Progress 09/01/20 to 08/31/21
Outputs
Target Audience:The target audience for this grant is at-risk youth in public, home, parochial and private schools in the USVI. The goal was to introduce more than 200 youth to the program and to date we have done so with more than 300 youth who have been involved in the program. With COVID, the program has gone from a hands-on, in-person project to an online and virtual program which has had both benefits and risks but the number of youth served has been exceeded due to the nature of the program and the desire for youth to be more engaged during COVID. The teachers are STEM (science) teachers who were interested in working with a new program to ensure youth took part in a fun, hands-on learning pilot program that was project-based which paired them with their peers so they could learn together and apart. Changes/Problems:The need for stem education in the USVI is vital. This program was a wonderful way to share STEM education in our schools, train teachers and certainly the need outweighed the funding capacity. This fact was hard to digest as once people began to see the benefits of the program they wanted it in their classrooms but we could only accommodate up to 300. The other problems certainly were the hurricanes, and then COVID. Moving from post storms and half-day sessions required us as instructors to work double-time, After we got back we had just about a year and then COVID began, and since have never had a pandemic it was a lot but we continued on and proved to be resilient as we moved ahead to complete the project. It was hard to put up the stations but we did it and got 16 up and running. We also added a rain gauge network which was great but I wish we could have had one more group of teachers and youth go into the lab again but with the shelter-in-place order, it was too much. We are still holding off on that now until we see what the variant has to offer as far as social distancing requirements. What opportunities for training and professional development has the project provided?Teachers were trained by EPA in Citizen Science Water Quality Standards using EPA-approved equipment from the Region 2 equipment loaner program which included the use of Idexx trays. The youth were trained to use water testing kits.The kits' test strips are based on recognized test methods. The instructions are clear, no harsh chemicals are used, no expensive equipment is required, and results are easy to see. The supplied table lets you record and compare your results to the EPA-recommended levels. Kits include the following tests: iron, copper, chloride, nitrates, total chlorine, free chlorine, sulfate, pH, pesticide, lead and bacteria. How have the results been disseminated to communities of interest?The youth shared their experiences and results with their school and classes that were not involved in the project. This was done to teach them how to look for chemicals, including contaminants. They presented to one another what they found and practiced before going out and doing a larger presentation to the school community. We also did a training video in English and Spanish which we dissected so we could talk about what people think and ways to begin a conversation in and about water quality and the impacts of poor water quality which can have an impact on good public health. What do you plan to do during the next reporting period to accomplish the goals?This is the final report. I would like to resubmit for another grant in this area as water quality is of huge importance in the USVI as we collect water from our rooftops so it must be filtered for good public health and to ensure safe home use for things such as drinking, gardening, cooking and bathing.
Impacts
What was accomplished under these goals?
The project was truly successful as more than 300 youth took part in it and we faced some pretty large obstacles including two Category 5 hurricanes as well as COVID but through it all, we endured and came out better for it. In the program, the youth had water testing kits that we used to test the water in the homes of the youth and teachers in the program. The teachers were trained how to use the kits and we also had them come to the UVI lab before we closed, so we could actually get them to be trained in EPA Citizen Science Standards in WQ which was fun but also a bit daunting as we knew the virus would shut us down so we did as much as we could and then moved to an online and virtual format which had its own risk and benefits. It is important to note that most families in the USVI are not only disadvantaged socially but are also living at or below poverty in the USVI and all children in the territory qualify for the national free lunch and snack programs.
