Improving sustainability through intelligent cargo and adaptive decision making

In the current society, logistics is faced with the challenge to meet more stringent sustainability goals. Shippers and transport service providers both aim to reduce the carbon footprint of their logistic operations. To do so, optimal use of logistics resources and physical infrastructure should be aimed for. An adaptive decision making process for the selection of a specific transport modality, transport provider and timeslot (aimed at minimisation of the carbon footprint) enables shippers to achieve this. This requires shippers to have access to up-to-date capacity information from transport providers (e.g. current and scheduled loading status of the various transport means and information on carbon footprint) and traffic information (e.g. city logistics and current traffic information). A prerequisite is an adequate infrastructure for collaboration and open exchange of information between the various stakeholders in the logistics value chain to obtain the up-to-date information. This paper gives a view on how such an advanced information infrastructure can be realised, currently being developed within the EU iCargo project. The paper describes a reference logistics value chain, including business benefits for each of the roles in the logistics value chain of aiming for sustainability. A case analysis is presented that reflects a practical situation in which the various roles collaborate and exchange information for realizing sustainability goals, using adaptive decision making for selecting a transport modality, transport provider, and timeslot. A high-level overview is provided of the requirements on and technical implementation of the supporting advanced infrastructure for collaboration and open information exchange.In the current society, logistics is faced with the challenge to meet more stringent sustainability goals. Shippers and transport service providers both aim to reduce the carbon footprint of their logistic operations. To do so, optimal use of logistics resources and physical infrastructure should be aimed for. An adaptive decision making process for the selection of a specific transport modality, transport provider and timeslot (aimed at minimisation of the carbon footprint) enables shippers to achieve this. This requires shippers to have access to up-to-date capacity information from transport providers (e.g. current and scheduled loading status of the various transport means and information on carbon footprint) and traffic information (e.g. city logistics and current traffic information). A prerequisite is an adequate infrastructure for collaboration and open exchange of information between the various stakeholders in the logistics value chain to obtain the up-to-date information. This paper gives a view on how such an advanced information infrastructure can be realised, currently being developed within the EU iCargo project. The paper describes a reference logistics value chain, including business benefits for each of the roles in the logistics value chain of aiming for sustainability. A case analysis is presented that reflects a practical situation in which the various roles collaborate and exchange information for realizing sustainability goals, using adaptive decision making for selecting a transport modality, transport provider, and timeslot. A high-level overview is provided of the requirements on and technical implementation of the supporting advanced infrastructure for collaboration and open information exchange.In the current society, logistics is faced with the challenge to meet more stringent sustainability goals. Shippers and transport service providers both aim to reduce the carbon footprint of their logistic operations. To do so, optimal use of logistics resources and physical infrastructure should be aimed for. An adaptive decision making process for the selection of a specific transport modality, transport provider and timeslot (aimed at minimisation of the carbon footprint) enables shippers to achieve this. This requires shippers to have access to up-to-date capacity information from transport providers (e.g. current and scheduled loading status of the various transport means and information on carbon footprint) and traffic information (e.g. city logistics and current traffic information). A prerequisite is an adequate infrastructure for collaboration and open exchange of information between the various stakeholders in the logistics value chain to obtain the up-to-date information. This paper gives a view on how such an advanced information infrastructure can be realised, currently being developed within the EU iCargo project. The paper describes a reference logistics value chain, including business benefits for each of the roles in the logistics value chain of aiming for sustainability. A case analysis is presented that reflects a practical situation in which the various roles collaborate and exchange information for realizing sustainability goals, using adaptive decision making for selecting a transport modality, transport provider, and timeslot. A high-level overview is provided of the requirements on and technical implementation of the supporting advanced infrastructure for collaboration and open information exchange

Creating Boundary Infrastructures in Networks of Collaboration for Educational Change

This research utilizes Actor Network Theory (Fenwick & Edwards, 2011; Latour, 1987; Nespor, 2002) to document, analyze, and interrogate an educational change effort to promote educational equity and inclusion with technology across a dispersed and heterogenous network (Kezar et al., 2019; Lieberman & McLaughlin, 1992; Penuel et al., 2016) of teachers and other educators, families, and community members in response to the COVID-19 Pandemic. This research maps a statewide project supporting educators, families, and communities to develop resources and practices rooted in equitable and inclusive education distributed on a publicly-available website. All resources were rooted in the Culturally Relevant Pedagogy (Howard, 2003; Joseph, 2009; Ladson-Billings, 1995) and Universal Design for Learning (Fritzgerald, 2020; Meyer et al., 2013; Rose & Meyer, 2002) frameworks

The Five Senses of STEM Learning

The Five Senses of STEM Learning is a framework and approach to teaching, learning, curriculum, and pedagogy deeply grounded in Culturally Relevant Pedagogy (Ladson-Billings, 1995, 2016) and Universal Design for Learning (Meyer et al., 2013; Rose & Meyer, 2002) while also incorporating a range of ideas and concepts that are specific to STEM learning and strengthen the connections to the particular contexts of the science, technology, engineering, or mathematics learning environment.Funded in part by an Indiana Department of Education HB-1008 Student Learning Recovery Plan grant

