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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在坏腔情况下的爱因斯坦波多尔斯基罗森纠缠Yuan Sui-Hong(袁绥洪) and Hu Xiang-Ming(胡响明)华中师范大学物理学院 中国武汉 4300792009年12月21号收到,2010年1月13号修订手稿本文探讨了连续变量纠缠在四波混频原子弛豫时间与以上腔弛豫时间。
在这种情况下,原子记忆是包含在这一领域相关性和纠缠可以显著增强。
爱因斯坦波多尔斯基{罗森(EPR)即使在坏腔限制纠缠是可以实现的。
这表明EPR 纠缠产生不需要良好的空腔。
关键词:原子记忆效应、EPR 纠缠,四波混频物理文摘分类目录:4250,42651介绍散射与吸收间之交互作用的研究通常假定原子弛缓在稳定情形比光学领域腔更迅速【1】。
这种假设使人消除绝热地原子成为可能。
绝热消除使理论处理变得简单。
然而,在许多情况下,原子变量一定弛缓速度高于腔场。
例如,一个三级Λ原子系统表现出一致的相干布居囚禁 [2]和电磁诱导透明【3-5】这两个基态和它们之间的持久性是相同的。
甚至是一些牵涉到坏腔的例子【6−9】。
腔场衰减相对原子更迅速。
换句话说,原子比腔肠有更长的弛豫时间。
在这种情况下,原子没有足够的时间来发展到稳定状态之前到达腔场稳定状态。
这就使场力学产生了原子记忆。
这预示着,由于原子记忆激光线宽及强度波动在一定程度上减少。
[6]实际上,这只是一个非常普遍的情况。
即使对二级原子,最简单的原子模型,基态不会衰减,尽管激发态衰变速度高于腔场。
卡迈克尔[8]和里德[9]曾经提出了非绝热的效果量子关联的吸收和色散光学双稳态的两级系统。
这里我们探讨内原子的记忆效应四波混频。
由此表明该fourwave 混合提供了一种有效和重要的方法对压缩光的产生[ 10-17 ]。
近日,通过使用基于在空间上的多模放大器四波混频作用在热蒸汽, Boyer 等人[18 ]制备双图像显示出本地化的纠缠。
它已经意识到,这是潜在的有效途径来延续变量纠缠。
[ 19-26 ]一对爱因斯坦 - 波多尔斯基 - 罗森( EPR )的总和(一个标准腔内场纠缠)被减少50%以下的标准量子限制[ 22,23]相同方式,原子变量是绝热消除。
对于纠缠的增强,Pielawa 等人[ 24 ]提出了一种两步原子在没有自发发射的驱动。
在这个方案中,两个原子和腔场有足够长的松弛时间,在此期间,耗散由于原子吸收拉腔场为EPR 状态。
它是一个挑战来执行这样的油藏工程。
在每个步骤中,不同的频率和不同的原子最初的叠加态被选择和准备为了共同的腔场。
这是非常禁用,以获得纠缠的增强,即使在坏腔情况。
在下文中,我们将验证我们期望。
近乎完美的EPR 纠缠态能甚至可以在恶劣的腔情况下获得。
2,模型和公式我们认为N 个双能级原子系综内存在于双模式光腔。
该原子有基态|1⟩和激发态|2⟩。
它们之间的偶极电子过渡是允许的。
应用频率ωD 的外部相干驱动场和从被驱动两个拉比边带生成 原子的频率是ω1,2 的两个腔场。
对于密度算符主方程 原子 - 场系统中导出的偶极子近似 和一个适当的坐标系为[1][]L L H H c I i ραρρρ+++-=,0 (1)在这里H 0=∑Nμ=1H 0μ代表的互动相干驱动场之间的原子,H1=∑Nμ=1H 0μ代表 两腔与碳原子的相互作用。
是投影算符。
当k= L 和自旋算符而K = 1。
由于随机取向的偶极矩,我们假设波矢匹配是合适的和原子态包含相位因子。
对于光腔来说a l 与一个a †l 为光子湮灭算符和产生算符,GL 是耦合常数。
Ω是相干相关的拉比频率找到字段和被假定为真实,为简单起见。
Δ=ω0 –ω的和ΔL=ω了 – ω的是的失谐原子共振频率ω0和腔场频率从驱动场频率ωd ωl 。
原子和空穴之间的关系如下表示:其中,γ表示原子弛豫率因从激发态自发辐射|2〉到基态|1〉,和κ1,2个领域的松弛率由于腔体泄漏。
由于我们感兴趣的是,我们认为拉比共振 当驱动场强的情况下()γ,22g l a l d 〉〉+=Ω∆。
可以很方便地使用缀饰态。
通过对角化的哈密顿H μ0我们得到的缀饰态[27]其中tan (2θ)=Ω/Δ,0<θ<π/ 2,21u 和u 有自己的特征值λ1,2 =(Δ∓d )/ 2。
哈密顿H 0的形式为∑==N u l H 10u σλμ ,其中l k uμμσ=kl ,k ,l = 1,2由于驱动场较强,缀饰态准分离较为充分。
我们可以选择单光子过程通过调整腔的缀饰态之间场共振与拉比边带,即δ1= -δ2=d 。
这种δ1=-δ2=-d 可以处理 类似的方法。
制作一个幺正变换U = exp (一iH 0t/ )和忽略快速振荡诸如exp (±idt )和exp (±2idt ),我们改写为ρ= U †〜ρU 主方程中的条款原子缀饰态是腔阻尼项L C ρ保持原来的形式除了替代ρ为ρ,和不变阻尼项的原子被改写比较原子和腔松弛时间我们有两种极端情况。
一个是好腔限制,其中的原子弛豫时间是远短于所述腔的弛豫时间,另是坏的腔体的限制,这里的情况是刚刚相反的。
两种极端情况之间存在中间情况,当原子驰豫时间与弛豫时间是可比较的时候。
