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<br />(9) 3 Teams: Invasive Plant Control, RAD (work with Rapid Ohia Death) Team, <br />Outreach (also Invertebrate & Training). <br />(10) Core traditional work is eradicating plant species not too far along. <br />(11) Main team in monitoring and response to ROD,including aerial surveys. <br />(12) LFA Community Support Program (10 years) providing education, free <br />training in backyards, and free resources. <br />(13) Plantpono.org <br />iii) Q&A <br />(1) Konanui-Tucker: How can we get involved? <br />(a) Brewer: Promote better gardening behavior, planting native plants, & <br />spreading word about the problem. <br />(2) Rudo: Our biggest impact is our advocacy for bills. Could you let us know what <br />bills to support or not support? <br />(a) Brewer: We have a set up for tracking bills, so I’m more than happy to share <br />what we’re tracking, what’s out there, and history of that bill. <br />(3) Kagiwada highlighted: September 11, Coconut Rhinoceros Beetle. Webinar. <br />d) Presentation from ORISE Education &amp; Communication Research Fellow <br />i) Presentation by Maya-Lin Green on the PI-CASC (Pacific Islands Climate Adaptation <br />Center) &amp; K-12 Climate Education Hub <br />(1) PI-CASC (1 of 9 regional centers) delivers science to help animals and the <br />environment adapt to climate change, & fund projects between scientists & <br />cultural holders. <br />(2) The goal is to give access to provide quality science and work with scientists and <br />knowledge holders to find ways to benefit communities. <br />(3) Education Hub (primary place of work) connects K-12 students and teachers with <br />climate science resources; Education is in reversing negative effects.. <br />(4) SURF Program for undergraduates: 10 week research with mentor, cultivating <br />research skills, increasing climate research knowledge, networking, & paid <br />opportunity. Projects are focused on restoration, fish, and coral reef health. <br />ii) Q&A <br /> <br />