IIIMiddle English

This chapter has thirteen sections: 1. Early Middle English; 2. Theory; 3. Manuscript and Technical Studies; 4. Religious Prose and Verse; 5. Secular Prose; 6. Sir Gawain and the Green Knight, Pearl, Patience and Cleanness; 7. Piers Plowman; 8. Gower; 9. Older Scots; 10. Drama; 11. Secular Verse; 12. Romance: Metrical, Alliterative, Prose. 13. Hoccleve and Lydgate. Section 1 is by Ayoush Lazikani; section 2 is by Andrew Finn; section 3 is by J.D. Sargan; section 4 is by Natalie Calder; section 5 is by Johannes Wolf; section 6 is by Rafael J. Pascual; section 7 is by Joel Grossman; section 8 is by Laurie Atkinson; section 9 is by Kate Ash-Irisarri; section 10 is by Daisy Black and Sarah Brazil; sections 11 and 12 are by Darragh Greene, with contributions by Johannes Woolf on Malory; 13 is by Rebecca Menmuir.

Analysis of Carl Joachim Andersen Op.15 Flute Etudes Used in Flute Education

In this study, it was aimed to examine C. J. Andersen’s op.15 etude book used in flute education in terms of measurement units, vocalization techniques, technical studies, nuance terms, speed terms, tonality. Thus it is aimed to reveal the gains that the etudes can provide for the student. Document analysis method was used in the study. The summary of results as follows. Etudes are mostly written in 4/4 unit of measure. It was found that mostly legato and staccato was used a great extent in the etudes. Interval was run the most in the etudes. Also etudes include technical studies such as arpeggio, chromatic scale, scale studies, and tonality. The terms crescendo and decrescendo nuances were used in all of the etudes. Mezzoforte, forte and piano nuances were also included in the etudes. Allegro and its varieties have been used as the term of speed in most of the etudes. In the etudes, 24 different tones were used, 12 of them in major tones and 12 of them in minor tones. Tone, measure and tempo changes were made in some etudes. Considering the results, Andersen’s op.15 etude book systematically covers many issues in terms of flute education. Etudes can provide to the student in flute education both in technical and musical gains; legato, tongue technique, articulation, interval, arpeggio, intonation, chromatic scale, phrasing, good breathing technique, a quality tone and a correct blowing angle. Instead of playing a etude book from the beginning to the end, the student’s difficulties can be eliminated by conducting etudes on whatever subject he/she has inadequate or difficulty. With this analysis, the topics in the etudes can be classified and presented in line with the needs of the students.

AN EXAMINATION OF CZERNY’S "OP.849, 30 ETUDES DE MECANISME" IN TERMS OF PLAYING TECHNIQUES AND ACQUSITION

The aim of this study is to analyze Carl Czerny’s etude book Op.849, 30 Études de Mécanisme, which is widely used in piano education, and to reveal its technical gains and to create a guide for piano educators and students about this book. In this qualitative study, document and content analysis techniques were used. Based on Czerny’s handling of correct playing under the titles of nuances, articulations and tempo, document analysis criteria were determined, and then the studies were examined and interpreted one by one in terms of these three elements and their changes. At the same time, some quantitative data obtained were evaluated descriptively. As a result, it was seen that the composer designed the studies in this book within a certain program in terms of nuance, articulation, and technique, and it was understood that he prioritized not ignoring musicality while performing technical studies. It is thought that this study can be taken as an example for the document criteria in analyzing Czerny’s other study books, as well as a guide for those who want to perform these studies and especially for piano educators. Keywords: Carl Czerny, Op.849, 30 Études de Mécanisme, etude, method

Mineralogy in Independent Ukraine (1991-2021)

This article discusses the state of mineralogical research in independent Ukraine in the period from 1991 to 2021. The main achievements in various Earth sciences disciplines, including regional, systematic and genetic mineralogy, the chemistry and physics of minerals, mineralogical crystallography, bio- and nanomeralogy, experimental, space and applied mineralogy, and technical studies are considered. Four world-famous research groups and disciplines are notable. They are: i) regional and mineralogical led by academician Yevhen Lazarenko, ii) thermobarogeochemical studies led by professor Mykola Yermakov, iii) crystal chemistry led by academician Oleksandr Povarennykh, and iv) mineral physics led by professors Ivan Matyash, Oleksiy Platonov, and Arkady Tarashchan. Problems facing mineralogy including personnel, scientific, and applied are briefly discussed in the "Conclusion" section.

III Middle English

This chapter has 14 sections: 1. General and Miscellaneous; 2. Theory; 3. Manuscript and Technical Studies; 4. Religious Prose; 5. Secular Prose; 6. Sir Gawain and the Green Knight, Pearl, Patience, and Cleanness; 7. Piers Plowman; 8. Gower; 9. Older Scots; 10. Drama; 11. Secular Verse; 12. Religious Verse; 13. Romance: Metrical, Alliterative, Prose; 14. Early Middle English. Section 1 is by Mary Bateman; section 2 is by R.D. Perry; section 3 is by Daniel Sawyer; section 4 is by Niamh Pattwell; section 5 is by Johannes Wolf; section 6 is by Rafael J. Pascual; section 7 is by Joel Grossman; section 8 is by Laurie Atkinson; section 9 is by Kate Ash-Irisarri; section 10 is by Daisy Black; section 11 is by Darragh Greene; sections 12 and 14 are by Ayoush Lazikani; section 13 is by Anna Dow, with contributions from Mary Bateman in section 13(a).

The Framework to Support the Digital Evidence Handling

Digital evidence has a different meaning from physical evidence, but even though it is different, both are a unity of evidence that supports each other in the investigation process. Unfortunately, laws and regulations generally have not been oriented to the terminology of digital evidence that should be. It becomes a research challenge in how the handling of digital evidence also gets the same treatment as physical evidence. For this reason, technical studies are needed to support the application of law and regulations for digital evidence handling. This article provides a solution in the form of digital evidence cabinets as a framework to support the centralization of digital evidence that following the applicable regulations of procedures for the management of evidence in the territory of Indonesia. This concept can translate the centralization of digital evidence through the analogy of physical cabinet and the interpretation of cabinet, rack, bags, and evidence unit with types of criminals, list of crimes, list of crime scenes and list of digital evidence at one crime scene.