Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÏÐÅÄÈÇÂÈÊÀÒÅËÑÒÂÀ ÏÐÅÄ ÂÚÂÅÆÄÀÍÅÒÎ ÍÀ ÃÚÂÊÀÂÎ ÓÏÐÀÂËÅÍÈÅ Â ÏÐÎÅÊÒÍÈ ÅÊÈÏÈ

  Öåëòà íà ïóáëèêàöèÿòà å äà ñå èçñëåäâàò ïðåäèçâèêàòåëñòâàòà ïðåä âúâåæäàíåòî íà ãúâêàâ ïîäõîä çà óïðàâëåíèå íà ïðîåêòè è äà ñå ïðîñëåäè åìïèðè÷íî íåãîâèÿ ïðèíîñ çà ïîäîáðÿâàíå ïðîäóêòèâíîñòòà íà ïðîåêòíèòå åêèïè. Åìïèðè÷íî å èçñëåäâàí åôåêòúò îò òðàíñôåðà êúì ãúâêàâî óïðàâëåíèå â IT îòäåëà íà ãîëÿìà ðèòåéë êîìïàíèÿ, ïðîâå-äåíî â äâà åòàïà – ïðåäè ... Öåëòà íà ïóáëèêàöèÿòà å äà ñå èçñëåäâàò ïðåäèçâèêàòåëñòâàòà ïðåä âúâåæäàíåòî íà ãúâêàâ ïîäõîä çà óïðàâëåíèå íà ïðîåêòè è äà ñå ïðîñëåäè åìïèðè÷íî íåãîâèÿ ïðèíîñ çà ïîäîáðÿâàíå ïðîäóêòèâíîñòòà íà ïðîåêòíèòå åêèïè. Åìïèðè÷íî å èçñëåäâàí åôåêòúò îò òðàíñôåðà êúì ãúâêàâî óïðàâëåíèå â IT îòäåëà íà ãîëÿìà ðèòåéë êîìïàíèÿ, ïðîâå-äåíî â äâà åòàïà – ïðåäè è ñëåä âúâåæäàíåòî ãúâêàâèÿ íà ïîäõîä. Êàòî ñóáåêòèâåí êðèòåðèé çà îöåíêà å èçïîëçâàíà óäîâëåòâîðåíîñòòà íà åêèïèòå îò ïðîìÿíà íà ìîäåëà íà ðàáîòà. Îáåêòèâåí êðèòåðèé å âðåìåòî çà èçïúëíåíèå íà ñðàâíèìè äåéíîñòè ïðåäè è ñëåä âúâåæäàíå íà ãúâêàâàòà ìåòîäîëîãèÿ. Ðåçóëòàòèòå ïîêàçâàò íåäâóñìèñëåíî ïðå-äèìñòâàòà íà ãúâêàâèÿ ïîäõîä ïðåä òðàäèöèîííèÿ

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  THE IMPACT OF FINANCIAL EDUCATION PROGRAMMES IN ISRAEL AND THE FAMILY DISCUSSION ON FINANCIAL MATTERS ON THE BEHAVIOUR OF YOUTH

  This study contributes to understanding the degree of impact and effectiveness of financial education curricula in Israeli schools, on the financial knowledge, attitudes, and economic behaviour of high school students. An analysis of the findings shows that no significant difference has been found in the scores in the areas of financial ... This study contributes to understanding the degree of impact and effectiveness of financial education curricula in Israeli schools, on the financial knowledge, attitudes, and economic behaviour of high school students. An analysis of the findings shows that no significant difference has been found in the scores in the areas of financial knowledge, attitudes, and economic behavior, between students who participated in the financial education programme and students who did not participate at all. The article also examines the degree of involvement of students in the day-to-day financial decisions of their families, and the importance and willingness of high school students to consult with professionals, and relatives in financial matters. The findings of the study indicate that there haven been significant difference in the scores obtained by students who participated in the financial education programme compared to students who did not participate, in everything related to the financial knowledge, attitudes and economic behavior presented by the students. Additional research findings suggest that respondents' attitudes regarding their preferences in consultation with professionals and family members are positive, but not to a large or satisfactory extent. The findings indicate that the degree of students’ involvement in the financial decisions that occur daily in a family is low and the standard deviation is large. This finding may indicate that some students are significantly involved in household financial decisions compared to others, who are hardly involved at all. One of the conclusions drawn from these findings is that financial education programmes in schools in Israel should incorporate the content, learning, and involvement of parents in the school financial education curriculum. The financial education programe should encourage students to talk a lot and consult with their parents about the day-to-day financial matters that concern them. Parents, for their part, need to involve their children more in the financial decisions made in running a household.

