Field Notebook Research Articles

Análisis del desempeño ocupacional para la promoción de la salud en personas con fibromialgia. Un estudio fenomenológico

IntroductionAn imbalance in the performance or occupational participation can be detrimental to health. This is the case, to a large extent in people diagnosed with fibromyalgia. ObjectivesThe present research study was carried out in order to determine the occupational performance in people diagnosed with fibromyalgia in the Galician province of A Coruña (Spain). Material and methodsA qualitative methodology was used, with data being collected through semi-structured interviews and a field notebook. A total of 34 people participated, including those diagnosed, family members and professionals. ResultsFour themes emerged: (1) «everything costs», (2) «only I know what I can do», (3) «if I’m not good I stay», (4) «support or nothing». ConclusionsPeople with fibromyalgia after diagnosis have modified the characteristics of their occupational performance, both in influential factors, perform and environments.

Digital Making in Educational Projects

Digital Making as an Educational Project is an innovative educational experience that has been carried out with students of the Primary Education and Social Education degrees for three consecutive years. The experience introduces digital making as an activity in which students create an object using digital technology. In the process, they not only gain an insight into how the technology works, but also learn the content and competences of the curriculum. This innovative teaching practice was carried out as action research in order to improve traditional higher education practices. In this sense, the proposal puts the student at the centre of the process as the author and protagonist of their own learning process. The experience is based on their own interests: they decide what to make based on a given context. The students work in groups and look for what they need to learn to overcome a particular challenge, while the teacher supports the process as a facilitator, offering guidance and resources when necessary. The evaluation of the whole process is regulated via a group diary (a shared online document) and an individual diary (a blog) that the students produce. The final evaluation is not only of the printed product; the students also produce a video in the form of storytelling, in which they explain how the process evolved from the initial idea to the final impression of the object. They also reflect on what they have learned, how teamwork has worked and what possibilities they believe digital making offers in the primary and non-formal educational contexts in which they will work. All of the processes are compiled in the students’ blogs, as well as in the teachers’ field notebooks. The experience was executed in collaboration with the Digital Fabrication Centres of Barcelona. The results were organised to highlight the strengths and weaknesses of using technologies to improve higher education offering an approach in which students are at the centre of the whole process. Strengths: strong student motivation, promotion of self-directed and collaborative learning and learning by doing, and familiarisation with a transforming integration of technology as protagonists. Weaknesses: hesitance and resistance to facing the challenge, management of scarce time, large time investment by the teachers, and the difficulty of achieving in-depth reflection on how digital fabrication could be introduced in educational contexts such as primary school and non-formal contexts.

Editorial

In my last Editorial, I wrote about the strong participation of African research in the Joint Meeting held by the British Ecological Society Tropical Ecology Group and the Society for Tropical Ecology in Edinburgh this April. This next quarter of the year will see the Association for Tropical Biology and Conservation hold its annual meeting in Madagascar, providing a further opportunity for African researchers to present their work, both to each other and to the global research community. I hope that we will eventually publish some of the research presented at this prestigious meeting. It is very encouraging to see a steadily increasing participation of African ecologists and conservation scientists on the world stage and reminds me of the important role this journal plays in developing science and successful scientific careers on this continent. In June, this year our publisher, Wiley, released performance reports showing how their journals are performing in conveying research results to the scientific community and general public. The impact factor of the African Journal of Ecology has risen slightly this year, showing that in general our newly published papers are being more widely read than they previously were. The increasing regularity and calibre of scientific conferences and exchanges in Africa will surely boost further increases in the impacts of papers and a broader readership, but I hope that the Journal will remain a first choice for scientists wishing to publish their work to an audience on the continent, for whom the results are often most relevant. Our contributing authors are in the vast majority from African institutions, something which marks out the important role this journal plays, as this is the only peer-reviewed scientific publication that has this author profile. The annual figures also show that our recent Special Section on Camera Trapping was very well received, with twelve of the top twenty most downloaded papers coming from that issue. This is doubly impressive as the issue has only been in circulation 8 months, compared against papers available for up to a year. This Special Section was carefully structured to contain thorough reviews of various aspects of the emerging field and pair them with original research papers that illustrated the points in the review. The keen uptake encourages me to believe that this format is a good one for our Journal community. I will try to provide further Special issues on the topics most relevant to African ecology today. I trust you will enjoy them. A final reflection also comes from reviewing the performances of our various paper formats. Since revising our short format guidelines last year, we have seen many of our Notes and Records, and Short Communications achieving high readerships. Unexpected field observations which confirm a previously tentative hypothesis; pilot studies that show novel results; sightings of rare species; or new records that change distributions can all be turning points in our understanding of ecosystems. They are likely to be of particular importance as we grapple with the rapid ecological changes likely to occur this century. Elegant, focussed papers with clear messages are the building blocks of bigger pictures. Our short papers are achieving more than you might think. From their performance to date, I would certainly encourage future authors to consider these formats more. Use them to publish those precious observations that may otherwise never get farther than your field notebook. Your one record may just be the one that changes everything—if you get it out there! Our bigger pictures of ecosystems will be all the better if they are built on as much detail as the research community can provide. You can look forward to reading some excellent short papers in this issue, and I hope they will inspire you to try these formats as a reader and as an author.

