This book adopts a multi-method and multi-phase approach to investigate the washback effects of Test for English Majors (TEM) on program administrators, teachers and students, shedding new light on TEM reform and the reform of English teaching and learning in China. TEM, a nationwide test used to measure the language proficiency of undergraduate English majors in China, is a major standardized test taken by nearly 400,000 students every year. The book's key features include: an in-depth discussion of the nature of washback and a framework for investigating it; a multi-method and multi-phase approach, employing both the quantitative method of questionnaire surveys and the qualitative methods of interviews and classroom observations; large-scale questionnaire surveys conducted among experts, program administrators, teachers and students, and involving over 30,000 participants; detailed assessments of TEM's washback effects on stakeholders' perceptions, classroom teaching practice, students learning activities, etc.; and essential insights into testing and teaching reforms.

Has anyone ever seen with their own eyes that the Earth goes around the sun? Even to this day, no one has. However, 500 and even 2000 years ago, some astronomers managed to point out that this is the case. At that time, people's range of activities was strictly confined, the technology and tools used were extremely primitive, and many of the mathematical methods used today had not been developed. How did those astronomers make and verify this discovery? This book explains this exciting demonstration process. It enables anyone with a basic junior-high-school knowledge of geometry and a certain degree of spatial imagination to understand this and other interesting discoveries in the solar system. By demonstrating this interesting process, the book not only satisfies readers' curiosity using the simplest mathematics, but also inspires them to explore the new and unknown world.

This book provides a comprehensive review of the latest modelling developments in flow batteries, as well as some new results and insights. Flow batteries have long been considered the most flexible answer to grid scale energy storage, and modelling is a key component in their development. Recent modelling has moved beyond macroscopic methods, towards mesoscopic and smaller scales to select materials and design components. This is important for both fundamental understanding and the design of new electrode, catalyst and electrolyte materials. There has also been a recent explosion in interest in machine learning for electrochemical energy technologies. The scope of the book includes these latest developments and is focused on advanced techniques, rather than traditional modelling paradigms. The aim of this book is to introduce these concepts and methods to flow battery researcher, but the book would have a much broader appeal since these methods also employed in other battery and fuel cell systems and far beyond. The methods will be described in detail (necessary fundamental material in Appendices). The book appeals to graduate students and researchers in academia/industry working in electrochemical systems, or those working in computational chemistry/machine learning wishing to seek new application areas.  

This book adopts a multi-method and multi-phase approach to investigate the washback effects of Test for English Majors (TEM) on program administrators, teachers and students, shedding new light on TEM reform and the reform of English teaching and learning in China. TEM, a nationwide test used to measure the language proficiency of undergraduate English majors in China, is a major standardized test taken by nearly 400,000 students every year. The book's key features include: an in-depth discussion of the nature of washback and a framework for investigating it; a multi-method and multi-phase approach, employing both the quantitative method of questionnaire surveys and the qualitative methods of interviews and classroom observations; large-scale questionnaire surveys conducted among experts, program administrators, teachers and students, and involving over 30,000 participants; detailed assessments of TEM's washback effects on stakeholders' perceptions, classroom teaching practice, students learning activities, etc.; and essential insights into testing and teaching reforms.

Has anyone ever seen with their own eyes that the Earth goes around the sun? Even to this day, no one has. However, 500 and even 2000 years ago, some astronomers managed to point out that this is the case. At that time, people's range of activities was strictly confined, the technology and tools used were extremely primitive, and many of the mathematical methods used today had not been developed. How did those astronomers make and verify this discovery? This book explains this exciting demonstration process. It enables anyone with a basic junior-high-school knowledge of geometry and a certain degree of spatial imagination to understand this and other interesting discoveries in the solar system. By demonstrating this interesting process, the book not only satisfies readers' curiosity using the simplest mathematics, but also inspires them to explore the new and unknown world.