Universal skill of saxophonist as phenomenon modern of musical-creative practice

The purpose of the article is to select practice-approved ways to the combinatorial presentation of the componentі of the musical expression, in which, on the base of the general beliefs about music-rhetorical base inventio tax ways of the joining to speech liberty of the combinatorial use the music material. The methodology consists of riverbed intonation approach that is to say by means of beliefs about the unity of process factors in music and speech, as this bequeathing in works of B.Asafiev and his followers in Ukraine, unrolled specified interdisciplinary generalization, on example text books A.Losev, R.Ingarden, E.Nazaykinkij, E.Markova and others. The scientific novelty of the work is based on original and the practically-creative approved the idea of joining in mechanism rhetorical inventio, practical persons, combinatorial collation fragment and holistic music that-image, which the sequence forms the speech continuum of the music. Conclusions. The made analysis of the theoretical life lengths from the theory of the improvisation and theoretical positions of the rhetoric has allowed formulating the concrete operations cortical music operations of inventio as a way of the semantic join generalising value that-symbol with author's and out author’s thematic acquisition in straightening of acquisition "spoken creation of the music". The last one meets the terms modern performance art with his "neo-gothic style" discharge from priority to composer activity.

Towards approval of autonomous ship systems by their operational envelope

Current guidelines for approval of autonomous ship systems are focused on the ships’ concrete operations and their geographic area. This is a natural consequence of the link between geography and the navigational complexity, but moving the ship to a new area or changing owners may require a costly re-approval. The automotive industry has introduced the Operational Design Domain (ODD) that can be used as a basis for approval. However, the ODD does not include the human control responsibilities, while most autonomous ship systems are expected to be dependent on sharing control responsibilities between humans and automation. We propose the definition of an operational envelope for autonomous ship systems that include the sharing of responsibilities between human and automation, and that is general enough to allow approval of autonomous ship systems in all geographic areas and operations that falls within the envelope. We also show how the operational envelope can be defined using a system modelling language, such as the unified modelling language (UML).

Liability in Joint Military Operations—The Green Desert Case

Almost all international military operations today are joint military operations where several states collaborate to carry out concrete operations, such as combat or arrest operations. This raises pertinent and difficult questions in relation to state responsibility if international law obligations are breached during the operation, not least: Which state or states are responsible? In June 2018, a Danish High Court found Denmark responsible in its complicity for Iraqi ill-treatment of 18 Iraqis who were detained by the Iraqi military in a joint Danish–Iraqi military operation in Iraq in November 2004. Danish soldiers did not exercise control over the Iraqi troops; the detainees were not captured by Danish soldiers or at any time subject to their control or jurisdiction; and Danish forces did not participate in or witness any ill-treatment during the operation. Nevertheless, the Danish High Court found that the Danish defence forces were liable to pay compensation to the 18 Iraqi detainees because Danish defence forces ‘should have known’ that there was a real risk of Iraqi ill-treatment of detainees and paid to little attention to the risk when planning and participating in the operation. The article discusses the Danish High Court judgment. Is it a problem that the High Court decided the case on the basis of Danish compensation law and largely ignores international law standards? And would the Danish defence forces have been responsible if assessed on the basis of State responsibility standards in international law?

