Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

• 

  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.

• 

  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.

• 

  ÈÇÒÎ×ÍÈÖÈ È ÌÎÄÅËÈ ÇÀ ÔÈÍÀÍÑÈÐÀÍÅ ÍÀ ÇÄÐÀÂÅÎÏÀÇÂÀÍÅÒÎ – ÑÏÅÖÈÔÈÊÀ È ÅÔÅÊÒÈÂÍÎÑÒ ÏÐÈ ÏÐÅÄÎÑÒÀÂßÍÅ ÍÀ ÇÄÐÀÂÍÈ ÓÑËÓÃÈ

  Çäðàâåîïàçâàíåòî å âèñîêîõóìàííà äåéíîñò, èçèñêâàùà îãðîìåí ôèíàíñîâ ðåñóðñ. Òî å ãðèæà íà äúðæàâàòà, îðãàíèçàöèèòå è íà âñåêè åäèí îò íàñ. Óïðàâëåíèåòî íà ïðèõîäèòå è ðàçõîäèòå çà ëå÷åíèå ñà ïðåäèçâèêàòåëñòâî ïðåä âñÿêà åäíà äúðæàâà ïî ñâåòà. Íàé-ðàçâèòèòå ñòðàíè ñúùî ñà â ïðîöåñ íà äúëãîãîäèøíè ðåôîðìè. Ãàðàíöèÿ çà ïðåäîñòàâÿíå íà êà÷åñòâåíè è ... Çäðàâåîïàçâàíåòî å âèñîêîõóìàííà äåéíîñò, èçèñêâàùà îãðîìåí ôèíàíñîâ ðåñóðñ. Òî å ãðèæà íà äúðæàâàòà, îðãàíèçàöèèòå è íà âñåêè åäèí îò íàñ. Óïðàâëåíèåòî íà ïðèõîäèòå è ðàçõîäèòå çà ëå÷åíèå ñà ïðåäèçâèêàòåëñòâî ïðåä âñÿêà åäíà äúðæàâà ïî ñâåòà. Íàé-ðàçâèòèòå ñòðàíè ñúùî ñà â ïðîöåñ íà äúëãîãîäèøíè ðåôîðìè. Ãàðàíöèÿ çà ïðåäîñòàâÿíå íà êà÷åñòâåíè è äîñòúïíè çäðàâíè óñëóãè ìîãàò äà áúäàò àäåêâàòíè èçáîðè íà ìîäåëè, èçòî÷íèöè íà ôèíàíñèðàíå è ñïåöèôèêàòà èì çà òîçè âèä äåéíîñò. Çà äà ñå ïîñòèãíàò òåçè ðåçóëòàòè, å íåîáõîäèì àíàëèç íà ïðåäèìñòâàòà è íåäîñòàòúöèòå íà âñè÷êè âúçìîæíè èçòî÷íèöè íà ôèíàíñèðàíå è ïðàâèëíîòî èì ðàçïðåäåëåíèå ïî ñåêòîðè, êàêòî è êîíòðîëúò íàä èçðàçõîäâàíåòî íà ñðåäñòâà. Öåëòà íà èçñëåäâàíåòî å àíàëèç íà ñúùíîñòòà, ïðåäèìñòâàòà è íåäîñòàòúöèòå íà îñíîâíèòå èçòî÷íèöè íà ôèíàíñèðàíå è î÷åðòàâàíå ñïåöèôèêàòà íà îñíîâíèòå ìîäåëè çà ôèíàíñèðàíå íà çäðàâåîïàçâàíåòî.