外文翻译1
外文翻译1
译文（一）THE ACCOUNTING REVIEWV ol. 83, No. 3 2008pp. 823–853市场参与者的杜邦分析的使用马克•t•Soliman华盛顿大学文摘:杜邦分析,一种常见的财务报表分析，依靠于净营业资产收益率的两个乘法组件:利润率和资产周转率。
这两个会计比率衡量不同的构造。
因此,有不同的属性。
之前的研究已经发现,资产周转率的变化是未来收益的变化正相关。
本文全面探讨了杜邦组件和沿着三个维度有助于文学。
首先,本文有助于财务报表分析文献,发现在这个会计信息信号实际上是增量学习会计信号在先前的研究在预测未来收益。
其次,它有助于文学在股票市场上使用的会计信息通过检查眼前和未来的股本回报投资者应对这些组件。
最后,它增加了分析师的文献处理会计信息的再次测试直接和延迟反应的分析师通过同期预测修正以及未来预测错误。
一致的跨市场加入者的两组,结果表明是有用的信息就是明证杜邦组件和股票收益之间的联系以及维度分析师预测。
然而,我发现预测未来预测错误和异常返回信息处理表明似乎没有完成。
平均水平,分析表明杜邦组件代表增量和可行的操作特征信息的公司。
关键词:财务报表分析、杜邦分析、市场回报、分析师预估。
数据可用性:在这项研究中使用的数据是公开的来源显示的文本。
在本文中,我分析杜邦分析中包含的信息是否与股市回报相关和分析师预测。
之前的研究文档组件从杜邦分析,分解的净营业资产收益率为利润率和资产周转率,有解释力对未来盈利能力的变化。
本文增加了文献综合研究投资者和分析师反应杜邦组件三个维度。
首先,它复制先前记录的预测能力和检查是否健壮和增量其他预测已经考虑在文学的存在。
其次,它探讨了使用这些组件的股市投资者通过观察同生和未来收益。
在同时代的长窗协会和短时期限信息测试,结果显示积极联系杜邦组件和股本回报率。
但小未来异常返回交易策略显示的信息可能不完整的处理。
最后,检查当前预测修正由卖方分析师和未来的预测错误。
词语教学外文翻译一
外文翻译一：Excerptwords to more and more complex phrases. Children learn to listen and to talk long before they learn to read and write. The same sequence should be followed in classroom teaching. Extra difficulty would be created if one would try to develop English reading and writing skills before children can speak the language. In order to be able to speak the language, students need to know some vocabulary first. In this paper I will focus on how to teach vocabulary that enables students to construct a rich vocabulary bank. Guiding methods are introduced and sample activities are provided.II. Main Part1. The Importance of Teaching Vocabulary1.1. Vocabulary Development in the Primary GradesThe findings of the “National Reading Panel” indicate that vocab ulary instruction does lead to gains in comprehension, but that methods must be appropriate to the age and ability of the reader. Using both indirect and direct teaching methods to build students’ oral and reading vocabularies should be a part of a balanced reading program. Indirect methods would include read-alouds, shared reading and writing experiences, and independent reading. Direct teaching of vocabulary should respond to the needs of the students and should actively engage them in the process(National Reading Panel, 2000).All word learning tasks are not equal in difficulty. A child may understand the concept behind a word, but not know the word itself. For example, the word cease represents a known concept to most children; however, a young child has probably not heard this word used for stop.Learning a new word that represents a known concept is not as difficult as learning a new word that represents a new concept. Teachers in the primary grades introduce many new concepts, and direct instruction is necessary to build up the understanding of these concepts and the vocabulary words that represent them.When teaching vocabulary words that represent known concepts, the emphasis should always be on the context in which the word appears. Discussing the meaning2of the word from the context of the reading selection together with supplying a definition of the word will help to build meaning for students. If students are to acquire this word as part of their vocabulary, then they must be given repeated exposure of the word in a variety of contexts. They must also have opportunities to practise using the word in conversation and/or writing.By the time children enter second grade, they are likely to know between 2,000 and 5,000 vocabulary words. This amazing growth continues throughout the elementary years, as most children gain 3,000 - 4,000 new vocabulary words each year that they can read and understand ( Teaching Reading in the 21st Century, 2001). By encouraging independent reading and providing both indirect and direct instruction in vocabulary, students can be helped to develop the vocabulary knowledge they will need for effective comprehension.1.2. Educators View on Teaching Vocabulary"Teaching one word at a time out of context is the worst way of teaching vocabulary, with rapid forgetting almost guaranteed," asserts Frank Smith, author of "The Book of Learning and Forgetting" (1998), recently published by Teachers College Press. According to Smith, people assimilate new vocabulary words from context the first time they read them, "provided that the gist of the material being read is both interesting and comprehensible. Within five more encounters, the word and its conventional meaning are usually firmly established in the mind of the reader."Other educators who share this view add that when reading material isn't instantly interesting or comprehensible, it's the teacher's job to build context by activating students' prior knowledge of the topic. With regard to vocabulary, that means having students identify difficult words themselves and pool their knowledge to get the meaning. Ann Marie Longo, director of the Boys Town Reading Center, argues that teens can't use context effectively when their vocabularies are limited. Limited vocabulary is the most common problem among weak readers she's worked with. Longo begins with indirect instruction in words and their meanings and then provides high-interest opportunities to use the words. Vocabularyexpert Isabel Beck of the University of Pittsburgh embraces both approaches. For her, there are3four ways to learn vocabulary: wide reading, hearing