title: Factors involved in sexual desire: environmental cues and their impact

authors: Conaglen, Helen M.

abstract: Since the initial clinical description of sexual desire problems in the 1970s, increasing numbers of people have reported difficulties in this area of sexual functioning. Reports on treatment efficacy point to the difficulties in treating these disorders. One possible reason for the lack of clearly efficacious treatments might be the limited understanding of this phenomenon we call sexual desire, and the factors that affect it.

The present project utilized a package of self-report measures to investigate participants’ sexual desire, and other personal characteristics such as sexual anxiety, mood, mood awareness, body esteem, and social desirability - qualities previously suggested as relating to sexual desire. These measures were combined in two of the studies with tasks involving differentiated responding to pictorial and semantic stimuli. Participants completed picture ratings and recognition tasks involving sexual, neutral, non-sexual and unpleasant slides from the International Affective Picture System. One experiment also included lexical decision tasks involving romantic, neutral, and sexual words to ascertain whether this paradigm offered additional information about how responding in persons with varying levels of sexual desire might differ. The combination of survey and information processing techniques enabled an exploration of some of the fundamental responses hitherto assumed to be associated with variation in libido, but not previously demonstrated empirically. The main hypothesis tested was that persons with low self-report sexual desire respond differently to cues of a sexual nature than do other people.

The findings suggest that mood, as determined using the Positive and Negative Affect Schedule was not significantly correlated with sexual desire levels, but sexual anxiety was strongly correlated. Those with lower levels of self-reported sexual desire also recorded lower levels of mood awareness. Individuals reporting low sexual desire completed picture recognition tasks more quickly, but the lexical decision tasks were carried out more slowly.

A further ancillary finding from these tasks was that there was a significant delay in time taken by all participants to respond to the sexual pictures in the recognition task compared to responses to the other types of pictures. There was a delay in the lexical decision task with respect to sexual words too, but this did not reach statistically significant levels. These tasks did not provide a useful means of differentiating persons of varying sexual desire levels.

Sexual desire levels were found to significantly affect the ratings given sexual, but not any other type of pictures in this protocol. Interest ratings varied with desire levels, and ratings given sexual words with respect to emotional content were also significantly different for those with varying desire levels. These aspects of the protocol yielded the most meaningful results. 

Overall, this project has demonstrated the principal hypothesis—that people with lower sexual desire respond differently to cues of a sexual nature. It has also clarified the relationships between the measures employed, in a volunteer non-clinical sample, and suggests an approach for further investigating the phenomenon of sexual desire in a clinically diagnosed population. Expansion of the picture rating aspects of the experiment could yield a greater understanding of desire and how problems in this area are manifest, and therefore best treated.

text: Factors involved in sexual desire: environmental cues and their impact Since the initial clinical description of sexual desire problems in the 1970s, increasing numbers of people have reported difficulties in this area of sexual functioning. Reports on treatment efficacy point to the difficulties in treating these disorders. One possible reason for the lack of clearly efficacious treatments might be the limited understanding of this phenomenon we call sexual desire, and the factors that affect it.

The present project utilized a package of self-report measures to investigate participants’ sexual desire, and other personal characteristics such as sexual anxiety, mood, mood awareness, body esteem, and social desirability - qualities previously suggested as relating to sexual desire. These measures were combined in two of the studies with tasks involving differentiated responding to pictorial and semantic stimuli. Participants completed picture ratings and recognition tasks involving sexual, neutral, non-sexual and unpleasant slides from the International Affective Picture System. One experiment also included lexical decision tasks involving romantic, neutral, and sexual words to ascertain whether this paradigm offered additional information about how responding in persons with varying levels of sexual desire might differ. The combination of survey and information processing techniques enabled an exploration of some of the fundamental responses hitherto assumed to be associated with variation in libido, but not previously demonstrated empirically. The main hypothesis tested was that persons with low self-report sexual desire respond differently to cues of a sexual nature than do other people.

The findings suggest that mood, as determined using the Positive and Negative Affect Schedule was not significantly correlated with sexual desire levels, but sexual anxiety was strongly correlated. Those with lower levels of self-reported sexual desire also recorded lower levels of mood awareness. Individuals reporting low sexual desire completed picture recognition tasks more quickly, but the lexical decision tasks were carried out more slowly.

A further ancillary finding from these tasks was that there was a significant delay in time taken by all participants to respond to the sexual pictures in the recognition task compared to responses to the other types of pictures. There was a delay in the lexical decision task with respect to sexual words too, but this did not reach statistically significant levels. These tasks did not provide a useful means of differentiating persons of varying sexual desire levels.

Sexual desire levels were found to significantly affect the ratings given sexual, but not any other type of pictures in this protocol. Interest ratings varied with desire levels, and ratings given sexual words with respect to emotional content were also significantly different for those with varying desire levels. These aspects of the protocol yielded the most meaningful results. 

Overall, this project has demonstrated the principal hypothesis—that people with lower sexual desire respond differently to cues of a sexual nature. It has also clarified the relationships between the measures employed, in a volunteer non-clinical sample, and suggests an approach for further investigating the phenomenon of sexual desire in a clinically diagnosed population. Expansion of the picture rating aspects of the experiment could yield a greater understanding of desire and how problems in this area are manifest, and therefore best treated.

year: 1999

title: Dynamic equilibrium in applied geomorphology: Two case studies

authors: Douglas, Ian

abstract: Engineering works and agricultural activity which change the relationship between rainfall and river flow lead to modifications of river channels with attendant erosion and deposition problems. In the Swiss Jura Lakes area, the natural flooding of the River Aare became such an acute problem by the mid-nineteenth century that extensive engineering works were carried out to alleviate flooding. The land thus reclaimed became a valuable agricultural asset, but the fall of the water table following removal of the annual flood risk, led to a fall in the level of the land as peat was changed into humus. Renewed flooding occurred. The natural readjustment following the first series of flood alleviation works reproduced the original problem and a second series of engineering works has had to be undertaken to remedy the situation. On the Belgian coast, harbour construction and the spread of buildings over the sand dunes have resulted in severe beach erosion in the eastern seaside resorts. Extensive engineering works have had to be undertaken to restore the beach. These examples illustrate how man's challenges to nature are often recurrent phenomena, and how the alteration of one aspect of the physical environment may lead to a succession of readjustments. Each phase of engineering activity may be considered a break in natural equilibrium, and each period of natural erosion or deposition a trend towards a new equilibrium.

text: Dynamic equilibrium in applied geomorphology: Two case studies Engineering works and agricultural activity which change the relationship between rainfall and river flow lead to modifications of river channels with attendant erosion and deposition problems. In the Swiss Jura Lakes area, the natural flooding of the River Aare became such an acute problem by the mid-nineteenth century that extensive engineering works were carried out to alleviate flooding. The land thus reclaimed became a valuable agricultural asset, but the fall of the water table following removal of the annual flood risk, led to a fall in the level of the land as peat was changed into humus. Renewed flooding occurred. The natural readjustment following the first series of flood alleviation works reproduced the original problem and a second series of engineering works has had to be undertaken to remedy the situation. On the Belgian coast, harbour construction and the spread of buildings over the sand dunes have resulted in severe beach erosion in the eastern seaside resorts. Extensive engineering works have had to be undertaken to restore the beach. These examples illustrate how man's challenges to nature are often recurrent phenomena, and how the alteration of one aspect of the physical environment may lead to a succession of readjustments. Each phase of engineering activity may be considered a break in natural equilibrium, and each period of natural erosion or deposition a trend towards a new equilibrium.

year: 1971

title: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand

authors: Jackson, Ryan

abstract: This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

text: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

year: 2025