Promoting citizen science through a local-centric botanical education network in Chiang Mai
HKU MLA1 Chiang Mai Stuodio
zivyang0523@gmail.com
knowledge-shed: Ziv YANG Zihan
"But apart from the benefits derived from the study of nature, which is so important a branch of human education, the care of plants would provide an excellent opportunity to accustom children to being useful, to thinking of others, to exercising a gentle and beneficent authority over living things, and to learning how to handle and appreciate the simplest and most delicate objects in nature. They would learn to observe and judge for themselves, and would thus develop a sound and independent judgment. They would be in touch with living things, and would thus be led to feel a certain sympathy and kindness for all living creatures. And by gradually extending their care from the smallest plant to the highest trees, they would develop the habit of taking a comprehensive view of the natural world, and would thus be able to grasp the interdependence and mutual relations of all things.“
Jean-Jacques Rousseau Emile, or On Education
Background Introduction
Botanical gardens have different definitions in different contexts. The multifaceted relationship between plants and human society leads to the complexity of the definition of a botanical garden. In a broad sense, botanical gardens include institutions such as ornamental gardens and medicinal plant gardens that are established for a single species of plant only. In narrow sense, botanical gardens refer to institutions established for a variety of plant resources. The phased development of the nature of botanical gardens also reflects the social structure of human civilisation at different times.
Ancient to modern botanical gardens (in both the broad and narrow senses) mainly served the political, medical and aesthetic needs of the upper classes, such as the religious, royal and aristocratic classes. Modern botanical gardens serve the public; they collect and display a variety of plant resources, but also undertake a variety of functions such as the promotion of plant science knowledge, scientific research and education. They have science as a common underlying theme, while also emphasising other ecological and social goals and values.
However, it is only in the last 100 years that botanical gardens have moved away from serving royalty, aristocracy and the state apparatus to operate as independent non-profit-making institutions. This shift in identity has been throes for the Botanic Gardens. Firstly, because of the operational difficulties caused when botanical gardens ceased to be a key government investment for colonial purposes; secondly, because the publicisation of botanical information led to the emergence of a number of tourist botanical gardens whose core business was selling botanical experiences, leaving traditional botanical gardens with a confused selfpositioning, and such confusion occurred not only in tourism, but also in commercial scientific collaboration and peripheral product development in botanical gardens. It is therefore an important proposition for contemporary botanic gardens to find the right balance between meeting financial needs and maintaining their core values.
In the author's view, the nature of botanical gardens as "institutions holding records of living plants for the purposes of scientific research, conservation, display and education" has never changed since the birth of modern botanical gardens. The reason for their poor operation or confused positioning is that the operation of botanical gardens has not adapted to the social structure of contemporary human civilisation. This study will take Queen Sirikit Botanic Garden (QSBG) in Thailand as an example, and discuss the direction of contemporary botanic garden operations based on the public issues, educational resources in Chiang Mai and QSBG's own operational model, research directions .
ARCH7132 MLA Design Studio Ⅱ YANG Zihan Sunday, 7 May 2023
[1] Roger Spencer,& Rob Cross The origins of botanic gardens and their relation to plant science, with special reference to horticultural botany and cultivated plant taxonomy, Muelleria, 2017,35: 43–93
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[3] Xan Sarah Chacko, Stringing, Reconnecting, and Breaking the Colonial “Daisy Chain”: From Botanic Garden to Seed Bank, Catalyst, 2022, 8(1):2-30
[4] Zaheer Baber, The Plants of Empire: Botanic Gardens, Colonial Power and Botanical Knowledge, Journal of Contemporary Asia, 2016, 46(4):659–679
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[8] Jrène Rahm, Youths’ navigations of botanical gardens: bids for recognition, ways to desettle practice, Environmental Education Research, 2018, 24(8): 1115-1127
[9] Basha-Jakupi, A, et al. 2021. Rehabilitation of Soil through Botanical Gardens as a Practical Interplay Between Learning Spaces and Healthy Places in Urban Environments. Future Cities and Environment, 7(1): 13, 1–10
