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Logistics Transportation Systems
Logistics
Transportation Systems
MD Sarder
Bowling Green State University,
Bowling Green, OH, USA
Elsevier
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Contents
Preface xv
Acknowledgments xix
1. Overview of transportation logistics 1

1.1 Introduction: what is transportation logistics? 1
1.2 The importance of transportation systems 3
1.3 The history of transportation systems 7
1.4 Transportation management 10
1.4.1 Logistics planning 10
1.4.2 Logistics functions 11
1.4.3 Logistics goals and strategies 11
1.4.4 Transportation processes 12
1.5 Logistics costs 13
1.6 Logistics/transportation cost implications 16
1.7 Transportation modes 18
1.7.1 Truck 19
1.7.2 Rail 20
1.7.3 Water 23
1.7.4 Pipeline 27
1.7.5 Air 28
1.8 Practical implications 31
1.9 Conclusion 34
1.10 Discussion questions 34
References 35
2. Network and cost analysis of transportation system 37

2.1 Introduction 37
2.2 Terminology 38
2.3 Transportation network 39
2.4 Classification of transportation network 40
2.5 Operational network structure 40
2.5.1 Direct shipping with milk runs 40
2.5.2 All shipments via central DC 42
2.5.3 Shipping via DC using milk runs 42
2.6 Hub advantages 44
2.7 Hub disadvantages 44
2.8 Performance criteria 44
v
vi Contents
2.9 Algorithms 46
2.10 Mathematical tools 47
2.11 Layers of network 48
2.11.1 Physical network 48
2.11.2 Operational network 48
2.11.3 Strategic network 49
2.12 Transportation cost 49
2.12.1 Transportation cost components 50
2.12.2 Transportation cost categories 52
2.12.3 Transportation cost function 52
2.12.4 Factors that influence transportation cost 56
2.13 Network problems 57
2.14 Conclusion 57
References 57
Further reading 58
3. Transportation infrastructure and equipment 59

3.1 Transportation infrastructure 59
3.2 Transportation equipment 59
3.3 Truck/road infratructures 61
3.4 Rail infrastructures 69
3.5 Maritime infrastructures 72
3.5.1 General cargo ships (sometimes called breakbulk
carriers) 73
3.5.2 Bulk carriers 74
3.5.3 Container ships 75
3.5.4 Auto carriers 75
3.5.5 Tankers 75
3.5.6 Fishing vessels 75
3.5.7 Oil industry vessels 76
3.5.8 Passenger ships 76
3.5.9 Ferryboats 76
3.5.10 Tow and tug boats 76
3.5.11 Barges 77
3.6 Aviation infrastructures 78
3.7 Containerization 80
3.7.1 Advantages of container use 83
3.7.2 Disadvantages of container use 85
3.8 Significance of transportation infrastructure on economy 85
3.9 US transportation infrastructure plan 86
3.10 Conclusion 88
References 88
4. Transportation rules and regulations 89

4.1 Introduction 89
Contents vii
4.2 Creating transportation laws 89

4.3 Federal transportation laws 90
4.4 Railroad industry regulations 91
4.5 Motor carrier regulation 92
4.6 Regulations in the airline industry 94
4.7 International water regulations 94
4.7.1 Freedom of the seas 94
4.7.2 United Nations Law of the Sea Convention 95
4.7.3 Protection of marine environment and biodiversity 95
4.7.4 Marine shipping and pollution 96
4.7.5 Polar code 96
4.7.6 Piracy 96
4.8 Importing procedures 96
4.8.1 Customs and importers 96
4.8.2 Entry of goods 97
4.8.3 Customs examination of entry goods/documents 97
4.8.4 Penalties 98
4.9 Trade agreements 98
4.10 Hazardous materials regulations 100
4.11 Foreign trade zones 101
4.12 Freight forwarding 102
4.12.1 Freight forwarding and 3PL logistic providers 103
4.12.2 Freight forwarding and 4PL logistic providers 104
4.12.3 3PL logistic providers versus 4PL logistic providers 104
4.12.4 Fourth-party logistics is the best choice 105
4.13 Incoterms 106
4.14 Conclusion 106
References 107
Further reading 107
5. Intermodal transportation 109

5.1 Introduction 109
5.2 Modality 109
5.2.1 Unimodalism 109
5.2.2 Multimodalism 110
5.3 Intermodal freight transportation 110
5.3.1 Intermodalism 112
5.3.2 What is the difference? 112
5.4 Components of intermodal transportation 113
5.4.1 Containers 113
5.4.2 Carriers 114
5.4.3 Shippers 115
5.5 Domestic transportation 115
5.5.1 Domestic commodities 116
5.5.2 Domestic intermodal 116
5.5.3 Intermodal freight distribution in the United States 118
viii Contents
5.5.4 Trends of container freight shipments in the United States 119