Open data kit (ODK) in crop farming: mobile data collection for seed yam tracking in Ibadan, Nigeria

ABSTRACTThe purpose of this paper is to illustrate the importance of applying open-source technologies for mobile-based data collection for real-time tracking of seed yam (Dioscorea rotundata and Dioscorea alata) production. In the past, seed yam data in Nigeria have been predominantly collected using field notebooks, which were subsequently entered into a Microsoft Excel spreadsheet or Access database for analysis and reposition. Relevant areas of weakness within the current data systems include time delay in providing feedback and non-availability of data upon demand. As a result, this has hampered direct tracking of seeds at various stages of crop production and management. The study provided data collectors with a pre-installed yam seed tracking app for use on an Android device for data collection and management. The system architecture is based on the Open Data Kit (ODK) framework and a custom design based on requirements and lessons learned from literature. The ODK (Aggregate) made data easily accessible in minimum time possible from the point of data collection. The yam seed tracking application was developed as a result, which was field tested. The results indicated that this method improved efficiency, speed, and convenience in data collection and visualization, showing that this type of system can be used in crop management and research. The ODK was helpful to farmers in making their management decisions and ultimately boosting crop productivity. Stakeholders were able to visualize trends in yam production, which helps with marketing decisions.

A National Geoscience Data Platform and its Application in Paleobiodiversity Studies: Experiences from Estonia

Studying deep time biodiversity and environments is largely based on collections of fossils and sedimentary rocks, and the information acquired thereof. The sedimentary bedrocks of Estonia and neighbouring areas constitute a well-preserved archive of Earth history from the late Precambrian to the Devonian period. This interval of geological time hosts several key events in the diversification of life, notably the Cambrian explosion, the Great Ordovician Biodiversification Event and the Hirnantian mass extinction. Documenting and understanding these events has benefited from the geological and paleontological collections from the Baltic region, a large part of which are deposited in Estonia. Since 2004 Estonia has had a 'national geological collection' that virtually joins the archives of three major collection-holding institutions: Tallinn University of Technology, University of Tartu and the Estonian Museum of Natural History (Hints et al. 2008). A key to the functioning of this national consortium is the common database system 'SARV', which started as a simple collection management tool, but has grown into a geoscience data platform linking various types of geoscientific information and supporting also the needs of researchers. Technically the system is based on a relational data model and central database server, a REST API and a number of web-based user interfaces from data management tools to public portals and more specialized applications. Individual components of the system are now built on open source software including MySQL, Apache Solr, Django REST framework, and Angular and Vue JavaScript frameworks. The data model and all recently developed software are available in a Github repository (https://github.com/geocollections). Data on individual fossil specimens, digital images, localities, regional stratigraphic units, rock samples, datasets, published references, field notebooks etc. are publicly accessible in the Estonian geoscience collections portal (https://geocollections.info). A separate gateway provides access to the information on fossil taxa and their distribution in the Baltic region (https://fossiilid.info). Another example of using the same underlying data platform specifically for paleobiodiversity research is the Baltic chitinozoan database CHITDB (http://chitinozoa.net; Hints et al. 2018). Chitinozoans are an enigmatic group of Paleozoic microfossils, very useful in biostratigraphy. Some of the largest collections of these fossils worldwide derive from the Baltica paleocontinent and are deposited in Estonia. The chitinozoan portal was developed for managing and publishing the occurrence-level data on chitinozoans, and for quantitatively analysing their diversification history and biotic crises through the Ordovician and Silurian periods. The main benefit of using such an integrated data system is that a user may easily turn back to individual samples and specimen images (for instance, to verify identifications), and combine the paleontological data with information about past environments and climate that might derive from publications, first-hand geochemical data or even from descriptions in field notebooks. Global tools, such as the Paleobiology database, cannot provide such functionality for the time being. The next steps in enhancing the national geoscience data platform in Estonia are related to the development of new data collection and publication modules, building a complete digital library of geoscience publications related to Estonia and widening the user base of the system. Participation in the national research infrastructure roadmap project NATARC as well as the Pan-European DiSSCo will support achieving this and safeguarding the sustainability of geoscience data and corresponding e-services in Estonia.

