natgillin/translations-raw huggingface dataset:
“The time when you should take care of your mental and physical health with activities you think are right for them. 
»Čas, v katerem bi človek naj skrbel za svoje duševno in telesno zdravje, z aktivnostmi, ki se mu zdijo za to primerne.
For me, it's music, sport and hanging out with friends, reading, TV…” 
Pri meni so to glasba, šport in druženje s prijatelji, branje knjig in TV…«
In general numerous authors have found that it is primarily structured leisure activities that are a positive factor for young people's psychosocial development (Holland and Andre, 1987; Young et al., 1997). 
V splošnem številni avtorji ugotavljajo, da so predvsem strukturirane prostočasne dejavnosti tiste, ki so pozitiven dejavnik za mladostnikov psihosocialni razvoj (Holland in Andre, 1987; Young et al., 1997).
We count as structured activities those where young people cooperate in some system involving limitations, rules and objectives, frequently under the supervision or organisation of adults (Larson, 2000). 
Med strukturirane štejemo tiste dejavnosti, pri katerih mladi sodelujejo v nekem sistemu, ki zajema omejitve, pravila in cilje, pogosto pod nadzorom oz. organizacijo odraslih (Larson, 2000).
The majority of studies show that it is primarily within the school system (at-school, after-school or special interest) that leisure activities are associated as a rule with numerous dimensions of positive adolescent development (McNeal, 1995; O‘Brien and Rollefson, 1995; Feldman and Matjasko, 2005). 
Večina raziskav kaže, da so predvsem znotraj šolske (obšolske, pošolske oz. interesne) prostočasne dejavnosti praviloma povezane s številnimi razsežnostmi pozitivnega razvoja mladostnikov (McNeal, 1995; O‘Brien in Rollefson, 1995; Feldman in Matjasko, 2005).
In other words, pupils who take part in school special interest activities have a higher average score, their risk of not completing school education is lower, they are absent from lessons less frequently, their level of school deviance is lower and this kind of primary school activity is also a positive indicator of continued education at university level (Marsh, 1992; Finn, 1993; McNeal, 1995; Mahoney and Cairns, 1997; Yin 
Z drugimi besedami, učenci, ki sodelujejo v znotrajšolskih interesnih dejavnostih, imajo višjo povprečno oceno, njihovo tveganje nedokončanja šolanja je manjše, manj pogosto izostajajo od pouka, stopnja njihove šolske deviantnosti je nižja, tovrstno osnovnošolsko udejstvovanje pa tudi pozitivno napoveduje nadaljevanje šolanja na fakulteti (Marsh, 1992; Finn, 1993; McNeal, 1995; Mahoney in Cairns, 1997; Yin et al., 1999; Prelow in Loukas, 2003; Zaff et al., 2003; Chambers in Schreiber, 2004; Dunn et al., 2004; Darling, 2005).
et al., 1999; Prelow and Loukas, 2003; Zaff et al., 2003; Chambers and Schreiber, 2004; Dunn et al., 2004; Darling, 2005). 
Zunajšolske strukturirane (organizirane) prostočasne dejavnosti (torej dejavnosti, ki potekajo pod nadzorom odraslih oseb, pogosto zaradi doseganja nekih instrumentalnih ciljev) so povezane tudi z bolj prilagojenim
On the other hand passive, unstructured activities (where adolescents are not striving to attain any instrumental goals, such as socialising with peers, watching television, listening to music etc.) are generally linked to the less favourable psychosocial development and behaviour of young people (e.g. 
Na drugi strani pa so pasivne, nestrukturirane dejavnosti (pri katerih si mladostniki ne prizadevajo za dosego nekih instrumentalnih ciljev, npr. druženje z vrstniki, gledanje televizije, poslušanje glasbe ipd.) praviloma povezane z manj ugodnim psihosocialnim razvojem in vedenjem mladih (npr.
Osgood et al., 1996; Vazsonyi et al., 2002; Caldwell and Smith, 2006; McHale, 2008; Bohnert et al., 2009). 
Osgood et al., 1996; Vazsonyi et al., 2002; Caldwell in Smith, 2006; McHale, 2008; Bohnert et al., 2009).
