The use of South Africa's nature areas in the promotion of tourism and economic development

Magister Philosophiae - MPhilSouth Africa has developed an extensive network of parks, nature reserves and conservation areas, the stated purpose of which is to both promote and protect nature and, particularly in the case of state-owned resources, to harness the power of tourism in social and economic development. This study examines the impact on rural and urban communities of proclaimed 'nature areas' and related efforts by the state to grow the economic and developmental contribution of tourism in the regions concerned. Through interrogating this 'triangulation' of nature, tourism and local economic development the pattern of benefit distribution from the protection of nature areas is highlighted

Interacting with the public as a risk factor for employee psychological distress

Background: The 1-month prevalence of any mental disorder in employees ranges from 10.5% to 18.5%. Mental disorders are responsible for substantial losses in employee productivity in both absenteeism and presenteeism. Potential work related factors contributing to mental difficulties are of increasing interest to employers. Some data suggests that being sales staff, call centre operator, nurse or teacher increases psychological distress. One aspect of these occupations is that there is an interaction with the public. The aim of this study is to evaluate whether employees who interact with the public are at greater risk of psychological distress

Beyond belief: structured techniques prove more effective than a placebo intervention in a problem construction task

Problem construction is one of the first steps in creative problem solving and research has shown clear links between problem construction ability and creative output. Here, we compared two active techniques with that of a placebo intervention and show a benefit in problem construction performance for the active techniques. The active techniques required participants to either utilise six questions (six men), or adopt six perspectives, incorporating a range of specific questions (six hats). The placebo intervention (brain-breathing) was specifically constructed to seem both plausible and effective. We had 118 participants randomly allocated to one of the three groups (six men, six hats, brain-breathing) and, after reading a brief synopsis of their allocated tool, they then attempted to restate a given problem in as many different ways as they could within an allotted time. Performance was measured in terms of the fluency, quality, flexibility and originality of responses. Results showed that using the six men tool produced greater fluency, flexibility and originality relative to brain-breathing and the six hats. Use of the six hats tool also led to the production of more original responses relative to the brain-breathing control group. Importantly, there was no difference in reported motivation between the groups, but those using the six men and the brain-breathing tools found these easier to use compared to the six hats. Furthermore, those using the six men tool found this to be more useful and indicated that they were more likely to use this again in the future. Hence, both six men and six hats tools benefited performance, though in distinct ways. These results support the notion that explicitly scaffolding thinking can benefit creative problem solving

Selecting Strategies to Foster Economists\u27 Critical Thinking Skills: A Quantile Regression Approach

We consider three models of teaching strategies and their effect on developing economics graduates\u27 \u27analysis\u27, \u27deduction\u27 and \u27induction\u27 skills. For each model we compute quantile regression estimates for total sample, male, and female graduates separately. Results show that enriched lectures have a different effect on each critical thinking skill, while their effect differs for low, medium and high quantiles. Student-engaging strategies help more low-to-medium achievers. The third model is more explanatory, especially for low and high achievers. Male and female graduates respond differently to the use of each model. In conclusion, suggestions for strategy selection and further research are made

Stress ocupacional e alteração do Estatuto da Carreira Docente português

Este estudo foi realizado com 1162 professores, tendo como objetivo analisar a experiência de stress e a síndrome de “burnout”, antes a após a alteração do Estatuto da Carreira Docente em Portugal. Assim, foram efetuadas duas avaliações em momentos temporais distintos, assumindo-se um plano transversal de recolha de dados (2004/2005, n=689 e 2008/2009, n=473). O protocolo de avaliação incluiu medidas de fontes de stress (Questionário de Stress nos Professores, Gomes, Silva, Mourisco, Mota, & Montenegro, 2006) e de “burnout” (Inventário de “Burnout” de Maslach – Versão para Professores, Maslach, Jackson, & Leiter, 1996; Maslach, Jackson, & Schwab, 1996, Adaptação de Gomes et al., 2006). Os resultados indicaram que a experiência de stress e de “burnout” aumentou entre as duas avaliações, verificando-se em 2008/2009 aumentos em áreas relacionadas com as pressões de tempo/excesso de trabalho e com o trabalho burocrático/administrativo e, inversamente, diminuições em áreas relacionadas com as diferentes capacidades e motivações dos alunos. Quanto à predição da síndrome de “burnout”, não se verificaram alterações substanciais nas variáveis preditoras nos dois momentos. Em síntese, os resultados indicaram aumentos nas exigências profissionais dos professores, mas não se pode afirmar que tal se deva às alterações do Estatuto da Carreira Docente uma vez que não observámos alterações no stress associado à carreira docente.(undefined