unfamiliar words in speech, direct instruction in words and "gimmicks" to boost students' interest.Beck suggests teachers incorporate difficult words into their classroom routines and encourage students to look for the words in reading outside class. Longo agrees that students need to put new words to use in writing and conversation as well as reading. "For vocabulary instruction to increase comprehension," says Longo, "you have to see those words over and over again" ( When Adolescents Can´t Read: Methods and Materials that Work, 1999).1.3. Memory and Storage SystemsUnderstanding how our memory works might help us create more effective ways to teach vocabulary. Research in the area, cited by Gairns and Redman (1986) offers us some insights into this process. It seems that learning new items involve storing them first in our short-term memory, and afterwards in long-term memory. We do not control this process consciously but there seem to be some important clues to consider. First, retention in short-term memory is not effective if the number of chunks of information exceeds seven. Therefore, this suggests that in a given class we should not aim at teaching more than this number. However, our long-term memory can hold any amount of information.Research also suggests that our “mental lexicon” is highly organised and efficient, and that semantic related items are stored together. Word frequency is another factor that affects storage, as the most frequently used items are easier to retrieve. We can use this information to attempt to facilitate the learning process, by grouping items of vocabulary in semantic fields, such as topics (e.g. types of fruit). Oxford (1990) suggests memory strategies to aid learning, and these can be divided into creating mental linkages (grouping, associating, placing new words into a context), applying images and sounds (using imagery, semantic mapping, using keywords and representing sounds in memory), reviewing in a structured way and employing action (physical response or sensation, using mechanical techniques). The techniques just mentioned can be used to greater advantage if we can diagnose learning style preferences (visual, aural, kinesthetic, tactile) and make students aware of different memory strategies.4Meaningful tasks, however, seem to offer the best answer to vocabulary learning, as they rely on students’ experiences and reality to facilitate learning. More meaningful tasks also require learners to analyse and process language more deeply, which should help them retain information in long-term memory. Forgetting seems to be an inevitable process, unless learners regularly use items they have learnt. Therefore, recycling is vital, and ideally it should happen one or two days after the initial input. After that, weekly or monthly tests can check on previously taught items. The way students store the items learned can also contribute to their success or failure in retrieving them when needed. Most learners simply list the items learnt in chronological order, indicating meaning with translation. This system is far from helpful, as items arede-contextualised, encouraging students to over generalise their usage. It does not allow for additions and refinements nor does it indicate pronunciation. Teachers can encourage learners to use other methods, using topics and categories to organise a notebook, binder or index cards. Meaning should be stored using English as much as possible. Diagrams and word trees can also be used within this topic/categories organisation. The class as a whole can keep a vocabulary box with cards, which can be used for revision/recycling regularly.1.4. Why Vocabulary is ImportantTeachers may wonder why it is important to teach vocabulary. Well, there is a very clear answer to that question, namely that vocabulary is critical to reading success for three reasons, which I will explain now briefly. First of all, comprehension improves when you know what the words mean. Since comprehension is the ultimate goal of reading, you cannot overestimate the importance of vocabulary development. Secondly, words are the currency of communication. A robust vocabulary improves all areas of communication which are listening, speaking, reading and writing. Last but no least, when children and adolescents improve their vocabulary, their academic and social confidence and competence improve, too.In turn, a deficit in vocabulary knowledge causes comprehension problems, and comprehension problems prevent people from improving their vocabulary knowledge on their own. Intensive vocabulary instruction can be effective in turning this situation around. What is required, though, is a clear and deliberate focus on facilitating students’ creation of meaning ful contexts for the word meanings they are learning,5and a frequent and consistent emphasis on helping them make connections to what they already know.1.5. Levels of Word Knowledge“Word knowledge” refers to how well you know the meaning of a word. Research shows that there are three kinds of word knowledge. Firstly, there is a lack of word knowledge where the meaning is completely unfamiliar. Secondly, there is acquired word knowledge where the basic meaning is recognized after some thought. And last, there