[10] Royal Botanic Gardens, Kew. (2022). Annual Report and Accounts for the year ended 31 March 2022. London, UK
Reference
History of Botanic Garden
ANCIENT: Ornamental Gardens & Medicinal Botanical Gardens MODERN: Enlightenment Movement & Popularization of Botanical Gardens Relationship Creating phytotherapy should be observed rather than listened to anecdotally disapprove of what you say, but will defend to the death your right to say B.C.3000 Now B.C.3 1545 Social Complexity Specialization and scale of agricultural production Ornamental garden Modern Botanic Garden Orto botanico di Padova A.D.1545 Medicinal botanical gardens The Disintegration of the classical world th Century – th Century Art Scientific Classical Botany Renaissance A.D. 14 Century – A.D.17 Century University Università di Padova
Core Density Analysis of Education Resources Ornamental garden From 3000 B.C. Medicinal Botanical Garden From 4th century B.C. The first botanical garden 1545 Katherine Stackelberg, professor of classics and historian of gardens, that the first large-scale gardens appeared in the form of royal gardens and artistically inspired religious during BC, interactions between Mesopotamia, Egypt and the Aegean Sea concerning trade, diplomacy and military conquest The medicinal botanical gardens developed the basis of classical botany The earliest medicinal botanical gardens in the world date back the 4th century BC in Greece, by Great, Aristotle, Izmir in Turkey This botanical garden was called TheAsklepieionofKosand was intended for the cultivation and study of medicinal plants for doctors and pharmacists Agricultural Background Social Symbols Classical Botany Secularisation of education Orto botanico di Padova It is often thought that the origins of botanical gardens be century Italian Renaissance These botanical gardens emerged infancy University professors botany managers these medicinal botanical gardens were maintained as educational subsidiaries of university medical faculties Theophrastus B.C.371-287 "Nature is our best teacher. By observing nature, we can learn much about life and the world." The Ancient Agora and the asklepieion of kos Hanging Garden of Babylon ERALY MODERN: Colonialism & Botanical Garden Expansion Civilization”， Development”，“Improvement White Mans Burden 1550 - 1750 Now 1545 Technological Developments Structural Changes in Society Leading European civilisation Exotic Botany: Gold that can be planted From 1580-1670 During the colonial period, control of the spice trade ensured wealth, with nutmeg and cloves serving global currency that at its peak value rivalled that of gold Because of their high value, period collection, introduction of plants into botanical gardens The plants were collected, preserved and introduced into botanical gardens from around 1580 to 1670 Botanophilia: The Aesthetics Brought by Colonialism From 1679-1706 From 1679 to 1706 plants collected by the VOC from the colonies became popular of plants for Amsterdam, Leiden and other gardens Mystery and the of the exotic sparked imagination community public scientific discovery and exploration The desire for natural history specimens was unleashed European high society Botanic gardens have facilitated the transfer of energy, and capital worldwide unprecedented particular, plant adaptation species optimisation have brought new plantation crops to tropical colonies Botanic gardens have increased the amount of plant extracted from the tropical fringes of the world system and human energy in the form of low paid labour in the European Colonial Economy Colonial Aspirations Hortus Academicus Leiden Hortus Botanicus Amsterdam Global Resource Allocation India Botanic Garden Engine of Colonial Expansion: Resource-based solutions From 17th century A.D. During the French Revolution in the late 18th and early 19th centuries, royal, noble and properties confiscated, including many gardens plants from these botanical gardens were transplanted into public botanical gardens, which became public property Thereafter, botanical gardens began to function publicised cultural institution dedicated to providing the public with understanding and education of plants Cultural institutions: developing public plant education From 20 century Voltaire The Enlightenmen The Enlightenment in part attack royal wealth and privilege From the th the th centuries, revolutionary Europe changed government, Western liberal democracy were laid and political power continued to be withdrawn from the former royal base At the time, botanical gardens began to decolonise intellectual practices and began to play leading plant biodiversity, focusing justice sustainable development The Enlightenmen：The foundations of liberal democracy From 17th century to 19th century Glorious-Revolution War of Independence