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高益槐生平简介1949年，高教授出生于福建宁德古田县吉巷乡坂中村。
毕业于福建农学院园艺系，后出国到新西兰，开始了他传奇的一生。
从中国到新西兰1992年，高教授被评选为中国50名优秀青年科学家之一。
按理说这样的荣誉已经是对高教授能力的认同了。
也是这一年，高教授也接到了新西兰皇家科学院的邀请。
当大家都以为高教授会留在生他养他的故乡的时候，他却义无反顾的接受了新西兰的邀请。
据了解，新西兰的福利是非常好的。
比如有免费公立医疗、免费政府公房、定居10年满65岁以上可以享受政府养老金等良好等待遇。
离开家乡远赴新西兰，不论其初衷什么，高教授都去了，并且成功入主新西兰皇家科学院，并成为其首席科学家。
从新西兰到中国多年之后，高教授在新西兰早已功成名就了。
但是，他却选择了回国，还创办了安发（福建）生物科技有限公司。
从中国到新西兰，再从新西兰回国。
有人说咱高教授回国创业是因为一份爱国情怀~高教授曾三次放弃名利的生活。
第一次，放弃收入稳定当大学老师的机会，走下讲台，种植竹荪。
第二次，经过三年时间的实验，成功种植出竹荪，并把这条致富之路告诉当地百姓。
也正是因为如此，高教授被当地人成为“财神爷”。
第三次，当高教授在新西兰创出一片天后，又毅然决然回国创业。
高益槐教授运用自己的综合科研实力和行业影响力，初步建立起世界前沿科技领域的高水平、强攻关、多学科的科研团队和生产管理队伍，建立了高起点、高速度的理论与应用科学的平台，并运用学术专业及社会影响力，开展生物医药交流协作，并主动承担国家、省、市重点科技攻关项目，在国内外举办百余场专业学术报告及讲座，努力推动中医药现代化革命。
VITAJOHN H. FLAVELLBirthdate: August 9, 1928 Marital Status: Married, 2 children Birthplace: Rockland, MassachusettsEDUCATION:Northeastern University, A.B., 1951 (Psychology)Clark University, M.A., 1952 (Psychology)Clark University, Ph.D., 1955 (Psychology)EMPLOYMENT HISTORY:Professor, Department of Psychology, Stanford University, 1976-Present. Professor, Institute of Child Development, University of Minnesota, 1965-76. Associate Professor, Department of Psychology, University of Rochester, 1960-65. Assistant Professor, Department of Psychology, University of Rochester, 1956-60. Clinical Associate in Psychology, University of Rochester, 1955-56.Staff Psychologist, Veterans Administration Hospital, Fort Lyon, Colorado, 1954-55. SCIENTIFIC and PROFESSIONAL ORGANIZATIONS:American Psychological SocietySociety for Research in Child DevelopmentInternational Society for the Study of Behavioral DevelopmentPROFESSIONAL ACTIVITIES:Member of Governing Council 1975-83, and President 1979-81, Society for Researchin Child Development.President, Division 7 (Developmental), American Psychological Association, 1969-70. HONORS:Recipient of the American Psychological Association's Distinguished Scientific Contribution Award, 1984, and G. Stanley Hall Award (Division of Development Psychology), 1986.Docteur Honoris Causa, University Rene Descartes, Paris 1990Elected to the American Academy of Arts and Sciences, 1990Honorary Degree, University of Rochester, 1991Appointed as Anne T. and Robert M. Bass Professor in the School of Humanities and Sciences, 1992Elected to the National Academy of Sciences, 1994Honorary Degree, Aristotle University of Thessaloniki, Greece 1994BIBLIOGRAPHYFlavell, J. H. (1955). Repression and the return of the repressed. Journal of Consulting Psychology, 19, 441-443.Flavell, J. H. (1956). Abstract thinking and social behavior in schizophrenia.Journal of Abnormal and Social Psychology, 52, 208-211.Flavell, J. H. (1957). Some observations on schizophrenic thinking: Etiology andonset. Canadian Journal of Psychology, 11, 128-132.Flavell, J. H., & Draguns, J. (1957). A microgenetic approach to perception and thought. Psychological Bulletin, 54, 197-217.Flavell, J. H. (1958). A test of Whorfian theory. Psychological Reports, 4, 455-462.Flavell, J. H., Draguns, J., Feinberg, L. D., & Budin, W. (1958). A microgeneticapproach to word association. Journal of Abnormal Social Psychology, 57, 1-7.Flavell, J. H., Cooper, A., & Loiselle, R. H. (1958). Effect of the number of preutilization functions on functional fixedness in problem solving. Psychological Reports, 4, 343- 350.Flavell, J. H., & Flavell, E. R. (1959). One determinant of judged semantic and associative connection between words. Journal of Experimental Psychology, 58, 159-165.Flavell, J. H.,& Stedman, D. J. (1961). A developmental study of judgments ofsemantic similarity. Journal of Genetic Psychology, 98, 279-293.Flavell, J. H. (1961). Meaning and meaning similarity: I. A theoreticalreassessment. Journal of General Psychology, 64, 307-319.Flavell, J. H. (1961). Meaning