is established word knowledge where the meaning is easily, rapidly and automatically recognized (Beck, McKeown, and Omanson, 1987). Words from the third category are already established in the personal vocabulary bank and are the words you would use in conversation and writing. Though it’s enough for students to have a surface understanding of some words in a selection, for most words students must have this same established level of knowledge if they are to understand what they are reading (Nagy, Herman, and Anderson, 1985).2. Teaching Vocabulary2.1. Which Words Should be TaughtWhen making instructional decisions as to which words to teach, it is helpful to have a framework for decision-making in this area. Knowing what words to teach is the first step in providing effective vocabulary practice. Graves and Prenn, for instance, classify the words that should be devided into three types, each requiring a higher investment of teacher and learner time for instruction. With words that are already in the student's oral vocabulary, the students need only to identify the written symbol for such a word. When the word is one for which the student has acquired no concept and it appears frequently in the context, the teacher must take time to develop the concept through instruction. When the word is in the student's listening vocabulary, it may be taught though writing experiences and activities. Focus should be on helping students become independent learners; they should be encouraged to become actively involved in selecting words.6I will shortly mention a practical guide that helps teachers to remember the types of words that they should teach explicitly. First of all, there are Type A Words.These words belong to academic language and thecontent areas.Academic language describes the language of schooling,words used across disciplines like genre and glossary. Content area words are specific to the discipline, words like organization in social studies and organism in science. Then there are Type B Words which arethe basics.There are hundreds of high-frequency words. The basics make up a large percentage of students´ reading and writing. Students must be able to read words like the, is, and, are, been and because.The so-called Type C Words are connectors and act as signal words. There may be some overlap with the basic words. Students need to understand the signals for cause and effect relationships, sequence and other important indicators of how text is organized. In Type D Words the D standsfor difficult- words with multiple meanings are a challenge for all students and may be especially so for learners of the English language.When considering words with multiple meanings teachers should also pay attention to the consonant-vowel-consonant words children encounter when first learning to read - for example words like jam and ham.These words have accessible meanings if you think of something you may eat with eggs in the morning (ham) or of the sweet, sticky stuff on toast (jam). But jam also describes a music playing session. So learning to decode should not be meaning-free, but should provide a good opportunity for teaching the meanings of words including multiple ones. This kind of experience with words improves comprehension.At last there are also Type X Words which are the extras. These are the words that will not be encountered frequently but in a certain story or context they are important for decoding meaning. A good example of this type of word is spindle in “Sleeping Beauty.” It is important to the fairy tale, but it is not a very high-utility word. I just tell kids what words like this mean without any special teaching.2.1.1. Basic Functional VocabularyIn order to understand, speak, read and write a language, the students must acquire the basic functional vocabulary. New words are carefully selected, gradually introduced, and graded to make language learning smooth and easy. The following77 of 27 pages - scroll topInformation on this eBookTitleThe Teaching of Vocabulary in the Primary School Foreign Language ClassroomAuthorDaniela PohlYear2003Pages27Archive No.V34883ISBN (eBook)978-3-638-34971-0ISBN (Book)978-3-640-44099-3DOI10.3239/9783638349710File size224 KBLanguageEnglishTagsTeachingVocabularyPrimarySchoolForeignLanguageClassroom翻译部分：国外小学词汇教学（The Teaching of Vocabulary in the Primary School Foreign Language Classroom）摘要：很多词语都变得越来越复杂，拥有很多的词组。
播音与主持外文翻译(1)
The three models we focus on in this issue—framing, agenda setting, and priming—have received significant scholarly attention since they were introduced. Agenda setting refers to the idea that there is a strong correlation between the emphasis that mass media place on certain issues (e.g., based on relative placement or amount of coverage) and the importance attributed to these issues by mass audiences (McCombs & Shaw, 1972). As defined in the political communication literature, Priming refers to‘changes in the standards that people use to make political evaluations’(Iyengar & Kinder, 1987, p. 63). Priming occurs when news content suggests to news audiences that they ought to use specific issues as benchmarks for evaluating the performance of leaders and governments. It is often understood as an extension of agenda setting.