Révolution Française Property of the royal family, including Royal Botanical Gardens Public Botanical Gardens Confiscated De-colonisation Protecting biodiversity Focus on social equity & sustainability issues -Jacques Rousseau Enlightenmen Functions of Modern botanical gardens Botanic gardens have always asserted that their function is relationship indigenous scientific knowledge relationship between indigenous knowledge and scientific knowledge acquired meaning, did the political debates involved in these interactions, and botanical research as an aristocratic privilege was gradually populized political similar, research aristocratic privilege being gradually publicised in the nineteenth and twentieth centuries Yayoi Kusama Art Exhibition New York Botanical Garden 1993 Article 13 of the Convention on Biological Diversity, published in states that botanical gardens have a special responsibility to conserve plants and to educate the public about their value. After1960, New botanical gardens around the world (especially in countries such as China) became more people-centred and saw plants as an intrinsic part of culture. From 20 century the United States opened its botanical gardens to students, teachers and visitors Queen Sirikit Botanic Garden Operation Model QSBG Revenue Expenditure Research input Operation and Maintenance Public welfare undertakings Government financial allocation Tourism revenue Scientific research revenue Refurbishment Plan Scientific Equipment Salary New Development Premises rental Ticket revenue Related activities Related Products Scientific Payoffs Culture Produce Body milk, Facial essence , etc Pharmaceutical Produce Exhibitions Tour Guide Service Farm Produce Researcher Labourer Performance Decrease in tourists Fiscal Contraction Transformation of tourism mode Almost no profit Dr suksathan Queen Sirikit Botanic Garden Social Symbols ملاسلإل يبهذلا رصعلا The Golden Age of Islam Combination of Art & Science The prosperity of the Arab world from the 8th to the 13th centuries, during the Islamic Golden Age, led to the flourishing of medicinal and ornamental gardens in Spain, Turkey and the Levant. Secularisation of education The Golden Age of Islam A.D. 5 Century – A.D.13 Century Combination Event Botanical Gardens under Colonialism Modern Colonization th Century Economic Botany Exotic Plants Mass cultivation Foundation of the Dutch East India Company A.D. 1602 Foundation of the British East India Company A.D. 1600 Phytophilia Emerges Projects for Accelerated Colonial Expansion Global Exchange of Species Seek Bank The Enlightenment Century European and American Revolutionary Movements A.D. 18 Century - A.D. 19 Century Overthrow of the Monarchy Transformation of the Botanical Gardens into Public Institution Confiscation of Royal Property Loss of Royal Political Power Public Cultural Functions Convention on Biological Diversity launched 1993 Emphasis on Formal and Informal Plant Education Numerous botanical gardens were created From 1960 Emphasis on Putting People First Public scientific Functions Two world wars 1914 - 1945 Global Plant Redistribution Further openness B.C.3000 Now B.C.3000 The Enlightenmen Organization (BGO) organization government responsible for managing botanical gardens and plant resources throughout Thailand QSBG is branch of BGO BGO Botanic Garden Organization Poor Operating Condition Contemporary positioning of the Botanic Garden Queen Sirikit Botanic Garden is -profit organization, does not want to enter any commercial competition Maintaining the original aim of public science & education, adapted to the social structure of contemporary human civilisation
Education Source & Scale Analysis of Chiang Mai
School Forests or Farms
Permanent Forest Natural Reserve School Botanical Education Catchment Area QSBG International School A B C D G. CMIS D. PTIS K. UCIS Core Density Analysis of Education Resources PTIS: Prem Tinsulanonda International School CMIS: Chiang Mai International School UCIS: Unity Concord International School Scale 1: Production and Circulation of Botanical Artifacts Botanic Garden 01 03 04 06 05 08 07 10 11 17 Content of Circulation The content of circulation restricts the occurrence of teaching activities 20 22 21 23 25 26 27 01 Leaf 03 Potted Plant 04 Sprinkler 06 Magnifier 07 Shovel 08 Notebook 10 Fruit Collection Bag Paddy Rice 13 Plough 14 Greenhouse Spike Rake 16 Tents 17 Binocular 18 Cow 19 Air-conditioning 20 Stair and Platform 22 Cactus(Exotic Plant) 23 Plant Fossils 24 VR Equipment 25 Mikroshop 26 Reflektory 27 Water Storage PS: The selected item is only for example purposes Content Activities Content A Content B Content C Area and Scope of Circulation Circulation of different contents in different regions constitutes different educational activities Teaching Organization Activities Activities Activities Botanical Organization The flow of people flows from areas