Rajeev Ahuja教授简介 Xiamen University.doc

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高益槐生平简介

高益槐生平简介1949年，高教授出生于福建宁德古田县吉巷乡坂中村。

毕业于福建农学院园艺系，后出国到新西兰，开始了他传奇的一生。

从中国到新西兰1992年，高教授被评选为中国50名优秀青年科学家之一。

按理说这样的荣誉已经是对高教授能力的认同了。

也是这一年，高教授也接到了新西兰皇家科学院的邀请。

当大家都以为高教授会留在生他养他的故乡的时候，他却义无反顾的接受了新西兰的邀请。

据了解，新西兰的福利是非常好的。

比如有免费公立医疗、免费政府公房、定居10年满65岁以上可以享受政府养老金等良好等待遇。

离开家乡远赴新西兰，不论其初衷什么，高教授都去了，并且成功入主新西兰皇家科学院，并成为其首席科学家。

从新西兰到中国多年之后，高教授在新西兰早已功成名就了。

但是，他却选择了回国，还创办了安发（福建）生物科技有限公司。

从中国到新西兰，再从新西兰回国。

有人说咱高教授回国创业是因为一份爱国情怀~高教授曾三次放弃名利的生活。

第一次，放弃收入稳定当大学老师的机会，走下讲台，种植竹荪。

第二次，经过三年时间的实验，成功种植出竹荪，并把这条致富之路告诉当地百姓。

也正是因为如此，高教授被当地人成为“财神爷”。

第三次，当高教授在新西兰创出一片天后，又毅然决然回国创业。

高益槐教授运用自己的综合科研实力和行业影响力，初步建立起世界前沿科技领域的高水平、强攻关、多学科的科研团队和生产管理队伍，建立了高起点、高速度的理论与应用科学的平台，并运用学术专业及社会影响力，开展生物医药交流协作，并主动承担国家、省、市重点科技攻关项目，在国内外举办百余场专业学术报告及讲座，努力推动中医药现代化革命。

章锦河教授介绍

• 2005国际会议论文全文数据库共找到 1 条
[1] 章锦河,史春云,周晶,陈静,李曼,王楠. 世界遗产地宏村古镇旅游用地变化研究[A]. 中国地理学会2012年学术年会学术论文摘要集[C]. 2012 中国重要报纸全文数据库共找到 1 条 [1] 张捷,章锦河,刘泽华. 中国旅游规划研究与发展的若干趋势[N]. 中国旅游报. 201203-14 (011)
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• 中国学术期刊网络出版总库共找到 156 条
• • [1] 汪晶晶,章锦河,王群,黄剑锋. 旅游生态系统能值研究进展与启示[J]. 生态学报. 2015(02) [2] 刘法建,张捷,章锦河,陈冬冬. 旅游地网络的演化与时空特征研究——以黄山风景区及汤口社区为例[J]. 地理科学. [3] 刘法建,张捷,章锦河,陈冬冬. 旅游地网络的演化与时空特征研究——以黄山风景区及汤口社区为例[J]. 地理科学. 2014(12) [4] 丁蕾,吴小根,王腊春,章锦河. 水体旅游地游客感知测度模型及实证分析[J]. 地理科学. 2014(12) [5] 王楠楠,章锦河,刘泽华,钟士恩,李升峰. 九寨沟自然保护区旅游生态系统能值分析[J]. 地理研究. 2013(12) [6] 束玉洁,章锦河,管飞. 人口统计变量对饭店品牌体验、品牌忠诚的影响分析及启示— —以汉庭连锁酒店为例[J]. 宜春学院学报. 2014(04) [7] 孙景荣,张捷,章锦河,马金海,李莉, 张富生. 中国区域旅行社业效率的空间分异研究[J]. 地理科学. 2014(04) [8] 章锦河. 社会记忆与旅游规划的创意[J]. 旅游学刊. 2014(05) [9] 孙晋坤,章锦河,李曼,周晶,陈静,杨璐. 近十年国内外旅游环境承载力研究进展与启示[J]. 地理与地理信息科学. 2014(02) [10] 钟士恩,章锦河. 从古镇旅游消费看传统性与现代性、后现代性的关系[J]. 旅游学刊. 2014(07)

