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MOTIVATION IN LANGUAGE LEARNING: SELECTED REFERENCES(last updated 9 May 2013)Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive-instructional analysis. In R. E. Ames & C. Ames (Eds.), Research on motivation ineducation (pp. 177-207). New York: Academic Press.Ames, C. (1986). Effective motivation: The contribution of the learning environment. In R. S.Feldman (Ed.), The social psychology of education (pp. 235-256). Cambridge:Cambridge University Press.Amrein, A., & Berliner, D. (2003). The effects of high-stakes testing on student motivation and learning. Educational Leadership, 60(5), 32-38.Bacon, S. M., & Finnemann, M. D. (1990). A study of the attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and writteninput. Modern Language Journal, 74, 459-473.Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.Benson, M. (1991). Attitudes and motivation towards English: A survey of Japanese freshmen.RELC Journal, 22(1), 34-48.Bråten, I., & Olaussen, B. S. (1998). The relationship between motivational beliefs and learning strategy use among Norwegian college students. Contemporary Educational Psychology, 23, 182-194.Brophy, J. (1998). Motivating students to learn. New York: McGraw-Hill.Brophy, J. E. (1999). Towards a model of the value aspects of motivation in education: Developing an appreciation for particular domains and activities. EducationalPsychologist, 34, 75-85.Brophy, J. & Kher, N. (1986). Teacher socialization as a mechanism for developing student motivation to learn. In R. S. Feldman (Ed.), The social psychology of education (pp. 257-288). Cambridge: Cambridge University Press.Brown, J. D., Cunha, M. I. A., & Frota, S. de F. N. (2001). The development and validation of a Portuguese version of the Motivated Strategies for Learning Questionnarie. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 257-280).Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawai‘i Press.Brown, S., Armstrong, S., & Thompson, G. (1998). Motivating students. London: Kogan Page.Chambers, G. (1999). Motivating language learners. Clevedon, UK: Multilingual Matters. Cheng, H-F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in language learning and teaching, 1,153-174.Cohen, M., & Dörnyei, Z. (2002). Focus on the language learner: Motivation, styles and strategies. In N. Schmidt (Ed.), An introduction to applied linguistics (pp. 170-190).London, UK: Arnold.Cooper, H., & Tom, D. Y. H. 1984. SES and ethnic differences in achievement motivation. In R.E. Ames & C. Ames (Eds.), Motivation in education (pp. 209-242). New York:Academic Press.Cranmer, D. (1996). Motivating high level learners. Harlow, UK: Longman.Crookes, G., & Schmidt, R. W. (1991). Motivation: Re-opening the research agenda. Language Learning, 41, 469-512.Csikszentmihalyi, M., & Nakamura, J. (1989). The dynamics of intrinsic motivation: A study of adolescents. In R. Ames & C. Ames (Eds.), Handbook of motivation theory and research, Vol. 3: Goals and cognitions (pp. 45–71). New York, NY: Academic Press.Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language Learning, 55, 613-659.Csizér, K., Kormos, J., & Sarkadi, Á. (2010). The dynamics of language learning attitudes and motivation: Lessons from an interview study of dyslexic language learners. ModernLanguage Journal, 94(3), 470-487.deCharms, R. (1984). Motivation enhancement in educational settings. In R. E. Ames & C.Ames (Eds.), Motivation in education (pp. 275-310). New York: Academic Press. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. A. Dienstbier (Ed.), Perspectives on motivation: Nebraska Symposium on Motivation, 1990 (pp. 237-288). Lincoln, NE: University of Nebraska Press.Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3 & 4), 325-346.De Volder, M. L., & Lens, W. (1982). Academic achievement and future time perspective as a cognitive-motivational concept. Journal of Personality and Social Psychology, 44, 20-33Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40, 45-78.Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal,78, 273-284.Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK: Cambridge University Press.Dörnyei, Z. (2001). Teaching and researching motivation. Harlow, UK: Longman.Dörnyei, Z. (2002). The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 137-158). Philadelphia, PA: John Benjamins.Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(Supplement 1), 3-32.Dörnyei, Z. (2007). Creating a motivating classroom environment. In J. Cummins & C. Davison (Eds.), International Handbook of English Language Teaching (Vol. 2) (pp. 719-731).New York, NY: Springer.Dörnyei, Z. (2008). New ways of motivating foreign language learners: Generating vision. Links, 38(Winter), 3-4.Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42).Tonawanda, NY: MultilingualMatters.Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-229.Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.Dörnyei, Z., & K. Csizér. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421–462.Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes, and globalization:A Hungarian perspective. Clevedon, UK: Multilingual Matters.Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.Dörnyei, Z., & Schmidt, R. (Eds.). (2001). Motivation and second language acquisition.Honolulu: National Foreign Language Resource Center/ University of Hawai'i Press.Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J.Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 589-630). Malden, MA: Blackwell.Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.Ehrman, M. (1996). An exploration of adult language learner motivation, self-efficacy, and anxiety. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 81-103). Honolulu, HI: University of Hawai’i Press.Gao, Y., Zhao, Y., Cheng, Y., & Zhou, Y. (2004). Motivation types of Chinese university undergraduates. Asian Journal of English Language Teaching, 14, 45-64.Gardner, R. (1985). Social psychology and second language learning: The role of attitude and motivation. London, UK: Edward Arnold.Gardner, R. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R.Schmidt (Eds.), Motivation and language acquisition (pp. 1-19). Honolulu, HI:University of Hawai’i Press.Gardner, R. C. (2000). Correlation, causation, motivation, and second language acquisition.Canadian Psychology, 41, 10-24.Gardner, R. C. (2001). Integrative motivation: Past, present and future. Retrieved from ://publish.uwo.ca/~gardner/docs/GardnerPublicLecture1.pdfGardner, R. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R.Schmidt (Eds.), Motivation and language acquisition (pp. 1-19). Honolulu: University of Hawai’i Press.Gardner, R. C. (2005). Integrative motivation and second language acquisition. Retrieved from ://publish.uwo.ca/~gardner/docs/caaltalk5final.pdfGardner, R. C. (2009). Gardner and Lambert (1959): Fifty years and counting. Retrieved from ://publish.uwo.ca/~gardner/docs/CAALOttawa2009talkc.pdfGardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition.Canadian Journal of Psychology, 13, 266-272.Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.Gardner, R. C., Masgoret, A.-M., Tennant, J., & Mihic, L. (2004). Integrative motivation: Changes during a year-long intermediate-level language course. Language Learning, 54, 1-34.Gardner, R. C., & Smythe, P. C. (1981). On the development of the attitude/ motivation test battery. The Canadian Modern Language Review, 37, 510-525.Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas, and theoretical frameworks. The Modern Language Journal, 78, 359-368.Grabe, W. (2009). Motivation and reading. In W. Grabe (Ed.), Reading in a second language: Moving from theory to practice (pp. 175-193). New York, NY: Cambridge UniversityPress.Graham, S. (1994). Classroom motivation from an attitudinal perspective. In H. F. J. O'Neil and M. Drillings (Eds.), Motivation: Theory and research (pp. 31-48). Hillsdale, NJ:Lawrence Erlbaum.Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOLQuarterly, 42, 55-77.Hadfield, J. (2013). A second self: Translating motivation theory into practice. In T. Pattison (Ed.), IATEFL 2012: Glasgow Conference Selections (pp. 44-47). Canterbury, UK:IATEFL.Hao, M., Liu, M., & Hao, R. (2004). An empirical study on anxiety and motivation in English asa Foreign Language. Asian Journal of English Language Teaching, 14, 89-104.Hara, C., & Sarver, W. T. (2010). Magic in ESL: An observation of student motivation in an ESL class. In G. Park, H. P. Widodo, & A. Cirocki (Eds.), Observation of teaching:Bridging theory and practice through research on teaching (pp. 141-153). Munich,Germany: LINCOM EUROPA.Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Retrieved from :///sls/uhwpesl/20(2)/Hashimoto.pdf.Hawkins, J. N. (1994). Issues of motivation in Asian education. In H. F. O’Neill & M. Drillings (Eds.), Motivation—theory and research (pp. 101-115). Hillsdale, NJ: Erlbaum. Hsieh, P. (2008). Why are college foreign language students' self-efficacy, attitude, and motivation so different? International Education, 38(1), 76-94.Huang, S. (2010). Convergent vs. divergent assessment: Impact on college EFL students’ motivation and self-regulated learning strategies. Language Testing, 28(2), 251-270.Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models (pp. 386-433). Hillsdale, NJ: Erlbaum.Kim, S. (2009). Questioning the stability of foreign language classroom anxiety and motivation across different classroom contexts. Foreign Language Annals, 42(1), 138-157. Komiyama, R. (2009). CAR: A means for motivating students to read. English Teaching Forum, 47(3), 32-37.Kondo-Brown, K. (2001). Bilingual heritage students’ language contact and motivation. In Z.Dörnyei & R. Schmidt (Eds.), Motivation and language acquisition (pp. 433-460).Honolulu, HI: University of Hawai’i Press.Koromilas, K. (2011). Obligation and motivation. Cambridge ESOL Research Notes, 44, 12-20.Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32, 3-19.Lamb, T. (2009). Controlling learning: Learners’ voices and relationships between motivation and learner autonomy. In R. Pemberton, S. Toogood, & A. Barfield (Eds.), Maintaining control: Autonomy and language learning (pp. 67-86). Hong Kong: Hong KongUniversity Press.Lau, K.-l., & Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26, 177-190.Lepper, M. R. (1983). Extrinsic reward and intrinsic motivation: implications for the classroom.In J. M. Levine & M. C. Wang (eds.), Teacher and student perceptions: implications for learning (pp. 281-317). Hillsdale, NJ; Erlbaum.Li, J. (2009). Motivational force and imagined community in ‘Crazy English.’ In J. Lo Bianco, J.Orton, & Y. Gao (Eds.), China and English: Globalisation and the dilemmas of identity(pp. 211-223). Clevedon, UK: Multilingual Matters.Lopez., F. (2010).Identity and motivation among Hispanic ELLs. Education Policy Analysis Archives, 18(16), 1-29.MacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. In P.Robinson (Ed.), Individual differences and instructed language learning (pp. 45-68).Amsterdam, The Netherlands: John Benjamins.MacIntyre, P. D., MacMaster, K., & Baker, S. C. (2001). The convergence of multiple models of motivation for second language learning: Gardner, Pintrich, Kuhl, and McCroskey. In Z.Dörnyei & R. Schmidt (Eds.), Motivation and language acquisition (pp. 461-492).Honolulu, HI: University of Hawai’i Press.Maehr, M. L. & Archer, J. (1987). Motivation and school achievement. In L. G. Katz (ed.), Current topics in early childhood education (pp. 85-107). Norwood, NJ: Ablex.Manderlink, G., & Harackiewicz, J. M. 1984. Proximal versus distal goal setting and intrinsic motivation. Journal of Personality and Social Psychology, 47, 918-928.Markus, H. R., & Kitayama, S. (1991). Culture and self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224-253.Maslow, A. H. (1970). Motivation and personality. New York, NY: Harper & Row.McCombs, B. L. (1984). Processes and skills underlying continued motivation to learn.Educational Psychologist, 19(4), 199-218.McCombs, B. L. (1988). Motivational skills training: combining metacognitive, cognitive, and affective learning strategies. In C. E. Weinstein, E. T. Goetz & P. A. 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Sellami (Eds.), Research in ELT contexts (pp. 47-62). Dubai: TESOL Arabia.Molden, D. C., & Dweck, C. S. (2000). Meaning and motivation. In C. Sansone & J.Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimalmotivation and performance (pp. 131-159). San Diego, CA: Academic Press.Mori, S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign Language, 14, 91-110.Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation.Modern Language Journal,83, 23-34.Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language?: Motivational orientations and self-determination theory. LanguageLearning, 50, 57-85.Oxford, R. L. (Ed.). (1996). Language learning motivation: pathways to the new century.Hono lulu: Second Language Teaching & Curriculum Center, University of Hawai’i.Oxford, R., & Shearin, J. (1994). 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半导体光刻技术