with low circulation content to areas with high circulation content Scale 3: Spatial and Temporal Properties of Network – Educational Method Scale 4: Visibility and Invisibility – Education Knowledge Selection A. BPYNS B. BTPS C. BMSS E. NPS F. TSCM H. BPNS I. SNS M. PSC P. BPS O. PIS R. CDSC Q. BSKS N. BSS S. CPLUS L. APIS J. SMPC PS: The Schedule and rhythm of circulation are not discussed much here Scale 2: Motion and Organization of Motion – Educational Area Knowledge Output Knowledge Calibration Innovation Guidance Landscape Spectacle Local Knowledge Knowledge Selection General Knowledge In addition to the equipment needed for plant education, The area in which plant education takes place also limits the activities and the way in which they can be carried out. Botany is a practical science, divided into several stages of education The methods used at different educational stages vary, Passive input of botanical knowledge can be calibrated by practice. The composition of plant education is so varied and complex that the control of its educational quality is often invisible. The screening of plant knowledge relies on an educational system with extensive educational and practical experience Species Occurrence Records Orchidaceae Occurrence Records Zingiberaceae Occurrence Records
Regional Botanical Educational Source Analysis of Chiang Mai
Random School Sampling PTIS: Prem Tinsulanonda International School (D) BPYNS: Ban Pong Yaeng Nok School (A) CDSC: Christian German School Chiang Mai (R) BMSS: Ban Mae Sa School (C) BSKS: Baan San Kamphaeng School (Q) UWS: Umong Witthayakhom School （T） BTPS: Ban Thung Pong School (B) CPLUS: Chao Pho Luang Upatham 1 School (S) SNS: Sri Nehru School (I) APIS: American Pacific International School (L) NPS: Navamindarajudis Phayap School (E) BPS: Ban Pong School (P) CMIS: Chiang Mai International School (G) PSC: Pimandek School Chiangmai (M) TSCM: Tonkla School Chiang Mai (F) PIS: Panyaden International School (O) BPNS: Ban Pong Noi School (H) UCIS: Unity Concord International School (K) SMPC: Second Mile preschool Chiangmai (J) BSS: Bo Sang School (N) 5.5 km Distance from QSBG 9 km Distance from QSBG 31.7 km Distance from QSBG 19 km Distance from QSBG 35.9 km Distance from QSBG 15.3 km Distance from QSBG 47.9 km Distance from QSBG 21.7 km Distance from QSBG 40.6 km Distance from QSBG 28.5 km Distance from QSBG 37.5 km Distance from QSBG 25.3 km Distance from QSBG 40.2 km Distance from QSBG 31.6 km Distance from QSBG 35.2 km Distance from QSBG 34.1 km Distance from QSBG 42.6 km Distance from QSBG 37.8 km Distance from QSBG 41.1 km Distance from QSBG 49.7 km Distance from QSBG Green Resources : Medium Educational Level Low Distance to QSBG: Short Green Resources Medium Educational Level Medium Distance to QSBG: Short Green Resources Low Educational Level Medium Distance to QSBG: Short Green Resources Medium Educational Level : High Distance to QSBG: Short Green Resources : Medium Educational Level High Distance to QSBG: Medium Green Resources Low Educational Level High Distance to QSBG: Medium Green Resources Medium Educational Level High Distance to QSBG: Medium Green Resources High Educational Level Low Distance to QSBG: Medium Green Resources High Educational Level Low Distance to QSBG: Medium Green Resources Low Educational Level : Medium Distance to QSBG: Medium Green Resources : Medium Educational Level High Distance to QSBG: Medium Green Resources Medium Educational Level High Distance to QSBG: Medium Green Resources Medium Educational Level Medium Distance to QSBG: Medium Green Resources Medium Educational Level Low Distance to QSBG: Medium Green Resources Low Educational Level High Distance to QSBG: Far Green Resources Medium Educational Level High Distance to QSBG: Far Green Resources Medium Educational Level Medium Distance to QSBG: Far Green Resources Medium Educational Level High Distance to QSBG: Far Green Resources High Educational Level Low Distance to QSBG: Far Green Resources Low Educational Level Medium Distance to QSBG: Far 10-min Walk 20-min Walk 30-min Walk Greenbelt Training or Temporary Transfer of Educational Talents ▲ ▲ ● Required Production of Plant Education Artifacts ■ ▲ ● Required ■ ▲ ● Required ■ ● Required ■ ● Required ■ ● Required ■ ● Required ▲ ● Required ▲ ● Required ■ ▲ ● Required ■ ● Required ■ ● Required ▲ ● Required ■ ▲ ● Required ■ Required ■ Required ■ ▲ Required ■ Required ▲ Required ■ ▲ Required Expansion of Educational Space ● IS: International School P.S: Due to Zingiberaceae being one of the main species studied by QSBG, the distribution of special species in various regions is exemplified by Zingiberaceae Plantae (93) Tracheophyta (93) Liliopsida Magnoliopsida Polypodiopsida 29 Zingiberaceae (3) (2) Etlingera 2 Zingiberales (8) Plantae 93 Tracheophyta (63) Magnoliopsida Liliopsida Polypodiopsida 24 1 Zingiberales Plantae (1) Tracheophyta (1) Magnoliopsida 1 Plantae (13) Tracheophyta Magnoliopsida) Liliopsida Zingiberaceae (3) Plantae (3) Tracheophyta (3) Magnoliopsida Plantae (134) Tracheophyta 133 Magnoliopsida Liliopsida Polypodiopsida 97 33 Zingiberales (2) Asparagales Plantae (96) Tracheophyta 96 Magnoliopsida Liliopsida 84 12 Orchidaceae (1) Geodorum Recurvum Zingiberales (8) Asparagales 1 Plantae (2294) Tracheophyta (1696) Polypodiopsida Lycopodiopsida Pinopsida 239 3 Zingiberaceae (5) Boesenbergia (1) Zingiber (1) Asparagales (411) Liliopsida 564 Magnoliopsida 879 Zingiberales (7) (403) Kaempferia (1) Hedychium (2) Plantae (6) Tracheophyta Magnoliopsida Plantae 3 Tracheophyta (3) Magnoliopsida Plantae (123) Tracheophyta (122) Polypodiopsida Liliopsida Gnetopsida Magnoliopsida 108 11 Plantae (86) Tracheophyta 86 Magnoliopsida Liliopsida Polypodiopsida Pinopsida Zingiberaceae (3) Curcuma 3 Zingiberaceae (3) 44 37 1 44 6 2 Plantae (3) Tracheophyta 3 Magnoliopsida Liliopsida 2 Plantae (60) Tracheophyta Liliopsida Magnoliopsida Zingiberaceae (4) 53 Plantae (86) Tracheophyta (86) Magnoliopsida Liliopsida Orchidaceae 1 Dendrobium Pulchellum Asparagales (1) 15 Plantae (222) Tracheophyta Polypodiopsida Lycopodiopsida 16 Zingiberaceae (13) Curcuma (2) (2) Zingiberales 13 Liliopsida Magnoliopsida 168 Asparagales (4) Orchidaceae (3) Globba (3) Boesenbergia 6 Apostasia (1) Ania 2 Plantae (3) Tracheophyta (3) Polypodiopsid Magnoliopsida 1 Liliopsida 7 Plantae (9) Tracheophyta (9) Magnoliopsida Liliopsida (1) parishii Asparagales (1) 3 Zingiberales (1) Plantae (3527) Tracheophyta (3427) Polypodiopsida Lycopodiopsida Pinopsida 229 13 9 Zingiberaceae (115) Globba 22 Zingiber 19 Curcuma 15 Hedychium 15 Boesenbergia 10 Amomum 9 Wurfbainia 5 Alpinia 5 Kaempferia 4 Gagnepainia 4 Lanxangia Etlingera 3 Asparagales (201) Liliopsida 719 Magnoliopsida Zingiberales (127) Orchidaceae (170) Dendrobium 26 Bulbophyllum 18 Peristylus 14 Liparis 10 Crepidium 7 Spathoglottis 7 Goodyera 7 Phalaenopsis 6 Habenaria 5 Cymbidium 4 Trichotosia 4 Coelogyne 4 Aphyllorchis Didymoplexiella 3 Polystachya Calanthe 3 Cleisostoma 2 Plantae (2) Tracheophyta 2 Magnoliopsida 2 Species Identification Species Distribution Mapping Species Protection Regional Species’ Growth Habits Comparison Species Use Bridging the Shortcomings of Regional Plant Education Expanding the scope and efficiency of QSBG research
Problems Facing Contemporary Botanical Garden Operational Problem Ecological Problem Social Problem A. Imbalance between Income and Expenditure B. Confusing Self-positioning Colonial Period Main Revenue Contemporary Main Revenue ■ Plant Sales (Main Source Ⅰ) The aim is to grow large amounts of Spices, exotic flowers, crops in exchange for high profits ■ Government Funding (Main Source Ⅱ) Considered a political and economic resource for the colony ■ Tourism Phytophilia ■ Private Donations ■ Research Collaborations ■ Government Funding ↓ (43.6%) Government investment in botanical gardens has declined significantly, but remains one of the main sources of income for botanical gardens ■ Private Donations (19%) ■ Charity Activities (23.5%) ■ Tourism ↓ (/) A large number of gardens operated as non-profit organizations do not charge admission fees ■ Other Trade Activities (13.6%) End of the Colonial E Data based on Kew botanic garden's 2022 financial results Nature Contemporary Botanic Garden ■ Non-Profit Organization e.g. Queen Sirikit Botanic Garden Tourist Area ■ e.g. Garden by the bay Organization that have botanic science as a common underlying theme, but also emphasize other ecological or social goals and values organization plant display target Entertainment Profit Research Education Intervention C. No Direct Scientific Cooperation D. Difficult Product Development A. Climate Change Vegetation Degradation / Migration Live Collection Receives Impact B. Land Use Change Adaptability Discussion A. Plant Blindness B. Metal Health ① Zoocentrism-Education ② Static movement patterns of plants ③ Lack of natural experience Trend of not focusing on plants in the environment Temperatures Vegetation Degradation Migration N Migration of low latitude species to high latitudes Breaking plant dormancy e.g.Daffodils, Tulips Low-latitude plant invasions PS: Botanical gardens may provide a substantial starting point for the migration/invasion of many species ,UK Climate change risk to living collections has been rated as a red risk Example Orchids Warmer Temperatures Living collections are affected operating costs Especially the medicinal botanical gardens Microclimate regulation Throughout the colonial era, plant 'adaptations' were the focus of almost all botanical gardens, and this type of research has been highly by some contemporary biologists needs Adaptability of plants Destruction of native vegetation Human settlements Land Use Change Terrestrial ecosystem change Aquatic ecosystem change Biological ecosystem Lack of Botanical Education Matching Points between QSBG Research and Student Activities QSBG Research Project Paper Related with QSBG Time-span: 2019-2023 Total 593 articles Sorted by citation volume Source: Google Scholar □ Annotated and illustrated world checklist of Microgastrinae parasitoid wasps (Hymenoptera, Braconidae) □ Deeply altered genome architecture in the endoparasitic flowering plant Sapria himalayana Griff.