毕业论文外文翻译格式【范本模板】
因为学校对毕业论文中的外文翻译并无规定，为统一起见,特做以下要求：1、每篇字数为1500字左右，共两篇；2、每篇由两部分组成:译文+原文.3 附件中是一篇范本，具体字号、字体已标注。
外文翻译（包含原文)(宋体四号加粗）外文翻译一（宋体四号加粗）作者：(宋体小四号加粗）Kim Mee Hyun Director, Policy Research & Development Team，Korean Film Council（小四号）出处：(宋体小四号加粗)Korean Cinema from Origins to Renaissance(P358～P340) 韩国电影的发展及前景（标题：宋体四号加粗）1996～现在数量上的增长(正文:宋体小四）在过去的十年间，韩国电影经历了难以置信的增长。
上个世纪60年代，韩国电影迅速崛起，然而很快便陷入停滞状态,直到90年代以后，韩国电影又重新进入繁盛时期。
在这个时期，韩国电影在数量上并没有大幅的增长，但多部电影的观影人数达到了上千万人次。
1996年，韩国本土电影的市场占有量只有23.1%。
但是到了1998年，市场占有量增长到35。
8%，到2001年更是达到了50%。
虽然从1996年开始，韩国电影一直处在不断上升的过程中，但是直到1999年姜帝圭导演的《生死谍变》的成功才诞生了韩国电影的又一个高峰。
虽然《生死谍变》创造了韩国电影史上的最高电影票房纪录，但是1999年以后最高票房纪录几乎每年都会被刷新。
当人们都在津津乐道所谓的“韩国大片”时，2000年朴赞郁导演的《共同警备区JSA》和2001年郭暻泽导演的《朋友》均成功刷新了韩国电影最高票房纪录.2003年康佑硕导演的《实尾岛》和2004年姜帝圭导演的又一部力作《太极旗飘扬》开创了观影人数上千万人次的时代。
姜帝圭和康佑硕导演在韩国电影票房史上扮演了十分重要的角色。
从1993年的《特警冤家》到2003年的《实尾岛》，康佑硕导演了多部成功的电影。
外文翻译译文
2.3.2 公制,标准尺寸图梯形齿廓标准同步皮带由聚氨酯与钢或芳纶抗拉元件制成。
符号T代表梯形齿廓标准带。
WHM公司与国内GmbH公司和德国的Hanover公司合作，在1995年前后联合开发了这种同步带。
MULCO团体在德国以Synchroflex为品牌名发行这种同步带，之后又在欧洲发行。
在1997年这种带被标准化了，其标准为DIN772。
这些带遍布世界各地，并可作为成型的环形带，无尽的连接带和开口带使用。
具有梯形齿廓和公制标准尺寸，AT同步带是T型同步带的一个发展。
它们由由聚氨酯与钢或芳纶抗拉元件制成。
与T型同步带先比，AT型同步带有更宽的齿形截面和更强的抗拉构件。
AT型同步带一个特殊的特点是带齿齿隙紧靠带轮槽底座。
德国的MULCO和Hanover公司开发了这种类型的同步带，并在1980年左右以Synchroflex为品牌发行了这种带。
这些带遍布世界各地，并可作为成型的环形带，无尽的连接带和开口带使用。
这些带ISO 13050 标准用符号H表示，也被称为HTD同步带。
HTD代表大扭矩驱动。
这种同步带是由氯丁橡胶与玻璃纤维抗拉元件和聚酰胺纤维织物制成，并由在1973年引领美国市场的Gates公司开发。
曲齿的几何形状是圆形，较大的齿高显然增加了齿承载能力和抗牙跳能力。
这种带在世界各地都可以看到，许多制造商都参与它的生产。
它们也用聚氨酯，任选与钢丝帘线或芳纶抗拉元件制造。
用户可以从无尽的成型带，开口带和连续挤压环形带中选择使用。
这些带ISO 13050 标准用符号R表示，也被称为RPP同步带。
RPP代表橡胶抛物线。
1985年意大利的公司开发了这种双抛物线齿廓的同步带，他们是由氯丁橡胶与玻璃纤维抗拉元件和聚酰胺纤维织物制成。
这种类型的同步带主要发行在欧洲南部，许多制造商都参与它们的生产。
它们也用聚氨酯，任选钢丝帘线或芳纶抗拉元件制造。
用户可以从无尽的成型带，开口带和连续挤压环形带中选择使用。
这些带ISO 13050 标准用符号S表示，也被称为STD同步带。
外文翻译原文
外文翻译原文“Translation”Translation is the process of converting written text or speech from one language to another. It is a complex task that requires not only fluent proficiency in both languages, but also a deep understanding of the cultural nuances and linguistic intricacies of each language.Translation has been practiced for centuries and has played a crucial role in facilitating communication and fostering cultural