Publications
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Progress 09/01/19 to 08/31/20
Outputs
Target Audience:The target audience of the WQAP is at-risk youth in high school, grades 10 - 12. Due to COVID-19, the audience was expanded to include junior high school teachers as well as two elementary school teachers. This was done to increase and target participation. Teachers in a variety of subject areas were chosen to participate and are interested in increasing access to STEM activities in their classes, specifically relating to water quality. This year, 300 youth territory-wide participated.They were those who have been involved in WQAP are interested in hands-on activities that create an opportunity for at-risk youth from the USVI to be engaged in the pilot project to use and become trained in EPA water quality standards to further promote Citizen Science-based research ongoing at UVI. This research relates to the watersheds of the USVI. It also connects at-risk program participants in near-to-peer and peer-to-peer mentoring while blending research mentors in a variety of disciplines from the university including interacting with private research scientists, professors from UPR Mayaguez, and supports many STEM pathways including specifically, math, physics, and agriculture. This project includes specifically targeting at-risk youth who may not be aware of how or why water quality impacts them or those around them. The program allows youth from St. Croix and UVI youth to work together in hands-on lessons in STEM education providing science continuity in project-based learning to determine outcomes and success of college completion and high school college admission to UVI for those taking part in it. Additionally, it further creates an opportunity for all engaged in the WQAP pilot project to use and become trained in EPA water quality standards as well as further promote Citizen Science-based research at UVI. It also connects at-risk youth in high school involved in the project to access and be involved in near-to-peer and peer-to-peer mentoring while blending research mentors from a variety of disciplines including government agencies, NGO's, private research scientists, and professors from UPR Mayaguez which at-risk youth may not be exposed to in their regularly scheduled classes. The project also supports nutrition education which is vital in a poverty-stricken community such as the USVI where most youth access free lunch programs. WQAP also offers direct access to agriculture in the USVI which also pairs the project participants with staff from the VI Department of Agriculture and UVI AES in the form of classroom discussions on farming, aquaculture, and small container gardening. Six UVI interns were also part of the program as were six Iowa State Earth Program youth who took part as interns as well and supported the project to deliver WQAP to youth in the program.Also, in the summer of 2020, four youth internsfrom a local school on STT were included in the WQAP andIowa StateEARTH outreach projects in support of agriculture. In doing so, ISU offered a small stipend to the four that completed their projects and for taking part in the joint university summer projects. Those projects including caring for and raising chickens, taking daily precipitation on St John to aid with drought data collection, growing greens to increase food production for chicken and duck egg production, and developing and building a worm farm to determine if row crops in a micro-garden could be better fertilized by the tea made to be used from the worms in the farm-based container. Changes/Problems:There were many challenges this year, more so than in other years past. This past year was difficult due to the ongoing recovery from Irma and Maria, the two hurricanes which decimated the USVI. As recovery and rebuilding are still active at this time coupled with COVID-19 made it much harder but we prevailed and I'm honestly very proud of that effort. Add in the new disaster known as COVID-19 and teachers working from home and on Zoom and it's been challenge after challenge but we've made it. It was a very tough year but the project team worked to help youth become exposed to and learn about water quality and water conservation and resources using these disasters and COVID-19 as a tipping point for science education. In many ways, those youth and teachers who had the opportunity to be involved in WQAP were lucky as they had tools, support, and resources others actually did not. In addition, it was apparent to the project team leads that the need certainly outweighed the number of cohorts the program could in fact accommodate which made it hard, as team leads wanted to include more youth but funding did not allow for that and since COVID-19 had an impact, large meetings were scaled back or struck all together due to health and safety concerns. Overall, the project team leads prevailed even though this year was a bit more difficult than previous grant years and other USDA projects this team has successfully delivered and had funded. However, next year is a new year and the project team is committed to excellence and delivered a quality WQAP for the youth and teachers in it. Also, due to storms and recovery and rebuilding efforts, internet services, and computers are still limited due to the rebuilding and quantity of technology available on the island throughout the territory at this time which also has had an impact on the project. Lastly, project team leads are determined to complete this project effectively and efficiently and deliver the best and most innovative opportunities through WQAP despite these difficulties to provide targeted outreach services to increase STEM in the schools and across the USVI to impact the 21st Century Workforce and the next generation of leaders in the territory. Because it doesn't appear COVID-19 