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Global flows and their geopolitical power relations powerfully shape the environments in which children lead their everyday lives. Children’s images, imaginations and ideas of distant places are part of these global flows and the everyday activities children perform in preschool. Research explores how through curricula young children are moulded into global and cosmopolitan citizens and how children make sense of distant places through globally circulating ideas, images and imaginations. How these ideas, images and imaginations form an unproblematised part of young children’s everyday preschool activities and identity formation has been much less explored, if at all. I use Massey’s (2005) concept of a ‘global sense of place’ in my analysis of ethnographic data collected in an Australian preschool to explore how children produce global qualities of preschool places and form and perform identities by relating to distant places. I pay special attention to how place, objects and children become entangled, and to the sensory aspects of their emplaced experiences, as distant spatialities embed in and as children’s bodies inhabit the preschool place. To conclude, I call for critical pedagogies to engage with children’s use of these constructions to draw similarities or contrast aspects of distant places and self, potentially reproducing global power relations by fixing representations of places and through uncritically enacting stereotypes.
A man, coming to the world in a family community, reaches maturity and in most cases sets a family of his own. Traditional transition from the family of origin to family of procreation combines with engagement followed by marriage as a family subsystem. These periods characterize with high dynamics of changes taking place within the marital subsystem. Bride and groom, and later married couple face the need to discuss family matters, negotiate marital roles, develop compliance and their identity, regulate marriage intimacy, solve conflicts, as well as, run their household. Undoubtedly, planning and organizing life requires developed communication skills. The author, guided by these premises, has sought to present some aspects of communication for engaged couples and spouses with many years of experience. Isolated groups were not accidental. Main reason was the ability to analyze the results in terms of convergence and divergence of views and assessments shown by brides and married couples at different stages of marriage - family life. Therefore, structure of this text was built by the following variables’ categories: frequency of conversations in the family and their themes, communication barriers between spouses and fiancés, ways of improving the flow of information between partners.
Laimute Kardeliene, Kęstutis Kardelis and Rima Bakutyte
The article discloses the value of academic library. This value is deriving from the university purpose to prepare students to be able to deal with the increasing the flow of information in the society (Owusu - Ansah, 2001). Research was carried out in Utena University of applied science. First-year students (n = 140) made 48,3% of the sample, and third-year students (n = 150) - 51,7% of the investigated sample; males - 33,8% (n=98), and females - 66,2% (n=192). The conditions of academic library as student and future specialist empowered environment are validated: communicational, physical, pragmatic. The interpretation of research data disclosed that the academic library as learning environment and as environment which is empower the student to a professional qualification less or more improve future specialist professional, academically and as a personality. The future development of specialist competence effectiveness criteria can be considered as the nature of those experiences, which causes him to preparation for examinations and various settlements, preparation of projects and the search for the global academic community material created a topic of interest. The nature of experiences can reduce the educational impact of library. While improving learning environments are necessary to guide students with higher academic achievement and those who are spending more time in the library view.
Iustinian Bengulescu, Costin Pasnicu, Corina Pantea and Stelian Pantea
End stage renal disease (ESRD) represents a chronic medical condition that has become a public health problem and requires substantial funding. The number of patients with ESRD is rapidly increasing. From the moment that ESRD is diagnosed, the natural evolution of this pathology is towards mandatory dialysis, in absence of a renal transplant procedure. In order to perform hemodialysis, a vascular access site must be created and maintained functional. A proper vascular access site allows an adequate blood flow through the dialysis machine, in order to obtain the required results. The arterio-venous fistula represents the number one recommended vascular access site procedure. Establishing and maintaining a vascular access represents one of the biggest problems in hemodialysis. The arterio-venous fistula thus becomes the patient’s lifeline. Maintaining a good quality vascular access site is a demanding process and requires cooperation between both the patient and the health care providers. For ESRD patients there is a constant concern regarding the patency of their vascular access. The aim of this paper is to present the postoperative measures that ESRD patients should provide in order to preserve their vascular access. Also, we want to present the main signs of an early complication that patients should recognize and therefore immediately present themselves to the physician. By establishing this type of cooperation and trust between the patient and the medical staff we will be able to reduce the number of surgical procedures required for the creation and maintenance of the vascular access. Our final thought remains that a well-informed patient has better chances of prolonging his “lifeline”.