Objective Reversed alkane δ;C and δ;H values in many prolific shale plays all over the world have aroused much attention in the study of the formation mechanism of reversed isotope series in alkanes in the past few ...Objective Reversed alkane δ;C and δ;H values in many prolific shale plays all over the world have aroused much attention in the study of the formation mechanism of reversed isotope series in alkanes in the past few years（Zou Caineng et al., 2016）. Although many researchers have put forward different hypotheses, the mechanism has not been well understood yet. The openness degree of oil and gas system展开更多
This paper describes the history of the harmonisation of agricultural/biosystems engineering degree study programs in Europe from 1989, when the need for this process was widely felt, until now, when this need was par...This paper describes the history of the harmonisation of agricultural/biosystems engineering degree study programs in Europe from 1989, when the need for this process was widely felt, until now, when this need was partly satisfied through the implementation of the projects of two EU funded thematic networks, i.e., USAEE-TN and ERABEE-TN. The objective of this paper is to contribute to promote, in each EU country and elsewhere, the process of harmonisation of agricultural/biosystems engineering degree study programs, and student and graduate mobility within the EU, as well as between the EU and the USA. At present, in Europe, this harmonisation process is aided by the key results of the projects of USAEE-TN, ERABEE-TN and POMSEBES. USAEE developed some core curricula, to be used as benchmarks for European agricultural/biosystems engineering degree study programs, and a web-based database of these study programs. ERABEE promoted the transition from agricultural engineering to biosystems engineering and established the recognition procedures of new European study programs in biosystems engineering. The EU-US POMSEBES consortium built up a platform for exchange of experiences and ideas between the USA and the EU, aimed at： enhancing the quality and linkage of research and education; establishing appropriate policy oriented measures; promoting compatible degree study programs in biosystems engineering, within the EU as well as between the EU and the USA.展开更多
Teacher identity has emerged as a central topic in educational research since 1990s. Professional identity among university EFL teachers is however understudied, especially those were engaged in in-service PhD study. ...Teacher identity has emerged as a central topic in educational research since 1990s. Professional identity among university EFL teachers is however understudied, especially those were engaged in in-service PhD study. Drawing on the interviews with nine EFL teachers in a Chinese university, this qualitative case research explored the changes of their professional identity with in-service PhD study experience. Positive changes were reported by all nine teachers, although with varied loci. Consistent with prior studies, the nine teachers demonstrated multi-leveled, achievement-oriented and discipline-focused professional identities. This research highlights the powerful influence of policy upon their identity changes. Their professional identities are shaped and reshaped in the process of negotiating and balancing between personal beliefs and rules at different levels. Teachers with non-English PhD academic background displayed conflicting professional identity, with institutional pressure being the important sources of their struggle and dilemma.展开更多
基金supported by the National Natural Science Foundation of China (grant No. 41503033)Basic Foresight Program of the Ministry of science and technology, Sinopec (grant No. G5800-15-ZS-KJB050-02)the Key Laboratory Project of Gansu Province (grant No. 1309RTSA041)
文摘Objective Reversed alkane δ;C and δ;H values in many prolific shale plays all over the world have aroused much attention in the study of the formation mechanism of reversed isotope series in alkanes in the past few years（Zou Caineng et al., 2016）. Although many researchers have put forward different hypotheses, the mechanism has not been well understood yet. The openness degree of oil and gas system
文摘This paper describes the history of the harmonisation of agricultural/biosystems engineering degree study programs in Europe from 1989, when the need for this process was widely felt, until now, when this need was partly satisfied through the implementation of the projects of two EU funded thematic networks, i.e., USAEE-TN and ERABEE-TN. The objective of this paper is to contribute to promote, in each EU country and elsewhere, the process of harmonisation of agricultural/biosystems engineering degree study programs, and student and graduate mobility within the EU, as well as between the EU and the USA. At present, in Europe, this harmonisation process is aided by the key results of the projects of USAEE-TN, ERABEE-TN and POMSEBES. USAEE developed some core curricula, to be used as benchmarks for European agricultural/biosystems engineering degree study programs, and a web-based database of these study programs. ERABEE promoted the transition from agricultural engineering to biosystems engineering and established the recognition procedures of new European study programs in biosystems engineering. The EU-US POMSEBES consortium built up a platform for exchange of experiences and ideas between the USA and the EU, aimed at： enhancing the quality and linkage of research and education; establishing appropriate policy oriented measures; promoting compatible degree study programs in biosystems engineering, within the EU as well as between the EU and the USA.
文摘Teacher identity has emerged as a central topic in educational research since 1990s. Professional identity among university EFL teachers is however understudied, especially those were engaged in in-service PhD study. Drawing on the interviews with nine EFL teachers in a Chinese university, this qualitative case research explored the changes of their professional identity with in-service PhD study experience. Positive changes were reported by all nine teachers, although with varied loci. Consistent with prior studies, the nine teachers demonstrated multi-leveled, achievement-oriented and discipline-focused professional identities. This research highlights the powerful influence of policy upon their identity changes. Their professional identities are shaped and reshaped in the process of negotiating and balancing between personal beliefs and rules at different levels. Teachers with non-English PhD academic background displayed conflicting professional identity, with institutional pressure being the important sources of their struggle and dilemma.