(Rafflesiaceae □ Rosmarinic acid enriched fraction from Perilla frutescens leaves strongly protects indomethacin-induced gastric ulcer in rats □ Elucidation of the life cycle of the endophytic genus Muscodor and its transfer to Induratia in Induratiaceae fam. nov. based on a polyphasic taxonomic approach □ A monograph of the Xyleborini (Coleoptera, Curculionidae, Scolytinae of the Indochinese Peninsula (except Malaysia) and China □ Medicinal plants in homegardens of four ethnic groups in Thailand □ Traditional uses of Leguminosae among the Karen in Thailand □ Collaboration and conflict developing forest restoration techniques for northern Thailand's upper watersheds whilst meeting the needs of science and communities □ Tanaman temulawak (Curcuma xanthorrhiza Roxb sebagai obat tradisional □ The diversity of biologically active compounds in the rhizomes of recently discovered Zingiberaceae plants native to North Ea □ Checklist and keys for the black flies (Diptera: Simuliidae of Thailand □ Inhibitory Effect of a Rosmarinic Acid-Enriched Fraction Prepared from Nga-Mon (Perilla frutescens) Seed Meal on Osteoclastogenesis through the RANK Signaling?… □ Flavonoids Profile, Taxonomic Data, History of Cosmetic Uses, Anti-Oxidant and Anti-Aging Potential of Alpinia galanga (L.) □ Linking the seven forms of rarity to extinction threats and risk factors: an assessment of North American fireflies Word frequency analysis Weight Proportion Thailand 161 10.73% New species 146 9.73% Genus 50 Diptera 3.00% Simulium 2.73% Zingiberaceae 30 2.00% simuliidae 28 1.87% Curcuma 24 Hymenoptera 1.53% Antioxidant 1.47% Extract 21 1.40% Northern 19 1.27% Diversity 19 1.20% Records 18 1.20% Thai 18 1.20% Description 17 1.13% Kaempferia 15 1.00% Laos 15 1.00% Medicinal 15 1.00% Species- 14 0.93% effect 14 Global Trends in Botanical Garden Research Points of Interest Base Trend Species Identification 61.80% Time-span: 2019-2023 Source：Google Scholar □ Annotated and illustrated world checklist of Microgastrinae parasitoid wasps (Hymenoptera, Braconidae) □ Deeply altered genome architecture in the endoparasitic flowering plant Sapria himalayana Griff.(Rafflesiaceae □ Multiple parapatric pollinators have radiated across a continental fig tree displaying clinal genetic variation □ Elucidation of the life cycle of the endophytic genus Muscodor and its transfer to Induratia in Induratiaceae fam. based on a polyphasic taxonomic approach □ A monograph of the Xyleborini (Coleoptera, Curculionidae, Scolytinae of the □ Checklistand keys for the black flies (Diptera: Simuliidae of Thailand Key Word: ew species(11.72%); diptera(3.45%); simulium(3.14%); zingiberaceae(2.68%); simuliidae(2.3%); record(2%) Species Protection 5.00% Time-span: 2019-2023 Source：Google Scholar □ A global perspective on firefly extinction threats □ Linking the seven forms of rarity to extinction threats and risk factors: an assessment of North American fireflies □ The dynamics of landscape changes surrounding firefly ecotourism area □ Kaempferia jenjittikuliae (Kaempferia subg protanthium Zingiberaceae), a new, endangered species endemic to Thailand □ New records of flowering plants collected from the Phou Khao Khouay Biodiversity Conservation Area for the flora of Laos □ Cryopreservation of Protocorm-like Bodies of Vanda lilacina Teijsm & ., Thai Orchid Species, by V- -plate and D- -plate Methods □ Remarkable Species Diversity of the Leafhopper Genus Xestocephalus (Hemiptera: Cicadellidae: Aphrodinae in Thailand Key Word: conservation(3.17%); diversity(2.71%); orchid(1.36%) Protect the endangered species Identify species and study their characteristics and habits Research on the use in (non)agricultural applications Species Use 23.61% Time-span: 2019-2023 Source：Google Scholar □ Rosmarinic acid enriched fraction from Perilla frutescens leaves strongly protects indomethacin-induced gastric ulcer in rats □ Medicinal plants in homegardens of four ethnic groups in Thailand □ Traditional uses of Leguminosae among the Karen in Thailand □ developing forest restoration techniques for northern Thailand's upper watersheds whilst meeting the needs of science and communities □ Tanaman temulawak (Curcuma xanthorrhiza Roxb sebagai obat tradisional □ The diversity of biologically active compounds in the rhizomes of recently discovered Zingiberaceae plants native to North Eastern Thailand □ Inhibitory Effect of a Rosmarinic Acid-Enriched Fraction Prepared from Nga-Mon (Perilla frutescens) Seed Meal on