半导体光刻技术OntheleftofthisslidetheamplitudeoftheFouriercoefficientsisshownfortheordersfromthegratingandtheprojectedorders(onthewafer).Thisleadstoacomparisonbetweentheperfectimageandthesumoforders.Ontherightsidethesameisdoneforagratingwithasmallerpitch.NotethattheevenordersarenotpresentintheFouriercoefficients!!MOS产品事业部NIKON光刻机光刻要求温度23+/-1度,湿度45+/-度13131312121212121212114)Developconditions显影液浓度影响显影液温度影响:23度最合适显影时间的影响1.502.383.0TMAHConcentrationPhotospeedResolutionBetterHigherDeveloptimevsprofileDeveloptimevsprofile?time(sec)PROFILE5060409070OptimumtimeThisisthestandardtooltodecidedevelopdippingtime.UnderDevelop:ScumandtailOverDevelop:Topprofilecollap seDEVELOPRATETEMPERTUREDeveloptemperatureisoneofimportantitemtocontroldeveloprate.Ithasoptimumtemp.ButTomaintainconstanttemperatureisnoteasy.ItdependonspraytypeanduallyEngineerneedtofindoutoptimumtemp.Butusuallywecanuseroomtemperaturebecausethistemp.isthemoststabletemperature.3?DeveloptempvsDevelopspeed(rate)3.光刻⼯艺交流SwingcurveThereareinterferencebetweeninputandreflectivelightintheresistfilm.Theamplitudeofstandingwaveisdecidedbywavelength,substrateandARCfilmTheworstcaseisDUVresist(becauseofhighReflectivity)UsingTARCisbest:TARCreducesstandingwaveeffect.TprshouldbedecidedbyminimumCDvariationtarget(HillorvalleyofstandingwavecurveFEMDefocus的影响Defocus产⽣的原因ParticleEdgeEffectAutoFocusAutoLeveling边缘效应FunctionDecideoptimumz-stageposition(Focus)beforeshotexposing.INCIDENTBEAMDetector(CCD)?ZZ-MOTION?XQQ''PROJECTIONLENSMIRRORMIRRORLENSLENS?WAFERLightsource:HalogenlampDetector:7x7(49points)sensorDatafeedback:z-stage?X=2?Zsin?:When?is90degree,AFsensitivityisbestThefeatureofAFsensorisdifferentfromeachvendor.Itdependonwafershotposition:Waferedge==>Beamsizeistoolarge:ShiftfocusThisisnotthesameasAutoLevelingsystem.ThisfeatureshowCanonsystem.Autofocussystem5AutoLevelingMisalignOffsetInShotMagnificationShotRotationByShotsScalingWaferRotationOrthogonilityMisalign光刻胶、显影液等原料⼯艺评估和验收光刻胶:spincurve,swingcurve,masklinearity,resolution,processwindow,etchandimplantresistance显影液:defectmonitor,resistsprofile,CD,developrate.负胶:曝光后变为交联聚合物,不溶于显影液;正胶:曝光后光敏剂分解,打断交联化学键负胶:曝光后变为交联聚合物,不溶于显影液;正胶:曝光后光敏剂分解,打断交联化学键Inthisslideabundleoflight,drawnaswavefronts,passesthroughadoubleslit.AccordingtoHuygens’principle,discussedearlier,thewavefrontswhichpassthegratingactlikenewformedcircularwavefronts.Thesecircularwavefrontsinterferetogivemaximumandminimumintensity.TheMaximumintensitiesarecalledorders.Whenthereticleimageisconstant,theangleofthediffractedorderswillbebiggerifthewavelengthislonger,i.e.248nmthanifthewavelengthisshorter,i.e.193nm.Inthisexample,theverticalparallellinesdefinetheabilityoftheprocesstoresolveanimage.Thetopdrawingshowstheordersrecombiningatawideangleresultingfromilluminationatalongerwavelength,forexample248-nm.Thebottomdrawingshowstheordersfromthesamefeaturerecombiningatanarrowerangleresultingfromilluminationatashorterwavelength,forexample193-nm.Inbothcases,theprocessresolvesthesameminimumimagesize.Howeverinthebottomexamplethedistancefromtheexactpointofrecombinationoforders(thefocalplane)isgreaterthaninthetopexamplesimplybecausetheangleofdiffractionisnotaslarge.Therefore,thebottomexampleallowsagreatertoleranceinfocusbeforetheabilitytoresolvethisminimumimagesizeislost.DiffractionordersTheleftsideofthisillustrationshows(intwodimensions)howthediffractionangleofordersbecomesincreasinglylarger(fromnormal)astheorderincreases.Therightsideoftheillustrationaddsdepthtotheinformationontheleft,asiflookingintotheslide.So,whatareweseeing?Ontheright,thefullimplicationofthewavefrontsreachingthewaferareshown(goingthroughthewafer,asiftransparent).Thetheoreticalmaskimageisshownatthewaferplponent(0thorder)ofthedenselinesisshowntobeilluminatingthefullfield.Thecenterviewshowsonlythepositivefirstorderinformation,anddefineshowthewavefrontapproachesthewaferatitsangleofdiffraction.Thebottomviewshowsonlythepositivethirdorderinformation,againdefininghowthewavefrontalsoapproachesthewaferatitsangleofdiffraction,beingagreaterangle(3X)thanthatofthefirstorder,andarrivingatthewaferwithtriplethespatialfrequencyofthemaskimage.Thisillustrationexplainshowdiffractedinformationisrecombinedtoformanimage.Thereticlepatternisagrating:thatis,repeatingclearandopaquefeatures.Forsuchasituation(50%dutycycle),the0thorderisadccomponentwhichisequalinamplitudetotheaverageoflightanddarksegmentsofthegrating.Asthirdorderinformationisresolvedbythelens(largerfeatures),the“sum”curveatthebottomshowshowtheresultingimageatthefocalplanebeginsmoretoresembletheoriginalreticlefeature(squarewave).AlignmentProcessAlignmentMarkLSAvs.FIA对位⽅式光源优点缺点LSA激光灵敏度⾼,识别能⼒强,适合绝⼤多数层次不适合铝层及对位标记不对称的情况FIA卤素灯适合铝层及⾮对称对位标记对位速度慢,对台阶要求⾼WaferSearchAlignmentSearchY-T对位;确认圆⽚旋转;确认Y位置;确认X位置;进⾏EGA对位。
An Overview of Internet of Vehicles 车联网综述

signal range and drop out of the network, oth-er vehicles can join in, connecting vehicles to one another to create a mobile Internet. We de-termine that V ANET only covers a very small mobile network that is subject to mobility con-straints and the number of connected vehicles. Several characteristics of large cities, such as traffic jams, tall buildings, bad driver behav-iors, and complex road networks, further hin-der its use. Therefore, for V ANET, the objects involved are temporary, random and unstable, and the range of usage is local and discrete, i.e., VANET cannot provide whole (global) and sustainable services/applications for cus-tomers. Over the past several decades, there has not been any classic or popular implemen-tation of VANET. The desired commercial interests have not emerged either. Therefore, V ANET’s usage has begun to stagnate.In contrast to VANET, IoV has two main technology directions: vehicles’ neworking and vehicles’ intelligentialize. Vehicles’ net-working is consisting of V ANET (also called vehicles’ interconnection), Vehicle Telematics (also called connected vehicles) and Mobile Internet (vehicle is as a wheeled mobile termi-nal). Vehicles’ intelligence is that the integra-tion of driver and vehicle as a unity is more intelligent by using network technologies, which refers to the deep learning, cognitive computing, swarm computing, uncertainty artificial intelligence, etc. So, IoV focuses on the intelligent integration of humans, vehi-cles, things and environments and is a largerAbstract: The new era of the Internet of Things is driving the evolution of conventional Vehicle Ad-hoc Networks into the Internet of Vehicles (IoV). With the rapid development of computation and communication technologies, IoV promises huge commercial interest and research value, thereby attracting a large number of companies and researchers. This paper proposes an abstract network model of the IoV , discusses the technologies required to create the IoV , presents different applications b a s e d o n c e r t a i n c u r r e n t l y e x i s t i n g technologies, provides several open research challenges and describes essential future research in the area of IoV .Keywords: internet of vehicles; VANET; vehicle telematics; network modelI. I NTRODUCTIONAccording to recent predictions 1, 25 billion “things” will be connected to the Internet by 2020, of which vehicles will constitute a significant portion. With increasing numbers of vehicles being connected to the Internet of Things (IoT), the conventional Vehicle Ad-hoc Networks (VANETs) are changing into the Internet of Vehicle (IoV). We explore the reasons for this evolution below.As is well-known, V ANET [1] turns every participating vehicle into a wireless router or mobile node, enabling vehicles to connect to each other and, in turn, create a network with a wide range. Next, as vehicles fall out of theAn Overview of Internet of VehiclesYANG Fangchun, WANG Shangguang, LI Jinglin, LIU Zhihan, SUN QiboState Key Laboratory of Networking and Switching Technology Beijing University of Posts and Telecommunications, Beijing, ChinaV EHICULAR N ETWORKING1/7037738/The_Inter-net_of_Things_A_Study_in_Hype_Reality_Disrup-tion_and_Growtthe conventional Vehicle Ad-hoc Networks (V ANETs), Vehicle Telematics, and other con-nected vehicle networks have to evolve into the Internet of Vehicle (IoV). The question accordingly arises as to why such systems did not evolve into IoT, Internet or wireless mo-bile networks.The main reason is that some characteris-tics of IoV are different from IoT, Internet or wireless mobile networks. Firstly, in wireless mobile networks, most end-users’ trajectories follow a random walk model. However, in IoV , the trajectory of vehicles is subject to the road distributions in the city. Secondly, IoT focuses on things and provides data-aware-ness for connected things, while the Internet focuses on humans and provides information services for humans. However, IoV focuses on the integration of humans and vehicles, in which, vehicles are an extension of a human’s abilities, and humans are an extension of a vehicle’s intelligence. The network model, the service model, and the behavior model of human-vehicle systems are highly different from IoT, Internet or wireless mobile network. Finally, IoV interconnects humans within and around vehicles, intelligent systems on board vehicles, and various cyber-physical systems in urban environments, by integrating vehi-cles, sensors, and mobile devices into a global network, thus enabling various services to be delivered to vehicles and humans on board and around vehicles. Several researchers have referred to the vehicle as a manned computer with four wheels or a manned large phone in IoV. Thus, in contrast to other networks, ex-isting multi-user, multi-vehicle, multi-thing and multi-network systems need multi-level collaboration in IoV .In this paper, we first provide a network model of IoV using the swarm model and an individual model. We introduce existing re-search work focusing on activation and main-tenance of IoV. Then, we survey the various applications based on some currently existing technologies. Finally, we give several open re-search challenges for both the network model and the service model of human-vehicle sys-network that provides services for large cities or even a whole country. IoV is an open and integrated network system with high manage-ability, controllability, operationalization and credibility and is composed of multiple users, multiple vehicles, multiple things and multiple networks. Based on the cooperation between computation and communication, e.g., col-laborative awareness of humans and vehicles, or swarm intelligence computation and cog-nition, IoV can obtain, manage and compute the large scale complex and dynamic data of humans, vehicles, things, and environments to improve the computability, extensibility and sustainability of complex network systems and information services. An ideal goal for IoV is to finally realize in-depth integration of human-vehicle-thing-environment, reduce social cost, promote the efficiency of trans-portation, improve the service level of cities, and ensure that humans are satisfied with and enjoy their vehicles. With this definition, it is clear that V ANET is only a sub network of IoV. Moreover, IoV also contains Vehicle Telematics [2], which is a term used to define a connected vehicle interchanging electronic data and providing such information services as location-based information services, remote diagnostics, on-demand navigation, and au-dio-visual entertainment content. For IoV , Ve-hicle Telematics is simply a vehicle with more complex communication technologies, and the intelligent transportation system is an applica-tion of IoV , but vehicle electronic systems do not belong to IoV .In the last several years, the emergence of IoT, cloud computing, and Big Data has driven demand from a large number of users. Individ-ual developers and IT enterprises have pub-lished various services/applications. However, because V ANET and Vehicle Telematics lack the processing capacity for handling global (whole) information, they can only be used in short term applications or for small scale ser-vices, which limits