Prefer Oral Session X Prefer Poster Session
国际学术会议常用语(英语)
学术会议常用表达1. 有关会议的一般信息（1）名称conference academic conference international conference symposium annual meeting/symposium/conference forum, international forum workshop（2）日期dates/important dates/key dates（3）地点location/venue conference location/venue（4）主题issues/themes/(main)topics/scope of conference conference themes/topicstopic of interests2．论文征稿、提交与录用call for abstract/proposal/paper paper deadlinedeadline for abstract/full paper/proposal submissionsubmission deadline deadline extendeddate for mortification of acceptance Paper acceptance/rejection will be informed by…deadline for authors notification camera ready version deadline3. 会议注册deadline/closing date for registration registration form registration information registration fees and items official invitation letter payment telegraphic transfer only bank transfer bank draft/check4. 会议进程及内容conference schedule/program preliminary conference programfinal conference program opening ceremony/sessionkeynote session/parallel session/tutorial session keynote speechoral presentation poster presentation tea/coffee break (buffet) lunch/(buffet)supper(welcome)banquet5. 会议具体细节opening introduction to speaker theme/paper presentation question and answer comment on speaker closing6．学术会议的问答讨论环节口语学术报告之后的问答讨论环节（Question and Answer Session）是同行之间交流的良好机会，双方可以针对报告中的具体问题进行探讨（1）答问的方式与技巧回答讨论环节可以让报告人通过互动及时地获得信息反馈并可以把在讨论中或得的建设性建议用于下一步的工作，因此对科研工作有很大的促进作用。
Poster Presentation
Poster PresentationThe potential of virtual laboratories for distance educationscience teaching: reflections from the development and evaluation of a virtual chemistry laboratoryBarney Dalgarno, School of Information Studies, Charles Sturt University Andrea G. Bishop and Danny R. Bedgood Jr., School of Science and TechnologyCharles Sturt Universitybdalgarno@.au abishop@.au dbedgood@.au IntroductionA virtual chemistry laboratory has been developed at Charles Sturt University, based on an accurate 3D model of the Wagga Wagga undergraduate teaching laboratory. The initial version of the virtual laboratory has been designed to enable distance education chemistry students to become familiar with the laboratory prior to their residential school. It allows for free exploration and for collecting and assembling items of apparatus. It also allows students to read information about the items of apparatus and about laboratory procedures.This paper describes the current features of the virtual laboratory and discusses the pedagogical rationale for its development. Results from questionnaires completed by pilot testers and by the first group of students who used it as part of their laboratory orientation are included. The results of tests comparing the laboratory familiarity of students who used the virtual laboratory with those who viewed equivalent still images are also presented. The paper concludes with a description of features to be added during the next stage of development, which will include the ability for students to undertake virtual experiments while exploring concepts using macroscopic, molecular and symbolic representations.ContextAt Charles Sturt University (CSU) one of the greatest problems that confronts us in providing undergraduate chemistry by Distance Education (DE) is how to adequately address the teaching of a laboratory component. This problem has also been frequently reported by others involved in teaching chemistry at a distance (Hollingworth and McLoughlin 2001). In teaching first year chemistry at CSU this is further compounded by the fact that over 90% of our students undertake chemistry as a service subject for degrees such as pharmacy, wine science, agriculture, nutrition, teaching and nursing.At CSU there are two introductory chemistry subjects. Chemistry Fundamentals is taken by students in courses requiring a base level of understanding and Chemistry 1A is taken by students requiring a more in depth chemistry background. Combined enrolment for these subjects in 2003 was 523, of which 240 were DE students. Both of these subjects are available without prerequisites, a CSU policy. Students enrolling in Chemistry 1A are recommended to have completed a bridging course as a minimum standard. The bridging courses have no laboratory component.The level of previous laboratory experience varies enormously across the cohorts. While some are already employed in professional laboratories, others have recently completed Year 12 Chemistry, and some have never previously experienced a laboratory environment. A survey of internal Chemistry 1A students in 2001 identified the highest level of Chemistry previously completed. 72% had completed Year 12 or higher, 5% had completed Year 11 and 23% Year 10 or lower, andPoster Presentation experience in performing chemistry experiments.DE students are currently provided with printed materials and supported through an asynchronous online forum, plus email, phone and fax. The laboratory component of chemistry subjects is completed at intense three or four day residential schools. Providing a satisfactory laboratory experience for these students within that short period, and within the constraints of our resources, is the subject of ongoing review at CSU.The initial orientation in the laboratory is a crucial step. Recognising that learning is best achieved in an environment where students feel calm and secure, initial exercises are employed to familiarise students with the laboratory protocols, layout and equipment locations. We endeavour to make them comfortable in the laboratory environment as quickly as possible to maximise their learning experiences during the brief residential school period. Nevertheless, some students experience a high level of stress and their ‘survival’ strategy is to merely plod through and ‘satisfactorily’ complete a lab. Often only surface learning occurs, as students leave the labs without having extended themselves to truly experiment and learn. Despite the inherently active opportunities offered in the laboratory learning experience, students frequently have passive expectations. They are unfamiliar with the environment and the equipment and want step-by-step directions. They adhere stringently to any written instruction, often without thought or understanding, and make slow progress.Many of the problems that students experience in the laboratory can be ascribed to inadequate preparation. That preparation may be considered to have several parts: orientation (knowing locations of equipment); appropriate choice of equipment (understanding, for example, which piece of glassware to use); and grasp of the theory underpinning experiments. Adequately preparing DE students is a difficult task. Internal students have their laboratory experience spread over many weeks, and so have time to learn the locations of materials and evolve their preparative methods. Opportunities for DE students to reflect upon and refine their preparative strategies are limited. Potential benefits of a virtual laboratory3D environments have the potential to situate the learner within a meaningful context to a much greater extent than traditional interactive multimedia environments. The sophistication in the rendering of objects, the independent behaviour of objects within the world, and the degree of interaction available, allow for situated tasks that are both meaningful and intrinsically motivating for learners. Such environments have been used for a number of educational purposes. They can allow the learner to explore places that cannot be physically visited. For example Alberti, Marini and Trapani (1998) describe an environment modelled on a historic theatre in Italy. The exploration of a virtual laboratory by DE students before their residential school is a similar idea. 3D environments can also be used for practicing skills, especially where the tasks to be learned are expensive or dangerous to undertake in the real world. For example, 3D environments have been used to train nuclear power plant workers in Japan (Akiyoshi, Miwa and Nishida 1996 cited in Winn and Jackson 1999). 3D environments can also be effective for modelling abstract concepts. Winn and Jackson (1999; p.7) suggest that virtual environments ‘are most useful when they embody concepts and principles that are not normally accessible to the senses’. A virtual laboratory allowing molecular visualisation is consistent with this idea.A virtual laboratory that allowed students to explore the environment, read about equipment and procedures and locate, collect and assemble apparatus before they undertook their first laboratory session would potentially have the following specific benefits:•students would feel more relaxed and comfortable in the laboratory;•less laboratory time would be wasted looking for items of apparatus;Poster Presentation•students would be more likely to assemble and use apparatus in the correct way leading to more meaningful experimental results;•greater familiarity with laboratory procedures may improve safety; and•students could devote more of their attention to the chemistry concepts involved in the experiments because they would already be familiar with the procedural aspects of the task.In addition to familiarising students with the laboratory, there is potential to replace some real experiments with virtual laboratory experiments. Laboratory work is traditionally considered to be an essential component in science subjects, where the practical skills for a discipline are imparted. However, where chemistry is taught as a service subject within a vocational degree this traditional role for laboratory work may need to be reassessed. In addition, running practical classes is expensive, time consuming and has inherent safety issues. The chemists at CSU have identified priorities for the ‘lab experience’, through consultation within the school, with course coordinators, students and with reference to current literature. (See Adlong, Bedgood, Bishop, Dillon, Haig, Helliwell, Pettigrove, Prenzler, Robards and Tuovinen 2003, for more details) Among these, the three highest priorities were developing:•skills in recording, reporting and interpreting observations;•higher level cognitive skills of deductive reasoning, hypothesis formation and testing; and•skills related to manipulative and instrument use.The use of a virtual laboratory, allowing virtual experiments to be undertaken, could help students to achieve the skills within two of these priority areas. Virtual experiments could potentially allow students to improve their skills in deductive reasoning, hypothesis formation and testing as effectively as through real experiments. Skills in recording, reporting and interpreting data could also be effectively developed through these virtual tasks.Figure 1. The virtual chemistry laboratoryPoster PresentationThe CSU virtual chemistry laboratory (accessible at .au/chemistry/)is an accurate model of the undergraduate chemistry teaching laboratory at our Wagga Wagga campus. The initial version has been designed to allow learners to become familiar with the layout of the actual laboratory, as well as to find out information about laboratory procedures. It has been developed using the Virtual Reality Modelling Language (VRML) (Carson, Puk and Carey 1999) and is accessed through a web interface. Learners can explore the laboratory and find out information about items of apparatus and equipment by selecting objects. Information about laboratory procedures is accessible through menus in the environment. Learners can also collect items of apparatus that they might need for an experiment, carry them to a desk and then assemble them. Figure 1 shows a screen dump of the virtual laboratory. In this screen dump the learner has picked up a beaker and information about the beaker has been displayed in the text area. The learner has also selected the lab procedures menu.Evaluation resultsA formative evaluation of the virtual laboratory involving 10 internal chemistry students was undertaken early in 2002. This involved observing students using the virtual laboratory followed by a questionnaire and interviews with each student on their perceptions of its potential. During the observations and ensuing discussions various user interface problems were identified. All learners were able to move around the laboratory without great difficulty. However, a number of problems with viewing and manipulating apparatus were identified, including difficulties with positioning the viewpoint to allow the contents of drawers to be viewed, the expectation that certain objects were able to be selected or dragged when they were not, and the fact that some objects could be dragged through the walls of cupboards and were then difficult to locate. The students’ questionnaire responses and the comments during the interview were very encouraging. For example in response to the statement ‘in its current form, you would recommend that new students use the virtual lab prior to their first laboratory experiment’ 3 participants indicated very strong agreement, 4 indicated strong agreement and the other 3 indicated agreement. Overall, although the sample was small, there was a clear indication that students found the virtual laboratory a useful tool for familiarising them with the laboratory.As a result of the initial formative evaluation a number of improvements to the user interface were made. Additionally a mechanism for students to collect and assemble apparatus was added. The new version of the virtual laboratory was used by all internal students in the subject Chemistry Fundamentals at the beginning of 2003, as formal preparation for their laboratory work. In order to explore various questions relating to spatial learning in 3D environments (part of the first author’s doctoral work) these students were divided into three groups, each of whom used a different computer-based representation of the laboratory and then completed various test tasks. Twenty six students were allocated to a group that viewed an animated tour of the laboratory, 30 to a group that viewed a corresponding sequence of 428 still images of the laboratory, and 24 to a group that used the virtual laboratory. After using the environment, students completed a written test on their knowledge about the laboratory layout. A week later each student completed a questionnaire on their perceptions of the value of the virtual laboratory. A complete description of the methodology and results from this study is outside the scope of this paper, but results exploring the difference between viewing a series of static images of the laboratory and using the virtual laboratory will be discussed, along with the questionnaire responses.One part of the written test required participants to indicate the location where each of a list of 11 items of apparatus would normally be found, given a plan of the laboratory, including labelled furniture, and given a colour photograph of each item. Correctly placed items were awarded one mark and items within 2.5 metres of the correct location were awarded half a mark. The mean for virtual laboratory participants was 5.62 items as compared to the still image participants who had aPoster Presentationthat group was a factor in performance on this test item (p=0.00). Post Hoc analysis using Tukey’s Honestly Significant Difference (HSD) test (Gravetter and Wallnau 2000) showed that the difference between the virtual laboratory group and the still image group was significant (p < 0.0005). These results suggest that the use of the virtual laboratory leads to substantially greater familiarity of the location of apparatus within the laboratory than viewing an equivalent series of still images of the laboratory.A summary of questionnaire responses from the students who used the virtual laboratory is presented in Table 1. Twenty of the 24 students who used the virtual laboratory completed the questionnaire, as 4 were absent when the evaluation was carried out. The responses, while not as overwhelmingly positive as those of the pilot group, nevertheless provide us with encouragement to continue with the development of the virtual laboratory.DE Chemistry 1A students were informed of the availability of the virtual laboratory in early 2003 and those that attempted to use it were asked to complete a questionnaire at the residential school. Fifteen students attempted to use the virtual laboratory; of the six who successfully used the virtual laboratory, five indicated that it helped them to become familiar with the real laboratory. The remaining nine encountered problems downloading, installing, and executing the required software and were unable to proceed; the problems with remote installation of the virtual laboratory are currently being explored. One possible solution is to deliver the software on a self-installing CD-ROM. A comprehensive evaluation of the use of the laboratory by DE students will be carried out in 2004.Question Average Number of responses7. very strong-ly agree 6.strong-ly agree5.agree4.neutral3.dis-agree2.strong-ly dis-agree1.verystrong-ly dis-agreeThe virtual lab helped you to becomefamiliar with the layout of the labbuilding. 