THE BALTIC STATES OF THE THREE SEAS INITIATIVE: ESTONIA, LATVIA AND LITHUANIA IN CREATIVE RELATIONS WITH THE UNITED ARAB EMIRATES

The presented manuscript deals with three Baltic states (Estonia, Latvia, and Lithuania) that are part of the Three Seas Initiative in the context of cooperation with the United Arab Emirates. The research’s goal is analysis the larger dimension of Three Seas Initiative and its creative role and importance in the international arena, including the Middle East. In this sense, this paper asks a research question of whether the relations between Estonia, Latvia, Lithuania, and the United Arab Emirates have the potential for deeper and broader creative dynamics of their cooperation. The presented article is the first research work of this type. Thus, it fills a gap in the literature and analyses concerning relations between the Baltic states and the United Arab Emirates. This work is primarily base on empirical research conducted for ten years. In addition, the author used his own creative experience, including as an Ambassador to the United Arab Emirates (2011–2015) or Senior advisor at Expo 2020 (2016–2018), responsible for strategies and creative development of relations the United Arab Emirates with all the Three Seas Initiative countries, including Baltic states. As a result of the research, the author argues that Estonia, Latvia, and Lithuania, as a part of the Three Seas Initiative, should make this concept more creative in its external dimension, with the United Arab Emirates. Expo 2020 (1 October, 2021–31 March, 2022) provides an opportunity for creative diplomacy. This event is an occasion to demonstrate joint projects, also in global aspects.

Development of intellectual and creative abilities as a pedagogical phenomenon

The paper is devoted to the study of divergent thinking as one of the structures of intellectual and creative development of primary school children with speech disorders. The methodological foundations of the research problem are analyzed. The tools for the study of divergent thinking for primary school children are selected. The main components of divergent thinking of young schoolchildren in the context of their general intellectual and creative development are highlighted. The concepts of intellectual and creative development, divergent thinking, typology of primary school children with speech disorders are specified. In the course of the study, objective indicators of the development of divergent thinking were obtained, as well as the features of this type of thinking in younger schoolchildren with speech disorders. The author shows the features of divergent thinking of younger students. The results obtained can help teachers in the development and selection of adequate methods and techniques in correctional and developmental work with younger students with speech disorders.

modern problems and prospects of music formation and art education development during COVID-19

This article aims to assess the problems and prospects of the development and formation of music and art education given the impact of the pandemic COVID-19. Methodology. The research formed a model for the creative development of pupils and students of music and art education based on the Organization for Economic Co-operation and Development Skills for Jobs database. Results. Creativity is shaped by the hands-on activities of students, their music, and art education. Basic creativity skills are best formed through interdisciplinary collaboration toward STEM-education. Research shows that math skills, science, and engineering have a positive effect on students' creativity in hands-on product creation during art courses. Technical skills are important, but they stimulate creativity when students independently decide to use them in a specific, student-defined task. The novelty effect of technology is temporary in creativity stimulation, whereas the student's independent decision to use specific technical skills accordingly to a self-defined problem and task stimulates creativity in the long run. COVID-19 pandemic has exacerbated long-standing challenges and barriers for arts and music education as well as ways to solve those challenges.

Applying Synthetic Biology with Rational Design to Nature’s Greatest Challenges: Bioengineering Immunotherapeutics for the Treatment of Glioblastoma

Improvements in bioengineering methodology and tools have allowed for significant progress in the development of therapeutics and diagnostics in medicine, as well as progress in many other diverse industries, such as materials manufacturing, food and agriculture, and consumer goods. Glioblastomas present significant challenges to adequate treatment, in part due to their immune-evasive and manipulative nature. Rational-design bioengineering using novel scaffolds, biomaterials, and inspiration across disciplines can push the boundaries in treatment development to create effective therapeutics for glioblastomas. In this review, we will discuss bioengineering strategies currently applied across diseases and disciplines to inspire creative development for GBM immunotherapies.

