基于互惠合作的供应链合作关系稳定机制研究

首先应用强化学习算法对供应链合作关系的稳定机制进行研究;其次从生物学的角度研究了供应链合作关系中的互惠利他合作行为;最后利用计算机进行了系统仿真.研究得出：只要供应链合作关系中存在互惠利他型的企业,不管其所占的比重有多大,该企业都会通过强化学习使得互惠利他行为在供应链中扩散开来,最终达到企业间合作的一种稳定状态.     

多元化企业品牌延伸的相关利益者组合比较研究

从多元化的角度来说，企业的品牌延伸行为就是一种新产品的推出模式。在相关多元化和非相关多元化模式下，企业通过品牌延伸推出新产品会形成不同的相关利益者组合。而现有产品市场企业、延伸产品市场企业、行业内潜在进入者和行业外潜在进入者是构成相关利益者组合的基本企业类型，其中的现有产品市场企业和延伸产品市场企业是延伸企业的现实利益相关者，其行为模式对延伸效果有重要影响。     

The coevolution of firms and their knowledge environment: Insights from the pharmaceutical industry

What are the most effective learning strategies for firms given the characteristics of their knowledge environment? This paper addresses this question by documenting the major changes in the knowledge environment of the pharmaceutical industry, with a particular emphasis on the period since the emergence of biotechnology, and discussing the related changes in the learning strategies of established pharmaceutical firms. Both the historical analysis and a review of the empirical research on organizational learning and knowledge transfer reveal a strong emphasis of firms on external learning through interfirm collaborations and sourcing of external knowledge. This learning strategy seems to be driven by the speed, uncertainty, and dispersion of knowledge developments in the industry. Studying the connections between the knowledge environment and the effectiveness of organizational learning processes is important to understand organizational change and adaptation, and is an area of research that deserves further attention.     

知识联盟中的学习障碍研究

知识联盟是企业获取外部知识的重要途径。然而 ,在知识联盟中却蕴含着各种形式的学习障碍 ,制约了知识的有效转移。本文首先从知识、企业和联盟对象三方面分析了联盟中学习障碍的状况及主要来源。     

生产劳动力的劳动时间的探讨

传统经济学的劳动力价值理论只有生产劳动力的生产费用(物化劳动),没有生产劳动力的劳动时间(活劳动)的耗费。劳动力的生产也有劳动时间的耗费。劳动力的自然再生产时间不形成劳动力的价值,劳动力的社会再生产时间、即学习劳动的时间形成劳动力的价值。劳动力价值包括两个部分:一是生产劳动力的物化劳动,如生活费用和学习费用等;二是生产劳动力的活劳动即学习劳动。     

旋转推铅球教与学的要素

旋转推铅是推铅球的方法之一.要学会这种方法,在教与学的过程中必须掌握:扭转推球、控制转动惯量给人体平衡造成的干扰、射体重心向圆心移动、旋转与投掷之间的衔接等技术要素.     

Problem-solving in teaching/learning packages for Technology

In the project Technology in Secondary Education: Problem-solving in Teaching/learning Packages, two experiments regarding a construction problem and an explanation problem were conducted, in which two variants of a teching/learning package (strongly structuredvs. weakly structured) were compared. Only with the strongly structured instructional variant of the package for the explanation problem did the pupils come to a quick solution of the problem. In both experiments, the factors that influenced the problem-solving processes of the pupils were investigated. The results are of importance for curriculum developers and the authors of teaching/learning packages for Technology but further research into the factors influencing the problem solving process of pupils is necessary.     

Organizational resources enabling service responsiveness: Evidence from Greece

This article examines the implementation of relationship marketing strategy based on a sample of business-to-business firms operating in Greece. Organizational resources, including a focus on learning and flexibility/adaptation in strategic planning, are demonstrated to be antecedents of effective relationship marketing strategies. The possession of these resources lead to superior customer performance (as measured by customer satisfaction and loyalty) and, ultimately, superior financial performance (as measured by profit levels, profit margin, and ROI). Our results provide support for the development of organizational resources that foster and enable relationship marketing in business-to-business environments since such resources are linked with improved firm performance.     

浅谈标杆管理在供电企业中的运用

介绍了标杆管理的概念及在供电企业中运用的几种主要类别,分析了标杆管理对于供电企业的重要作用,探讨了标杆管理在供电企业中的具体实施步骤和运用中应注意的几个问题.     

Developing Technological Stance: Children's Learning in Technology Education

Following a review of current research in children's learning in technology education, and an examination of the kinds of knowledge demanded in contemporary technology education programs in elementary schools, I argue that what is needed in early technology education programs is the scaffolding of what I am calling technological stance. This construct acknowledges the socio-cultural character of technology as a human endeavor. In contrast to programs which are oriented to application of conceptual and procedural knowledge or to programs in which knowledge is generated through interpretation of interactions with materials and tools, programs which support technological stance position learners as critical inquirers into both tool-related and discursive practices of technology.