Case: Effects of climate change on logistics

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Ideas to decarbonize logistics

09-12-2021 261 views 0

Effects of climate change on logistics

U.S. export and import operations are having tough times due to chassis and trucking shortages, unstable vessel schedules, and port, terminals and transshipment port congestion.

Logistics is responsible for 9-10% of energy-related CO2 emissions. It is considered to be one of the hardest sectors to decarbonize because of the high predicted growth of freight traffic and its heavy dependence on fossil fuels.

In this video, Alan McKinnon shares insights from his research into the climate change challenge for the Logistics industry.

Last, read this MTS article. Answer the questions below.

Tags:

globalization | supply chain

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Assignments for students

1.1 What details do you remember most about the video & article? Please make a list.

1.2 Why are U.S. export and import operations having tough times?

1.3 Name some of the effects of global warming mentioned in the article.

1.4 Can you recall a source, mentioned by the writer in the article?

1.5 Who is Alan McKinnon?

1.6 Why does Alan McKinnon say that logistics is regarded as one of the hardest sectors to decarbonize?

2.1 How would you explain the link between global warming and logistics? What is the essential parallel?

2.2 How do you think that global warming affects you in any way?

2.3 Do you think that the sources mentioned are reliable? And why do you think so? Please use valid arguments.

2.4 What roll do you think companies have with regard to the climate issue?

2.5 Think of consequences of global warming on logistics which are not mentioned in the article nor in the video, what can you think of?

2.6 Why do you think Alan McKinnon wrote a book on the climate challenge for logistics?

3.1 Think of a few ideas to decarbonize logistics.

3.2 Conduct research on several ideas to decarbonize logistics. What do you think is the best possible solution and why? Please motivate your answer by using valid arguments.

3.3 Some people think global warming is overrated. What is your opinionBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example.
• A fact is something that can be proved to be correct.
• A… Read more?

Core assignments for students

Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.

Recommended by teachers

Brainstorming | Group activity

A clear problem definition marks the starting point.

In each group, one student will note down the reactions, ideas, views, etc. of the others. The various opinions are not dealt with in any depth.
After a while, the group discusses the proposed solutions and picks out the best of these.
The various ideas are grouped conventionally in an easy-to-understand web diagram.

Corner debate | Group activity

For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.

Group discussion (or problem-solving discussion) | Dialogue

Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.

Learning discussion (or evaluation or discussion method) | Dialogue

Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?

Teacher-led class discussion | Dialogue

A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.

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