the development and popu-lar demand for these applications on consumer vehicles. There is a desperate need for an openand integrated network system. Therefore,people who consume or provide services/ap-plications of IoV . Human do not only contain the people in vehicles such as drivers and pas-sengers but also the people in environment of IoV such as pedestrians, cyclists, and drivers’ family members. Vehicle in IoV terminology refers to all vehicles that consume or provide services/applications of IoV . Thing in IoV ter-minology refers to any element other than hu-man and vehicle. Things can be inside vehicles or outside, such as AP or road. Environment refers to the combination of human, vehicle and thing.The individual model focuses on one vehi-cle. Through the interactions between human and environment, vehicle and environment, and thing and environment, IoV can provide services for the vehicles, the people and the things in the vehicles. In the model, the in-tra-vehicle network is used to support the interaction between human and vehicle, and the interaction between vehicle and thing in that vehicle. The inter-vehicle network is usedtems, i.e., enhanced communication through computation and sustainability of service pro-viding, and outline essential future research work in the area of IoV .The rest of this paper is organized as fol-lows. Section 2 describes o ur proposed net-work model of IoV. The overview of IoV is presented from three different perspectives in Section 3. In Section 4, several open research challenges and essential future research work related to IoV are outlined. Finally, we present this paper’s conclusions in Section 5.II. N ETWORK M ODEL OF IOVAs shown in Fig. 1, we propose a network model of IoV based on our previous work [3], in which the model is composed of a swarm model and an individual model. The key as-pect of the network model is the integration between human, vehicle, thing, and environ-ment.Human in IoV terminology refers to all theFig.1Network model of IoVsignificantly improve the quality of vehicle service, while a bad wireless access may often lead to the breakdown of services. As is well-known, routing technology is the research core of traditional networks. For IoV , while routing is still the core of the inter-vehicle network, it is also essential for delivering the control message. Finally, IoV has the two most im-portant elements, i.e., users and network. For a simple IoV, wireless access is its user, and routing is its network. With the development of IoV , however, these elements might be less important, and other technologies may play a vital role, such as collaboration technology and swarm intelligence computing. However, due to page limitations, a detailed discussion is beyond this paper.Note that the technologies introduced in this section cannot cover the technologies of IoV , and most of them belong to V ANET [4] or Ve-hicle Telematics. The reason is that IoV is an open and integrated network system composed of multiple users, multiple vehicles, multiple things and multiple networks, and an integrat-ed IoV is not described. Hence, this section mainly focuses on existing technologies and applications, even if they do not represent the technologies and applications of IoV .3.1 Activation of IoVThere are many steps in the activation of IoV , but the most important step is to take the vehi-cles into the integrated network of IoV using wireless access technologies. At present, there are many existing wireless access technologies such as WLANs, WiMAX, Cellular Wireless, and satellite communications [5]. As shown in Fig. 1, most of these technologies are used to connect vehicles to each other in IoV .WLAN contains IEEE 802.11a/b/g/n/p standards. IEEE 802.11-based WLAN, which has achieved great acceptance in the market, supports short-range, relatively high-speed data transmission. The maximum achievable data rate in the latest version (802.11n) is ap-proximately 100 Mbps. IEEE 802.11p is a new communication standard in the IEEE 802.11 family which is based on the IEEE 802.11a.to support the interaction between human and environment, vehicle and environment, and thing and environment. Swarm model focus-es on multi-user, multi-vehicle, multi-thing and multi-network scenarios. Through swarm intelligence, crowd sensing and crowd sourc-ing, and social computing, IoV can provide services/applications. Moreover, in this model, the interaction between human and human, ve-hicle and vehicle, and thing and thing, all need an integrated network to collaborate with each other and with the environment. Note that IoV has a computation platform for providing vari-ous decisions for whole network, and there are many virtual vehicles with drivers correspond-ing to physica vehicles and drivers. Then we call the virtual vehicle with driver as Autobot. In the IoV, Autobot can interact with each other by using swarm computing technologies and provide decision-making information for IoV in the computation platform.III. T ECHNOLOGY AND A PPLICATION OF IOVOver a decade ago, both industrial and aca-demic researchers proposed many advanced technologies for the application layer, the mo-bile model & the channel model, the physical layer & the data link layer, the network layer & the transport layer, and security & privacy; these technologies are all used in IoV . In this section, we only focus on giving an overview of the technologies and their applications in IoV, and do not describe the details of the technologies. The overview describes the acti-vation of the IoV , maintenance of the IoV , and IoV applications.For the activation and maintenance of the IoV, we only summarize the wireless access technology and the routing technology. There are several reasons for focusing on these two technologies. Firstly, most researchers working on IoV focus on wireless access and routing, for which the number of proposed re-search works are the highest. Secondly, wire-less access technologies play an important role in IoV . A good wireless access technology canquality of service, even for non-line-of-sight transmissions. The key advantage of WiMAX compared to WLAN is that the channel access method in WiMAX uses a scheduling algo-rithm in which the subscriber station needs to compete only once for initial entry into the network.Cellular wireless comprises of 3G, 4G and LTE. Current 3G networks deliver data at a rate of 384 kbps to moving vehicles, and can go up to 2 Mbps for fi xed nodes. 3G sys-tems deliver smoother handoffs compared to WLAN and WiMAX systems, and many nota-ble works have been proposed. For example, Chao et al. [8] modeled the 3G downloading and sharing problem in integration networks. Qingwen et al. [9] made the first attempt in exploring the problem of 3G-assisted data delivery in V ANETs. However, due to central-ized switching at the mobile switching center (MSC) or the serving GPRS support node (SGSN), 3G latency may become an issue for many applications. Vinel [3] provided an an-IEEE 802.11p is designed for wireless access in the vehicular environment to support intel-ligent transport system applications. The use of wireless LANs in V ANETs requires further research. For example, Wellens et al. [6] pre-sented the results of an extensive measure-ment campaign evaluating the performance of IEEE 802.11a, b, and g in car communication scenarios, and showed that the velocity has a negligible impact, up to the maximum tested speed of 180 km/h. Yuan et al. [7] evaluated the performance of the IEEE 802.11p MAC protocol applied to V2V safety communica-tions in a typical highway environment. Wi-MAX contains IEEE 802.16 a/e/m standards. IEEE 802.16 standard-based WiMAX are able to cover a large geographical area, up to 50 km, and can deliver significant bandwidth to end-users - up to 72 Mbps theoretically. While IEEE 802.16 standard only supports fixed broadband wireless communications, IEEE 802.16e/mobile WiMAX standard supports speeds up to 160 km/h and different classes of Fig.2 Wireless access technologies in IoVAPManagement and Control on the APIEEE 802.16WiMax DatabaseAP Management and Control on the APAPManagement and Control on the APCellular NetworkCellular NetworkDatabaseSatellite NetworkSatellite Network DatabaseAPManagement and Control on the APIEEE 802.11WLAN DatabaseVehicleVehicleVehicleVehicleCentralized Management and Control Unitand Control Unit (CMCU)NetworkDatabaseCMCUIoV3.2 Maintenance of IoVThere are also many aspects to the mainte-nance of IoVs, such as data-awareness, virtual networks, and encoding, but the most im-portant aspect is the switching of the control message for IoV. Routing technology is the suitable solution, and in IoV , is dependent on a number of factors such as velocity, density, and direction of motion of the vehicles. As shown in Fig. 1, vehicles can either be the source or the destination during the process of routing, and various standards have been built to accomplish the task of routing. With the growing needs of the users to access various resources during mobility, efficient techniques are required to support their needs and keep them satisfied.Topology based maintenance: Because of the large overhead incurred for route discovery and route maintenance for highly mobile unco-ordinated vehicles, only a few of the existing routing protocols for inter-vehicle networks are able to handle the requirements of safety applications [10,11]. An important group of routing protocols for ad-hoc networks is based on topology, and needs the establishment of an end-to-end path between the source and the destination before sending any data packet. Due to rapid changes in the network topology and highly varying communication channel conditions, the end-to-end paths determined by regular ad-hoc topology-based routing pro-tocols are easily broken. To solve this prob-lem, several routing protocols have been pro-posed [12,13] [14,15] [16] [17]. For example, Namboodiri and Gao [12] proposed a predic-tion-based routing for V ANETs. The PBR is a reactive routing protocol, which is specifically tailored to the highway mobility scenario, to improve upon routing capabilities without us-ing the overhead of a proactive protocol. The PBR exploits the deterministic motion pat-tern and speeds, to predict roughly how long an existing route between a “node” vehicle and a “gateway” vehicle will last. Using this prediction, the authors pre-emptively create new routes before the existing route lifetimealytical framework which allows comparing 802.11p/WA VE and LTE protocols in terms of the probability of delivering the beacon before the expiration of the deadline. Lei et al. [4] studied the potential use cases and technical design considerations in the operator con-trolled device-to-device communications. The potential use cases were analyzed and classi-fied into four categories. Each use case had its own marketing challenges and the design of related techniques should take these fac-tors into consideration. Gerla and Kleinrock [5] discussed LTE cellular service in a future urban scenario with very high bandwidth and broad range. The so-called cognitive radios will allow the user to be “best connected” all the time. For instance, in a shopping mall or in an airport lounge, LTE will become congested, and the user’s cognitive radio will disconnect from LTE. For vehicles, due to large costs, sat-ellite communications are barely used, except for GPS. It is only a supplement for temporary and emergency uses, when other communica-tion technologies are invalid or unavailable. Looking at the wireless access technologies described above, we think that the 4G or LTE should be the most efficient technology to launch the inter-vehicle network and to acti-vate the IoV . The reasons are as follows. First-ly, 4G or LTE is the most used communication standard, and has been deployed by most countries to provide access services. Obvious-ly, any vehicle can use it to connect to the IoV . Secondly, in the context of high buildings and a complex city environment, the performance of 4G or LTE is the best among all wireless access technologies. Finally, in the past ten years, the development of VANET has been very slow, and can barely be used in the real world. The main reason is that the connected vehicles cannot maintain V ANET in city roads because the goals of drivers are random and different. To maintain the V ANET, all vehicles must access the integrated network of IoV, after which IoV can be activated to provide services for users.which combines store-carry-and-forward