will leave us anytime soon and delivery will be slightly different than anticipated, just working harder, providing more supplies, and really focusing on teachers to deliver the projects will be the best way to increase overall project goals. Also realizing now more than ever, there is a greater need to provide teachers and youth with as many opportunities as possible to learn more about FANH. COVID-19 may decrease the number of participants somewhat but will increase overall quality if COVID-19 continues and so, that is a challenge but one the project team will overcome. What opportunities for training and professional development has the project provided?There were a variety of training opportunities that took place over the past year. UVI staff, interns, and volunteers were offered training and took part in learning how to use the new Carolina science kits purchased on the grant for use in extending knowledge in water quality. Teachers were exposed to new equipment at UVI with on-site water quality testing and project team leads incorporated training using the EPA equipment loaner program to test the water using the loaner equipment from the UVI Chemistry lab. Interns gained training in Idexx testing methods and the UVI CES Health and Climate team worked to enhance training opportunities by offering online videos for purposes of community outreach and education to further water quality and conservation practices and extend training opportunities for youth and those involved in the program. The project team also trained new youth exposed to the program in what and where the weather station networks are located across the territory and how to find them online. Project leads also trained the youth and teachers involved in the program in the use of and how to read the data submitted by USDA in the USVI Drought Monitor maps so teachers and youth can become familiar with them during drought and flood season to learn more about their watersheds. Using the Drought Monitor maps, youth learned how the USVI is included and what that means as far as water collection for homes in the USVI. This was somewhat difficult and somewhat above their grade level but a good way to enhance learning by sharing what they can do once they enter the college. Also, staff and interns created videos and worked with teachers to share ideas and ways they can record and document their efforts in the session provided to them on water quality. One set of teachers from home school also shared testing techniques with two classes from the high school that are not in the program but as a way to extend knowledge, teamed to help involved others interested in water quality and science. How have the results been disseminated to communities of interest?Results of water quality tests and training were delivered in person in a classroom format. WQAP project leads shared the results of water quality tests were provided in various classroom formats across the USVI to those who brought in samples and were given collection containers so they could test the water they brought in from their home. Additionally, tap water from the schools was tested in addition to what was brought in by youth participating in the program to show them not only the science-based lessons but also the practical application of water quality in the community and at their school which is used for cooking, hand washing and for drinking. Teachers, staff, and others who were not in the program were also included to share the outcomes and results of water quality tests with them and the broader community beyond the students and teachers in the program. More than six schools took part in the testing and more than 150 samples were tested for outreach and education purposes so those in the program could increase their overall literacy in water quality and science education in the classroom by taking part in or being exposed to the WQAP which is funded by USDA. Lastly, several presentations were given in the community at large, in the meeting, and as formal presentations with other groups around the country where the program has been shared and outcomes were given to provide insight in ways to increase interest in understanding water quality in youth programming and community settings. What do you plan to do during the next reporting period to accomplish the goals?I want COVID-19 to be over so we can do more hands-on. Zoom has been adopted but isn't as successful. I am therefore doing more one-on-one training with teachers, which is taking longer and is harder for them. While we offer supplies, it is harder to determine knowledge transfer.In the next reporting cycle project leads plan to create a final event or 'big production" to share outcomes and efforts of what water quality impacts can mean during a time of sheltering in place. Also, because this year is expected to be a busy hurricane season, stormwater and flooding will be integrated into classroom lessons which will likely be given online so that youth can be aware of and have a chance to ask questions and learn more about water quality and the need to ensure safe drinking water in their home, school, and community. Nutrition education will be emphasized as more persons are relying on home gardeningand so really delivering more guest speakers via Zoom in science education will be brought into classes via online platforms, which will likely be used to share upcoming sessions as the new groups begin the WQAP and other long-term youth will be relied upon to share their ideas about and experiences in the water quality program. Older youth who have been involved in WQAP for a longer period (more than one year) will share in speaker format their interests, insights, and favorite projects to further leverage the program, teach them how to present their work and work on public speaking to share their science-based knowledge in water quality.