Of course passive leisure activities are not in themselves problematic, but the problem is when such activities become excessive or dominant, or even the only way of spending free time (Ule, 2000: 68). 
Seveda pasivne prostočasne dejavnosti same po sebi niso problematične, težava pa je, če tovrstne dejavnosti postanejo čezmerne oz. prevladujoči ali celo edini način preživljanja prostega časa (Ule, 2000: 68).
Authors offer two fundamental reasons why unstructured activities are generally associated with less favourable adolescent development. 
Avtorji ponujajo dve temeljni razlagi, zakaj so nestrukturirane dejavnosti pretežno povezane z manj ugodnim razvojem mladostnikov.
On the one hand there is the zero sum explanation, where any kind of free time spent in unorganised, unstructured activities takes away from the time that could be devoted to structured activities (Coleman, 1961; Camp, 1990; Marsh, 1992). 
Na eni strani se pojavlja razlaga ničelne vsote (angl. zero-sum), iz katere izhaja, da vsakršno preživljanje časa v neorganiziranih, nestrukturiranih dejavnostih izpodriva čas, ki bi bil lahko namenjen strukturiranim dejavnostim (Coleman, 1961; Camp, 1990; Marsh, 1992).
Yet on the other hand the theory of individual development indicates that unstructured, passive leisure activities can also positively influence psychosocial adolescent development, since through them they express and build their talents, interests and identity. 
Toda na drugi strani iz teorije posameznikovega razvoja izhaja, da lahko tudi nestrukturirane, pasivne prostočasne dejavnosti pozitivno vplivajo na psihosocialni razvoj mladostnikov, saj skozi njih ti izražajo in gradijo svojo nadarjenost, interese in identiteto.
In this respect Larson and Verma see various contexts involving the leisure pursuits of young people as experiential niches that tend to offer the adolescent a learning environment with special rules, scenarios and motivational experiences (Larson and Verma, 1999). 
S tega vidika Larson in Verma vidita različne kontekste, v katerih potekajo prostočasne dejavnosti mladih, kot izkustvene niše, ki utegnejo mladostniku ponujati učno okolje s posebnimi pravili, scenariji in motivacijskimi izkušnjami (Larson in Verma, 1999).
Time spent in individually selected activities, therefore, can contribute significantly to the development of adolescents, since through them the adolescent can build his own competence and discover new social roles (Eccles, 1999). 
Čas, preživet v individualno izbranih dejavnostih, torej lahko pomembno pripomore k razvoju mladostnika, saj skozi njih mladostnik gradi lastne kompetence in spoznava nove družbene vloge (Eccles, 1999).
Research also shows that for young people, free time means chiefly time for relaxation, socialising with friends and for enjoyment (Schiano et al., 2007). 
Tudi raziskave kažejo, da mladim prosti čas pomeni predvsem čas za sprostitev, druženje s prijatelji in uživanje (Schiano et al., 2007).
Some activities and contexts, however, cannot be brought into the dichotomy of structured/unstructured free time. 
Nekaterih dejavnosti oz. vsebin pa vendarle ni mogoče vnesti v dihotomijo strukturirani/ nestrukturirani prosti čas.
These include for instance creativity and cultural activity, which can be pursued in free time in a range of variously (un)structured forms (for which reason some authors label them unstructured active activities, see Bohnert et al., 2009). 
Sem se na primer uvrščata ustvarjalnost in kulturno udejstvovanje, ki lahko v prostem času potekata v vrsti različno (ne)strukturiranih oblikah (zato jih nekateri avtorji poimenujejo nestrukturirane aktivne dejavnosti, gl.
Expressive refers to those activities through which the individual shares with others part of his ego and part of his personality (Sefton-Green: 2000, 8; taken from Lange and Ito, 2010: 245). 
Ekspresivne so tiste dejavnosti, skozi katere posameznik z drugimi deli del svojega jaza, del svoje osebnosti (Sefton-Green: 2000, 8; povz. po Lange in Ito, 2010: 245).
Although the traditional channels of creativity and cultural activity for young people are still present today (such as making music, singing and dancing, fine art, going to the cinema, museums, the theatre, exhibitions and so forth), they are no longer necessarily predominant. 
