South Africa is a country of many cultures. Before the first democratic elections in 1994, people of different cultures found it difficult to interact because of legislated racial segregation, which made it difficult ...South Africa is a country of many cultures. Before the first democratic elections in 1994, people of different cultures found it difficult to interact because of legislated racial segregation, which made it difficult for blacks to mix with whites in almost all spheres of life. The only place interaction could take place was in the workplace. As a result, children from different cultural groups had few opportunities to interact. This made it impossible for South African children to learn about the cultures of other racial groups. With the introduction of a democratic government, all segregation laws were relaxed and people mixed freely in all spheres of life. Intercultural communication became commonplace. This new scenario presented a challenge to many South African children, but despite the limits imposed before 1994, children from all racial groups associated successfully. Their ability to cope with this situation with so much more ease than adults was remarkable. This paper seeks to highlight the communication skills used by South African children from all cultural backgrounds to achieve intercultural competence in a relatively short space of time. The paper will further reflect on the impact made on African children by intercultural interaction and competence.展开更多
We examine the conservation status of Africa＇s ＂Big Five＂： lion, leopard, buffalo, black and white rhinoceros and elephant, and the role of behavioral knowledge in their conservation. Efforts to conserve these fla...We examine the conservation status of Africa＇s ＂Big Five＂： lion, leopard, buffalo, black and white rhinoceros and elephant, and the role of behavioral knowledge in their conservation. Efforts to conserve these flagship species consist of in situ conservation, captive breeding and reintroductions. With a few exceptions, we find limited evidence that knowledge of behavior informs conservation programs targeted at these species. For management in the wild, knowledge of infanticide and ranging can provide guidelines for realistic hunting quotas and corridors between protected areas, respectively. For ex situ and reintroduction programs, behavioral knowledge is chiefly focused on improved animal husbandry. Despite a formidable understanding of these species＇ behavior, the practicalities of using such knowledge may be diminished because exploitation of these species is so forceful and the bulk of efforts aimed at conserving these species （and indeed most other African species） are primarily in situ where behaviorally driven interventions are limited. Our comparative findings suggest that behavior has been of rather narrow use in the conservation of these flagship species [Current Zoology 60 （4）： 486--499, 2014].展开更多
文摘South Africa is a country of many cultures. Before the first democratic elections in 1994, people of different cultures found it difficult to interact because of legislated racial segregation, which made it difficult for blacks to mix with whites in almost all spheres of life. The only place interaction could take place was in the workplace. As a result, children from different cultural groups had few opportunities to interact. This made it impossible for South African children to learn about the cultures of other racial groups. With the introduction of a democratic government, all segregation laws were relaxed and people mixed freely in all spheres of life. Intercultural communication became commonplace. This new scenario presented a challenge to many South African children, but despite the limits imposed before 1994, children from all racial groups associated successfully. Their ability to cope with this situation with so much more ease than adults was remarkable. This paper seeks to highlight the communication skills used by South African children from all cultural backgrounds to achieve intercultural competence in a relatively short space of time. The paper will further reflect on the impact made on African children by intercultural interaction and competence.
文摘We examine the conservation status of Africa＇s ＂Big Five＂： lion, leopard, buffalo, black and white rhinoceros and elephant, and the role of behavioral knowledge in their conservation. Efforts to conserve these flagship species consist of in situ conservation, captive breeding and reintroductions. With a few exceptions, we find limited evidence that knowledge of behavior informs conservation programs targeted at these species. For management in the wild, knowledge of infanticide and ranging can provide guidelines for realistic hunting quotas and corridors between protected areas, respectively. For ex situ and reintroduction programs, behavioral knowledge is chiefly focused on improved animal husbandry. Despite a formidable understanding of these species＇ behavior, the practicalities of using such knowledge may be diminished because exploitation of these species is so forceful and the bulk of efforts aimed at conserving these species （and indeed most other African species） are primarily in situ where behaviorally driven interventions are limited. Our comparative findings suggest that behavior has been of rather narrow use in the conservation of these flagship species [Current Zoology 60 （4）： 486--499, 2014].
