Should we include somewhere the possible value of the garden for the mental health for pupils, teachers, neighbors etc. ?

Benefits on making better choice with food: I think we will always face the questions with the audience like what does it mean? what could be the proxy for such estimation?

Year one investment will be part of the decision - poor schools will not have enough or be willing to invest as much.

So that the investment costs and the overall benefits are shown together.

This is part of the decision - or at least will influence the decision of the school board.

reputation is not important for any older schools
only new schools will care about reputation
old schools do not need reputation - they already get too many applications they cannot get more students

They do not get investment
the school belongs to big companies

Reputation
Reputation for schools, teachers, school board, students…

@CWWhitney
Suggest changing "Teacher capacity" to "Teacher efficacy"

The size and the cost might need to be revisted - create a branch where the costs are different with some variations on the size to cost relationship...

Updated the model with the CODAS team with 'rode colored glasses' and 'cloud 9' vision
Must be updated with more perspectives.

Do we need to split this into two questions: with and without STEM?

we use things like savings on after school programs, tutor-ships,

hiring more teaching staff, organizing more events for kids

we call this ‘extra_cirricular_savings’

We could maybe update the way we gather intangible values associated with education

Education Value:

Healthy Habits Formation: Promoting education that instills lifelong healthy eating habits in children.
Food Literacy: Enhancing understanding about nutritional content, food sources, and the impact of food choices on health.

Question from Giang :: Mcsimulation table: I do not understand what is Missing 0.0 %

From the summary section https://htmlpreview.github.io/?https://github.com/CWWhitney/nifam_codas_school_garden/blob/main/Index.html

The values in the input tables: Is it in consultation with the schools (i.e. public and private schools)? I wonder since there are some costs (e.g. increase tuition fee and teacher salary), I am not sure in which cases this can be applicable?

Teachers effective will also be effected by teacher ability in the first place
Program deveopment -> Teacher’s capacity
bubble missing between program development and teaching quality
the teacher’s capacity will go up or down according to the quality of the training and their
10 to 80%

Are animals a critical determinant?
I adjusted the script to have an 'if' option so that the animal costs are incurred only if that is an expectation

see if_animals_in_garden

Costs for whom and benefit for whom?

In the conceptual map:
Now we have changed the focus to ‘schools’ and these are school board, schools, investors, owners, or managers of the school and teachers

https://www.dropbox.com/scl/fi/4g753tu522ba4jo9fxooe/CODAS_Model.pptx?rlkey=ajceum6oqx1whooifx803w3q0&dl=0

Description

Problem Statement

The probabilistic decision model designed for school garden interventions in Hanoi needs an initial application at a single school garden to serve as a prototype. This will allow us to understand its practical implications and usability within the specific context of Hanoi.

Key Objectives

1. Prototype Implementation: Apply the probabilistic decision model to a selected school garden as a prototype.
2. Usability Testing: Evaluate the model's performance, usability, and adaptability within the unique characteristics of the chosen school garden.
3. Generalization for Hanoi: Use insights gained from the prototype to generalize the model for broader application across multiple school gardens in Hanoi.

Proposed Solution

To achieve the objectives outlined above, we propose the following steps:

1. Selection of School Garden

• Identify a representative school garden in Hanoi for the prototype application.
• Consider diverse factors such as location, size, and existing conditions.

2. Model Application

• Implement the probabilistic decision model in the selected school garden.
• Monitor and document the decision-making process and outcomes.

3. Evaluation and Feedback

• Collect feedback from stakeholders involved in the prototype application.
• Assess the model's usability, strengths, and areas for improvement.

4. Generalization for Hanoi

• Use insights from the prototype to make necessary adjustments to the model for general applicability in Hanoi.
• Update documentation to reflect any modifications made during the prototype phase.

Dependencies

• Collaboration with stakeholders for selection of the school garden.
• Input from domain experts and garden intervention practitioners for evaluation.

Acceptance Criteria

• Successful application of the probabilistic decision model to the selected school garden.
• Positive feedback from stakeholders involved in the prototype.
• Documented adjustments made for generalization to multiple school gardens in Hanoi.

@sau140288 @dohoa1190 @BuiThiKhanhHoa add any additional details or suggestions that might be relevant to this issue. Any suggestions accepted.

