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The purpose of this paper is to identify major challenges that Asia-Pacific policy makers face in drawing up international logistics policies, and to seek possible solutions to the problems.

Case study method: the paper includes seven case studies that attempt to address various types of logistics challenges. The paper introduces both intra- and extra-regional examples of the ways in which those challenges have been overcome in particular contexts through concerted action by government and the private sector.

There are a lot of interesting experiences of overcoming logistics challenges, both inside and outside the Asia-Pacific region. Good practice experiences can be replicated by other countries in the region.

While there have been a lot of discussions on logistics policy reforms, this paper is one of the first attempts that clearly link challenges with concrete case experiences where those are overcome. The paper discusses very practical issues in an analytically sound manner, using case method.

This paper aims to develop a slice-based representation of geometry and material information of a multi-material object to be produced by additive manufacturing. Representation of complex heterogeneous material allowing for the additive manufacturing-based build of a wide range of objects that are limited only by the constraints of the manufacturing process.

Initial 3D CAD models are created with multiple and functionally graded materials using an assembly model to create a single part with well-defined material regions. These models are then sliced to create the geometry and material boundaries required for each layer to enable layer-by-layer fabrication.

A representation schema is proposed to add multi-material attributes to a sliced file for additive manufacturing using the combination of material index and material geometry region. A modified common layer interface data format is proposed to allow for representation of a wide range of homogeneous and heterogeneous material for each slice. This format allows for a generic input for tool paths to be generated for each material of the layer.

The proposed approach allows for slice data representation for any material combination that can be defined mathematically. Three different material types, namely, composite material, functionally graded materials and combination thereof, are provided as examples. These data form the input data for subsequent tool path planning.

Aims to review some new technologies used in library environments.

A review with descriptions of new technologies which might impact library services.

With technology changing so quickly, it can be difficult to keep track of what is coming and how to apply these new technologies to services that your library can provide.

Provides descriptions of some new technologies you can then start to identify that might support the library services in your local setting.

The aim is the provide an introduction to RSS feeds.

Description of the basic disc‐based audio‐video technologies.

Provides the baseline for types of RSS feeds and readers such as which are one of two categories, web‐based, or desktop based.

This paper is useful for information management professionals who seek greater understanding of the RSS feeds, uses in libraries and how to get started.

Purpose – This chapter explores how teachers and learners can use technology in powerful and agentive ways for literacy development. It presents information about communication technologies (ICTs) that can be used to develop student literacy skills in each of the major areas of literacy learning: emergent to beginning literacy, fluency, vocabulary, comprehension, and writing. It also addresses how assistive technologies fit within a literacy development program.

Design/methodology/approach – A brief overview of the breadth of technologies available for instructional uses and the pedagogical perspective used is followed with specific ideas for free or inexpensive technologies that can be used to address literacy development. Additionally, websites for professional reviews of software are included to help readers learn about emerging technologies and software applications as they become available.

Practical implications – Specific ideas for instruction that addresses student literacy development while integrating 21st-century technology are included. Teachers and teacher educators will find immediately useful, practical ideas for boosting literacy learning with technologies matched to specific literacy needs such as sight words, fluency, and comprehension.

Social implications – Struggling readers and writers deserve and need experiences that help them acquire technology skills. Too often these students are excluded from technology activities because they are participating in intervention instruction or do not finish seatwork and have no available “free” or “choice” time. Technology can be a powerfully motivating tool for literacy instruction. It can also provide engaging practice, targeted specifically at the learning needs and developmental stage of the literacy learner. Most importantly, struggling readers and writers need exposure to the academic possibilities of technology.

Presents over sixty abstracts summarising the 1999 Employment Research Unit annual conference held at the University of Cardiff. Explores the multiple impacts of globalization on work and employment in contemporary organizations. Covers the human resource management implications of organizational responses to globalization. Examines the theoretical, methodological, empirical and comparative issues pertaining to competitiveness and the management of human resources, the impact of organisational strategies and international production on the workplace, the organization of labour markets, human resource development, cultural change in organisations, trade union responses, and trans‐national corporations. Cites many case studies showing how globalization has brought a lot of opportunities together with much change both to the employee and the employer. Considers the threats to existing cultures, structures and systems.

The United Arab Emirates University has implemented a unique adaptation of Problem-Based Learning (PBL) to meet the short, medium and long-term interdisciplinary developmental needs of its first-year university students (Learner Training, Thinking Skills, Application of Knowledge, Information Literacy, and Communication). This paper highlights the process of adapting PBL to the foundation year context and presents initial findings demonstrating its positive impact. These findings provide evidence that this adaptation of PBL supports the development of important life-long learning skills, can motivate and engage students, and enables them to make a variety of connections to other subjects, to other students (a community of learners), and to the broader community.

After almost three centuries of employing western educational approaches, many African societies are still characterized by low western literacy rates, civil conflicts, and underdevelopment. It is obvious that these western educational paradigms, which are not indigenous to Africans, have done relatively little good for Africans. Thus, the purpose of this paper is to argue that the salvation for Africans hinges upon employing indigenous African educational paradigms which can be subsumed under the rubric of ubuntugogy, which the authors define as the art and science of teaching and learning undergirded by humanity toward others.

Therefore, ubuntugogy transcends pedagogy (the art and science of teaching), andragogy (the art and science of helping adults learn), ergonagy (the art and science of helping people learn to work), and heutagogy (the study of self-determined learning). That many great African minds, realizing the debilitating effects of the western educational systems that have been forced upon Africans, have called for different approaches.

One of the biggest challenges for studying and teaching about Africa in Africa at the higher education level, however, is the paucity of published material. Automated generation of metadata is one way of mining massive data sets to compensate for this shortcoming.

Thus, the authors address the following major research question in this paper: What is automated generation of metadata and how can the technique be employed from an African-centered perspective? After addressing this question, conclusions and recommendations are offered.

The purpose of this paper is to collectively measure and compare the efficiency of Brazilian and American soybean transport corridors, from farmers to export ports, using the data envelopment analysis (DEA).

This paper aims to determine routes from main producing micro-regions to main export ports, specifically using slack-based measure and variables that represent the three pillars of sustainability (economic, social, and environmental). The choice of variables was guided by literature review and analyzed through the principal component analysis. After the application of the model, the quantitative tiebreaking method of the composite index is applied.

The findings are coherent with a global report that compares soybean transportation in both countries (Brazil and USA). Efficient routes and corridors tend to present short distance truck trips and long distance train or barge trips. The efficiency of the inland waterway trips depends on how many barges are used in the same expedition. Routes with more than three modes tend to be inefficient which suggest that there is a limit for multimodality.

Corridor benchmarking is a rare topic in the literature and previous works normally focus on some specific and limited corridor performance characteristics, such as cost. The main contribution of this research is that it expands the discussion regarding corridor benchmarking and it focuses on efficiency as a whole. The paper also proposes a method that can be applied in different logistics contexts, like expanding the study to different countries. More specifically, this method could be used in infrastructure investments programs.

Poses some fundamental questions which need to be answered before course developers and facilitators can transform hands‐on, classroom experiences to a totally computer‐based learning environment, as happens when adopting the Internet as a teaching medium. Recognizes that instructors face steep learning curves with the advent of Internet‐based education and emphasizes that the online environment must be created in such a way that learning can and will take place. Examines many pros and cons of online learning. Concludes that faculty life will become more complicated until members become proficient in online learning but ultimately believes that effective learning experiences will be the result.