5.7 4 9 5 1 1 0 0 The virtual lab helped you to be able toidentifyitemsofapparatus. 5.5 5 7 2 4 2 0 0 The virtual lab helped you to be able tolocateitemswithinthelab. 5.1 3 4 9 0 3 1 0 In its current form, you wouldrecommend that new students use thevirtual lab prior to their first laboratoryexperiment. 5.2 4 6 5 3 0 1 1 If the virtual lab allowed you to carryout virtual experiments, you would use itprior to laboratory sessions to practicetheexperiments. 5.4 5 5 7 1 1 0 1 Future plansDevelopment of the virtual laboratory is focussed on moving incrementally towards the eventual goalof allowing students to undertake virtual experiments. At present students can set up the apparatus for a titration. The next step is to model liquid within the environment in such a way that accurate quantities of solutions can be transferred from one vessel to another using a pipette, burette, beaker, conical flask or measuring cylinder. Once this is done, molecular simulations will be introduced allowing for a titration to be carried out with the facility to zoom in and visualise processes on a molecular level. It is intended to also introduce various symbolic representations, including a graphical display of the concentration levels and an equation view. Allowing students to move between macroscopic (laboratory level), microscopic (molecular level) and symbolic representationsPoster Presentation cited in Russell, Kozma, Jones, Wykoff, Marx and Davis 1997) notes that when the macroscopic, microscopic and symbolic aspects of chemistry are taught separately, ‘insufficient connections are made between the three levels and the information remains compartmentalised in long-term memories of students’. Tasker (1998) also argues for the importance of students being able to make linkages between symbolic equations and the molecular level. A challenge from an interface design point of view will be to provide these additional cognitive tools in such a way that they don’t detract from the realism of the environment.ConclusionThis paper has discussed the potential for the use of virtual laboratories within chemistry teaching, especially when this teaching occurs in distance mode. The features of a virtual laboratory developed at Charles Sturt University have been described and the results of evaluations have been presented. These results suggest that the majority of students can see benefit from the use of virtual laboratories. Initial data also suggests that the virtual laboratory provides for more complete learning of laboratory layout than the use of a web site containing still images. We have reason to be confident that the next version of the virtual laboratory, which will allow for students to undertake virtual experiments, will lead to significant learning of chemistry concepts.ReferencesAdlong, W., Bedgood, Jr., D. R., Bishop, A. G., Dillon, K., Haig, T., Helliwell, S., Pettigrove, M., Prenzler, P. D., Robards, K. and Tuovinen, J. E. (2003) On the path to improving our teaching – reflection on best practices in teaching chemistry. In Learning for an unknown future, proceedings of the 2003 conference of the Higher Education Research and Development Society of Australasia, Milperra: HERDSA, 52-60.Alberti, M. A., Marini, D. and Trapani, P. (1998) Experimenting web technologies to access an opera theatre. In T.Ottman and I. Tomak (Eds) Proceedings of Ed-Media 98, World Conference on Educational Multimedia, Hypermedia and Telecommunications. Charlottesville, VA: AACE.Carson, G. S., Puk, R. F. and Carey, R. (1999) Developing the VRML 97 International Standard. IEEE Computer Graphics and Applications, 19(2).Gravetter, F. J. and Wallnau, L. B. (2000) Statistics for the behavioural sciences. Stamford: Wadsworth. Hollingworth, R. and McLoughlin, C. (2001) Teaching tertiary chemistry by distance education: Where we’re at and where we’re going. In M. J. Mahony, D. Roberts and A. Gofers (Eds) Education Odyssey 2001: Continuing the journey through adaptation and innovation, Collected papers from the 15th Biennial Forum of the Open and Distance Learning Association of Australia.Russell, J. W., Kozma, R. B., Jones, T., Wykoff, J., Marx, N. and Davis, J. (1997) Use of simultaneous-syncronized macroscopic, microscopic and symbolic representations to enhance the teaching and learning of chemistry concepts.Journal of Chemical Education, 74(3).Tasker, R. (1998) The VisChem Project: Molecular level animations in chemistry – potential and caution. UniServe Science News, 9.Winn, W. and Jackson, R. (1999) Fourteen propositions about educational uses of virtual reality. Educational Technology, July-August.©2003 Barney Dalgarno, Andrea Bishop and Danny Bedgood.The authors assign to UniServe Science and educational non-profit institutions a non-exclusive license to use this document for personal use and in the course of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive license to UniServe Science to publish this document in full on the Web (prime sites and mirrors) and in printed form within the UniServe Science 2003 Conference proceedings. Any other usage is prohibited without the express permission of the authors.Poster PresentationUsing the Security Protocol Game to teach computer networksecurityLeonard G. C. Hamey, Department of Computing, Macquarie Universitylen@.auAbstract: The Security Protocol Game is a highly interactive game for teaching secure data communications protocols. Students use the game to simulate security protocols and explore possible attacks against them. The power of the game lies in the representation it provides for secret and public key cryptography – a unique combination of game rules and playing pieces has been devised that accurately represents the mathematical capabilities of cryptographic systems. Using pen and paper, envelopes and printed game pieces, students can simulate a wide range of computer network security protocols including well-known protocols such as SSL and Pretty Good Privacy. Such simulations enable students to gain a deep understanding of how the protocols operate and how protocol design affects security of the protocol. Student response to the game is positive and engaging. It has been successfully used with both information technology students and management students. This paper presents the game briefly followed by analysis and discussion of a recent survey of student response to the game.IntroductionInternet security is now an important aspect of information technology in business applications. Internet security is dependent upon two key elements. Cryptographic methods are used to secure data for transmission, and secure communication protocols provide the framework for communication. Information technology students need to understand both these concepts in order to properly understand secure data communications.Students often have difficulty understanding secure communication protocols. Unlike other data communication protocols, security protocols must be designed with an adversary in mind – an intruder whose intent is to subvert the communication. The design of security protocols is largely driven by the need to prevent intrusion. Subtle errors in a protocol may make it vulnerable to attack. The Security Protocol Game (Hamey 2003) provides a simulation environment where students can study various protocols and explore the possible attacks against them, providing a real understanding of protocol operation and design. In this paper, we present an overview of the game results of a survey of student response to the game.The Security Protocol Game uses a simple representation of public key (Diffie and Hellman 1976) and secret key cryptographic systems and related algorithms. The representation uses coloured envelopes, coloured paper and coloured key tokens to incorporate the key properties of the cryptographic systems into the game. For example, to encrypt a message, a player encloses it in a coloured envelope. This represents the confidentiality provided by encrypting the message – other players cannot read a message that is enclosed in an envelope. The rules of the game complement the representation. For example, a player may only open an envelope if they hold the appropriate cryptographic key token, simulating the mathematical requirement that a player can only decrypt a message if they have the cryptographic key.The idea of using physical representations to explain security protocols is not new. Chaum (1985) uses a representation involving envelopes and rubber stamps to explain blind signature schemes. Bell, Thimbleby, Fellows, Witten and Koblitz (1999) use a representation involving a chain and padlocks to explain Diffie-Hellman key exchange (Diffie and Hellman 1976) to a non-technical audience. In neither case do the authors attempt to develop a representation that covers the diverse applications of public-key and secret-key cryptographic systems. The Security Protocol Game provides such a representation that can be used to study both simple security protocols and real-world secure communication protocols.Poster Presentation We have used the game for a number of years in teaching secure communications protocols as part of an undergraduate unit on computer networks. The unit covers computer network architecture at all levels, with a focus on the Internet. Secure communications protocols are an important but relatively small part of the unit. Recently, we surveyed students in this unit concerning their response to the use of the game. Our purpose was to identify strengths and weaknesses of the game for future development, and to evaluate it as an educational tool. The results of this survey are presented below.Overview of the gameDiscussions of cryptographic methods commonly involve three parties: Alice and Bob, who wish to communicate, and an intruder, Trudy, who seeks to subvert the security of the communications between Alice and Bob. Some protocols introduce a trusted party variously known as Big Brother or the key distribution centre. The Security Protocol Game uses the conventional roles of Alice, Bob and Trudy, with Gavin as the trusted authority. The game adds the role of Colin, the copying engine. Colin is not a part of the communication protocols. He provides copying and computational services to the other players, representing the innate capabilities of computer systems to produce identical copies of arbitrary messages, and to perform other relevant computations.Students play the game in groups of 4-5 players. Within each group, one student is selected to play each of Alice and Bob, the two communicating parties. Another student is selected to play Gavin. The same student may also take the role of Colin. The remaining student or students take the role of Trudy the intruder.The game commences with the students seated around a table: Alice and Bob at opposite ends, Trudy on one side and Gavin opposite her. The students select a game scenario to play, and a protocol to use in the scenario. In a typical scenario, Alice wishes to purchase computer software from Bob over the Internet using her credit card for payment. The students may choose to simulate the Transport Layer Security protocol (TLS; formerly called SSL and used to secure transactions on the world wide web) for this scenario, or other protocols, some of which are vulnerable to various attacks. The protocols involve messages being passed between Alice, Bob and Gavin. All messages are actually passed via Trudy, who may attempt to attack the protocol by monitoring or modifying the messages. The students find this a stimulating group activity as they help each other run the protocol correctly and try to think up ways to subvert it.Cryptographic systems and their representationTwo important types of cryptographic systems are secret key methods (symmetric algorithms) and public key methods. Secret key cryptography is the conventional form in which Alice and Bob use the same key to encrypt E and decrypt D a plain text message for secure transmission. In the Security Protocol Game, a plain text message is written on white paper (see Figure 1). Secret keys are represented by coloured key tokens. Alice ‘encrypts’ the plain text message by enclosing it in an envelope of the same colour as the key. A player must hold the colour matched key token to open the envelope. Using secret key cryptography, Alice and Bob can ensure that the message is not readable by Trudy (confidentiality), that it cannot be modified during transmission (integrity) and that it originates from a person who knows the secret key (authentication).Public key cryptography differs from secret key methods in that encryption and decryption use the same algorithm P but different keys for encryption and decryption. Each party has their own pair of keys. One of the keys (for example, Bob’s key EB) is public knowledge while the other key DB is private. In the Security Protocol Game, coloured key tokens are used to represent private and public keys, and a matching coloured envelope is used for encryption with a public key.。
国际会议Conference_Presentation
Make it absolutely clear when you move to
Use clear examples to illustrate your
points.