Missing value for "expensive_garden_size" - "Cut off value for where the garden becomes more expensive (?)" @CWWhitney

Value of children having more access to safe vegetables (million VND/year)

Do we need a Proxy ???

The model should reflect the one we built in the workshop and clarify where we changed it in the session at VNUA (i.e. we focused on the core issues, this should be reflected in the conceptual model).

These could be part of a chance_event function with an additional question about the chance of these in the input table

outside_investment_value
outside_investment_value_STEM
increased_enrollment_STEM
increased_enrollment

For example the maintenance_cost will not be the same in each year of the five years. We should wrap this in the vv() to add variability
maintenance_cost[2:number_of_years] <- input_cost + #fertilizer, irrigation, electricity
maintaining_labor + teacher_salary_cost

Sharing information in a different way (i.e. 'reduction in loss') is probably different than the economic theory -

Idea:
Provide the decision model to different schools and see how they respond to the presentation. Do they intend to implement or not.

Maybe we just confuse the whole presentation with the 'Reduction in potential loss' and should remove the prospect theory part altogether...

Outcome figure: x-axis: what is the unit of loss? Number of points in bin is number of outcome value fall in that bin, right? It would be good to explain this

school_event_value 10 50
Value of garden related school events (million VND/year)
Please estimate the value of one (1) garden related school event for the school and community (million VND/event)

school_event_freq 2 10
Number of school events per year (days per year)
Please estimate the number of garden related school events per year (days per year)

Make Food Env. visual in the model (make a section for Food Env. in graphical)
Make visual of Food Env. - Clarify the specifics of the relationships (nodes on arrows).

the random function is a collection and needs to be included here

random <- function (rho, n, method, relativeTolerance, ...)
UseMethod("random")

Need to find the full collection and put them all in the functions file

Is this double countign with the discount rate?

https://docs.google.com/spreadsheets/d/1VAM2woEIHOb208701JQAlkVbrqdt8Laa8jx28jCptFk/edit#gid=0

Notes:
Sheet 1: All individual expert's data (online and offline). Some have provided comments and assumptions on their estimations (e.g. based on 100m2). (comments and assumptions in their name's box - they sometimes put 100m2 as their assumption (they did not communicate orally but put a written note))
Sheet 2: Compiled data for the 3 offline groups. They compiled it themselves. The online group did not compile their data
Variable establishment_family_portion_paid: Some data were in %, some were in millions (it should be in % - we will omit those data)
(mark in red indicates data in millions (in group and individual data and where we don't have data (e.g. lacking of lower bound) or not valid data (e.g. Kien's upper bound is a range))

We can omit all the invalid data if we think we would not chase the individuals to provide inputs again (we would still have data from other experts anyway). But of course we can also follow up (and should for high value EVPI)

EVPI: I wonder why EVPI results return with e-axis of 1,2,3,4 (I do not know the unit of these values) but the text says no positive EVPI values

@CWWhitney to add an in text clarification of the warning or turn warnings off and clarify why there are no EVPI values

From https://htmlpreview.github.io/?https://github.com/CWWhitney/nifam_codas_school_garden/blob/main/Index.html

The school garden provides fruits and vegetables ...
Involving children in the cultivation process fosters a deeper understanding of where food comes from, encouraging a connection to healthy eating habits....
Harvesting produce from the garden provides opportunities for children to develop basic culinary skills, ... promotes appreciation for cooking and preparing healthy meals.
Engaging with the school garden allows children to explore different textures, colors, and tastes of fresh produce, contributing to sensory learning experiences that can positively influence their food choices.

Could you clarify the model or focus more on the direct application/effect on the food environment? How does the intervention change healthy foods' access, availability, and desirability?

Is the equipment appropriate at the lower levels of school i.e. do primary students need microscopes? Do they need the same level of investment?

Is this feasable?
Is it necessary?

