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访问学者英文简历模板

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篇一:简历模版

Curriculum Vitae

Name

Address (home) Address (university)

Phone number (normally a landline)Phone number (normally a landline) E-mail address (make sure this is still in use after PhD completion)

Research interests

Include a brief summary of your interests. Cover past, current and future research plans. Ideally, this should be targeted to the institution – consider whether they are looking to broaden departmental research experience or build a specialist reputation.

Education

PhD

Thesis title.

A brief summary of your thesis, lasting one or two sentences.

Name of institution and dates.

Name of PhD supervisor.

Masters degree (if applicable) and/or first degree

Dates, name of institution, degree title and classification.

Brief details of subjects (optional).

A brief summary of your dissertation.

School (Optional – can be omitted if space is limited.)

Dates, name of school.

Brief details of A-levels/Higher.

Conference papers

Titles and dates. Try to include details of highly regarded events. Include and highlight presentations delivered or involvement in organizing conferences.

Publications

The format can be organized in a variety of ways, for example, by research area – a useful way to highlight interests and publications in major journals – or chronologically.

For details of all publications, research and articles, normal bibliographic rules apply. Publications involving collaboration with influential academics and/or published in major peer review journals are very useful to the application process. Distinguish between work published, submitted/accepted or under review.

Administrative experience

It is useful to include responsibilities within the department for specific lecture courses, degree schemes or groups of students, and any involvement in admissions (for example open days), producing university prospectuses, etc. Be specific about your role in examining, tutorial work and exam invigilation, etc.

Teaching

(Optional – relevant only to those seeking lecturing positions or applying to teaching-led institutions.)

It can be useful to subdivide teaching into seminar and lecture experience and provide brief details. Other subheadings, such as tutorial and supervisory experience, can also be included.

Additional relevant (research) experience

Present relevant research projects, industrial experience or related practical experience coherently for maximum impact (for example, workshop chair/plenary experience).

Work experience

Dates, job title, name of organization.

Briefly describe duties, skills gained and, if appropriate, achievements (bullet points work well). Information contained here could alternatively be covered in the administrative section. Academics are normally more interested in your relevant academic experience, as opposed to student jobs.

Professional membership

Details of body, dates and responsibilities.

Prizes and awards

A good indicator of your potential. Keep relevant and current.

Other relevant qualifications

Normally certificated skills, for example, IT competency, languages, etc.

Personal interests/hobbies

(Optional – views differ. Some academic departments like to see it included, others have no preference.)

Referees

Provide the name, academic relationship and contact details of three referees. It is usual for your dissertation or PhD supervisor to be included. Carefully consider the

others – can they comment on a particular aspect of your research interests or your teaching experience (for example, PhD external examiner or a co-author)? It is often useful to have referees from different institutions. Keep your referees informed about what you are applying for and give them a copy of your CV.

Signature:

填写说明:

1.此简历模版来源于澳大利亚的高校,填写时请简明扼要,书写规范;

2.简历是国外教授审阅和批准与自己合作的访问学者的唯一依据,请在填写简历时实事求是地表现自己的现状;如有不实所造成的后果由本人负责;

3.填写学术著作或者论文时,请注意美国和澳大利亚在表现文献时的差异,或按国际惯例填写,避免误解;

4.中文简历可以是英文简历的翻译,也可以采用自己的模版,但中文简历至少要包括英文简历的所有内容。

篇二:访问学者应聘简历范本

访问学者应聘简历范本

教育背景

1983-1987年 北京大学英语语言文学系英语语言

文学专业本科生1983年 全国高校统一入学考试山东省外语类第一名1983-1987年 北京大学学习优秀奖1985-1986年 北京大学英语系八三级学生会主席

1986年 北京大学学生通讯社社长 1987年 毕业论文"翻译理论探索"作为优秀论文收入 北京大学图书馆

1987-1990 年 北京大学国际政治系国际政治与国

际组织专业硕士生 1987年 国际政治系国际文化交流专业研究生入学考试 第一名1987-1988年 北京大学光华奖学金获得者1988-1989年 由北大研究生院选派在约翰斯 ·霍普金斯大学- 南京大学中美文化研究中心进修;获美国学研究 生毕业证书

1991-1996年 美国耶鲁大学人类学系博士生(于

1996年获得博士学位)1991-1996年 耶鲁大学校级研究奖金获得者 1993-1995年 耶鲁大学国际与地区研究中心研究员 ;耶鲁大学 安德鲁 ·W ·麦伦研究奖金获得者1993-1995年 《耶鲁人类学学刊》主编

1996-1999年 美国哈佛大学法学院法博士(J.D.)

