What makes us want to create? I provide an overview of intrinsic and extrinsic motivation and their relationship with creativity before switching to needs, work orientation, and purpose. Creativity can help inspire us and drive us forward. It can be a source of passion or a vehicle to express it. We can enter the magical feeling of flow when we create. And across longer periods of time we can experience growth and have a sense of meaningful progress through creative work.

This chapter explores the broader topic of creativity and positive outcomes, of which positive emotions are one. The other positive outcomes we focus on include socialization, personal growth, meaning/legacy, and flow. We first describe the various models of well-being that feature these outcomes, such as subjective well-being (SWB; Diener, 1984), psychological well-being (Ryff, 1995), flourishing (Seligman, 2011), and self-determination theory (Ryan & Deci, 2017). In the bulk of this chapter, we discuss the existing research in the creativity field related to each of these five outcomes. Major progress on this topic has been made in recent years, offering much to discuss.

Chapter 10 begins with an overview of previous, mostly telic treatments of play, contrasted with a “for its own sake,” paratelic approach. It discusses juvenile play, then adult play, including the play of animals in the wild. Much of the chapter focuses on language play, and on the function of play in conversation. The discussion throughout emphasizes the intrinsic motivation for play while acknowledging its contributions to individual and group homeostasis.

Chapter 10: Motivation for Reading. This chapter explains the critical role of learner motivation for reading development. Research shows that positive motivation improves comprehension both directly and indirectly through greater amounts of extended reading, more effective uses of reading strategies, and greater engagement with reading comprehension processes. Motivation has an important role to play in reading development, and teachers and classroom contexts can have a major impact on student motivation. The chapter reviews the major theories of reading motivation and then focuses more specifically on the research of Guthrie and colleagues, and Schiefele and colleagues. Over the course of decades these researchers have developed key ways to measure motivation and relate motivation specifically to reading development. One consistent major finding is that intrinsic motivation supports amount of reading done by learners, and amount of reading is a major support for reading development. The chapter closes with implications for instruction.

In those moments, or seconds, or hours, when focus on our creative work overrides input from the outside world, we are in the altered state of a creative trance. Shaped by individual experiences, social circumstances, and cultural traditions, the creative trance is multifaceted and psychologically significant. Taking numerous forms throughout the sciences, arts, sports, and self-transformation, it can change the world. At age sixteen, Albert Einstein’s visualization of riding on a light beam became a basis for his theory of special relativity. It can also be the inner deliberations of both Mozart and Shostakovich, who composed finished music in their minds. Cross-culturally, meditation and sleep are central to a creative trance. The Native North American Chippewa weave dream images into their beadwork and banners. In addition to the trance of creation, there is an audience creative trance of reception that ranges from pleasant enjoyment to the overwhelming response of the Stendhal syndrome.

Fractures are often implicitly represented in models used to simulate flow in fractured porous media. This simplification results in smaller models that are computationally tractable. As computational power continues to increase, there has been growing interest in simulation methods that explicitly represent fractures. The embedded discrete fracture model (EDFM) is one such method. In EDFM, fracture and matrix grids are constructed independently. The grids are then coupled to each other via source/sink relations. This modeling approach makes EDFM versatile and easy to use. EDFM has been shown to be able to handle complex fracture networks. The grid construction process is also straightforward and requires minimal fine-tuning. Within academia and industry, EDFM has been used to study geothermal energy production, unconventional gas production, multiphase flow in fractured reservoirs, and enhanced oil recovery processes. In this chapter, the mathematical formulation of EDFM is introduced. We then demonstrate the usage of EDFM via three examples. The first example involves a simple fracture network containing only three fractures. The second involves upscaling a stochastically generated fracture network. Finally, a well test will be simulated in a publicly available data set sourced from the Jandaira carbonate formation in Brazil.

The history of waste records a relationship that has altered over time, resulting in various literal and symbolic manifestations. Waste Studies crosses conventional disciplines to offer ethical frameworks which pay attention to, understand, and act on bodily, cultural, and societal waste. With examples from novelists Toni Morrison and Wolfgang Hilbig, this chapter illustrates a number of aspects of waste in literature: waste as material agent; waste as metaphor; and narratives structured as waste, with little hope for clarity. The strategy of slow practice through narrative construction can prove a means to inculcate an ecological sensitivity and awareness we carry with us beyond the act of reading. While waste categories often are used to dismiss, deny, and reject certain humans, other-than-human agents, and material items, waste has also been used as a means to provoke compassion and ethical engagement by which we can develop a compassionate commonality with wasted beings to act for them, for us, and for the world. Waste Studies argues that the humanities can vibrantly and dynamically work to improve all of our lives in a concrete and material way.

A self-proclaimed “minor female Wordsworth,” Bishop is honest yet modest about nature’s centrality that endures through her writing. Her eye for natural detail is exhibited early in signature poems such as “The Fish,” then her nature writing develops sublime power in A Cold Spring with “At the Fishhouses” and “Cape Breton.” These Canadian maritime poems blend humanity with nature and machinery in unusual synthetic harmony mid-century. Bishop’s memoir “In the Village” demonstrates how, after family tragedy, nature works as a recuperative catalyst in her evolving artistry. This short story is the centerpiece of her oeuvre, and it displays her modus operandi with its unusual blend of genres used to begin the mostly poetic volume Questions of Travel; this title poem demonstrates the natural fluidity of waterfalls in rhythmically flowing language. Nature here, and in later prosaic breakthroughs such as “The Moose,” is integral to Bishop’s innovative use of genres and poetic forms.

