title: Logistics sprawl and the change in freight transport activity: A comparison of three measurement methodologies

authors: Trent, Nadia M.

subjects: Social Sciences

abstract: Logistics sprawl has been observed in many urban areas around the world, but the assumed link between increased logistics sprawl and increased freight transport activity has little empirical evidence. Because this link could influence policy-making to either fight or facilitate logistics sprawl, this paper investigates the implications of using different methodologies to quantify the relationship. Three different methodologies are compared. The first two methodologies are from well-respected sources in literature and the third is proposed in this paper. The methodologies measure transport activity related to logistics sprawl in three urban areas in South Africa between 2010 and 2014. The results from the methodologies are contradicting with the methodology proposed in this paper questioning the link between logistics sprawl and freight transport activity altogether. The comparison of the methodologies also shows that it is essential to include empirical data of actual vehicle movement when investigating logistics sprawl's impact on transport activity.

text: Logistics sprawl and the change in freight transport activity: A comparison of three measurement methodologies Logistics sprawl has been observed in many urban areas around the world, but the assumed link between increased logistics sprawl and increased freight transport activity has little empirical evidence. Because this link could influence policy-making to either fight or facilitate logistics sprawl, this paper investigates the implications of using different methodologies to quantify the relationship. Three different methodologies are compared. The first two methodologies are from well-respected sources in literature and the third is proposed in this paper. The methodologies measure transport activity related to logistics sprawl in three urban areas in South Africa between 2010 and 2014. The results from the methodologies are contradicting with the methodology proposed in this paper questioning the link between logistics sprawl and freight transport activity altogether. The comparison of the methodologies also shows that it is essential to include empirical data of actual vehicle movement when investigating logistics sprawl's impact on transport activity.

year: 2022

title: Conclusion

authors: Williams, P. John

subjects: education

abstract: As the preceding papers have illustrated, there are two innovations within project e-scape. The first concerns the development of an e-portfolio system that enables learners to capture evidence of their activity (using hand-held devices in the workshop/studio/science lab/playing field) and to lodge it in a web-space where their portfolio emerges dynamically, in real-time. Teachers and examination bodies can interact with this system to a greater or lesser extent according to the circumstances. If the activity is part of a formal examination, then the Awarding Body can specify the task and the activity framework (all of which can be downloaded by the school) and teachers in many schools can then run the same activity in a standard way. If the activity is a normal piece of curriculum, then teachers can design activities for individuals or groups of learners and either run them with the learners, or enable the learners themselves to work through the activity autonomously. In any event, the outcome of all this is a web-portfolio.
The second innovation concerns the assessment of these portfolios. Using comparative judgement and the pairs engine, groups of teachers and/or examiners can collaborate in the assessment of groups of portfolios. This might be for an Awarding Body, with the results counting towards an official award, or it might be within a school, where collaborating teachers use the data for their own purposes. These two innovations were launched in 2009 with the final report of phase 3 of the e-scape project. The purpose of this concluding piece is to reflect on what has happened since then; on the extent to which these innovations have been adopted in various parts of the world and the issues that this adoption is raising. Sometimes the adoption has been of only one of the innovations (either the portfolio-building or the comparative judgement), and sometimes it has been both.

text: Conclusion As the preceding papers have illustrated, there are two innovations within project e-scape. The first concerns the development of an e-portfolio system that enables learners to capture evidence of their activity (using hand-held devices in the workshop/studio/science lab/playing field) and to lodge it in a web-space where their portfolio emerges dynamically, in real-time. Teachers and examination bodies can interact with this system to a greater or lesser extent according to the circumstances. If the activity is part of a formal examination, then the Awarding Body can specify the task and the activity framework (all of which can be downloaded by the school) and teachers in many schools can then run the same activity in a standard way. If the activity is a normal piece of curriculum, then teachers can design activities for individuals or groups of learners and either run them with the learners, or enable the learners themselves to work through the activity autonomously. In any event, the outcome of all this is a web-portfolio.
The second innovation concerns the assessment of these portfolios. Using comparative judgement and the pairs engine, groups of teachers and/or examiners can collaborate in the assessment of groups of portfolios. This might be for an Awarding Body, with the results counting towards an official award, or it might be within a school, where collaborating teachers use the data for their own purposes. These two innovations were launched in 2009 with the final report of phase 3 of the e-scape project. The purpose of this concluding piece is to reflect on what has happened since then; on the extent to which these innovations have been adopted in various parts of the world and the issues that this adoption is raising. Sometimes the adoption has been of only one of the innovations (either the portfolio-building or the comparative judgement), and sometimes it has been both.

year: 2011

title: In what ways do the perceptions of connectedness of Māori students in Alternative Education secondary schools affect their self-efficacy within the learning environment?

authors: Lemon, Katrina Suezanne

subjects: Alternative Education

abstract: This study has sought to identify connectedness for Māori students within the alternative-education, learning environment and the effect this has had on their self-efficacy. Alternative education in New Zealand is described as a place where second chance learners have access to education (Alternative Education National Body New Zealand, 2016). Generally, students are referred to alternative education due to becoming habitual truants, while other students are deemed as behaviourally-challenging, and are consequently excluded from school (Education Review Office, 2010; Ministry of Education, 2016a). A Critical Theory approach was employed guided by Kaupapa Māori methodology. Data was collected using the qualitative methods of focus-group interviews and one-to-one semi-structured interviews. An open-coded approach was adopted to analyse the data from the interview transcripts where themes were selected, and a summary reflection was written. 

