Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÍÀÑÎÊÈ ÇÀ ÓÑÚÂÚÐØÅÍÑÒÂÀÍÅ ÍÀ ÎÐÃÀÍÈÇÀÖÈÎÍÍÀÒA ÊÓËÒÓÐÀ

   íàñòîÿùàòà ðàçðàáîòêà ñå ðàçãëåæäà èäåÿòà çà ïðîìÿíà íà îðãàíèçàöèîííaòà êóëòóðà, êîÿòî íå çàâèñè îò ðàçìåðà íà ôèðìàòà. Íåîáõîäèìî ïðåäóñëîâèå çà óñïåõà íà òîçè ïðîöåñ ñà âúçïðèÿòèÿòà íà ìåíèäæúðèòå è ñïîñîáíîñòòà èì äà ñúçäàâàò óñëîâèÿ çà ïðîìÿíà, êàêòî è äà ìîòèâèðàò ÷ëåíîâåòå íà îðãàíèçàöèÿòà çà ïîñòèãàíåòî é. Öåëòà íà ñòóäèÿòà å äà ñå ...  íàñòîÿùàòà ðàçðàáîòêà ñå ðàçãëåæäà èäåÿòà çà ïðîìÿíà íà îðãàíèçàöèîííaòà êóëòóðà, êîÿòî íå çàâèñè îò ðàçìåðà íà ôèðìàòà. Íåîáõîäèìî ïðåäóñëîâèå çà óñïåõà íà òîçè ïðîöåñ ñà âúçïðèÿòèÿòà íà ìåíèäæúðèòå è ñïîñîáíîñòòà èì äà ñúçäàâàò óñëîâèÿ çà ïðîìÿíà, êàêòî è äà ìîòèâèðàò ÷ëåíîâåòå íà îðãàíèçàöèÿòà çà ïîñòèãàíåòî é. Öåëòà íà ñòóäèÿòà å äà ñå ðàçðàáîòè ïðîåêò íà ìîäåë çà óñúâúðøåíñòâà-íå íà îðãàíèçàöèîííàòà êóëòóðà, îáåêò íà âíèìàíèå ñà ìåòîäèòå è ìîäåëèòå çà èçñëåäâàíå íà îðãàíèçàöèîííàòà êóëòóðà.  ïúðâàòà ÷àñò å ðàçãëåäàíà íåîáõîäèìîñòòà îò àíàëèç è îöåíêà íà îðãàíèçàöèîííaòà êóëòóðà. Âúâ âòîðàòà ÷àñò ñà ïðåäëîæåíè ìåòîäè è ìîäåëè çà èçñëåäâàíå íà îðãàíèçàöèîííàòà êóëòóðà, â îïèò äà ñå óñòàíîâÿò ïðèëèêèòå è ðàçëèêèòå ìåæäó òÿõ, à â ïîñëåäíàòà ÷àñò å ïðåäñòàâåí ïðîåêò íà ìîäåë çà ïîäîáðÿâàíå íà îðãàíèçàöèîííàòà êóëòóðà.

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  ÏÐÎÅÊÒÍÎÒÎ ÓÏÐÀÂËÅÍÈÅ ÏÐÈ ÈÇÃÐÀÆÄÀÍÅÒÎ ÍÀ ÍÎÂÈ ßÄÐÅÍÈ ÌÎÙÍÎÑÒÈ – ÎÑÎÁÅÍÎÑÒÈ È ÏÐÅÄÈÇÂÈÊÀÒÅËÑÒÂÀ

   íàñòîÿùîòî èçñëåäâàíå ñà ïðåäñòàâåíè îñíîâíèòå òåîðåòè÷íè ïîñòàíîâêè íà óïðàâëåíèåòî íà ïðîåêòè â èíäóñòðèÿòà, è â÷àñòíîñò – ïðîåêòíîòî óïðàâëåíèå â ÿäðåíàòà åíåðãåòèêà. ×ðåç ïðîó÷âàíå íà îñíîâíè äîêóìåíòè êàòî ìåæäóíàðîäíè-òå ISO ñòàíäàðòè çà óïðàâëåíèå íà ïðîåêòè â èíäóñòðèÿòà è ñïåöèôè÷íèòå çà ñåêòîðà íà ÿäðåíàòà åíåðãåòèêà Ðúêîâîäñòâà çà ...  íàñòîÿùîòî èçñëåäâàíå ñà ïðåäñòàâåíè îñíîâíèòå òåîðåòè÷íè ïîñòàíîâêè íà óïðàâëåíèåòî íà ïðîåêòè â èíäóñòðèÿòà, è â÷àñòíîñò – ïðîåêòíîòî óïðàâëåíèå â ÿäðåíàòà åíåðãåòèêà. ×ðåç ïðîó÷âàíå íà îñíîâíè äîêóìåíòè êàòî ìåæäóíàðîäíè-òå ISO ñòàíäàðòè çà óïðàâëåíèå íà ïðîåêòè â èíäóñòðèÿòà è ñïåöèôè÷íèòå çà ñåêòîðà íà ÿäðåíàòà åíåðãåòèêà Ðúêîâîäñòâà çà óïðàâëåíèå ïðè èçãðàæäàíåòî íà íîâè ÿäðåíè ìîùíîñòè è ñúîòâåòíèòå ëèöåíçèîííè ðàìêè, ñà èäåíòèôèöèðàíè ïðåäèçâèêàòåëñòâàòà ïðåä îñúùåñòâÿâàíåòî íà ïðîåêòèòå â ñåêòîðà. Âúç îñíîâà íà òîâà ñà èçâåäåíè êîíêðåòíè ïðåïîðúêè êàêòî íà ìàêðî-, òàêà è íà ìèêðîðàâíèùå, êîèòî ìîãàò äà ïîäîáðÿò öÿëîñòíèÿ ïðîöåñ ïî óïðàâëåíèå íà ïðîåêòèòå â ÿäðåíàòà åíåðãåòèêà.

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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.