Whether hoping to lose 10 pounds, pay off debts, or write the next great novel, the process of goal pursuit forces us to embrace the factors that move us, confront the biases that shape our thinking, overcome the obstacles that impede our actions, and adapt our lifestyles to productive routines. Yet the journey does not end as we transition from goal attainment to goal maintenance. This chapter details the way we construe maintenance to prepare ourselves for long-term success as we face new challenges and embrace new opportunities.

In this autoethnographic essay, the author – a drummer – describes how he derives meaning from playing the drum kit. He presents accounts of playing drums both alone and in the context of an original rock band. Drawing from existing scholarship on aesthetic experience and meaning in music making, the author argues that while he plays drums often in a state of flow, it may be unhelpful to construe this – as others have done – as music making for its own sake. Rather than positioning his drumming as autotelic or intrinsically worthwhile, the author explains how he plays for the fulfilment derived therefrom, as part of a life lived in search of eudaimonia – flourishing both individually and as part of a community. Drumming in these contexts is, the author argues, a locus of spirituality, understood through the lenses of embodiment, authenticity, and personal agency as a form of success. Playing drums – for this drummer – provides a connection to, and a window into, his soul.

Blood is a concentrated suspension of deformable, aggregating, red blood cells within a medium of other cells and proteins. It is a complex colloidal system with a non-Newtonian rheology that is characterized by viscoplasticity, thixotropy, and viscoelasticity. After reviewing some of the key biological characteristics of human blood, and after presenting a short historical review of the subject, we present some recent accomplishments. These range from the development of a parameterized Casson model, based on the hematocrit and fibrinogen levels, to the discussion of several recent structural models that are able to capture several of the time-dependent rheological effects of blood. A comparison is also offered between model predictions and the results of recent transient measurements, some involving a newly proposed variant of LAOS: the Unidirectional LAOS. The latter experiment is especially appropriate for the study of blood rheology as it follows roughly the flow experienced by blood in the arterial circulation. It consists of a superposition of steady and large amplitude oscillatory flow in such a way that flow reversal is avoided. Some additional models are discussed along with the challenges and opportunities for future research.

We explore different modes of experience in performance, including various experiences of flow, heedful performance, and habit. In contrast to conceptions that take habit to be automatic or a more-or-less rote repetition of behavior, Dewey and Merleau-Ponty consider habit to be a general bodily responsiveness to the world. Dewey's conception of intelligent habit involves a thoughtful attitude of care and attunement to the parameters of the task. Merleau-Ponty likewise describes habit as being both motor and perceptual. Habit is an open and adaptive way in which the body learns to cope with familiar situations in ways that involve some degree of heedful performance. The deployment of a motor habit, for example, adapts to the specific contour of the situation – different situations make different demands on how the habitual task, here and now, ought to be achieved. This conception of habit meshes well with ecological affordance-based accounts of action and perception.

The term flow originates from studies on what motivates people to devote more time to activities – across both work and play settings – than could be expected based on external rewards such as money or fame. The main underlying reason appears to be the intrinsically rewarding subjective experience of flow. Flow refers to a psychological state of high but subjectively effortless attention, low self–awareness, sense of control and enjoyment that can occur during the performance of tasks that are challenging but matched in difficulty to the skill level of the person. This chapter gives an introduction to flow that focuses on the prerequisites and phenomenology of effortless attention, and how the flow experience relates to perception, cognition, and action. Flow and creativity are discussed in particular detail, centering on three hypotheses of how flow may relate to creative cognition; as a motivating factor for task engagement and skill acquisition, as a feedback signal for optimal task-based adaptation, and as relying on similar psychological and neural underpinnings. Lastly, the need for more basic research and applied research is discussed – the former on the relation between flow states and the quality of creative performance and the latter on how the concept of flow could be implemented successfully in training and education.

The first part of Chapter 7 deals with oscillating water columns (OWCs). The concepts of radiation conductance and susceptance are introduced. The former is related to the radiated power, whereas the latter represents the reactive power. Expressions for the power absorbed by the OWC are derived, which are analogous to those of the oscillating body WEC. The potential energy of the OWC is also discussed. The last part of Chapter 7 deals with wave energy converters that move in modes other than the six conventional rigid-body modes. The theory of generalised modes are described, and some examples are given to illustrate the utility of the theory.

In this chapter, you will develop your understanding of: organisation skills to support your teaching and wellbeing, the concept of flow and how it can support you, how to recognise emotions and care for yourself, working with the curriculum and responding to change, and planning and meeting the teaching standards.

This chapter examines the dynamics of flow in rivers and streams. Fundamental hydraulic concepts are introduced, including classification of flow in open channels as steady versus unsteady and uniform versus nonuniform; characteristics of one-, two-, and three-dimensional open-channel flows; mathematical treatment of open channel flow as fully three-dimensional (Navier–Stokes equation); simplifications of energy and force relations based on one-dimensional, steady, uniform treatments of open-channel flow; ratios of forces (Reynolds and Froude numbers); and resistance relations for reach-averaged one-dimensional flow. Boundary-layer theory is reviewed to relate the forces acting on the channel boundary to the velocity profile and to turbulent stresses, to derive the law of the wall for the turbulent part of the boundary layer, to show how the law of the wall can be used to determine boundary shear stress and roughness height, and to examine how boundary roughness, including the development of bedforms, affects boundary-layer structure and flow resistance.

This chapter focuses on river confluences as a distinctive type of river planform. Topics covered in the chapter include the characteristics of confluence planform geometry, the distinction of confluence types based on planform symmetry, the factors controlling flow structure and patterns of sediment transport in confluences, current understanding of flow structure and patterns of sediment transport in confluences, dynamic changes in bed morphology in relation to changes in hydrological conditions of incoming flows, mixing downstream of confluences, changes in channel geometry at confluences, and changes in confluence planform over time.