Development of Ideas of Philosophy of Law in the Ancient East

Any science striving for the creative development of its content cannot be indifferent to its past, to the history of its ideas, discoveries, and conclusions. This idea is entirely related to the philosophy of law - one of the most ancient sciences of law. With the development of humankind, with the formation of the first states, there is a gradual departure from mythology, which is being replaced by philosophy and religion as forms of social consciousness. Traditions of human life are fixed in their norms. Among the norms, the norms of law also function. In the ancient East states, in which powerful theocratic monarchies took shape, the first philosophical and legal views were also formed. The peculiarity of the development of the coun- tries of the Ancient East, when the state became the owner of the land, slaves, etc., leaves its imprint on the formation of political doctrines about the state aimed at substantiating the despotism and omnipotence of the monarch.

Role of the Teacher in Development Creative Abilities for Children

The creative development of children is only effective when two components are combined in the educational process: the creative detail of children and the creativity of the teacher. Creative activity is a system of certain skills, ways of thinking and activity of children and pedagogic-ha. Each has its own specificity, which is defined by the role of the participant, and the nature of the activities. The democratic nature of education contributes to the development of creative activity of children. It takes a special research and development of practical work forms, methods and techniques of teaching that encourage the development of the child's creative intelligence. The main stimulator of Children is a creative activity of the teacher. Passion in creative activity, expressed how much feeling has a significant impact on the thinking and behavior of all participants in the pedagogical process. The main obstacle to the development of creative learning is its high standardization, which hinders creativity of the teacher.

Returning to the Body: Somatic Sensing in Multi-Person Virtual Reality Technology

This article uses a dance-somatic standpoint to explore the complexities of body-technology relations across the virtuality and corporeality of bodies and environments using multi-person Virtual Reality technology (VR). Immersion into a virtual environment (VE) using VR can lead to a sense of presence, of ‘being there’. Dancers move attending to a field of sensation which is felt and tactile, undertaking somatic and sensory practices to de-centre vision so to foreground and thus activate non-visual and somatic senses. From this dancerly standpoint, entering into a VE brings into play the immediate effect of a perceptual tension or ‘gap’ between the visual, virtual environment and the physical, felt environment. Technologists and artists engaging with VR typically find ways to cover-over this perception gap in order to create a reality that is fluidly and synchronously experienced by the participant. This article introduces and discusses two participatory performance projects Figuring (2018) and Soma (2020) which challenge this approach. Drawing on participant responses to Figuring, and the creative development of Soma, the article presents and discusses six themes which unpack and challenge normative notions and expectations around VR technology and how bodies sensorially engage with the technology; and discusses an ‘ethics of care’ which calls for somatic activation and participatory agency in human encounters with technology. Throughout, the article offers a commentary on the tensions between a thematic research approach and an intuitive, practice-led approach in the analysis of participant testimonies and in the creative processes of performance-making. 

STEAM Course Development and Design based on Design Thinking: A Case Study on “Self-induction Demonstrator”

STEAM education is a new direction of education reform in the 21st century. It can cultivate students’ ability to creatively solve practical problems, integrate and apply interdisciplinary knowledge. It is an effective way to help students master the 21st century’s abilities. All countries spare no effort to let it be local Take root. The integration of design thinking and STEAM education provides a good opportunity for students' comprehensive and creative development. Therefore, we use the D. School design thinking model developed by Stanford University to develop a STEAM course based on design thinking to improve students' STEAM literacy and the skills and abilities that company needs for high-quality development. This STEAM course takes "Self-induction Demonstrator" as the project theme, including five steps: Empathize, Define, Ideal, Prototype, and Test. It aims to provide a reference paradigm for the design and implementation of the K-12 STEAM course, and promote the deep integration of science, technology, engineering, mathematics and art.

