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Love for Frequent and Low Flow Activities in the United States and India

.08.031 Buhrmester, M., Kwang, T., & Gosling, S. D. (2011). Amazon’s Mechanical Turk a new source of inexpensive, yet high-quality, data? Perspectives on Psychological Science , 6 (1), 3-5. doi: 10.1177/1745691610393980 Carpentier, J., Mageau, G. A., & Vallerand, R. J. (2012). Ruminations and flow: Why do people with a more harmonious passion experience higher well-being? Journal of Happiness Studies , 13 (3), 501-518. doi:10.1007/s10902-011-9276-4 Casler, K., Bickel, L., & Hackett, E. (2013). Separate but equal? A comparison of participants and data gathered via

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New Digital Media and Flow: A Study of Experience

REFERENCES Csikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 15-35). New York, NY US: Cambridge University Press. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience . New York: HarperCollins. Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life . New York: Basic Books. Csikszentmihalyi, M., & Csikszentmihalyi

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Parental Thinking, Beliefs and Values: Establishing Entrepreneurial Skills in the Family

Pszichológiai Szemle [Hungarian Psychological Review], 57 (1), 211–227. Csíkszentmihályi, M. (1991). Flow. The psychology of optimal experience . New York: Harper Perennial. Csíkszentmihályi, M. (1997). Finding flow. The psychology of engagement with everyday life. New York: Basic Books. Davies, I., Evans, M., Fülöp, M., Kiwan, D., Peterson, A., & Sim, B.-Y. J. (Eds.). (2019). Taking action for change: Educating for youth civic engagement and activism. York: University of York. Dizon-Ross, R. (2018). Parents’ beliefs about their children

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Izometric effort in the balance stance of handball throw

, p. 218-220 5. Braatz J.H., Gogia P.P. (1987). The mechanics of pitching, J Orthop Sports Phys The r, 9:56-69 6. Pappas A.M., Zawacki R.M., McCarthy C.F (1985). Rehabilitation of the pitching shoulder, Am J Sports Med , 13, p. 223-35 7. Joris H.J., Van Muyen A.J., Van Ingen Schenau G.J., Kemper H.C. (1985). Force, velocity and energy flow during the overarm throw in female handball players, J Biomec ,18(6), p. 409-14 8. Eliasz, J. (1999). The Relationships Between Throwing Velocity and Motor Ability Parameters of the High

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Enhancing Understanding, Flow And Self-Efficacy In Learners With Developmental And Attention Difficulties Through ICT-Based Interventions

., & Maras, A. (2015). Development and User Satisfaction of “Plan-It Commander”, a Serious Game for Children with ADHD. Games for Health Journal, 4(6), 502-512. https://doi.org/10.1089/g4h.2015.0021 13. Cihak, D. F., Kildare, L. K., Smith, C. C., McMahon, D. D., & Quinn-Brown, L. (2012). Using Video Social Stories to Increase Task Engagement for Middle School Students With Autism Spectrum Disorders. Behavior Modification, 36(3), 399-425. https://doi.org/10.1177/0145445512442683 14. Csikszentmihalyi, M. (2014). Applications of Flow in Human

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Passion and Creativity – Together or Separately?

., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the Creative Achievement Questionnaire. Creativity Research Journal, 17, 37-50. http://dx.doi.org/10.1207/s15326934crj1701_4 Csíkszentmihályi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York, NY: Harper Collins Publishers. Day, Ch. (2004). A Passion for Teaching. London: Routledge. Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of

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Distant places in children’s everyday activities: Multiple worlds in an Australian preschool

Abstract

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.

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Comparing Selected Levels of Communication Between Fiancée, Fiancé and Spouses

Abstract

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.

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Academic Library as the Space for the Development of Future Specialists’ Competence

Abstract

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.

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Occupational therapy for patients with an arterio-venous fistula

Abstract

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”.

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