and meaning similarity: II. The semantic differential and co-occurrence as predictors of judged similarity in meaning. Journal of General Psychology, 64, 321-335.Flavell, J. H. (1961). Meaning and meaning similarity: III. Latency and number of similarities as predictors of judged similarity in meaning. Journal of General Psychology, 64, 321-335.Flavell, J. H. (1962). Historical and bibliographic note. In W. Kessen, & C. Kuhlman (Eds.), Thought in the young child: Report of a conference on intellective development with particular attention to the work of Jean Piaget. Monographs of the Society for Research on Child Development, 27, No.2, 5-18.Flavell, J. H. (1963). The developmental psychology of Jean Piaget. Princeton, NJ: D. Van Nostrand Co.Flavell, J. H. (1963). Piaget's contributions to the study of cognitive development. Merrill-PalmerQuarterly, 9, 245-252.Flavell, J. H. (1966). The development of two related forms of social cognition: Role taking and communication. In A. H. Kidd & J. L. Rivoire (Eds.), Perceptual development in children. New York: International Universities Press.Flavell, J. H. (1966). Heinz Werner on the nature of development. In S. Wapner & B. Kaplan (Eds.), Heinz-Werner: 1890-1964. Worchester, MA: Clark University Press.Flavell, J. H. (1966). Le langage priv'. Bulletin Psychologique, 19, 8-12.Flavell, J. H., Beach, D. R., & Chinsky, J. M. (1966). Spontaneous verbal rehearsal in a memory task as a function of age. Child Development, 37, 283-299.Flavell, J. H. (1966). Role-taking and communication skills in children. Young Children, 21, 164-177.Keeney, T. J., Cannizzo, S. R., & Flavell, J. H. (1967). Spontaneous and inducedverbal rehearsal in a recall task. Child Development, 38, 953-966.Corsini, D. A., Pick, A. D., & Flavell, J. H. (1968). Production deficiency ofnonverbal mediators in young children. Child Development, 39, 53-58.Flavell, J. H., Botkin, P. T., Fry, C. L., Wright, J. W., & Jarvis, P. E. (1968). The development of role-taking and communication skills in children. New York: Wiley.Flavell, J. H., & Wohlwill, J. F. (1969). Formal and functional aspects of cognitive development. In D. Elkind and J. Flavell (Eds.), Studies in cognitive development: Essays in honor of Jean Piaget. (pp.67-120). New York: Oxford University Press.Flavell, J. H., & Hill, J. P. (1969). Developmental psychology. Annual Review of Psychology, 20, 1-56. Palo Alto Annual Reviews, Inc.Moely, B. E., Olson, F. A., Halwes, T. G., & Flavell, J. H. (1969). Productiondeficiency in young children's clustered recall. Developmental Psychology, 1, 26-34.Flavell, J. H. (1970). Concept development. In P. H. Mussen (Ed.), Carmichael'smanual of child psychology (Vol. 1) (pp. 983-1059). New York: Wiley.Flavell, J. H. (1970). Cognitive changes in adulthood. In L. R. Goulet & P. Baltes (Eds.), Life-span developmental psychology: Research and theory (pp. 247-253). New York: Academic Press.Flavell, J. H. (1970). Developmental studies of mediated memory. In H. W. Reese & L. P. Lipsitt (Eds.), Advances in child development and behavior. (Vol. 5) (pp. 182-211). New York: Academic Press.Flavell, J. H. (1970). Comments on Beilin's paper. Ibid. Pp. 189-191.Flavell, J. H., Friedrichs, A. G., & Hoyt, J. D. (1970). Developmental changes in memorizationprocesses. Cognitive Psychology, 1, 324-340.Larsen, G. Y., & Flavell, J. H. (1970). Verbal factors in compensation performance and the relationship between conservation and compensation. Child Development, 41, 965- 977.Miller, P. H., Kessel, F. S., & Flavell, J. H. (1970). Thinking about people thinking about people thinking about...: A study of social cognitive development. Child Development, 41, 613- 623.Miller, S. A., Shelton, J., & Flavell, J. H. (1970). A test of Luria's hypotheses concerning the development of verbal