STEM can also be taught without a lot of investment... (in the no STEM case)

We should figure out some good proxies to justify the environmental aspects (although this is not a critical determinant of the decision it is still important that we do this in a robust way):

environmental_value <-
green_space_value + # we care about the green space
reduce_polution_value # we care about reducing pollution

We should add a digital conceptual model - to describe what we programmed here

Plant Diversity: The variety of plants in a school garden can attract and support a diverse range of insects, birds, and other wildlife, contributing to local biodiversity.
Microbial Diversity: Healthy soil in the garden can host a rich community of beneficial microorganisms, promoting soil fertility and plant health.
Butterfly and Bird Attraction: Certain plant species can attract butterflies and birds, enhancing the ecological value of the garden.
Pollination: School gardens with flowering plants can attract pollinators such as bees and butterflies, supporting the pollination of nearby plants and enhancing overall ecosystem services.
Air Quality Improvement: Plants in the garden contribute to improved air quality by absorbing pollutants and releasing oxygen.
Ecological Awareness: The presence of a garden provides an outdoor classroom for students to learn about ecosystems, plant life cycles, and the interdependence of living organisms.
Sustainable Practices: Maintaining a garden encourages sustainable practices, such as composting, water conservation, and organic gardening methods.
Composting: School gardens can incorporate composting systems, reducing organic waste and promoting the recycling of nutrient-rich materials back into the soil.
Waste Awareness: The process of composting and recycling in the garden can raise awareness about waste reduction and resource conservation.

The success and sustainability of a school garden is very dependent on the ongoing support of the government, policy, funding

Might need to revisit how we describe the name here
It translates as 'natural sciences'

Teacher perceptions are drastically different from administrators. Important to evaluate these separately as it is the teachers often who are carrying most of the load of implementation and could potentially impact risks (i.e. education effectiveness decreasing) while the administrators are pushing gardens for the benefits (i.e. reputation)

Yes, the 'and/or' is fine in increased_enrollment_value_STEM. Change the description to 'Increased enrollment and/or tuition due to improved reputation with STEM (million VND/year)'

Yes, for 'garden_mental_health_value', for 'Mental health value of children having a garden at school (million VND/year).' This description can be expanded to include more: children, but also community, teachers, school staff and neighbors...

if_reduce_polution

Do we have a specific proxy to value this? E.g. groundwater under garden less polluted?

https://we.tl/t-n6oarVzAO4

Make it part of the increased enrollment as a side note (it was controversial)..

After reading Huber et al 2023 I added some of Kahneman's prospect theory options to our collection of arguments for the school garden intervention. See the 'Index.RMD' or just look at the html for the results.

https://htmlpreview.github.io/?https://github.com/CWWhitney/nifam_codas_school_garden/blob/main/Prospect_Theory.html

We should consider the last few paragraphs (undone)...

Huber, Robert, Karin Späti, and Robert Finger. “A Behavioural Agent-Based Modelling Approach for the Ex-Ante Assessment of Policies Supporting Precision Agriculture.” Ecological Economics 212 (October 2023): 107936.
https://doi.org/10.1016/j.ecolecon.2023.107936.

Huber_etal_2023_EcolEcon (1).pdf

https://docs.google.com/document/d/105LaJTnYhyBy8MXCDzY4ihFArW-K1vNfpSMb2g72dNU/edit

Stratify schools in Hanoi into different levels...
Some can afford the formal natural sciences schools and some have less to invest.

cf. investment risk willingness

Consider making the distinction between the gardens clear - for now the difference between STEM anbd regular garden is not clear.

It is possible that readers will not see the clear difference between STEM and non-stem garden. STEM does not require fancy equipment...

Actually, define STEM and see that the difference does not exist. So the non-natural science oriented garden is still partly STEM... So maybe what we want to say is that the STEM garden is much more natural science oriented. Make that clear and clarify exactly what the investment difference is (microscopes etc.).

Each year the costs and benefits will increase (inflation). We could account for this with some addition of steps in the code (perhaps with the relative_trend option in vv()...

We now say 'school' but we may need new layers
Diverse decision maker:
School boards - sometimes they have money and this will influence the model

• if school board not own money it is the money of an outside investor and they care
• school board member has 5 years and they just want to look good
• schools can be reputation oriented or money oriented
  Some school board’s have a small voice and the investor has the main influence (school board has little influence although they are in charge of the education program)
  Half public half private - have pressure they get money from schol funds and public funds they care about reputation and trying new things and not about bottom line
  Teacher’s
  School as investor’s
• just want to make momney
  School board’s
  Min of education