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Zero‐voltage ride through (ZVRT) is the extreme case of a low‐voltage ride through (LVRT), which represents the optimal grid‐connection capability of a wind turbine (WT). Enforcing ZVRT will improve the dynamic performance of a WT under the extreme conditions, and therefore significantly enhance the resiliency of a renewable‐rich power grid. Compared with LVRT, there are few research on ZVRT with no field validation been conducted. The feasibility of the ZVRT requirement, especially the 400‐ms‐level fault‐time condition, is not clear yet. The first system‐level study including the control strategy, transient analysis, hardware enhancement strategy, WT modelling and field test on the ZVRT capability of a Type‐3 WT is presented in this study. Particularly, to meet the challenging technical requirements, the authors proposed a hardware enhancement strategy, which accommodates with the widely‐used LVRT control approach. The holistic strategy is tested under the extreme grid‐connection condition by both simulation and a costly field test. The field test in the 400‐ms‐level fault‐time condition based on an operating WT in a weak power system directly verifies the feasibility and effectiveness of ZVRT for a Type‐3 WT. Furthermore, the critical time window and the key parameter ranges during ZVRT, which significantly affect ZVRT performance, are obtained. [ABSTRACT FROM AUTHOR]

This study examined the relationship between teaching–research conflict and job burnout among university teachers and the moderating role of perceived supervisor support (PSS) and psychological capital (PsyCap) in this relationship. Using a cross‐sectional design, data were collected from a convenience sample of 488 university teachers in China. Hierarchical regression analysis was performed to examine the moderating role of PSS and PsyCap in the relationship between teaching–research conflict and job burnout. The results showed that (a) teaching–research conflict was positively linked to emotional exhaustion and depersonalization but negatively linked to personal accomplishment, (b) PSS moderated the effects of teaching–research conflict on both emotional exhaustion and depersonalization but did not act as a moderator in the relationship between teaching–research conflict and personal accomplishment, and (c) PsyCap moderated the effect of teaching–research conflict on all three dimensions of job burnout. [ABSTRACT FROM AUTHOR]