候选人(于1999年获得法博士学位)1996-1999年 哈佛大学校级研究奖金获得者1997-1998年 哈佛大学法学院约翰 ·M ·欧林法律、经济与商 业研究中心研究员;哈佛大学法学院罗杰纳 ·F ·路易斯法律与社会发展研究员1997-1999年 《哈佛国际法学刊》编委

工作经历

1999-2001年 美国宝维斯国际律师事务所(Paul, Weiss, Rifkind, Wharton & Garrison) 驻纽约总部律师;主要负责公司法方面的法律业务

2000-2001年 美国纽约大学法学院亚洲法律研究

中心客座研究员,与杰罗姆 ·柯恩 (Jerome A. Cohen) 教授在纽约大学法学院共同讲授《中国当代法律制度》研讨课

2001-2002年 美国耶鲁大学法学院中国法中心专

职研究员;主要从事民商法(尤其是侵权法、代理法)方面的研究,并负责与全国人大法工委和国务院法制办在有关立法方面的咨询与合作

2001年至今 中国民商事法律科学研究中心(国家教育部人文社会科学重点研究基地)兼职研究员

2002年至今 中国政法大学中美法学院院长

专业活动 2002年至今 全国人大法制工作委员会专家咨询组成员

2000年至今 《美国比较法学刊》编委 (Member of the Editorial Board, The American Journal of Comparative Law)(该学刊由美国比较法学会主办,是世界上在比较法领域最具权威性的专业学术期刊;在该学刊50余年的历史上,尚未有其他中国学者受聘担任该刊编委)

2000年至今 美国比较法学会理事 (Director,

The American Society of Comparative Law)(该学会是美国在比较法领域的专业学术团体,也是《美国比较法学刊》的出版发行人)

2000年至今 美国纽约市律师协会外国及比较法委员会委员 (Member, Committee on Foreign and

Comparative Law, Association of the Bar of the City of New York)

2000年至今 全美律师协会 (American Bar

Association) 会员

1998年至今 旅美中国法学会主席 (President, The Chinese Law Society of America)(该学会由在美国访问留学的中国法律学者及美国的中国法学者 - 包括时任武汉大学法学院 副院长及耶鲁大学法学院

访问学者的黄进教授、耶鲁大学政治学系王绍光教授、哥伦比亚大学法学院资深教授及中国法中心主任爱德华教授 - 于1993年在美国纽约创办,旨在推动对中国法律及其改革的学术研究和学术交流)

1993年至今 全美人类学学会 (American

Anthropological Association) 会员

主要著作

· Understanding China's Legal System: Essays in Honor of Jerome A. Cohen (《美国的中国法研究》)(主编)(组织了11位著名的美国中国法专家-包括哈佛大学法学院东亚法律研究中心主任安守廉

(William P. Alford) 教授、哥伦比亚大学法学院中

国法中心主任爱德华 (R. Randle Edwards) 教授等-就中国法研究中的主要课题撰写论文,以纪念原哈佛大学法学院副院长、哈佛大学法学院东亚法律研究中心创建人杰罗姆 ·柯恩教授对美国的中国法研究所做出的杰出贡献;该书是对美国在中国法研究方面所取得成果的一次集中检阅),纽约:纽约大学出版社,2003年第一版

· 《中国社会转型时期的法律发展》(主编)(组织了23位中美著名法律学者-包括江平、梁慧星、夏勇、梁治平、杰罗姆 ·柯恩教授等-对中国法律改革在各个领域已取得的成就和仍存在的问题做集中的、权威性的讨论和分析),北京:法律出版社,2003年第一版

· 《英美侵权法:原理与判例研究》(专著;上、下卷),北京:商务印书馆,2003年即出

· "Face:" An Ethnographic Study of Chinese Social Behavior (《面子与脸:对中国人社会行为的人类学研究》),美国耶鲁大学博士论文;密执安州:大学微胶国际出版公司 (University Microform

International) 1997年第一版(出版号 9712787)

篇三:访问学者研究计划英文模板

访问学者研究计划英文模板 访问学者申请之初,需要向导师提供自己的研究计划,这份材料是向导师展现自己研究方向的重要依据,那么该如何写好研究计划呢,厚谱教育为大家提供一篇研究计划模板,仅供参考。

Topic:

This research proposal suggests research on how the level of self-disclosure effects the degree of relationship satisfaction.