tech-nique with routing decisions based on geo-graphic location. These geographic locations are provided by GPS devices. In GeoSpray, authors proposed a hybrid approach, mak-ing use of a multiple copy and a single copy routing scheme. To exploit alternate paths, GeoSpray starts with multiple copy schemes which spread a limited number of bundle cop-ies. Afterwards, it switches to a single copy scheme, which takes advantage of additional opportunities. It improves delivery success and reduces delivery delay. The protocol ap-plies active receipts to clear the delivered bun-dles across the network nodes. Compared with other geographic location-based schemes, and single copy and non-location based multiple copy routing protocols, it was found that Geo-Spray improves delivery probability and re-duces delivery delay. In contrast to the above work, Bernsen and Manivannan proposed [20] a routing protocol for V ANETs that utilizes an undirected graph representing the surrounding street layout, where the vertices of the graph are points at which streets curve or intersect, and the graph edges represent the street seg-ments between those vertices. Unlike existing protocols, it performs real-time, active traffic monitoring and uses these data and other data gathered through passive mechanisms to as-sign a reliability rating to each street edge. Then, considering the different environments, a qualitative survey of position-based rout-ing protocols was made in [21], in which the major goal was to check if there was a good candidate for both environments or not. An-other perspective was offered by Liu et al. [22], who proposed a relative position based message dissemination protocol to guarantee high delivery ratio with acceptable latency and limited overhead. Campolo et al. [23] used the time, space and channel diversity to improve the efficiency and robustness of network ad-vertisement procedures in urban scenarios. Clustering based maintenance: In this type of routing scheme, one of the nodes among the vehicles in the cluster area becomes a clusterhead (CH), and manages the rest ofexpires. Toutouh et al. [13] proposed a well-known mobile ad hoc network routing proto-col for V ANETs to optimize parameter settings for link state routing by using an automatic optimization tool. Nzounta et al.[15] proposed a class of road-based VANET routing proto-cols. These protocols leverage real-time ve-hicular traffic information to create paths. Fur -thermore, geographical forwarding allows the use of any node on a road segment to transfer packets between two consecutive intersections on the path, reducing the path’s sensitivity to individual node movements. Huang et al. [16] examined the efficiency of node-disjoint path routing subject to different degrees of path coupling, with and without packet redundancy. An Adaptive approach for Information Dis-semination (AID) in VANETs was presented in [14], in which each node gathered the in-formation on neighbor nodes such as distance measurements, fixed upper/lower bounds and the number of neighboring nodes. Using this information, each node dynamically adjusts the values of local parameters. The authors of this approach also proposed a rebroadcast-ing algorithm to obtain the threshold value. The results obtained show that AID is better than other conventional schemes in its cate-gory. Fathy et al. [17] proposed a QoS Aware protocol for improving QoS in VANET. The protocol uses Multi-Protocol Label Switching (MPLS), which runs over any Layer 2 technol-ogies; and routers forward packets by looking at the label of the packet without searching the routing table for the next hop.Geographic based maintaining. The geo-graphic routing based protocols rely mainly on the position information of the destination, which is known either through the GPS sys-tem or through periodic beacon messages. By knowing their own position and the destination position, the messages can be routed directly, without knowing the topology of the network or prior route discovery. V . Naumov et al. [18] specifically designed a position-based routing protocol for inter-vehicle communication in a city and/or highway environment. Soares et al. [19] proposed the GeoSpray routing protocol,dynamic transmission range, the direction of vehicles, the entropy, and the distrust value parameters. Wang et al. [26] refined the orig -inal PC mechanism and proposed a passive clustering aided mechanism, the main goal of which is to construct a reliable and stable clus-ter structure for enhancing the routing perfor-mance in V ANETs. The proposed mechanism includes route discovery, route establishment, and data transmission phases. The main idea is to select suitable nodes to become cluster-heads or gateways, which then forward route request packets during the route discovery phase. Each clusterhead or gateway candidate self-evaluates its qualification for clusterhead or gateway based on a priority derived from athe nodes, which are called cluster members. If a node falls in the communication range of two or more clusters, it is called a border node. Different protocols have been proposed for this scheme, and they differ in terms of how the CH is selected and the way the routing is done. R. S. Schwartz et al. [24] proposed a dissemination protocol suitable for both sparse and dense vehicular networks. Suppression techniques were employed in dense networks, while the store-carry-forward communication model was used in sparse networks. A. Daein-abi [25] proposed a novel clustering algorithm - vehicular clustering - based on a weighted clustering algorithm that takes into consider-ation the number of neighbors based on theavoidance. At present, collision avoidance technologies are largely vehicle-based systems offered by original equipment manufacturers as autonomous packages which broadly serve two functions, collision warning and driver assistance. The former warns the driver when a collision seems imminent, while the latter partially controls the vehicle either for steady-state or as an emergency intervention [41]. To be specific, collision warning includes notifi -cations about a chain car accident, warnings about road conditions such as slippery road, and approaching emergency vehicle warning [5]. On the one hand, collision warnings could be used to warn cars of an accident that oc-curred further along the road, thus presenting a pile-up from occurring. On the other hand, they could also be used to provide drivers with early warnings and prevent an accident from happening in the first place. Note that driving near and through intersections is one of the most complex challenges that drivers face be-cause two or more traffic flows intersect, and the possibility of collision is high [42]. The intelligent intersection, where such conven-tional traffic control devices as stop signs and traffic signals are removed, has been a hot area of research for recent years. Vehicles coordi-nate their movement across the intersection through a combination of centralized and dis-tributed real-time decision making, utilizing global positioning, wireless communications and in-vehicle sensing and computation 1. A number of solutions for collision avoidance of multiple vehicles at an intersection have been proposed. A computationally efficient control law [43-45] has been derived from ex-ploitation of the monotonicity of the vehicles’ dynamics, but it has not been applied to more than two vehicles. An algorithm that addresses multi-vehicle collisions, based on abstraction, has been proposed in [46]. An algorithmic ap-proach to enforcing safety based on a time slot assignment, which can handle a larger number of vehicles, is found in [41]. Colombo et al. [47] designed a supervisor for collision avoid-ance, which is based on a hybrid algorithm that employs a dynamic model of the vehiclesweighted combination of the proposed metrics. P. Miao [27] proposed a cooperative commu-nication aware link scheduling scheme, with the objective of maximizing the throughput for a session in C-V ANETs. They let the RSU schedule the multi-hop data transmissions among vehicles on highways by sending small sized control messages.Based on the above overview, we provide a relative comparison of all routing protocols in Tab 1. In this table, Route length is the total distance between source and destination. PDR is the packet delivery ratio. Latency is the in-terval of time between the first broadcast and the end of the last host’s broadcast. Latency includes buffering, queuing, transmission and propagation delays.3.3 IoV applicationsWith the rapid development of numeric infor-mation technology and network technology, it is brought forward that theautomatization and intelligentization of vehicle.This gives birth to lots of applications which combine safe driving with service provision. For example, Apple CarPlay, originally introduced as iOS in vehicles, offer full-on automobile integration for Apple’s Maps and turn-by-turn navigation, phone, iMeessage, and music service 5. Similar to CarPlay, Google Android Auto provides a distraction-free interface that allows drivers enjoy the services by connecting Android de-vices to the vehicle. Chinese Tecent recently launched its homegrown navigation app Lu-bao that features user generated contents and social functions 7. For demonstration purposes, in this paper, IoV applications can be divided into two major categories: Safety applications and User applications. Applications that in-crease vehicle safety and improve the safety of the passengers on the roads by notifying the vehicles about any dangerous situation in their neighborhood are called safety applications. Applications that provide value-added services are called User applications.Technologies to enhance vehicular and passenger safety are of great interest, and one of the important applications is collision。
电镀常用专业英语

鍍前/后處理名詞
镀前处理 镀后处理 化学抛光 化学除油 机械抛光 电 抛 光 光亮浸蚀 电解除油 电解浸蚀 乳化除油 喷射清洗 弱浸蚀 强浸蚀 preplating postplating chemical polishing alkaline degreasing mechanical polishing electropolishing bright pickling electrolytic degreasing electrolytic pickling emulsion degreasing spray rinsing acid dipping pickling 粗化 敏化 浸亮 刷光 除氢 退火 热熔 着色 脱色 喷丸 喷砂 滚光 磨光 roughening sensitization bright dipping brushing removal of hydrogen (de-embrittlement ) annealing hot melting colouring decolorization shot blasting sand blasting barrel burnishing grinding 渗氢 磷化 乳化 钝化 退镀 汞齐化 热扩散 着色能力 逆流漂洗 超声波清洗 有机溶剂除油 缎面加工 seepage hydrogen phosphating emulsification passivation stripping amalgamation (blue dip) thermal diffusion dyeing power countercurrent rinsing ultrasonic cleaning solvent degreasing satin finish
塑料电镀 高速电镀 多层电镀 钢铁发蓝 转 化 膜 化学钝化 化学氧化 阳极氧化 金属电沉积 周期转向电镀 化学气相沉积 复合电镀(弥散电镀) 化学镀(自催化镀)
成人高考成考英语(高起专)试卷及解答参考(2024年)

