基于Meta图模型的供应链速度问题研究

简要介绍基于Meta图的离散制造业供应链建模方法及模型赋权技术,提出基于最大Meta路的供应链速度定义和算法,分析了算法的复杂性和算法修正问题,并给出应用算例.在供应链组建或运行时,本方法可对供应链的速度进行"事前"或"事后"定量分析和评价,达到准确测度一条供应链从收到顾客订单到交付产品的整个时间周期之目的.     

油气管道坡面水毁风险评价中的不确定性因素分析

油气管道坡面水毁评价体系中涉及随机性与模糊性相综合表示的问题,从不确定性入手,简要说明了不确定性定义,不确定性在油气管道坡面水毁的一些表现。重点分析了人的因素的不确定性,评价准备阶段的不确定性,不确定性评价方法。在不确定性因素的基础上,从失效因素的认识和不确定性推理过程2个方面做出一些改进,并给出了权重云模型具体算法,解释了权重的不确定性对后续评价结果的影响。针对评价过程中的各种不确定性因素的特点,提出了相应的规避措施。     

焊接生产信息共享架构的设计与实现

针对焊接生产过程信息化与焊接生产协作中存在的数据信息存储结构的异构问题,提出了一种基于OWL的焊接工艺信息转换共享思路。通过对数据库进行分析,建立了以OWL本体语义构建的转换规则,使用基于Jena的推理框架实现数据转换,利用XSLT实现工艺信息样式转换,实现了2个企业实际数据平台的数据转换。     

EVA聚合树脂生产工艺及性能影响因素

乙烯-醋酸乙烯共聚树脂(Ethylene Vinyl acetate Resin,EVA)是继HDPE、LDPE和LLDPE之后的四大乙烯系列聚合物。生产EVA主要工艺方法有四种:溶液聚合、乳液聚合,悬浮聚合和高压本体连续聚合法。文章主要介绍了高压本体法釜式生产EVA工艺,并对不同因素对EVA性能影响以及在实际生产过程中出现的问题进行了分析,提出了相应的解决方法。     

基于本体和多代理的考试系统模型研究

将本体和多代理技术引入考试系统,建立了一个基于本体和多代理的新型考试系统模型。该考试系统采用3层结构模型,包括用户层、应用逻辑层和数据服务层,系统中的本体用来描述知识,实现知识共享和交换,各项功能及应用分别由代理及代理之间的协调、协作完成。该模型成功地应用于计算机基础课考试中,减少了工作量。     

高熔指聚丙烯产品在间歇式液相本体工艺上的开发

70 kt/年聚丙烯装置于2005年12月建成投产，装置工艺整体运行平稳。该装置多次开发生产高熔指聚丙烯产品，总结出适合间歇式液相本体法聚丙烯工艺的成熟生产经验，高熔指聚丙烯产品生产稳定、合格率较高，客户评价较好。文章分析了影响高熔指聚丙烯产品质量波动的原因，提出工艺操作优化、专用外给电子体使用等对策，有效解决了制约高熔指聚丙烯产品生产问题。     

探讨汽轮机本体丝堵现场焊接工艺

为了防止汽轮机本体与丝堵结合处出现渗漏，分析汽轮机本体丝堵现场焊接工艺，包括焊接前准备、焊接过程、焊接后处理、焊接后检验。现场焊接需要确保焊接参数合理、层间温度合理。通过制备全尺寸试样检验丝堵试样焊接加工结构、焊接工艺，结合丝堵T92材料、本体P92材料，使用Φ3.2 mm镍基合金焊条、Φ5.0 mm低氢高强钢焊条交替进行氩弧焊与手工电弧焊。焊接后配合全尺寸复合载荷、无损检测对焊接效果进行测定。     

切尾统计算法的优化及应用

本文从数值型数据的统计方面入手,结合数据的集中趋势和离散程度,在传统切尾均值算法的基础上,提出了一种优化的切尾均值算法,并给出了优化切尾均值算法的计算公式。该算法有效解决了极值在多种分布情况下的数据统计问题,并以印刷品质量评价为例进行了应用验证。     

高速公路经营主体行为风险综合评价

本文阐述了高速公路经营过程中对相关主体行为风险进行评价的意义,通过确立主体行为风险指标,结合层次分析法给各指标配以权重,基于此构造单因素模糊评价模型,同时给出了各单因素的风险计量方法,由此进行各单因素的风险评价,最后将各单因素的评价结果进行组合,给出了综合模糊评价算法.     