self- regulation. Child Development, 41, 651-665.Ryan, S. M., Hegion, A. G., & Flavell, J. H. (1970). Nonverbal mnemonic mediation in preschool children. Child Development, 41, 539-550.Flavell, J. H. (1971). The uses of verbal behavior in assessing children's cognitive abilities. In D. R. Green, M. P. Ford & G. B. Flamer (Eds.), Measurement and Piaget (pp. 198-204). New York: McGraw-Hill.Flavell, J. H. (1971). Discussant's comments for the SRCD Symposium: What ismemory development the development of? Human Development, 14, 272-278.Flavell, J. H. (1971). Comments on Beilin's The development of physical concepts. In T. Mischell (Ed.), Cognitive development and epistemology. New York: Academic Press.Flavell, J. H. (1971). Stage-related properties of cognitive development. Cognitive Psychology, 2, 421-453.Flavell, J. H. (1972). An analysis of cognitive-developmental sequences. GeneticPsychology Monographs, 86, 279-350.Appel, L. F., Cooper, R. G., McCarrell, N., Sims-Knight, J., Yussen, S., & Flavell, J. H. (1972). The developmental acquisition of the distinction between perceiving and memorizing. Child Development, 43, 1365-1381.Peterson, C. L., Danner, F. W., & Flavell, J. H. (1972). Developmental changes in children's response to three indications of communicative failure. Child Development, 43, 1463-1468.Masur, E. F., McIntyre, C. W., & Flavell, J. H. (1973). Developmental changes in apportionment of study time among items in a multitrial free recall task. Journal of Experimental Child Psychology, 15, 237-246.Ritter, K., Kaprove, B. H., Fitch, J. P., & Flavell, J. H. (1973). The development of retrieval strategies in young children. Cognitive Psychology, 5, 310-321.Flavell, J. H. (1974). The development of inferences about others. In T. Mischell(Ed.), Understanding other persons. Oxford, England: Blackwell Basil & Mott.Masangkay, Z. S., McCluskey, K.A., McIntyre, C. W., Sims-Knight, J., Vaughn, B. E., & Flavell, J. H. (1974). The early development of inferences about the visual percepts of others. ChildDevelopment, 45, 357-366.Drozdal, J. G., & Flavell, J. H. (1975). A developmental study of logical searchbehavior. Child Development, 46, 389-393.Wellman, H. M., Ritter, K., & Flavell, J. H. (1975). Deliberate memory behaviorin the delayed reactions of very young children. Developmental Psychology, 11, 780-787.Kreutzer, M. A., Leonard, C., & Flavell, J. H. (1975). An interview study of children's knowledge about memory. Monographs of the Society for Research in Child Development, 41, (1, Serial No. 159).Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence. Hillsdale, NJ: Lawrence Erlbaum Associates.Salatas, H., & Flavell, J. H. (1976). Behavioral and metamnemonic indicators of strategic behavior under remember instructions in first grade. Child Development, 47, 81-89.Salatas, H., & Flavell, J. H. (1976). Retrieval of recently learned information:Development of strategies and control skills. Child Development, 47, 941-948.Salatas, H., & Flavell, J. H. (1976). Perspective taking: The development of twocomponents of knowledge. Child Development, 47, 103-109.Flavell, J. H. (1977). Cognitive development. Englewood Cliffs, NJ: Prentice Hall.Wellman, H. M., & Flavell, J. H. (1977). Metamemory. In R. V. Kail & J. W. Hagen (Eds.), Perspectives on the development of memory and cognition. Hillsdale, NJ: Lawrence Erlbaum Associates.Gordon, F. R., & Flavell, J. H. (1977). The development of intuitions about cognitive cueing. Child Development, 48, 1027-1033.Lempers, J. D., Flavell, E. R., & Flavell, J. H. (1977). The development in very young children of tacit knowledge concerning visual perception. Genetic Psychology Monographs, 95, 3-53.Flavell, J. H. (1978). The development of knowledge about visual perception.Nebraska Symposium on Motivation, 25, 