LES NABIS AND MAX VOLOSHIN: GAME MODELS

The article draws parallels between the variants of the play-drama and the forms of self-representation of the Les Nabis and the «Parisian» Maximilian Voloshin. All of them tested the concepts of play, performance, and artistic transformation of reality, which are organic in the aesthetics of symbolism, based on the tradition of French culture from T. Gauthier, J. Barbey d’Aurevilly to J. Péladan, F. Khnopff. In the stream of theatrical utopia of the late XIX – early XX centuries Les Nabis and Voloshin used the style of symbolism in everyday life and creativity. They were united by an understanding of art as an emanation of the absolute, a perception of phenomena as a «door to eternity», an invisible reality, a specific «sense of the mystery of things pregnant with an event» (Edouard Vuillard). The thesaurus of forms they possessed included signs of self-manifestation. But, although all of them have an increased attention to the synthesis of religions, mysticism, transchronological excursions, their models of life creation, as well as self-realization, have a number of differences in the ways of objectification of the spiritual. The sublime drama of the Nabis – «Language of Nabis», created by P. Sérusier, paraphernalia, clothes in the form of a felony, weekly ritualsin the Temple of Nabis on Boulevard Montparnasse, 25 – shows their commitment to the spiritualist model of thegame. And the semi-humorous atmosphere of the «Order of the Spins» in the house of Voloshin in Koktebel, jokes andhoaxes of the owner tend to laugh culture. Voloshin claimed: «Everything that is not a game is not art». He relied on the reception of art as a game and life as art – the newly created world en variante locale by the artist, the conjurer of things. Together with the fraternity, which arose spontaneously every summer and spontaneously formed its own laws and rituals, the poet realized an improvisational model of the game, close to children’s games. In contrast to the pathos of the Les Nabis, Voloshin’s game was a frontier against society and the then (1905-1924) Russian reality. If the theater of nabis in the manifestations of Art nouveau realized their goal to aestheticize space, then Voloshin’s game, which became his lifestyle, led to the creation of a new person and new relationships. It contributed not only to the creative development of its members, but also to saving lives during the Bolshevik terror and famine. Late Voloshin, with his analysis of the Сainite civilization and the historiosophical conception of Russia, consistent with modern assessments of geopolitical realities, can be positioned as a seer who predicted the course of events for centuries to come.

Evolution of teaching the probability theory based on textbook by V. P. Ermakov

The paper is devoted to the study of what changes the course of the probability theory has undergone from the end of the 19th century to our time based on the analysis of The Theory of Probabilities textbook by Vasyl P. Ermakov published in 1878. In order to show the competence of the author of this textbook, his biography and creative development of V. P. Ermakov, a famous mathematician, Corresponding Member of the St. Petersburg Academy of Sciences, have been briefly reviewed. He worked at the Department of Pure Mathematics at Kyiv University, where he received the title of Honored Professor, headed the Department of Higher Mathematics at the Kyiv Polytechnic Institute, published the Journal of Elementary Mathematics, and he was one of the founders of the Kyiv Physics and Mathematics Society. The paper contains a comparative analysis of The Probability Theory textbook and modern educational literature. V. P. Ermakov's textbook uses only the classical definition of probability. It does not contain such concepts as a random variable, distribution function, however, it uses mathematical expectation. V. P. Ermakov insists on excluding the concept of moral expectation accepted in the science of that time from the probability theory. The textbook consists of a preface, five chapters, a synopsis containing the statements of the main results, and a collection of tasks with solutions and instructions. The first chapter deals with combinatorics, the presentation of which does not differ much from its modern one. The second chapter introduces the concepts of event and probability. Although operations on events have been not considered at all; the probabilities of intersecting and combining events have been discussed. However, the above rule for calculating the probability of combining events is generally incorrect for compatible events. The third chapter is devoted to events during repeated tests, mathematical expectation and contains Bernoulli's theorem, from which the law of large numbers follows. The next chapter discusses conditional probabilities, the simplest version of the conditional mathematical expectation, the total probability formula and the Bayesian formula (in modern terminology). The last chapter is devoted to the Jordan method and its applications. This method is not found in modern educational literature. From the above, we can conclude that the probability theory has made significant progress since the end of the 19th century. Basic concepts are formulated more rigorously; research methods have developed significantly; new sections have appeared.