基于DEA方法的商业银行效率评估研究

商业银行在一国金融体系中占据着重要位置,商业银行的效率对商业银行作用的发挥具有重要影响.本文首先分析了商业银行效率的概念,从技术效率与规模效率两个方面给出了定义.进而分析了评估商业银行效率的模型--DEA方法,给出了模型的评价过程.结合我国商业银行的实际情况,提出了评价商业银行效率的投入和产出指标,对某省10家商业银行的效率进行了评估.最后分别对国有商业银行和股份制商业银行的发展给出了对策建议.     

The Technology Workshops at Oundle

Psychologists have shown that knowledge can be acquired independent of practical action, by observing and imitating others and by extracting knowledge from vicarious experiences coded in text. Yet experiential learning theorists suggest that real learning takes a practical event to embody it. In schools we ask our students to learn through study. This paper examines a concept of learning in which personal experience is the base or framework for learning. Oundle Public School has a tradition of learning through technology workshops. Using the case study and narrative research traditions, the author illuminates the philosophy behind this orientation. The period of history which spawned the orientation has many parallels to the information revolution we are witnessing today. The response by the headmaster then, including the curriculum policy and implementation issues which relate to it, are central to the debates and responses which characterize curriculum change now. The philosophy that gives Oundle its reputation in technological education is visited, the lessons it imparts are reviewed. This revised version was published online in July 2006 with corrections to the Cover Date.     

Mapping knowledge management and organizational learning in support of organizational memory

The normative literature within the field of knowledge management has concentrated on techniques and methodologies for allowing knowledge to be codified and made available to individuals and groups within organizations. The literature on organizational learning, however, has tended to focus on aspects of knowledge that are pertinent at the macro-organizational level (i.e. the overall business). The authors attempt in this paper to address a relative void in the literature, aiming to demonstrate the inter-locking factors within an enterprise information system that relate knowledge management and organizational learning, via a model that highlights key factors within such an inter-relationship. This is achieved by extrapolating data from a manufacturing organization using a case study, with these data then modeled using a cognitive mapping technique (fuzzy cognitive mapping, FCM). The empirical enquiry explores an interpretivist view of knowledge, within an information systems evaluation (ISE) process, through the associated classification of structural, interpretive and evaluative knowledge. This is achieved by visualizing inter-relationships within the ISE decision-making approach in the case organization. A number of decision paths within the cognitive map are then identified such that a greater understanding of ISE can be sought. The authors therefore present a model that defines a relationship between knowledge management (KM) and organizational learning (OL), and highlights factors that can lead a firm to develop itself towards a learning organization.     

Industrial life cycles and learning curves: Interaction of marketing and production

The price-oriented experience curve has been widely utilized as a model to design marketing strategies. Yet, it is cost over which many firms exercise the most control. This article explores the cost-oriented learning curve in conjunction with the product life cycle model as joint strategy constructs. Implications of variations in the learning curve parameters are examined.     

Revisiting the imitation assumption: Why imitation may increase,rather than decrease,performance heterogeneity

Research Summary: Imitation is a central construct in strategy theory because it is assumed to diminish inter‐firm performance heterogeneity within an industry. We revisit this assumption, which is premised on the logic that imitated practices act directly to make the imitator more similar to its target. This logic is incomplete because imitation also acts indirectly—via its effect on an imitator's post‐imitation experiential learning efforts through which it refines imitated practices and fills remaining knowledge gaps. We examine how an imitator's focus of attention during this post‐imitation experiential learning process impacts performance heterogeneity. Employing a computational model, we contrast the heterogeneity resulting from imitative entry with that from de novo (non‐imitative) entry and identify conditions under which imitation may increase, rather than decrease, inter‐firm performance heterogeneity. Managerial Summary: Imitation is commonly assumed to be a low‐risk strategy by which firms can narrow the performance gap to the market leader. This assumption is predicated on an understanding of imitation that neglects the impact of imitation on subsequent, post‐imitation, learning. Such learning serves to refine the imitated practices and fill remaining knowledge gaps. Our theory suggests that imitation is more risky than is typically assumed. Imitation leads to bifurcated performance outcomes. An imitator is more likely to: (a) catch up to the market leader, and (b) perform far worse than it would have without imitation. Key factors driving the riskiness of imitation are the observability of the market leader's practices and an imitator's decision regarding its focus of attention in post‐imitation learning.     