exchange between different societies. It allows people who speak different languages to communicate and interact with each other, breaking down barriers and expanding possibilities.There are various types of translation, including literary translation, technical translation, legal translation, and medical translation, among others. Each type requires specific knowledge and skills to accurately convey the meaning and intent of the original text.In addition to linguistic accuracy, a good translator should also strive to capture the style, tone, and nuances of the original text. This involves understanding the cultural and historical context of the text, as well as the intended audience. Often, a translator needs to make decisions about how to adapt the text to the target language while still preserving its essence.Translation can be a challenging and time-consuming process, especially when dealing with complex or specialized subjects. Translators often need to conduct thorough research to ensure accuracy and maintain the integrity of the original text.With the advancement of technology, machine translation has become increasingly popular in recent years. However, while machine translation can provide quick and convenient translations, it often lacks the accuracy and nuance that human translators can offer. Human translators are able to understand the subtleties of language and idiomatic expressions that are often lost in machine translations. Therefore, it is important to rely on human translators, especially for important or sensitive documents.In conclusion, translation is a vital tool in facilitating communication and promoting cultural understanding. It requires not only language proficiency but also a deep understanding of cultural nuances. While machine translation can offer convenience, human translators are essential for accurate and nuanced translations.。
(2021年整理)PLC中英文资料外文翻译(1)
(完整版)PLC中英文资料外文翻译(1)编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（(完整版)PLC中英文资料外文翻译(1)）的内容能够给您的工作和学习带来便利。
同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。
本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为(完整版)PLC中英文资料外文翻译(1)的全部内容。