Čeprav so tradicionalni kanali ustvarjalnosti in kulturnega udejstvovanja mladih danes še vedno prisotni (npr. ustvarjanje glasbe, petje in ples, likovna dejavnost, obiskovanje filmskih predstav, muzejev, gledališč, razstav ipd.), pa vendarle niso več nujno prevladujoči.
65 For more on the use of ICT among young people see the chapter Virtualisation of everyday life. 
66 Več o uporabi IKT med mladimi v poglavju Virtualizacija vsakdanjega življenja.
6.2 Changes in the frequency of young people's everyday and leisure activities 
6.2 Spremembe pogostosti vsakodnevnih in prostočasnih dejavnosti mladih
Previous youth research in Slovenia has shown for the most part that in their free time, young people most frequently socialise with friends and partners, listen to music, watch television, pursue sports and spend time on the computer (Ule and Miheljak, 1995: 81, 206; Nastran Ule, 1996: 230; Ule, 1996: 80; Ule and Kuhar, 2002: 69; Bajzek, 2003: 161; Gril, 2004: 15,16, 19; see also Škvor and Zupan, 2008; Fištravec, 2009; Kuhar, 2007; 2009, Kirbiš, 2010b). 
Pretekle raziskave mladine v Sloveniji so povečini pokazale, da se mladi v svojem prostem času najpogosteje družijo s prijatelji/prijateljicami in partnerji/partnericami, poslušajo glasbo, gledajo televizijo, se ukvarjajo s športom in računalnikom (Ule in Miheljak, 1995: 81, 206; Nastran Ule, 1996: 230; Ule, 1996: 80; Ule in Kuhar, 2002: 69; Bajzek, 2003: 161; Gril, 2004: 15,16, 19; gl. tudi Škvor in Zupan, 2008; Fištravec, 2009; Kuhar, 2007; 2009, Kirbiš, 2010b).
The conclusion of researchers regarding young people's free time is unanimous: young people in Slovenia are involved predominantly with passive activities, although young people relatively frequently pursue sports. 
Sklep raziskovalcev o prostem času mladih je enoten: med mladimi v Sloveniji prevladujejo pasivne dejavnosti, čeprav se mladi razmeroma pogosto udejstvujejo tudi v športnih dejavnostih.
Despite the important findings to date regarding patterns of how Slovenian youth spend their free time, youth studies to date nevertheless have in particular two drawbacks: to begin with, they were conducted on different age (and geographic) samples of young people. 
Kljub dosedanjim pomembnim ugotovitvam o vzorcih preživljanja prostega časa slovenske mladine pa imajo dosedanje raziskave mladine vendarle predvsem dve pomanjkljivosti: prvič, izvedene so bile na različnih starostnih (in geografskih) vzorcih mladih.
Now we have the first opportunity to compare two representative samples of Slovenian youth in the 15-29 age group. 
Tokrat imamo prvič priložnost primerjati dva reprezentativna vzorca slovenske mladine starostne skupine 15-29 let.
66 Secondly, past research on representative samples of young people generally did not include an analysis of the association between leisure pursuits and the psychosocial development of adolescents. 
67 In drugič, pretekle raziskave na reprezentativnih vzorcih mladine praviloma niso zajele analize povezanosti med prostočasnimi dejavnostmi in psihosocialnim razvojem mladostnikov.
The exceptions here are for instance Ule, who points out that there are value correlations of leisure activities (those with an authoritarian and traditional orientation, for instance, participate more in family activities), and the research of Flere et al. (2010), in which for a sample of Slovenian secondary school pupils the highest positive association was seen to be between structured leisure activities and academic success. 
Izjemi sta npr. raziskava Uletove, ki med drugim kaže, da obstajajo vrednotni korelati prostočasnih dejavnosti (avtoritarno in tradicionalno usmerjeni na primer bolj sodelujejo v družinskih dejavnostih), ter raziskava Flereta in sodelavcev (2010), v kateri se je na vzorcu slovenskih srednješolcev izkazala največja pozitivna povezanost med strukturiranimi prostočasnimi dejavnostmi in šolskim uspehom.
