Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÓÏÐÀÂËÅÍÈÅ ÍÀ ÊÎÍÔËÈÊÒÈ Â ÌÓËÒÈÊÓËÒÓÐÍÈ ÎÐÃÀÍÈÇÀÖÈÈ

  Êîíôëèêòèòå ñà íåðàçäåëíà ÷àñò îò æèâîòà íà îðãàíèçàöèÿòà.  ïîâå÷åòî îðãàíèçàöèè âúçíèêâàò è ñå ðàçâèâàò ìíîãî è ðàçëè÷íè âèäîâå êîíôëèêòè. Ïðåäïîñòàâêà çà òîâà ñà ïîñòîÿííèòå âçàèìîäåéñòâèÿ ìåæäó ðàçëè÷íèòå ñóáåêòè: èíäèâèäè è ãðóïè â ïðîöåñà íà òÿõíàòà ñúâìåñòíà äåéíîñò è îáùóâàíå. Èçòî÷íèöèòå íà êîíôëèêòè ñà ðàçíîîáðàçíè – îò ñòðóêòóðíèòå ... Êîíôëèêòèòå ñà íåðàçäåëíà ÷àñò îò æèâîòà íà îðãàíèçàöèÿòà.  ïîâå÷åòî îðãàíèçàöèè âúçíèêâàò è ñå ðàçâèâàò ìíîãî è ðàçëè÷íè âèäîâå êîíôëèêòè. Ïðåäïîñòàâêà çà òîâà ñà ïîñòîÿííèòå âçàèìîäåéñòâèÿ ìåæäó ðàçëè÷íèòå ñóáåêòè: èíäèâèäè è ãðóïè â ïðîöåñà íà òÿõíàòà ñúâìåñòíà äåéíîñò è îáùóâàíå. Èçòî÷íèöèòå íà êîíôëèêòè ñà ðàçíîîáðàçíè – îò ñòðóêòóðíèòå õàðàêòåðèñòèêè íà îðãàíèçàöèÿòà äî íåñúâìåñòèìîñòòà â õàðàêòåðèòå, öåííîñòèòå èëè èíòåðåñèòå íà èíäèâèäèòå.  ìóëòèêóëòóðíèòå îðãàíèçàöèè èçòî÷íèöè íà êîíôëèêò ìîãàò äà áúäàò ðàçëè-÷èÿòà â åçèêà, âÿðâàíèÿòà, öåííîñòèòå, òðàäèöèèòå, îáè÷àèòå. Ìåíèäæúðèòå ïúðâî òðÿáâà äà ðàçáåðàò ïðè÷èíèòå çà òåçè êîíôëèêòè â ìóëòèêóëòóðíèòå îðãàíèçàöèè è ñëåä òîâà óñïåøíî äà ñå ñïðàâÿò ñ òÿõíîòî ðàçðåøàâàíå. Öåëòà íà òàçè ðàçðàáîòêà å äà ñå ïðåäñòàâÿò íÿêîè îñîáåíîñòè íà êîíôëèêòèòå â ìóëòèêóëòóðíè îðãàíèçàöèè íà áàçàòà íà ëèòåðàòóðíè èçòî÷íèöè è äà ñå î÷åðòàÿò âúç-ìîæíè ñòðàòåãèè çà ñïðàâÿíå ñ êîíôëèêòè â ìóëòèêóëòóðíè îðãàíèçàöèè.

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  ÅÔÅÊÒÈÂÍÎÑÒ ÍÀ ÏÐÎÅÊÒÍÈÒÅ ÅÊÈÏÈ

   ñòàòèÿòà ñà èçÿñíåíè íÿêîè ñúùíîñòíè àñïåêòè íà ïðîåêòíèòå åêèïè è õàðàêòåðèñòèêè íà òÿõíàòà åôåêòèâíîñò. Ðàçãëåäàíè ñà îñíîâíè ôàêòîðè, âëèÿåùè âúðõó ïðîåêòíàòà åôåêòèâíîñò, ñ àêöåíò âúðõó ðúêîâîäèòåëÿ è ÷ëåíîâåòå íà åêèïà. Ïðåäñòàâåíè ñà êëþ÷îâè ìîäåëè, ñâúðçàíè ñ ïðîåêòíàòà åêèïíà åôåêòèâíîñò, íà ÷èÿòî îñíîâà ñà ôîðìóëèðàíè ñúîòâåòíè ...  ñòàòèÿòà ñà èçÿñíåíè íÿêîè ñúùíîñòíè àñïåêòè íà ïðîåêòíèòå åêèïè è õàðàêòåðèñòèêè íà òÿõíàòà åôåêòèâíîñò. Ðàçãëåäàíè ñà îñíîâíè ôàêòîðè, âëèÿåùè âúðõó ïðîåêòíàòà åôåêòèâíîñò, ñ àêöåíò âúðõó ðúêîâîäèòåëÿ è ÷ëåíîâåòå íà åêèïà. Ïðåäñòàâåíè ñà êëþ÷îâè ìîäåëè, ñâúðçàíè ñ ïðîåêòíàòà åêèïíà åôåêòèâíîñò, íà ÷èÿòî îñíîâà ñà ôîðìóëèðàíè ñúîòâåòíè îáîáùåíèÿ è èçâîäè.

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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.