43-76.Flavell, J. H. (1978). Metacognitive development. In J. M. Scandura & C. J. Brainerd (Eds.), Structural-process theories of complex human behavior. Alphen a.d. Rijn, The Netherlands: Sijthoff & Noordhoff.Flavell, J. H. (1978). Comments. In R. S. Siegler (Ed.), Children's thinking: What develops. Hillsdale, NJ: Lawrence Erlbaum Associates.Flavell, J. H., Omanson, R. C., & Latham, C. (1978). Solving spatial perspectivetaking problems by rule versus computation: A developmental study. Developmental Psychology, 14, 462-473.Flavell, J. H., Shipstead, S. G., & Croft, K. (1978). Young children's knowledge about visualperception: Hiding objects from others. Child Development, 49, 1208-1211.Flavell, J. H. (1978). Developmental stage: Explanans or explanadum? The Behavioral and Brain Sciences, 2, 187.Speer, J. R, & Flavell, J. H. (1979). Young children's knowledge of the relative difficulty of recognition and recall memory tasks. Developmental Psychology, 15, 214-217.Keniston, A., & Flavell, J. H. (1979). A developmental study of intelligent retrieval. Child Development, 50, 1144-1152.Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.Flavell, J. H., Shipstead, S. G., & Croft,K. (1980). What young children think you see when their eyes are closed. Cognition, 8, 369-387.Flavell, J. H., Flavell, E. R, Green, F. L., & Wilcox, S. A. (1980). Young children's knowledge about visual perception. Effect of observer's distance from target on perceptual clarity of target. Developmental Psychology, 16, 10-12.Flavell, J. H., Everett, B. A., Croft, K, & Flavell, E. R (1981). Young children's knowledge about visual perception: Further evidence for the Level 1-Level 2 distinction. Development Psychology, 17, 99-103.Flavell, J. H., Flavell, E. R., Green, F. L., & Wilcox, S. A. (1981). Thedevelopment of three spatial perspective-taking rules. Child Development, 52, 356-358.Flavell, J. H., & Ross, L. (Eds.). (1981). Social cognitive development: Frontiersand possible futures. New York: Cambridge University Press.Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.). Children's oral communication skills. New York: Academic Press.Flavell, J. H. (1981). Monitoring social cognitive enterprises: Something else thatmay develop in the area of social cognition. In J. H. Flavell & L. D. Ross (Eds.), Socialcognitive development Frontiers and possible futures. New York: Cambridge UniversityPress.Flavell, J. H., Speer, J. R, Green, F. L., & August, D. L. (1981). The development of comprehension monitoring and knowledge about communication. Monographs of the Society for the Research in Child Development, 46 (5, Serial No. 192).Singer, J. B., & Flavell, J. H. (1981). Development of knowledge about communication: Children's evaluation of explicitly ambiguous messages. Child Development, 52, 1211-1215.Beal, C. R., & Flavell, J. H. (1982). The effect of increasing the salience of message ambiguities on kindergartner's evaluations of communicative success and message adequacy. Developmental Psychology, 18, 43-48.Flavell, J. H. (1982). Structures, stages and sequences in cognitive development. Minnesota Symposium on Child Psychology, 15, 1-28.Flavell, J. H. (1982). On cognitive development. Child Development, 53, 1-10.Flavell, J. H., Flavell, E. R, & Green, F. L. (1983). Development of the appearance-reality distinction. Cognitive Psychology, 15, 95-120.Beal, C. R., & Flavell, J. H. (1983). Young speaker's evaluations of their listeners' comprehension in a referential communication task. Child Development, 54, 148-153.Flavell, J. H., & Markman, E. M. (Eds.). (1983). Handbook of child psychology: Cognitive development (Vol. 3). New York: John Wiley and Sons.Flavell, J. H., Zhang, X-D., Zhou, H., Qi, S., & Dong, Q. (1983). A comparison between the development of the appearance-reality distinction in the People's