Before analysing the correlates of young people's leisure activities, let us first look at the frequency of leisure activities among Slovenian youth 
67 Reprezentativen vzorec slovenske mladine je bil na voljo že v raziskavi Ule in Vrcan (1986), vendar nas zanima predvsem primerjava mladin iz poosamosvojitvenega obdobja.
66 A representative sample of Slovenian youth was available in the study by Ule and Vrcan (1986), but we are interested primarily in comparing youth from the post-independence period. 
Pred analizo korelatov prostočasnih dejavnosti mladih pa najprej preučimo pogostost prostočasnih dejavnosti pri slovenski mladini v zadnjem desetletju.
In the Youth 2000 survey, the frequency of everyday/routine activities was measured slightly differently (1 = never, 5 = very often) compared to Youth 2010 (1 = never, 7 = every day), for which reason a comparison in the absolute sense is not possible. 
V raziskavi Mladina 2000 je bila pogostost vsakodnevnih/rutinskih dejavnosti merjena nekoliko drugače (1 = nikoli, 5 = zelo pogosto) kot v Mladini 2010 (1 = nikoli, 7 = vsak dan), zaradi česar primerjava v absolutnem smislu ni mogoča.
68 Equally, in our Youth 2010 study, we analysed a broader selection of everyday activities. 
69 Prav tako smo v naši raziskavi Mladina 2010 analizirali širši nabor vsakodnevnih dejavnosti.
Before comparing the frequency of everyday activities in both years, we first compared longitudinally those indicators of activity that were included in the two surveys. 
Še pred primerjavo pogostosti vsakodnevnih dejavnosti v obeh letih smo najprej longitudinalno primerjali tiste kazalnike dejavnosti, ki so bili vključeni v obe raziskavi.
We performed this by calculating for both periods the average of all seven activities together, then took this average as the basis for calculating the indices with a constant base (average of all = 100) for each of the seven activities. 
To smo izvedli tako, da smo za obe obdobji izračunali povprečje vseh sedmih dejavnosti skupaj, nato pa to povprečje vzeli kot podlago za izračun indeksov s stalno osnovo (povprečje vseh = 100) za vsako od sedmih dejavnosti.
In this way for both years we obtained values above 100 for activities that were above the average in individual years, while values below 100 signify activities that were below the overall average. 
Tako smo za obe leti dobili vrednosti nad 100 pri dejavnostih, ki so bile v posameznih letih nad povprečjem, vrednosti pod 100 pa pomenijo dejavnosti, ki so bile pod skupnim povprečjem.
We compare the index for both 2000 and 2010 for each of the seven everyday activities in the graph below. 
Indeksa dejavnosti za obe leti, 2000 in 2010, primerjamo za vsako od sedmih vsakodnevnih dejavnosti v spodnjem grafikonu.
67 Examples of such routine activities are household work and spending time with brothers/sisters. 
68 Primera tovrstnih rutinskih dejavnostih sta gospodinjsko delo, druženje z brati/ sestrami ipd.
68 We opted for a change to the instrument of frequency of leisure activities in Youth 2010, because we wished to obtain more precise data on their frequency. 
69 Za spremembo instrumenta pogostosti prostočasnih dejavnosti smo se v Mladini 2010 odločili, ker smo želeli pridobiti natančnejše podatke o njihovi pogostosti.
We were interested in whether young people pursue the individual activities “never”, “less than once a month”, “1 to 3 times a month”, “1 to 3 times a week”, “4 to 6 times a week” or “every day”. 
Zanimalo nas je, ali mladi »nikoli«,»manj kot 1-krat na mesec«, »1- do 3-krat na mesec«, »1- do 3-krat na teden«, »4- do 6-krat na teden« ali pa »vsak dan« opravljajo posamezne dejavnosti.
Graph 75: Everyday activities of young people (comparison of individual activity with the average of all seven activities), Youth 2010 and Youth 2000 
Grafikon 75: Vsakodnevne dejavnosti mladih (primerjava posamezne dejavnosti s povprečjem vseh sedmih dejavnosti), Mladina 2010 in Mladina 2000
Using computer 
Ukvarjanje z računalnikom
In-person time with friends, peers In-person time with boy/girlfriend, husband/wife 
Osebno druženje s prijatelji/cami, vrstniki Osebno druženje s fantom/dekletom, možem/ ženo
Household tasks, work in garden, on farm 
Gospodinjska opravila, delo na vrtu, na kmetiji
Watching entertainment on tv 
Gledanje zabavnih vsebin na tv
Being with own children, younger brothers and sisters 
Ukvarjanje z lastnimi otroki, mlajšimi brati in sestrami
The above graph shows that of the seven activities, in frequency the use of a computer was far above the average in 2010, while in 2000 it was still well below the overall average for the analysed activities. 
