Andreas Ch. Hadjichambis

Medicinal plants in the Mediterranean area: Synthesis of the results of the project Rubia

AIM OF STUDY Within the scope of the European project RUBIA (ICA3-2002-10023), research has been performed on the traditional use and handling of plant species in several Mediterranean countries, Albania, Algeria, Cyprus, Egypt, Italy, Morocco, and Spain. This paper synthesises the chief results related to the medicinal utilization of those plants. MATERIAL AND METHODS The information has been gathered by means of semi-structured interviews (1256) and techniques of participant observation with 803 informants. In each of the participating countries the study areas were selected by means of uniform criteria defined at the beginning of the study. RESULTS AND CONCLUSIONS A total of 985 species have been catalogued, of which 406 have medicinal use. This work constitutes the first comparative study performed with ethnobotanical data gathered by a coordinated methodology in the Mediterranean area. An exhaustive list is provided for the species catalogued, indicating the regions where each plant was mentioned. ETHNOPHARMACOLOGICAL RELEVANCE This information underlines the ethnobotanical richness of the region and the need to broaden this study to other areas of the Mediterranean. Furthermore, this constitutes a base for future phytochemical and pharmacological studies which could lead to new therapeutic products.

Wild and semi-domesticated food plant consumption in seven circum-Mediterranean areas.

The use of local Mediterranean food plants is at the brink of disappearance. Even though there is relatively abundant information on inventories of wild edible taxa, there is also a crucial need to understand how these plants are consumed and when and how these consumption phenomena change over time and place around the Mediterranean. Additionally, it is important to study such knowledge systems and find innovative ways of infusing them to the future Mediterranean generations. During the years 2003–2006 a circum-Mediterranean ethnobotanical field survey for wild food plants was conducted in selected study sites in seven Mediterranean areas (European Union-funded RUBIA Project). Structured and semi-structured questionnaires have been administered to indigenous people and 294 wild food plant taxa were documented in the survey. A comparative analysis of the data was undertaken showing that the quantity and quality of traditional knowledge varies among the several study areas and is closely related to the traditions, environment and cultural heritage of each country. More similarities of wild edible popular use were revealed between the Eastern Mediterranean and the Western Mediterranean.

An ethnobotanical survey of wild edible plants of Paphos and Larnaca countryside of Cyprus

An ethnobotanical survey of wild edible plants of Cyprus was carried out in two sites. Paphos vine zone and Larnaca mixed farming zone. These are among the areas in Cyprus whose inhabitants subsisted primarily on pastoralism and agriculture and therefore still preserve the traditional knowledge on wild edible plants.The information was collected for three-year period, in the framework of the EU-funded RUBIA Project. Four hundred and thirteen interviews have been administered to 89 informants of various ages and background categories in 29 villages of Paphos site, and 8 in Larnaca site. A total of 78 species were recorded. Ethnographic data related to vernacular names, traditional tools and recipes have also been recorded. A comparison of the data collected from the two sites is undertaken. During this ethnobotanical research it was verified that wild edibles play an important role in Cyprus in rural people, however, it was realized that the transmission of folk uses of plants decreased in the last generations. The research of ethnobotany should be extended to other areas of Cyprus in order not only to preserve the traditional knowledge related to plants but to make it available to future generations as well.

Attitudes and behaviours of adolescents towards antibiotics and self-care for respiratory tract infections: a qualitative study

Background To understand attitudes and behaviours of adolescents towards antibiotics, antimicrobial resistance and respiratory tract infections. Design Qualitative approach informed by the Theory of Planned Behaviour. Semi-structured interviews and focus groups were undertaken. We aimed to inform the development of an intervention in an international setting to improve antibiotic use among adolescents; therefore on completion of thematic analysis, findings were triangulated with qualitative data from similar studies in France, Saudi Arabia and Cyprus to elucidate differences in the behaviour change model and adaptation to diverse contexts. Setting 7 educational establishments from the south of England. Participants 53 adolescents (16–18 years) participated in seven focus groups and 21 participated in interviews. Results Most participants had taken antibiotics and likened them to other common medications such as painkillers; they reported that their peers treat antibiotics like a ‘cure-all’ and that they themselves were not interested in antibiotics as a discussion topic. They demonstrated low knowledge of the difference between viral and bacterial infections.Participants self-cared for colds and flu but believed antibiotics are required to treat other RTIs such as tonsillitis, which they perceived as more ‘serious’. Past history of taking antibiotics for RTIs instilled the belief that antibiotics were required for future RTIs. Those who characterised themselves as ‘non-science students’ were less informed about antibiotics and AMR. Most participants felt that AMR was irrelevant to them and their peers. Some ‘non-science’ students thought resistance was a property of the body, rather than bacteria. Conclusion Addressing adolescents’ misperceptions about antibiotics and the treatment of RTIs using a behaviour change intervention should help improve antibiotic awareness and may break the cycle of patient demand for antibiotics to treat RTIs amongst this group. Schools should consider educating all students in further education about antibiotic usage and AMR, not only those taking science.