（完整版）PLC中英文资料外文翻译(1)编辑整理：张嬗雒老师尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布到文库，发布之前我们对文中内容进行仔细校对,但是难免会有疏漏的地方，但是我们任然希望 (完整版)PLC中英文资料外文翻译（1）这篇文档能够给您的工作和学习带来便利。
同时我们也真诚的希望收到您的建议和反馈到下面的留言区，这将是我们进步的源泉，前进的动力。
本文可编辑可修改，如果觉得对您有帮助请下载收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为〈(完整版)PLC中英文资料外文翻译(1)> 这篇文档的全部内容。
可编程控制器技术讨论与未来发展摘自《可编程控制器技术讨论与未来发展》数字媒体系 08165110 多衡随着时代的发展,当今的技术也日趋完善、竞争愈演愈烈；单靠人工的操作已不能满足于目前的制造业前景,也无法保证更高质量的要求和高新技术企业的形象。
人们在生产实践中看到，自动化给人们带来了极大的便利和产品质量上的保证,同时也减轻了人员的劳动强度,减少了人员上的编制.在许多复杂的生产过程中难以实现的目标控制、整体优化、最佳决策等，熟练的操作工、技术人员或专家、管理者却能够容易判断和操作,可以获得满意的效果。
人工智能的研究目标正是利用计算机来实现、模拟这些智能行为,通过人脑与计算机协调工作,以人机结合的模式，为解决十分复杂的问题寻找最佳的途径我们在各种场合看到了继电器连接的控制,那已经是时代的过去，如今的继电器只能作为低端的基层控制模块或者简单的设备中使用到；而PLC的出现也成为了划时代的主题，通过极其稳定的硬件穿插灵活的软件控制,使得自动化走向了新的高潮。
南邮外文翻译一范例
南京邮电大学毕业设计(论文)外文资料翻译学院(系)：经济与管理学院专业：学生姓名：班级学号：外文出处：Journal of Occupational Psychology,1977, Vol.50附件：1.外文资料翻译译文；2.外文原文附件：1.外文资料翻译译文重新评估工作满意度和工作生活质量——詹姆斯.C.泰勒有用的工作满意度的措施在评估工作的特点以及改善工作生活质量中是有问题的。
根据民意调查和组织调查显示，多年以来，虽然在高和稳定的工作满意度水平下，雇员的挫折感和异化迹象却一直在增加。
经过更密切的检查，这似是而非的调查导致的结论是：无论再严谨的工作满意度调查及测量，得到的只是修改工作和减少员工的挫折感方面的没必要的信息。
根据以往的经验以及对工作生活质量的研究表明，为了克服这个缺陷，在测量工作满意度的时候，雇员本身需要更多地参与测量。
工作满意度已经成为一个模糊不清的尴尬概念。
许多代表着工业人文主义利益的社会科学调查员都对工作满意度十分有兴趣，他们建议要去关注和改善人与职位的关系，提高工作满意度。
从20世纪30年代开始，这种关注已经从制造业扩展到服务和文职部门。
然而，我们可以断言，大部分对工作满意度的研究都无法仅通过对工作及工作本身的研究。
历史上曾经有过对工作满意度的研究，这或许可以支持或者攻击现状，这种趋势还将继续下去。
尴尬的是，在对美国雇员的工作满意度的继续调查研究中，用极高的百分比来衡量他们工作的满意程度，而在同一时间内降低对工人的承诺，雇员所表达的通过增加缺勤率（特别是部分周缺勤），罢工（因其他原因除了工资）而拒绝谈判达成的合同以及破坏产品的比率显然变得更大。
雇员异化的这些问题已经提起公众的注意，但是如果公众关注继续增长，为什么雇员安静的绝望与工作越来越被看作是与压力之间的和解，这些事实和精心准备将使对工作满意度的严格调查成为必然。
前言本文的目的是在不减少抽样误差和防范反应的情况下，使用更精密的统计测试，在不同的模式下对满意度数据进行界定和衡量。
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System Identification and Estimation Frameworkfor Pivotal Automotive Battery ManagementSystemCharacteristicsBharath Pattipati、Chaitanya Sankavara、Krishna R. Pattipati 汽车电池系统辨识与估计框架的管理系统特性摘要：电池管理系统是汽车的重要组成部分。
它可以保护电池、预测电池寿命、使电池工作在优良状态。
电池管理系统可执行一个或多个综合任务，例如：保护电池，温度管理，充放电控制，确定充电状态（SOC），健康管理（SOH）和电池剩余（RUL）使用寿命管理等并有保持电池平衡，数据采集，通信板和板模块，以及监控和存储—历史数据等功能。
本文中，我们提出了一个系统，估计电池的关键特性（如SOC和SOH，RUL）使用数据驱动的方法。
我们的估计是在一个包含电容器与电阻的等效电路上通过电化学阻抗光谱测试和一个集总参数模型的混合脉冲功率特性测试得出来的。