2024年成人高考成考英语(高起专)复习试卷及解答参考一、语音知识(本大题有5小题,每小题2分,共10分)1、Choose the word that has the same pronunciation as the word “elephant.”A. elephantB. elephantC. elephantD. elephantAnswer: BExplanation: The word “elephant” is pronounced as /ˈɛl.ɪ.fɑːnt/. Among the options provided, “elephant” in option B is pronounced the same as the original word.2、Select the word that has the opposite meaning of “increase.”A. increaseB. increaseC. decreaseD. decreaseAnswer: CExplana tion: The word “increase” means to make larger or greater. The wordthat has the opposite meaning is “decrease,” which means to make smaller or less. Among the options, “decrease” in option C is the correct answer.3、The word “communicate” is pronounced as:A. /kəˈmjuːnɪkeɪt/B. /kəˈmjuːnɪkeɪt/C. /kəˈmjuːniːkeɪt/D. /kəˈmjuːniːkeɪt/Answer: AExplanation: The correct pronunciation of “communicate” is /kəˈmjuːnɪkeɪt/. The “c” in “communicate” is not hard, as it does not precede a double vowel.4、Which of the following words has the correct pronunciation?A. “Environment” - /ɪnˌvaɪrənˈmeɪnt/B. “Education” - /ˌɛdʒuˈkeɪʃən/C. “Imagine” - /ɪˈmædʒɪneɪt/D. “Compass” - /kəˈmæpəs/Answer: BExplanation: The correct pronunciation of “education” is /ˌɛdʒuˈkeɪʃən/. The “e” in “education” is long, as it is followed by a “g” which is silent. The other options have mispronounced vowels or consonants.5、The sentence “She always has a smile on her face” emphasizes that sheis always __________.A. cheerfulC. nervousD. sadAnswer: A. cheerfulExplanation: The word “always” in the sentence indicates a constant state or behavior. The phrase “has a smile on her face” suggests that she is in a good mood or happy, which is best described by the word “cheerful.” The other options do not accurately capture the positive connotation of the sentence.二、词汇与语法知识(本大题有15小题,每小题2分,共30分)1、Choose the correct word or phrase to complete the sentence below.The_______of the meeting was quite impressive.A. atmosphereB. audienceC. attendanceD. occasionAnswer: CExplanation: The correct answer is “attendance” because it refers to the number of people who were present at the meeting. The other options do not fit the context of the sentence.2、Select the word that does not belong in the following list.A. enthusiasticC. exhaustedD. alertAnswer: CExplanation: The word “exhausted” does not belong in the list because it is an adjective that describes someone who is very tired, whereas “enthusiastic,” “energetic,” and “alert” all describe someone who is full of energy or has a positive, watchful attitude.3、Choose the word that best completes the sentence.The teacher___________the students to be quiet during the examination.A. requestedB. suggestedC. orderedD. recommendedAnswer: C. orderedExplanation: The correct choice is “ordered” because it indicates a direct command or instruction from the teacher. The other options, while they could be used in some contexts, do not convey the same level of authority or necessity as “ordered” does in this sentence.4、Complete the sentence using the correct form of the verb in parentheses.If you________(be) more careful, you would not have made so many mistakes.A. areB. wereC. will beD. had beenAnswer: B. wereExplanation: The correct form of the verb to use in this sentence is “were,” which i s the past subjunctive form of “to be.” The sentence is expressing a hypothetical situation, which is a situation that is not real but is being considered for the sake of argument. The past subjunctive is used to describea condition that is not true but could have been or would have been.5、Choose the word that best completes the sentence.The professor___________the students’ questions eagerly.A. ignoredB. addressedC. neglectedD. overlookedAnswer: B. addressedExplanation: The correct word to complet e the sentence is “addressed,” which means to speak to or write to someone formally or officially. The professor is expected to address the students’ questions, not ignore, neglect, or overlook them.6、Complete the sentence with the correct form of the verb in parentheses.They___________(be) discussing the project when the meeting was called toorder.A. wereB. had beenC. have beenD. isAnswer: A. wereExplanation: The correct form of the verb is “were,” which is the past continuous tense. The sentence describes an action that was happening at a specific past time (when the meeting was called to order), so the past continuous tense is appropriate. The other options are incorrect because they do not match the context or the tense required.7、Choose the word that best completes the sentence.The teacher was surprised by the student’s_ability to understand complex concepts.A)surpriseB)surprisedC)surprisingD)surpriseablyAnswer: C) surprisingExplanation: The correct answer is “surprising” because it is the adjective form that describes the student’s ability. “Surprise” is a noun, “surprised” is the past participle form of the verb, and “surpriseably” is not a word.8、Complete the sentence with the correct form of the given verb in brackets.They (be) (not) aware of the changes that (take) place in the company last month.A)wereB)areC)wasD)beAnswer: A) wereExplanation: The correct answer is “were” because the subject “they” is plural, and the past perfect tense “had taken” indicates that the cha nges occurred before the awareness of them. Therefore, “were” is the correct past tense form of “be.”9.Choose the word that best completes the sentence.I can’t believe how____________changes have occurred in this small town over the past decade.A)numerousB)rapidC)suddenD)gradualAnswer: D) gradualExplanation: The sentence is describing changes that have occurred over a period of time, suggesting a process that was not immediate or extreme. “Gradual” fits this context best, indicating changes that happen slowly over time.10.Select the correct form of the verb to complete the following sentence.The professor___________us a detailed outline of the research project before the deadline.A)gaveB)has givenC)will giveD)is givingAnswer: B) has givenExplanation: The sentence implies that the action of giving the outline has already occurred before the deadline. The present perfect tense (“has given”) is used to describe actions that have a present relevance or result.11.Choose the correct word to complete the sentence:The manager was_about the new project, but the team was confident.A)apprehensiveB)optimisticC)indifferentD)enthusiasticAnswer: A) apprehensiveExplanation: The correct answer is “apprehensive” because it means feeling or showing anxiety or fear about something, which fits the context of the manager being concerned about the new project. The other options do not convey the same sense of worry or anxiety.12.Select the word that is closest in meaning to the underlined word:The teacher’s_appr oach to teaching made the subject much more engaging.A)traditionalB)innovativeC)passiveD)objectiveAnswer: B) innovativeExplanation: The underlined word “innovative” means introducing new methods or ideas. The sentence suggests that the teacher’s approach was different and made the subject more engaging. The word “traditional” would imply a more conventional method, “passive” would suggest a lack of interest, and “objective” would imply a neutral approach, none of which fit the context as well as “innovative.”13.Choose the word that best completes the sentence.The company’s new policy has been widely __________, with both positive and negative reactions.A. criticizedB. implementedC. supportedD. rejectedAnswer: B. implementedExplanation: The correct word here should reflect that the policy has been put into effect. “Implemented” means to carry out or put into effect, which fits the context. “Criticized” would imply there are negative reactions,“supported” would imply positive reactions, and “rejected” wo uld imply outright refusal, none of which fully capture the act of the policy being put into practice.14.Select the correct form of the verb to complete the sentence.She_______(go) to the market every morning, but now she has a car.A. used to goB. uses to goC. used goD. uses goAnswer: A. used to goExplanation: The correct phrase to use in this context is “used to” followed by the base form of the verb, which indicates a past habit or practice that has since changed. “Used to go” is the correc t past simple form that indicates a habit in the past. The other options are grammatically incorrect or do not convey the intended meaning.15.Choose the correct word or phrase to complete the sentence.The professor___________the students to study hard for the exam.A. advisedB. recommendedC. suggestedD. proposedAnswer: B. recommendedExplanation: The correct answer is “recommended” because it is the most appropriate word to express the professor’s advice. “Advised,” “suggested,” and “proposed” can also mean giving advice or suggestions, but “recommended”is often used in a more formal context, such as in an academic setting.三、完形填空(30分)Passage:In the small town of Willow Creek, there was once a charming old library that stood at the heart of the community. The library was a hub of learning and culture, where people of all ages would gather to read, discuss, and exchange ideas. The librarian, Mrs. Thompson, was known for her warm smile and vast knowledge of books. She had been working at the library for over 30 years and was deeply loved by everyone in the town.One day, the town’s mayor announced that the library was in danger of closing due to budget cuts. The community was shocked and immediately rallied to save their beloved library. They organized a series of events, including a book sale, a bake sale, and a benefit concert, to raise funds.The most successful event was the “Willow Creek Reads” program, where local authors were invited to read to the children and talk about their writing process. The children were excited and inspired, and the adults were reminded of the power of books to bring people together.As the days went by, more and more people began to donate books and moneyto the library. Mrs. Thompson was overwhelmed by the outpouring of support from the community. She knew that the library would not only survive but thrive.One evening, as Mrs. Thompson was organizing a new shelf of donated books, she noticed a mysterious note tucked inside one of the books. The note read, “To Mrs.Thompson, from the Friends of Willow Creek Library. We hope these books bring you joy and continue to inspire the community.”Mrs. Thompson smiled, knowing that the spirit of the library was alive and well.Blanks:1.The library in Willow Creek was a___________of learning and culture.2.Mrs. Thompson was___________for her warm smile and vast knowledge of books.3.The town’s mayor announced that the library was in___________due to budget cuts.4.The community___________to save their beloved library.5.The most successful event was the___________program.6.The children were___________and inspired by the local authors.7.The adults were___________of the power of books to bring people together.8.More and more people began to___________books and money to the library.9.Mrs. Thompson was___________by the outpouring of support from the community.10.The note was a___________from the Friends of Willow Creek Library.11.Mrs. Thompson smiled, knowing that the spirit of the librarywas___________and well.Questions:11.What was the note a___________from the Friends of Willow Creek Library?A)InvitationB)ComplaintC)Thank youD)ApologyAnswer:C) Thank you四、阅读理解(本部分有5大题,每大题9分,共45分)第一题Read the following passage and answer the questions that follow.The Internet has revolutionized the way we communicate, access information, and conduct business. With just a few clicks, we can connect with people from all over the world, access a vast amount of information, and even conduct transactions online. However, along with these benefits, the Internet has also brought about various challenges and risks. One of the most significant risks is the potential for cybercrime, which includes hacking, identity theft, and phishing.1.What is one of the major risks associated with the use of the Internet?A. Improved communicationB. Access to a vast amount of informationC. Potential for cybercrimeD. Increased business opportunities2.What are some examples of cybercrimes mentioned in the passage?A. Hacking, identity theft, and phishingB. Improved communication and access to informationC. Increased business opportunitiesD. Reduced need for physical interaction3.How does the Internet impact the way we conduct business?A. It reduces the need for physical interactionB. It increases the potential for cybercrimeC. It provides a platform for global communication and transactionsD. It eliminates the need for traditional banking and financial servicesAnswers:1.C2.A3.C第二题Passage:The rapid development of technology has greatly influenced the way people communicate. Social media platforms have become an integral part of daily life,allowing individuals to connect with others across the globe. However, this shift in communication has raised concerns about the impact on face-to-face interactions and the potential loss of traditional social skills.One of the most popular social media platforms is Instagram, which is known for its focus on visual content. Users can share photos, videos, and stories, and follow others who share similar interests. While Instagram can be a great way to stay connected with friends and discover new things, it also has its downsides.A recent study found that excessive use of Instagram can lead to feelings of loneliness and depression. The constant comparison with others’ seemingly perfect lives can create a sense of inadequacy. Additionally, the platform’s algorithm can create a filter bubble, where users are only exposed to content that aligns with their existing beliefs and interests, thus limiting their exposure to diverse perspectives.Despite these concerns, many people find Instagram to be a valuable tool for networking and personal growth. It can provide a platform for artists, writers, and entrepreneurs to showcase their work and connect with potential audiences. Moreover, it can be a source of inspiration and motivation, as users are exposed to the achievements and stories of others.Questions:1、What is the main topic of the passage?A) The benefits of using social media platforms.B) The negative effects of Instagram on social interactions.C) The history of social media platforms.D) The role of technology in modern communication.2、Which of the following is NOT mentioned as a potential negative effect of using Instagram?A) Feelings of inadequacy.B) Limited exposure to diverse perspectives.C) Improved communication skills.D) Increased feelings of loneliness and depression.3、What is the author’s attitude towards Instagram?A) Highly critical.B) Indifferent.C) Positive and supportive.D) Ambiguous.Answers:1、B) The negative effects of Instagram on social interactions.2、C) Improved communication skills.3、D) Ambiguous.