Impacts
What was accomplished under these goals?
WQAP accomplished many of the goals outlined in the grant project. Teacher training was a goal and was conducted in water quality for more than eightteachers in the USVI; EPA Citizen Science workshops held in St Thomas at the UVI Chemistry lab for teachers, volunteers, and youth in EPA standards for water quality. Youths in St Croix were video-conferenced in and teachers were able to access science kits to share their knowledge. Youths were exposed to speakers in weather and climate and drought monitoring as well as presentations on water quality and lessons that taught them how to be aware of and use conservation methods at home, at school, and in the community where they live. They were also able to learn more about internships and citizen science offerings from NASA and EPA. This was done so the youths in the program could learn more about ways to take part in further understanding of water resources and usage in their community and beyond and how that impacts the global community they are a part of and live in. Also, teachers were provided with science kits for in-class water testing and educational sessions that paired youths from various grades to work together to allow them to work in small and medium-sized groups and peer mentor each other in water conservation practices. High school youths shared ideas and project team interns held discussions on an activity book that could be used by younger youths, which program participants contributed to and helped provide ideas on. From that, a coloring and activity book was created by UVI interns which will be printed in the FALL of 2020 and will be provided to youths taking part in the program this year, which was a goal of the project. Also, in the summer of 2020, four youth internsfrom a local school on STT who were included in the WQAP and Iowa StateEARTH were provided with experiences in agriculture and paid for their efforts for an 8-week project which they completed between June 15 and August 15, 2020.A coloring book was completed and is ready for print with activities on water quality including a specific one on writing their experience as being part of and in the water cycle.
Publications
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
Rotary District 5450; Colorado; Water Quality after Irma and Maria in the USVI;
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2020
Citation:
UVI Hazard Mitigation Meeting; USVI; Drought in the USVI
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2020
Citation:
Rotary of Colorado, WASH Symposium; Colorado; WASH and Emergencies in the USVI
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Progress 09/01/18 to 08/31/19
Outputs
Target Audience:The target audience of this project is the youth in junior and high school in St Thomas, St John and St Croix in public, private and home school. The STEM Ambassadors Pilot Program through Distance Education is a program that promotes a synergy between researchers, youth in a public high school on St. Croix and UVI college students on St Thomas with researchers at UVI. The STEM centered DE seminars and presentations will focus on active research so youth may understand issues related to water quality, technology, agriculture and nutrition including food safety and weather and climate. Due to the storms of 2017 the schools and our bulding were rendered unihabitable in some cases and in many schools moved to temporary buidling so we asked for an extension on this project as this was a difficult year for the USVI an the schools in our community. Changes/Problems:Honestly, we had a very hard year. I think this was harder than the first year post storm. Our schools, due to rebuilding were opened late, closed early and we had many that mid year had to be moved into temporay classrooms ( temp buildings); additionally, the district did not order science labs for the schools which was diffcult as in years past we have, when needed, used UVI facilites but they too were impacted so we had literally no facilittes as we nornally would have on the islands and in the territory. Also, many teachers fled the territory also due to storms and between that and the delays for opening and closing of schools and while we did do outreach and had several field visits to schools with NASA and other UVI celebrity scientists, it was hard to run the program. Also, this is a tech based program and with little to no internet, lack of classrooms as well as general delays in rebuilding schools and classes along with UVI's buildings being impacted it was a REALLY hard, hard year here in the USVI. But, with that said, we are VERY optimistic this year will be better and we are prepared to come back stronger to meet out project goals and exceed them. What opportunities for training and professional development has the project provided?We were able to bring in a group of educators and community volunteers (10) so as train them in water quality procedures and did host a community training for paraprofessionals and aides who leanred how to use test strips for pH and salinity tests. We also gave out water filters to schools and teachers for classroom and use in the home. Also, Ms Chanes and a few youth volunteers (5) received training in the UVI lab on the Idexx equiment used for the project. How have the results been disseminated to communities of interest?Yes, we made a few videos in how to do water and soil testing and have it on you tube at this time. What do you plan to do during the next reporting period to accomplish the goals?Yes, we plan to achieve all of the goals in our project as listed in our proposal this year and it is going to be a much stronger year as the schools are better able to handle classroom accomodations, teacher allocations (many left and we doble up on lcass sizes) as well as were impacted by youth participation (many left after the storms and are now returning) so we are confindent and excited about our upcoming efforts as we are slowly returing to normal.
