Invasive plant checklist of Hawaii, United States

Enregistrements de données

Les données de cette ressource checklist ont été publiées sous forme d'une Archive Darwin Core (Darwin Core Archive ou DwC-A), le format standard pour partager des données de biodiversité en tant qu'ensemble d'un ou plusieurs tableurs de données. Le tableur de données du cœur de standard (core) contient 21 enregistrements.

1 tableurs de données d'extension existent également. Un enregistrement d'extension fournit des informations supplémentaires sur un enregistrement du cœur de standard (core). Le nombre d'enregistrements dans chaque tableur de données d'extension est illustré ci-dessous.

Cet IPT archive les données et sert donc de dépôt de données. Les données et métadonnées de la ressource sont disponibles pour téléchargement dans la section téléchargements. Le tableau des versions liste les autres versions de chaque ressource rendues disponibles de façon publique et permet de tracer les modifications apportées à la ressource au fil du temps.

Versions

Le tableau ci-dessous n'affiche que les versions publiées de la ressource accessibles publiquement.

Comment citer

Les chercheurs doivent citer cette ressource comme suit:

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

Droits

Les chercheurs doivent respecter la déclaration de droits suivante:

L’éditeur et détenteur des droits de cette ressource est Training Organization. Ce travail est sous licence Creative Commons Attribution (CC-BY) 4.0.

Enregistrement GBIF

Cette ressource n'a pas été enregistrée sur le portail GBIF

Mots-clé

checklist; Hawaii; invasive plants

Contacts

Couverture géographique

State of Hawaii (United States)

Couverture taxonomique

Vascular plants

Couverture temporelle

Données sur le projet

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.

Les personnes impliquées dans le projet:

Méthodes d'échantillonnage

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.

Description des étapes de la méthode:

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.

Métadonnées additionnelles