Use visual aids to make your
presentation more interesting.
Paper session宣读论文
Poster session（oral session, poster session） Demonstration
Paper presentation—oral session
Question and answer period/session
Restate the purpose of your talk, and say that
you have achieved your aim: ‘I think you can now see that...’ ‘Our intention was ..., and it should now be clear that ...’ Thank the audience, and invite questions : ‘Thank you. Are there any questions?’
needs are better met.
Preparation
First of all, think.......
Think about what you want to achieve:
do you want to inform your audience, inspire them to think about your topic, or convince them of a particular point of view?
国际学术会议常用语英语
国际学术会议常用语英语This model paper was revised by LINDA on December 15, 2012.学术会议常用表达1. 有关会议的一般信息（1）名称conference academic conference international conference symposiumannual meeting/symposium/conference forum, international forum workshop（2）日期dates/important dates/key dates（3）地点location/venue conference location/venue（4）主题issues/themes/(main)topics/scope of conference conference themes/topics topic of interests2．论文征稿、提交与录用call for abstract/proposal/paper paper deadlinedeadline for abstract/full paper/proposal submissionsubmission deadline deadline extendeddate for mortification of acceptance Paper acceptance/rejectionwill be informed by…deadline for authors notification camera ready version deadline3. 会议注册deadline/closing date for registration registration form registration informationregistration fees and items official invitation letter paymenttelegraphic transfer only bank transferbank draft/check4. 会议进程及内容conference schedule/program preliminary conference programfinal conference program opening ceremony/session keynote session/parallel session/tutorial sessionkeynote speechoral presentation poster presentationtea/coffee break(buffet) lunch/(buffet)supper (welcome)banquet5. 会议具体细节opening introduction to speakertheme/paper presentationquestion and answer comment on speakerclosing6．学术会议的问答讨论环节口语学术报告之后的问答讨论环节（Question and Answer Session）是同行之间交流的良好机会，双方可以针对报告中的具体问题进行探讨（1）答问的方式与技巧回答讨论环节可以让报告人通过互动及时地获得信息反馈并可以把在讨论中或得的建设性建议用于下一步的工作，因此对科研工作有很大的促进作用。
教师出国(境)回国后回访表(2013)
西北工业大学教师出国（境）总结表1、姓名：2、职称：□教授□副教授□讲师□博士后□其他3、性别：□男□女4、年龄：5、出访国家：6、出访期限：天7、出访目的：□国际会议□合作研究□访问学者8、如本次出访是参加国际会议，您是：□Key Note Speech □Invited Speech □Conference Chair □Session Chair □Oral Presentation □Poster□Other9、经费来源（可多选）：□学校经费□科研经费□第三方支付10、您的科研经费是否有一部分必须用于出国（境）□是（转第九题）□否（转第十题）11、该出国（境）经费占本项目科研经费的百分比为% 12、学校出国（境）经费支持是否足够：□是（转第13题）□否（转第12题）13、学校经费支持占此次出国总费用的百分比：%14、本次出国是因为（可多选）：□确实需要出国（境）交流□为满足评职称的条件□为提升自身竞争力□希望开眼界□其他15、此次出访，您的收获是（可多选）：□外语水平有大幅度提升，口语交流流利，外文学术文章撰写自如□了解了国外的教学模式□了解了本领域国外的科研动态和发展趋势□结交了本学科具有学术地位的教授或科研人员，并计划继续联系□商谈了关于联合培养西工大博士生事宜□商谈了本科生交换或联合培养事宜□商谈了硕士生联合培养事宜□商谈了接收来华留学生事宜□商谈了共同申请科研项目事宜□商谈了共建联合实验室事宜□取得了某国际会议的主办权□其他签名：日期：。
英文学术会议邀请函
英文学术会议邀请函英文学术会议邀请函集合五篇英文学术会议邀请函篇1(一)会议邀请函的含义会议邀请函是专门用于邀请特定单位或人士参加会议，具有礼仪和告知双重作用的会议文书。
邀请函用于会议活动时，与会议通知的不同之处在于：邀请函主要用于横向性的会议活动，发送对象是不受本机关职权所制约的单位和个人，也不属于本组织的成员，一般不具有法定的与会权利或义务，是否参加会议由对象自行决定。
举行学术研讨会、咨询论证会、技术鉴定会、贸易洽谈会、产品发布会产等，以发邀请函为宜。
而会议通知则用于具有纵向关系(即主办方与参会者存在隶属关系或工作上的管理关系)性质的会议，或者与会者本身具有参会的法定权利和义务的会议，如人民代表大会、董事会议等。
对于这些会议的对象来说，参加会议是一种责任，因此只能发会议通知，不能用邀请函。
学术性团体举行年会或专题研讨会时，要区别成员与非成员。
对于团体成员应当发会议通知，而邀请非团体成员参加则应当用邀请函。
(二)会议邀请函的基本内容会议邀请函的基本内容与会议通知一致，包括会议的背景、目的和名称;主办单位和组织机构;会议内容和形式;参加对象;会议的时间和地点、联络方式以及其他需要说明的事项。
(三)会议邀请函的结构与写法1.标题。
由会议名称和“邀请函(书)”组成，一般可不写主办机关名称和“关于举办”的字样，如：《亚太城市信息化高级论坛邀请函》。
“邀请函”三字是完整的文种名称，与公文中的.“函”是两种不同的文种，因此不宜拆开写成“关于邀请出席××会议的函”2.称呼。
邀请函的发送对象有三类情况：(1)发送到单位的邀请函，应当写单位名称。
由于邀请函是一种礼仪性文书，称呼中要用单称的写法，不宜用泛称(统称)，以示礼貌和尊重。
(2)邀请函直接发给个人的，应当写个人姓名，前冠“尊敬的”敬语词，后缀“先生”、“女士”、“同志”等。
(3)网上或报刊上公开发布的邀请函，由于对象不确定，可省略称呼，或以“敬启者”统称。
英语国际会议
2
The Secretary
3
Organizing Committee/Program Committee
4
Logistics Committee
5
Session Organization Chair /Convener
1
Organizers and Committees
Organizer and Sponsor :
2
Session Modes
Poster Sessions :
• Usually normal papers,normal
persons. • Usually posted on a board in the hall.
2
Session Modes
Research-in-Progress Sessions :
• Short.
• Ongoing research study.
2
Session Modes
Discussion/Question & Answer Session :
• Discussions after presentations.
3
A B
Session Format
Sample A Sample B • Full Paper session • Time is long • The reporter present his paper and participated in the Q&A or discussion • Roundtable format • Presentation panel format • Two formats,one is to talk his paper and discuss,respectively • Anther is to give talk first,and discuss together. • The Exhibition times schedules. • The four-day conference will include plenary,oral,and poster. • Simple • Presentation in 12 minutes(8 minutes to present:4 minutes for question and answer). • Run in a single-track format.
国际学术会议常用语(英语)
学术会议常用表达1. 有关会议的一般信息（1）名称conference academic conference international conference symposiumannual meeting/symposium/conference forum, international forum workshop（2）日期dates/important dates/key dates（3）地点location/venue conference location/venue（4）主题issues/themes/(main)topics/scope of conference conference themes/topics topic of interests2．论文征稿、提交与录用call for abstract/proposal/paper paper deadlinedeadline for abstract/full paper/proposal submissionsubmission deadline deadline extendeddate for mortification of acceptance Paper acceptance/rejection will be informed by…deadline for authors notification camera ready version deadline3. 会议注册deadline/closing date for registration registration form registration informationregistration fees and items official invitation letter paymenttelegraphic transfer only bank transferbank draft/check4. 会议进程及内容conference schedule/program preliminary conference programfinal conference program opening ceremony/sessionkeynote session/parallel session/tutorial session keynote speechoral presentation poster presentation tea/coffeebreak(buffet) lunch/(buffet)supper (welcome)banquet5. 会议具体细节opening introduction to speaker theme/paper presentationquestion and answer comment on speaker closing6．学术会议的问答讨论环节口语学术报告之后的问答讨论环节（Question and Answer Session）是同行之间交流的良好机会，双方可以针对报告中的具体问题进行探讨（1）答问的方式与技巧回答讨论环节可以让报告人通过互动及时地获得信息反馈并可以把在讨论中或得的建设性建议用于下一步的工作，因此对科研工作有很大的促进作用。
国际会议交流英语综合知识概要
1
会议通知 （conference notice）
2
会议日程表（conference schedule / program）
3
会议邀请函（conference invitation）
4
论文征集 （call for papers）
5
会议回执（letter of acceptance to a conference）
Colloquium 2008 16
Brief Introduction of Conference
大会开幕式
General Assembly
全体大会
Plenary Sessions
Formal Meetings
张贴会
Poster Sessions
Oral Presentation (SimPualrtaalnleeloSuessSseiosnsisonsP) oster Presentation
21
Visits and Other Social Activities
• Visits to famous places, such as research institutes, universities, museums, or historical spots.
• Various social events, such as banquets, parties, excursions, games,etc.
