Diagnostics of methods development for eco-oriented life activity of an individual in the cultural landscape

The article presents the author’s methodology for assessing eco-oriented vital students’ activities in the cultural landscape. The study aims to develop theoretical and methodological grounds for diagnosing the maturity of eco-oriented life activity methods in schoolchildren under the surrounding cultural landscape. The theoretical basis comprises the provisions of the integral situational approach, the theoretical aspects of the subject-subject type of eco-psychological interaction, the ideas of the pedagogical technology of culturally oriented critical situations. The diagnostic method assumes engaging schoolchildren in implementing an integral project that incorporates individual projects related to the continuity principle. They reflect a certain maturity level of environmentally oriented life individual’s activities in the cultural landscape. The levels are facilitated with a task system, and the task number determines the functional diagnosis comprehensiveness.

ERGONOMIC FACTORS THAT PROMOTE THE FORMATION OF REHABILITATION CENTERS FOR CHILDREN WITH DISABILITIES

The article presents the main ergonomic factors that contribute to the formation of archi- tecture. The use of ergonomic requirements in the field of architectural design is due to the prob- lems of architectural ergonomics, which are associated with the formation of an environment that allows the child to use his abilities and respond to his individual requests. Based on the studies, 4 main ergonomic factors are identified and their detailed characteristics are given. One of the most important subsystems of the social sphere of any state is nurturing, treat- ment and education of children with various types of disabilities and limitations, which determines the potential of social, economic and cultural development. In our country we are actively searching for the solutions that allow flexible use of the building, taking into account emerging changes in the forms and methods of rehabilitation and training. The solution of this problem is to create open internal, transformed space for children’s rehabilitation centers. In fact the features and specifics of the rehabilitation is a research institution in which there is a research part and it carries out the work in each individual situation, and in the activity of the specialist as a whole, and without focusing on this aspect, this work becomes a simple formality. The application of ergonomic requirements in the field of environmental architectural de- sign highlights the problems of architectural ergonomics, associated with the formation of our im- mediate surrounding, in accordance with individual requests of the person, taking into account the facilitation of the fulfillment of human life functions. Against this background, it is necessary to be very responsive to creating of the architectural environment for children with disabilities. Ergo- nomic factors are the most important forming factors for particular architecture that will affect the treatment and rehabilitation of such children. Thus, the ergonomic factors, that affect the formation of rehabilitation centers for the chil- dren with disabilities, can be divided into 4 groups: • spatial and anthropometric requirements (dimension and size of the equipment and furniture, geometric parameters of space, spatial human behavior, human anthropomet- ric characteristics); • determination of number of storeys; • barrier-free architecture; • psycho-physiological environment. Correcting the architectural environment would reduce the problem of children with disa- bilities. It should be noted that equipping the environment with stationary supporting devices does not solve the problem of physical defect compensation. The environment ―obstacles‖ for such children are: long way, difficult route, irrational movement, interaction with furniture, etc. According to the research, the children and the teachers are forced to walk up to a 40-floor height every day. Of course, this has a negative effect on children’s health. It is established that as a result of 5-floor rising, the pulse rate and blood pressure indicators change significantly, and the recovery occurs only in 10-20 minutes. Most of the existing centers are located in four-, five-storey buildings. Although the hy- gienists in special children’s rehabilitation centers have not performed similar studies, it is correct to assume that the negative impact of these factors on them will increase taking into account the peculiarities of physical growth and development of children with disabilities. The issue of identi- fying the optimum number of stories in a building is closely connected with the organization of connection between the classrooms and the school site. When organizing the environment during the design it is necessary to foresee and ensure: the shortest accessibility to the rooms, actively used by the children; reduction of movement routes, exclusion of difficult routes; obstacle clearing on the path; the use of specially designed furniture, effective trauma protection of the children. It should be noted that the use of such elements as paintings, reproductions, photos, music, color, can significantly improve the mental health of patients and affect the working efficiency of the staff. However, when choosing colors for walls, doors, furniture, for the purpose of special marking, it is necessary to take into account the difficulties in their discrimination for many peo- ple, in particular, for elderly patients, patients with mental disorders and those who have color dis- crimination [6, p. 14]. Medical equipment, that is easy to transform and takes into account the different levels of users’ mobility, will help to create comfortable, safe conditions and lighten the work of the staff. For example, a height-adjustable specialist seating is accessible for the children with muscle- skeleton disorder and, at the same time, reduces staff efforts. Creating barrier-free architecture is one of the topical problems in building an accessible architectural environment for children with disabilities. This factor should take into account the needs of those children who require specific conditions, who have trouble in self-care and mobility. The first and most important requirement for creating a barrier-free environment is the concept of ―universal design‖. The second most important requirement is acting according to a continuity principle of the barrier-free architectural environment. No barriers, the elements, that make impossible or signifi-cantly complicated movement and self-care, should be encountered in all the spheres of human activity, and first of all in the path of movement. It is especially important to follow the continuity principle in the areas where the child is most often. State building codes and design guides help the architects and designers make space for the children with disabilities as accessible, comfortable, and understandable as possible. Nowadays, universal design in our country is at the level of development, but this is the first steps towards improving the architectural environment for children with disabilities.