Collections of the Museum of Kemerovo State University as a Basis for Scientific Reconstruction of the Teleut Women’s Costume

The research features the historical and cultural heritage of the Teleuts, an indigenous people of Kuzbass, in particular their national costumes stored in the funds of the museum «Archeology, Ethnography, and Ecology of Siberia» (Kemerovo State University). The museum collections form a basis for scientific historical reconstruction of women’s Teleut costume. The paper describes authentic ethnographic items of the main collection and the archives: various collections, field notebooks, expedition diaries, and reports made by scientists of the university, as well as photographs, videos, slides, and sketches. It is the first time the documentary funds have been introduced into scientific use. The research involved the prosopographic database of the scientists who donated valuable collections on the material and spiritual culture of the Teleuts, as well as museum collections of the departments of ethnography and history. The authors also described historical and ethnographic heritage collected by the scientists who organized expeditions in 1960s – late 1990s and donated their collections to the museum. The authors evaluated the contribution the scientists made to the studies of the Teleut culture. In addition, the article introduces an acquisition technique that would guarantee the authenticity of the items related to the Teleut culture.

Floristic inventory and biological spectra of Balakot, District Mansehra, Pakistan

This study was conducted to assess the floristic composition, biological spectra and phenology of Tehsil Balakot. Frequent visits were made in different seasons during 2012–13. Field notebook was used to record the data within field. Biological spectrum and leaf sizes classes were determined. The floristic diversity revealed 228 plant species belonged to 184 genera and 72 families. Asteraceae family contributed maximum number of species (27) followed by Rosaceae (18), Apiaceae and Lamiaceae (12) species each, Papilionaceae (11) species while remaining 67 families contributed less than 10 species. Herbaceous growth form was the most leading one (71%), followed by shrub (15%) and tree (14%), respectively. Biological spectrum revealed that hemicryptophytes (32.45%) were the most prevalent, followed by therophytes (31.57%), nanophanerophytes (15.35%), megaphanerophytes (13.59%) and chamaephytes (4.38%). Leaf spectra showed that microphyll (28.94%) were dominant, followed by nanophyll (27.19%), leptophyll (22.80%), mesophyll (14.03%) and megaphyll (7.01%). The flora was influenced by two flowering seasons i.e. March to August and September to February. In the first spell, 193 species were recorded, of these 15.54% trees, 15.02% shrubs, 63.21% herbs, 3.62% grasses and 2.59% ferns; while in the second spell, there were 35 species having 2.85% trees, 17.14% shrubs, 74.28% herbs, and 5.71% grasses. The flowering data shows that June and July were the utmost flowering months with 28.50% in 65 and 20.17% in 46 plant species.

‘Factotum and friend’: Anthropologists, informants and ethnographic exchange in central Australia

ABSTRACTIn this paper I discuss the ethnographic encounter between two Aboriginal men and various Australian anthropologists during the late nineteenth and early twentieth-century. These men, Mickey Dow Dow and Jim Kite, played a critical role in the development of a body of knowledge associated with Australian Aboriginal people. The important role that these men played in shaping an understanding of Aboriginal relationships to place, personhood and myth is significant. By critically interrogating the field notebooks and diaries of the seminal Australian ethnographers that worked with these men I bring to the fore the nature of these engagements and discuss the various ways in which ideas were communicated. Critically, it was illustrations, maps and acts of translation and performance that often worked to bridge the gap between understandings.