Republic of China and the United States. Cognitive Psychology, 15, 459-466.Beal, C. R., & Flavell, J. H. (1984). Development of the ability to distinguish communicative intention and literal message meaning. Child Development, 55, 920-928.Flavell, J. H. (1984). Speculations about the nature and development of metacognition. In F. E. Weinert and R. H. Kluwe(Eds.), Metakognition, motivation und lemen. Stuttgart: Kohlharnmer.August, D. L., Flavell, J. H., & Clift, R. (1984). A comparison of comprehension monitoring in skilled and less skilled readers. Reading Research Quarterly, 20, 39-53.Taylor, M., & Flavell, J. H. (1984). Seeing and believing: Children's understanding of the distinction between appearance and reality. Child Development, 55, 1710-1720.Flavell, J. H. (1985). Cognitive development (2nd Ed.). Englewood Cliffs, NJ: Prentice-Hall.Bonitatibus, G. J., & Flavell, J. H. (1985). Effect of presenting a message in written form on young children's ability to evaluate its communication adequacy. Developmental Psychology, 21, 455-461.Flavell, J. H., Green, F. L., & Flavell, E. R. (1985). The road not taken: Understanding the implications of initial uncertainty in evaluating spatial directions. Developmental Psychology, 21, 207-216.Pillow, B. H., & Flavell, J. H. (1985). Intellectual realism: The role of children's interpretations of pictures and perceptual verbs. Child Development, 56, 664-670.Flavell, J. H. (1985). Developpement metacognitif. In M. Richelle (Ed.), Psychologie developpementale: Problemes et realities. Hommage a P. Olerson. Bruxelles: Editions Mardaga.Flavell, J. H., Green, F. L., & Flavell, E. R. (1986). Development of knowledge about the appearance-reality distinction. Monographs of the Society for Research in Child Development, 51 (1, Serial No. 212).Flavell, J. H. (1986). The development of children's knowledge about the appearance-reality distinction. American Psychologist, 41, 418-425.Flavell, J. H. (1986). Really and truly. Psychology Today.Pillow, B. H., & Flavell, J. H. (1986). Young children's knowledge about visualperception: Projective size and shape. Child Development, 57, 125-135.Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation and understanding. Hillsdale, NJ: Erlbaum.Flavell, J. H., Green, F. L., Wahl, K. E., & Flavell, E. R. (1987). The effects of question classification and memory aids on young children's performance on appearance-reality tasks. Cognitive Development, 2, 127-144.Flavell, J. H., Flavell, E. R., & Green, F. L. (1987). Young children's knowledge about the apparent-real and pretend-real distinctions. Developmental Psychology, 23, 816-822.Flavell, J. H. (1988). The development of children's knowledge about the mind: From cognitive connections to mental representations. In J. W. Astington, P. L. Harris, & D. R. Olson (Eds.), Developing theories of mind. New York: Cambridge University Press.Flavell, J. H., Green, F. L., & Flavell, E. R. (1989). Young children's ability to differentiate appearance-reality and Level 2 perspectives in the tactile modality. Child Development, 60, 201-213.Flavell, J. H., Flavell, E. R., & Green, F. L. (1989). A transitional period in the development of the appearance- reality distinction. International Journal of Behavioral Development, 12, 509-526.Lillard, A. S., & Flavell, J. H. (1990). Young children's preference for mental stateversus behavioral descriptions of human action. Child Development, 61, 731-741.Lovett, S. B., & Flavell, J. H. (1990). Understanding and remembering: Children's knowledge about the differences between comprehension and memory. Child Development, 61, 1842-1858.Moses, L. J., & Flavell, J. H. (1990). Inferring false beliefs from actions and reactions. Child Development, 61, 929-945.Flavell, J. H., Green, F. L., & Flavell, E. R. (1990). Developmental