Osteoclastogenesis through the RANK Signaling Key Word: antioxidant(2.87%); extract(2.74%); effect(1.83%); medicinal(1.83%); anti-inflammatory(1.57%) Annotated and illustrated Microgastrinae parasitoid wasps Genome architecture Sapria himalayana Griff Clinal genetic variation Continental fig tree Checklist and keys Black flies of Thailand New record New species Henckelia method for species identification Ginseng Community structure Tropical rove beetles Firefly New, endangered species Kaempferia jenjittikuliae Cryopreservation Vanda lilacina Teijsm Orchid Species discrimination & hybrid detection Calanthe group, Orchid Aboveground biomass and carbon sequestration Tea gardens Genetic assessment Forestrestoration trials Three Fagaceae Species Ex situ conservation Myristicaceae Biogeographic Region Genus Tacca Protects indomethacininduced gastric ulcer in rats Rosmarinic acid Traditional uses among the Karen Leguminosae Traditional Medicine Cosmetic Uses, Anti-Oxidant and Anti-Aging Potential Alpinia galanga (L.) Willd Physicochemical properties and antioxidant activity Assam tea seeds Oilinflammatory Activities Isopimarane Diterpenoids from the Rhizomes of Kaempferia marginata -inflammatory and antioxidant activity Mangifera indica Linn. leaf Antioxidant and anticancer effects Piper betle L. leaf ① Fieldwork ② Targeted Observation ③ Chemistry Experiments ④ Production & Calibration ？ Comparison of Human settlements and protected areas Cooperation Mode QSBG Commercial Companies Chiang Mai University No direct cooperation QSBG has never actually had direct cooperation with pharmaceutical companies, often conducting collaborative research through Chiang Mai University. Product Production Process Product Sales Preparation Food In Thailand, the development of food and drug related products requires corresponding licenses, and it is very difficult to apply for licenses for little-known species. Approval difficulty related to raw materials Urbanization Negative effects on mental health ② Low Green Space Rate ① Plant Artificialization The main factor of plant blindness is the nature of human visual information processing systems Wandersee Schussler] Compared with animals, plants lack visual and stimulation of movement and are difficult to form strong memories
Operation Model Plant Education Artifacts QSBG School Educational Talents QSBG School School QSBG Queen Sirikit Botanic Garden Local School In Normal Area Local School in remote and backward areas Plant Education Teacher Training Base Plant Education Artifacts Production Line Educational Space Expansion 2 Flash class with QSBG plant experts 4 Training of school teachers 3 Master/ Ph.D student Intern Knowledge Selection 1 QSBG's recent Research Program Chiang Mai Special Botanical Education Local knowledge Basic knowledge Chiang Mai Teaching System Special Natural Conditions Provide large team of flexible temporary plant teachers for Chiang Mai education to carry out extensive basic plant education Project C: QSBG_Purpose: Ecological restoration Educational_Purpose Interventions for plant blindness; Knowledge calibration Artifacts: Children's hoes (tools) Seed Location: Green space around school Planting of specific plants on the outskirts of cities to achieve regional vegetation restoration and local climate improvement Example Project A: QSBG Purpose: Localised species conservation / Ecological restoration Educational Purpose: Developing ecological empathy Artifacts: Pet Plant Mobile Plant Nursery Location: Home / Open space on campus Open space around school Growing pet plants; developing small nurseries for regional species conservation PTIS as an example P N Project B: QSBG Purpose: Localised species identification mapping Educational Purpose: Interventions for plant blindness Artifacts: Plant Card Local Plant Catalogue Location: Permanent forests Forest reserves Conduct and record local species identification to assist QSBG-related research C B T S P.S: The artifacts covered in the following are examples Project D: QSBG_Purpose Localised species conservation Educational_Purpose: Interventions for plant blindness Artifacts: Microscopes & Plant sections Essential oils (plant products) Location: On campus (classrooms/labs) Conduct basic plant research; Experience the results of species use M E f s s i M E C B T S N P QSBG f i s s International School Operation Model Degraded Green Space Urban Forest Reserve Farmland Chiang Mai University QSBG School Education PurposeChiang Mai Plant Distribution Network Location Education Quality Student Source Persons Qualified Running Objectives Operations Species Identification Species Protection Species Use Trainning Education Artifacts Production Education Space Expansion Experimental Guidance Textbook Compilation Teacher training Master/ Ph.D student Receive training within QSBG Leading Species Identification Guiding Species Conservation Introduction to Scientific Frontiers More professional teaching of basic botany Educational Talents to School Educational Talents & Students to QSBG