A DIALÉTICA ENTRE A INTERVENÇÃO PEDAGÓGICA NO JOGO DE PAPÉIS SOCIAIS E O DESENVOLVIMENTO DA PSIQUE INFANTIL

This article describes part of the doctorate thesis research denominated 'The dialectic between the pedagogical intervention in the role play and the psychic development of the preschool-age contemporary child'. The investigation analyzed the interferences of pedagogical intervention in the role play for the psychic development of twenty children of a pre-school class. The methodology was characterized as an intervention research and the data came from participant observation, records in field notebook, photographs and filming. The results showed that the adequate pedagogical intervention in the role play promotes the level of playing and the development of children. Thus, we conclude that the research clarified the dialectical movement caused by the elements involved in the simultaneity of the advances of the level of playing and of the infant psyche, which serves as a support for the theoretical formation and the constitution-improvement of the pedagogical praxis of the pre-school teachers and of the students of pedagogy courses and related areas.

Los mapas mentales como estrategia en el desarrollo de la inteligencia exitosa en estudiantes de secundaria

<p>Los mapas mentales suelen ser empleados por docentes de todos los niveles educativos como potentes estrategias de aprendizaje. Empleo que permite logros pedagógicos importantes, pero que no llegan a traspasar su máximo nivel, por el uso dogmático del mapa mental originario de Tony Buzan (1996). Situación que sería distinta si se consiguiera internalizar, comprender y aplicarla en su cabalidad. Precisamente por ello, la teoría triárquica de la inteligencia desarrollada por Rober Sternberg (1985) permite a los estudiantes la capacidad de tomar decisiones ante diversas situaciones problemáticas con el uso adecuado de técnicas y orientaciones en el desarrollo mismo de la inteligencia. La investigación se desarrolló mediante el estudio de casos desde el enfoque cualitativo, donde a través del análisis de las evidencias encontradas y el empleo de un instrumento que midió la inteligencia exitosa, se pudo comprobar su desarrollo. Sin embargo, el análisis empírico no fue suficiente para validar dicho desarrollo; por ello se optó por la observación directa durante las sesiones de aprendizaje realizado por el docente responsable de la estrategia a emplear y plasmado en el cuaderno campo. Asimismo, las entrevistas a profundidad fueron llevadas a cabo por psicólogos educacionales. Cabe resaltar que los documentos analizados, han permitido realizar la triangulación no solo de evidencias sino también de metodologías, entre ellas el análisis documental, para llegar a conclusiones que demuestran de qué manera se ha logrado el desarrollo de la inteligencia exitosa. Por último, se demuestra que el uso de las técnicas de los mapas mentales con una estrategia educacional adaptada al grupo aplicado, logra el desarrollo significativo de las habilidades de la inteligencia analítica, creativa y práctica.</p>

Retos del quehacer etnográfico con indí­genas urbanos en ciudades mexicanas

En el artí­culo se analiza la etnografí­a y sus técnicas de investigación tradicionales como recurso central para identificar espacios públicos y privados, así­ como prácticas sociales ligadas a la reproducción de procesos de etnicidad urbana, tanto en metrópolis como en ciudades medias en México. El acercamiento reciente con grupos indí­genas ha llevado a replantear la puesta en práctica de ciertas técnicas de investigación consideradas propias del método etnográfico en la antropologí­a. Me refiero a la observación participante, la entrevista dirigida y el registro en el diario de campo. La agencia mostrada en la actualidad por sujetos, familias y colectivos indí­genas radicados en diversas ciudades mexicanas, problematiza los contenidos y formas asociados tradicionalmente a dichas técnicas, además de ponderar prácticas de reflexividad por parte de los investigadores. A partir de la revisión de diversos trabajos con indí­genas urbanos desarrollados en la última década, se discuten dichas consideraciones a la luz de proponer nuevas prácticas en las formas y contenido etnográfico con sujetos, familias, colectivos y grupos indí­genas radicados en diversos centros urbanos mexicanos.

Indagando en el aula de ciencias: cómo progresan los métodos empleados por los docentes. Un estudio de caso.

This article presents a proposal of the possible stages in a process of teacher change, obtained empirically, in relation to the application of inquiry processes in the classroom, based on a continuous teacher professional development program implemented in a school in Barcelona. It is intended that teachers promote an inquiry scientific activity that gives importance to argumentation and modelling by applying inquiry processes. Although the project covers all teachers, from early years up to high school in a school of four lines, in this paper we focus on the fifth year of primary school. For the study of its evolution, information has been triangulated based on the design of the activities carried out by the teachers, the productions made by the students, and the data collected in the field notebook where questions, answers and reflections of the teachers are recorded. Different associated subprocesses have been identified, how progress is being made in each of them and the difficulties of consolidating this methodology.

