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The purpose of this qualitative case study was to explore with a group of nine NYC high school department chairs from three different Modern Orthodox yeshivas, their perceptions of their role and responsibilities, their perceptions on how they manage any challenges they might face, how they support professional growth through any of the four pillar practices of teaming, collegial inquiry, mentoring, and providing leadership roles, and how their descriptions of their role as department chair connected to Learning Forward’s 10 roles for teacher leadership. I conducted two ninety-minute interviews with the nine participants, observed one department meeting for each participant, and piloted a survey to 24 department chairs within the three Modern Orthodox yeshivas in my study. In terms of responsibilities, I found that all nine department chairs had difficulty differentiating between the terms “role” and “responsibilities” because of the ambiguity within the role, all nine chairs described administrative responsibilities in their roles which varied by discipline and by years of experience, and all three English chairs seemed to unify their departments through their curricular responsibilities. I also found that all nine chairs described enacting all ten of Learning Forward’s Leadership Roles through their various responsibilities at different times. In terms of challenges and supports, I found that there were four types of challenges department chairs described: (a) feeling ill-prepared when first becoming chair, (b) facing conflicts with teachers in their departments during that time, (c) teaching a full course load as chair, and (d) challenges with chairing during the month of November. I identified five ways department chairs found support for these challenges: (a) from an individual on the school’s leadership team, (b) other department chairs, (c) the teachers in their departments, (d) outside mentoring programs, and (e) their partners. In terms of pillar practices, I learned that the chairs who described feeling supported by the pillar practices when they took on the role (5/9) used these supports in their own practice with teachers in their departments. Additionally, all nine chairs described aspects of teaming, collegial inquiry, mentoring, and providing leadership roles to teachers as a means of support. Finally, I found that the chairs who responded to the survey (n=24) reported creating a holding environment for the teachers in their departments through the pillar practices teaming and collegial inquiry by having teachers in their departments share ideas, sharing decision making with their teachers, reflecting with teachers on their practice, and engaging in meaningful conversations with their teachers about teaching and learning. My findings have implications for school leaders, education leadership theorists, and education leadership preparation programs.

Как следует из анализа современных тенденций развития средств контроля в машиностроении, наиболее перспективными при разработке таких средств являются индуктивные датчики. Большой интерес к разработке индукционных средств контроля размеров можно объяснить тем, что они отличаются высокой точностью и простотой конструкции, отсутствием контактных элементов, а, следовательно, надежностью, большой чувствительностью и значительной выходной мощностью. Но вопрос точности срабатывания датчиков исследован недостаточно полно. Частично он рассматривался в работе Либермана Я.Л. «Системы мониторинга для металлорежущих станков». Автогенераторные датчики выпускаются различными фирмами: «Digital electronic automation» и «Marposs» (Италия), «Ferranti» и «Renishaw» (Великобритания), «Bosh» (ФРГ) и др., однако наибольшую популярность как в европейских странах, так и в нашей стране завоевали датчики фирмы «Balluff» (ФРГ). В настоящей работе приводятся результаты разработки средств контроля размеров в паузах между переходами. В связи с этим, основное содержание работы посвящено исследованию индуктивных датчиков различных типов с целью определения их применимости в устройствах контроля размеров на станках с ЧПУ и созданию устройств контроля на базе указанных датчиков. Результаты работы докладывались на международной конференции «Научные исследования стран ШОС: синергия и интеграция» и защищены патентом РФ № 2018137947 «Головка для допускового контроля размеров» (решение о выдаче патента по заявке 19.03.2019; публикация №188494). Также работа была представлена на VIII Международном интеллектуальном конкурсе студентов, аспирантов, докторантов DISCOVERY SCIENCE: UNIVERSITY-2019. Статья, дипломы и описание полезной модели к патенту приведены в приложениях 2,3 и 4. Магистерская диссертация состоит из введения, четырех глав, заключения. Объем работы – 115 страниц, в том числе 25 рисунков, 4 таблицы и 4 приложения. Список литературы содержит 5 источников. / As follows from the analysis of modern trends in the development of control devices in mechanical engineering, the most promising in the development of such means are inductive sensors. The great interest in the development of induction control devices of the dimensions can be explained by the fact that they are characterized by high accuracy and simplicity of construct, the lack of contact elements, and consequently, reliability, high sensitivity and a large output power. But the question of the accuracy of the sensor triggered is investigated incompletely. It was considered partly in the work of Lieberman Ya.L. "Monitoring systems for machine tools." Autogenerating sensors are manufactured by different companies: «Digital electronic automation» and «Marposs» (Italy), «Ferranti» and «Renishaw» (Great Britain), «Bosh» (Germany), etc., but the most popular in European countries, as well in our country have won «Balluff» firm sensors (Germany). This paper presents the results of the development of devices for controlling dimensions in the intervals between transitions. In this regard, the main content of the work is devoted to the research of inductive sensor of various types to determine their applicability in dimension control devices on CNC machines and to create control devices based on these sensors. The results of the work were reported at the international conference "Scientific research of the SCO countries: synergy and integration" and are protected by the patent of the Russian Federation No. 2018137947 "The head for tolerance control of dimensions" (the decision to grant the patent on the application 19.03.2019; publication № 188494). Also, the work was presented at the VIII International Intellectual Competition for Students, Postgraduates, Doctoral Candidates DISCOVERY SCIENCE: UNIVERSITY-2019. Article, diploma, certificate and description of the utility model to the patent are given in applications 2, 3 and 4. The master’s dissertation consists of introduction, four chapters, conclusion. The volume of the work - 115 pages, including 25 figures, 4 tables and 4 applications. References contains 5 sources.