Conservation Reasoning and Proposed Actions for the Protection of Threatened Plant Species: Insights From a Sample of Rural and Urban Children of Cyprus

Investigating childrens beliefs and values toward threatened biodiversity can contribute to their understanding about nature and to the prevention of sociopolitical issues that may emerge when nature policy is being implemented. This study investigates childrens beliefs about threats to plants, the personal values associated with conservation, and actions children consider desirable regarding the conservation of three threatened plant species of Cyprus. Photos of threatened plants were used during interviews with 60 students (30 urban and 30 rural residents) aged 10–12 years. Results showed that participants deemphasized anthropogenic threats, while attitudes of individual responsibility were prevalent. Participants proposed actions of higher effectiveness mainly when they felt that they would be able to implement them. Findings suggest that an educational policy on threatened plant conservation should adopt a social character, focusing on attitudinal development and participatory learning approaches that will enhance childrens sense of ownership and efficacy.

Investigating the Effectiveness of an Inquiry-Based Intervention on Human Reproduction in Relation to Students' Gender, Prior Knowledge and Motivation for Learning in Biology.

Despite the importance of understanding how the human reproductive system works, adolescents worldwide exhibit weak conceptual understanding, which leads to serious risks, such as unwanted pregnancies and sexually transmitted diseases. Studies focusing on the development and evaluation of inquiry-based learning interventions, promoting the knowledge of human reproduction, are very few. The purpose of this study was to evaluate the effectiveness of an inquiry-based intervention on human reproduction in relation to students’ gender, prior knowledge and motivation for learning in biology. Data collection methods included students’ pre- and post-tests, evaluating students’ conceptual understanding regarding human reproduction, and measurements of students’ motivation employing the Motivational Learning Environment survey. The sample for the pre- and post-test conceptual understanding data included the whole population of the 7th graders in Cyprus (n = 6465). Students’ motivation data were collected from a representative sample of the entire 7th graders population (n = 946 students). Statistical analyses indicated a statistically significant increase in students’ conceptual understanding as well as in their motivation for learning in biology. However, students’ gender, prior knowledge and initial motivation for learning in biology seemed to mediate the effectiveness of the inquiry-based intervention. All of these variables are deemed, therefore, as of great importance for the design, implementation and evaluation of biology teaching interventions.

Promoting RRI and active citizenship in an inquiry-based controversial socio-scientific issue: the case of cholesterol regulation with statins

ABSTRACT Science education is an important dimension of the European Commission’s Responsible Research and Innovation (RRI) objectives; however, RRI is not an explicit focus of biology teaching and few biology teachers have experience in integrating RRI in classroom practice. This study examines the impact of a three 80-minute RRI and active citizenship module on 11th grade biology students, based on the SSIBL pedagogical framework. A representative national sample of 11th grade biology students in Cyprus (n = 398) participated. A pre-post research design examined impact in relation to students’ conceptual understanding regarding cholesterol and its regulation, their understanding of the controversy about cholesterol regulation, awareness of RRI components, feeling of responsibility and willingness to act. Analyses indicated statistically significant gains in conceptual understanding and the understanding of the controversy about cholesterol regulation and awareness of RRI components, as well as in students’ socio-scientific accountability (feeling of responsibility and willingness to act). Conceptual understanding showed increased correlations with Controversy understanding and RRI understanding forming the three of them the cognitive elements of individuals understanding. All of the examined variables are deemed, as of great importance for the design, implementation and evaluation of innovative biology RRI and active citizenship modules.