Inclusão educacional de crianças com deficiências: notas do chão da escola

Resumo O tema deste artigo é a inclusão de crianças com deficiência na educação pública. O problema de pesquisa apresentado tem origem nos debates sobre a vida escolar inclusiva e diz respeito às situações concretas que foram analisadas no cotidiano de duas escolas. O objetivo principal foi acompanhar o acesso de crianças em cujo registro de matrícula são mencionadas deficiência múltipla ou paralisia cerebral. Desse objetivo, foi organizada a estratégia de observar os diferentes modos de participação e registrar, para análise em detalhes, as cenas em que o acesso não conduziu a uma vida escolar inclusiva e as cenas que, em sentido oposto, revelaram uma dinâmica de participação que resultou em procedimentos inclusivos. Metodologicamente, a coleta de informações, o registro em cadernos de campo e as muitas horas de observação resultaram de etnografias realizadas a partir de 2014 nas escolas públicas identificadas previamente para a pesquisa. Referências antropológicas foram utilizadas. Os principais resultados foram obtidos com inventários de gestos e procedimentos recolhidos em escala microscópica, que indicaram haver dependência entre estratégias inclusivas e abordagens com foco no trabalho pedagógico como um todo e para todos os alunos. Quando a abordagem restringiu-se ao isolamento das crianças para evitar que suas particularidades atrapalhassem os demais, o acesso claramente não ofereceu um modo de participar compatível com uma vida escolar inclusiva. O texto apresenta, em suas conclusões, uma análise sobre as cenas focadas e, com base na pesquisa feita, sustenta que acesso nem sempre resulta em inclusão.

Matrix of strategic recommendations for immunization of health workers.

Health workers are at high risk of exposure to contagious diseases, many of which might be prevented through vaccination. According to the Brazilian labor legislation, vaccination is a right of workers and an obligation for employers. To develop a matrix of strategic recommendations relative to the vaccination status of health workers as a function of the risks to which this occupational group is exposed. Qualitative study performed at a Health Basic Unit in November and December 2016. We held three workshops with an average of 22 participants and following a problematization method based on the Maguerez arc approach. The data collected in the workshops were recorded on a field notebook. The selected method helped the participants gain insights the process of illness and healthcare. The workshops resulted in a matrix of recommendations of strategies to orient and monitor immunizations for health workers, including: information on vaccinations recommended for health workers, vaccination status updates and occupational health surveillance. The present study provides grounds for occupational healthcare as concerns the vaccination status of the participants and other health workers. The resulting strategic recommendations aim at improving the vaccination status of health workers and thus reduce the risk of diseases preventable through immunizations, which might be a reason for sickness absenteeism, and even of indefinite sick leave.

