Sustainability of a long-term volunteer-based bird monitoring program : recruitment, retention and attrition

With an increasing demand and reliance on volunteers in a host of different sectors, the need for organisations to understand motivating factors behind volunteering, and how to retain volunteer services, is crucial. This paper examines the recruitment, retention and attrition among a group of volunteers participating in a long-term monitoring program for the critically endangered orange-bellied parrot Neophema chrysogaster. This project is one of the longest running of its type in Australia with more than 20 years of survey activities. Volunteers were most often recruited via other environmental agencies. Almost three-quarters of respondents had been involved in birdwatching or other bird monitoring activities usually in connection with conservation organisations. The modal response was an involvement of 10-20 years, with most other responses in the range 0-5 years. The majority intend to continue volunteering, but cited perceived health and time commitments as the main factors behind possible future decisions to cease volunteering. Respondents suggested improvements in the volunteer management of the program, and in particular, thought a personal \u27thank you\u27, would maintain motivation and participation

Measuring trihalomethane concentrations in water using supported capillary membrane sampling-gas chromatography

The objective of this study was to develop and evaluate a supported capillary membrane sampling-gas chromatography method for the analysis of trihalomethanes (THMs) in drinking water. The effects of experimental parameters, such as flow rate of carrier gas, water temperature, ionic strengths of solutions and transfer line temperature on the system performance were investigated. The results of method detection limit and accuracy and precision studies are reported. © 2003 Elsevier B.V. All rights reserved

A supported capillary membrane sampler-gas chromatographic method for monitoring trihalomethanes in drinking water

The major problem with water chlorination is the formation of trihalomethanes (THM\u27s) as by-products of the disinfection process. The concern over THMs as disinfection by-products arose because of their possible carcinogenicity. The USEPA originally set the maximum contaminant level (MCL) at 0.1 mg/L. More recently, the disinfectant / disinfection by-product rule lowered the MCL1 for THM\u27s to 0.080 mg/L in finished water. Stage two will further lower the MCL to 0.040 mg/L by 2003. Because of this, many water utilities are interested in new and improved methods for monitoring THM\u27s in finished water

First semester experiences of using the flipped classroom model in a new pharmacy school

Introduction: Marshall University School of Pharmacy (MUSOP) in Huntington, WV has adopted the flipped classroom model. This commentary is written from the perspectives of new and experienced faculty about their first semester experiences in using the flipped classroom and aims to inform other faculty members who would like to use the flipped classroom model. Discription: The flipped classroom method, a type of active learning style, involves students “pre-loading” the material before class, resulting in class sessions designed to apply the material in a series of active learning exercises. Facultymembers were asked to describe at least one class session, explain their experiences, and provide recommendations for improvement. Evaluation: The instructor commentaries from three, first year courses at MUSOP provide first-hand insight on how the flipped classroom model can be utilised in a school of pharmacy. Future Plans: MUSOP will continue to use the flipped classroom model and plans to evaluate student-pharmacist perceptions of this innovative method

“How Many Earths?” (Semester Unknown) IPRO 332: HowManyEarthsIPRO332AbstractSp09

The mission of “How Many Earths?” is to educate people on the issues of sustainability and energy needs, concerns, and sources. In doing this we look to expand on work that has been done in previous semesters in addition to developing modules for a wider age base. Previously the modules have been focused on High School and Middle School students; this semester, we look to develop a program for elementary school classrooms in addition to post-high school education.Deliverable

“How Many Earths?” (Semester Unknown) IPRO 332: HowManyEarthsIPRO332MidTermPresentationSp09

The mission of “How Many Earths?” is to educate people on the issues of sustainability and energy needs, concerns, and sources. In doing this we look to expand on work that has been done in previous semesters in addition to developing modules for a wider age base. Previously the modules have been focused on High School and Middle School students; this semester, we look to develop a program for elementary school classrooms in addition to post-high school education.Deliverable

“How Many Earths?” (Semester Unknown) IPRO 332

The mission of “How Many Earths?” is to educate people on the issues of sustainability and energy needs, concerns, and sources. In doing this we look to expand on work that has been done in previous semesters in addition to developing modules for a wider age base. Previously the modules have been focused on High School and Middle School students; this semester, we look to develop a program for elementary school classrooms in addition to post-high school education.Deliverable

“How Many Earths?” (Semester Unknown) IPRO 332: HowManyEarthsIPRO332PosterSp09

The mission of “How Many Earths?” is to educate people on the issues of sustainability and energy needs, concerns, and sources. In doing this we look to expand on work that has been done in previous semesters in addition to developing modules for a wider age base. Previously the modules have been focused on High School and Middle School students; this semester, we look to develop a program for elementary school classrooms in addition to post-high school education.Deliverable

“How Many Earths?” (Semester Unknown) IPRO 332: HowManyEarthsIPRO332ProjectPlanSp09_redacted

The mission of “How Many Earths?” is to educate people on the issues of sustainability and energy needs, concerns, and sources. In doing this we look to expand on work that has been done in previous semesters in addition to developing modules for a wider age base. Previously the modules have been focused on High School and Middle School students; this semester, we look to develop a program for elementary school classrooms in addition to post-high school education.Deliverable

“How Many Earths?” (Semester Unknown) IPRO 332: HowManyEarthsIPRO332FinalReportSp09

The mission of “How Many Earths?” is to educate people on the issues of sustainability and energy needs, concerns, and sources. In doing this we look to expand on work that has been done in previous semesters in addition to developing modules for a wider age base. Previously the modules have been focused on High School and Middle School students; this semester, we look to develop a program for elementary school classrooms in addition to post-high school education.Deliverable