Impacts
What was accomplished under these goals?
We made some strides on this project but were really unable to do many things as we did not have internet and other processes that were required in our efforts as we use it and skype to administer this type project to communicate, educate and have youth participate. Some of our teachers and youth were able to particapte in the 10-12th grade environmental and biology classes at Complex Educational High School in St Croix as their classes were closed due to mold but we did have celebrity scientists visit them. A few on St Thomas at All Saints and Home School also particapted but again, it was difficult as we were impacted by storms so it was intermittent. Classrooms, were heavily impacted due to the fact that that the storms required moving into temporary buildings which delayed our efforts. This year we are coming back strong and can meet the goals as the programis and was designedso thatin future years, more schools can participate and can be accommodated in this proposal. The program is a collabortion between Dr. Latesky and Dr. Morris, who are both faculty at the University of the Virgin Islands, and Ms. Christina Chanes, an educator in the 4H program at the Cooperative Extension Service of the Territory of the Virgin Islands, and schools that are participating in her 4H education programs on the island of St. Croix. We are recruiting now heavily as school is beigniing in a few weeks and we are conficent we can complete it as described in our proposal.
Publications
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
National Urban Extension Conference, Seattle 2019
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Water and Soil Confernce, Indiana, 2018
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Water and Health Conference, UNC, Chapel Hill, 2018
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Progress 09/01/17 to 08/31/18
Outputs
Target Audience:The Water Quality Ambassadors Pilot Program targeted youth in high school and college through distance education that promotes a strong synergy between researchers, youth in public schools in high school on the island of St. Croix and UVI college students in St Thomas along with researchers at UVI so they may focus on and use STEM centered seminars, lessons and presentations to focus and integrate issues surrounding water quality and watershed protection education, climate data collection and reporting and tying that to food and nutrition to ensure a stronger workforce in the future. Due to the two category five storms that directly hit the USVI, youth in PR were also included to create a broader reach of conservation methods post disaster. The youth and researchers on these islands focus and integrate topics that would help youth in high school work towards a higher education pathway while reinforcing core classes the UVI youth involved in WQAP learn about and share with their colleagues about the state of the landscape in watersheds by bridging water quality, technology, agriculture and nutrition and weather and climate. Due to the hurricanes, technology was at issue due to power and intenet outages. However, St Thomas youth have spent time this year documenting and creating Youtube videos which have been shared with youth in St Thomas, St Croix, Puerto Rico and translated inot Spanish as well as college youth in South Africa attending the University of Johanesberg who translated their work into various African dilects. More than 250 youth in the Virgin Islands, along with more than 40 teachers across the territory along with 50 teachers in Puerto Rico and 50 second year youth at UJ in South Africa studying enviromental science have been trained in the program, been instructed in multilungual tutorials as well as created new content on the Eclipse, the hurricanes that took place in 2017 as well as how to create safe water using filtration systems. Mapping has been minimal but now we are working on getting that portion of the project included as wifi and internet are slightly more stable territory wide. Changes/Problems:The main issue was extreme weather which hit the territory and rendered it at a loss of power and internet for quite sometime. Due to the two Cat 5 hurricanes it became instantly obvious that researchers would have to start on the main island of St Thomas and work with youth to create trainings that could be shared once technology was useable. This limited our access to St Croix and St John as well as Puerto Rico whom of which are in our area but due to power and internet were not acessible. While this was a set back it gave the youth here in the program as well as UVI mentees a chance to work closer with researchers to fine tune the project goals and create short user friendly videos and audio recording that once systems bcame consistently up can be used immediately for St Croix and other areas in our region who wish to partner with researchers involved in this project. The main