Sources

Sources Bill Broyles (bio) The Ives Collection The basic resource is the Ronald L. Ives Collection, MS 0983, at the Arizona Historical Society, Tucson. Following Ronald's death, friend Arnold Hudson delivered 19 file cabinets to the historical society in May 1982. The quantity surpassed 100 cubic feet of boxed items in addition to materials in file cabinets. About three-fourths of the paper material [End Page 418] was deaccessed as redundant or irrelevant, leaving about 26.5 cubic feet in 26 boxes. Ives's technical publications are found in boxes 1–17 and his miscellaneous publications in boxes 18–21. Correspondence A–F is in box 22, G–M in box 23, N–U in box 24, and the rest in box 25. His financial and legal documents are in box 26. His maps, both ones he drew and those he gathered, were assigned to the society's map cases to improve preservation and access. His photo albums are stored separately and as of 2015 have not been fully catalogued. A guide to the collection is available at the historical society. Master archivist Roger Myers, currently with the University of Arizona Special Collections Library, worked six months to curate the collection. Ives's books were given to the historical society, but many of them were sold because they duplicated volumes already in the society's collection. One mystery remains: Why are no Ives field books or notebooks in the collection? Or, how did he record his field and research notes? Ives Interviews Ronald L. Ives with James W. Byrkit, October 10, 1979; November 2, 1979; February 27, 1981. In the author's collection. Ronald L. Ives with Nancy C. Veronda, April 21, 1975; April 28, 1975; May 5, 1975. Nancy C. Veronda Collection, Cline Library, Northern Arizona University, Flagstaff. Copies in the author's collection. Interviews with Bill Broyles Wallace Akin, July 24, 1985. By phone. Agnes M. Allen, April 7, 1984. Flagstaff, Arizona. Thomas F. Barton, April 19, 1985. By phone. Helen Beck, June 28, 1985. By phone. Thomas W. Beck, circa June 1985. By phone. Graydon Lennis "Lynn" Berlin, June 14, 1985. By phone. Barbara (Ives) Beyer, December 15, 1984; April 16, 1985. By phone. Jean-David Beyer, April 3, 1985. By phone. Ted Brown, April 14, 1985. Tape he provided. [End Page 419] Don Bufkin, December 17, 1984. Tucson, Arizona. Fr. Ernest J. Burrus, March 30, 1985. By phone. James Byrkit, April 7, 1984; March 25, 1985. Flagstaff, Arizona. Harold T. "Hal" Coss, June 11 or 12, 1985. Tucson, Arizona. Augustus L. "Gus" Cotera, May 13, 1984. Flagstaff, Arizona. Al J. Driscoll, April 23, 1985. Camp Verde, Arizona. Spencer Duckworth, June 12, 1985. By phone. John Duncklee, June 11, 1985. By phone. Robert Fawls, June 27, 1985. By phone. Fred Fennell, May 13, 1984. Flagstaff, Arizona. Bernard Fontana, September 24, 1984. Tucson, Arizona. Virgil Gillenwater, April 22, 1985. By phone. William B. "Bill" Griffen, April 23, 1985. Flagstaff, Arizona. Tom Hanlon, circa June 1985. Calspan in Buffalo: materials sent, per Tom Beck. Julian Hayden, September 21, 1984; April 9, 1985. Tucson, Arizona. Harwood Hinton, April 16, 1985. Tucson, Arizona. Charles A. Hoffman, April 22, 1985. Flagstaff, Arizona. Wilton "Bill" Hoy, April 16, 1985. By phone. Arnold and Arlene Hudson, April 22, 1985. Flagstaff, Arizona. Carleen Maley Hutchins, June 7, 1985. By phone, and self-recorded tape she provided. Jane Ivancovich, October 22, 1984. Tucson, Arizona. Kenneth Ives, January 5, 1985. By phone. George M. Kohler, April 13, 1985. By phone. Cliff Kramer, May 3, 1985. By phone. Douglas Longwell, April 19, 1985. By phone. Anne Grinnell Lynn, March 27, 1985. By phone. Marina Mazón, April 19, 1987. Ajo, Arizona. Fr. Kieran McCarty, April 16, 1985. Tucson, Arizona. Dennis Mitchell, June 12, 1985. By phone. William Perkins, June 16, 1985. By phone. [End Page 420] Patricia "Pat" Pfohl, July 1, 1985. By phone. A. Dean Pickett, May 14, 1984. Flagstaff, Arizona. Fr. Charles W. Polzer, October 26, 1984. Tucson, Arizona. Sheriff Joe Richards, May 14, 1984. Flagstaff, Arizona. William "Bill" Robinson, circa 1985. By phone. Howard "Sandy" Salisbury, April 7, 1984. Flagstaff, Arizona. Jim Sandberg, June 12, 1985. By phone. Gordon "Scotty" Snow, April 10, 1985...

Wet collections accession: a workflow based on a large stonefly (Insecta, Plecoptera) donation.

