A Graph-Theory Framework for Evaluating Landscape Connectivity and Conservation Planning

Abstract:  Connectivity of habitat patches is thought to be important for movement of genes, individuals, populations, and species over multiple temporal and spatial scales. We used graph theory to characterize multiple aspects of landscape connectivity in a habitat network in the North Carolina Piedmont (U.S.A).^. We compared this landscape with simulated networks with known topology, resistance to disturbance, and rate of movement. We introduced graph measures such as compartmentalization and clustering, which can be used to identify locations on the landscape that may be especially resilient to human development or areas that may be most suitable for conservation. Our analyses indicated that for songbirds the Piedmont habitat network was well connected. Furthermore, the habitat network had commonalities with planar networks, which exhibit slow movement, and scale-free networks, which are resistant to random disturbances. These results suggest that connectivity in the habitat network was high enough to prevent the negative consequences of isolation but not so high as to allow rapid spread of disease. Our graph-theory framework provided insight into regional and emergent global network properties in an intuitive and visual way and allowed us to make inferences about rates and paths of species movements and vulnerability to disturbance. This approach can be applied easily to assessing habitat connectivity in any fragmented or patchy landscape.     

湖南省中等职业教育专业教学标准开发的初步研究

按照能力递进理念设计了课程体系及教学内容,开发了湖南省中等职业教育专业教学标准,包括人才培养指导方案、课程标准和专业技能综合考核基本要求,给出了一个附录即市场调研报告.主要创新点是:基于能力递进的系统设计、基于校企合作的标准研发、基于岗位需要的内容重组和基于持续发展的就业岗位.主要经验是:两个结合、反复论证、广征意见和论改同步.图1,表2,参11.     

Practical Recommendations to Help Students Bridge the Research–Implementation Gap and Promote Conservation

Seasoned conservation researchers often struggle to bridge the research–implementation gap and promote the translation of their work into meaningful conservation actions. Graduate students face the same problems and must contend with obstacles such as limited opportunities for relevant interdisciplinary training and a lack of institutional support for application of research results. However, students also have a crucial set of opportunities (e.g., access to academic resources outside their degree programs and opportunities to design research projects promoting collaboration with stakeholders) at their disposal to address these problems. On the basis of results of breakout discussions at a symposium on the human dimensions of the ocean, a review of the literature, and our own experiences, we devised recommendations on how graduate students can create resources within their academic institutions, institutionalize resources, and engage with stakeholders to promote real‐world conservation outcomes. Within their academic institutions, graduate students should foster links to practitioners and promote knowledge and skill sharing among students. To institutionalize resources, students should cultivate student leaders and faculty sponsors, systematically document their program activities, and engage in strategic planning to promote the sustainability of their efforts. While conducting research, students should create connections to and engage actively with stakeholders in their relevant study areas and disseminate research results both to stakeholders and the broader public. Our recommendations can serve as a template for graduate students wishing to bridge the research–implementation gap, both during their current studies and in their future careers as conservation researchers and practitioners. Recomendaciones Prácticas para Ayudar a Estudiantes a Vencer la Brecha entre Investigación e Implementación y Promover la Conservación