TEORI PERKEMBANGAN KOGNITIF JEAN PIAGET DAN PROBLEMATIKANYA PADA ANAK USIA SEKOLAH DASAR

Cognitive development is a change processes of human life in understanding, managing information, solving problems and knowing something. Jean Piaget is one of a figures studied cognitive development and said about cognitive development steps. Jean Piaget is also a biologist who links the physical maturity development with cognitive development steps. These steps are the motoric sensory step (0–2 years), pre-operational (2-7 years), concrete operations (7–11 years) and formal operations (11–15 years). In understanding the world actively, a child uses a scheme, assimilation, accommodation, organization and equilibration. A child's knowledge formed gradually in line with the information experience found. According to Piaget, children undergo a definite sequence of cognitive development steps. In this theory, children predicted to have maturity quantity and quality based on the steps passed. a step of cognitive development is a continuation of previous cognitive development. Cognitive problems arise in elementary school children viewed from Piaget's cognitive development theory including dyslexia, dysgraphia and dyscalculia. Perkembangan kognitif adalah tahapan-tahapan perubahan yang terjadi dalam rentang kehidupan manusia untuk memahami, mengolah informasi, memecahkan masalah dan mengetahui sesuatu. Jean Piaget adalah salah satu tokoh yang meneliti tentang perkembangan kognitif dan mengemukakan tahapan-tahapan perkembangan kognitif. Jean Piaget yang juga ahli Biologi menghubungkan tahapan perkembangan kematangan fisik dengan tahapan perkembangan kognitif. Tahapan-tahapan tersebut adalah tahap sensory motorik (0–2 tahun), pra-operasional (2–7 tahun), operasional konkret (7–11 tahun) dan operasional formal (11–15 tahun). Dalam memahami dunia secara aktif, anak menggunakan skema, asimilasi, akomodasi, organisasi dan equilibrasi. Pengetahuan anak terbentuk secara berangsur sejalan dengan pengalaman tentang informasi-informasi yang ditemui. Menurut Piaget, anak menjalani urutan yang sudah pasti dari tahap-tahap perkembangan kognitif. Pada teori ini, anak diprediksi memiliki kematangan secara kuantitas maupun kualitas berdasarkan tahapan-tahapan yang dilaluinya. Perkembangan kognitif pada satu tahap merupakan lanjutan dari perkembangan kognitif tahap sebelumnya. Problem kognitif yang muncul pada anak usia sekolah dasar dilihat dari teori perkembangan kognitif ala Piaget diantaranya disleksia, disgrafia dan diskalkulia.

Abstract Thinking of Practicum Students at Najran University in Light of Piaget's Theory and Its Relation to Their Academic Level

The present study aimed to identify the stage of thinking of practicum students at Najran University in light of Piaget's theory and its relationship to their academic achievement in the scientific disciplines they were studying at the college of science, mainly mathematics, physics and chemistry disciplines. The sample consisted of (50) female student teachers who were practicing teaching mathematics, physics and chemistry at the public schools in Najran. Piaget test was used as a main instrument to determine participants' thinking stage. Results showed that only 10% of participants were in the stage of abstract thinking, 46% were in the transitional stage and 44% were in the stage of concrete operations. Results also revealed statistically significant differences (α=0.05) between the academic cumulative averages of participants in the concrete thinking and transitional thinking stages in favor of participants in the transitional stage. Moreover, results indicated that there were significant differences between the cumulative academic averages of participants in the concrete and abstract thinking stages in favor of participants in the abstract thinking stage. Nevertheless, there were no statistically significant differences between the cumulative averages of participant students in both transitional and abstract stages. Significant differences were revealed between mathematics and physics student teachers in favor of participants of mathematics discipline. On the opposite, no significant differences were noticed between mathematics and chemistry student teachers, on one hand, and between physics and chemistry student teachers. In addition, there was no significant effect for the interaction between participants' stage of thinking and cumulative average.

Aproximaciones estratégicas para el diseño interdisciplinar participativo

From the disciplinary encounter of architecture and urbanism, as well from the interventions in the environments of the popular habitat –especially those of the city outskirts– several discussions have been raised in order to define models, methodologies, strategies and concrete operations to carry out within the territory. However, a better look at the conditions of those territories suggests that the approaches are not the result of a specific formula and, therefore, this vision must be diversified and expanded. This book is the compendium of different reflections from the discipline of architecture and urbanism which advocate for an understanding of the complexity of the territory and its occupation processes, allowing considering alternatives for a concrete intervention of the city outskirts contexts. Through the understanding of participatory design theories, the need for interaction with professionals from other disciplines and other actors in the process is suggested as an alternative for the systematization of participatory design. Thus, generate the necessary tools for the consolidation of interventions and its efficient manifestation. This is how the systematic proposals for reading the territory are highlighted at the time the conceptual intervention intentions and the methodology are presented with the toolbox. In that way, they work as inputs to explore in a concrete way the participatory interdisciplinary design in city outskirts areas stand out.