Three distant themes were identified during the data analysis phase: Tāhuhu Kōrero – Kura; Alternative Education – Kura; and Alternative Education Teaching and Learning Approaches.  Within these themes sub-themes were explored: perceptions and experiences of primary and secondary school; Māori in mainstream education; the referring schools involvement; misconceptions; connection to the alternative-education, learning environment; centre and teacher practices; connection with Māori; and pathways, mana, and self-efficacy. An important aspect of this study was to seek to understand these students’ prior educational experiences before gathering their narratives on the alternative-education, learning environment. This was a strength of the study as the student narratives on their entire educational journey provided a depth of understanding for the researcher, and went towards explaining their disconnection, how it happened, and gave context to their referral to alternative education. 

The student narratives expressed a strong sense of connection to their primary-school, learning environment, however, a complete disconnection to their secondary-school, learning environment. Students expressed feeling discriminated against for being Māori, that there was no empathy or understanding given to their lived realities despite wanting to succeed at school. They felt that their teachers did not make an effort to connect with them describing a power imbalance between the teachers and themselves. The students felt that expectations were low, and that teachers could not be bothered to help them with their work. The student participants attributed this disconnection to the reason for their truancy and behavioural issues. The student narratives on the alternative-education, learning environment described an environment that was: whānau; where teachers worked at a connection and understood their learners; challenging them academically; where the teachers were highly committed to their students; where trust and respect was built; and where one size did not fit all - flexibility was exercised. Students felt that the alternative-education, learning environment provided them with career ambition, and academic confidence resulting in self-efficacy. 

This study provides student voice from a group that was overlooked within the Te Kotahitanga research project (Bishop, Berryman, Tiakiwai, & Richardson, 2003). To hear the voice of alternative education students is important in seeking to improve educational success and enjoyment for Māori priority learners. If we get to know and understand what works for these priority learners, we can then work towards making a difference for them within mainstream education. This study aims to identify the importance of connectedness for Māori students and how connectedness will positively affect Māori learners and their self-efficacy. 


Kia mau ki tō Māoritanga.
Hold fast to your Māori culture.

text: In what ways do the perceptions of connectedness of Māori students in Alternative Education secondary schools affect their self-efficacy within the learning environment? This study has sought to identify connectedness for Māori students within the alternative-education, learning environment and the effect this has had on their self-efficacy. Alternative education in New Zealand is described as a place where second chance learners have access to education (Alternative Education National Body New Zealand, 2016). Generally, students are referred to alternative education due to becoming habitual truants, while other students are deemed as behaviourally-challenging, and are consequently excluded from school (Education Review Office, 2010; Ministry of Education, 2016a). A Critical Theory approach was employed guided by Kaupapa Māori methodology. Data was collected using the qualitative methods of focus-group interviews and one-to-one semi-structured interviews. An open-coded approach was adopted to analyse the data from the interview transcripts where themes were selected, and a summary reflection was written. 

Three distant themes were identified during the data analysis phase: Tāhuhu Kōrero – Kura; Alternative Education – Kura; and Alternative Education Teaching and Learning Approaches.  Within these themes sub-themes were explored: perceptions and experiences of primary and secondary school; Māori in mainstream education; the referring schools involvement; misconceptions; connection to the alternative-education, learning environment; centre and teacher practices; connection with Māori; and pathways, mana, and self-efficacy. An important aspect of this study was to seek to understand these students’ prior educational experiences before gathering their narratives on the alternative-education, learning environment. This was a strength of the study as the student narratives on their entire educational journey provided a depth of understanding for the researcher, and went towards explaining their disconnection, how it happened, and gave context to their referral to alternative education. 

The student narratives expressed a strong sense of connection to their primary-school, learning environment, however, a complete disconnection to their secondary-school, learning environment. Students expressed feeling discriminated against for being Māori, that there was no empathy or understanding given to their lived realities despite wanting to succeed at school. They felt that their teachers did not make an effort to connect with them describing a power imbalance between the teachers and themselves. The students felt that expectations were low, and that teachers could not be bothered to help them with their work. The student participants attributed this disconnection to the reason for their truancy and behavioural issues. The student narratives on the alternative-education, learning environment described an environment that was: whānau; where teachers worked at a connection and understood their learners; challenging them academically; where the teachers were highly committed to their students; where trust and respect was built; and where one size did not fit all - flexibility was exercised. Students felt that the alternative-education, learning environment provided them with career ambition, and academic confidence resulting in self-efficacy. 

This study provides student voice from a group that was overlooked within the Te Kotahitanga research project (Bishop, Berryman, Tiakiwai, & Richardson, 2003). To hear the voice of alternative education students is important in seeking to improve educational success and enjoyment for Māori priority learners. If we get to know and understand what works for these priority learners, we can then work towards making a difference for them within mainstream education. This study aims to identify the importance of connectedness for Māori students and how connectedness will positively affect Māori learners and their self-efficacy. 


Kia mau ki tō Māoritanga.
Hold fast to your Māori culture.

year: 2017