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A potential factor for curve accidents are anticipatory skills. Horizontal curves have been recognized as a significant safety issue for many years. This study investigates the impact and effectiveness of three curve based perceptual speed calming countermeasures (advanced curve warning signs, chevron sign, and heads-up display(HUD) sign) on drivers’ hazard anticipation and mitigation behavior across both left and right-winding curves, and sharp (radius 200m) and flat (radius 500m) curves. Experimental results show that the speed and lateral control in the horizontal curves differed with respect to curve radii, direction, and the type of countermeasure presented. These differences in behavior are probably due to curve-related disparities, the type of perceptual countermeasure, and the presence of hazard at the apex of the curve. HUD is found to be effective at not only reducing the drivers’ speed in the curve, but also improve the latent hazard anticipation ability of the driver at the apex of the curve. Flat and sharp curves with indications of a safety problem were virtually developed in the simulator as representative as possible without upsetting the simulator’s fidelity. 48 participants were recruited for this study between the age range of 18 and 34, and driving experience range was from 0.25 to 17.75 years.

This qualitative study sought to gain deeper insights into how English Language Heads of Department (H.O.D.) perceive their roles in teacher development and efficacy, what leadership style inform their role enactment and the different skill sets and beliefs they take to their H.O.D. roles. The population was limited to selected schools in central Jamaica with a sample size of eight Heads of Departments in upgraded and traditional high schools. The motivation to conduct this research arose out of the concerns about Jamaica’s poor ratings in CXC English Language passes and my perception that insights into how H.O.D.s perceived their roles could possibly generate a solution to enable them to facilitate teaching learning experiences that could redound to improved CXC English Language results. Extensive case-based interviews, ranking activity and stimulated recall of artefacts were my primary sources of data, and I used open coding axial coding systems to analyze my data. Presently H.O.D.s engage in more traditional roles align them to a transactional approach as their leadership style. However, the changing roles of the H.O.D.s demand a more transformational leadership style. The findings suggest that some H.O.D.s’ approach is transformational, some transactional, while others display no distinct leadership style. Some play an excellent role in teacher development and efficacy, others play very little or no role. H.O.D.s perception of their role conflict with how they enact these roles and what they believe about them. The conclusion is that i H.O.D.s need a comprehensive system of training in their H.O.D.s specific roles and to help them develop and utilize more transformational leadership skills for use with their departments. Keywords: transformational and transactional leadership, heads of department/department chairs, Jamaican education / Teaching & Learning