8
Brief Introduction of Conference
Meeting
Conference
Symposium
Congress
会议
Seminar
Convention
【最新推荐】期刊征文(精选多篇)-范文word版 (13页)
本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==期刊征文(精选多篇)第一篇：小学教师读教育期刊征文纵使无力转身，也不必泪流满面弋阳县漆工镇中心小学郑为民也许是收发的延误，也许是工作繁琐未及注意，201X年《教师博览》第五期原创版直到7月才拿到手上。
翻开带着淡淡墨香的杂志，看着一个个动人的故事，让人百味杂陈。
本期“青苑书店杯”征文转身系列中有一篇文章更是让回忆起了自己教师生涯的起点，体味着自己二十年来自己一步一步是如何走来的，虽然，在别人看来，我甚至连一个脚印都不曾留下。
让我百感交集的文章是一位曾经的农村小学教师写的《冷转身的刹那，我泪流满面》。
文章中介绍了作者在农村学校当老师时遭受了很多的不公平的待遇，但是他没有向命运低头，充分利用每一分每一秒的时间，努力学习，实现了从一名中专生到博士生的转变，从一名小学教师到研究人员的转变。
他实现了人生的华丽转身，他经历的艰辛与坎坷，让我敬佩，同时也把我带入无声的回忆中。
1994年的夏天，我从师范学校毕业，成了一名农村小学教师。
我家住在镇上，镇上的中心小学当时也缺一名老师，本来我可以在镇上的中心小学上班。
但是那一年和我同时毕业的还有中心小学校长的一个远房外甥，留在中心小学上班的自然不会是我了。
在拖拉机震耳欲聋的突突声中，无奈的我来到了全镇最偏远，规模最小的学校，走上了三尺讲台。
当时生活上和工作上的困难和自己内心的痛楚，直至今日，仍难以忘却。
好在，经过一段时间的忍耐，我终于找到了自己唯一的乐趣，那就是上好每一堂课，让学生喜欢我，和学生打成一片。
只有那样，我的思想才不会空虚，才会没有时间想我的人生该如何走下去；只有那样，家长才会把摘洗得干干净净的蔬菜送给我，甚至请我去他们家“打牙祭”。
在这个现在看来并不纯洁的目标驱使下，我付出的时间和精力，让孩子们的成绩突飞猛进，在期末考试中，名列前茅。
制药工程专业英语考试题目及答案
专业英语考试内容：单词10分句子翻译24分根据课文回答问题24分英译汉药品说明书21分翻译汉译英摘要21分Unit 11 Tablet (The Pharmaceutical Tablets Dosage Form)药片（医药片剂剂型）Role in TherapyA: The oral route of drug admininistration is the most important method of administering drugs ofr systemic effects.Except in cases of Insulin therapy.the parenteral route is not routinely used for self-administration of medication.The topical route of administration has only recently been employed to deliver drugs to the body for systemic effects,with two classes of marketed products:Nitroglycerin for the treatmint of angina and scopolamine for the treatment of motion sickness.Other drugs are certain to follow,but the topical route of administration is limited in its ability to allow effective drug absorption for systemic drug action.A:口服给药是全身效应用药方法中最为重要的。
除了胰岛素治疗，非肠道药途径不常用在自我服药方面。
poster,session,模板
竭诚为您提供优质文档/双击可除poster,session,模板篇一：学术装腔poster篇学术会议的交流主要有两种形式：oral和poster，就是所谓的口头和张贴两种。
poster，可以译为“海报”或“展板”，扼要展示自己或团队的工作，以供学术交流。
-------------------------------------------------------分割线-------------------------------------------------------------------假装前言话说我有这么门儿课，“学术写作”。
留了个作业，找篇文献，做一个poster。
2-3人小组作业，这个周日deadline。
话说一开始我没有组，正打算单干呢，昨天课前正好撞见我的俄罗斯同学，她说我也没组呀，咱俩吧；她前一天刚报告了一篇文献，说咱就这个吧，我心想也不错，反正自己也没开始。
昨天晚上大概不到10点的时候，这位俄罗斯妹子发来了她的初稿（见图一），邮件里还说“我在这上面花了1个小时40分钟，公平起见吧，你是不是也得差不多花一样的时间捏？”我暗自思忖，行啊，无所谓。
打开初稿一看，出了一身汗，全tm的工作量啊……不过心想她文章看了至少2遍吧，得嘞，开干吧。
图一.poster初稿从10点大约折腾到凌晨1点找素材，确定模板，然后睡觉去了。
今天早晨8:30起的，起来就断断续续干这件事儿，但累计也得五六个小时了吧。
我在晚上7点时候基本完成了这个poster，妹子给我挑了一些毛病，然后后面说“忽略那些小问题，我非常喜欢这个poster哈！”（你丫敢不喜欢……）8点半左右基本定型了，明天早起再最后看一眼。
闲言少叙，正题吧。
-------------------------------------------------------分割线-------------------------------------------------------------------正文部分先是一些关于poster的基本要点和原则：制作软件-ppt！poster的制作软件是ppt，以前一直以为是什么高级软件，但现在发现ppt这货还真是挺强大的。
S19 Author (posters) Guidelines
Poster Presentation Guidelines for Presenting Authors ∙Please pick up your meeting badge at MRS Registration. A MRS meeting badge is required for poster check-in.∙Check-in at the poster desk THE DAY of your presentation. The presenter must be an author of the poster and a registered attendee. Any posters not verified at check-inprior to posting will be removed from the session.∙Each presentation will be assigned a board and will be labeled with the number of the paper (e.g. M05.01.18) and the presenting author’s name. MRS recommends theposter size to be as follows:o U.S. Format – 46 inches (width) x 46 inches (height)o European Format -118 cm (width) x 118 cm (height)∙The poster boards will accept pushpins which will be available in the poster hall. Please return the pins at the end of your poster session.∙Display your material in large print so it may be read from a distance. Print TITLE and AUTHORS in extra-large print across the top of your display.Poster Session Schedule∙Tuesday7:30 am – 10:00 am Check-In ONLY (Poster Presenters)10:00 am – 12:00 pm Check-In/Display “Post” (Poster Presenters)12:00 pm – 1:00 pm Symposium Organizers Review (Judges Only)1:00 pm – 2:00 pm Meeting Chairs Review (Judges Only)2:00 pm – 7:00 pm Poster Session Attendee Viewing (All Registered Attendees)5:00 pm – 7:00 pm Poster Session – Author Presentations (All Registered Attendees)5:30 pm Best Poster Award Winners Announcement (All Registered Attendees)∙Wednesday and Thursday7:30 am – 12:00 pm Check-In/Display “Post”(Poster Presenters)12:00 pm – 1:00 pm Symposium Organizers Review (Judges Only)1:00 pm – 2:00 pm Meeting Chairs Review (Judges Only)2:00 pm – 7:00 pm Poster Session Attendee Viewing (All RegisteredAttendees)5:00 pm – 7:00 pm Poster Session – Author Presentations (All Registered Attendees)5:30 pm Best Poster Award Winners Announcement (All Registered Attendees)Best Poster AwardsPoster sessions are an important and integral part of MRS meetings, allowing many more authors the opportunity to share their research and ideas with others.The quality of the poster sessions is a major priority of the Society. The Meeting Chairs will recognize the best presentations from each day of the poster sessions. One or more awards of up to $500 will be presented by the Meeting Chairs. The Meeting Chairs will select the winners on the basis of the poster's content, appearance, graphic excellence and presentation quality (not necessarily equally weighted). Poster award winners must be present during Winners Announcement time to be eligible for a Best Poster Award. The Best Posters will remain on display in a central location for the remainder of the meeting.MRS Recording PolicyRecording of Presentations is Strictly ProhibitedNo individual or entity—including a presenting author—may electronically record or broadcast any portion of the MRS Meeting without prior written consent of MRS. Unauthorized recording (audio, video, still photography, etc.) of presentations during sessions, posters, workshops, tutorials, etc., without the express written consent of MRS and individual authors is strictly prohibited. MRS reserves the rights to any approved audio and video production of presentations at all MRS events.Press representatives must receive a Press Pass and photo/recording permission from MRS. Those who do not comply with the MRS recording policy may be asked to leave the premises.Photo PolicyAttendees or exhibitors are encouraged to network and enjoy the meeting experience. As such, capturing memories of casual meeting activities and networking is permitted with the permission of those being prominently photographed. Photographing formal meeting presentations, posters, or displays is forbidden without permission of MRS and the presenter.Those who do not comply with the MRS photo policy may be asked to leave the premises.Videos and Photos for MRS UseMRS Meeting attendance implies your consent to be photographed, filmed and/or otherwise recorded for use on the MRS website or news publications. Please note that no technical presentations will be recorded without prior consent of MRS and the authors.Updated 10/31/18X:\Meetings\PROGRAMMING\Guidelines (Poster and Oral, Session Chairs)\Poster and Oral Guidelines\Spring Meeting。
教你怎么做Poster(会议展板)(英文权威版)Recommendations for ePoster Presentations
2. ePOSTER PRESENTATIONS
2.1 PREPARATION 2.2 PRESENTATION 2.3 DISPLAY FACILITIES
3. CONTACT
1. IMPORTANT INFORMATION
1.1 GENERAL INFO To ensure the success of the fort hcoming XX conference, and to satisfy the high expectations of the delegates, it is important that presenters adhere to certain standards and guidelines. These are explained in the following pages and you are requested to read them carefully. As presenter you are going to communicate the result of your work. In doing so you should consider your target audience carefully. It should be kept in mind that the majority of delegates are practicing xxxists who like to leave the conference with new ideas and developments that are applicable in their respective business activities. Targeting your presentation to a narrow audience of specialists is justified only for particularly specialised sessions. Additionally, the amount and detail of information that can be communicated in a 20minute presentation is very limited. This means that complexities, detailed derivations and involved arguments will fail to reach your audience. Simple statements and illustrations are easier to understand and these must convey the essence of your presentation. All presentations must be in English and should follow the ‘Professional and Ethical standards’ as stipulated in Programme times must be strictly adhered to. 1.2 REGISTRATION All speakers must register for the conference before XX 2015 . All speakers are entitled to the early registration fee, during and until the deadline of the late fee period (15 May 2015). In order to register for this fee, please logon to the XXXX website using the codes which you received after acceptance of your extended abstract. If you are a member of XX , you can log in using your personal login credentials. 1.3 CANCELLATIONS Should you be unable to give your presentation, please notify us by email ( ) before X 2 015 . (Please note that failure to do so will be considered as a no-show and will disqualify you from presenting at all XXXX events for the next 3 years). For the cancellation information, please refer to this . 1.4 PREPARATORY MEETING Speakers must attend a short preparatory meeting with their session chairmen at the communicated time. You will be able to find the date, location and time of your meeting in the preparatory meeting schedule, which will be placed on the speaker section of the website in due time. You will be informed about this via email.
