Invasive plant checklist of Hawaii, United States

Записи данных

Данные этого checklist ресурса были опубликованы в виде Darwin Core Archive (DwC-A), который является стандартным форматом для обмена данными о биоразнообразии в виде набора из одной или нескольких таблиц. Основная таблица данных содержит 21 записей.

Также в наличии 1 таблиц с данными расширений. Записи расширений содержат дополнительную информацию об основной записи. Число записей в каждой таблице данных расширения показано ниже.

Данный экземпляр IPT архивирует данные и таким образом служит хранилищем данных. Данные и метаданные ресурсов доступны для скачивания в разделе Загрузки. В таблице версий перечислены другие версии ресурса, которые были доступны публично, что позволяет отслеживать изменения, внесенные в ресурс с течением времени.

Версии

В таблице ниже указаны только опубликованные версии ресурса, которые доступны для свободного скачивания.

Как оформить ссылку

Исследователи должны дать ссылку на эту работу следующим образом:

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

Права

Исследователи должны соблюдать следующие права:

Публикующей организацией и владельцем прав на данную работу является Training Organization. Эта работа находится под лицензией Creative Commons Attribution (CC-BY 4.0).

Регистрация в GBIF

Этот ресурс не был зарегистрирован в GBIF

Ключевые слова

checklist; Hawaii; invasive plants

Контакты

Географический охват

State of Hawaii (United States)

Таксономический охват

Vascular plants

Временной охват

Данные проекта

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.

Исполнители проекта:

Методы сбора

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.

Описание этапа методики:

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.

Дополнительные метаданные