北大考研-工学院研究生导师简介-夏定国

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洪永淼

谢谢观看
洪永淼自2005年以来，为了让全中国年轻学者有机会了解和把握现代计量经济学和现代统计学的学术发展动态和最新研究成果，拓宽国际学术视野和提高创新研究能力，洪永淼坚持每年组织举办面向全中国研究生的ቤተ መጻሕፍቲ ባይዱ量经济学暑期学校，截至2018年11月，学员逾3000人；还多次组织相关的国际、国内研讨会和师资培训班，为学者们搭建沟通平台，推动中国经济学，特别是计量经济学与国外的合作与交流等。
洪永淼
发展中国家科学院院士、计量经济学家
01 人物经历
03 人物评价
目录
02 主要成就
洪永淼，1964年2月出生，籍贯福建厦门，计量经济学家，发展中国家科学院院士，中国科学院大学经济与管理学院特聘教授、院长，中国科学院数学与系统科学研究院特聘研究员，中国科学院预测科学研究中心特聘研究员。
洪永淼于1985年获得厦门大学物理学学士学位；1988年获得厦门大学经济学硕士学位；1993年获得加利福尼亚大学圣迭戈分校经济学博士学位；1993年7月—1998年6月任美国康奈尔大学经济学系助理教授；1997年7 月—1998年6月任美国康奈尔大学统计科学系助理教授；1998年7月—2001年6月任美国康奈尔大学经济系和统计科学系副教授；1999年1月—2000年1月任香港科技大学经济学系访问副教授；2001年7月—2020年12月任美国康奈尔大学经济学系和统计科学系教授；2003年5月—2020年12月任职于美国康奈尔大学应用数学中心； 2005年6月—2020年12月任厦门大学王亚南经济研究院创院院长；2009年12月—2020年12月任计量经济学教育部重点实验室（厦门大学）主任； 2 0 1 0 年 11 月任厦门大学经济学院院长； 2 0 1 5 年当选为发展中国家科学院院士； 2016年7月—2019年6月任美国康奈尔大学经济学领域研究生事务主任；2020年12月起任中国科学院大学经济与管理学院特聘教授和中国科学院数学与系统科学研究院特聘研究员；2021年任中国科学院大学经济与管理学院院长，2月起任中国科学院预测科学研究中心执行主任。