第三题Reading Passage:In the small town of Greenfield, there was a long-standing tradition of the annual Greenfield Festival. The festival, which took place every autumn, broughttogether local artists, musicians, and performers from around the region. It was a time for celebration, a showcase of local talent, and a chance for the community to come together and enjoy the arts.One of the highlights of the festival was the “Greenfield Talent Show,” where local residents could audition to perform. This year, the talent show had a special twist: the winner would receive a scholarship to study music at a prestigious music school in the nearby city of Bluewater.Word Count: 102Questions:1、What is the main purpose of the Greenfield Festival?A) To promote tourism in GreenfieldB) To bring the community together and celebrate local artsC) To raise funds for charityD) To promote agricultural products2、Which event at the festival was of particular interest to this year’s participants?A) The art exhibitionB) The music concertC) The Greenfield Talent ShowD) The local craft fair3、What reward did the winner of the Greenfield Talent Show receive?A) A cash prizeB) A trip to the nearby cityC) A scholarship to study musicD) A trophyAnswers:1、B) To bring the community together and celebrate local arts2、C) The Greenfield Talent Show3、C) A scholarship to study music第四题Reading ComprehensionRead the following passage and answer the questions that follow.The rise of e-commerce has revolutionized the way people shop and has had a significant impact on traditional brick-and-mortar stores. Online shopping has become increasingly popular due to its convenience and the vast variety of products available. However, this shift has also brought about challenges and changes in the retail industry.One of the main advantages of e-commerce is the convenience it offers. Customers can shop from the comfort of their own homes at any time of the day or night. This eliminates the need to travel to physical stores and wait in long queues. Additionally, online platforms often provide detailed product descriptions, customer reviews, and even virtual try-ons, which can help customers make more informed purchasing decisions.Despite these benefits, e-commerce has also presented challenges fortraditional retailers. Many have had to adapt to the changing landscape by investing in their online presence and offering competitive pricing and customer service. However, some have struggled to keep up and have been forced to close their doors.The retail industry is also witnessing a shift in consumer behavior. Customers are becoming more environmentally conscious and are increasingly looking for sustainable and ethical products. This has led to a rise ineco-friendly shopping options and a decline in demand for fast fashion.1.What is the main advantage of e-commerce mentioned in the passage?A) Competitive pricingB) ConvenienceC) Eco-friendly optionsD) Detailed product reviews2.How has e-commerce affected traditional brick-and-mortar stores?A) They have become more profitable.B) They have had to adapt and invest in online presence.C) They have seen a significant increase in foot traffic.D) They have closed down due to increased competition.3.What is the trend in consumer behavior mentioned in the passage?A) Customers are looking for more affordable products.B) Customers are becoming more environmentally conscious.C) Customers are preferring fast fashion over sustainable options.D) Customers are no longer interested in online shopping.Answers:1.B) Convenience2.B) They have had to adapt and invest in online presence.3.B) Customers are becoming more environmentally conscious.第五题Read the following passage and answer the questions that follow.In recent years, there has been a growing interest in online education. This shift is primarily due to the convenience and flexibility it offers to students. Online courses allow individuals to learn at their own pace, from any location, and often at a lower cost compared to traditional in-person classes. However, despite these advantages, online learning also comes with its own set of challenges.One of the main concerns is the potential for reduced social interaction. In traditional classrooms, students have the opportunity to engage with their peers and professors, which can enhance their learning experience. Online students, on the other hand, may feel isolated and disconnected from the academic community. This can lead to a lack of motivation and engagement in the course material.Another challenge is the need for self-discipline. Online courses require students to be self-motivated and organized. Without the structure of a traditional classroom, students must set their own schedules and manage their time effectively. This can be difficult for some individuals, especially thosewho are accustomed to the routine of attending classes on campus.Despite these challenges, many online learners find that the benefits outweigh the drawbacks. They appreciate the ability to work around their other commitments, such as full-time jobs or family responsibilities. Additionally, online courses often provide access to a wider range of resources and expertise than traditional courses.1.The primary reason for the growing interest in online education is:a) the opportunity for social interactionb) the flexibility and convenience it offersc) the lower cost compared to traditional in-person classesd) the access to a wider range of resources2.What is one of the main concerns mentioned about online learning?a) The convenience of learning at one’s own paceb) The potential for reduced social interactionc) The lower cost of online coursesd) The increased access to expertise3.According to the passage, which of the following is a challenge for online learners?a) The ease of engaging with peers and professorsb) The need for self-discipline and organizationc) The lower cost of online coursesd) The ability to work around other commitmentsAnswers:1.b) the flexibility and convenience it offers2.b) The potential for reduced social interaction3.b) The need for self-discipline and organization五、补全对话(本大题有5小题,每小题3分,共15分)第一题A: Excuse me, could you help me with some English vocabulary?B: Sure, I’d be happy to. What would you like to know about?A: I need to expand my vocabulary for the college entrance exam. Can you suggest some useful words for an “Adult Higher Education” (AHLE) English test?B: Absolutely! Here are a few words and phrases that are often included in such exams:1.(______) - a higher level of education beyond high school.2.(______) - a system of post-secondary education that allows working adults to earn degrees.3.(______) - a person who is studying or has studied at a college or university.4.(______) - a course or program of study that leads to a degree or certification.5.(______) - a test taken by students to gain admission to a college or university.A: Great, thanks! What should I write in the blank spaces?B:1.(______) - A higher level of education beyond high school.2.(______) - A system of post-secondary education that allows working adults to earn degrees.3.(______) - A person who is studying or has studied at a college or university.4.(______) - A course or program of study that leads to a degree or certification.5.(______) - A test taken by students to gain admission to a college or university.答案:1.Degree2.Adult Higher Education (AHLE)3.College student4.Curriculum5.Admission test解析:1.Degree - This word is used to describe a higher level of education, which is a key concept in the context of college education.2.Adult Higher Education (AHLE) - This specific term refers to the system that caters to working adults who wish to pursue further education.3.College student - This phrase describes someone who is currently or has been enrolled in a college or university.4.Curriculum - This word refers to the courses or program of study that an educational institution offers.5.Admission test - This term refers to the test that students must take to be admitted to a college or university, which is a common requirement for higher education.第二题1.A: I’m sorry, but I can’t help you with that right now.B: Why not?A: Because I’m currently in a meeting.B: Oh, I see. Well, can I leave you a message?A: Certainly, you can.B: Thank you. I’ll just write down my number and call you back after the meeting.A: That sounds good.B: Is there anything specific you need help with?A: Yes, actually. I need some information about the new software package our company is considering.B: Of course. Let me check if I have that information available.A: Alright, take your time.B: I should be able to find it for you. Just a moment, please.A: No problem.B: There we go. I have the information you need.A: Great, thanks. Can you send it to my email?B: Absolutely. I’ll send it over right now.A: Perfect. I appreciate your help.B: You’re welcome. Feel free to call back if you need anything else.A: Will do. Have a good meeting.B: You too. Goodbye.1.A: I’m sorry, but I can’t help you with that right now.B: Why not?A: Because I’m currently in a meeting.B: Oh, I see. Well, can I leave you a message?A: Certainly, you can.B: Thank you. I’ll just write down my number and call you back after the meeting.A: That sounds good.B: Is there anything specific you need help with?A: Yes, actually. I need some information about the new software package our company is considering.B: Of course. Let me check if I have that information available.A: Alright, take your time.B: I should be able to find it for you. Just a moment, please.A: No problem.B: There we go. I have the information you need.A: Great, thanks. Can you send it to my email?B: Absolutely. I’ll send it over right now.A: Perfect. I appreciate your help.B: You’re welc ome. Feel free to call back if you need anything else.A: Will do. Have a good meeting.B: You too. Goodbye.答案:解析:The correct continuation of the dialogue is B because it maintains the context of the original message and provides a logical progression of the conversation. It addresses the initial reason for the inability to assist and then moves on to offering a solution (leaving a message) and asking for further details about the assistance needed. The dialogue then proceeds with the person finding the information, offering to send it via email, and concluding with a friendly farewell.第三题A: Excuse me, I’m looking for the English section of the Adult College Entrance Examination. Can you help me?B: Sure, follow me. You need to go to the second floor and then turn right. The English section is located in Room 202.A: Oh, okay. Thank you. By the way, what time does the exam start?B: The exam will begin at 9:00 a.m. sharp. Make sure you arrive 30 minutes early to get settled.A: Got it. I’ll be there on t ime. One more thing, is there a specific roomfor the English exam?B: Yes, it’s Room 202 as well. You’ll see a sign indicating the English section.A: Perfect. Thanks again for your help.B: You’re welcome. Good luck with your exam!Answer:B: Yes, it’s Room 202 as well. You’ll see a sign indicating the English section.Explanation:In this dialogue, the student is asking for directions to the English section of the exam. The answer to the question is found in the response by the staff member. They confirm that the English exam is held in Room 202, as indicated by a sign, providing clear information to the student.第四题A: Excuse me, I seem to have misplaced my calculator. Can you help me find it?B: Sure, where do you think you might have left it?A: I was working on this problem for our math class, and I think I might have left it on the desk.B: Okay, let’s check the desk first. Is this the one you’re looking for?A: No, that’s not it. It was smaller and black.B: Alright, let’s look over there by the window. Do you see anything that。
基于双屈服条件准则的横观各向同性本构模型研究及其数值模拟