TRB 年会海报展示指南说明书
TRB Annual Meeting Poster Session GuidelinesPoster sessions are a valuable opportunity for authors to present papers and meet with interested attendees for in-depth technical discussions. TRB poster sessions are very well attended and a popular feature of the Annual Meeting. Good planning can make your presentation clear, effective and rewarding.The goals in designing a poster should be:∙To attract attention,∙To provide a clear overview of your work,∙To provide enough material to explain the research without an oral explanation, and∙To provide enough material to initiate discussion and questions without overwhelming the audience.What TRB ProvidesPoster sessions are scheduled for 1 hour and 45 minutes in a large hall at the Convention Center. Several poster sessions will be taking place at once, with hundreds of papers being presented in each session time slot.TRB provides a display board that is four feet tall (4 ft. or 122 cm.) and eight feet wide (8 ft. or 244 cm.). A narrow table (6 ft. long and 10 in. wide) is provided in front of the display board that may be used for material or a laptop computer.TRB provides thumbtacks for presenters to use to attach posters made of paper or lightweight poster board. Each poster display board is numbered for easy identification by both authors and attendees.No electrical outlets will be provided. Please come with your computer charged!What Authors Should Bring∙ A single sheet poster made of heavyweight poster paper or similar material, approximately 4 ft. X 8 ft. in size.∙Heavy duty fasteners or tacks as back up to the thumbtacks. Bring tape or other materials as determined necessary.∙Authors may bring additional written material of a non-commercial nature that supplements the material presented on the poster.∙Business cards. This is a GREAT networking opportunity.∙Comfortable shoes. Two hours on your feet can be tiring!Poster Session Rules∙Computers without audio may be used to run demonstrations and display additional information or illustrations.Telephone connections and other equipment are not allowed.∙Commercial advertising of products or services is not permitted.∙Internet will be available at the conference center, but presenters should be prepared in case the reception is poor due to overuse.∙There are no provisions for making posters at the meeting, nor for receiving, storing or returning posters to authors.∙Poster display boards are rented and cannot be written on or defaced.Poster Design Guidelines∙Prepare poster on a SINGLE sheet of heavy duty paper or similarly flexible material. The poster should be about4 ft. X 8 ft. in size. Do not tack individual pages of a PowerPoint presentation or a text manuscript onto a posterboard.∙Keep content SIMPLE. A poster is a visual communication tool, not a manuscript. The viewer should be able to easily identify the primary concepts of the project without wading through a lot of text or complex formulas.Identify 3 or 4 main points or concepts to communicate.∙Present text in bullets or small chunks broken up by subheadings. Use at least 28–36 point bold sans serif font(e.g., Arial or Helvetica) for headers and 18–24 point font for text.∙Present information in columns.Arrange material in a logical sequence, from left top to bottom right. Three columns is a good target to shoot for.∙Offer a balanced mix of text and graphics.Too many words will result in people glossing over or simply bypassing your poster. A good rule of thumb is 50% text, 50% graphics and photos.∙Avoid acronyms and jargon.Simple language is best.∙Avoid dark-colored e light colored backgrounds with black or very dark colored text. Graphics should similarly provide a stark contrast to be readable.∙Use simple graphics.Charts, drawings and illustrations should be limited to a 2-3 color palette at a resolution of at least 300 dpi. Visuals should be large enough to be comfortably read from 3 feet away.∙Provide author name(s), organization logos and/or other acknowledgements to give credit to those who have done the work.∙Prepare a brief (up to 5 minutes) oral presentation for delivering to small audiences gathered around the poster.。
英语老师信 英文实用1篇
英语老师信英文实用1篇英语老师信英文1ms.xx-x has been my student since xx-xx.she is one of my most favorite students and on hearing that she is planning to pursue further study in your university i feel quite pleased to share with you my perspectives of ms.xx-x.i taught her english which is a very important course for senior high school student.since i am always interested in student-oriented teaching method,i prefer the predomination of student’s presentation and discussions during the classes.we always hold drama performance related to our text book,which offered me excellent opportunity to observe my students’understanding of english literature works and their unique perspectives concerning it.that’s how i gradually noticed ms.xx-x and paid special attention to her. she was a very active student and eager to express her own opinion in the discussion.and in each drama performance,she was active to help organize the performance and was happy to be one of the roles.also it’s worthy to mention that ms.xx-x has a superb command of the english language.her clear and fluent expression,whether inoral or written english,is excellent.she is among the top3 students of english course in the class.and as the president of the english club,she organized the english corner,which provided an outdoor space for students to communicate with each other in english. in this role,she frequently contacted foreign teachers in our school to invite them to the club’s events,and in doing so,often made good friends with them.during her years of senior high school life, she actively took part in the national english competition and‘star of outlook’english talent competition.though she didn’t get the award,she really did good performance in these competitions.through these kinds of activities,her oral english was improved a lot and her view was broadening greatly.she once discussed with me that there are many problems in english teaching in china.many senior students can get a high score in exam but can’t speak and communicate with others in english fluently.she said that she want to learn much more professional knowledge of education in usa and then comes back to develop china’s education.i was moved a lot by her spirit.it is for these reasons that i offer high recommendations for ms.xx-x without reservation.her drive and abilities will truly be an asset to your establishment.if you have any questions regarding this recommendation,please do not hesitate to contact me.it would be greatly appreciated if you consider her application carefully.yours sincerely,xx-x英语老师信英文实用1篇扩展阅读英语老师信英文实用1篇（扩展1）——英语老师英文求职信(菁选2篇)英语老师英文求职信1Dear leaders:Hello!I am a Foreign Language College,XX Normal XX-class English-speaking,a student,after four years of study and training,I will be completed in July next year,university studies,the real into the community to begin a new period of life on the road journey.For more than three years,school leaders and teachers under the guidance of my efforts to learn professional knowledge,professional skills training,professional standards have improved each year,his sophomore year with good results when the English language through the four professional examinations and early next year to participate in professional examinations8.Basic to the use of English for ease of listening,speaking,reading and writing,I engage in the linguistics,British and American English and American Literature and an overview of the knowledge structure of the adjustment at the same time,the expansion of the field of vision.Know very well that the people of the21st century teachers on a more rigorous challenge,and I study at home and abroad in the influential theory of education,with particular emphasis on the cultivation of practical abilities,in addition to the activeparticipation of the Department,the hospital and school activities,I enthusiastically into social practice,by doing part-time tutor and teachers for the work to the theory applies to practice,and in accordance with the characteristics of the students to sum up and development of appropriate teaching methods,the initial accumulation of teaching experience,all I can this year education to play a long internship,internship completion of outstanding tasks,have obtained outstanding results.Four years of college life taught me learned how to calm and fortitude,so that I can in life to find the coordinates of the location of their own and constantly self-repairing,but also a profound understanding of the people I need to do everything carefully,serious and pragmatic to face every step of life. Therefore,I sincerely hope to join you this excellent,full ofvitality of the groups,in your guidance and help to work together in the road of life keep making progress!I wish your school career success!Sincerely,英语老师英文求职信2dear leaders of the school:hello!i am the english department,northeast normal university foreign language institute for students in grade97,will graduate in july XX, i am interested in the educational front to play their own light and heat.the influence of the family,forming a hard-working spirit of my many years of honing cast my strong-willed character,schooleducation that i have qualified for the future education of my professional and cultural qualities.university for four years,i matured,normal humanities academic atmosphere cultivated my moral character,develop a unique set of learning my way,i always strict with himself,everything strict demands on themselves,so i have a number of aspects have a leap of progress.in the study,i know that learning is the bounden duty of the students,if you do not study hard work will not be qualified for future challenges.in addition to his own efforts to study english, but also actively expand the knowledge in the various stages of examination,the results have been good all through the school,has received third-class scholarship,in addition,in order to meet the ever-changing new needs of the times,coupled with their own interest, during the first year to participate in the department of computer training,master the basic operations,sophomore,junior during the minor in computer science,jilin university of technology and graduated with honors.at work,i have initially shown their work in coordinating the talents of students.begin as a freshman,i have been sleeping longas the post of counselor actively cooperate with the department prepare students to work.dedicated connection,in the northeast normal university high school intern,i have been consulted widely to teachers,serious work, won the praise of teachers and students have achieved"excellent" results.three years,i have not stopped tutor,i taught students of all ages,from which benefit,on the one hand,i understand the psychological development of students and different learning requirements,on the other hand,for junior high and high someinitial grasp of the textbooks,which the future of education,there will be a great help.in the cultural field of sports,to participate actively in physical exercise,three years,sports has been excellent performance, a former member of the class of the sport.not only that,i have a keen interest in dance,and self-study for many years,actively participated in cultural activities in schools,moreover,i was goodat painting,a poster for the class,blackboard newspaper.in moral terms,to education,i am passionate about,well aware that"ten trees,takes a hundred years",the success or failure of education in relation to a country and a nation's success or failure, i would like to do in the cause of education a humble.and i believe the school was the school motto in one sentence:do educators,notjust jiaoshu jiang.therefore,education in the future,i will continue to work to that end.rigorous and realistic in your school's style of teachingattractive to me,i hope that i can become a member of your school, and i will work towards development of education in your school,ibelieve,i will become a qualified teacher.finally,ask your school to give me a chance to prove himself.i wish your school business was flourishing,to go further.英语老师信英文实用1篇（扩展2）——英语老师英文求职信（精选3篇）英语老师英文求职信1您好！我叫乐xx，现年22岁，来自安徽省，是安徽师范大学外国语学院xx级师范英语专业的学生，将于20xx年7月顺利毕业，并获得学士学位。