约翰·H·弗拉维尔简历说明书

VITAJOHN H. FLAVELLBirthdate: August 9, 1928 Marital Status: Married, 2 children Birthplace: Rockland, MassachusettsEDUCATION:Northeastern University, A.B., 1951 (Psychology)Clark University, M.A., 1952 (Psychology)Clark University, Ph.D., 1955 (Psychology)EMPLOYMENT HISTORY:Professor, Department of Psychology, Stanford University, 1976-Present. Professor, Institute of Child Development, University of Minnesota, 1965-76. Associate Professor, Department of Psychology, University of Rochester, 1960-65. Assistant Professor, Department of Psychology, University of Rochester, 1956-60. Clinical Associate in Psychology, University of Rochester, 1955-56.Staff Psychologist, Veterans Administration Hospital, Fort Lyon, Colorado, 1954-55. SCIENTIFIC and PROFESSIONAL ORGANIZATIONS:American Psychological SocietySociety for Research in Child DevelopmentInternational Society for the Study of Behavioral DevelopmentPROFESSIONAL ACTIVITIES:Member of Governing Council 1975-83, and President 1979-81, Society for Researchin Child Development.President, Division 7 (Developmental), American Psychological Association, 1969-70. HONORS:Recipient of the American Psychological Association's Distinguished Scientific Contribution Award, 1984, and G. Stanley Hall Award (Division of Development Psychology), 1986.Docteur Honoris Causa, University Rene Descartes, Paris 1990Elected to the American Academy of Arts and Sciences, 1990Honorary Degree, University of Rochester, 1991Appointed as Anne T. and Robert M. Bass Professor in the School of Humanities and Sciences, 1992Elected to the National Academy of Sciences, 1994Honorary Degree, Aristotle University of Thessaloniki, Greece 1994BIBLIOGRAPHYFlavell, J. H. (1955). Repression and the return of the repressed. Journal of Consulting Psychology, 19, 441-443.Flavell, J. H. (1956). Abstract thinking and social behavior in schizophrenia.Journal of Abnormal and Social Psychology, 52, 208-211.Flavell, J. H. (1957). Some observations on schizophrenic thinking: Etiology andonset. Canadian Journal of Psychology, 11, 128-132.Flavell, J. H., & Draguns, J. (1957). A microgenetic approach to perception and thought. Psychological Bulletin, 54, 197-217.Flavell, J. H. (1958). A test of Whorfian theory. Psychological Reports, 4, 455-462.Flavell, J. H., Draguns, J., Feinberg, L. D., & Budin, W. (1958). A microgeneticapproach to word association. Journal of Abnormal Social Psychology, 57, 1-7.Flavell, J. H., Cooper, A., & Loiselle, R. H. (1958). Effect of the number of preutilization functions on functional fixedness in problem solving. Psychological Reports, 4, 343- 350.Flavell, J. H., & Flavell, E. R. (1959). One determinant of judged semantic and associative connection between words. Journal of Experimental Psychology, 58, 159-165.Flavell, J. H.,& Stedman, D. J. (1961). A developmental study of judgments ofsemantic similarity. Journal of Genetic Psychology, 98, 279-293.Flavell, J. H. (1961). Meaning and meaning similarity: I. A theoreticalreassessment. Journal of General Psychology, 64, 307-319.Flavell, J. H. (1961). Meaning and meaning similarity: II. The semantic differential and co-occurrence as predictors of judged similarity in meaning. Journal of General Psychology, 64, 321-335.Flavell, J. H. (1961). Meaning and meaning similarity: III. Latency and number of similarities as predictors of judged similarity in meaning. Journal of General Psychology, 64, 321-335.Flavell, J. H. (1962). Historical and bibliographic note. In W. Kessen, & C. Kuhlman (Eds.), Thought in the young child: Report of a conference on intellective development with particular attention to the work of Jean Piaget. Monographs of the Society for Research on Child Development, 27, No.2, 5-18.Flavell, J. H. (1963). The developmental psychology of Jean Piaget. Princeton, NJ: D. Van Nostrand Co.Flavell, J. H. (1963). Piaget's contributions to the study of cognitive development. Merrill-PalmerQuarterly, 9, 245-252.Flavell, J. H. (1966). The development of two related forms of social cognition: Role taking and communication. In A. H. Kidd & J. L. Rivoire (Eds.), Perceptual development in children. New York: International Universities Press.Flavell, J. H. (1966). Heinz Werner on the nature of development. In S. Wapner & B. Kaplan (Eds.), Heinz-Werner: 1890-1964. Worchester, MA: Clark University Press.Flavell, J. H. (1966). Le langage priv'. Bulletin Psychologique, 19, 8-12.Flavell, J. H., Beach, D. R., & Chinsky, J. M. (1966). Spontaneous verbal rehearsal in a memory task as a function of age. Child Development, 37, 283-299.Flavell, J. H. (1966). Role-taking and communication skills in children. Young Children, 21, 164-177.Keeney, T. J., Cannizzo, S. R., & Flavell, J. H. (1967). Spontaneous and inducedverbal rehearsal in a recall task. Child Development, 38, 953-966.Corsini, D. A., Pick, A. D., & Flavell, J. H. (1968). Production deficiency ofnonverbal mediators in young children. Child Development, 39, 53-58.Flavell, J. H., Botkin, P. T., Fry, C. L., Wright, J. W., & Jarvis, P. E. (1968). The development of role-taking and communication skills in children. New York: Wiley.Flavell, J. H., & Wohlwill, J. F. (1969). Formal and functional aspects of cognitive development. In D. Elkind and J. Flavell (Eds.), Studies in cognitive development: Essays in honor of Jean Piaget. (pp.67-120). New York: Oxford University Press.Flavell, J. H., & Hill, J. P. (1969). Developmental psychology. Annual Review of Psychology, 20, 1-56. Palo