5.5.5 Imported container distributions in the United States 120
5.6 International transportation 126
5.6.1 International commodities and trade 126
5.7 Selection criteria of mode of transportation 127
5.7.1 Cost of transportation 129
5.7.2 Dependability and consistency of service 129
5.7.3 Security 129
5.8 Last mile delivery 133
5.8.1 What is last-mile delivery? 133
5.8.2 Unique challenges of last mile delivery 134
5.9 Challenges of intermodal transportation 135
References 135
Further reading 136
6. Logistics transportation problems with linear

programming 137
6.1 Overview 137
6.3 Literature review 137
6.3.1 Linear programming 137
6.3.2 Transportation problems 138
6.4 Solving transportation problems 141
6.4.1 LP Formulation 141
6.4.2 Steps in solving a transportation problems 143
6.5 Graphical method 150
6.6 Simplex method and the transportation tableau 153
6.7 Solver method 157
6.8 Sensitivity analysis 164
6.9 Conclusion 166
References 167
7. Assignment and transshipment problems with linear

programming 169
7.1 Overview 169
7.3 Literature review 169
7.4 Assignment problems 170
7.4.1 Methods of solving the assignment problem 170
7.4.2 Mathematical formula of solving assignment program
using linear programming 171
7.4.3 Simplex (solver) method 172
7.4.4 The Hungarian algorithm 176
7.5 Transshipment problems 180
7.5.1 LP formulation for transshipment problem 181
Contents ix
7.6 Sensitivity 194

7.7 Conclusion 194
References 194
Further reading 195
8. Logistics customer services 197

8.2 Definition of customer service 198
8.2.1 Elements of customer service 200
8.2.2 Relative importance of customer service elements 202
8.3 Order cycle time 202
8.3.1 Order cycle time adjustments 204
8.3.2 Priorities for order processing 204
8.3.3 Standards for order condition 205
8.3.4 Order constraints 205
8.4 Importance of logistics customer service 205
8.4.1 Service effects on sales 206
8.4.2 Service effects on customer retention 207
8.5 Sales service relationship 207
8.6 Sales service relationship model 208
8.6.1 Two-point method 208
8.6.2 Before/after experiments 209
8.6.3 Game playing 209
8.6.4 Buyer surveys 209
8.7 Costs versus service 209
8.8 Determining optimum service levels 210
8.8.1 Why is it important to identify optimum service level? 210
8.8.2 Practical implications 211
8.9 Customer service variability 211
8.9.1 Taguchi’s loss function 212
8.9.2 Supply chain visibility 213
8.10 Service as a constraint 214
8.11 Measuring logistics service quality 214
8.11.1 Service contingencies 215
8.11.2 System breakdown 216
8.11.3 Product recall and return 216
8.12 Conclusion 217
References 217
Further reading 217
9. Transportation rates and decision analysis 219

9.2 Rates for different modes of transportation 220
9.3 Importance of choosing the most cost-effective
transportation system 222
9.4 Service choices 224
x Contents
9.4.1 Characteristics 224

9.4.2 Single-service choices 224
9.4.3 Intermodal services 225
9.5 Factors affecting transportation rates and costs 225
9.5.1 Product volume 227
9.5.2 Demand-related rates 227
9.5.3 Distance of travel (line-Haul rates) 227
9.5.4 Other factors affecting transportation rates and costs 228
9.5.5 Special service charges 230
9.6 Documentation 231
9.6.1 Bill of lading 231
9.6.2 Freight bill 232
9.6.3 Freight claims 232
9.6.4 International transport documentation 232
9.7 Approaches to negotiating transportation rates 233
9.7.1 Negotiation with individual carriers 233
9.7.2 Using a bid process 233
9.8 Collect and analyze data: preparing an request for proposal 234
9.9 Building strong service provider relationships 234
9.10 Post negotiation support 237
9.11 Common misconceptions in rate negotiation 238
9.11.1 You will always get the best rates when going
directly to the carriers 239
9.11.2 Fuel surcharges cannot be negotiated 240
9.11.3 Freight bills are always correct 240
9.12 Analytical problems 241
9.14 Review questions 247
9.15 Conclusion 247
Further reading 249
10. Transportation routing 251

10.1 Introduction to transportation routing 251
10.2 Choosing a route planning system 253
10.2.1 Schedule and route trucks on a day-to-day basis 253
10.2.2 Maximize fixed routes and schedules 253
10.2.3 Optimize deliveries continually 253
10.2.4 Support customers 253
10.2.5 Connect with live vehicle tracking 253
10.2.6 Consider “what-if” situations 254
10.2.7 Using multiperiod arranging 254
10.2.8 Makes programming advancement plans 254
10.2.9 Combines central scheduling 254
10.2.10 Focuses on reporting 254
10.3 Vehicle routing 254
10.3.1 Separate and single origin and destination points 255
10.3.2 Multiple origin and destination points 255
Contents xi
10.3.3 Coincident origin and destination points 256