2016ebmeiinternationalconference
Table of Contents Part I Conference SchedulePart II Oral SessionPart III Poster SessionPart IV Conference VenuePart V Instructions for PresentationsPart VI Contact UsPart I Conference ScheduleAugust 30, 2016, São Paulo, BrazilTime Activity Location 14:00-17:00 RegistrationGolden Tulip Park PlazaAugust 31, 2016, São Paulo, BrazilTime Activity Location09:00-09:30 Opening Ceremony Golden Tulip Park Plaza09:30-10:20Oral SessionEBMEI-EIM 2016 & EBMEI-HSS 201610:20-10:40 Coffee Break10:40-12:00 Free Talk 12:00-13:00 Lunch Buffet 14:00-17:30 Free TalkSeptember 1, 2016, São Paulo, BrazilActivity Location Free TalkGolden Tulip Park PlazaPart II Oral SessionOral Session : EBMEI-EIM 2016 & EBMEI-HSS 2016Time: 09:30-10:20 August 31EBMEI-EIM 2016A Proposal to Unify Chain of Custody MethodsGiuliano Giova and Pedro Luis Prospero Sanchez 4EBMEI-HSS 2016Implementing Sustainable Tourism: An Enterprise-Villager Partnership Model of Stakeholder Involvement Zhen Chen, Shuying Qiao and Xuebin Huang 009Part III Poster SessionEBMEI-EIM 2016Effects of Movement Transfer on Learning the New Sport Specific Skills for College Students with Different Original Sport Specific Skills LevelShengzhen Jin 9Exploration of Three-Dimensional Teaching Mode of Korean Major in Chinese UniversitiesDalei Li 13Explore on the Construction of College Virtual Venture Incubation Platform under the Internet BackgroundXiaoli Shi 14Application of Kalman Filter in Attitude Measurement for QuadrotorJunqiang Li and Yansong Deng 17Enhancing Visual Targets Image of Robotic Fish by Homomorphic Filtering Based on Wavelet TransformCai Wen and Yansong Deng 24Enterprise Technical Efficiency of Capital Allocation Optimization: Based on the Perspective of Accounting ConservatismChangsheng Wang and Honggen Zhou 25Optimized Analysis of Learning Situation in Sports Teaching DesignQiming Zhang and Tao Xu 29Path Countermeasures of Overall Urban and Rural Education Development in the Concept of Sharing-development Huilan Jing and Mu Lin 30Research on Quality Education of College Students under Ideology Security PerspectiveYueling Bian, Xiaowen Wei 31(30)Governing CapabilityXiaowen Wei and Guangtian Xu 32(30)Stylistic Features and Translation Principle of Business English Contracts from the Perspective of Stylistics Hongyan Zhao 37New Thinking about the Development of Linyi Rural High School Physical Education TeacherXuehan Sun 38Research into the Current Situation and Influencing Factors of College Students' Lifelong Sports Participation Yuncheng Li 39The Application of Flipping Classroom in College Spoken English LearningYan Chu and Xuehan Zhang 40The Design and Improvements of Flipped ClassroomYan Chu and Yiling Li 41(40)Enterprise Financial Analysis Existing Problems and Improving MeasuresXinda Zhou 43Physical Exercise Agricultural Population Analysis and Research Fringe Fucheng District, MianyangJing Zhao 46The Analysis on the Relationship between Five Concepts for Development and the Construction of Party's Study on Online Hotel Marketing ApproachesMin Ding and Ting Zhang 47The Research of White SportsTao Xu and Bing Han 48The Research on Instrument Timbre Base on Computer Audio Technology and its Auxiliary Function to the Orchestra OrchestrationBo Ma 49Strategic Choices of Western UniversityKun Guo and Muqing Peng 49AResearch on the Ideological and Political Education of the Network EmergencyLidong Chen 51Development Prospect of China's Electric Power Demand Side ResponseKaixin Meng 53Risks of Margin Trading of Investors in ChinaJian-Guo Zhou and Rui-PingTang 55Cost Estimation of Wind Farms Based on BP Neural Network SystemMengshu Shi 56On Application of the TELOS Model in a Co-teaching Class of Oral EnglishShengnan Yan and Yiwei Jin 57New Dual-channel Device Used in Wave Energy GenerationJixing Liu 58The Study on Lu Zaiyi's Art Song Composition TechniquesDing Liu 59Study on Constructing Fingering Thinking For Elderly in Primary StageDing Liu and Ziye Zhang 60Evaluation Model for Water ScarcityXue Bai 61Significant Impact of Cultural Differences on Mergers and AcquisitionsZehong Li and Xiaoxuan Cui 64The Locating Method of Time and Space Based on the Shade Length of ObjectsXuan Zhou 65The Significance of Innovation in Chinese Education SystemXiaohui Wang 66City Crime and SafetyZhufan Lin 67Management of Coal Fired Power Plant EmissionsXiaohui Wang 68ICMIBI-HESS 2016Analysis on the Restricting Factors of Rural Sports Public Service in ShaanxiGuilan Xu 001A Survey on College Students' Religious Beliefs in Central Plains Area -- Taking Handan as an ExampleJiaqi Wang 002Pleasure and Unease of “Tourist Gaze” in Liang Shan Yi Tourism--- the Sense and Collapse of Gaze Subject from Film Psychoanalysis PerspectiveHuan Li 003The Cultural Moral Pursuit in Cartoon Pleasant Goat and Grey WolfJundong Zhou 005Focal Firms and Industrial Cluster Upgrading: A Literature ReviewYing Zhou and Gang Yao 008A method of College Selection Strategy Based on Analytic Hierarchy Process and Preference Information Xiusheng Duan and Meng Zhou 013The Research on Intangible Cultural Heritage Protection by Culture and Technology Integration Background Peng Ye and Shiwei Xiong 015Research on the Practice Teaching Based on the Micro Teaching Mode of Gas V olleyballHongping Wei 016The Effect of Supra-segmental Practice on English Phonetic Teaching and LearningPin Gong 017Research Reform of College Tennis Teaching MethodYongliang Zhu and Hui Zhu 018Construction of the Forest Ecological Tourism Product System Based on three-dimensional System of Environmental EducationMing Zhao and Biying Lv 019Investigation on the Relationship between Exercise Habits and Healthy Lifestyle for the Sports Students of Local Universities: a Case Study on Qujing Normal UniversityLiping Gao 020The Security Risk and Prevention of Rumor under the Background of New MediaHong Yang and Shilin Xu 021Research and Practice on the Teaching and Achievement Transformation of the Course of "Regional Cultural Study" Weiyuan Liu 022Reform and Research on Team-based and Subject-focused Interactive Teaching Mode of College CoursesPing Yu 023Exploration on Blended teaching of Industrial Design Based on SPOCJiaxing Wei 024Reform and Design of Situational Mode in Practical Training of College Business Oral EnglishYang Lv 025Problems and Solutions in Social Security of Migrant Workers in China during the Period of TransitionXiaoyun Jiao 026The Concepts in Construction of Animation Library DigitalizationYiling Tang 028“Practical Applications-oriented” Classroom Teaching Design on Electrical Measurement Technology Curriculum in Higher EducationHongmei Zhu and Nijie Jing 029Study on Mechanism of Big Data to Promote the Upgrading of Industrial StructureTing Lei 030Based on AHP and Entropy Methods in the Food Supply Chain Risk Factors of EvaluationXiaoli Chen and Jing Mu 031Recycling Utilization Technology Integration and Performance of Breeding and Planting Waste on Township Domain ScaleGuosheng Ma and Wenzhong Shen 032Hemorrhagic Education Memorial and CallJinfeng Liu and Yuli Hu 034Analysis of Service Level Evaluation about Urban Rail Transit—Taking Xi'an City for ExampleShan Li 035Research of the Level of Urban Public Transportation Services: A Case Study of Public Transportation Services in West HangzhouChen Dai 036The Economic Effect of High-Speed Railway in Beijing- Guangzhou Railway: A Difference-in-Differences EstimationXue Peng 037The Moderating Effect of Producer Services on Manufacturing Efficiency in Beijing CityXinming Tian 038Exploration on Expanding the Ways of Psychological Education for College Students by Positive Psychology Group TrainingShuping Liu 039Research on the Method Improvement of Swimming Endurance Training Based on the Dissipative Structure Theory Yuli Hu and Shangui Gao 041Design and Implementation of Academic Competition Management System for College StudentsQingbo Yang and Sumei Xi 044Design and Implementation of University Academic Management System (Requirements Analysis Part)Qingbo Yang 045Design and Implementation of University Academic Management System (System Design Part)Qingbo Yang 046Research and Implementation of the Teaching Quality Management System of the Institution of Higher Learning TeachersSumei Xi and Qingbo Yang 047The Construction of University Library Micro-service System in Micro EraRuirong Ren, Huilan Chen and Xue Yin 048Research on Project-oriented Teaching for Advertising in Higher V ocational Colleges—Taking Poster in Layout Design as an ExampleJiaqi Wang 049An Analysis of Nancy in Oliver TwistYuying Zhang 050Analysis of "College English" Reform of Local Universities in transitionBing Zhang 051Mark Twain’s Ambivalent Anti-Racist Sentiment: The Development of Huck Finn’s Identity during his Vagrancy along the MississippiYuying Zhang 052EBMEI-HSS 2016Study on Optimization Strategy of Hi-tech International Cooperative Innovation EcosystemDixin Zhou 002A Research on Chinese State-owned Enterprises Auditing Innovation Based on the Large-scale System Control TheoryNing Xia, Lu Chen 003Development Trends of Local Currency Settlement in Heilongjiang Province’s Trade with Russia and the CountermeasuresRong Cheng, Yinlei Qu, Yanling Zhou 004Marketing Strategy of China's Public Welfare NPOXiao Han 005A Remark on the Reform of College English Teaching Evaluation SystemYinling Li 006Logistics Performance Index for Slovak RepublicPeter Majerčák, Jozef Majerčák and Eva Majerčáková 007Supplier Relationship Management in the Logistics of FirmsPeter Majerčák and Jozef Majerčák 007(008)Exploration on Heuristic Teaching Method in Clothing Color Design CourseChongrong Liu 010Educational Revolutions and Reforms of English Teaching in Hong Kong in Recent DecadesYing Zhang 011On the influence of Confucian Culture on Sports AdministrationJiarong Wu 012Research on New Urbanization in China from the Perspective of Smart GrowthHaifei Wang 013Online Marketing Trends in the Slovak republicLubica Gajanova and Katarina Kramarova 014Research on the Museum's Cultural Leisure FunctionYuman Luo 015OFDI、Bilateral Trade Relations and International R&D SpilloverHaowei Chen 016The Empitical Research on Ownership Structure and Corporate Performance of Listed Companies in Hubei Jijiang Li and Xiliao Wan 017Empirical Research on the Relationship between R&D Investment and Corporate PerformanceJianjun Zhu and Yunpeng Liu 018Path of Chinese Political Ideological Education