Brouwer’s Weak Counterexamples and the Creative Subject: A Critical Survey

I survey Brouwer’s weak counterexamples to classical theorems, with a view to discovering (i) what useful mathematical work is done by weak counterexamples; (ii) whether they are rigorous mathematical proofs or just plausibility arguments; (iii) the role of Brouwer’s notion of the creative subject in them, and whether the creative subject is really necessary for them; (iv) what axioms for the creative subject are needed; (v) what relation there is between these arguments and Brouwer’s theory of choice sequences. I refute one of Brouwer’s claims with a weak counterexample of my own. I also examine Brouwer’s 1927 proof of the negative continuity theorem, which appears to be a weak counterexample reliant on both the creative subject and the concept of choice sequence; I argue that it provides a good justification for the weak continuity principle, but it is not a weak counterexample and it does not depend essentially on the creative subject.

Heart and Ashes – the ‘Next’ Ciphers

The question “What next?” is a key one to all philosophical theories that consider causality, continuum, discontinuity, potentiality, and, more generally, probability. The notion of "cause" (aitia) and the rigid causality are based on what was said in the Fifth Book of Aristotle's Metaphysics, but ancient atomists, especially Plato, introduced the possibility of free "bifurcation of consequences", of symmetry and asymmetry of "next", which commence from an absolute new beginning. The principle of an absolute new beginning follows the interpretation of the myth of the deluge in De sapientia Veterum (1609) by Francis Bacon. The "logical pluralism" of numerous cause and effect relationships as well as the continuity principle (as formulated by Leibniz) are encompassed in two ciphers in accordance with the classical definition of cipher by Karl Jaspers. The cipher “sameness” and the cipher “change” suggest that we ask ourselves once again about Aristotle's "probable impossibility", and the starting point is the little-known myth of Dionysus, torn to pieces and restored to a new body thanks to his heart, as well as the creation of humanity from the ashes of the stricken Titans.

Menumbuhkan Karakter Anak Usia Dini Melalui Cerita Boneka Tangan dalam Model Tadzkirah

The growth of early childhood character in the golden age is a very important thing that affects behavior and character in the future and it is the responsibility of all parties. Various models, methods and media can be used as a means to grow characters in early childhood. One is using hand puppets through storytelling methods. This research is aimed to know how the use of hand puppet through story with tadzkirah model can grow character in early childhood. Kindergarten / PAUD students will be more interested in recognizing characters as well as emulating those characters in the story. Methods of telling stories with hand puppets in line with the tadzkirah learning model, emphasizing on exemplary (T), guidance on guidance (A), encouragement (D), planting value (Z), continuity principle (K) repetition (R), organizing knowledge and experience (A), touching heart (H). Methods in this study are qualitative methods. The conclusions of this study are the use of hand puppets through story methods and tadzkirah models containing stories of honesty, independence, sense of responsibility and tolerance can grow characters in early childhood.