兰德尔斯电阻器电路模型通常描述的自放电和内部电池电阻，电容一般表示存储在电池充电和War-burg阻抗式扩散现象。
兰德尔斯电路参数估计使用频率选择性非线性最小二乘法估计技术，而集中参数模型参数—参数的预测使用误差最小化的方法估计。
我们使用向量机预测电池的容量衰减和功率衰减，表征电池健康状态并估计电池的充电状态。
估计功率衰减和能量衰减的另一种方法从低电流混合脉冲功率性能测试数据，使用已被证实的集总参数电池模型构成。
剩余寿命的预测是通过电池的电力支持向量回归的消失和容量衰减估计。
使用一个隐藏的马尔可夫模型（隐马尔可夫模型）使用时间估计的能力衰减和电源衰减观察，得到的电池使用的可靠性分析的生存函数估计。
虚拟的框架提供的一个系统的方式估计相关的电池特性所得到结果精度高。
关键词：电池管理系统，隐马尔科夫模型，电池剩余寿命，充电状态，健康状况，向量机支持1.简介电池技术自从1800年第一个电池诞生开始已经有许多年的历史。
由于混合动力汽车使用的增加，电池管理系统已经成为汽车领域的重要组成部分。
系统的目标是将放电循环最大化运行，以及使蓄电池达到最大的工作周期[ 1 ]。
汽车电池管理的要求是非常苛刻的，因为它必须对车辆的运行状态能快速反应切换充放电，以及在恶劣的和不受控制的环境也要能正常工作。
此外，它还需要与其他车载系统如发动机管理系统、气候控制、通信和安全系统相连接。
电池管理系统在混合动力汽车与插电式混合动力汽车的功能是不同的。
他们包括监控，保持在他们的工作范围内的所有的电池个体，保护电池在失控的条件下，补偿任何失衡的电池参数，提供电池充电状态的信息（SOC）、健康状态（SOH），剩下的使用寿命（RUL）等，在满足车辆运行模式的变化的情况下提供最佳的充电算法等。
本文的目的是为电池的三个重要参数SOC,SOH,RUL的估计开发一个系统的程序。
诸如电池寿命、剩余电量、电池状态、充电时间、电池影响因素等对于不同电池而言都是不同的。
与满电状态的电量比较让用户更直观的知道再次充电之前电池还能使用多久。
电池中的剩余容量的测量，是用来确保最佳的充电/放电过程。
在电池的寿命期间，由于不可逆的物理和化学变化其“健康”逐渐恶化，直到最终电池不再使用或死亡。
SOH指数指示的是电池是否还能继续在其额定输出电压的情况下继续使用，它是与新电池相比较而得出的。
它是电池能否处理紧急情况与是否需要维修的重要指标。
我们将对容量衰减和功率衰退的电池采用SOH 措施。
准确预测电池剩余寿命是提前根据电池状态维修电池的关键。
现有研究：1)电池的关键指标和其估计方法：充放电速率、磁滞现象、温度、单体年龄、电量损耗与电池内阻等都是影响充电状态的因素。
SOC并不能直接测量得出需要通过其他数据推算。
现阶段有许多估计SOC的方法。
有些是根据特定的电池单体。
大部分方法根据易于得到的与SOC有关的数据估计。
在表一中总结了一些常用的方法。
方法应用场合优势缺陷查表法镍镉电池与已知SOC的电池比较对电池与操作环境的要求较高，要求电池处于满电状态分流法锂电池、镍氢电池、铅电池易于操作，较少的估算时间对电池与操作环境的要求较高放电法用于新电池容量的测量简单准确，与电池健康状态无关要求电池处于满电状态、时间长、损耗电池电解质的物理性质（密度、浓度、颜色等）铅电池、溴化锌电池对电池状态无要求、可知电池健康状态温度与杂质影响较大库伦数法所有电池均适用当校准点足够，电流测量准确时精确对副反应敏感，需要固定的校准点开路电压铅电池、锂电池、溴化锌电池对电池状态无要求、成本低，可知开路电压检测时间较长电压陡降复升铅电池可测量电池电量对电池和操作环境要求高线性模型铅电池、光伏电池对电池状态无要求、易于操作需要标准数据阻抗谱所有电池均适用可知电池健康状态和电池质量对温度敏感，成本高内阻法铅电池、锂电池、镍氢电池可实时测量、可知电池健康状态适用区间短人工神经网络法所有电池均适用对电池状态无要求需要同种电池的参数、反向传播算法收敛速度慢模糊逻辑所有电池均适用对电池状态无要求隶属函数的定义是非常主观的，不适用于大型模型卡尔曼滤波器所有电池均适用对电池状态无要求、动态测量难以实现的滤波算法、需要考虑的因素多Pop博士提出的SOC实时评价锂离子电池系统直接将测量电激励力平衡状态与库伦计数法相结合Kim实现了一种基于简单的蓄电池模型的非线性条件下的鲁棒跟踪滑模观测器。
使用现有的测功机进行测试得到的误差在大多数情况下小于3%。
在一项最近的研究中，他提出了一种快速时变的双滑模观测器来估计片上系统的终端电压、偏振和慢时变，根据观察的结构估计容量衰减和电阻恶化对电池健康状态的影响。
确定电池的SOH适应性是很重要的，混合动力汽车的运行与电动汽车的运行需要最贱的能量管理与电池诊断效率。
一般来说，他是用要推导得出电池系统的功能是处于它的初始（额定）和结束（失败）的状态。
SOH反映的是电池与新电池在一些特定性能能力的比较的结果。
比较的内容包括:充电能力、内阻值、电压、电池内部损耗。
因此，了解电池的健康状态对于降低由于电池老化而带来的损失的风险有很大的帮助。
