• Journal of Korean Medical classics
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• v.18 no.1 s.28
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• pp.67-72
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• 2005

통과분석(通過分析)${\ulcorner}$동의보감(東醫寶鑑)${\lrcorner}$양명형증용약여포괄중경적(陽明形證用藥？包括仲景的)${\ulcorner}$상한론(傷寒論)${\lrcorner}$재내적주요의학가대양명병적개념(在內的主要醫學家對陽明病的槪念), 득출여하결론(得出如下結論): 1.${\ulcorner}$동의보감(東醫寶鑑)${\lrcorner}$적양명형증용약당중이대편비결위중심, 미사용가이낭괄양명병증재내적위가실저개개념, 상세나열출양명병적구체증상 내급양명병하료정의(來給陽明病下了定義). 병미장대편비결작위대표성증상(幷未將大便秘結作爲代表性症狀), 이시근거표본관계분성경병여부병진행설명. 이기육작위표(以肌肉作爲表), 위작위리적표리개염분석기증상(胃作爲裏的表裏槪念分析其症狀). 2. 기찰급양명병하정의적의서(畿察給陽明病下定義的醫書), 발현제료중경적(發現除了仲景的)${\ulcorner}$상한론(傷寒論)${\lrcorner}$여기주석본성무이적${\ulcorner}$주해상한론(注解傷寒論)${\lrcorner}$이외(以外), 도장목동(都將目疼), 비건(鼻乾), 불득면부간주양명병대표증상(不得眠部看做陽明病代表症狀). 저충정의방식시종송도명대적보편관점 3. 재(在)${\ulcorner}$동의보감(東醫寶鑑)${\lrcorner}$당중작위인용서목적${\lrcorner}$의학입문(醫學入門)${\ulcorner}$, 근거표본(根据標本), 표리개염대증상진행료분류(表裏槪念對症狀進行了分類). 비기지전단순적대증상적서술갱구유조리성. 저가이간주시집당시제다견해지대성(這可以看做是集當時諸多見解之大成), 대병정적분석변적갱가구체. 선택(選擇)${\lrcorner}$의학입문(醫學入門)${\ulcorner}$작위인체서목(作爲引滯書目), 가이인위시채납료당시적최신견해, 병차흡수료용역장악병정적이증상위주적기술방식(幷且吸收了容易掌握病情的以症狀爲主的記述方式). ${\lrcorner}$의학입문(醫學入門)${\ulcorner}$취시집이상관점위일체적대성(就是集以上觀点爲一體的大成). 4. 여태양병당중양형증용약진행비교, 관찰병정적주요관점(觀察病情的主要觀点), 양자도추종료(兩者都追從了)${\lrcorner}$의학입문(醫學入門)${\ulcorner}$적견해(的見解). 단시태양형증용약몰유대몰위초출중경태양병적제망(但是太陽形證用藥沒有大沒圍超出仲景太陽病的提網), 상비지하양명형증용약기몰유인용(相比之下陽明形證用藥旣沒有引用) 중경적(仲景的)${\ulcorner}$상한론(傷寒論)${\lrcorner}$, 대증상적설명야대상경정(對症狀的設明也大相徑庭). 5. 양명형증용약당중몰유인용중경적위가실관점, 이시리용미악한(而是利用微惡寒), 발열(發熱), 갈(渴), 유한(有汗), 목동(目疼), 비건(鼻乾), 조한(潮汗), 폐삽(閉澁), 만갈(滿渴), 광섬, 불면등증상진행설명(不眠等症狀進行說明), 비기장악륭명병작위장부질병(比其掌握隆明病作爲臟腑疾病), 이해위이열위주적상당우양명속성적질병.

