Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÏÐÅÄÈÇÂÈÊÀÒÅËÑÒÂÀÒÀ ÏÐÅÄ ÒÎÂÀ ÄÀ ÁÚÄÅØ AGILE /SCRUM

  Ñòàòèÿòà ðàçãëåæäà áàçîâè ïîñòàíîâêè è ôàêòîðè, ñâúðçàíè ñ ãúâêàâîòî óïðàâëåíèå íà ïðîåêòè â IT ñåêòîðà. Ïîñòàâåíè ñà àêöåíòè âúðõó ãúâêàâîñòòà ïðè ðàçðàáîòâàíåòî íà ñîôòóåðíè ïðîäóêòè è óïðàâëåíèåòî íà åêèïèòå, ñâúðçàíè ñ òÿõ, à ñúùî òàêà è äèñòðèáóòèðàíåòî èì â îïåðàòèâíà ñðåäà (ïðåäàâàíåòî íà ãîòîâ ïðîäóêò íà êëèåíòà). Ðàçãëåäàíè ñà îñíîâíèòå ... Ñòàòèÿòà ðàçãëåæäà áàçîâè ïîñòàíîâêè è ôàêòîðè, ñâúðçàíè ñ ãúâêàâîòî óïðàâëåíèå íà ïðîåêòè â IT ñåêòîðà. Ïîñòàâåíè ñà àêöåíòè âúðõó ãúâêàâîñòòà ïðè ðàçðàáîòâàíåòî íà ñîôòóåðíè ïðîäóêòè è óïðàâëåíèåòî íà åêèïèòå, ñâúðçàíè ñ òÿõ, à ñúùî òàêà è äèñòðèáóòèðàíåòî èì â îïåðàòèâíà ñðåäà (ïðåäàâàíåòî íà ãîòîâ ïðîäóêò íà êëèåíòà). Ðàçãëåäàíè ñà îñíîâíèòå ïðåäèçâèêàòåëñòâà ïðåä ïðèëàãàíåòî íà ãúâêàâîòî óïðàâëåíèå íà ïðîåêòè, ðîëèòå è îòãîâîðíîñòèòå íà êëþ÷îâèòå ïîçèöèè, êàêòî è âúçìîæíè êðîñ-ôóíêöèîíàëíè ðàçëè÷èÿ è íåñúâìåñòèìîñòè. Ïðåäñòàâåí å èíîâàòèâåí ìîäåë çà óïðàâëåíèå íà êîìïàíèÿòà Spotify. Öåëòà íà äîêëàäà å äà ñå ïðåäñòàâè åäíà ðàçëè÷íà ãëåäíà òî÷êà çà ãúâêàòà ìåòîäîëîãèÿ íà óïðàâëåíèåòî íà ïðîåêòè ‒ çàùî òÿ å òðóäíî ïîñòèæèìà, êàêâè ñà áàðèåðèòå, êîèòî áèçíåñúò ñðåùà, êàêòî è äà çàïîçíàå àóäèòîðèÿòà ñúñ ñëîæíîñòòà è âàðèàöèèòå íà Agile, äà ïðåäñòàâè ñèëíèòå è ñëàáèòå èì ñòðàíè ïîñðåäñòâîì ñúïîñòàâÿíå íà ðîëèòå â åêèïèòå.

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  ÁÀÍÊÈÒÅ È ÊÀÑÎÂÎÒÎ ÈÇÏÚËÍÅÍÈÅ ÍÀ ÄÚÐÆÀÂÍÈß È ÎÁÙÈÍÑÊÈÒÅ ÁÞÄÆÅÒÈ

   íàñòîÿùàòà íàó÷íà ðàçðàáîòêà ñå ðàçãëåæäàò äâà îñíîâíè âúïðîñà – ó÷àñòèåòî íà áàíêèòå â ïðîöåñà ïî êàñîâîòî èçïúëíåíèå íà äúðæàâíèÿ è îáùèíñêèòå áþäæåòè è ñ÷åòîâîäíàòà õàðàêòåðèñòèêà íà áþäæåòíèÿ ïðîöåñ. Ïî îòíîøåíèå íà äúðæàâíèÿ áþäæåò âîäåùà èíñòèòóöèÿ å Áúëãàðñêàòà íàðîäíà áàíêà, à òúðãîâñêèòå áàíêè ó÷àñòâàò àêòèâíî êàêòî â ïðîöåñà ïî ...  íàñòîÿùàòà íàó÷íà ðàçðàáîòêà ñå ðàçãëåæäàò äâà îñíîâíè âúïðîñà – ó÷àñòèåòî íà áàíêèòå â ïðîöåñà ïî êàñîâîòî èçïúëíåíèå íà äúðæàâíèÿ è îáùèíñêèòå áþäæåòè è ñ÷åòîâîäíàòà õàðàêòåðèñòèêà íà áþäæåòíèÿ ïðîöåñ. Ïî îòíîøåíèå íà äúðæàâíèÿ áþäæåò âîäåùà èíñòèòóöèÿ å Áúëãàðñêàòà íàðîäíà áàíêà, à òúðãîâñêèòå áàíêè ó÷àñòâàò àêòèâíî êàêòî â ïðîöåñà ïî êàñîâîòî èçïúëíåíèå íà äúðæàâíèÿ áþäæåò, òàêà è ïî îòíîøåíèå íà êàñîâîòî èçïúëíåíèå íà îáùèíñêèòå áþäæåòè. Îñíîâíàòà öåë íà íàó÷íàòà ñòàòèÿ å ïðåäñòàâÿíå ðîëÿòà íà áàíêèòå â ïðîöåñà ïî êàñîâîòî èçïúëíåíèå íà äúðæàâíèÿ è îáùèíñêèòå áþäæåòè.

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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.