通常,可以假设原子变量衰减比腔内更迅速,然后采用绝热近似消除原子变量。
[1,28,29]然而,在许多情况下,原子的衰减不比比腔场更为迅速,如第1章。
在这种情况下,绝热消除不再存在。
在这里,我们专注于这种情况。
遵循这个标准[8,9,30-32]在下文中,我们计算量子关联在混合相互作用无消除原子变量。
通过的广义p 表示方式德拉蒙德和加德纳[31,32],我们首先推导出了一组从主方程朗之万方程(8)。
为了做到这一点,我们定义的原子操作符∑==N kl N kl 11μμσσ,选择一定的顺序(a †1,a †2,a a 12,12,2221,,,,σσσ),并使用对应在C-号码和操作αi ↔ a i ,α∗i ↔ a †i , v kl ↔σkl .。
然后,我们推导出一套朗之万方程:连同那些对于相应的变量 α* 1,α*2,和v 21。
在方程(13)和(14)我们已经使用 β= g 1cos θα1 - g*2 sin2θα*2,这个群遵循关系v 11+ v 22=1。
Fx 是 朗之万的波动参数并且假设δ相关,满足<F X (t )>=0,<F X (t )Fy (t')>= D xy δ(t - t')与D XY = D YX ,D YX' = D *XY 。
我们假设外部驱动领域 无泵送这些模式 。
稳态解由通过的时间导数设置为零获得。
该 非零解:非零扩散系数D v21v12 =Λ + 2Γp <v 22>, D v22v22 = 2Γ<v 22>, and D v12α2 =−i g sin2θ(2<v 22> − 1).3。
输出域的量子关联根据由段等拟议的纠缠判据,[33]在输出的两个场纠缠 如果下列不等式成立我么可以定义一对EPR 运算符c p cp v c c u x x 21121+=-=和 正交))(21())(21(e a e a e a e a x l i out l l i out l l i out l i i out l l i pl φφφφ-+-+-=+=,在输出腔.21,,==-l al kl e a l i outl φ在稳定状态,φl 是锁定的各相的总和为φ1+φ2=0,不等式简化为这表明缠结是可获得的当两种模式之间满足的非经典相关 |<δα1δα2>| > a a a a 2211δδδδ++。
我们的兴趣 在输出频谱。
我们的线性化 朗之万方程(11) - (14)通过写δO= O-<O> 然后写方程组一个紧凑的形式其中列向量排列成δO (t )=(δα1,δα2,δα*1,δα*2,δv 12,δv 21,δv22)T 和F (t )=(F α1,F α2,F α*1,F α*2,F v12,F v21,F V22)T 。
无论是漂移矩阵A 和噪声的相关性<F (t )F T (t')>=D δ(t - t')可以很容易地从方程获得 (11) - (14)。
频谱()()ττδδτd t O w S Tiw e +=⎰∞∞-t )(o 取形式[8,9,21-31]那么纠缠判据不等式(15),可在光谱方面被改写通过选取,我们有V u (ω) =V v (ω) = 21 V(ω), Vu(w) 和Vv(ω)是EPR 运算符u 和V 的波动谱.然后我们可以表示V(ω)的纠缠度。
如果V(ω)=−2我们有完美的EPR 纠缠。
(34)到目前为止,我们已经在没有原子绝热消除的情况下获得了纠缠态的相干频谱。
因此,频谱有任意速率的原子和腔弛豫时间。
频谱存在如果稳定解存在的话。
稳定性可以验证通过计算矩阵A的特征值,通过使用计算机执行。
当所有特征值的实部是正的,则该系统是稳定的。
在我们的数值计算,我们假设即g1 = g2 = g和k1 = k2 = k为简单起见,失谐,拉比频率,耦合常数,并原子衰变率缩放κ,松弛单位次κ- 1为单位。
在图1我们小区零频谱V(0)作为的函数比Δ/ Ω为原子和场放松的不同比例次γ-1/κ-1= 0.2 (点缀,一个好的腔情况下),1(虚线,中间的情况下),和10 (固体一个坏腔的情况下)。
该参数是g2N = 100 。
该图表明,在光谱的倾角下降作为原子的弛豫时间增加而增加。
三个情况下,极小值是(a) Vmin ≈-1.639于Δ/Ω≈± 0.31对γ-1/κ-1 = 0.2,(二)Vmin≈ -1.832在Δ/Ω≈± 0.21对γ-1/κ-1 = 1,以及(c)Vmin ≈-1.946在Δ/Ω≈± 0.12 γ-1/κ-1 = 10 ,在这种情况( a)中,原子具有短得多的弛豫时间比该腔的字段,即,γ-1« κ-1。
这对应于一个良好的腔内的情况。
在很短的与模腔的弛豫时间κ-1相比时,原子演变成稳定状态。
在这种情况下,通常的绝热消除是有效的。
然而,这是不再有效的情况下,( b)和(c)所示,其中的原子松弛时间是用相当或比长腔的弛豫时间,γ-1〜κ-1和γ-1> κ-1。
原子与腔场演变的可比时间周期。
在腔松弛时间,原子无法到达他们的稳定状态。
因此的自发发射不能视为不相关的事件。
这表明,自发发射具有相对小的贡献腔场的波动。
这是非常记忆的效果,如先前指出, [6,7],这使上升到一个减少在激光线宽和强度波动。
在目前情况下,由于原子存储器,两个输出之间的相关性光束被增强时,γ-1〜κ-1和γ-1> κ-1 。