Alto Annual Reviews, Inc.Moely, B. E., Olson, F. A., Halwes, T. G., & Flavell, J. H. (1969). Productiondeficiency in young children's clustered recall. Developmental Psychology, 1, 26-34.Flavell, J. H. (1970). Concept development. In P. H. Mussen (Ed.), Carmichael'smanual of child psychology (Vol. 1) (pp. 983-1059). New York: Wiley.Flavell, J. H. (1970). Cognitive changes in adulthood. In L. R. Goulet & P. Baltes (Eds.), Life-span developmental psychology: Research and theory (pp. 247-253). New York: Academic Press.Flavell, J. H. (1970). Developmental studies of mediated memory. In H. W. Reese & L. P. Lipsitt (Eds.), Advances in child development and behavior. (Vol. 5) (pp. 182-211). New York: Academic Press.Flavell, J. H. (1970). Comments on Beilin's paper. Ibid. Pp. 189-191.Flavell, J. H., Friedrichs, A. G., & Hoyt, J. D. (1970). Developmental changes in memorizationprocesses. Cognitive Psychology, 1, 324-340.Larsen, G. Y., & Flavell, J. H. (1970). Verbal factors in compensation performance and the relationship between conservation and compensation. Child Development, 41, 965- 977.Miller, P. H., Kessel, F. S., & Flavell, J. H. (1970). Thinking about people thinking about people thinking about...: A study of social cognitive development. Child Development, 41, 613- 623.Miller, S. A., Shelton, J., & Flavell, J. H. (1970). A test of Luria's hypotheses concerning the development of verbal self- regulation. Child Development, 41, 651-665.Ryan, S. M., Hegion, A. G., & Flavell, J. H. (1970). Nonverbal mnemonic mediation in preschool children. Child Development, 41, 539-550.Flavell, J. H. (1971). The uses of verbal behavior in assessing children's cognitive abilities. In D. R. Green, M. P. Ford & G. B. Flamer (Eds.), Measurement and Piaget (pp. 198-204). New York: McGraw-Hill.Flavell, J. H. (1971). Discussant's comments for the SRCD Symposium: What ismemory development the development of? Human Development, 14, 272-278.Flavell, J. H. (1971). Comments on Beilin's The development of physical concepts. In T. Mischell (Ed.), Cognitive development and epistemology. New York: Academic Press.Flavell, J. H. (1971). Stage-related properties of cognitive development. Cognitive Psychology, 2, 421-453.Flavell, J. H. (1972). An analysis of cognitive-developmental sequences. GeneticPsychology Monographs, 86, 279-350.Appel, L. F., Cooper, R. G., McCarrell, N., Sims-Knight, J., Yussen, S., & Flavell, J. H. (1972). The developmental acquisition of the distinction between perceiving and memorizing. Child Development, 43, 1365-1381.Peterson, C. L., Danner, F. W., & Flavell, J. H. (1972). Developmental changes in children's response to three indications of communicative failure. Child Development, 43, 1463-1468.Masur, E. F., McIntyre, C. W., & Flavell, J. H. (1973). Developmental changes in apportionment of study time among items in a multitrial free recall task. Journal of Experimental Child Psychology, 15, 237-246.Ritter, K., Kaprove, B. H., Fitch, J. P., & Flavell, J. H. (1973). The development of retrieval strategies in young children. Cognitive Psychology, 5, 310-321.Flavell, J. H. (1974). The development of inferences about others. In T. Mischell(Ed.), Understanding other persons. Oxford, England: Blackwell Basil & Mott.Masangkay, Z. S., McCluskey, K.A., McIntyre, C. W., Sims-Knight, J., Vaughn, B. E., & Flavell, J. H. (1974). The early development of inferences about the visual percepts of others. ChildDevelopment, 45, 357-366.Drozdal, J. G., & Flavell, J. H. (1975). A developmental study of logical searchbehavior. Child Development, 46, 389-393.Wellman, H. M., Ritter, K., & Flavell, J. H. (1975). Deliberate memory behaviorin the delayed reactions of very young children. Developmental Psychology, 11, 780-787.Kreutzer, M. A., Leonard, C., & Flavell, J. H. (1975). An interview study of children's knowledge about memory. Monographs of the Society for Research in Child Development, 41, (1, Serial No. 159).Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence. Hillsdale, NJ: Lawrence Erlbaum Associates.Salatas, H., & Flavell, J. H. (1976). Behavioral and metamnemonic indicators of strategic behavior under remember instructions in first grade. Child Development, 47, 81-89.Salatas, H., & Flavell, J. H. (1976). Retrieval of recently learned information:Development of strategies and control skills. Child Development, 47, 941-948.Salatas, H., & Flavell, J. H. (1976). Perspective taking: The development of twocomponents of knowledge. Child Development, 47, 103-109.Flavell, J. H. (1977). Cognitive development. Englewood Cliffs, NJ: Prentice Hall.Wellman, H. M., & Flavell, J. H. (1977). Metamemory. In R. V. Kail & J. W. Hagen (Eds.), Perspectives on the development of memory and cognition. Hillsdale, NJ: Lawrence Erlbaum Associates.Gordon, F. R., & Flavell, J. H. (1977). The development of intuitions about cognitive cueing. Child Development, 48, 1027-1033.Lempers, J. D., Flavell, E. R., & Flavell, J. H. (1977). The development in very young children of tacit knowledge concerning visual perception. Genetic Psychology Monographs, 95, 3-53.Flavell, J. H. (1978). The development of knowledge about visual perception.Nebraska Symposium on Motivation, 25, 43-76.Flavell, J. H. (1978). Metacognitive development. In J. M. Scandura & C. J. Brainerd (Eds.), Structural-process theories of complex human behavior. Alphen a.d. Rijn, The Netherlands: Sijthoff & Noordhoff.Flavell, J. H. (1978). Comments. In R. S. Siegler (Ed.), Children's thinking: What develops. Hillsdale, NJ: Lawrence Erlbaum Associates.Flavell, J. H., Omanson, R. C., & Latham, C. (1978). Solving spatial perspectivetaking problems by rule versus computation: A developmental study. Developmental Psychology, 14, 462-473.Flavell, J. H., Shipstead, S. G., & Croft, K. (1978). Young children's knowledge about visualperception: Hiding objects from others. Child Development, 49, 1208-1211.Flavell, J. H. (1978). Developmental stage: Explanans or explanadum? The Behavioral and Brain Sciences, 2, 187.Speer, J. R, & Flavell, J. H. (1979). Young children's knowledge of the relative difficulty of recognition and recall memory tasks. Developmental Psychology, 15, 214-217.Keniston, A., & Flavell, J. H. (1979). A developmental study of intelligent retrieval. Child Development, 50, 1144-1152.Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.Flavell, J. H., Shipstead, S. G., & Croft,K. (1980). What young children think you see when their eyes are closed. Cognition, 8, 369-387.Flavell, J. H., Flavell, E. R, Green, F. L., & Wilcox, S. A. (1980). Young children's knowledge about visual perception. Effect of observer's distance from target on perceptual clarity of target. Developmental Psychology, 16, 10-12.Flavell, J. H., Everett, B. A., Croft, K, & Flavell, E. R (1981). Young children's knowledge about visual perception: Further evidence for the Level 1-Level 2 distinction. Development Psychology, 17, 99-103.Flavell, J. H., Flavell, E. R., Green, F. L., & Wilcox, S. A. (1981). Thedevelopment of three spatial perspective-taking rules. Child Development, 52, 356-358.Flavell, J. H., & Ross, L. (Eds.). (1981). Social cognitive development: Frontiersand possible futures. New York: Cambridge University Press.Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.). Children's oral communication skills. New York: Academic Press.Flavell, J. H. (1981). Monitoring social cognitive enterprises: Something else thatmay develop in the area of social cognition. In J. H. Flavell & L. D. Ross (Eds.), Socialcognitive development Frontiers and possible futures. New York: Cambridge UniversityPress.Flavell, J. H., Speer, J. R, Green, F. L., & August, D. L. (1981). The development of comprehension monitoring and knowledge about communication. Monographs of the Society for the Research in Child Development, 46 (5, Serial No. 192).Singer, J. B., & Flavell, J. H. (1981). Development of knowledge about communication: Children's evaluation of explicitly ambiguous messages. Child Development, 52, 1211-1215.Beal, C. R., & Flavell, J. H. (1982). The effect of increasing the salience of message ambiguities on kindergartner's evaluations of communicative success and message adequacy. Developmental Psychology, 18, 43-48.Flavell, J. H. (1982). Structures, stages and sequences in cognitive development. Minnesota Symposium on Child Psychology, 15, 1-28.Flavell, J. H. (1982). On cognitive development. Child Development, 53, 1-10.Flavell, J. H., Flavell, E. R, & Green, F. L. (1983). Development of the appearance-reality distinction. Cognitive Psychology, 15, 95-120.Beal, C. R., & Flavell, J. H. (1983). Young speaker's evaluations of their listeners' comprehension in a referential communication task. Child Development, 54, 148-153.Flavell, J. H., & Markman, E. M. (Eds.). (1983). Handbook of child psychology: Cognitive development (Vol. 3). New York: John Wiley and Sons.Flavell, J. H., Zhang, X-D., Zhou, H., Qi, S., & Dong, Q. (1983). A comparison between the development of the appearance-reality distinction in the People's Republic of China and the United States. Cognitive Psychology, 15, 459-466.Beal, C. R., & Flavell, J. H. (1984). Development of the ability to distinguish communicative intention and literal message meaning. Child Development, 55, 920-928.Flavell, J. H. (1984). Speculations about the nature and development of metacognition. In F. E. Weinert and R. H. Kluwe(Eds.), Metakognition, motivation und lemen. Stuttgart: Kohlharnmer.August, D. L., Flavell, J. H., & Clift, R. (1984). A comparison of comprehension monitoring in skilled and less skilled readers. Reading Research Quarterly, 20, 39-53.Taylor, M., & Flavell, J. H. (1984). Seeing and believing: Children's understanding of the distinction between appearance and reality. Child Development, 55, 1710-1720.Flavell, J. H. (1985). Cognitive development (2nd Ed.). Englewood Cliffs, NJ: Prentice-Hall.Bonitatibus, G. J., & Flavell, J. H. (1985). Effect of presenting a message in written form on young children's ability to evaluate its communication adequacy. Developmental Psychology, 21, 455-461.Flavell, J. H., Green, F. L., & Flavell, E. R. (1985). The road not taken: Understanding the implications of initial uncertainty in evaluating spatial directions. Developmental Psychology, 21, 207-216.Pillow, B. H., & Flavell, J. H. (1985). Intellectual realism: The role of children's interpretations of pictures and perceptual verbs. Child Development, 56, 664-670.Flavell, J. H. (1985). Developpement metacognitif. In M. Richelle (Ed.), Psychologie developpementale: Problemes et realities. Hommage a P. Olerson. Bruxelles: Editions Mardaga.Flavell, J. H., Green, F. L., & Flavell, E. R. (1986). Development of knowledge about the appearance-reality distinction. Monographs of the Society for Research in Child Development, 51 (1, Serial No. 212).Flavell, J. H. (1986). The development of children's knowledge about the appearance-reality distinction. American Psychologist, 41, 418-425.Flavell, J. H. (1986). Really and truly. Psychology Today.Pillow, B. H., & Flavell, J. H. (1986). Young children's knowledge about visualperception: Projective size and shape. Child Development, 57, 125-135.Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation and understanding. Hillsdale, NJ: Erlbaum.Flavell, J. H., Green, F. L., Wahl, K. E., & Flavell, E. R. (1987). The effects of question classification and memory aids on young children's performance on appearance-reality tasks. Cognitive Development, 2, 127-144.Flavell, J. H., Flavell, E. R., & Green, F. L. (1987). Young children's knowledge about the apparent-real and pretend-real distinctions. Developmental Psychology, 23, 816-822.Flavell, J. H. (1988). The development of children's knowledge about the mind: From cognitive connections to mental representations. In J. W. Astington, P. L. Harris, & D. R. Olson (Eds.), Developing theories of mind. New York: Cambridge University Press.Flavell, J. H., Green, F. L., & Flavell, E. R. (1989). Young children's ability to differentiate appearance-reality and Level 2 perspectives in the tactile modality. Child Development, 60, 201-213.Flavell, J. H., Flavell, E. R., & Green, F. L. (1989). A transitional period in the development of the appearance- reality distinction. International Journal of Behavioral Development, 12, 509-526.Lillard, A. S., & Flavell, J. H. (1990). Young children's preference for mental stateversus behavioral descriptions of human action. Child Development, 61, 731-741.Lovett, S. B., & Flavell, J. H. (1990). Understanding and remembering: Children's knowledge about the differences between comprehension and memory. Child Development, 61, 1842-1858.Moses, L. J., & Flavell, J. H. (1990). Inferring false beliefs from actions and reactions. Child Development, 61, 929-945.Flavell, J. H., Green, F. L., & Flavell, E. R. (1990). Developmental changes inchildren's knowledge about the mind. Cognitive Development, 5, 1-27.Flavell, J. H., Flavell, E. R., Green, F. L., & Korfmacher, J. E. (1990). Do young children think of television images as pictures or real objects? Journal of Broadcasting and Electronic Media, 34, 399-417.Flavell, J. H., Flavell, E. R., Green, F. L., & Moses, L. J. (1990). Young children's understanding of fact beliefs versus value beliefs. Child Development, 61 915-928.Flavell, J. H., Green, F. L., Herrera, C. & Flavell, E. R. (1991). Young children's knowledgeabout visual perception: Lines of sight are always straight. British Journal of Developmental Psychology, 9, 73-88.Flavell, J. H. (1991). What young children know about the mind. Contemporary Psychology, 36, 741-742.Flavell, J. H. (1992). Perspectives on perspective-taking. In H. Beilin & P. B. Pufall (Eds.)., Piaget's theory: Prospects and possibilities. Hillsdale, NJ: Erlbaum.O'Neill, D. K., Astington, J. W., & Flavell, J. H. (1992). Young children's understanding of the role that sensory experiences play in knowledge acquisition. Child Development, 63, 474-490.Flavell, J. H., Mumme, D., Green, F. L., & Flavell, E. R (1992). Young children's understanding of different types of beliefs. Child Development, 63, 960-977.Flavell, J. H., Lindberg, N. A., Green, F. L., & Flavell, E. R. (1992). The development of children's understanding of the appearance-reality distinction between how people look and what they are really like. Merrill-Palmer Quarterly, 4, 513- 524.Flavell, J. H. (1992). Cognitive development: Past, present, and future. Developmental Psychology, 28, 998-1005.Lillard, A. S., & Flavell, J. H. (1992). Young children's understanding of differentmental states. Developmental Psychology, 28, 626-634.Flavell, J.H., Green, F.L., & Flavell, E.R (1993). Children's understanding of the stream of consciousness. Child Development, 64, 387-398.Flavell, J. H. (1993). Young children's understanding of thinking and consciousness. Current Directions in Psychological Science, 2(2), 40-43.Lyon, T.D., & Flavell, J.H. (1993). Young children's understanding of forgetting over time. Child Development, 64, 789-800.Flavell, J.H., Miller, P.R., & Miller, S.A. (1993). Cognitive development (3rd ed.). Englewood Cliffs, N.J.: Prentice-Hall.Flavell, J.H. (1993). The development of children's understanding of false belief and the appearance-reality distinction. International Journal of Psychology, 28 (5), 595-604.Lyon, T.D., & Flavell, J.H. (1994). Young children's understanding of "remember" and "forget". Child Development, 65, 1357-1371.Flavell, J.H., Green, F.L., & Flavell, E.R (1995). Young children's knowledge about thinking. Monographs of the Society for Research in Child Development, 60 (1. Serial No. 243).Flavell, J.H., Green, FL., & Flavell, E.R (1995). The development of children's knowledge about attentional focus. Developmental Psychology, 31, 706-712.Flavell, J.H., Green, F.L., Flavell, E.R, & Grossman, J.B. (in press) Thedevelopment of children's knowledge about inner speech. Child Development.Flavell, J.H. (1996). Piaget's legacy. Psychological Science, 7, 200-203.Flavell, J.H., & Miller, P.H. (1998). Social cognition. In D. Kuhn & RS. Siegler (Eds.). Handbook of child psychology (Fifth Ed.) Vol 2. Cognition, perception, and language development (W. Damon, Editor-in-chief). New York: Wiley.Flavell, J.H., Green, F.L., Flavell, E.R., & Lin, N.T. (submitted). Development of children's knowledge about unconsciousness.Abbott, K., Lee, P.P., & Flavell, J.H. (submitted). Young children's understanding of intention.。