Review of Literature:

Guerrero & Afifi (1995) conducted a study to examine topic avoidance and self-disclosure in family relationships. They found that males reported avoiding discussion (本文来自:WWW.xiaocaoFanwEn.cOM 小草范文网:访问学者英文简历模板)of relationship issues more than females did. As Martin&Anderson(1995)sought to examine the motives behind self-disclosure in father-young adult relationships and the resulting level of relationship satisfaction, their study found that young adults seem to model their self-disclosure after their fathers' self-disclosure. Pegalis, Shaffer, Bazzini, & Greenier (1994) examined the generality of the opener effect to males and females across different situational contexts. They found that both genders disclosed more and longer to high openers than to low openers across the different contexts, Leaper, Carson, Baker, Holliday, & Myers (1995) used both same- and opposite-sex dyads in order to examine the relationship between listener verbal support and self-disclosure among friends. They found that females tended to be more responsive and supportive than males during discussions in both same- and cross-gender friendships. However, it was also found that men made more disclosing comments than did women, indicating that it is possible for males to disclose as much as females. They also found that imbalances in self-disclosure and verbal support are related to relationship dissatisfaction.

Drawing on these findings, it could be possible to anticipate that individuals who have similar patterns of self-disclosure would have higher degrees of relationship satisfaction. Continued research may further explore what other factors affect the degree of relationship satisfaction.

Research Question:

What effect does the level of self-disclosure have on the degree of relationship satisfaction?

Hypothesis:

Individuals who experience similar levels of self-disclosure will be more likely to have higher degrees of relationship satisfaction.

Method:

In congruence with the previous study conducted by Martin & Anderson (I 995), a design involving

approximately 200 undergraduate students, I 00 male and I 00 female will be used. They will complete questionnaires consisting of measures of self-disclosure and communication satisfaction. They will also be given a questionnaire to have their significant others complete. This questionnaire will include the same measures. Participants will be informed that this research study focuses on self-disclosure and levels of relationship satisfaction, participation is voluntary, and their responses will be kept confidential. A self-addressed envelope will be enclosed to assist in confidentiality.

Participants will complete the Self-Disclosure Scale (SDS) and the Communication Satisfaction Scale (CSS). Their responses will be compared with those of their partner's in order to assess the similarities between the pair's levels of self-disclosure to each other and their degree of relationship satisfaction.

Participants will also be given a second questionnaire, which will ask them to assess what they believe to be their partners' level of self-disclosure and degree of relationship satisfaction. These responses will also be compared to examine whether individuals' self-reports of their levels of disclosure and satisfaction match up with what their partners believe their levels to be.

Predictions:

In response to the study done by Martin & Anderson (I 995), it should become clear that the amount of self-disclosure that occurs between individuals affects the relational satisfaction that is felt by both parties. Leaper et al. (1995) found that imbalances in self-disclosure and verbal support are related to relationship dissatisfaction. This would seem to indicate that the opposite would be true, as well. So, it may be found that individuals who experience similar levels of self-disclosure will have higher degrees of relationship satisfaction.

A possible problem using the methods chosen is that self-report may not be entirely accurate. People may not truthfully portray their levels of self-disclosure and relational satisfaction. However, through the use of confidentiality and the second questionnaire that asks the partners to assess each other's levels, it is hoped that the potential for this problem may be decreased.

References

Guerrero, L., & Afifi, W. (Summer 1995). Some things are better left unsaid: Topic avoidance in family relationships. Communication Quarterly, 43, 276-296.

Leaper, C., Carson, M., Baker, C., Holliday, H., & Myers, S. (1995). Self-disclosure and listener verbal support in same-gender and cross-gender friends' conversations. Sex Roles: A Journal of Research, 33. 3 8 7-405.

Martin, M., & Anderson, M- (Spring 1995). The father-young adult relationship: Interpersonal motives, self-disclosure, and satisfaction. Communication Quarterly, 43, 119-130.

Pegalis, L., Shaffer, D., Bazzini, D., & Greenier, K. (1994). On the ability to elicit self disclosure: Are there gender-based and contextual limitations on the opener effect? Personality and Social Psychology Bulletin, 20, 412-420.

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