changes inchildren's knowledge about the mind. Cognitive Development, 5, 1-27.Flavell, J. H., Flavell, E. R., Green, F. L., & Korfmacher, J. E. (1990). Do young children think of television images as pictures or real objects? Journal of Broadcasting and Electronic Media, 34, 399-417.Flavell, J. H., Flavell, E. R., Green, F. L., & Moses, L. J. (1990). Young children's understanding of fact beliefs versus value beliefs. Child Development, 61 915-928.Flavell, J. H., Green, F. L., Herrera, C. & Flavell, E. R. (1991). Young children's knowledgeabout visual perception: Lines of sight are always straight. British Journal of Developmental Psychology, 9, 73-88.Flavell, J. H. (1991). What young children know about the mind. Contemporary Psychology, 36, 741-742.Flavell, J. H. (1992). Perspectives on perspective-taking. In H. Beilin & P. B. Pufall (Eds.)., Piaget's theory: Prospects and possibilities. Hillsdale, NJ: Erlbaum.O'Neill, D. K., Astington, J. W., & Flavell, J. H. (1992). Young children's understanding of the role that sensory experiences play in knowledge acquisition. Child Development, 63, 474-490.Flavell, J. H., Mumme, D., Green, F. L., & Flavell, E. R (1992). Young children's understanding of different types of beliefs. Child Development, 63, 960-977.Flavell, J. H., Lindberg, N. A., Green, F. L., & Flavell, E. R. (1992). The development of children's understanding of the appearance-reality distinction between how people look and what they are really like. Merrill-Palmer Quarterly, 4, 513- 524.Flavell, J. H. (1992). Cognitive development: Past, present, and future. Developmental Psychology, 28, 998-1005.Lillard, A. S., & Flavell, J. H. (1992). Young children's understanding of differentmental states. Developmental Psychology, 28, 626-634.Flavell, J.H., Green, F.L., & Flavell, E.R (1993). Children's understanding of the stream of consciousness. Child Development, 64, 387-398.Flavell, J. H. (1993). Young children's understanding of thinking and consciousness. Current Directions in Psychological Science, 2(2), 40-43.Lyon, T.D., & Flavell, J.H. (1993). Young children's understanding of forgetting over time. Child Development, 64, 789-800.Flavell, J.H., Miller, P.R., & Miller, S.A. (1993). Cognitive development (3rd ed.). Englewood Cliffs, N.J.: Prentice-Hall.Flavell, J.H. (1993). The development of children's understanding of false belief and the appearance-reality distinction. International Journal of Psychology, 28 (5), 595-604.Lyon, T.D., & Flavell, J.H. (1994). Young children's understanding of "remember" and "forget". Child Development, 65, 1357-1371.Flavell, J.H., Green, F.L., & Flavell, E.R (1995). Young children's knowledge about thinking. Monographs of the Society for Research in Child Development, 60 (1. Serial No. 243).Flavell, J.H., Green, FL., & Flavell, E.R (1995). The development of children's knowledge about attentional focus. Developmental Psychology, 31, 706-712.Flavell, J.H., Green, F.L., Flavell, E.R, & Grossman, J.B. (in press) Thedevelopment of children's knowledge about inner speech. Child Development.Flavell, J.H. (1996). Piaget's legacy. Psychological Science, 7, 200-203.Flavell, J.H., & Miller, P.H. (1998). Social cognition. In D. Kuhn & RS. Siegler (Eds.). Handbook of child psychology (Fifth Ed.) Vol 2. Cognition, perception, and language development (W. Damon, Editor-in-chief). New York: Wiley.Flavell, J.H., Green, F.L., Flavell, E.R., & Lin, N.T. (submitted). Development of children's knowledge about unconsciousness.Abbott, K., Lee, P.P., & Flavell, J.H. (submitted). Young children's understanding of intention.。
翁齐浩简历翁齐浩博士、IEEE会士，是美国印第安纳州立大学城市与环境变化中心主任、教授。
2009年，他作为高级研究员在美国航天局工作。
他1984年毕业于闽江学院，并从华南师范大学（1990年）和美国亚利桑那大学（1996年）分别获得硕士学位，1999年获美国乔治亚大学地理学博士学位。
翁博士的研究侧重于遥感和地理信息系统在城市环境与生态系统中的应用，土地利用和土地覆盖的变化，城市化的环境效应，人类与环境的相互作用。
