http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
A Discount Policy for Perishable Items Sold from Two Shops
이가람(Ga Ram Lee),오용희(Yonghui Oh),황학(Hark Hwang) 한국경영과학회 2008 韓國經營科學會誌 Vol.33 No.2
This paper deals with two shops dealing with single perishable product:the fresh items are sold at a list price in the primary shop and the unsold items that have reached a certain allowed age are transferred to the secondary shop to be sold at a discounted price. It is assumed that the demand rates in two shops are independent each other and can be expressed as a function of inventory level and price. With the objective of maximizing the profit under a Last-In-first-Out (LIFO) issuing policy, we develop mathematical models for the following two cases:(1) opening primary shop only and (2) opening both primary shop and secondary shop. There are three decision variables, i.e., the reduced price in the secondary shop, the allowed age at the primary shop, and the order quantities at the primary shop. A solution procedure is developed based on tabu search and its validity is illustrated through a comparative study.
협업을 통한 문제해결 과정에서 초등학생들의 협력적 문제해결력을 향상시키는 교실 문화 탐색
이가람(Lee, Ga Ram),박일우(Park, Il-Woo),주은정(Ju, Eunjeong) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.3
이 연구는 협업을 통해 창의적 문제를 해결하는 과정에서 어떠한 교실 문화가 초등학생들의 협력적 문제해결력을 효과적으로 향상시킬 수 있는지 알아보기 위해 진행되었다. 연구를 위해 초등학교 3학년 학생 24명을 대상으로 창의적 문제해결을 경 험할 수 있도록 과학 단원별로 1학기 4개, 2학기 4개의 팀 과제를 차례로 제시하고 협업을 통해 이를 해결하도록 하였다. 3월과 10월에 각각 사전 사후 검사를 실시한결과, 협업을 통한 문제해결 과정은 학급 구성원들의 협력적 문제해결력 신장에 유의 미한 영향을 준 것으로 나타났다(p<.05). 학생들의 협력적 문제해결력 향상을 가능하게 한 교실 문화를 탐색하였을 때, 참여 학급에는 공동 과제에 대한 몰입이 강화되는 분위기와 팀 과제에 대해 자발적으로 참여하는 교실 문화가 형성되는 것을 관찰할수 있었다. 또한 참여 학급은 팀 내 갈등을 적극적으로 해결하여 허용적 분위기를 만들어 갔으며 구성원들 간에 긍정적인 피드백을 장려하는 문화가 조성되었다. The purpose of this study was to investigate how classroom culture can effectively improve the collaborative problem-solving ability of elementary students in the process of solving creative problems through collaboration. For the study, 24 students in the 3rd grade of elementary school were presented with team work for solving 8 creative problems, As a result of pre and post test in March and October, the problem-solving process through collaboration showed a significant influence on enhancing collaborative problem-solving ability of the class members (p<.05). The results of collecting and analyzing the qualitative data for exploring the classroom culture are these. The classroom culture was observed to be formed, which was enabled students to improve their collaborative problem-solving ability. The participating class has the atmosphere to strengthen the learning flow to the collaborative task and voluntarily participate in the team task. In addition, the participating class actively solved conflicts within the team to create a permissive atmosphere and encouraged positive feedback among members.