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Although there exists a rich literature on fisheries traditional management systems in North and South America, Caribbean, Asia and Pacific islands, much less information is available on inland African fisheries. Presents the first regional‐scale survey of traditional management systems operated within the Lake Chad Basin. The survey focused on the status and organization of the local (de facto) management systems and their interactions with the modern (de jure) regulations. The results show that fishing activities within the whole Basin are still largely under the control of the traditional local authorities. The few open‐access fishing grounds are areas that traditional authorities have never controlled or water‐bodies that they have had to “give up” in recent times due to the presence of armed groups. These areas are also areas where illegal taxation systems operated by non‐legitimated governement agents have developed, essentially as a consequence of the remoteness and political instability of the whole Basin.

The purpose of this paper is to present videography as a rising method available for academics. Visuals are increasingly omnipresent in the modern society. As they become easy to create and use, videos are no longer only for ethnographers and specialist researchers.

In the society of “user-content generation,” visual data are incredibly important, original, and powerful sources providing researchers with opportunities to inventively make their results more resonant and more broadly accessible.

Moreover, videography offers the opportunity for researchers to become a kind of artist since they become visual producers.

This paper offers concrete advices for researchers who want to to become visual producers.

Researchers have to make their results more resonant and more broadly accessable.

Videography is a new way (an artistic one) to present results of research.

Postdoctoral scholars are increasingly pursuing diverse career paths requiring broad skill sets. This study aims to create a more comprehensive understanding of current approaches and strategies for postdoctoral scholars professional learning and development.

This literature review is a systematic examination and synthesis of the current literature describing professional learning and development pertaining to postdoctoral scholars. The objectives and components of initiatives were extracted and narratively synthesized to identity important patterns and themes across the literature.

Commonalities amongst professional learning and development initiatives for postdoctoral scholars included skills development in the following areas: teaching and learning, mentorship, academic careers, academic writing, industry careers, networking, career planning, project management, time management, communication, leadership and balancing work-life demands.

In synthesizing the literature that describes professional learning and development opportunities for postdoctoral scholars, it is apparent that opportunities look different in every setting with no empirical evidence that one strategy is more effective than another. Given the significant resources often required to support professional learning and development initiatives, a deeper understanding of the benefits and deficiencies of various components is needed to ensure scarce resources are invested in the most effective strategies.

The future is often portrayed as rational, logical, and informed by the continuing achievements of the scientific and technological revolution. In similar ways, our own time was seen as marked by such advances by futurists of earlier decades. But at the end of the twentieth century, resistance to the claims of mainstream science and technology has grown to an extent unanticipated in these earlier appraisals. This essay argues that such resistance is liable to flourish in the twenty‐first century, and that understanding why this should be the case is important for studies of the future. In particular, this essay takes up the Fortean approach. This approach examines areas of human experience that are “damned” by mainstream science, and also examines the processes and strategies adopted both by those effecting the damnation, and those challenging it. The case being made is that although we can expect many of these damned phenomena to remain excluded – deservedly so in some cases – this will not always be the case.

The purpose of this paper is to explore areas of challenge in managing personal finances among visually impaired older people, with critical appraisal of current structures available in financial institutions for equal access to financial services. The paper intends to create understanding of the drawbacks to financial inclusion from the perspectives and experiences of older people with vision impairment in Nigeria as well as highlighting areas where support is/are needed to tackle digital exclusion.

This study employed a qualitative approach, interviewing 30 visually impaired older adults, aged 60 years and over. Participants were drawn from a voluntary organisation for people living with vision impairment in Southwest Nigeria. Interview data were transcribed verbatim and analysed thematically using qualitative data analysis software – NVivo (version 11).

Results provide clear insight on the nature of the challenges faced by visually impaired older people, particularly with managing finances on computer-enabled platforms. The findings also revealed fears and hopes of this group about the rapid evolution of technologies for managing finances.

The study critically explored an understudied population, showing peculiar challenges and made a case for inclusive designs that are useful for digital inclusion of this population.

Many postdoctoral scholars are seeking professional learning and development (PLD) opportunities to prepare for diverse careers, roles and responsibilities. This paper aims to develop an evidence-informed framework for PLD of postdoctoral scholars that speaks to these changing career paths.

This paper used an integrated knowledge translation approach to synthesize and extend previous work on postdoctoral scholars’ PLD. The authors engaged in consultations with key stakeholders and synthesized findings from literature reviews, surveys and semi-structured interviews to create a framework for PLD.