• Journal of Global Scholars of Marketing Science
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• v.19 no.3
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• pp.49-61
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• 2009

This article provides training exercises for executives into interpreting subroutine maps of executives' thinking in processing business and industrial marketing problems and opportunities. This study builds on premises that Schank proposes about learning and teaching including (1) learning occurs by experiencing and the best instruction offers learners opportunities to distill their knowledge and skills from interactive stories in the form of goal.based scenarios, team projects, and understanding stories from experts. Also, (2) telling does not lead to learning because learning requires action-training environments should emphasize active engagement with stories, cases, and projects. Each training case study includes executive exposure to decision system analysis (DSA). The training case requires the executive to write a "Briefing Report" of a DSA map. Instructions to the executive trainee in writing the briefing report include coverage in the briefing report of (1) details of the essence of the DSA map and (2) a statement of warnings and opportunities that the executive map reader interprets within the DSA map. The length maximum for a briefing report is 500 words-an arbitrary rule that works well in executive training programs. Following this introduction, section two of the article briefly summarizes relevant literature on how humans think within contexts in response to problems and opportunities. Section three illustrates the creation and interpreting of DSA maps using a training exercise in pricing a chemical product to different OEM (original equipment manufacturer) customers. Section four presents a training exercise in pricing decisions by a petroleum manufacturing firm. Section five presents a training exercise in marketing strategies by an office furniture distributer along with buying strategies by business customers. Each of the three training exercises is based on research into information processing and decision making of executives operating in marketing contexts. Section six concludes the article with suggestions for use of this training case and for developing additional training cases for honing executives' decision-making skills. Todd and Gigerenzer propose that humans use simple heuristics because they enable adaptive behavior by exploiting the structure of information in natural decision environments. "Simplicity is a virtue, rather than a curse". Bounded rationality theorists emphasize the centrality of Simon's proposition, "Human rational behavior is shaped by a scissors whose blades are the structure of the task environments and the computational capabilities of the actor". Gigerenzer's view is relevant to Simon's environmental blade and to the environmental structures in the three cases in this article, "The term environment, here, does not refer to a description of the total physical and biological environment, but only to that part important to an organism, given its needs and goals." The present article directs attention to research that combines reports on the structure of task environments with the use of adaptive toolbox heuristics of actors. The DSA mapping approach here concerns the match between strategy and an environment-the development and understanding of ecological rationality theory. Aspiration adaptation theory is central to this approach. Aspiration adaptation theory models decision making as a multi-goal problem without aggregation of the goals into a complete preference order over all decision alternatives. The three case studies in this article permit the learner to apply propositions in aspiration level rules in reaching a decision. Aspiration adaptation takes the form of a sequence of adjustment steps. An adjustment step shifts the current aspiration level to a neighboring point on an aspiration grid by a change in only one goal variable. An upward adjustment step is an increase and a downward adjustment step is a decrease of a goal variable. Creating and using aspiration adaptation levels is integral to bounded rationality theory. The present article increases understanding and expertise of both aspiration adaptation and bounded rationality theories by providing learner experiences and practice in using propositions in both theories. Practice in ranking CTSs and writing TOP gists from DSA maps serves to clarify and deepen Selten's view, "Clearly, aspiration adaptation must enter the picture as an integrated part of the search for a solution." The body of "direct research" by Mintzberg, Gladwin's ethnographic decision tree modeling, and Huff's work on mapping strategic thought are suggestions on where to look for research that considers both the structure of the environment and the computational capabilities of the actors making decisions in these environments. Such research on bounded rationality permits both further development of theory in how and why decisions are made in real life and the development of learning exercises in the use of heuristics occurring in natural environments. The exercises in the present article encourage learning skills and principles of using fast and frugal heuristics in contexts of their intended use. The exercises respond to Schank's wisdom, "In a deep sense, education isn't about knowledge or getting students to know what has happened. It is about getting them to feel what has happened. This is not easy to do. Education, as it is in schools today, is emotionless. This is a huge problem." The three cases and accompanying set of exercise questions adhere to Schank's view, "Processes are best taught by actually engaging in them, which can often mean, for mental processing, active discussion."