Zgornji grafikon kaže, da je od sedmih dejavnosti po pogostosti v letu 2010 visoko nad povprečjem uporaba računalnika, ki je bila v 2000 še krepko pod povprečjem skupka analiziranih dejavnosti.
69Involvement with computers has therefore advanced most in terms of frequency (by a value of +52.4). 
70 Ukvarjanje z računalnikom je torej po pogostosti najbolj napredovalo (za vrednost +52,4).
Personal socialising with friends and peers has not grown much (+5.0), while socialising with a partner has fallen slightly (-8.7). 
Osebno druženje s prijatelji in vrstniki ni dosti naraslo (+5,0), druženje s partnerjem pa malo padlo (-8,7).
Slightly below-average values out of all seven activities were seen in household chores (work in the garden, on the farm) and watching entertainment programmes on TV. 
Nekoliko podpovprečne vrednosti vseh sedmih dejavnosti imajo gospodinjska opravila (delo na vrtu, kmetiji) in gledanje zabavnih vsebin na TV.
Watching television is the only activity where a somewhat greater decline can be observed (-27.1)70 The frequency of shopping and involvement with children has also declined slightly. 
Gledanje televizije je tudi edina dejavnost, pri kateri je zaznati nekoliko večji upad (-27,1).71 Pogostost nakupovanja in ukvarjanja z otroki se je prav tako nekoliko zmanjšala.
69 Since this index depends on the average of all activities, this still does not mean, as we shall see below, that young people most frequently spend time on the computer. 
70 Ker je ta indeks odvisen od povprečja vseh dejavnosti, to še ne pomeni, kot bomo videli v nadaljevanju, da se mladi najpogosteje ukvarjajo z računalnikom.
70 This decline is actually a little smaller than the graph shows, since the indicator in Youth 2010 measured “watching entertainment content on TV”, and the indicator in Youth 2000 measured “watching TV” (in other words it measured entertainment and informational content). 
71 Ta upad je dejansko nekoliko manjši, kot prikazuje grafikon, saj je v Mladini 2010 kazalnik meril »gledanje zabavnih vsebin na TV«, kazalnik v Mladini 2000 pa je »gledanje TV« (torej je meril zabavne in informativne vsebine).
Yet since young people watch informational content much less frequently than entertainment, it makes sense to expect that the actual value of total TV watching has fallen by less than the stated value of the index (- 27.1). 
Ker pa je gledanje informativnih vsebin med mladimi bistveno manj pogosto kot zabavnih, je smiselno pričakovati, da je dejanska vrednost celotnega gledanja TV padla za manj kot navedeno vrednost indeksa (-27,1).
Over the past decade, in everyday activities there has been a marked increase in the time young people devote to computer use, while the time devoted to watching television and doing household chores has declined. 
V zadnjem desetletju se je v vsakodnevnih dejavnostih izrazito povečal čas, ki ga mladi namenjajo uporabi računalnika, zmanjšal pa se je čas, namenjen gledanju televizije in opravljanju gospodinjskih opravil.
The graph below shows free time activities (since this involves a measuring instrument set up differently, the two graphs and indices are not directly mutually comparable). 
Spodnji grafikon prikazuje prostočasne dejavnosti (ker gre za drugače zastavljen merski instrument, oba grafikona oz. indeksov med seboj neposredno ni mogoče primerjati).
Graph 76: Free-time activities of young people (comparison of individual activity with the average of all seven activities), Youth 2010 and Youth 2000 
Grafikon 76: Prostočasne dejavnosti mladih (primerjava posamezne dejavnosti s povprečjem vseh osmih dejavnosti), Mladina 2010 in Mladina 2000
I pursue sports in my free time 
V prostem času se ukvarjam s športom
I visit relatives 
Obiskujem sorodnike
I go to the cinema, theatre, concerts 
Hodim v kino, gledališče, na koncerte
I pursue music (I play, sing, dance), theatre, ﬁ ne art etc. 
