In this report, a conservation priority scenario for endemic birds of China's Mainland is proposed from a phylogenetic perspective. By utilizing and comparing seven phylogenetic diversity (PD) indices, the study s...In this report, a conservation priority scenario for endemic birds of China's Mainland is proposed from a phylogenetic perspective. By utilizing and comparing seven phylogenetic diversity (PD) indices, the study shows that the top ifve endemic birds with high conservation priority are Ar-borophila ardens, A. gingica, A. ruifpectus, Lophophorus lhuysii and Alectoris magna respectively. The ranking of species, based on the IUCN Red List and PD indices, were compared by means of a Wilcox signed rank test and Pearson’s correlation, drawing the inference that the PD ranking of endemic birds for China's Mainland shows a distinct and statistically signiifcant difference from the IUCN rank-ing. Therefore, the ranking of conservation priority for endemic birds of China using PD indices might offer new insights on species conservation from an evolutionary-heritage perspective, serving as a complement to the IUCN ranking.展开更多
Objective:To survey current community health nursing(CHN)courses offered in baccalaureate nursing programs in the mainland of China from the perspective on information available on websites of colleges and universitie...Objective:To survey current community health nursing(CHN)courses offered in baccalaureate nursing programs in the mainland of China from the perspective on information available on websites of colleges and universities.Methods:A descriptive research design was used.Data were collected from the official websites of colleges and universities providing baccalaureate nursing programs in the mainland of China.A checklist was applied to identify academic year,type of course,credit,and class hours for both theory and practice teaching of CHN courses including Community Nursing,Geriatric Nursing,Rehabilitation Nursing,and Health Education.The prescribed textbooks were consulted for teaching content.Results:Colleges(n?16)and universities(n?26)offering baccalaureate nursing programs with accessible online information for curriculum setting were recruited.The results showed that most of the accessible educational institutions(92.86%)have offered three to four investigated CHN courses.Community Nursing,Geriatric Nursing and Rehabilitation Nursing are generally offered to juniors,while Health Education is offered in half of these institutions in different academic years.Community Nursing is mainly offered as a required course with 2 credits,while Geriatric Nursing,Rehabilitation Nursing and Health Education are provided as elective courses with fewer credits.Around half of the institutions have practice hours for Community Nursing,Geriatric Nursing and Rehabilitation Nursing courses.However,the proportion of practice hours in the courses is generally less than 50%.The teaching content focuses on clinical care competencies instead of complementary competencies.Conclusion:It was revealed that CHN education in China is still in its infancy from website information of colleges and universities.CHN courses should be included in curriculum design,and teaching reforms and innovations should be taken to prepare nursing students to practice in primary health care and community settings.展开更多
Environmental Education and Education for Sustainable Development (EE&ESD) have been widely accepted as an effective educational method to contribute to capacity development and processes of change in developing c...Environmental Education and Education for Sustainable Development (EE&ESD) have been widely accepted as an effective educational method to contribute to capacity development and processes of change in developing countries. This paper takes SIDA supported EE&ESD in formal educationadvanced international training program, China as an example. By analyzing and reflecting its orientation, implementation, outcomes and evaluation, experiences and lessons learned are expected to help improve the sorts of international cooperation capacity building programs both from international and also Chinese perspectives.展开更多
Personal ethics are strongly influenced by emotions, particularly secondary emotions, because these emotions expand ethical reasoning and development as the child matures. A well-developed consciousness profoundly inf...Personal ethics are strongly influenced by emotions, particularly secondary emotions, because these emotions expand ethical reasoning and development as the child matures. A well-developed consciousness profoundly influences a person＇s actions and conduct when solving problems of what is thought, or taught to be, right or wrong Compelling neurological evidence supports the claim that children begin to develop enduring ethical standards at an early age and that these standards are largely based on the experiences of early childhood. Essentially, the innate sense of ethics requires nurturing during infancy before it can be cognitively understood and practiced in maturity. In biological terms, the development of neural networks that regulate emotional growth, and subsequently, the capacity for ethical discrimination, depends on the infant＇s early social environment. Thus, the toddler＇s early epigenetic experiences enhance, or impede, its innate still dormant genetic potential. Importantly, personal character development and ethical discrimination begins long before the child＇s formal educational years. As a consequence, early learning has to discover ways of conserving adaptive thinking which can be applied to the choices that may confront future generations. Early ethics education, including accurate access to scientific, medical, and technological knowledge, is thus critical. Future generations will increasingly require education from a global perspective when making major ethical decisions in areas, such as nuclear technology, disposal of wastes, preservation of biodiversity, global warming, and unregulated human population growth. As long as our culture continues to reflect advances in science and technology, there is an obligation to make science education overlap with crucial periods in the advancement of ethical consciousness. Significantly, when considering the human capacity for excess at times of conflict, it is incumbent on the scientific community to integrate research-based knowledge with wide-ranging learning and problem-solving skills. Bioscience ethics, the established interface bridging applied science and applied bioethics, can assist in this process of integration. To become fully responsible adults, we must share our extraordinary cognitive talents and respect life on earth in all its rich diversity. In biological terms, human uniqueness resides primarily in our brains with its products being co-operation in family and ancestral units, long education, sophisticated language and culture, and importantly, ethical consciousness-all attributes held in trust by knowledge and wisdom for future generations.展开更多
基金supported by the University of British Columbiasupported by China Scholarship Council
文摘In this report, a conservation priority scenario for endemic birds of China's Mainland is proposed from a phylogenetic perspective. By utilizing and comparing seven phylogenetic diversity (PD) indices, the study shows that the top ifve endemic birds with high conservation priority are Ar-borophila ardens, A. gingica, A. ruifpectus, Lophophorus lhuysii and Alectoris magna respectively. The ranking of species, based on the IUCN Red List and PD indices, were compared by means of a Wilcox signed rank test and Pearson’s correlation, drawing the inference that the PD ranking of endemic birds for China's Mainland shows a distinct and statistically signiifcant difference from the IUCN rank-ing. Therefore, the ranking of conservation priority for endemic birds of China using PD indices might offer new insights on species conservation from an evolutionary-heritage perspective, serving as a complement to the IUCN ranking.