Botanical Education Network Conceive Ⅰ of Botanic Garden
Botanical Education Network Conceive Ⅱ of Botanic Garden
Personnel Composition Changes New Organization Original Organization Research Department ≈ 40 Education Department ≈ 20 Horticulture Department 150 Plant Resources Center 60 Garden Management Department 150 Education Department ≈ 40+ Research Department ≈ 60 Production Department ≈ 20 Expansion of Educational Space Example Green Area QSBG Horticulture Department 100 Plant Resources Center ≈ 60 Garden Management Department 150 QSBG Operation Operation and Maintenance Education Research Refurbishment Plan Plant Replanting Public Welfare Production PS: This model is not a complete model of QSBG operations, but only covers education-related operations segments Public Mental Health Basic Research Select Common Species as Raw Material Choosing local raw materials makes it easier to obtain production qualifications Select Cheep Species as Raw Material Reduce operational costs Choose Species with Short Growth Cycles as Raw Material Shorten operational cycles Cheap Plants Instead of Expensive Plants Identify species and study their characteristics and habits Native Plants Instead of Foreign Plants Protect the endangered species Rewilding Landscape Research on the use in (non)agricultural applications Education Type and Cognitive Stage Based on Piaget's cognitive development theory Educational Concerns beyond Botany PS: Piaget's Theory of Cognitive Development Preoperational Stage Concrete Operational Stage Formal Operational Stage 0 7 11 2 Sensorimotor Stage 16 Primary School Junior High School Senior High School Preschool Education Higher Education Species Identification Species Protection Species Use School Educational Objectives: Interventions for Plant blindness QSBG Research Direction: Species Distribution / New record Species Areas Identification Mapping Provide manpower and space Provides illustrations & expert guidance C B Plantae 101 Tracheophyta Liliopsida 69 Zingiberales 10 Zingiberaceae 6 Asparagales 3 Orchidaceae 3 Zingiberaceae Occurrence records Orchidaceaey Occurrence records School P.S： Take PTIS as an example Data Source GBIF Global Biodiversity Information Facility School Educational Objectives: Knowledge Calibration QSBG Research Direction: Species Protection / Habitat Vegetation Restoration / Decentralised Planting Provides seed & tools Provide manpower and space School Educational Objectives: Expanding the Senses QSBG Research Direction: Plant Products Market Research Direct or indirect Plant products Experience Provides Plant Products School Record Calibration Long-term plant cultivation P N s T E S Tasting plants (Safe Plant Varieties) Increase the species diversity on the land to be protected Listening Smelling M N P T C S E B Basic visual stimulation Simple Botany Practice Dialectical Botanical Thinking Chrysopogon zizanioides (L.) Roberty Rosa x damascena Operational Burden Soil, climate, pests and diseases, manual maintenance Refurbishment Plan Production Plan List 2. Caricapapaya LINN. 3. Cymbopogon (DC.) Stapf Dynamic Number of Educational Talents Especialy Master/Ph.D Intern Work Issues of Ethnic Groups in Northern Mountainous Thai Dynamic Number of Gardeners Job reduction Part of the functions of a gardener have been replaced by teaching activities Create Job Educational Artifacts production business Not able to speak Thai No education Difficulty finding normal work Dynamic Scale The number of part-time jobs for students varies depending on the number of schools cooperating with QSBG and the scale of the projects being carried out, with fluctuations Function Transfer Planting and pruning plants is regarded as an educational activity, so the number of gardeners is related to the number of visiting students and resident teachers f
"But apart from the benefits derived from the study of nature, which is so important a branch of human education, the care of plants would provide an excellent opportunity to accustom children to being useful, to thinking of others, to exercising a gentle and beneficent authority over living things, and to learning how to handle and appreciate the simplest and most delicate objects in nature. They would learn to observe and judge for themselves, and would thus develop a sound and independent judgment. They would be in touch with living things, and would thus be led to feel a certain sympathy and kindness for all living creatures. And by gradually extending their care from the smallest plant to the highest trees, they would develop the habit of taking a comprehensive view of the natural world, and would thus be able to grasp the interdependence and mutual relations of all things.“
Jean-Jacques Rousseau Emile, or On Education