黄因简介

授，硕士生导师；中国音乐家协会钢琴考级评委会考官，厦门音乐家协会钢琴专业委员会常务理事； “第四届柴可夫斯基国际青少年音乐比赛”专家评论员；
从教19年，教果丰硕，获得福建省最高荣誉：
2007年获新加坡举行的亚洲公信力最高的第六届亚洲明日之星大赛”优秀指导教师奖（罗马音乐学院）”
教学成果：
高等高等音乐教学，其中本科生许翎获2007年“第六届亚洲明日之星音乐大赛”钢琴F组金奖；少年儿童钢琴人才的培养，其中8岁的学生王姝珺获2012年“法国尼斯国际钢琴比赛”儿童B组一等奖。
出版有：
《幼儿钢琴入门》（1-5册）《哈农钢琴练指法教学指导》《拜厄钢琴基本教程教学指导》
《高考音乐强化训练•钢琴考试曲目与指导》（上下册）
《琴童妈妈100问》等著作。

翁齐浩简历

翁齐浩简历翁齐浩博士、IEEE会士，是美国印第安纳州立大学城市与环境变化中心主任、教授。

2009年，他作为高级研究员在美国航天局工作。

他1984年毕业于闽江学院，并从华南师范大学（1990年）和美国亚利桑那大学（1996年）分别获得硕士学位，1999年获美国乔治亚大学地理学博士学位。

翁博士的研究侧重于遥感和地理信息系统在城市环境与生态系统中的应用，土地利用和土地覆盖的变化，城市化的环境效应，人类与环境的相互作用。

翁博士已发表各类学术文章231篇和13本书（【城市遥感】、【不透水层的遥感】、【遥感和地理信息系统融合：理论，方法和应用】、【环境遥感进展：传感器，算法和应用】、【当代遥感导论】、【自然资源遥感】、【遥感中的尺度问题】、【利用对地观测技术评估和监测全球城市】、【热带亚热带地区不透水层的遥感】、【遥感在可持续发展中的应用】、【遥感时序影像处理】、【高分遥感】等）。

