基于SCM的农业产业链上联盟伙伴的选择

围绕核心企业，通过对信息流、物流、资金流的控制．从采购原材料开始，将供应商、制造商、分销商、零售商直至最终用户连成一个整体的功能网链结构模式SCM，是传统管理模式的一场革命。本文试图将SCM哲理引入到农业产业链中，在讨论SCM与农业产业链之间内在联系的基础上，构建基于SCM的多链、网状农业产业链框架体系，然后借助于模糊技术综合评判方法，讨论农业产业链上节点联盟伙伴的选择，从而实现农业产业链体系的优化和各联盟企业的利益共享与多赢。     

中小企业技术创新

21世纪是知识经济时代，企业要想保持长久的生命力，必须不断的进行技术创新。中小企业作为我国经济的一个组成部分，在国民经济的发展过程中起着重要作用。但随着中国加入WTO，中小企业面临着日益严峻而复杂的竞争局面，由于缺乏技术创新实力和潜力，使中小企业削弱了竞争力。就中小企业技术创新存在的问题进行分析，并提出解决的对策。     

论图书馆数字信息资源建设

我国图书馆数字信息资源建设还存在着宏观上缺乏协调机制和规范，资金投入缺乏制度保障，特色数字信息资源的构建力度不够，数字信息资源的建设缺乏实用性，人员素质偏低等问题。相应的解决对策是加强图书馆数字信息资源建设的宏观协调和规范管理，完善政府相关政策加大资金投入，进一步优化文献信息资源结构，形成特色数字信息资源，根据用户需求构建数字信息资源，以增强实用性，提高图书馆员信息素质，为数字信息资源建设提供能力保障。     

先进制造业技术的特点与发展趋势

首先介绍了先进制造技术发展的特点，重点从数字化、精密化、自动化、集成化、网络化等多方面阐述了先进制造技术的发展趋势和人才培养，以及发展制造业需处理的关系。     

企业创新研究中技术、制度与管理的关系探析

已有的企业创新研究对作为其组成部分的技术创新、制度创新或管理创新进行了分门别类的深入研究,这种研究的差异,反映了研究者对技术、制度和管理之间关系认识上的不同.从技术、制度与管理三者间的关系角度来看,企业只有整合制度的、技术的以及管理的各方面资源,才能保证最大限度地开展创新活动.     

浅议网络经济条件下的理财创新

网络经济是没有时空、地域限制的生产者和消费者直接见面的经济,它对传统的财务理论与实践既提出了挑战,又提供了创新的机会.本文就网络经济条件下,财务管理如何创新的问题作了探讨.     

在华合资企业的“独资化”趋势解析

近年来,“独资化”已成为跨国公司在中国投资的一种新趋势。外资独资化的四个原因是:即追求更高利润、市场竞争加剧、加强技术控制以及政策环境松动,最后对如何应对“独资化”提出若干建议。     

Designing education for life on earth

Designing, viewed broadly as the human capacity to link thought and action, has meaning and value in the world that transcends its material associations. Given the nature and urgency of current socioeconomic and ecological problems, the creative, generative concept of design must be made more accessible and useful. Accordingly, my intent is to dispel prevailing, narrow, specialist impressions of design and to advance in the public mind a larger concept that can influence deliberations and behavior in society-at-large. One of today's most critical areas of need, and one where I think design can make a particularly significant contribution, is education. A critical task for such design-based education is enabling people to design an ecologically and economically sustainable future.     

Literacy,technology and ‘technological literacy’

The shortcomings of the technological literacy metaphor are reviewed. The lack of an agreed meaning for this concept reflects a widespread perplexity about how the study of technology should be incorporated into general education. The paper considers how the study of literature and history might contribute to an understanding of technology and posits a framework which permits the study of the made world to be incorporated within a humanistic educational scheme. It is suggested that the historical study of technologies of literacy could play a significant role in curricular integration.Based on a Plenary Address to the second Domains of Literacy Conference:Literacies for a Productive Future Institute of Education London 1/9/94Michael Barnett has been, since 1992, Professor of Technology and Education at the Institute of Education in London University. Prior to that he was Reader in Physics at Imperial College London. His main scholarly activities are concerned with the history, philosophy and sociology of technology and their bearing on educational practice. He has established an MA programme in Technology and Education which reflects these concerns.     

The relationship between technology and science: Some historical and philosophical reflections. Part I

This essay offers a detailed review of the literature on the relationship between technology and science. It is in two parts. Part I begins by describing science and technology, and the differences between them. It then discusses the commonly-held technology-as-applied-science (TAS) view; the origins of this view, the support for it, and the strong historical and philosophical challenges to it, beginning more than half a century ago, are explored. The development of the steam engine is then offered as a brief case study to illustrate that science-technology relations are more complex than implied by the TAS view. Part I concludes with a consideration of ontological arguments supporting the reverse view, namely that technology is often a necessary precursor to science.Part II, to be published in a following issue, explores some of the consequences of the TAS view. One consequence is that it has generated a story-line in which scientific ideas are emphasised and other factors necessary for technological innovation have been down-played. Another consequence is that, even in cases where technology does apply scientific knowledge, the process of application is often considered obvious; the difficulties of translating ideas into artefacts may not be appreciated. The essay argues for the telling of a more complex story of science-technology relations, one which recognises their historical independence in the past, and their mutual, two-way interaction in many modern fields of endeavour. It concludes with a consideration of some economic and educational implications.