Leadership Competency for Megaproject‘s Complexity Management: A Conceptual Study

This study aims to formulate a project manager’s leadership competency to manage megaproject’s complexity. Through qualitative literature exploration, this study integrates seven organizational leadership theories to develop megaproject leadership competency. Technical, emotional social and adaptive competencies are proposed as components of megaproject leadership competency that are crucial for managing structural, social, and emergent complexity. This study contributes to scholarship by giving insight into the leadership theories that potentially expanded the megaproject realm. For the practitioners, among others the project manager, this study gives a description of competencies that could be considered for managing megaproject complexity.

COMPLEX ADAPTATION OF THE METHODICAL SYSTEM OF TEACHING COMPUTER SCIENCE TO STUDENTS IN INCLUSIVE GROUPS

In the article the author focuses on the problem of complex adaptation of the methodical system of teaching computer science to students in the conditions of inclusive education. The pedagogical experiment was conducted from 2013-2019. in four stages: theoretical-analytical, diagnostic-search, experimental and generalizing. At the theoretical and analytical stage of the pedagogical experiment, a theoretical analysis of scientific and methodological, psychological and pedagogical and educational literature on the research problem was conducted; actualization of the posed problems; Methods of theoretical and experimental research, as well as criteria and indicators of the formation of compensatory-adaptive competencies of students with special educational needs have been developed. At the diagnostic and search stage the analysis of components of methodical system of training of computer science in the course of professional training of pupils with special needs in inclusive classes is carried out, the empirical material is collected; diagnostic methods of research are developed and the statement check of pedagogical experiment is carried out. A list of compensatory-adaptive competencies that affect the quality of computer science studies by students with special educational needs has been formed. The purposes, the maintenance, methods, means and forms of the organization of educational process, a technique of their use in the course of training of computer science of pupils with special needs in establishments of professional education in the conditions of inclusion are investigated. Technical means and special software have been selected, a method of their use has been developed to support computer science education for students with visual impairments, students with hearing impairments and students with musculoskeletal disorders. At the experimental stage, the effectiveness of the adapted methodological system of teaching computer science to students of vocational education institutions in the conditions of inclusion was confirmed and a formative check of the pedagogical experiment was carried out. At the generalizing stage of pedagogical experiment it is substantiated that adaptation of components of methodical system of training of computer science of pupils with special educational needs according to values ​​and principles of inclusive education, promotes formation and development of the creative personality, the skilled and competitive expert.

Assessment of strategic development potential of the production units of enterprises of railway transport

The article reveals the theoretical and methodological basis of the resource approach to the development of the strategic potential of railway enterprises, which is recognized as progressive in matters of the formation of competitive advantages at the present stage of management. The component structure of the strategic potential of enterprises has been clarified and the reasonability of diagnosing the strategic potential of railway enterprises within the framework of a competitive approach in such areas as unique resources and basic competences, operational competencies, adaptive competencies, “proactive competencies”, and the ability to create common values has been explained. A method of assessing the level of development of the strategic potential of the production units of the branches of Ukrzaliznytsya JSC has been developed.

Variance in Teacher Ratings of Children’s Adjustment

This study examined the variance in teacher ratings attributable to teacher, occasion, and child on the original Behavior Assessment System for Children (BASC). Teachers rated approximately 1,100 girls (52%) and boys (48%) at four public elementary schools over 3 years. About half of the students were rated twice and about a seventh 3 times. Approximately 30% of students were White, 50% African American, 9% Hispanic, 2% multiracial, and 2% Asian. Children were in kindergarten to fifth grade. Cross-classified random effects models were used to account for multiple occasions of data nested within both children and teachers. Overall, the child accounted for the largest amount of variance in ratings (52.3%) followed by occasion (34.2%) and teacher (13.5%). However, large differences existed across composites and scales. The findings suggest that teachers’ ratings of adaptive competencies, externalizing behaviors, and school problems are based primarily on child behavior/characteristics. Ratings of internalizing problems may be more situational.

Neuropsychosocial Functioning of Children with Hydrocephalus

Recent studies on the rehabilitation of children with hydrocephalus have demonstrated the need for those planning such rehabilitation programmes to have a clear understanding of the neuropsychological and psychosocial aspects of this disorder. In an attempt to provide such information, the neuropsychological and psychosocial functioning of a group of 17 children with hydrocephalus between the ages of eight and fourteen years old was investigated. Performance by the sample with hydrocephalus was compared to that of a ‘normal’ control sample. Participants with hydrocephalus and control participants were matched on the variables of sex, age, years of education, and socio-economic status. Relative to control participants, the participants with hydrocephalus were impaired on measures of intellectual, attention, verbal and visual memory, and visuo-spatial abilities. Language alone was relatively preserved. The children with hydrocephalus also exhibited poorer self-esteem, fewer adaptive competencies, and more problem behaviours than the ‘normal’ controls. For the children with hydrocephalus, the relationship between their impaired intellectual abilities and their psychosocial functioning was investigated.