翁博士已发表各类学术文章231篇和13本书（【城市遥感】、【不透水层的遥感】、【遥感和地理信息系统融合：理论，方法和应用】、【环境遥感进展：传感器，算法和应用】、【当代遥感导论】、【自然资源遥感】、【遥感中的尺度问题】、【利用对地观测技术评估和监测全球城市】、【热带亚热带地区不透水层的遥感】、【遥感在可持续发展中的应用】、【遥感时序影像处理】、【高分遥感】等）。
根据谷歌学术，截止2019年4月，文献被引用超过15900次，H-系数达57。
1992年，著名科学家钱学森院士亲自与他联系，索取探讨其地理哲学论著。
翁博士已获得了一些重要的奖项，其中包括2019年泰勒和弗朗西斯终身成就奖，美国地理学会2015年的Miller地理学杰出贡献奖与2011年的遥感杰出贡献奖,美国摄影测量和遥感学会的2010年Erdas最佳遥感科学论文奖 (第一名) 和Robert E. Altenhofen纪念奖学奖（1999），国际地理信息基金会的最优异学生撰写论文奖（1998）和美国航天局研究金（2008）。
他还获得了2006年印第安那州立大学Theodore Dreiser杰出研究奖（该校授予优秀教授的最高荣誉）和2005年的Lilly基金会教授奖金（以表彰他在实践学习和鼓励学生参与社会方面的贡献，是文理学部唯一获奖者）。
2018年，他当选美国电气电子工程师协会(IEEE)会士和欧盟科学院院士。
翁博士已开展了广泛的光学和热红外遥感研究。
夏新界, 博士，博导，首席研究员中国科学院亚热带农业生态研究所地址：湖南省长沙市芙蓉区远大二路644号邮编：410125夏新界（英文名；James Xia）博士，博士生导师，研究员，教授。
毕业于湖南师范大学生物系,1985年获北京师范大学植物学硕士学位，1985年留学加拿大，1992年获加拿大奎尔夫大学（University of Guelph）分子遗传学博士学位，1993年在加拿大奎尔夫大学作物科学系作博士后研究工作，2005年应中国科学院邀请从美国回国工作，现为中国科学院亚热带农业生态研究所首席研究员，博士生导师, 作物耐逆境分子生态学研究中心主任；同时兼四川农业大学教授, 博士生导师, 未来农业与人类健康国际研究中心执行主任。
在美国、加拿大有20余年植物分子遗传学和分子生物学的学习和科研经历，长期从事分子生物学、分子遗传育种、分子标记，基因组图谱(QTL)、动植物基因转化与物种攺良、分子生物学技术研发与应用、基因工程蛋白的高效表达等领域的研究工作，在多个研究领域具有建树，做出了具有国际影响的开创性的成果。
先后在美国、加拿大多个大学、研究听、知名生物技术公司担任过研究员、研究部主任、科学家、资深科学家等职务，包括加拿大农业与食品部、加拿大国家研究院生物科学技术研究所（NRC，PBI）、加拿大皇家甜料国际技术有限公司、美国华盛顿大学（St. Louis）、美国Simplot公司等。
回国前在世界最大的农业生物技术公司 - 美国孟山都(Monsanto) 公司作为资深科学家从事分子生物学、分子育种、农业生物技术研究工作近7年。
现已发表各类科研论文100余篇，其中SCI或同类论文40余篇，申请国际、国家级发明专利12项。
2005年获中国科学院引进国外杰出人才“百人计划”资助, 1994-97年获加拿大国家研究院 (NRC) 研究基金；1993年获加拿大农业食品部(AAFC)研究基金；1986-1991年期间，获多次加拿大 University of Guelph 和 University of Regina 国外研究生奖学金。
Title: Guì Hǎi Cháo: Astronaut Profile and Resume Hello everyone! Today, I want to share with you the incredible journey of Guì Hǎi Cháo, the renowned astronaut. Imagine being able to travel to space and explore the mysteries beyond our planet. Well, G uì Hǎi Cháo is living that dream!Guì Hǎi Cháo was born in China, where he developed a fascination with space from a very young age. He would spend hours gazing at the stars, dreaming of one day venturing into space himself. His passion for space exploration only grew stronger as he got older.After completing his education in aerospace engineering, Guì Hǎi Cháo joined the prestigious space program in China. His dedication, intelligence, and hard work quickly caught the attention of his superiors, and he was selected to be a part of a historic mission to the International Space Station (ISS).In 2020, Guì Hǎi Cháo made history by becoming the first Chinese astronaut to set foot on the ISS. His journey was not easy, as he faced many challenges and obstacles along the way. However, his determination and resilience saw him through, and he successfully completed his mission, conducting experiments and research that contributed to our understanding of space.But Guì Hǎi Cháo's journey didn't end there. He continue d to push the boundaries of space exploration, participating in several more missions to the ISS and even venturing into deep space on one occasion. His bravery and pioneering spirit have inspired countless people around the world, especially young aspiring astronauts like myself.As a child, I've always been fascinated by space and the stars. Hearing about Guì Hǎi Cháo's incredible journey fills me with awe and wonder. It makes me believe that anything is possible if you're willing to work hard and follow your dreams.In conclusion, Guì Hǎi Cháo is not just an astronaut; he is a symbol of human potential and the endless possibilities that lie beyond our planet. His story reminds us to never stop reaching for the stars and to always dare to dream big.Thank you for joining me on this journey of discovery. Until next time, keep looking up at the stars and dreaming of the wonders that await us in the great beyond.。
主讲人简介：张先清，男，福建永安市人。
现任厦门大学人文学院教授，博士生导师，人类学与民族学系系主任。
入选2009年度教育部新世纪优秀人才。
教育部高等学校民族学类专业教学指导委员会委员。
曾获全国百篇优秀博士论文奖（2005年度），香港中文大学海外博士论文奖（2004年度），福建省第九届社会科学优秀成果奖等奖项。
