Conserving Conflict? Transfrontier Conservation, Development Discourses and Local Conflict Between South Africa and Lesotho

This paper describes and analyses how discourses of conservation and development as well as migrant labour practices can be understood as transnational dynamics that both cement and complicate transnational relations. It also looks into how these dynamics articulate with, shape and are being shaped by ‘the local’. Focusing on the north-eastern boundary of Lesotho in the area of the ‘Maloti-Drakensberg transfrontier conservation and development project’, we show how conflictual situations put the ethnographic spotlight on the ways in which ‘local people’ in Lesotho deal with dual forces of localisation and transnationalisation. We argue that they accommodate, even appropriate, these dual pressures by adopting an increasingly flexible stance in terms of identity, alliances, livelihood options and discourses

Digital game elements, user experience and learning

The primary aim of this paper is to identify and theoretically validate the relationships between core game design elements and mechanics, user motivation and engagement and consequently learning. Additionally, it tries to highlight the moderating role of player personality traits on learning outcomes and acceptance and suggest ways to incorporate them in the game design process. To that end, it outlines the role of narrative, aesthetics and core game mechanics in facilitating higher learning outcomes through intrinsic motivation and engagement. At the same time, it discusses how player goal orientation, openness to experience, conscientiousness, sensation seeking and need for cognition influence the translation of the gameplay experience into valuable learning outcomes and user acceptance of the technology

Thula Mabota: South African Jazz and Popular Music Since 1994

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Cross-Lagged Panel Analyses of Child Shyness, Maternal and Paternal Authoritarian Parenting, and Teacher-Child Relationships in Mainland China

The goal of this study was to explore longitudinal associations among child shyness, harsh maternal and paternal parenting styles, and close teacher-child relationships in the cultural context of contemporary urban China. Participants were N = 1,154 third through seventh-grade students (566 boys, 588 girls; Mage = 10.78 years, SD = 1.55), recruited from schools in Shanghai, P. R. China. Data were collected at two time-periods over a one-year period using multi-source assessments. Children provided self-reports of shyness, mothers and fathers rated their own harsh parenting, and teachers assessed teacher-child relationships. Among the results, shyness predicted increased incremental change in harsh parenting (for both mothers and fathers) and incremental decrease in close teacher-child relationships one year later. Results are discussed in terms of the evolving meaning and implications of child shyness in contemporary Chinese culture