实际上，电池健康测量都是对于电池单体进行的无论是阻抗还是内导。
为追求准确度，有的人主张测量几个单体参数，SOH参数的估算是这些因素的综合。
如果可能的话参数的例子有容量，内部电阻，自放电，充电接受，放电能力，电解质的流动性，和周期计数。
数据取决于构成电池的物质。
加权是基于许多因素的，在应用程序中的特定参数是使用电池的过程中特定的一些。
任何数据的误读都会影响最后的结果。
一个电池的性能可能很好，但其内阻有可能很高。
在这种情况下，电池健康状况就不是这么准确。
类似的情况说明电池有很高的自放电以及其他的一些缺陷。
对电池单体的得分进行比较，用点分配的方式得出一个百分比的成绩。
另一种说明电池健康状态的方法是通过电池历史数据的分析而得出的，而不是仅仅只是测量某些参数。
充放电循环次数是一个明显可以使用的数据，但它不考虑电池所经历的任何极端操作可能会影响到它的功能。
然而，这些记录的持续时间电池可能在高电压、大电流以及高温的环境下使用过。
因此，电池健康状态可以由测量参数的加权得到。
Bhangu 采用扩展卡尔曼滤波器来估计在大容量电容的变化，它可以显示电池的充电能力随着时间的推移而损失的程度，因此可以成为SOH的检测手段Do[10]等人提出一种基于扩散卡尔曼滤波的参数观测电路电池模型实时识别方法。
他们建议在瓦博格阻抗模型中增加RC电路的数量改善低频性能。
但是，在二代的锂离子电池的试验中过多的rc电路会导致参数出现问题，此外，扩展卡尔曼滤波器会出现初始化的问题和协方差矩阵过于简单。
Vebrugge等人[11]认为一个良好的高频电阻器（最小二乘法）必须将标称值规范化，并且用一个函数表示温度与SOC的关系，SOC是个不易变化的值，电阻的高频自适应采集可以用来评估SOH。
高频电阻的增长可以预期商业上电动汽车与半电动汽车的电池的剩余电量。
Goser等人[12]导出了一种基于神经模糊网络的一个自组织特征映射来处理模糊系统中的数据。
自组织特征映射用无监督聚集技术组织数据。
从自组织特征映射到模糊系统的数据处理，该系统的反应与适应性都有提升（即神经网络与模糊系统的结合）Goser等人的系统体系为：现将数据输入规则成层再去模糊化，经过这两层后再采用部分神经网络算法。
Buchmann实现了基于神经模糊网络的可在三分钟内监测电池健康状态的系统。
神经网络处理模糊化的数据去模糊化输出。
Saha等人[14]提出了一个贝叶斯框架（基于相关向量机和粒子过滤器）预测SOC 和SOH规则，并提供基于电池性能的不确定性范围之间的关系（能力）和模型参数（电阻）。
但是，用于估计电池特性的电池模型由于低频瓦博格阻抗的原因过于简单。
此外，由于电阻是串联的电荷转移电阻使他不能精确的估计。
此外，粒子滤波框架采用指数增长模型预测内部电池参数（电阻），是中央处理单元（中央处理器）密集型。
传统的BMS方法大多集中于解决SOC和SOH和RUL的关注的某些参数估计。
因此，我们提出了一个总体框架的这些重要特性估计（SOC、SOH，和RUL）和验证使用锂离子电池数据。
2）关键的电池建模方式：集中建模方法在文献中已近阐述，也总结在表格2中。
一个适当的模型之间的权衡复杂性和性能是电池建模的一个重要方面。
在本文中，我们专注于使用等效电路电池模型组成电压和/或电流源，电阻器，电容器（或恒相位元件，CPE），电感，阻抗等原件建模。
[16][17]中的电化学模型耗时短最适合用来理解物理电极与电解质的设计。
Peukert方程[18]只适用于电池在恒温或恒电流的情况下放电。
当应用于电池时，当用于变化的温度或变化的放电电流是可能会导致剩余容量估计的错误。
具体而言，锂离子电池的容量与电池温度有关，这就是一个Peukert方程不适用的情况。
同样的，Shepherd方程同样有三个缺点，所建的模型只有在持续的恒电流时才能适用、模型的适用的温度范围为10到30摄氏度、电池的老化作用并没有被考虑到。
这种方式主要用于电池的性能优化上，当缺点依然存在。
其他电池模型，如水动力和有限元模型很复杂，对计算机的存储空间与计算时间的要求很高表二电池模型与特征典型类型典型模型关键特征等效电路电池模型戴维宁等效电路通常用电阻器与RC网络预测在持续恒电压下的电路的瞬态响应基于阻抗的电模型采用电化学阻抗谱方法在频域中获得的交流等效阻抗模型，然后用一个等效的网络模拟合阻抗谱运行时的电气模型运行时模型使用一个复杂的电路，模拟电池运行时的直流电压响应和一个恒定的放电电流的模拟器线性模型线性模型由一个开路电压施加在电压源和一个电容器，这是一个由3个电容和3个电阻并联而成的网络状模型非线性模型该电路由两个并联的RC网络和一个电阻串联连接而成，电路被等效成两个二极管与电阻构成电化学电池模型Pert方程放电电流随放电时间变长而减小Shepherd模型方程阐述电化学电池的电压与电流的变化情况，通常是电池电压与放电时电压的不同Lindstorm模型包括添加的术语来描述电池性能的某些方面，增加了一个改进的内部电阻的计算方式，用二次方程来描述自放电时产生的气体Unnewehr通用模型简化Shepherd公式。