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  ÈÑÒÎÐÈ×ÅÑÊÈ ÀÍÀËÈÇ È ÎÖÅÍÊÀ ÍÀ ÅÍÅÐÃÈÉÍÀÒÀ ÏÎËÈÒÈÊÀ ÍÀ ÅÂÐÎÏÅÉÑÊÈß ÑÚÞÇ Â ÍÀ×ÀËÎÒÎ ÍÀ XXI ÂÅÊ

  Oáåêò íà íàñòîÿùàòà ñòóäèÿ å åíåðãèéíàòà ïîëèòèêà êàòî îñíîâà íà åíåðãèéíàòà ñèãóðíîñò, à íåèí ïðåäìåò – îöåíêàòà íà åíåðãèéíàòà ïîëèòèêà íà ÅÑ â íà÷àëîòî íà XXI â. è ðîëÿòà é íà ïîòåíöèàëåí ãåíåðàòîð íà åíåðãèéíàòà êðèçà ñ áîðñîâèòå öåíè íà åëåêòðè÷åñêàòà åíåðãèÿ îò 2021 ãîäèíà. Ðàáîòíàòà õèïîòåçà íà ñòóäèÿòà ñå áàçèðà âúðõó ðàçáèðàíåòî, ÷å ... Oáåêò íà íàñòîÿùàòà ñòóäèÿ å åíåðãèéíàòà ïîëèòèêà êàòî îñíîâà íà åíåðãèéíàòà ñèãóðíîñò, à íåèí ïðåäìåò – îöåíêàòà íà åíåðãèéíàòà ïîëèòèêà íà ÅÑ â íà÷àëîòî íà XXI â. è ðîëÿòà é íà ïîòåíöèàëåí ãåíåðàòîð íà åíåðãèéíàòà êðèçà ñ áîðñîâèòå öåíè íà åëåêòðè÷åñêàòà åíåðãèÿ îò 2021 ãîäèíà. Ðàáîòíàòà õèïîòåçà íà ñòóäèÿòà ñå áàçèðà âúðõó ðàçáèðàíåòî, ÷å „çåëåíàòà ñäåëêà“ è ïðåõîäúò êúì íèñêîâúãëåðîäíà åíåðãåòèêà ñà íàé-ãîëÿìîòî ðåãóëàòîðíî ïðåäèçâèêàòåëñòâî ïðåä ÅÑ è Áúëãàðèÿ ïðåç ïúðâàòà ïîëîâèíà íà XXI âåê, íî òå èìàò çà ñâîÿ îñíîâà ðåøåíèÿ è ïîëèòèêè, îáîñíîâàíè îùå ïðåç ïúðâàòà äåêàäà íà òîçè âåê. Öåëòà íà èçñëåäâàíåòî å äà äîêàæåì, ÷å ÷ðåç ñòðàòåãè÷åñêè ôèíàíñîâî-èêîíîìè÷åñêè ðåøåíèÿ è åâðîïåéñêà ïîëèòèêà çà èíâåñòèöèè â åíåðãèéíà åôåêòèâíîñò è ïàçàðíà äèâåðñèôèêàöèÿ íà äî¬ñòàâêèòå å âúçìîæíî, ÅÑ è Áúëãàðèÿ äà ìîãàò äà èçãðàæäàò åíåðãèéíàòà ñè ïîëèòèêà è ñèãóðíîñò ñàìî íà áàçàòà íà äúëãîñðî÷íè ñòðàòåãè÷åñêè ðåøåíèÿ. Èçñëåäîâàòåëñêèòå çàäà÷è íà ñòóäèÿòà âêëþ÷âàò ñëåäíèòå íàñîêè. Ïúðâî, ïðåãëåä íà îñíîâîïîëàãàùèòå äèñêóñèè çà îáùàòà åâðîïåéñêà åíåðãèéíà ïîëèòèêà, ôîðìèðàùè äíåøíîòî åíåðãèéíî ñòàòóêâî â ÅÑ. Âòîðî, èçâúðøâàíå íà òåîðåòè÷åí îáçîð íà ïîíÿòèåòî „åíåðãèéíà ñèãóðíîñò“. Òðåòî, ïðåãëåä è ïðåîöåíêà íà êîíöåïöèèòå çà åíåðãèéíà ñèãóðíîñò ÷ðåç èíòåãðèðàíå íà ìåæäóíàðîäíèòå îòíîøåíèÿ è òåõíîëîãè÷íèòå ôàêòîðè. ×åòâúðòî, äåáàòèðàíå íà åíåðãèéíàòà ïîëèòèêà êàòî îòãîâîðíîñò íà Åâðîïåéñêàòà êîìèñèÿ, àäðåñèðàùà ïðåäèçâèêàòåëñòâàòà íà 21-âè âåê.  ðåçóëòàò íà àíàëèçà ñå äàâàò ïðåïîðúêè, Áúëãàðèÿ äà íàñî÷è ñâîèòå óñèëèÿ êúì äèâåðñèôèêàöèÿ íà èçòî÷íèöèòå íà åíåðãèÿ, äà áúäàò íàñî÷åíè óñèëèÿ â ñïåñòÿâàíåòî íà åíåðãèÿ è óâåëè÷àâàíå äåëà íà âúçîáíîâÿåìèòå èçòî÷íèöè, êàêòî è êúì èçãðàæäåíåòî íà ÀÅÖ „Áåëåíå”.