文摘Objective:To survey current community health nursing(CHN)courses offered in baccalaureate nursing programs in the mainland of China from the perspective on information available on websites of colleges and universities.Methods:A descriptive research design was used.Data were collected from the official websites of colleges and universities providing baccalaureate nursing programs in the mainland of China.A checklist was applied to identify academic year,type of course,credit,and class hours for both theory and practice teaching of CHN courses including Community Nursing,Geriatric Nursing,Rehabilitation Nursing,and Health Education.The prescribed textbooks were consulted for teaching content.Results:Colleges(n?16)and universities(n?26)offering baccalaureate nursing programs with accessible online information for curriculum setting were recruited.The results showed that most of the accessible educational institutions(92.86%)have offered three to four investigated CHN courses.Community Nursing,Geriatric Nursing and Rehabilitation Nursing are generally offered to juniors,while Health Education is offered in half of these institutions in different academic years.Community Nursing is mainly offered as a required course with 2 credits,while Geriatric Nursing,Rehabilitation Nursing and Health Education are provided as elective courses with fewer credits.Around half of the institutions have practice hours for Community Nursing,Geriatric Nursing and Rehabilitation Nursing courses.However,the proportion of practice hours in the courses is generally less than 50%.The teaching content focuses on clinical care competencies instead of complementary competencies.Conclusion:It was revealed that CHN education in China is still in its infancy from website information of colleges and universities.CHN courses should be included in curriculum design,and teaching reforms and innovations should be taken to prepare nursing students to practice in primary health care and community settings.
文摘Environmental Education and Education for Sustainable Development (EE&ESD) have been widely accepted as an effective educational method to contribute to capacity development and processes of change in developing countries. This paper takes SIDA supported EE&ESD in formal educationadvanced international training program, China as an example. By analyzing and reflecting its orientation, implementation, outcomes and evaluation, experiences and lessons learned are expected to help improve the sorts of international cooperation capacity building programs both from international and also Chinese perspectives.
文摘Personal ethics are strongly influenced by emotions, particularly secondary emotions, because these emotions expand ethical reasoning and development as the child matures. A well-developed consciousness profoundly influences a person＇s actions and conduct when solving problems of what is thought, or taught to be, right or wrong Compelling neurological evidence supports the claim that children begin to develop enduring ethical standards at an early age and that these standards are largely based on the experiences of early childhood. Essentially, the innate sense of ethics requires nurturing during infancy before it can be cognitively understood and practiced in maturity. In biological terms, the development of neural networks that regulate emotional growth, and subsequently, the capacity for ethical discrimination, depends on the infant＇s early social environment. Thus, the toddler＇s early epigenetic experiences enhance, or impede, its innate still dormant genetic potential. Importantly, personal character development and ethical discrimination begins long before the child＇s formal educational years. As a consequence, early learning has to discover ways of conserving adaptive thinking which can be applied to the choices that may confront future generations. Early ethics education, including accurate access to scientific, medical, and technological knowledge, is thus critical. Future generations will increasingly require education from a global perspective when making major ethical decisions in areas, such as nuclear technology, disposal of wastes, preservation of biodiversity, global warming, and unregulated human population growth. As long as our culture continues to reflect advances in science and technology, there is an obligation to make science education overlap with crucial periods in the advancement of ethical consciousness. Significantly, when considering the human capacity for excess at times of conflict, it is incumbent on the scientific community to integrate research-based knowledge with wide-ranging learning and problem-solving skills. Bioscience ethics, the established interface bridging applied science and applied bioethics, can assist in this process of integration. To become fully responsible adults, we must share our extraordinary cognitive talents and respect life on earth in all its rich diversity. In biological terms, human uniqueness resides primarily in our brains with its products being co-operation in family and ancestral units, long education, sophisticated language and culture, and importantly, ethical consciousness-all attributes held in trust by knowledge and wisdom for future generations.