Sensory motivations within children’s concrete operations stage

Purpose The purpose of this paper is twofold: first, to provide empirical evidence of the relationship between specific sensory motivations (i.e. flavor) and the development of preference for food, beverages or brands by preteen consumers; and second, to compare the three age groups within the concrete operations stage toward the hypothesis contrast that states that the higher the cognitive development, the more recognized and recalled a brand will be. Design/methodology/approach The research techniques implemented were observation (exploratory phase) and personal survey using a paper and pencil questionnaire. The food products and beverages, brands, jingles and isotypes used were based on a convenience sample of 131 lunch boxes. A sample of 682 preteens aged 6–11 in the concrete operation stage obtained by convenience and snowball sampling participated. Findings When choosing one product or brand over the other, the results highlight flavor as compared with other more secondary sensory motivations, and there are clear differences between the younger and older age groups. In respect of advertising recall and brand recognition, the older age group shows higher frequencies of correct jingle-brand and isotype-brand association. Originality/value Despite product and brand consumption in the child segment relevance further motivational research is needed to identify the factors that influence preferences. The results obtained show that there are preferences and motives for product consumption that can be attributed to the functioning of the senses by the preteen consumer as well as differences within the concrete operations stage.

Open Education platforms: Theoretical ideas, digital operations and the figure of the open learner

Open Education (OE), a generic term for a collection of practices that seek to broaden the access to education through digital means, has gained increasing traction and popularity over the last years and from various corners, both globally and in European circles. Rather than taking the technologies OE makes use of at face value, this article analyzes the concrete operations that Massive Open Online Courses (MOOC) platforms perform, and more specifically the sorts of open learning and the type of open learner that are being shaped by these platforms. Understanding such platforms as active, socio-technical devices, the article first provides an overview of the conceptual milieu out of which these MOOC platforms originated. In a second part, contemporary MOOC platforms that have concretized out of this milieu are analyzed. Different types of operations that enact a very specific figure of the open learner (and types of open learning) are advanced: The open learner is increasingly being lured and made flexible, controlled and molded, communalized and responsibilized, and finally trained and empowered. The article ends with some outlines for possible future concretizations of OE and its MOOC platforms.

An empirical investigation of the learning effect in concrete operations

Purpose The purpose of this paper is to focus on productivity as it unfolds during the execution of a particular task, i.e., reinforced concrete operations. The main aim is understanding whether the learning effect explaining the improvement of productivity in subsequent cycles of a given repetitive construction process is mainly attributable to a pure worker learning (independent on the specific site) or to the experience developed by the crew on the site conditions. Design/methodology/approach The authors conduct a research that empirically investigates and compares the change in productivity data of a single worker during his/her working life and that of a crew involved in specific repetitive work, such as the concreting activities of a multi-storey building. Findings The findings suggest differentiating between productivity gain as a result of the learning effect of the individual worker throughout his/her working life (which is independent of the specific project and site) and that of a crew composed by more workers which repeat reinforced concrete operations in a given specific project. Research limitations/implications Despite the great attention reserved to learning in construction, few researchers discuss on the real applicability of the learning curve (LC) theory in the construction industry. The authors contribute to this literature by empirically investigating the contributions that the learning effect of the individual worker and that of a crew repeating a given task (i.e. reinforced concrete operations) in a given project have on the productivity improvement for subsequent cycles of the repetitive construction process. Practical implications The findings of this study have important managerial implications. The shape of the LC of the individual worker implies that learning increases relatively slowly in his/her working life (particularly after one to two years), while the effects of the crew experience are immediately significant in a time range of few weeks. This means that a single “one-off” multi-storey building project will show in the first storey the “historical,” individual productivity of the individual workers (i.e. not going to vary significantly in the next few weeks). The productivity improvement in the further storeys will only depend on the project-specific (and collective, for the crew) “learning” due, for example, to better coordination or to other issues that are progressively solved moving from the first storey to the following ones. So, the project-specific LC increases in a faster way than the individual one, and the overall productivity can be improved by accelerating the project-specific learning rate with more accurate project-specific design and management. Originality/value This paper enhances the understanding of the contributions that the learning effect of the individual worker and that of a crew repeating a given task (i.e. reinforced concrete operations) in a given project have on the productivity improvement for subsequent cycles of the repetitive construction process. This will contribute to improve the planning and control of site work activities, avoiding time and money wastefulness.