Changes of Kondo effect in the junction with DIII-class topological and ss-wave superconductors

We discuss the change of the Kondo effect in the Josephson junction formed by the indirect coupling between a one-dimensional \emph{DIII}-class topological and s-wave superconductors via a quantum dot. By performing the Schrieffer-Wolff transformation, we find that the single-electron occupation in the quantum dot induces various correlation modes, such as the Kondo and singlet-triplet correlations between the quantum dot and the $s$-wave superconductor and the spin exchange correlation between the dot and Majorana doublet. Moreover, it plays a nontrivial role in modifying the Josephson effect, leading to the occurrence of anisotropic and high-order Kondo correlation. In addition, due to the quantum dot in the Kondo regime, extra spin exchange correlations contribute to the Josephson effect as well. Nevertheless, if the \emph{DIII}-class topological superconductor degenerates into \emph{D}-class because of the destruction of time-reversal invariance, all such terms will disappear completely. We believe that this work shows the fundamental difference between the \emph{D}- and \emph{DIII}-class topological superconductors.Comment: 10 pages, 3 figures. Any comment is welcom

An Empirical Study of Affective Instruction in Comprehensive English Class for English Majors in China

The research aims at exploring that application of affective instruction in English as a foreign language class in China is conducive to students’ cognitive development and target language acquisition. The study involves both quantitative approach depending on the statistical data and qualitative approach to analyze the investigation results. The subjects are 64 sophomores of English majors from School of Foreign Languages at a university in southwestern China. The instruments of the investigation are questionnaires and tests for English majors. The results of the experiments (Research subjects were required to finish questionnaires and testing papers in Sep. 2006 and Jan. 2007 respectively.) indicated that in the pretest the students from two classes are approximately well-matched concerning affective factors and English proficiency, while in the posttest there are changes of students’ affective state between the students from the experimental class and the control class (t=3.405, P<0.001) and some differences of the two classes in English proficiency (t=3.239, P<0.01). Based on these research results, the conclusion is drawn that affective instruction contributes to cultivating students’ positive affect, and positive affect in turn helps students enhance their target language acquisition