Moral food lab: Transforming the food system with crowd-sourced ethics
LINK
This article draws on findings of an international study of social workers’ ethical challenges during COVID-19, based on 607 responses to a qualitative survey. Ethical challenges included the following: maintaining trust, privacy, dignity and service user autonomy in remote relationships; allocating limited resources; balancing rights and needs of different parties; deciding whether to break or bend policies in the interests of service users; and handling emotions and ensuring care of self and colleagues. The article considers regional contrasts, the ‘ethical logistics’ of complex decision-making, the impact of societal inequities, and lessons for social workers and professional practice around the globe.
DOCUMENT
Dit rapport beschrijft de voortgang van de werkpakketten A8 en B7 binnen het SMiLES project voor de periode januari - juni 2023. Het heeft een korte beschrijving van wat hieraan vooraf is gegaan, wat er in de afgelopen half jaar is gedaan, wat de huidige werkzaamheden zijn en wat er in de rest van 2023-2024 nog wordt gedaan. Er is een korte samenvatting en een paar screenshots van het ontwikkelde platform, versoek.nl
DOCUMENT
The Dutch government decided to implement a road pricing system called, 'paying differently for mobility'. The main idea is that road users have to pay for using the road infrastructure instead of for owning a car. In the future, the price per kilometre will also depend on the time of the day and the location of the travel. Crowded locations and peak hours will be charged at a higher price per kilometre. In this study we examine the expected effect of the proposed road pricing scheme on logistics decisions to supply stores in urban areas based on in-depth interviews with carriers. Based on the revealed logistics reaction to current developments, such as the German LKW Maut, increasing congestion and the high fuel prices in 2008 and the stated reaction to the proposed road pricing scheme, we derive the expected impact of the scheme for urban goods transport in the Netherlands. The expected reactions differ between for-hire carries, shippers and private carriers. In the short term, carriers try to limit logistics changes by passing on extra costs or absorbing the extra costs in their margins. In the longer term, logistics changes are to be expected.
LINK
At Fieldlab, the main goal of Logistics Community Brabant (LCB) and Breda University (BUAS) is to minimize points of contact between customers during large events, in a very, very delicate way (i.e., nudging). Crowd management has gained much attention during the COVID-19 pandemic.I was asked to conduct a literature review of human decision-making models. This information was used to develop interventions and experiments in the lab and in the field, nudging participants to behave in a more healthy and safe manner, e.g., how to safely and efficiently order beverages or exit a venue with the use of subtle environmental cues
DOCUMENT
The Internet is changing the way we organize work. It is shifting the requirements for what we call the “schedule push” and the hierarchical organization that it implies, and therefore it is removing the type of control that is conventionally used to match resources to tasks, and customer demand to supplies and services. Organizational hierarchies have become too expensive to sustain, and in many cases their style of coordination is simply no longer necessary. The cost complexity of the industrial complex starts to outweigh the benefits, and the Internet is making it redundant. The question I put forward in this Article, after a short description of how I envision “the change,” is what new requirements should be met by software in order to meet the requirements of the networked economy. Business will develop from Business-to-Consumer (B2C) to Consumer-to- Business (C2B) to People-to-People (P2P), customers more and more taking control over business activities, overhead being replaced by customer focus. This is also a new reality for the software world.
DOCUMENT
Sustainable consumption is interlinked with sustainable production. This chapter will introduce the closed-loop production, the circular economy, the steady state economy, and Cradle to Cradle (C2C) models of production. It will reflect on the key blockages to a meaningful sustainable production and how these could be overcome, particularly in the context of business education. The case study of the course for bachelor’s students within International Business Management Studies (IBMS) program at three Universities of Applied Science (vocational schools), and at Leiden University College in The Netherlands will be discussed. Student teams from these schools were given the assignment to make a business plan for a selected sponsor company in order to advise them how to make a transition from a linear to circular economy model. These case studies will illustrate the opportunities as well as potential pitfalls of the closed loop production models. The results of case studies’ analysis show that there was a mismatch between expectations of the sponsor companies and those of students on the one hand and a mismatch between theory and practice on the other hand. The former mismatch is explained by the fact that the sponsor companies have experienced a number of practical constraints when confronted with the need for the radical overhaul of established practices within the entire supply chain and students have rarely considered the financial viability of the "ideal scenarios" of linear-circular transitions. The latter mismatch applies to what students had learned about macro-economic theory and the application through micro-economic scenarios in small companies. https://www.springer.com/gp/book/9783319656076 LinkedIn: https://www.linkedin.com/in/helenkopnina/
MULTIFILE
This chapter will introduce the circular economy (CE) and Cradle to Cradle (C2C) models of sustainable production. It will reflect on the key blockages to a meaningful sustainable production and how these could be overcome, particularly in the context of business education. The case study of the course for bachelor’s students within International Business Management Studies (IBMS), and at University College in The Netherlands will be discussed. These case studies will illustrate the opportunities as well as potential pitfalls of the closed loop production models. The results of case studies’ analysis show that there was a mismatch between expectations of the sponsor companies and those of students on the one hand and a mismatch between theory and practice on the other hand. Helpful directions for future research and teaching practice are outlined. https://www.springer.com/gp/book/9783319713113#aboutBook https://www.linkedin.com/in/helenkopnina/
MULTIFILE
After 15 years of digital openness in education with as its most visible elements OER and MOOCs, the open community is challenged to widen adoption of openness in teaching practices to (as Rogers puts it) the early and late majority of teachers. For them to adopt, the gain should be clear and directly visible to have them adopt openness. Arguments like it saves students money, it is efficient because you will not reinvent the wheel or publishing quality OER and MOOCs adds to the reputation of our institution are, how true they might be, not appealing to teachers who are in most cases crowded with their day-to-day teaching tasks. One approach to overcome this hurdle is to connect to the core of a teacher’s job: pedagogy. We assume each teacher has a vision on when his/her course can be called a success and what this means for activities s/he and the students have to perform. Many teachers experience challenges in realizing their optimal lectures. For some of these challenges forms of open online education can be of use, especially in enhancing pedagogical opportunities. The latter is called Open pedagogy. To create awareness of the world of open and the opportunities it may have, we have developed a workshop for teachers and teacher support. This workshop has been delivered several times in Fall 2016. In the presentation we elaborate on the content of this workshop, the experiences we had, the feedback of the participants and the impact it had after taking the workshop. The materials used in this workshop and a script is published under a CC BY license and is available in both Dutch and English. This creates the opportunity to conduct the workshop locally for everyone interested, stimulating/increasing chances for widespread adoption of open education in (formal) education.
LINK
