Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÁÀËÊÀÍÑÊÈßÒ ÃÅÎÏÎËÈÒÈ×ÅÑÊÈ ÂÚÇÅË È ÁÚËÃÀÐÑÊÈßÒ ÒÓÐÈÇÚÌ

  Áàëêàíñêèÿò ïîëóîñòðîâ å åäíà îò íåâðàëãè÷íèòå è âçðèâîîïàñíè òî÷êè íà ñâåòà.  ïî-øèðîê ïðîñòðàíñòâåí ñìèñúë çà ðåãèîíà ÷åñòî ñå èçïîëçâà ïîíÿòèåòî Þãîèçòî÷íà Åâ-ðîïà, êàòî ñå âêëþ÷âàò è Êèïúð, Òóðöèÿ, Ìîëäîâà, Ðóìúíèÿ, à ïîíÿêîãà è Óíãàðèÿ. Áàëêàíèòå, áëàãîäàðåíèå íà ñâîåòî ìåñòîïîëîæåíèå, ñà áèëè ìÿñòî íà ñáëúñúê èíòåðåñèòå íà ãîëåìèòå ñèëè – ... Áàëêàíñêèÿò ïîëóîñòðîâ å åäíà îò íåâðàëãè÷íèòå è âçðèâîîïàñíè òî÷êè íà ñâåòà.  ïî-øèðîê ïðîñòðàíñòâåí ñìèñúë çà ðåãèîíà ÷åñòî ñå èçïîëçâà ïîíÿòèåòî Þãîèçòî÷íà Åâ-ðîïà, êàòî ñå âêëþ÷âàò è Êèïúð, Òóðöèÿ, Ìîëäîâà, Ðóìúíèÿ, à ïîíÿêîãà è Óíãàðèÿ. Áàëêàíèòå, áëàãîäàðåíèå íà ñâîåòî ìåñòîïîëîæåíèå, ñà áèëè ìÿñòî íà ñáëúñúê èíòåðåñèòå íà ãîëåìèòå ñèëè – Ãåðìàíèÿ, Ðóñèÿ, Âåëèêîáðèòàíèÿ, ÑÀÙ.  ãåîïîëèòèêàòà ãî îïðåäåëÿò êàòî Áàëêàíñêè ãåîïîëèòè÷åñêè âúçåë, â êîéòî è êúì ìîìåíòà ñúùåñòâóâàò íÿêîëêî êîíôëèêòíè çîíè. Ðàçâèòèåòî íà òóðèçìà âúâ âñÿêà åäíà ñòðàíà ìîæå äà ñå ðàçãëåæäà â êîíòåêñòà íà âëèÿíèåòî íà ïðîòè÷àùèòå ãåîïîëèòè÷åñêè ïðîöåñè â ðåãèîíà. Öåë íà íàñòîÿùîòî èçñëåäâàíå å äà ïîêàæå ìÿñòîòî íà ðåãèîíà íà ãåîïîëèòè-÷åñêàòà êàðòà íà ñâåòà, êàòî îáîáùè è ñèíòåçèðà ìíåíèåòî íà ÷àñò îò àâòîðèòå, êîèòî ñà çàñÿãàëè òåçè âúïðîñè è íà òàçè áàçà äà ïîêàæå âëèÿíèåòî íà ãåîïîëèòè÷åñêîòî ïî-ëîæåíèå íà ðåãèîíà çà ðàçâèòèåòî íà ðàçëè÷íèòå ñòîïàíñêè îòðàñëè è â÷àñòíîñò íà ìåæäóíàðîäíèÿ òóðèçúì

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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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  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