Current empirical assessment methods for adolescents and children who sexually abuse others

The assessment of adolescents and children who commit sexually abusive behavior is a complex and challenging task. Incorporating empirically based assessment methods into psychosexual evaluations promises appropriate coverage of relevant domains, sound interpretation of the meaning of data, reduced clinician biases and error, and greater certainty in decision-making. In this paper we review empirically-based assessment methods currently available for use in psychosexual assessment of adolescents and children who sexually abuse others. Our review describes the robustness of these measures and provides guidance for their appropriate use in assessment. The review highlighted that several empirically-based measures are suitable for clinical use with adolescents, but very little is available to guide assessment of children\u27s abusive behavior per se. </i

Theories of deviant sexual fantasy

Deviant sexual fantasies have long been regarded as an important factor in sexual offending, with research showing that they serve multiple functions (e.g., inducing arousal, planning behavior) and interrelate with numerous other factors (e.g., emotional states, personality). However, within this chapter, an evaluation of the existing theoretical accounts is provded, which indicates that the construct is not well understood or conceptualized. As a result, the authors present a new model; The Dual-Process Model of Sexual Thinking (DPM-ST). This account is developed by drawing upon relevant research from socio-cognitive psychology and mental imagery and knitting it with existing research on deviant sexual fantasies. The DPM-ST states that associative processes are involved in the generation of intrusive sexual thoughts, whereas controlled processes are responsible for the deliberate, effortful, and goal-oriented act of sexual fantasizing. Research supporting the model is outlined, as are various implications for future research and clinical practice

Facilitating creative thinking in the classroom: investigating the effects of plants and the colour green on visual and verbal creativity

We report upon a study concerned with the effect of exposure to live plants, views to nature and the colour green upon visual and verbal creativity. The study reported in this paper was undertaken with 108 business students at a British University who were randomly allocated to one of the three conditions. The control group were placed in a classroom with no plants present and blinds drawn to block view to natural settings, the first experimental group were placed in a classroom with no plants present, blinds drawn to block views to nature but completed the creativity tasks on green paper. The second experimental group were placed in the same room as the other groups, but were surrounded by live plants and had views to nature through the large classroom windows. All participants completed two creativity tasks; a visual creativity task and a verbal creativity task. Visual creativity was assessed using a modified version of Amabile's Consensual Assessment Technique (Amabile, 1982). Verbal creative was assessed using a modified scoring method of Guilford's alternative uses task developed by Silvia (2008). Findings indicate that access to natural views, plants and the colour green increase visual creativity, but have no impact on verbal creativity in classroom settings. The results suggest that creativity is domain specific and any practical measures taken to enhance creativity need to be aligned with the target domain

Were Adolescent Sexual Offenders Children with Sexual Behavior Problems?

This article compares responses of three groups of incarcerated adolescents who admitted to sexual offending in an anonymous survey project on measures of trauma, sexual offending, the relationship between trauma and perpetration, and adjudication status. The first group admitted to sexual offending before the age of 12 only ( n = 48), the second after the age of 12 only ( n = 130), and the third before and after the age of 12 ( n = 65). More than 46% of the sexually aggressive adolescents began their deviant behaviors before the age of 12. Level and complexity of perpetration acts were more severe for the continuous offenders than for the other groups. Victimization and perpetration were significantly correlated for all three groups. This study supports a social learning hypothesis for the development of sexual offending by adolescents. Implications for research and clinical practice are drawn.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45557/1/11194_2004_Article_220864.pd

Critical thinking for 21st-century education: A cyber-tooth curriculum?

It is often assumed that the advent of digital technologies requires fundamental change to the curriculum and to the teaching and learning approaches used in schools around the world to educate this generation of “digital natives” or the “net generation”. This article analyses the concepts of 21st-century skills and critical thinking, to understand how these aspects of learning might contribute to a 21st-century education. The author argues that, although both critical thinking and 21st-century skills are indeed necessary in a curriculum for a 21st-century education, they are not sufficient, even in combination. The role of knowledge and an understanding of differing cultural perspectives and values indicate that education should also fit local contexts in a global world and meet the specific needs of students in diverse cultures. It should also fit the particular technical and historical demands of the 21st century in relation to digital skills