Demand calculation, which is the base of most logistics decisions and activities, is a critical work in humanitarian logistics (HL). However, previous studies on demand calculation in HL mainly focus on demand forecasting methodology, with many neglecting the checklist of critical supplies and practice background. This work proposes a new method for relief demand calculation by dividing the process into two parts: supply classification and demand calculation. A general method for classifying relief supplies and clarifying the checklist of relief items for multi-disaster and multiple natural scenarios is given in detail, followed by the procedure of demand calculation for each relief material. The authors present a case study to validate the feasibility and effectiveness of the proposed method based on the disaster response practice in China. Detailed lists of relief demand for different types and severities of disaster are provided.
This study investigated if and how a combined set of specially developed activities can help students change their approach to learning physics. These activities included (a) reflective-writing activities, (b) critique-writing activities, and (c) reflective write-pair-share activities combined with conceptual-conflict collaborative-group exercises. Each of these activities was previously successfully tested as a stand-alone activity. This investigation was conducted at two different institutions over a three-year period. At each institution the same instructor taught students in two sections. At the first, a university with a substantial graduate school, sections were relatively large (over 100 students each) covering a typical introductory calculus-based mechanics course. At the second, a community college, there were relatively small classes (32 students each) covering a typical algebra-based introductory course in mechanics, electricity, and magnetism. The courses at the two institutions used different textbooks and had different formats. Measured data included student interviews and writing products. We developed rubrics for evaluation of the impact of the writing products and interviews of students. The main results of this study were the changes in students' approaches to learning physics, especially as revealed in the interviews. Students who experienced the full suite of activities (a) changed their understanding of physics from solving problems to creating a network of interrelated concepts, and they also (b) modified their approach to learning physics from repetitious review to consideration of the interconnections of the subject matter and (c) related their new learning to key concepts in an overall physics framework.
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