In ethnopharmacology, scientists often survey indigenous communities to identify and collect natural remedies such as medicinal plants that are yet to be investigated pharmacologically in a laboratory setting. The Nagoya Protocol provided international agreements on financial benefit sharing. However, what has yet only been poorly defined in these agreements are the non-financial benefits for local intellectual property right owners, such as traditional healers who originally provided the respective ethnomedicinal information. Unfortunately, ethnopharmacologists still rarely return to local communities. In this video article, the authors present a method for transferring results back to traditional healers in rural indigenous communities, taking the authors’ previous studies among 39 traditional healers in Uganda as an example. The authors’ approach is based on a two-day workshop, and the results are presented as original footage in the video article. The authors’ work demonstrated a successful method for ensuring bidirectional benefit and communication while fostering future scientific and community-work collaborations. The authors believe it is the moral duty of ethnopharmacologists to contribute to knowledge transfer and feedback once a study is completed. The workshop method, as an example for science outreach, might also be regarded as a valuable contribution to research on education theory and science communication.
This study examines student teachers’ reflections on recordings of their teaching during a period of internship related to a subject didactic course in Swedish. Bodily expressions, not as frequently explored as verbal ones, are in focus. Data consists of video papers, multimedia documents, combining clips of video recordings and reflective texts on the clips. The purpose is to gain knowledge about student teachers’ reflections on and learning of bodily expressions in teaching, using video papers. The analysis of the video papers is descriptive phenomenological, searching for the meanings of the phenomenon. The findings indicate that video papers contribute to student teachers’ reflections and learning about bodily expressions in terms of how they move in front of students, what impressions their bodies convey, how they manage to make contact and how they use their voices. Video papers complement the memory image and through recordings, bodily expressions get attention and are verbalized.
In Australia, schools and faculties of education are mandated to abide by a policy requiring preservice teachers (pst s), to complete supervised professional placement (pe) in schools. The pe are drawn upon to meet the assessment criteria for degree completion. Two strategies are reported that supported individuals and education institutions to meet policy requirements while in lockdown. First, technology was used to overcome the challenge of providing pe for hundreds of pst s by supporting online learning experiences. In the second, visual technologies were used to support pst s to meet the needs of an assessment criterion. Findings indicate that innovative solutions to challenges with pe and related assessments at the university can be mobilized in a short time frame using visual technologies. Further findings indicate that, in unprecedented times, policies developed for use in different contexts can be met with innovative collaborative efforts with a focused goal that transcend seemingly insurmountable challenges.
This chapter references some particularly exemplary titles that have either re-mained highly relevant, or else have qualities we predict will render them timeless. The books are summarized in three sections, depending on key aspects of their content: new forms and formats; changing perspectives; and changing boundaries. All three categories are representative of Eliza Dresang’s notion of Radical Change: how children’s literature is evolving in our digital world. Thirty-eight titles are separated into annotated bibliographies in each of these three sections.
Including additional languages alongside English in picture book format is a spec-tacular way to advance multilingual goals. Many titles here focus on Canadian In-digenous languages while others explore languages with origins around the world. Non-English words range from a carefully selected few to complete translations. Fourteen titles are included in the annotated bibliography.
Informational picture books are definitely on the increase in Canada, and the titles in this chapter contain facts and figures embedded in a variety of genres. A large number of them are biographies of famous or otherwise interesting people. Forty-nine titles are included in the annotated bibliography for this chapter.
Many of the picture books published in Canada between 2017 and 2019 contain themes related to identity. This corresponds with a heightened focus in Canadian elementary school curricula related to diversity and exceptionality. Thirty-two titles are summarized in the annotated bibliography of this chapter, with positive mes-sages about difference appearing in text and illustration.
An introduction to why picture books are important, this chapter also explores their history in addition to descriptions of key picture book elements. Readers’ advisory in terms of awards’ lists accompanies background information regarding the research study underpinning this book.