• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.11
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• pp.4296-4309
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• 2010

Globally Integrated Enterprise(GIE) has recently emerged as a popular concept in multinational enterprises(MNEs). In this paper, we use the AAA triangle in order to explain the degrees of adaptation, aggregation and arbitrage in IBM, P&G and NOKIA. The AAA triangle provides a basis for understanding GIE on the topic. This research also examines IT collaboration in order to provide practical guidance for implementation of AAA triangle. From the case study, several results are derived. First, we suggest a step-by-step approach for GIE to enhance global value creation with a situation. Second, we emphasize the importance of IT collaboration in process of introducing the AAA strategies. We believe that the issues we have raised in this paper will be useful to MNEs. In terms of the AAA triangle, this would be best thought of as a lateral shift to a new area of business, where the organization would have more of a competitive advantage.

• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.131-145
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• 2005

This study intends to analyze didactically on triangle-determining conditions and triangle-congruence conditions. The result of this study revealed the followings: Firstly, many pre-service mathematics teachers and secondary school students have insufficient understanding or misunderstanding on triangle-determining conditions and triangle-congruence conditions. Secondly, the term segment instead of edge may show well the concern of triangle-determining conditions. Thirdly, when students learn the method of finding six elements of triangle using the law of sines and cosines in high school, they should be given the opportunity to reflect the relation and the difference between triangle-determining situation and the situation of finding six elements of triangle. Fourthly, accepting some conditions like SSA-obtuse as a triangle-determining condition or not is not just a logical problem. It depends on the specific contexts investigating triangle-determining conditions. Fifthly, textbooks and classroom teaching need to guide students to discover triangle-deter-mining conditions in the process of inquiry from SSS, SSA, SAS, SAA, ASS, ASA, AAS, AAA to SSS, SAS, ASA, SAA. Sixthly, it is necessary to have students know the significance of 'correspondence' in congruence conditions. Finally, there are some problems of using the term 'correspondent' in describing triangle-congruence conditions.