供应中断下双源采购的供应链契约设计

考虑由一个制造商和两个供应商构成的两级供应链契约设计问题,将可靠性服从随机分布的供应商作为主供应商,将完全中断供应商作为次供应商,建立以利润最大化为目标的签约和执行两阶段博弈的动态规划模型,得到制造商的最优契约设计。制造商根据产品零售价格的变化灵活做出只与一个供应商签约、与两个供应商同时签约或都不签约的决定,供应商根据契约设计内容决定自己的最优生产规模。研究表明：供应商最优生产规模与产品的单位生产成本呈负相关,与单位变动支付和单位惩罚成本呈正相关;次供应商的订货量与其本身的可靠性呈正相关,与主供应商的可靠性呈负相关;供应商的固定支付与其相应的可靠性呈负相关。     

浅析晚礼服设计中造型要素的运用

该文从点、线、面、体等方面论证了晚礼服设计中的造型要素及其运用所带来的效果。     

军事配送中心的规划与设计

探讨军事配送中心的规划与设计的一般性原则,以及军事配送优化布局,并对军事配送中心的系统设计及管理制度的建立等内容做了进一步讨论.     

建构主义教学设计原则浅析

建构主义学习理论强调以学生为中心,认为学生是认知的主体,是知识意义的主动建构者；教师对学生的意义建构起帮助和促进作用,并不要求教师直接向学生传授和灌输知识.在建构主义学习环境下,教师和学生的地位、作用和传统教学相比已发生很大的变化.本文就近年来教育技术领域研究者在进行了大量的研究与探索的基础上,初步探讨与建构主义学习理论以及建构主义学习环境相适应的教学设计理论与方法体系.     

浅谈居室中的玄关设计

现代家居中,玄关是开门第一道风景,室内的一切精彩被掩藏在玄关之后,在走出玄关之前,所有短暂的想象都可能成为现实。在室内和室外的交界处,玄关是家庭入口到其他房间特别是客厅的一个过渡空间。因此玄关设计的意义重大,它是给人第一印象的地方,是反映主人文化气质的"脸面"。     

刍议包豪斯对美国现代主义园林设计的影响

基于历史研究,阐述了包豪斯思想在现代园林设计领域的影响(尤其在美国城市园林的影响)。尽管在哈佛园林设计系是否真正有过所谓的现代主义"革命"尚存争议,但可以肯定的是包豪斯给现代园林带来以下几个方面的影响:民主主义立场、功能至上、形式语言的创新等。在今天中国现代化、工业化的进程中,建议年轻的设计工作者重新审视与研究西方工业文明时期的"现代主义"设计思想。     

沥青路面结构可靠性设计方法研究

现以《道路柔性路面设计规范》为依据,对可靠性理论做了分析并对其在路面工程中的应用作了阐述,并对沥青路面结构的可靠性设计作了分析,提出了沥青路面的概率设计方法。     

论资本市场实验的设计准则

采用经济学实验研究方法研究资本市场,可以解决实证研究方法所无法解决的问题。资本市场实验的设计除了要满足经济学实验设计的一般准则之外,还需考虑资本市场实验的具体要求。必须从交易制度的选择、实验室资产的设计、被试个数的确定、共同知识设计等四个方面探讨资本市场实验的若干具体的设计准则。     

Working Technologically: Investigations into How Young Children Design and Make During Technology Education

Technology education in the early years in Australia is a newly defined curriculum area. A growing amount of resource development has occurred to support technology teaching in schools. However, only a limited amount of research into technology education for children aged three to eight years has taken place. This paper presents the findings of a pilot study which investigated the planning, making and evaluating activities of children when engaged in technology education whilst in childcare. In particular, young children's ability to design, and then use their design for making was examined.     

Sketching: Friend or Foe to the Novice Designer?

Previous research by one of the authors showed that novice designers do not use sketching as a way to generate, develop and communicate design proposals, but move immediately to three-dimensional modelling. Neither do they generate multiple solutions. The follow-up study described here addressed the questions: Does teaching two-dimensional modelling enable Grade 7 pupils to better express their ideas and organize their thoughts? What role does discussion play in pupils' attempts to generate a design proposal? Does the use of contextualising items make a difference to pupils' success with designing? Eight Grade 7 pupils were drawn from each of two classes. One class had received instruction in sketching; the other served as a control group. Each group of eight pupils was divided into single-sex dyads. The eight dyads were videotaped while producing a solution to a common design brief. Analysis of the data has provided insights into the effects of instruction on the proposals produced by pupils. Additionally, their ability to generate, develop and communicate design ideas is enhanced by both the dynamic relationship between pupils' talk and 3D modelling and the way the task is contextualised. This revised version was published online in July 2006 with corrections to the Cover Date.