主要从事海洋人类学、博物馆人类学、宗教人类学、民族文化与遗产保护、闽台社会文化、南方民族史及文化产业方面的研究。
一、课题研究1.“闽台海洋民俗文化遗产资源调查与研究”，国家社科基金重大项目（2013-2018），首席专家。
2.“南中国海周边区域的族群关系与社会文化”，中央高校基本科研业务费专项资助项目（2012-2014），主持。
3.“中国南方少数民族家谱整理与研究”，国家社科基金重大委托项目（2011-2015），子课题负责人，主持。
4.“观看的角度：17-19世纪传教士关于中国的民族学知识”，教育部新世纪优秀人才支持项目（2009-2012），主持。
5.“明清中欧文明的接触与对话：以天主教在华本土化为考察中心”，教育部高等学校全国优秀博士论文作者专项资助项目（2005-2010），主持。
二、主要论著（一）著作1.《帝国潜流：清前期天主教在华的本土化》（专著），北京：社会科学文献出版社，2011年出版。
2.《中国地方志基督教史料辑要》（第一编者），上海：东方出版中心，2010年出版。
3.《官府、宗族与天主教：17-19世纪福安乡村教会的历史叙事》（专著），北京：中华书局，2009 年出版。
4.《闽南文化百科全书· 宗教与民间信仰卷》（主编），福州：福建人民出版社，2009年出版。
5.《闽南宗教》（合著,本人撰写第三章），福州：福建人民出版社，2007年出版。
6.《史料与视界：中文文献与中国基督教史研究》（主编），上海：上海人民出版社，2007年出版。
7.《透视中国东南：文化经济的整合研究》（合著,本人撰写第十编《民风习俗：东南文化经济的精神积淀》），厦门：厦门大学出版社，2003年出版。
厦门大学金融学院导师朱孟楠朱孟楠，男，福建尤溪人，1963年3月3日生，经济学（金融学）博士、厦门大学金融系教授、博士生导师、中国金融学会理事、中国国际金融学会常务理事和学术委员、《国际金融研究》编委、福建省金融学会理事（兼《福建金融》编委）、福建钱币学会副会长、国家级重点学科—－金融学国际金融专业学术带头人，福建省人文社科研究重点基地－厦门大学金融研究中心主任、厦门大学经济学院副院长、金融系系主任，厦门大学兴业银行金融创新研究中心副主任，首届厦门市政府金融顾问。
朱孟楠教授主要从事国际金融理论与政策、比较金融制度和台港澳、东南亚金融等方面的教学与科研。
曾先后获“邓子基奖教金”、“张亦春奖教金”、厦门大学“金鼎奖教金”、厦门大学建设银行奖教金及厦门大学十大教学名师、厦门市优秀教师等称号。
已在《金融研究》、《国际金融研究》、《世界经济》等刊物发表学术论文170多篇，独立或合作出版《金融监管的国际协调与合作》、《国际金融学》、《外汇投资概论》和《国际金融新论》等10多部著作和教材；以组长和副组长身份承担国家自然科学基金、国家社科基金、教育部基金以及省市、校基金等资助的20多个项目研究；22项研究成果先后获“第三届全国高校金融类优秀教材二等奖”、“福建省第二届社会科学优秀成果二等奖”、“福建省金融学会优秀金融论文评选一等奖”以及“厦门市第三届社会科学优秀成果一等奖”等25次奖励；曾先后应邀出席在美国、日本、马来西亚、菲律宾、香港、澳门等国家和地区召开的国际学术研讨会，并应邀到俄罗斯、澳大利亚、法国、德国、比利时、荷兰、卢森堡等国学习、考察与学术交流。
朱孟楠教授在汇率理论与汇率制度设计、国际资本流动与国际储备风险管理、国际货币合作以及台港澳东南亚金融方面有较深的研究。
【金融硕士考研经验】凯程2015年考取全国金融硕士超过200人，经验分享视频见凯程光荣榜，其中基本都是跨专业的学生，还有很大一部分是本科二本的同学。
高树基教授简历
高树基，厦门大学特聘教授（2011年），
基金委创新研究群体学术带头人。
专长以稳定同位素为主要手段研究碳、氮
生物地球化学循环和古海洋学。
研究领域涉
及不同时间与空间尺度的环境变迁，涵盖大
气、湖泊，高山河流，地下水，河口、边缘海
以及开阔大洋等，具有宏观视野；对于水体、
颗粒物、海-气、沉积物-水界面的氮过程与氮、
碳耦合过程，发表过创新性观测与理论论文；
对于地质时间尺度与现代氮循环有独特认识。
自2011 年加入厦门大学，组建“氮循环实验室”，成功建立了国际领先的稳定同位素示踪技术平台。
在同位素示踪、氮循环各个过程速率与影响因子、氧化亚氮产率与机制以及天然同位素示踪等方面取得一系列创新性成果。
在国际期刊发表200余篇SCI论文，以通讯作者在Nature Communication、EPSL、Geology、GRL、ACP、L&O、JGR、Biogeosciences及Paleoceanography 等国际重要期刊发表多篇论文，文章总引超过5400次，H-index 41。
主持多项国家级科研项目。
曾获台湾“年轻学者研究著作奖”（1996-2010年间海洋学科唯一获奖人）、TAO（Terrestrial, Atmospheric and Oceanic Sciences）“最佳文章奖”等。
曾任台湾“行政院国家科学委员会”地球科学部特邀评审专家，国际PAGES/IMAGES计划NICOPP工作组成员。
谢侃
∙姓名：谢侃
∙英文名：
∙昵称：
∙国籍：中国
∙出生地：
∙出生日期：
爱好：
教授课程：
TOEFL口语、GRE阅读、SAT阅读
听说读写译功底深厚
杭州新东方学校北美部主管；美国亚利桑那大学访问学者。
2006年天津外国语大学毕业后一直在新东方教育科技集团杭州新东方学校担任北美考试主力老师。
2009年开始管理工作，负责整个杭州新东方北美部的产品设计、教师招聘、教师培训和管理。
人人：
微博：/kevinxiekan
江阳
语言能力突出，托福高分，会多种方言。
工学学士毕业后到新加坡追求商业管理学习。
在新期间，家教成绩出色并且作为作者编有两本帮助学生学习中文的练习册，在新加坡各大书店公开发行。
行走过多个国家，授课风格幽默大气，内容丰富。
自励格言：眼界决定成败，心有多大舞台就有多大。
硕导简介汪浩，宁波海曙区人，教授，美国德州大学博士后、新加坡国立大学博士。
现任浙江大学硕士生导师、浙江大学宁波理工学院商学院副院长、物流研究中心主任。
2015年会同波兰比亚韦斯托克理工大学发起共同创建中国-中东欧联合物流学院，任中方院长。
2016年受聘波兰比亚韦斯托克理工大学首位外籍荣誉教授。
曾历任新加坡IDSC物流咨询公司高级咨询顾问兼大中国区首席代表、TOPASIA物流咨询公司总经理、日本福冈MAEDA株式会社工程师（研修）、新加坡国立大学科研工程师。
汪浩教授在美国、日本、新加坡、中国的工程物流、供应链管理以及智能交通领域有多年的工作经验,汪博士回国后获宁波市优秀留学归国人才奖、宁波市第十届青年科技奖。
2007年，主持完成的雅戈尔物流配送中心自动化物流系统项目，是我国自行研发的第一座服饰成品仓储智能化物流系统，并获得2009年中国机械工业科学技术二等奖。
汪教授目前以唯一发明人拥有国家专利授权50余项，发表SCI/SSCI/EI 收录的学术论文20余篇，出版学术专著3部。
他的工作专长包括: 现代物流供应链管理，政府物流战略规划、交通运输计划及优化、车队管理与配送、自动化物流配送中心设计、需求预测以及大规模微观交通仿真。
汪教授还活跃于现代物流和供应链管理的教学与培训领域。
他是联合国国际贸易中心（ITC）推出的国际采购和供应链管理（IPSCM）认证及国际文凭的高级培训师，也是中国物流与采购联合会（CFLP）推动的全国物流师职业资格认证项目的培训师资。
汪浩教授目前指导多名来自浙江大学，波兰比亚韦斯托克理工大学的硕士生，被录取的硕士生提供欧洲硕士交流课程（6-18个月）。
联系方式：浙江大学宁波理工学院商学院E-mail：wanghao@X。
Rajeev Ahuja教授简介
Rajeev Ahuja 博士为瑞典乌普萨拉（Uppsala）大学物理系教授，在计算材料学和凝聚态物理研究领域享有很高的国际声誉。
乌普萨拉大学建校于1477年，是北欧最古老的大学，自建校以来一直是欧洲著名的研究和教育中心之一，现为世界排名第50的著名研究型大学。
迄今为止，乌普萨拉大学共有8名诺贝尔奖得主，其中有两位出自物理系。
Ahuja教授主要研究领域为计算材料理论及其应用等，已在Nature、Science、PNAS、PRL、Nano Letters、Angew. Chem.等国际高影响因子的杂志上发表学术论文400多篇，论文被引用5000多次，h-因子35。
Ahuja教授曾在国际会议上做特邀报告45次，是美国、加拿大、瑞典、荷兰等国家多所研究资助机构的评审专家，Research Physics Letters和International Journal of Applied Engineering Research 编委，任美国Florida International University 和法国University of Science and Technology, Lille等几所著名大学的兼职教授。