to Strengthen Political IdentityYu Zhao 020Integration between the Flipped Classroom and College Grammar Teaching for English MajorsXi Chen 021A Literature Review on Content Analysis in Tourism StudiesYuanhong Zhou 022On the Contemporary Value and Tourism Development of Traditional Villages – Taking Baoshan Stone Town in Lijiang as an ExampleJiao Zheng and Qian Chen 023Where do We Go: New Evidence for China’s Bank in the Middle EastYuhua Zhao, Tianjiao Feng and Xiaoli Kang 024Empirical Study on Influencing Factors of China’s Quasi-municipal BondsYuhua Zhao 026A New Strategy for College Students Management under Environment of Mobile MediaLijie Shi 027A Study on Safeguard Mechanism for Talent Training Quality of Higher and Middle V ocational Education Cohesion under the Background of Local College and University TransitionZhiren Li 028Analysis on the Layout Design of the Books for the AgedYulin Zhao and Delai Men 029Case Analysis of Demand-side Innovation Successes and FailuresQichen Dong and Guoqin Bu 030The Impact of the Structure of Individual Investors on the Chinese Stock Market: the Impact of the Nature on the TrendYingxian Zhao and Guoqin Bu 031Discussion on Information Concept and Information CharacteristicsJingyan Wang 032Study on the Practical Teaching Mode of Legal Roles with Casebook MethodXuan Gao 033The Experimental Study of Bubbles in the Stock MarketXiaoxu Yan and Guoqin Bu 034Research on the Latecomer Firms’ Disruptive Innovation Strategy——A Case Study of Xiaomi Company Xiaoxu Yan 034(044)Study on Problems and Countermeasures of Undertaking Industrial Transfer in Hubei ProvinceYingying Wei 035The Research on the Tea’s Online Sales Strategies in Supply-side Reform ViewLewei Hu and Jian Zhang 036Craftsman Spirit is also Needed in Higher EducationMing Sun 037Study on the Emotional Factors and the Achievements of College English LearningHe Wang and Fanpeng Meng 038Michelle’s Presentation Skills and its Direction to the College Students’ Speech LecturesHe Wang and Fanpeng Meng 038(041)Research on Tariff Reduction and Employment Based on China’s Manufacturing DataShuangshuang Li 039Construction of Emerging Industry Innovation System with Chinese CharacteristicsYiting Zhu 040Design of Rapid Control Prototype Platform of Diesel Engine Electronic Control System Based on NI PXIMan Gong, Danqing Huang and Yi Sun 042Marketing Strategy Analyses Based on TQCSE Model of Promoting Network Group Purchase Satisfaction Jian Zhang 043Part IV Hotel InformationSão Paulo, BrazilSão Paulo, is the capital of the state of SãoPaulo, Brazil's most populous and wealthieststate. It exerts strong international influence incommerce, finance, arts and entertainment.The name of the city honors Saint Paul ofTarsus. The city's metropolitan area of GreaterSão Paulo ranks as the most populous in Braziland the ninth most populous on Earth.Having the largest economy by GDP inLatin America and Southern Hemisphere, thecity is home to the São Paulo Stock Exchange.Paulista Avenue is the economic core of SãoPaulo. The city has the 10th largest GDP in theworld, representing alone 10.7% of all Brazilian GDP and 36% of the production of goods and services in the state of São Paulo, being home to 63% of established multinationals in Brazil, and has been responsible for 28% of the national scientific production in 2005. The metropolis is also home to several of the tallest buildings in Brazil, including the Mirante do Vale, Edifício Itália, Banespa, North Tower and many others. The city has cultural, economic and political influence both nationally and internationally. It is home to monuments, parks and museums such as the Latin American Memorial, the Ibirapuera Park, Museum of Ipiranga, São Paulo Museum of Art, and the Museum of the Portuguese Language. The city holds events like the São Paulo Art Biennial, the Brazilian Grand Prix, São Paulo Fashion Week and the ATP Brasil Open. São Paulo hosts the world's largest gay pride parade. It is headquarters of the Brazilian television networks Band, Gazeta, Record and SBT. São Paulo is a cosmopolitan, melting pot city, home to the largest Arab, Italian and Japanese diasporas, with examples including ethnic neighborhoods of Mercado, Bixiga and Liberdade respectively. São Paulo is also home to the greatest Jewish population in the country and one of the largest Jewish populations by urban areas in the world. People from the city are known as paulistanos, while paulistas designates anyone from the state, including the paulistanos. The city's Latin motto, which it has shared with the battleship and the aircraft carrier named after it, is Non ducor, duco, which translates as "I am not led, I lead." The city, which is also colloquially known as Sampa or Terra da Garoa (Land of Drizzle), is known for its unreliable weather, the size of its helicopter fleet, its architecture, gastronomy, severe traffic congestion and skyscrapers. According to a report from 2011, São Paulo was expected to have the third highest economic growth in the world between 2011 and 2025, after London and Mexico City.[10] São Paulo was one of the host cities of the 1950 and the 2014 FIFA World Cup. Additionally, the city hosted the IV Pan American Gamesand the São Paulo Indy 300.The Golden Tulip Park Plaza Hotel offers aprime location in São Paulo’s Jardins district,nearby Paulista Avenue and Ibirapuera Park. Itoffers great-value accommodation, friendlyand flexible service.Rooms are large, modern and includewell-contained bathrooms and a balcony withviews of the area.Rich breakfast buffet, lunch and dinner isserved daily at the hotel’s ContemporaneoRestaurant and drinks at the lobby bar.Golden Tupil Park Plaza is situated in a safearea of São Paulo, nearby shopping, restaurants, and museums. The Ibirapuera Park is a 5-minute drive away and the 9 de Julho Avenue and Oscar Freire Street are also within walking distance.Jardim Paulista is a great choice for travelers interested in gourmet food, restaurants and theater. Hotel address: Alameda Lorena, 360, Jardim Paulista, Sao Paulo, CEP 01424-000, Brazil Website: Reservation InformationContact Name: Luana AlcidesTel: 11-2627-6202Email:*****************************.brNote: Before you make Reservation, please tell that you are the attendees of EBMEI-HSS2016, EBMEI-EIM2016, ICMIBI-HESS2016 on August 31-September 1, 2016, São Paulo, Brazil. The committees don’t provide reservation service and rooms. Authors can go through the web “ctrip: ” or “Agoda, ” to book other hotels as you like.[MAP]The Monument to the Independence of Brazil(Portuguese: Monumento à Independência) alsoknown as the Ipiranga Monument or the Altar of theFatherland, is set in granite and bronze sculpture. It islocated on the banks of the Ipiranga Brook, in SãoPaulo, on the historic site where D. Pedro I of Brazilproclaimed the independence of the country onSeptember 7, 1822.The monument was designed and built by sculptorEttore Ximenes and architect Manfredo Manfredi to celebrate the first centenary of Brazilian Independence.Inside the monument is the Brazilian Imperial Crypt and Chapel. The crypt was built in 1972 to house the remains of Emperor Pedro I of Brazil, also King Pedro IV of Portugal, and his wives, Maria Leopoldina of Austria and Amélie of Leuchtenberg.Museu PaulistaThe Museu Paulista of the University of SãoPaulo (commonly known in São Paulo and allBrazil as Museu do Ipiranga) is a Brazilianhistory museum located near where EmperorPedro I proclaimed the Brazilian independenceon the banks of Ipiranga brook in the Southeastregion of the city of São Paulo, then the"Caminho do Mar," or road to the seashore. Itcontains a huge collection of furniture,documents and historically relevant artwork,especially relating to the Brazilian Empire era.The most famous work of art in thecollection is the 1888 paintingIndependência ou Morte (Independence orDeath) by Pedro Américo.A few months after the BrazilianDeclaration of Independence, people startedto suggest a monument on the site where thedeclaration took place, although they werenot sure about what sort of memorialconstruction to build. In 1884, Italianarchitect Tommaso Gaudenzio Bezzi, whowas hired to develop the project, chose tobuild an eclectic-styled construction similar to the French Palace of Versailles with impressive and perfectly manicured gardens and fountain.Parque do Ibirapuera (Ibirapuera Park)occupies an area of 1,6 million square metersand is home to important public buildings,several museums, a planetarium, and PavilhãoJaponês (Japanese Pavilion), with its typicalgardens and lakes. There are also runningtracks, courts, bike tracks and a large plantnursery. There you find the Bienal building,Ginásio de Esportes (Sports Gymnasium),Museu do Presépio (Crèche Museum), Museuda Aeronáutica e do Folclore (Aeronautic andFolklore Museum), Obelisco in honor of the heroes of 32 (a revolution that took place in 1932) and the monument to Bandeiras (a group of explorers). One of the city's most important green areas, Parque do Ibirapuera was opened in 1954 to celebrate the city's IV Centenário (the city's 400 years).The present cathedral was built under DuarteLeopoldo e Silva, the first archbishop of São Paulo.Construction began in 1913 on the site of thedemolished colonial cathedral following the project ofGerman architect Maximilian Emil Hehl, who designeda Neo-Gothic structure. Work proceeded slowly andthe inauguration of the new Cathedral happened only in1954, with the towers still unfinished, but in time forthe celebration of São Paulo's Fourth Centenary. Thetowers would only be completed in 1967.After a long period of decay, the Cathedral underwent a complete renovation between 2000 and 2002. Apart from repairing the building, many pinnacles over the nave and towers were completed. The original 1912 construction plans were found inside the building, allowing for a faithful restoration.The Cathedral is the largest church in the city of São Paulo (though the basilica Nossa Senhora da Conceição Aparecida in the state of São Paulo is much larger): 111 metres long, 46 metres wide, with the two flanking towers reaching a height of 92 metres. The Cathedral is a Latin cross church with a five-aisled nave and a dome that reaches 30 metres over the crossing. Although the building in general is Neo-Gothic, the dome is inspired by the Renaissance dome of the Cathedral of Florence. It is located in the Praça da Sé, or "Cathedral Square".The Cathedral has a total capacity for 8,000 people. More than 800 tons of rare marble were used in its completion. The inner capitals are decorated with sculpted Brazilian produce as coffee branches, pineapples, and native animals such as tatus --armadillos.圣保罗1.圣保罗（São Paulo），位于巴西东南部圣保罗州，也是圣保罗州的首府，巴西最大的城市。
nature-高手教你怎么做Poster Presentation
design should follow the photography law of
thirds. Most posters are three columns across,
with three sections per column. “Put the hot
stuff in the middle of the second column,” says
Giving a little thought to how the goes a long way, says cell biologist
Peter Lenart at the European Molecular Biology
Laboratory in Heidelberg, Germany. Although
scientists’ attention with the free sweets, pens, noise-makers and other bits of sparkly plastic that end up at the bottom of a canvas conference bag. It is difficult enough for an attendee to locate a particular poster; it is harder still for presenters to get noticed.