Se ukvarjam z glasbo (igram, pojem, plešem), gledališčem, likovno umetnostjo ipd.
I write (a diary, poems, le ers) 
Pišem (dnevnik, pesmi, pisma)
I pursue political activities 
Se ukvarjam s političnimi aktivnostmi
SOURCES: Youth 2000 and Youth 2010 
Mladina 2010 Mladina 2000
Youth 2010 Youth 2000 
VIRA: Mladina 2000 in Mladina 2010
Of eight free-time71 activities, in terms of frequency the biggest growth was in sports activity (+93.7) and in visiting relatives (+40.2), which occupy the top two places. 
Od osmih prostočasnih72 dejavnosti je po pogostosti najbolj naraslo ukvarjanje s športom (+93,7), pa tudi obiskovanje sorodnikov (+40,2), ki sta na prvih dveh mestih.
The frequency of family outings is below the average, while the biggest decline has been in keeping a diary (poems and letters,-62.9), involvement in political activities (-36.2) and participating in humanitarian activities (-33.8). 
Pod povprečjem je pogostost izletov z družino, najbolj pa je upadla pogostost pisanje dnevnika (pesmi in pisem,-62,9), ukvarjanje s političnimi dejavnostmi (-36,2) in sodelovanja v humanitarnih dejavnostih (-33,8).
Both indicators of young people's cultural participation are above the average. 
Nad povprečjem sta oba kazalnika kulturne participacije mladih.
The first of the two indicators - attending film shows (theatre and concerts), which represents receptive cultural participation (van Wel and Linssen, 1996) - fell slightly in 2010 (-7.9), while involvement in music and other creative activities (acting, singing, dance, theatre, fine art etc., in other words active cultural participation) grew somewhat (+16.1) and are now above the average of the other activities. 
Prvi od obeh kazalnikov - obiskovanje filmskih predstav (gledališč in koncertov), ki predstavlja receptivno kulturno participacijo (van Wel in Linssen, 1996)- je v 2010 sicer nekoliko upadel (-7,9), ukvarjanje z glasbo in druge ustvarjalne dejavnosti (igranje, petje, ples, gledališče, likovno ustvarjanje ipd., torej aktivna kulturna participacija) pa so nekoliko narasli (+16,1) in so zdaj nad povprečjem drugih dejavnosti.
On the other hand, writing (diary, poems, letters), which we can place conditionally in active cultural participation (van Wel and Linssen, 1996), has declined sharply (from an index of 100.3 to 37.5). 
Po drugi strani je pisanje (dnevnika, pesmi, pisem), ki ga pogojno lahko uvrstimo v aktivno kulturno participacijo (van Wel in Linssen, 1996), močno upadlo (z indeksa 100,3 na 37,5).
The observed frequent sports activities of young people is encouraging and is no surprise, since according to European youth survey data, of those young Slovenians that are members of voluntary societies and organisations, a full 40 percent are members of sports societies (Flash Eurobarometer 202, 2007: 24). 
Tudi ugotovljena pogosta športna dejavnost mladih je spodbudna in ne preseneča, saj je po podatkih evropske raziskave mladine med tistimi slovenskimi mladimi, ki so člani prostovoljnih društev in organizacij, kar 40 odstotkov članov športnih društev (Flash Eurobarometer 202, 2007: 24).
Our findings also point to similarities in changes to the patterns of spending leisure time with young people from other post-transition countries (Bouillet et al., 2008). 
Naši izsledki kažejo tudi na podobnosti v spremembah vzorcev preživljanja prostega časa z mladimi iz drugih posttranzicijskih držav (Bouillet et al., 2008).
71 We conceptualise them as “free-time” activities since we asked respondents about their frequency in the time left to them after they have fulfilled their work, school and household obligations. 
72 »Prostočasne« dejavnosti jih poimenujemo, ker smo anketirancev praševali po njihovi pogostosti v času, ki jim ostane na voljo po opravljenih službenih, šolskih, gospodinjskih obveznostih.