Invasive plant checklist of Hawaii, United States

Registros

Los datos en este recurso de lista de chequeo han sido publicados como Archivo Darwin Core(DwC-A), el cual es un formato estándar para compartir datos de biodiversidad como un conjunto de una o más tablas de datos. La tabla de datos del core contiene 21 registros.

también existen 1 tablas de datos de extensiones. Un registro en una extensión provee información adicional sobre un registro en el core. El número de registros en cada tabla de datos de la extensión se ilustra a continuación.

Este IPT archiva los datos y, por lo tanto, sirve como repositorio de datos. Los datos y los metadatos del recurso están disponibles para su descarga en la sección descargas. La tabla versiones enumera otras versiones del recurso que se han puesto a disposición del público y permite seguir los cambios realizados en el recurso a lo largo del tiempo.

Versiones

La siguiente tabla muestra sólo las versiones publicadas del recurso que son de acceso público.

¿Cómo referenciar?

Los usuarios deben citar este trabajo de la siguiente manera:

Leon Y (2021): Invasive plant checklist of Hawaii, United States. v1.1. Training Organization. Dataset/Checklist. https://training-ipt-a.gbif.org/resource?r=invasiveplantshi&v=1.1

Derechos

Los usuarios deben respetar los siguientes derechos de uso:

El publicador y propietario de los derechos de este trabajo es Training Organization. Esta obra está bajo una licencia Creative Commons de Atribución/Reconocimiento (CC-BY 4.0).

Registro GBIF

Este recurso no ha sido registrado en GBIF

Palabras clave

checklist; Hawaii; invasive plants

Contactos

Cobertura geográfica

State of Hawaii (United States)

Cobertura taxonómica

Vascular plants

Cobertura temporal

Datos del proyecto

The Hawaii Invasive Species Council (HISC) received a federal grant to collaborate with high schools as part of Hawaii’s statewide curriculum on Invasive Species to increase local knowledge about invasive species, increase data collection and produce annotated checklists for under reported areas. A full-time Project Manager is employed to oversee the project. All funds and allocations are managed by the HISC Fiscal Associate. The Manager of each island’s Invasive Species Committee (ISC) received a sub-award to set up local education programs and collect data. The programs trained high school students to become Student Mentors and to facilitate image and data collection by members of the local community. The Big Island Invasive Species Committee (BIISC) received a further sub-award to extend their central database to accommodate each ISC’s data, provide participating schools with their own websites, and maintain a single, searchable data portal to serve government, public, and scholarly research efforts. Two schools on each island were selected because they were located in areas where knowledge and documentation of invasive species assessment was poor or non-existent. Teachers worked with their local Invasive Species Council (ISC) Outreach Associate to create teaching materials detailing 21 important invasive plant species, including how to identify each species’ life stages and the most effective control methods. The Graduate School of the University of Hawaii in Maui (UHM) runs a course in community outreach. Four botany students from the University, as a part of their final course assessment, are validating the identifications from the images and descriptions submitted by each high school to their local ISC.

Personas asociadas al proyecto:

Métodos de muestreo

Students from each high school organized a series of day-long community surveys in their local neighbourhoods. Participants, guided by local ISC Early Detection Technicians and Student Mentors, visited various locations where they were given photo guides and assigned a route to follow during collection events. Along each route, they were tasked with identifying the target species and taking 1-3 photos of them using GPS-enabled mobile phones. Details, describing every observation of the 21 invasive species of interest, were recorded using a digital data collection form during each community collection event. Participants uploaded the images captured on mobile phones and were encouraged to click their locations using a Google map, embedded in the form, to assign latitude and longitude to each observation. The form’s design was based on the HISC pest reporting form.

Descripción de la metodología paso a paso:

1. 1.Two schools on each island were selected because they were located in areas where knowledge and documentation of invasive species assessment was poor or non-existent. 2.Teachers worked with their local Invasive Species Council (ISC) Outreach Associate to create teaching materials detailing 21 important invasive plant species, including how to identify each species’ life stages and the most effective control methods.Students from each high school organized a series of day-long community surveys in their local neighbourhoods. 3. Participants, guided by local ISC Early Detection Technicians and Student Mentors, visited various locations where they were given photo guides and assigned a route to follow during collection events. Along each route, they were tasked with identifying the target species and taking 1-3 photos of them using GPS-enabled mobile phones. 4. Details, describing every observation of the 21 invasive species of interest, were recorded using a digital data collection form during each community collection event. Participants uploaded the images captured on mobile phones and were encouraged to click their locations using a Google map, embedded in the form, to assign latitude and longitude to each observation. The form’s design was based on the HISC pest reporting form. 5. The Graduate School of the University of Hawaii in Maui (UHM) runs a course in community outreach. Four botany students from the University, as a part of their final course assessment, are validating the identifications from the images and descriptions submitted by each high school to their local ISC.

Metadatos adicionales