most scientists use Microsoft PowerPoint soft-
ware to design posters, Lenart prefers Adobe
Illustrator because it offers greater flexibility
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Modeling of Alcator C-ModDivertor Baffling ExperimentsD.P.Stotler,C.S.Pitcher1,C.J.Boswell1,T.K.Chung1,Bombard1,B.Lipschultz1, J.L.Terry1,and R.J.Kanzleiter2Princeton Plasma Physics LaboratoryPrinceton University1MIT Plasma Science and Fusion Center,NW17,Cambridge,MA021392Rennselaer Polytechnic Institute,Troy,NY12181 (Presently at Los Alamos National Laboratory,Los Alamos,NM,USA)Note:This poster is available on the Web at:/degas2/See related papers there from the14th Plasma Surface Interactions Conference.Abstract Submittedfor the DPP00Meeting ofThe American Physical SocietySorting Category:6.4.0(Computation/Simulation) Modeling of Alcator C-Mod Divertor Baffling Experi-ments D.P.STOTLER,PPPL,C.S.PITCHER,C.J.BOSWELL,T.K.CHUNG,BOMBARD,B.LIPSCHULTZ,J.L.TERRY,PSFC,MIT,R.J.KANZLEITER,LANL—Specific Alcator C-Mod dischargesfrom the series of divertor baffling experiments are simulated with theDEGAS2Monte Carlo neutral transport code.A simple two-pointplasma model is used to describe the plasma variation between Lang-muir probe locations.A range of conductances for the bypass betweenthe divertor plenum and the main chamber are considered.The exper-imentally observed insensitivity of the neutral currentflowing throughthe bypass and of the Dαemissions to the magnitude of the conductanceis reproduced.The current of atoms in this regime is being limited byatomic physics processes and not the bypass conductance.The simu-lated trends in the divertor pressure,bypass current,and Dαemissionagree only qualitatively with the experimental measurements,however.Modifications to the plasma model that ameliorate the quantitative dif-ferences are discussed.A companion1-D simulation is presented andcompared with an analytic model that reproduces the experimentallyobserved current limiting behavior.Prefer Oral Session X Prefer Poster SessionDaren Stotlerdstotler@ Princeton Plasma Physics LabDate submitted:July11,2000Electronic form version1.4INTRODUCTION•C-Mod divertor baffling experiments:–Change divertor-main chamber conductance by2,–Divertor neutral pressure also changes by2.–Infer that bypass current is constant!–Divertor plasma conditions and Dαdo not change!•Implies:–Atomic processes limitflow through bypass,–Divertor behaves as if it were completely open.•Modeling requires:–Detailed treatment of geometry,–Kinetic treatment of neutrals.–⇒use DEGAS2(Stotler1992).•Absence of effect on divertor plasmaallowsfixed plasma to be used,–Use Langmuir probe data,–And T wo-Point model(Pitcher1997).•Find:–Insenstivity of bypass current for large conductances,–Dependence of pressure on conductance,–No change in Dα.–However,quantitative differences arise.Alcator C-Mod Divertor BypassGmid-plane probe(a) D 2 mid-plane pressure (mTorr)1.000.100.0180604020(c) D 2 compression ratio 30020010001.0 1.52.0 2.5n e ( 1020 m -3 )Effect of Bypass on D 2 Pressures9904291 mTorr ~ 0.1 Pa = 10-3 mbar2.01.51.00.50.00.5 1.0 1.5 2.0 2.5n e (1020 m-3)leakage flux / plate fluxLeakage Flux is comparableto ion flux to outer platethis is surprising given that the C-Mod baffling is relatively closed, f ~ 0.15EXPERIMENTAL DATA•Divertor bypass experiments described in(Pitcher2000).•Focus on shot990429019,t=0.95s,–n e=1.46×1020m−3,–Both targets in high recycling regime,–P div=15mT orr with bypass open,–P div=30mT orr with bypass closed.•Plasma data from scanning probes at midplane&throat,•Target data andfluxes fromfixed Langmuir probes.•Compare with divertor viewing Dαarray–B-top,63detectors.•Plasma for DEGAS2:–1-D“T wo Point”model for variation between probes,–Plasma pressure constant alongflux surfaces,–Except in recycling region near target,–Pressure drops to target value,–Size estimated for these simulations.–Parameters in PFR interpolated betweeninner&outer values.–n e=n i,T e=T i,no impurities.–Plasma outside computational mesh:∗4cm radial density decay,∗constant T.•Main chamber source:–Simulate recycling on limiters in main chamber(Umansky1998),–Calculate usingΓ=14n D28T wallπm,–With n D2=P main/T wall,–Use measured value P main=0.15mTorr.DESCRIPTION OF SIMULATION•Geometry–Outline of vacuum vessel,including∗Divertor plenum,∗Lower port,∗RF limiter.–EFIT equilibrium,–Loaded into DG,–Generate plasma mesh with CARRE,–T ransfer“elements”and plasma meshto definegeometry2d,–Polygons broken up into triangleswith Triangle(Shewchuk1996),–Polygons labeled with zone number,–Converted to DEGAS2’sinternal“surfaces”and“cells”.–Conductance between divertor,duct,and plenum approximate.•Bypass width w,–w=16mm→integrated area of0.075m2,–Corresponds to bypass closed.–With bypass open,total area estimated0.150m2,⇒w=32mm,–Also consider w=0,8,and64mm.–w=0↔ideal of closed divertor.slot plenum bypassductRF limiterLog[D2 density (m-3)]020Fig. 1020•All surfaces assumed to be molybdenum,–Reflection coefficients from TRIM,0.5–0.6.–Non-reflected atoms desorb as thermal molecules.•Atomic Physics–Collisional-radiative model forD ionization&recombination,∗Based on(Weisheit1975),∗Cross sections taken from(Janev1993),∗Optically thin,∗Assess opacity effects laterusing escape factor(e.g.,T erry1998).–Molecular rates and kinetics as in(Stotler1996),∗No Dαfrom molecules(10%effect).–Ion-neutral scattering,∗Differential cross sections computedusing quantum mechanical techniques(Krstic1998),∗D+D+incorporates CX&elastic scattering,∗Include D2+D+,∗Enforce minimum scattering angle,·But constrain momentum transportto not change(Kanzleiter1999),∗Use cumulative probability tablesfor cosine of scattering angle(Kanzleiter1999).–Neutral-neutral elastic scattering,∗BGK treatment just as in(Reiter1997),∗Knudsen numbers,·∼0.01for molecules in plenum,·>1for atoms in slot,·⇒Need nonlinear kinetic treatment.–Running on18processor PC cluster(Stotler2000),∗Single iterations∼few minutes,∗Few to several iterations required.RESULTS•Plot plenum pressure P and bypass currentφvs.w,⇒“Baseline”Plot•φ ion current to target=1.60×1022s−1•Compare Dαwith measurements,–Simulation results show no dependence on w,–Emissions dominated by regions far from slot,–And becauseφsmall.•Plenum pressures∼order of magnitude too small,•Dαis a factor of3–10too small,•Possible explanations:–No reason to suspect Langmuir probes off by>2,∗But,earlier neutral particle balance encounteredsimilar difficulties(Niemczewski1995).–Recombination in privateflux region∗Dγtomography indicates more thanobtained with simple plasma model for PFR,∗Assess effect by adjusting plasma to match peak,·Recombination source∼outer target current,·Dαplotted,·P↑from0.97mT orr(“closed”bypass)to1.88.·Recombination nearer outer targetmay have larger effect.00.511.5205 10201 10211.5 10210204060Pressure Current P r e s s u r e (m T o r r )Current (1/s)Width (mm)0.11101017101810191020102110220.010.1110100P r e s s u r e (m T o r r )Current (1/s)Width (mm)(a)(b)Width Scan with Baseline Plasma0.450.500.550.600.650.70R (m)-0.50-0.40-0.30Z (m)010*******2030405060Experimentw = 0 w = 64 mm Enhanced RecombinationD αB r i g h t n e s s (W / s t e r / m 2)Detector Numberouter nose inner nose–T reatment of recycling region,∗Size of region and density peak only estimated,∗Errors could overemphasize ionization,∗Should iterate DEGAS2&plasma model,∗Bound magnitude of effect by cappingn and T at1×1020m−3and4eV,·See second plot·P andφ↑by2,·Dαless affected.–Treatment of neutral-neutral scattering stillbeing benchmarked,∗Is working correctly qualitatively,·Set up test simulation with targetfluxesenhanced by10,·⇒P=12.5mT orr,·T urn off neutral-neutral scattering:P=6.3,·T urn off molecule-ion scattering:P=5.4.∗Reaction rate used in BGK model of D+D2(Reiter1997)right order of magnitude,·Plot with expected momentum transfer rate,·Integral of fully quantal differentialcross sections from CFADC(Krstic1998).·BGK T D dependence comes fromfit to experimental diffusion data⇒may want to revisit.∗Want to repeat Reiter’s temperatureequilibration and Couetteflow tests,too.024601 10212 10213 10210204060Pbox (mTorr)Flux (1/s)P r e s s u r e (m T o r r )Current (1/s)Width (mm)1101017101810191020102110220.010.1110100P r e s s u r e (m T o r r )Current (1/s)Width (mm)(a)(b)Width Scan with n e ≤ 1020 m -3, T ≤ 4 eV10-1110-1010-910-80.1110100D + D 2BGK Rate Similar to Momentum Transfer Ratefrom CFADC d σ/d Ω, but Different T Dependence CFADC, E D2 = 0.1 eV E D2 = 1 eV E D2 = 10 eV BGK<σv > (c m 3/s )T D (eV)1-D MODELS•Compare P,φwith Pitcher’s1-D model(Pitcher2000a),–Replot data on log-log scale,–Closely resembles Fig.7of(Pitcher2000a),–Quantitative differences arise.•“Flux limited”regime arises for w>∼10mm,–φdetermined by competition betweendivertor ionization and escape through bypass,–At large enough w ionization&CX limitφ,–⇒open divertor.•“Conductance limited”for w<10mm,–Linearly varyingφwith w,–Insensitive pressures.•Compare details with1-D slice throughDEGAS2geometry(see red box on sketch),–Bypass closed with n e≤×1020m−3and T≤4eV.–Qualitative similarities for D,–But D2quite different.DD2D+targetplatewallD2Simple 1-D ModelModel Elements- atom, molecule: continuity, momentum- plasma: ionization and CX- PFR: momentum exchange between D and D2f pump = 1 n mol c mol f4Boundary Condition ("Pump Fraction" = f )1.000.100.0110010pump fraction f, "conductance"101010100limitedflux limitedTwo Regimes of Operation(1) conductance limited leakage ~ f, pressure ~ const.(2) flux limited leakage ~ const., pressure ~ 1/f note: confirmed using DEGAS 2, see Stotler, P-2.591.00.0-1.0102010196420-210010Region I: PlasmaRegion II: PFRxFig. 72 10194 10196 10198 10191 10201.2 102001234neTen e (m -3)T e (eV)101810191020DD21018101910200.010.020.030.040.05D e n s i t y (m -3)1 10222 10223 102200.010.020.030.040.05P a r a l l e l F l u x (m -2s -1)1101000.010.020.030.040.05P r e s s u r e (m T o r r )x (m)1-D Slice Taken from DEGAS 2 with Closed Bypass•Further reduce differences usingseparate1-D DEGAS2simulation,–1-D box with0.5cm plasma,10cm vacuum,–n e=1.8×1020m−3,T=5eV,–“Puff”source of D at4×1022m−2s−1at target,–3walls mirrors,–4th(“PFR”)has15%absorption,∗Everything else comes back at0.1eV molecules.–Atomic Physics:1.Ionization,2.D+D+elastic scattering,3.D2dissociation(no other molecular processes),4.All neutral-neutral scattering processes,∗Use σv D,D2=2×10−9m3s−1to match(Pitcher2000a).–Arguably in quantitative agreement!–Suspect geometry isdominant difference from full simulation,–⇒eliminate other physics differences&check.-110.020.040.060.080.1M a c h N u m b e r101810191020DD2101810191020D e n s i t y (m -3)-2 102202 10224 1022P a r a ll e l F l u x (m -2s -1)1101000.020.040.060.080.1P r e s s u r e (m T o r r )x (m)Separate 1-D DEGAS 2 Model Matches Pitcher's 1-D Model Well-1-0.500.51M a c h N u m b e rPlasmaPFR101810191020D e n s i t y (m -3)-4 1022-2 102202 10224 10226 1022F l u x(m -2s -1)11010000.20.40.60.81D D2D D2DD2P r e s s u r e (m T o r r )x (arb. units)Analytic Model PhysicsDEGAS 2Atomic PhysicsDEGAS 2Atomic & SurfacePhysics1-D DEGAS 2 Run Matches Analytic Model with Same PhysicsUsing Full Surface Physics Yields Lower D 2 PressureTotal D Flux Vectors inw = 16 mm Baseline Simulation0.5000.6250.750-0.4-0.6R (m)Z(m)= 4.0371e+022CONCLUSIONS•Experimental results:–Bypass strongly affects neutral pressure,–But not bypass current,–Plasma conditions and Dαdo not change.•Principal result here:–Reproduce same qualitative trends,–Decreasing sensitivity ofφwith w⇒some other process limitingflow,–Conclude:divertor effectively open.BIBLIOGRAPHYJanev1993R.K.Janev and J.J.Smith,Atomic and Plasma-Material Interaction Data for Fusion(Supplement to the journal Nuclear Fusion)4(1993)1.Kanzleiter1999R.J.Kanzleiter,The Modeling and Impact of Neutral Elastic Collisions in Low-Temperature High-Density Plasmas,Ph. 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