office where the research was to be completed actually was condemend so finding a new space was also a diffiuclt task but the research team was dedicated and moved forward using all equipment salvaged from the storms who then found a small location to work from and continue their efforts. These set backs became a strength and testament of the commitment of the team as it was clear the work was vital for education not only for the youth, mentors and contributing to ongoing research but would be vital in the redvelopment of the territory itself as many came to UVI and the researchers in the project for advice on moving ahead in extreme cases of weather where extreme drought, flooding, water contamination and food safety became issues that were front and center in the recovery process of the territory. What opportunities for training and professional development has the project provided?In an effort to to ensure project success and to allow project researchers in all areas to adjust processes to facilitate real time feedback as well as maintain and ensure continuous development the informal advisory group has been trained which includes more than 20 teachers as well as 15 UVI youth who are either interns or long term volunteers of UVICES to ensure a pathway for program strength and collaboration to agricultual careers or STEM based career pathways. Students presented at conferences including the Drought Monitoring Annual Meeting held in PR. All of the 250 youth in the program were exposed to lessons about watershed function, water quality, food safety and agriculture and how it is impacted by the water cycle, and other topics in hydrology. Due to the hurricanes, experts were brought into classrooms to dialouge with youth and home school youth were also instructed and allowed to take part in the program as well as give presentations to their peers. The youth and youth mentors gained valuable experience with the ongoing learning about how weather stations work, what they record and how researchers use them for data collection. In doing so researchers, introduced the youth to data collection analysis as well asanalysis of the data collected from stations in their schools in previous years. The youth also have gained access to online mapping technologies that allow them to report map based information about their watersheds that are shared between schools and with the general public on the UVI Geocas.org website. How have the results been disseminated to communities of interest?While this has been a difficult year for the people, teaching community and students of the USVI territory wide, the program has submitted and given more than eight professional presentations and participated in professional conference proceedings regionally, nationally and internationally; in addition, audio interviews have been created and shared on Soundcloud to impact the broader community of program goals and outcomes and students have created and continue to make short user friendly videos to be shared across the territory, region and international communitites where similar drought and water collection concerns including water quality and food safety to ensure a closer collaboration in a global community as well as a act as a general pathway to agriculture, food sagety and science based higher education opportunities at UVI and beyond. What do you plan to do during the next reporting period to accomplish the goals?The main thrust will be to get the lessons and training to St Croix and because of storms also to St John. It is vital to add youth from across the territory in grades 6-10th who can use the science based learning programs which incorporate citizen science to further advance STEM goals in the classroom which include advanced literacy in hydrology, mapping, water quality and water resouces as well as short video and audio recordings for training uses by educators as they relate to food safety and agriculture in our community. In doing so, it is vital that researchers work on creating other training components with UVI youth who can interact with local youth in the program to increase the number of participants in the program to advance it and relate it to storms and other natural disasters such as the two category five hurricanes that occured this past year. Researchers are also working to create a conference based activity for the youth to showcase their end of year efforts as well as send a UVI mentee to present at one professional conference with a researcher on the program goals, adaptablity in other regions and use for STEM pathways by teachers who may consider joining our efforts in particpating in this research such as youth in South Africa and Puerto Rico. Lastly, with the evaluator and informal advisory committee work to create a stronger community wide presence so the efforts are more broadly understood territory wide about the overall program goals and impacts in our area.
Impacts
What was accomplished under these goals?