Segmentation: Identification, intuition, and implementation

This paper concerns the implementation of segmentation within a business-to-business organisation. There is wide agreement that segmentation is a fundamental component of marketing strategy. Numerous methods are identified, but there is little guidance on how segmentation can be applied in practice. Four barriers to implementation are identified. The notion of intuition has been applied in the segmentation of emerging markets for technologically based products. This work is extended into established markets using an inductive methodology and adopts an action learning approach to incorporate managerial experience into the process, illustrated by a case study. Several opportunities for further research arise.     

基于传播视角的广告效果实证研究

广告效果的测定是广告活动必不可少的一个步骤，是对广告进行检验和评价的重要环节，然而实践中却为很多广告主和制作者所忽视。导致这种现象存在的原因除广告主和制作者在这方面的意识薄弱外，没有完整的广告效果测量方法也是原因之一。本文建立了基于传播视角的广告效果测量模型，并以央视Y广告为实证研究对象，论述了进行广告效果测量的变量和分析内容，并结合Y广告效果测量的实证结果提出了当前广告投放工作中应注意的问题。     

Involving the process dimensions of time in case-based research

The lack of consideration of process dimensions of time in business marketing and management literature in general and in B2B case-based research in particular is in sharp contrast to the importance of time in our society. Marketing scholars need a stronger involvement of time to enrich case study research. This paper offers a structure and a set of questions on critical elements of time and presents a review of the debate on and treatment of time in management and (case-based) marketing science. Based on case-based articles in Industrial Marketing Management and the Journal of Business and Industrial Marketing (2004-2006), a content analysis of seven process dimensions is presented that reveals a limited presence of time aspects. Our findings indicate that case studies can benefit from an explicit incorporation of time and its different dimensions. While often only steps or stages are described and references to the flow of time are made, richer case studies also include the dimensions of duration, timing, frequency, pace and order. That way business marketing researchers will be able to deepen their case observations thereby increasing their learning.     

社会网络视角的创业学习与机会识别关系研究

创业研究已经成为国内外研究的焦点课题之一。机会识别被认为是创业的起点。本文基于社会网络视角，研究了联系强度、创业学习和机会识别的作用机理。实证研究表明，联系强度影响创业者的探索式学习和利用式学习，而探索式学习对机会识别具有显著影响，利用式学习对机会识别的作用与预期的不一致，它与机会识别之间存在倒U型关系，同时联系强度对创业学习与机会识别的关系具有显著调节效应。最后网络联系强度提出了将来可能的研究方向。     

Progression in Technology Education in New Zealand: Components of Practice as a Way Forward

Understanding and undertaking technological practice is fundamental to student learning in technology education in New Zealand, and the enhancement of student technological literacy. The implementation of technology into New Zealand’s core curriculum has reached the stage where it has become critical that learning programmes are based on student progression to allow for a seamless education in technology from early primary to senior secondary. For this to occur, teachers and students need to focus learning on key features of technology education. This paper is based on research initiated in 2001 which explored the nature of progression of student learning in technology. It draws on findings from research undertaken in New Zealand classrooms in 1999–2000 that resulted in the development of the technology assessment framework (TAF), (as reported in detail Compton & Harwood 2003). The 1999–2001 research was funded by the New Zealand Ministry of Education. Findings from the 2001 research allowed for the identification of key features of technology education that are relevant across all age groups, contexts and technological areas. These key features were collectively termed components of practice. The three components of practice established to date are brief development, planning for practice, and outcome development and evaluation. This paper discusses the development of progression matrices for each of these and provides illustrative examples of student work levelled against the matrix indicators of progression for brief development.     

A NOTE ON THE HIERARCHY–TEAM DEBATE

This note explores the debate between proponents of organizational learning who have criticized hierarchy as an obstacle to learning and those who have defended hierarchy as indispensable for large organizations. By considering hierarchy and team as ideal-typical information systems, it is argued that both teams and hierarchies are essential for organizational learning in large organizations. Teams appear to be the key learning units which are indispensable for producing and understanding novel information, and hierarchies are indispensable for processing and storing important learning results. The trade-off between teams and hierarchy can be solved by emphasizing the idea of circularity, involving the ability to switch between teams and hierarchies as complementary information systems in the context of organizational learning.