This study details a workflow used to accession a large stonefly (Plecoptera) collection resulting from several donations. The eastern North American material of Kenneth W. Stewart (deceased, University of North Texas), the entire collection of Stanley W. Szczytko (deceased, University of Wisconsin, Stevens Point), and a small portion of the Barry C. Poulton collection (active, United States Geological Survey, Columbia, Missouri) were donated to the Illinois Natural History Survey in 2013. These 5,767 vials of specimens were processed to help preserve the specimen legacy of these world renowned Plecoptera researchers. The workflow used an industrialized approach to organize the specimens taxonomically, image the specimens and labels, and place the specimens into new storage. Utilizing the images as a verbatim data source, we transcribed labels in iterative steps that yielded more information with each pass. The data were normalized, locations georeferenced, all specimen data formatted to meet Darwin Core Archive format for occurrence data, and a data set created using Pensoft's Integrated Publishing Toolkit. This is the first time that any of the specimen data has been made available electronically. We also provide two important electronic supplements that include the Bill P. Stark (active, Mississippi College) Oklahoma field notebook for 1971 and 1972 detailing locations for many coded stonefly specimens in the Stewart collection, and the coded locations of B. C. Poulton's Arkansas and Missouri study. Again, we have linked coded labels in vials to normalized and georefenced site data. We confirmed 243 stonefly species were contained within the collections, and the potential for many more species exists among the specimens identified to family and genus level. Twenty-one new state, province, and other significant stonefly records are reported herein with all identifications verified by the senior author, often through consultation with other stonefly taxonomists. Researchers are encouraged to utilize the specimen data, form collaborations with the authors, and borrow specimens for research.

Sur le terrain de l’océanographie politique : carnets de terrain, ethnographie multi-sites et modes de gouvernement de la Mer au croisement des sciences sociales et des sciences de la nature

This article presents a part of the ‘Field notebooks’ of the members of the International Multidisciplinary Thematic Network (RTPi) of CNRS ApoliMer (political anthropology of the sea), which focuses on the form of government of the sea, at the crossroads of the social sciences policy and natural sciences. Throughout the text, some of the ethnographic materials from the team’s fieldwork surveys are used to describe how ApoliMer tracks governance on marine and coastal lands in an interdisciplinary manner. This article is also an opportunity to expose the genesis and evolution of the RTPi, through the various ‘seasons’ of research that has marked its existence since its birth in 2013–2014.

Books and Drawers full of Moths

The Otago Museum houses one of New Zealand’s largest Lepidoptera collections that consists of more than 31,000 macro moth specimens collected across New Zealand over the last 30 years. Alongside this collection, supplementary information is found in detailed field notebooks that cover, for most sites, the total abundance of the different species present in these samples. We have been able to use the notebooks to work out the sampling intensity and sites to map both the collections and the abundances to some degree. It is impractical to collect everything. As a result, the common species are left out of collections and the rare and unusual sightings fill the collections. When planning to resample collecting sites to investigate changes in ecosystems, just relying on collections for species presence and absence would skew the results. It should also be noted that field notebooks are not a panacea for biological information as the information in them ages, so too can the reliability and accuracy of the notes within. Here we discuss how the field notebook data compares with the information accompanying the specimens housed within the museum collection. This is a recently digitised collection and allows an insight into the collectors sampling, vouchering and data practices and how these can affect modern interpretation and variation in repeat sampling.

Abordagens geocientíficas em estudos do meio no Ensino Fundamental I: construindo pontes para o ensino interdisciplinar

The present research investigated the contribution of Geoscience Education in environment studies developed at Escola de Aplicação EA/FEUSP, São Paulo. The research focused on teacher training to overcome the traditional education model based on a fragmentation of knowledge, thus contributing to curriculum integration. Environment studies, field notebooks and the relationship of educational methodology and geosciences knowledge in the school’s curriculum were analyzed. The approaches carried out in the 3rd, 4th and 5th grades of elementary school contributed to reorganizing the Science curriculum, including a geoscientific approach. The results showed the importance of geoscience education and the possibility of changes in the curriculum in promoting a more contextualized and integrated education, starting from the basic levels, to meet the school’s pedagogical policy plan.

Infância, alteridade e formação docente: encontro com as crianças como potência de transformação

This paper aims to share reflections produced in the core of a research developed in everyday life of a school located in the city of Rio de Janeiro, in order to think the teacher training process and the child's potentiality in it. Through an investigation from the perspective of research with daily life, making use of narratives produced in the field notebook and of impressions and senses created throughout the investigation, brings two scenes experienced in the daily life of the mentioned public school and, with them, discusses concepts of training and child, defending the latter as a legitimate other in teacher education and training as a singular process and at the same time, collective and polyphonic. Finally, from the proposed problematization, the text invites us to think training with childhood in the quality of training as experience: that one which makes us think and think about ourselves, that is a training that moves us and causes us to inquire about our certainties and crystallized truths, invites us to be already others of ourselves, to rethink our ways of being, to be and to live the teaching experience with the children. Therefore, it is an invitation to think about our place and the place of children, in other words, our relationship in education and teacher's training.