根据谷歌学术，截止2019年4月，文献被引用超过15900次，H-系数达57。

1992年，著名科学家钱学森院士亲自与他联系，索取探讨其地理哲学论著。

翁博士已获得了一些重要的奖项，其中包括2019年泰勒和弗朗西斯终身成就奖，美国地理学会2015年的Miller地理学杰出贡献奖与2011年的遥感杰出贡献奖,美国摄影测量和遥感学会的2010年Erdas最佳遥感科学论文奖 (第一名) 和Robert E. Altenhofen纪念奖学奖（1999），国际地理信息基金会的最优异学生撰写论文奖（1998）和美国航天局研究金（2008）。

他还获得了2006年印第安那州立大学Theodore Dreiser杰出研究奖（该校授予优秀教授的最高荣誉）和2005年的Lilly基金会教授奖金（以表彰他在实践学习和鼓励学生参与社会方面的贡献，是文理学部唯一获奖者）。

2018年，他当选美国电气电子工程师协会(IEEE)会士和欧盟科学院院士。

翁博士已开展了广泛的光学和热红外遥感研究。

焦念志人物介绍

3. 海洋生态系统研究
焦念志教授还致力于海洋生态系统方面的研究。他通过对海洋生态系统的全面分析，揭示了各种生物之间相互作用的复杂性和规律性，为保护和管理海洋生态系统提供了科学依据
科研成就
4
社会影响力
社会影响力
焦念志教授的研究成果不仅在学术
01
界产生了重大影响，同时也引起了
社会各界的广泛关注
-
Thank You
感谢你的观看
XXXXXX
THANK YOU
科研成就
科研成就
焦念志教授长期致力于海洋生态学的研究，特别是在微型生物在海洋碳循环中的作用方面
取得了显著的成就
他的研究团队通过对海洋微型生物的深入观察和研究，揭示了这些生物在海洋碳循环中的
重要角色
他们的工作成果对于理解全球气候变化和海洋生态系统的关
系具有重大意义
科研成就
1. 海洋微型生物研究
他的研究对于全球气候变化和环境
02
保护具有重要的指导意义，为政府
制定相关政策提供了科学依据
他的工作成果也对于提高公众对海
03
洋生态系统的认识和保护意识起到
了积极的作用
5
未来展望
他将继续领导他的研究团队探索和理解全球气候变化的机制，
为应对全球气候变化提供更多的科学依据
未来展望
焦念志教授将继续致力于海洋生态学的研究，特别是在微型生物在海洋碳循环中的作用方面同时，他也将积极推动公众对海洋生态系统的认识和保护意识的提高，通过教育和宣传活动，让更多的人了解和关注海洋生态系统的重要性
焦念志教授对海洋微型生物的研究具有开创性。他首次提出了" 微型生物碳泵"(Microbial Carbon Pump)的概念，这一概念指的是海洋微型生物通过生产和消耗有机碳，对全球气候变化产生重要影响的过程。这一概念的提出极大地推动了海洋生态学的研究进展

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Rajeev Ahuja教授简介
Rajeev Ahuja 博士为瑞典乌普萨拉（Uppsala）大学物理系教授，在计算材料学和凝聚态物理研究领域享有很高的国际声誉。

乌普萨拉大学建校于1477年，是北欧最古老的大学，自建校以来一直是欧洲著名的研究和教育中心之一，现为世界排名第50的著名研究型大学。

迄今为止，乌普萨拉大学共有8名诺贝尔奖得主，其中有两位出自物理系。

Ahuja教授主要研究领域为计算材料理论及其应用等，已在Nature、Science、PNAS、PRL、Nano Letters、Angew. Chem.等国际高影响因子的杂志上发表学术论文400多篇，论文被引用5000多次，h-因子35。

Ahuja教授曾在国际会议上做特邀报告45次，是美国、加拿大、瑞典、荷兰等国家多所研究资助机构的评审专家，Research Physics Letters和International Journal of Applied Engineering Research 编委，任美国Florida International University 和法国University of Science and Technology, Lille等几所著名大学的兼职教授。