Reducing social and environmental impacts of urban freight transport: a review of some major cities

This paper reviews the options available to policy makers in their efforts to reduce the negative impacts of urban freight transport. After providing a summary of the categories of negative impacts that can be targeted together with the specific policy initiatives available, it reviews the actions taken by policy makers across in cities within four countries (UK, Japan, the Netherlands and France). In the case of the UK and Japan attention is focused on a single city as an exemplar of some of the developments. In the case of the Netherlands and France the discussion is wider.

Best practice factory for freight transport in Europe: demonstrating how ‘good’ urban freight cases are improving business profit and public sectors benefits

The objective of this study is to better understand why selected urban freight solutions represent innovations that are technically feasible, economically profitable in different contexts, sustainable, transferable, and with tangible beneficial impacts. A total of 15 solutions are evaluated in the fields of Urban Consolidation Centre, clean and electric vehicles, IT solutions, use of urban waterways, and others. Three solutions are analysed more thoroughly, the Cityporto Padova, the Basel Exhibition Centre logistics support system, and the Berlin laboratory area test of the Bentobox. This paper ends with a transversal analysis of the solutions observed, and with methodological conclusions.

Accessibility Planning tools for sustainable and integrated Land Use/Transport (LUT) development: an application to Rome

The paper fits into the themes of sustainable accessibility planning in urban areas, that can be defined as the integration of transport and land use planning to achieve sustainable development. In particular the study proposes a tool to support the choices of activities location, which is based on a new aggregate (zone-specific) indicator: the ‘Marginal Activity Access Cost’, providing estimation in monetary terms of the impacts on mobility and on the environment of locating one new activity in a specific zone of the urban area. The proposed indicator is validated through an application to the urban area of Rome.

Light goods vehicles in urban areas

The paper provides a review of the light goods vehicle (LGV) fleet and its activity, with specific reference to operations in urban areas, and sustainability issues associated with the ever-growing use of LGVs. Traditionally these vehicles have received little attention but are becoming an ever-more important element of urban freight transport both for goods collection and delivery and for the provision of a wide range of critical services. Relevant literature from the UK and elsewhere pertaining to LGV operations and their impacts has been identified and utilised. The paper identifies the impacts of LGV operations in terms of economic, social and environmental impacts and presents the range of measures being taken by policy makers and companies to address negative impacts.

Analysing the results of UK urban freight studies

The paper is based on work carried out as part of the Green Logistics project1. The paper provides a review of urban freight studies that have taken place in the UK over approximately a thirty year period from the early 1970 s to the present (this is the first attempt at such a review in the UK as far as the authors are aware). Coverage of both goods collection and delivery vehicle activity and service vehicle activity is included. This review covers the survey techniques used, as well as the survey results obtained. Comparisons are made between the results of studies from the 1970 s and those carried out in the last decade in order to gain insight to changes in urban freight transport operations. The data provided in the studies reviewed is extremely important as it provides insight into urban freight operations that is unavailable from any other data source, including national freight surveys conducted by government. However, until now, the results of these studies have not been widely disseminated or compared.

The design studio as liminal space

The context of this research focuses on the efficacy of design studio as a form of teaching and learning. The established model of project-based teaching makes simple parallels between studio and professional practice. However, through comparison of the discourses it is clear that they are of different character. The protocols of the tutorial tradition can act to position the tutor as a defender of the knowledge community rather than a discourse guide for the student. The question arises as to what constitutes the core knowledge that would enable better self-directed study. Rather than focus on key knowledge, there has been an attempt in other fields to agree and share ‘threshold concepts’ within disciplinary knowledge. Meyer and Land describe threshold concepts as representing “a transformed way of understanding, or interpreting or viewing something without which the learner cannot progress [1]. The tutor’s role should be to assist in transforming student’s understanding through the mastery of the ‘troublesome knowledge’ that threshold concepts may embody. Teaching and learning environments under such approaches have been described as ‘liminal’: holding the learner in an ‘in-between’ state new understanding may be difficult and involve identity shifts. Research on the consequence of pressures on facilities and studio space concur, and indicate that studio spaces can be much better used in assisting the path of learning [2]. Through an overview map of threshold concepts, the opportunities for blended learning in supporting student learning in the liminal space of the design studio become much clearer [3] Design studio needs to be recontextualised within the discourse of higher education scholarship, based on a clarified curriculum built from an understanding of what constitutes its threshold concepts. The studio needs to be reconsidered as a space quite unlike that of the practitioner, a liminal space. 1. Meyer, J.H.F. and R. Land, Threshold concepts and troublesome knowledge. Overcoming Barriers to Student Learning: Threshold concepts and troublesome knowledge., 2006: p. 19. 2. Cai, H. and S. Khan, The Common First Year Studio in a Hot-desking Age: An Explorative Study on the Studio Environment and Learning. Journal for Education in the Built Environment 2010. 5(2): p. 39-64. 3. Pektas, S.T., The Blended Design Studio: An Appraisal of New Delivery Modes in Design Education. Procedia - Social and Behavioral Sciences, 2012. 51(0): p. 692-697.

Values in middle childhood: Social and genetic contributions

Theories of value development often identify adolescence as the period for value formation, and cultural and familial factors as the sources for value priorities. However, recent research suggests that value priorities can be observed as early as in middle childhood, and several studies, including one on preadolescents (Knafo & Spinath, 2011), have suggested a genetic contribution to individual differences in values. In the current study, 174 pairs of monozygotic and dizygotic 7-year old Israeli twins completed the Picture-Based Value Survey for Children (PBVS–C; Döring et al., 2010). We replicated basic patterns of relations between value priorities and variables of socialisation – gender, religiosity, and socioeconomic status– that have been found in studies with adults. Most important, values of Self-transcendence, Self-enhancement, and Conservation, were found to be significantly affected by genetic factors (29%, 47% and 31% respectively), as well as non-shared environment (71%, 53% and 69% respectively). Openness to change values, in contrast, were found to be unaffected by genetic factors at this age and were influenced by shared (19%) and non-shared (81%) environment. These findings support the recent view that values are formed at earlier ages than had been assumed previously, and they further our understanding of the genetic and environmental factors involved in value formation at young ages.