基于双屈服条件准则的横观各向同性本构模型研究及其数值模拟QU Guangxiu;REN Peng【摘要】为研究层状岩体的力学特性,提出基于双屈服条件强度准则的本构模型.基于双屈服条件强度准则,联合横观各向同性的广义虎克定律刚度矩阵建立考虑横观各向同性的本构模型,并结合岩石单轴压缩试验数据,通过最小二乘法拟合该模型的参数;实现该模型的单轴压缩试验数值模拟,并通过室内单轴压缩试验结果对数值模拟结果进行验证,分析模型的可靠性.研究结果表明:本文提出的本构模型在层状岩体的力学分析方面具有适用性,为层状岩体力学特性研究及层状岩质边坡的稳定性分析奠定了基础.【期刊名称】《铁道科学与工程学报》【年(卷),期】2019(016)006【总页数】6页(P1448-1453)【关键词】横观各向同性;本构模型;双屈服条件强度准则;数值模拟【作者】QU Guangxiu;REN Peng【作者单位】【正文语种】中文【中图分类】TU458层状岩质边坡广泛分布于我国西南地区,其明显的横观各向同性力学特性对边坡的稳定性有着显著影响,因此如何建立适用的本构模型以探究其力学行为具有重要的工程实践意义。
关于横观各向同性岩石的本构模型研究,国内外学者进行了大量研究。
刘运思等[1]通过室内试验对横观各向同性岩体的弹性参数进行了研究。
Gonzaga等[2]通过三轴压缩试验研究了如何确定横观各向同性岩石的力学参数。
ZHANG等[3−5, 11]通过不同试验手段研究了横观各向同性岩石的破坏机理,探讨了加载速率对破坏过程的影响。
熊良宵等[6−8]采用数值模拟方法,探讨了横观各向同性岩体的力学特性。
Colak等[9−10]对横观各向同性岩体的破坏强度准则进行了研究。
上述研究成果大都基于Hoek-Brown准则,描述横观各向同性岩体的强度和变形特征,并提出不同的强度准则和弹塑性本构模型,但大多研究成果仅从强度或者变形特征这种单一因素考虑横观各向同性岩体的本构模型,如何科学地描述层状岩石的强度和变形特征仍值得商榷。
新科技对人际沟通技能负面影响英语作文

新科技对人际沟通技能负面影响英语作文全文共3篇示例,供读者参考篇1The Negative Impact of New Technology on Interpersonal Communication SkillsIn today's digital age, new technology has transformed the way we communicate with each other. From social media to texting, technology has made it easier for us to connect with others. However, while technology has its benefits, it also has negative effects on our interpersonal communication skills.One of the main ways new technology has impacted our communication skills is through the decrease in face-to-face interactions. With the rise of social media platforms and messaging apps, people are increasingly relying on technology to communicate with one another, rather than meeting in person. This can lead to a lack of meaningful connections and a decrease in the ability to have in-depth conversations.Furthermore, new technology has also made it easier for us to misinterpret messages. When we communicate through text or email, we lose important cues such as tone of voice and bodylanguage that help us understand the true meaning behind a message. This can lead to misunderstandings and conflicts that could have been avoided through face-to-face communication.In addition, new technology has also been linked to a decrease in empathy. With the rise of social media, we are more likely to communicate with others through a screen rather than in person. This can desensitize us to the feelings of others and make it harder for us to connect on an emotional level.Moreover, new technology has made it easier for us to avoid difficult conversations. With the rise of texting and messaging apps, we can easily avoid confrontation by simply ignoring messages or blocking a person. This can lead to a lack of conflict resolution skills and an inability to effectively communicate our feelings to others.Overall, while new technology has made it easier for us to communicate with others, it has also had negative effects on our interpersonal communication skills. It is important for us to recognize the impact that technology has on our communication and make an effort to prioritize face-to-face interactions and meaningful conversations. By being aware of the potential pitfalls of technology, we can work towards improving our communication skills and building stronger connections withothers. So, let us use technology wisely and not let it interfere with our ability to communicate effectively.篇2The Negative Impact of New Technology on Interpersonal Communication SkillsIntroductionIn today's digital age, new technologies such as smartphones, social media, and instant messaging have revolutionized the way we communicate. While these advancements have made communication more convenient and efficient, they have also had a negative impact on interpersonal communication skills. In this essay, we will explore the ways in which new technology has affected our ability to communicate effectively with others.Decreased Face-to-Face InteractionOne of the most significant ways in which new technology has affected interpersonal communication skills is by decreasing face-to-face interaction. With the rise of social media and messaging apps, people are becoming increasingly reliant on electronic forms of communication, rather than engaging in face-to-face conversations. This lack of face-to-face interactioncan lead to a decrease in empathy and understanding, as nonverbal cues such as body language and facial expressions are crucial in interpersonal communication.Misinterpretation of Tone and IntentAnother negative impact of new technology on interpersonal communication skills is the misinterpretation of tone and intent. When communicating through text or email, it is easy for messages to be misinterpreted due to the lack of tone and context. This can lead to misunderstandings and conflict between individuals, as the nuances of verbal communication are lost in electronic messages. As a result, people may struggle to express themselves effectively and convey their true feelings and emotions.Dependency on Technology for CommunicationNew technology has also created a dependency on electronic devices for communication, leading to a decline in face-to-face interactions. With the convenience of instant messaging and social media, people are less inclined to pick up the phone or meet in person to have conversations. This can lead to a decrease in meaningful connections and relationships, as personal interactions are crucial for developing trust and understanding between individuals.Distraction and MultitaskingThe constant use of smartphones and electronic devices can also lead to distractions and multitasking, which can hinder effective communication. In social settings, people may be more focused on their phones than on the conversation at hand, leading to a lack of engagement and connection with others. This can result in shallow interactions and a decrease in the quality of relationships, as people may struggle to fully engage and listen to one another.Loss of Basic Communication SkillsFinally, the prevalence of new technology has also led to a loss of basic communication skills, such as active listening and effective speaking. With the rise of text-based communication, people may struggle to have meaningful conversations in person, as they are used to communicating through short, impersonal messages. This can lead to difficulties in expressing thoughts and emotions verbally, as well as a decrease in the ability to understand and empathize with others.ConclusionIn conclusion, while new technology has brought about many positive advancements in communication, it has also had anegative impact on interpersonal communication skills. From decreased face-to-face interaction to a dependency on electronic devices, the effects of new technology on our ability to communicate effectively with others are clear. It is important for individuals to be mindful of these impacts and strive to maintain strong interpersonal communication skills in an increasingly digital world. By fostering face-to-face interactions, avoiding distractions, and practicing active listening, we can work towards improving our communication skills and building stronger relationships with those around us.篇3The Negative Impact of New Technology on Interpersonal Communication SkillsWith the rapid development of technology in recent years, our lives have become more convenient and efficient than ever before. However, there is a downside to this progress - the negative impact on our interpersonal communication skills.One of the main ways that new technology affects our ability to communicate with others is through the use of social media. While social media platforms like Facebook, Instagram, and Twitter have made it easier for us to stay connected with friendsand family, they have also made it more difficult for us to have meaningful face-to-face interactions. Instead of engaging in real-life conversations, many people now prefer to communicate through messages and posts, which can often lead to misunderstandings and miscommunications.Another way that technology is impacting our interpersonal communication skills is through the use of smartphones. With the rise of smartphones, people are more likely to spend their time staring at a screen rather than engaging with the people around them. This constant distraction can make it difficult for us to truly connect with others and can lead to feelings of isolation and loneliness.In addition, new technology has also changed the way we communicate in the workplace. With the rise of remote work and virtual meetings, many people are now communicating primarily through emails and video calls rather than in person. While these tools can be convenient, they can also make it harder for us to build strong relationships with our colleagues and can lead to misunderstandings due to the lack of nonverbal cues.Overall, it is clear that new technology is having a negative impact on our interpersonal communication skills. To combat this trend, it is important for us to make an effort to put downour phones, step away from our screens, and engage in real-life conversations with those around us. By doing so, we can work to improve our communication skills and foster stronger, more meaningful relationships with others.。
Interactions of chiral two-forms

a rXiv:h ep-th/991119v221D ec1999ULB-TH-99-28/hep-th/9911109November 1999Interactions of chiral two-forms 1XAVIER BEKAERT Abstract Two issues regarding the interactions of the chiral two-forms are reviewed.First,the problem of constructing Lorentz-invariant self-couplings of a single chiral two-form is investigated in the light of the Dirac-Schwinger condition on the energy-momentum tensor commutation relations.We show how the Perry-Schwarz condition follows from the Dirac-Schwinger criterion and point out that consistency of the gravitational coupling is automatic.Secondly,we study the possible local deformations of chiral two-forms.This problem reduces to the study of the local BRST cohomological group at ghost number zero.We proof that the only consistent deformations of a system of free chiral two-forms are (up to redefinitions)deformations that do not modify the abelian gauge symmetries of the free theory.The consequence of this result for a system consisting of a number of parallel M5-branes is explained.Mathematics Subject Classification:81T30,83C99,81T70Keywords:Chiral p-forms,Poincar´e invariance,BRST Cohomology,M5-brane 1Introduction:the chiral two-form and the M5-brane In the limit where bulk gravity decouples,the M5-brane is described by a six-dimensional field theory.Its bosonic sector includes,besides the five scalar fields which describe the position of the brane in transverse space,a chiral two-form (i.e.a two-form the field strength of which is self dual).A single M5-brane with strong classical fields is well understood;its Lagrangian is described in [1].For a long time,the obstacle to get such an action was due to the presence of the chiral two-form.When one tries to tries to incorporate the self-duality condition into an action a problem arises with preserving Lorentz invariance.There is a simple non-manifestly Lorentz-invariant free Lagrangian which has been given in [2],and which generalizes the Lagrangian of [3]for chiral bosons (the couplings to gravitation are included).As a non linear generalization,a Born-Infeld-like action for for a self-interacting chiral two-form was proposed in [4].The couplings to gravitation were added in a second paper [5].A manifestly covariant formulation of chiral p -forms has been developed in an interesting series of papers [6].This formulation is characterized by the presence of an extra field and an extra gauge invariance.This extrafield occurs non-polynomially in the action,even for the free chiral p -forms.It has been shown to be equivalent to the non-manifestly covariant treatment of [2]in Minkowski space [6].The question of Lorentz-invariant self-couplings (as well as consistent self-couplings in an external gravitational background)for a single chiral 2-form is the subject of the section 2.We show that this question can be handled by means of the Dirac-Schwinger condition on the commutation relations of the components of the energy-momentum tensor [7].This condition leads directly to the differential equation obtained in [4]and implies automatically consistency of the gravitational coupling [8].When several,say n ,M5-branes coincide,little is known pactifying one dimension of M-theory on a circle yields type IIA string theory.If the branes are longitudinal to the compact direction,the M5-branes appear as a set of coinciding D4-branes which are quite well understood.Their dynamics is governed by a five-dimensional U (n )Born-Infeld theory which,ignoring higher derivative terms,isanordinary U(n)non-abelian gauge theory.Turning back to the eleven dimensional picture,this suggests that a non-abelian extension of the chiral two-form should exist.Deformations of a system of N free chiral two-forms in six dimensions are only considered(N is expected to grow like n3).We ignore the fermions and the scalarfields as we believe that they will not modify our conclusions3.The analysis,outlined in the section3,shows that all continuous and local deformations of the free chiral2-forms does not modify the gauge algebra which remains abelian[11]. As a consequence,no localfield theory continuously connected with the free theory can describe a system of n coinciding M5-branes.This does not exclude non-local deformations of the abelian theory or local lagrangians that cannot be continuously deformed to the free one.2Covariant self interactions of a single chiral two-formThe non manifestly covariant action for a chiral2-form in a gravitational background isS[A ij]= dx0d5xB ij∂0A ij− dx0H(i,j,...