Thus far, more than 250 students in St Thomas in grades 6th-10th were introduced to and spent time learning in science classes about climate, health, mapping and water/soil quality as they relate to agriculture and food safety. Due to the fact that it isa distance education component,the programis designedso that more schools can participate and can be accommodated in the second year of the project. Due to the two category five storms, modifications were made whereby videos and audio recordings were created with the above mentioned youth to share with students targeted in the original proposal. These were aired on the university radio station as well as in Youtube videos so as to reach the broader community. Due to electrical and internet outages, these trainings were delayed and youth in St Criox have yet to go through the program but youth in St Thomas took part in six lessons on the above topics as they are within driving distance and made trainings so that once internet and electricity is completed and upgraded they can be included as designed in the orginal proposal. Trainings did take place in St Thomas but access to St Croix due to technology challenges limited such interaction. Again, this will occur in the second year as technology is being reinforced now and a new grid is being built to accomodate the territory. The program has been a collaboration between Dr. Alexandridis, Dr. Latesky and Dr. Morris, faculty at the University of the Virgin Islands, and Ms. Christina Chanes, an educator in UVI Cooperative Extension Service of the Territory of the Virgin Islands, and schools that are participating in her EPNEF and communications education programs on the island of St Thomas. Currently, developmental evaluation meetings under the direction of Dr. Caryl Johnson, Ed.D, Director of UVICES Expanded Food and Nutrition Education Program are ongoing in an effort to ensure project completion and goals are met in a timely fashion. A small informal advisory group of stakeholders including youth, teachers, researchers and UVICES interactions are occuring in real time with youth mentees, UVI college mentees and researchers to maximize outcomes.
Publications
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2017
Citation:
Water Ambassador II: Furthering the Understanding of Watersheds and Hydrology in the USVI; Chanes, Christina; Poster presentation; UNC Water Institute Annual Water and Health Conference; Chapel Hill North Carolina; October 2017
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2018
Citation:
Health and Climate and their Impacts in the USVI post Hurricanes Irma and Maria; Chanes, Christina; Alexandridis, Dr.; Association of State and Territorial Health Officials annual State Environmental Director's annual meeting held LA, CA in June 2018.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2018
Citation:
WATER:Working in Ag Training:Education by Research, Dr Fel;ix Rom,an, UPR-Mayaguez; Chanes, Christina, UVI CES; Participated as collaborator with UPR Mayaguez at the USDA NIFA Insular meeting held in Guam in July 2018.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2018
Citation:
Furthering the Understanding of Watersheds, Hydrology and Agriculture and their Health Impacts in the USVI; Chanes, Christina, Morris, David, DR.; Latesky, Stan, Dr.; South African Association of Family Ecology and Consumr Science Annual Meeting; Pretoria, South Africa; February 2017
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2018
Citation:
University of Johannesburg, South Africa; Johannesburg, South Africa; Guest Lecturer invited by Department of Environmental Health, University Johannesburg to do a presentation and training of 50 second year students in Environmental Health/Science program studying WASH as part of the USDA/NIFA funded WQAP. We recorded audio messages on water conservation.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2018
Citation:
Furthering the Understanding of Watersheds, Hydrology and Agriculture and their Health Impacts in the USVI; Chanes, Christina, Morris, David, DR.; Latesky, Stan, Dr.; Orange, Brice, Orangewave innovative Science LLC; Association of American Geographers annual meeting and conference held in New Orleans, LA in April 2018. Page 411; item number 051-poster.
- Type:
Other
Status:
Other
Year Published:
2018
Citation:
Climate and Drought Monitoring in the USVI; Latesky, Stan, Dr; Morton, Calwyn, student, biology, UVI; Caribbean Drought Monitoring mneeting held by USGS for the Eastern Caribbean region in Puerto Rico in May 2018.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2018
Citation:
Health and Climate and their Impacts in the USVI post Hurricanes Irma and Maria; Chanes, Christina; Alexandridis, Dr.; Association of State and Territorial Health Officials annual insular meeting held in Honolulu, Hawaii in May 2018.
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