Vriendschapsrelaties van dove en slechthorende adolescenten

Contains fulltext : 77176.pdf (publisher's version ) (Open Access)Sociale relaties en vriendschappen zijn voor elk mens belangrijk. Voor zich ontwikkelende kinderen en jongeren in het bijzonder. Binnen een hechte vriendschap heb je samen plezier, deel je je diepste gedachten en gevoelens en kun je groeien door de wederzijdse steun en aanmoediging. Fabienne Piso, Harry Knoors en Mathijs Vervloed onderzochten of de vriendschapsrelaties van dove en slechthorende jongeren met horende leeftijdgenoten kwalitatief minder hecht zijn dan onderlinge vriendschappen tussen goedhorende jongeren. Ook is onderzocht of de kwaliteit van de vriendschapsrelaties effect heeft op het welbevinden van de jongeren

The best of both worlds: A co-enrollment program for DHH children in the Netherlands

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Building A Culturally-Responsive and Future-Looking STEM Video Game

Taking tests “well” is not an essential skill in “real life,” but for the current moment is the primary way students, educators, and schools are evaluated on their knowledge and skills. As a tool of white supremacy and coloniality, tests are incorrectly treated as proxies for general worth and future successes in learning and careers. The neoliberal logics that underpin the testing infrastructures ensure that those who demonstrate achievement are able to engage in deep and authentic learning while those who do not are relegated to ongoing “drill-and-kill” experiences (Au, 2016; Behrent, 2016). Understanding the genre of testing (Hornof, 2008; Poe, 2008) in order to “beat it at its own game,” so to speak, is one way of exposing the “codes of power” (Delpit, 1988) that are denied to and hidden from many urban Black, Brown, and poor students. Understanding the underlying rules and structures is a prime opportunity for a science fiction-themed game, even for elementary students. To help students recognize these rules and to expose the codes of power, we are constructing a game to help urban students in grades 3-5 succeed on standardized math test, particularly the Indiana statewide iLearn exam. This living, changing, evolving working paper provides a place from which to start on this game, drawn from hours of dialogue and research. Inherent within this approach is holding multiple true ideas which may contradict each other in tension

CEISL Teacher Network Concept & Design

This working paper describes a Teacher Network designed to provide remote and distributed professional development to teachers across the state post pandemic. The network intended to impact teachers’ perceptions about equitable and inclusive uses of technology, decisions about curricular materials, and their perceptions of cultural positionality and dispositions for engaging with students.  This concept provided opportunities to learn about how to engage teachers around strengthening their criticality and the affordances of collaborative professional learning, by centering teacher voice and fostering teacher agency in disrupting the status quo in k-12 education

Finding friends online: Online activities by deaf students and their well-being

Contains fulltext : 125129.pdf (publisher's version ) (Open Access)Generally, deaf and hard of hearing (D/HH) children have fewer friends than hearing peers and their friendships are of a lower quality. The research hypothesis was that using the computer to communicate with new online friends through social network sites or playing games with offline friends is associated with D/HH friendship qualities, because it removes certain communication barriers D/HH face in offline communication settings. With online questionnaires the relation between computer use and online, mixed (offline friend who you also speak in online settings), and offline friendship quality of D/HH and hearing students (18–25 years) was compared in both the Netherlands (n = 100) and the United States (n = 122). In addition, the study examined whether the different friendship qualities were related to the participants' well-being. Results showed that, in general, D/HH students' friendship qualities and levels of well-being were similar to their hearing peers. The quality of the mixed friendships was positively related to well-being. Furthermore, the frequency of pc use with both online and offline friends was positively related to friendships qualities in both hearing and D/HH students. A combination of the online and offline friendship seems to be the most important friendship type for both hearing and D/HH students and it is worthwhile to encourage this friendship type.10 p

The use of exploratory procedures by blind and sighted adults and children

Contains fulltext : 121154.pdf (publisher's version ) (Open Access)The study examined exploratory procedures (EPs) of congenitally blind and sighted children and adults on a haptic match-to-sample task. The aim was to examine the influence of age, visual status, and familiarity on the use of EPs when people haptically examine the object properties of weight, size, exact shape, and texture. EPs in the first and last of four series of trials were compared. The results showed that all four groups chose the same dominant EP for examining the four different object properties, all of them in agreement with the ones found by Lederman and Klatzky (Cognitive Psychology 19:342–368, 1987). Children were found to use more EPs, rather than using only the most efficient EP, for the dimension under study. Overall, performance was affected more by age than by visual status, and repeating the task led to increased efficiency in all groups. To describe exploratory behaviors in more detail, actions were introduced. Actions are single or sequential hand movements occurring in parallel with the EPs or apart from the EPs. The use of actions explained, in part, individual variation among the participants.14 p