currently university students. Based on a questionnaire survey among full-time and part-time students, the author detects the positive impact of the practical experience of external students on their financial literacy. The author uses an innovative metric in the form of a personal finance index to assess financial literacy. In addition to overall success, this approach also makes it possible to analyze knowledge from the eight components of financial literacy. By comparing the results in individual areas, the author reveals that risk management is Achyla's heel of financial literacy. In addition to the knowledge component, the author also deals with the respondents' access to information sources. Based on these findings, the author formulates conclusions for the content of financial education. There is a need for a stronger link between the development of probabilistic thinking and the development of general numeracy with practical financial subjects. An important part of financial education is also the recognition of credible information sources.

Financial literacy is one of the key competencies for life in modern 21st-century society. Several studies show that education plays an important role in raising the level of financial literacy and economic awareness. It is the consistency and continuity in education that positively influence an individual's financial competence. However, recent years have been influenced by the anti-pandemic measures in connection with the COVID-19 disease. These measures have also had a significant impact on education particularly, in the transition to distance online education. In this paper, the authors focus on the level of financial literacy of university students coming out of long-term distance education. The authors have applied the questionnaire survey method in the research. The research uses the personal finance index as a proxy for measuring financial literacy. The authors compare the results obtained with those from the pre-COVID period using statistical methods. This approach then allows concluding the impact of the move to distance learning on levels of financial literacy.

Financial literacy is becoming one of the key competencies in the 21st century. In its absence, it is virtually impossible to navigate the market for financial products and services and thus ensure financial stability throughout a whole life. This fact is all the more important given the threats arising from the effects of the pandemic crisis. Thanks to exhausted public budgets and the cooling of the economy, it can be expected that, despite strong regulation, there will be more aggressive sell practices on the market, to which financially literate people are more resilient. The aim of the study is to determine the level of financial literacy of academic youth from rural areas and to compare the results obtained with the level of financial literacy of young people from cities. The source of data used for analysis and inference was primary information obtained from own questionnaire research. To assess the level of financial literacy, the authors use an innovative metric, the personal finance index. In addition to overall success, this approach also makes it possible to analyze knowledge from the eight functional areas of financial literacy. By comparing the results in single areas, the authors reveal that risk management is Achyla's heel of financial literacy. The authors focus on the differences in financial literacy according to the place of residence. The study explores inequalities in the single functional areas of financial literacy between the respondents living in the urban and rural areas.

The objective of the study was to determine how well recent senior high school graduates understand basic consumer financial concepts and to ascertain those financial topics for which a significant proportion of students admit to not having knowledge. The sample for this research consisted of firstyear degree students with a business major at the University of Cape Coast. There were 343 out of 613 business-major first-year students enrolled in the school of business that were tested on 20 multiplechoice questions dealing with basic knowledge of financial issues, which should be understood in order to function in everyday life. Of these, 190 were male and 152 were female. The highest test score was 75% and was achieved by 1 student only and the lowest was 5% and was achieved by 7 students. The average score was 35.87% for all students and the median score was 35%. Unlike most previous studies, students were offered the opportunity to respond "don't know" to each question. On 15 of the 20 questions, more students selected the incorrect answers than those selecting "don't know" answer.

Příspěvek je věnován přípravě základního kurzu pravděpodobnosti a statistiky s podporou open source programovacího prostředí R. Stručně představuje předpokládanou obsahovou náplň připravovaného kurzu s důrazem na programování v R. Autor v článku uvádí zásadní důvody pro výběr právě tohoto prostředku. V druhé části pak ilustruje vyžití nástroje na práci s aktuálními reálnými daty.