Considering the impossibility to cover the entire population of an endangered species in protected areas, a new approach (species conservation redlines) was recently been proposed in China. It constitutes the baseline space for species conservation but mapping and managing a species redline is not clear. In this study, a procedure on how to map habitat conservation redlines for the endangered giant panda was proposed. Panda habitat was first modeled based on field survey and remotely sensed data. Redline area was proposed after comparing three different scenarios, covering different proportions of panda habitat and populations. Results showed that the proposed redline area covered 9358 km2. This area can protect more than 80% of the populations in all mountain regions in the study area, while keeping the connectivity of the habitat. The current nature reserves cover 60% of the redline area. Suggestions on how to manage redline areas inside and outside reserves are proposed, to limit human development activities in panda habitat. Our study provided a new approach for managing panda habitat, and would have implications for conservation of other endangered species in China and the world.
Assessment and Evaluation in Higher Education,
March 30, 2016
Relatively little is known about differences in the quality of engineering education within and across countries because of the lack of valid instruments that allow for the assessment and comparison of engineering students’ skill gains. The purpose of our study is to develop and validate instruments that can be used to compare student skill gains in mathematics and physics courses in undergraduate engineering programmes across countries. The approach includes procedures to establish construct validity and other necessary psychometric properties. Drawing on data collected from over 24 engineering experts and 3600 engineering students across Russia and China, we establish that it is possible to develop valid, equitable and cross-nationally comparable instruments that can assess and compare skill gains.
American Journal of Ophthalmology,
November 25, 2015
Purpose To study the effect of free glasses combined with teacher incentives on in-school glasses wear among Chinese urban migrant children.
Design Cluster-randomized controlled trial.
Methods Children with visual acuity (VA) ≤6/12 in either eye owing to refractive error in 94 randomly chosen primary schools underwent randomization by school to receive free glasses, education on their use, and a teacher incentive (Intervention), or glasses prescriptions only (Control). Intervention group teachers received a tablet computer if ≥80% of children given glasses wore them during unannounced visits 6 weeks and 6 months (main outcome) after intervention.
Results Among 4376 children, 728 (16.7%, mean age 10.9 years, 51.0% boys) met enrollment criteria and were randomly allocated, 358 (49.2%, 47 schools) to Intervention and 370 (50.8%, 47 schools) to Control. Among these, 693 children (95.2%) completed the study and underwent analysis. Spectacle wear was significantly higher at 6 months among Intervention children (Observed [main outcome]: 68.3% vs 23.9%, adjusted odds ratio [OR] = 11.5, 95% confidence interval [CI] 5.91–22.5, P < .001; Self-reported: 90.6% vs 32.1%, OR = 43.7, 95% CI = 21.7–88.5, P < .001). Other predictors of observed wear at 6 months included baseline spectacle wear (P < .001), uncorrected VA <6/18 (P = .01), and parental spectacle wear (P = .02). The 6-month observed wear rate was only 41% among similar-aged children provided free glasses in our previous trial without teacher incentives.
Conclusions Free spectacles and teacher incentives maintain classroom wear in the large majority of children needing glasses over a school year. Low wear among Control children demonstrates the need for interventions.