The PLD framework consists of four major domains, namely, professional socialization; professional skills; academic development; and personal effectiveness. The 4 major domains are subdivided into 16 subdomains that represent the various skills and competencies that postdoctoral scholars can build throughout their postdoctoral fellowships.

The framework can be used to support postdoctoral scholars, postdoctoral supervisors and higher education institutions in developing high quality, evidence-informed PLD plans to meet the diverse career needs of postdoctoral scholars.

This paper aims to discuss the questioning around the current suitability of ownership both for accessing to certain property (housing, to be more specific) and chattels (digital contents, animals and autonomous robots) that have recently flourished, favored by technological advances and the change in the values of the millennials’ in a context of crisis.

The process of substitution (e.g. through alternative housing tenures, such as intermediate tenures and collaborative housing, licensing digital contents) or erosion/elimination (e.g. owning animals and robots, tokenization through blockchain) of ownership through key types of property and chattels.

Ownership, both of land and goods, is again at the stake. Technological advances and/or new values of millennials in a context of crisis have led to questioning the suitability of ownership to favor universal access to housing, of holding music and other digital contents, have limited the faculties of animals’ and pets’ owners and are favoring the evolution of autonomous robots into subjects of law rather than mere objects.

Only key property (housing) and chattels are studied (digital contents, animals, robots). There is no broad study of the global current situation of ownership.

It is discussed how the changes of values and technological advances in a context of crisis have impacted in the strength and reliability of ownership to allow access to property and chattels.

These changes in ownership change how we can access to property (housing) and to chattels (digital media) and even to changes in what is considered “object” such as what is happening in Europe with animals and robots.

This is a new approach to consequences of the crisis in the field of housing (fractioning of ownership -temporal and shared ownership-, collaborative economy) and a change of values in the new millennial generation (animals) in this context and owing to the advance of the new technologies (robots). Is ownership again at the stake?

This study aims to explore postdoctoral scholars’ experiences and perceptions of a teaching certificate program and identify how they use the knowledge and skills developed through the certificate program to improve their teaching practices.

In this case study, the authors explored postdoctoral scholars’ experiences and perceptions of a teaching certificate using a multiple methods and data sources including documents, course evaluations, interviews and surveys.

The teaching certificate program helped postdocs learn the language and theory of teaching and learning in post-secondary education; practice specific strategies and develop confidence in how to teach; network with colleagues about teaching and learning; develop a reflective teaching practice; and contribute to the scholarship of teaching and learning.

The findings from this study will inform efforts to develop new or refine existing approaches to promote teaching and learning professional development opportunities for postdoctoral scholars.

This paper fulfills an identified need to study teaching and learning development for postdoctoral scholars.

This paper is the result of a collaboration and sharing of experiences of two postdoctoral researchers. The purpose of this paper is to put these experiences into perspective by cross-referencing our respective personal narratives with an analysis of the existing literature on the postdoctoral experience in the social sciences.

The authors conducted a non-exhaustive systematic literature review using the database PsycInfo and the multidisciplinary Web of Science Catalogue database to find relevant articles published from 2000 to today. Of the 946 articles identified from the database, only 12 were included in the literature review. The authors also included four articles identified from other sources, such as Google Scholar. Secondly, the authors used a method inspired by reflexive personal narrative writing, which allowed us to share our postdoctoral experience and examine how it compares or complements the existing literature on postdoctoral experience in the social sciences.

The literature highlights three significant criteria that play a major role in the postdoctoral experience across disciplines: professional identity, work–life balance and relationship with supervisor. While the majority of the current literature seems to highlight the importance of career prospects in the daily lives of postdoctoral researchers, the other two aspects seem to be somewhat less explored. However, personal factors as well as the relationship with the supervisor appear to be of major importance in the search for work–life balance, feelings of competency and overall satisfaction among postdoctoral researchers.

At the theoretical level, this paper allows a better understanding of the experiences of postdoctoral students in the social sciences, which seem to be less documented than those in scientific fields (e.g., Science, technology, engineering and mathematics postdoctoral fellow).

On a practical level, it constitutes a tool for reflection for postdoctoral researchers in the social sciences as well as for academic actors working to support and develop the well-being of these researchers (e.g. teachers, supervisors, administrators), all with the aim of optimising academic practices.

These results are discussed with respect to the specificity that our subjective personal narratives can offer to understand postdoctoral experiences, particularly in the social sciences, and thus offer reflections on ways to attend to individual psychosocial and relational needs that can foster an improved personal and professional training.