=1,...,5)(1)with1B ij=√ǫijmnk B ij B mn.(5)2In order to write the action(1),it is necessary to assume that spacetime has the product form T×Σwhere T is the manifold of the time variable(usually a line).Of course,a spatial coordinate could equivalently play the rˆo le of the time variable,as in[4].Since B ij is gauge-invariant and identically transverse(∂i B ij=0),the action(1)is manifestly invariant under the usual gauge transformationsδΛA ij=∂iΛj−∂jΛi.Inflat space,it is also invariant under Lorentz transformations,but these do not take the usual form[2].We define the exterior form B to be the(time-dependent)spatial2-form with components B ij/√(6)Nand where˜d is the spatial exterior derivative operator.In the case where the second Betti number b2(Σ) of the spatial sections vanishes,this equation implies N(E−B)=˜dm,where m is an arbitrary spatial 1-form.To bring this equation to a more familiar form,one sets m i=A0i.The equations of motion read then F=∗F,where F0ij=˙A ij−∂i A0j+∂j A0i.This is the standard self-duality condition.Alternatively, one may use the gauge freedom to set m=0,which yields the self-duality condition in the temporal gauge(E=B).The brackets of the gauge-invariant magneticfields B ij can be found by follow the Dirac method for constrained systems[12]but one may shortcut the whole procedure and directly read the brackets from the kinetic term of the action(1)[B ij(x),B mn(x′)]=12g B ij B ij,y2=1g,f1=∂1f,f2=∂2f.(10)Then,the condition(8)yields tof21+y1f1f2+(13!ǫijklm F Aklm,F A ijk=∂i A A jk+∂j A A ki+∂k A A ij.(13)The action S0is invariant under the following abelian gauge transformationsδΛA A ij=∂iΛA j−∂jΛA i.(14) This set of gauge transformations is reducible because ifΛA i=∂iǫA,the variation of A A ij is0.Our strategy for studying the possible local deformations of the action(12)is based on the observation that these are in bijective correpondence with the local BRST cohomological group H0,6(s|d)[15],where s is the BRST differential acting on thefields,the ghosts,and their conjugate antifields,d is the ordinary space-time exterior derivative and the upper indices refer to ghost number and form degree resp.By applying the standard method of the antifield formalism[16],one can introduce the ghosts C A i,the ghosts of ghostsηA,and the antifields A∗Aij,C∗Ai andη∗A.Their respective parity,ghost number, antighost number are listed in following tableantigh gh00C A i0102A∗Aij1-100η∗A3-31-δ-1111antifields,a=a0.These deformations contain only strictly gauge-invariant terms,i.e.,polynomials in the abelian curvatures and their derivatives(Born-Infeld terms are in this category)as well as Chern-Simons terms,which are(off-shell)gauge-invariant under the abelian gauge symmetry up to a total derivative. An example of a Chern-Simons term is given by the kinetic term of(12),which can be rewritten as F∧∂0A.5Second,one may deform the action and the gauge transformations while keeping their algebra invariant.In BRST terms,the corresponding cocycles involve(non trivially)the antifields A∗Aij but not C∗Ai orη∗A.Finally,one may deform everything,including the gauge algebra;the corresponding cocycles involve all the antifields.Reformulating the problem of deforming the free action(12)in terms of BRST cohomology enables one to use the powerful tools of homological algebra.Following the approach of[17],we have completely worked out the BRST cohomogical classes at ghost number zero.In particular,we have established that one can always get rid of the antifields by adding trivial solutions[11](The complete proof will be given in[18]).This result can be straightforwardly generalized for a system of chiral p-forms in 2p+2dimensions6.In other words,the only consistent local deformations of a system of free chiral p-forms are(up to redefinitions)deformations that do not modify the abelian gauge symmetries of the free theory.These involve the abelian curvatures or Chern-Simons terms.There are no other consistent, local,deformations(This completely justify the assumptions made for the dependence of H on the A ij through the B ij in the section2).4AcknowledgmentsI am grateful to the respective organizers of the meeting“Quantum aspects of gauge theories,supersym-metry and unification”and the“9th Midwest Geometry Conference”for their very enjoyable conferences.I would like to thank my collaborators on the works which were the sources of this talk,M.Henneaux and A.Sevrin.This work has been supported in part by the“Actions de Recherche Concert´e es”of the “Direction de la Recherche Scientifique-Communaut´e Fran¸c aise de Belgique”and by IISN-Belgium. The author is“Chercheur I.I.S.N.”(Belgium).References[1]P.Pasti,D.Sorokin and M.Tonin,Phys.Lett.B398(1997)41,hep-th/9701037;M.Aganagic,J.Park,C.Popescu,J.H.Schwarz,Nucl.Phys.B496(1997)191,hep-th/9701166;I.Bandos,K.Lechner,A.Nurmagambetov,P.Pasti,D.Sorokin and M.Tonin,Phys.Rev.Lett.78(1997)4332, hep-th/9701149[2]M.Henneaux and C.Teitelboim,Phys.Lett.B206(1988)650;M.Henneaux and C.Teitelboim,Consistent Quantum Mechanics of Chiral p-Forms,in Proc.Quantum Mechanics of Fundamental Systems2,Santiago1987,Plenum Press(New York1989).[3]R.Floreanini and R.Jackiw,Phys.Rev.Lett.59(1987)1873.[4]M.Perry and J.H.Schwarz,Nucl.Phys.B489(1997)47-64,hep-th/9611065[5]J.H.Schwarz,Phys.Lett.B395(1997)191,hep-th/9701008[6]P.Pasti,D.Sorokin and M.Tonin,Phys.Lett.B352(1995)59;Phys.Rev.D52(1995)427.[7]P.A.M.Dirac,Rev.Mod.Phys.34(1962)592;J.Schwinger,Phys.Rev.130(1963)406,800.[8]X.Bekaert and M.Henneaux,Int.J.Th.Phys.38(1999)1161,hep-th/9806062[9]I.R.Klebanov and A.A.Tseytlin,Nucl.Phys.B475(1996)164,hep-th/9604089;S.S.Gubser andI.R.Klebanov,Phys.Lett.B41341,hep-th/9708005[10]M.Henningson and K.Skenderis,JHEP9807(1998)023,hep-th/9806087[11]X.Bekaert,M.Henneaux and A.Sevrin,Phys.Lett.B468(1999)228,hep-th/9909094[12]P.A.M.Dirac,Lectures on Quantum Mechanics,Academic Press(New York:1964);M.Henneauxand C.Teitelboim,Quantization of Gauge Systems,Princeton University Press(Princeton:1992).[13]C.Teitelboim,Ann.Phys.(N.Y.)79(1973)542;The Hamiltonian Structure of Spacetime,in GeneralRelativity and Gravitation:One Hundred Years After the Birth of Albert Einstein(A.Held ed.), Plenum Press(New York:1980);C.Teitelboim,Ph.D Thesis(Princeton:1973).[14]M.Hatsuda,K.Kamimura and S.Sekiya,hep-th/9906103.[15]G.Barnich and M.Henneaux,Phys.Lett.B311(1993)123,hep-th/9304057[16]I.A.Batalin and G.A.Vilkovisky,Phys.Lett.B102(1981)27;Phys.Rev.D28(1983)2567;Phys.Rev.D30(1984)508[17]G.Barnich,F.Brandt and M.Henneaux,Comm.Math.Phys174(1995)93,hep-th/9405194;M.Henneaux,Phys.Lett.B368(1996)83,hep-th/9511145;M.Henneaux,B.Knaepen and C.Schomblond,Comm.Math.Phys.186(1997)137,hep-th/9606181;M.Henneaux and B.Knaepen, Phys.Rev.D56(1997)6076,hep-th/9706119;Nucl.Phys.B548(1999)491,hep-th/9812140;hep-th/9912052[18]X.Bekaert,M.Henneaux and A.Sevrin,in preparation[19]X.Bekaert,M.Henneaux and A.Sevrin,hep-th/9912077Adress:Physique Th´e orique et Math´e matique,Universit´e Libre de Bruxelles,Campus Plaine C.P.231B-1050Bruxelles,Belgiumxbekaert@ulb.ac.be6。
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peratures, there is an additional discrepancy in that the tunneling conductance falls below the theoretical predictions. Recently, Oreg and Finkel’stein [10] have considered the effect of the inter-edge Coulomb interaction on the propagation of the edge modes in samples with constrictions. In this paper, we study the effects of residual longrange Coulomb interactions on the transport properties of a Luttinger liquid using a renormalization group analysis and show that these residual interactions may explain the discrepancy between theory and experiment at low temperatures. In the following, we assume that the bulk system exhibits the fractional quantum Hall effect with filling factor ν (= 1/n, where n is an odd integer). Since there is a charge excitation gap in the bulk, the low temperature physics is controlled by the gapless edge excitations [11,12]. Consider a quantum Hall bar with width w and length L(> w) as illustrated in Fig.1. In the quantum Hall bar geometry, electrons at the two edges are moving in opposite directions. The Lagrangian for the two corresponding edge excitations including the long-range Coulomb interactions [6,19] is given by two-coupled chiral Luttinger liquids L= 1 4πν dx
∂x φR (i∂τ φR + v∂x φR ) − ∂x φL (i∂τ φL − v∂x φL ) + + 1 8π 2 1 4π 2 dxdx′
i=R,L
Va (x − x′ )∂x φi ∂x′ φi (1)
dxdx′ Vw (x − x′ )∂x φR (−∂x′ φL ),
where v is the bare sound velocity of the edge wave and R(L) specifies right(left)-moving electrons. The first term corresponds to the Lagrangian for pure chiral Luttinger liquids for the right and left-movers. The second and third terms describe the intra- and inter-edge Coulomb interactions, respectively. The operators φR and φL satisfy the following commutation relations [φR (x), φR (x′ )] = −[φL (x), φL (x′ )] = −iπνǫ(x − x′ ), (2) where ǫ(x) = 1(−1) for x > 0(< 0) and the intra- and inter-edge Coulomb interactions are given by 1
The effect of inter-edge Coulomb interactions on the transport between quantum Hall edge states
K. Moon
Department of Physics, University of California, Davis, California 95616
Recent progress in semiconductor nanostructure fabrication technology has ushered us into a world of reduced dimensionality which includes one-dimensional quantum wires, two-dimensional electron systems like GaAs/AlGaAs heterostructures and so on. In addition, the discovery of high-Tc superconductors, in which we believe the physics of correlated electrons is at the origin of the many interesting and novel properties such as non-Fermi liquid like normal phase behaviour, has increased our interest in strongly correlated electron systems. Accordingly, the properties of one-dimensional interacting electron systems have been studied in great detail [1,2]. In one-dimension, inclusion of short-range electron-electron interactions leads to the strongly correlated electron systems known as Luttinger liquids [3]. Recently, Kane and Fisher [4,5] have studied the transport properties of a Luttinger liquid in the presence of a local impurity. The physical realization of this system in terms of tunneling between quantum Hall edge states is a particularly clean example of ‘boundary critical phenomena.’ K. Moon et al. [6] have investigated the resonant tunneling between quantum Hall edge states and numerically computed the universal resonance line shape, obtaining results close to the exact result subsequently discovered by Fendley et al. [7]. These results show reasonable agreement with the experiment done by Milliken et al. [8] provided that the data is normalized [9] to achieve the correct peak value (1/3)(e2 /h). However, at very low tem-
S. M. Girvin
Department of Physics, Indiana University, Bloomington, I)
arXiv:cond-mat/9511013v1 2 Nov 1995
In a recent experiment, Milliken et al. demonstrated possible evidence for a Luttinger liquid through measurements of the tunneling conductance between edge states in the ν = 1/3 quantum Hall plateau. However, at low temperatures, a discrepancy exists between the theoretical predictions based on Luttinger liquid theory and experiment. We consider the possibility that this is due to long-range Coulomb interactions which become dominant at low temperatures. Using renormalization group methods, we calculate the cross-over behaviour from Luttinger liquid to the Coulomb interaction dominated regime. The cross-over behaviour thus obtained seems to resolve one of the discrepancies, yielding good agreement with experiment. PACS numbers: 72.10.-d, 72.10.Fk, 73.20.Dx, 72.15.Rn