10.4 Vehicle routing and scheduling 257
10.4.1 Routing and scheduling methods 257
10.4.2 Sweep method 258
10.4.3 Savings method 258
10.5 Transportation routing analysis geographic information
system 259
10.6 Freight consolidation 260
10.7 Hazardous material (HazMat) routing and risks 260
10.7.1 Factors used to calculate the risk 264
10.7.2 HazMat route modeling 268
10.7.3 Case analysis 269
10.8 Advantages of choosing the right routing system 273
10.8.1 Cost 273
10.8.2 Safety 273
10.8.3 Customer loyalty 273
10.8.4 Scalability with speed 273
10.8.5 Organizational control 274
10.9 Analytical problems 274
10.9.1 Solving routing problems using software 277
Reference 280
Further reading 280
11. Transportation security 281

11.1.1 What is transportation security? 281
11.1.2 Safety versus security 282
11.2 Importance of transportation security 282
11.3 Cybersecurity in logistics transportation 283
11.3.1 Impact of cybersecurity on transportation 285
11.3.2 Benefits of cybersecuring transportation assets,
goods, and people 286
11.3.3 Current cybersecurity challenges 288
11.4 Security risk assessment 291
11.5 Practical implications 293
11.6 Transportation security in the United States 293
11.6.1 National Security Act of 1947 294
11.6.2 Maritime Transportation Security Act of 2002 294
11.6.3 Security and Accountability for Every Port Act of
2006 by Department of Homeland Security 294
11.6.4 US Department of Homeland Security 295
11.6.5 Transportation Security Administration 296
11.6.6 US Customs and Border Protection 296
11.6.7 Cargo security initiatives—C-TPAT by Customs and
Border Protection 296
11.6.8 Secure Freight Initiative by Department of Homeland
Security 297
xii Contents
11.7 Cost of security 297

11.8 Modal aspects of transportation security 297
11.8.1 Road transport security 297
11.8.2 Maritime security 299
11.8.3 Aviation transport security 299
11.9 Privately initiated transportation security 300
11.10 Conclusion 301
References 301
Further reading 301
12. Reshoring and its impact on transportation and

economy—a US perspective 303
12.2 What is reshoring? 304
12.3 Literature reviews 307
12.3.1 The reasons why those companies are reshoring 307
12.3.2 Economic impact of reshoring 309
12.4 Developing reshorability index 311
12.4.1 Step 1: Selecting socioeconomic factors 311
12.4.2 Step 2: Reshoring factors 312
12.4.3 Step 3: Weighting the factors 312
12.4.4 Step 4: Reshorability index 312
12.5 Implementation of reshorability index 314
12.5.1 Sensitivity analysis 318
12.6 Evaluating economic impact of reshoring 321
12.7 Economic impact analysis 322
12.7.1 NAICS 331: Primary metal 324
12.7.2 NAICS 332: Fabricated metal product 326
12.7.3 NAICS 315: Apparel 328
12.8 Analysis Summary 328
12.9 Conclusion and future research 329
References 329
13. Automotive transportation logistics 331

Musarrat Jehan
13.2 Overview of automotive supply chain 332
13.3 Logistics functions and strategies 333
13.4 Significance of a supply chain and logistics in the
automotive industry 335
13.4.1 Expertise 335
13.4.2 Opportunity cost 336
13.4.3 Decrease expenses for supplier management 336
13.4.4 Quality control 336
13.4.5 Mass production 336
13.4.6 Duty and freight weight 336
Contents xiii
13.5 Contributors of the automotive supply chain 337

13.5.1 Automotive dealers 337
13.5.2 Original equipment manufacturers 338
13.5.3 Tier 1 suppliers 339
13.6 Challenges in automotive transportation 341
13.6.1 Inventory control and just-in-time delivery 341
13.6.2 Cost control 342
13.6.3 Globalization 343
13.6.4 Recalls 344
13.6.5 Supplier proximity 345
13.6.6 Flexibility 345
13.6.7 External factors 346
13.6.8 Market share 347
13.6.9 Sustainability 347
13.7 How the automotive industry plans and manages their
transportation 348
13.7.1 Demand forecasting 349
13.7.2 Production planning 350
13.7.3 Facility location selection 351
13.7.4 Procurement 352
13.7.5 Information processing 352
13.7.6 Packaging 352
13.7.7 Material handling, warehousing, and storage 353
13.7.8 Inventory management 353
13.7.9 Transportation 354
13.7.10 Customer service 354
13.8 3PL: third-party logistics 354
13.9 Role of 3PL in the automotive supply chain 356
13.10 Conclusion 362
Appendices 363
Index 419
A Instructor’s Guide website for this book is available at:

https://textbooks.elsevier.com/web/Manuals.aspx?isbn=9780128159743
Preface
Logistics and transportation systems have changed significantly in recent

times. Customers no longer want to wait months, weeks, or even days to
receive their orders. They want to receive their orders within a very tight
time window and want to know the status of their orders at every turn. These
ever-increasing customer expectations are challenging for businesses but also
provide opportunities to offer differentiating services. For instance,
Amazon’s two-hour delivery, drone-based delivery, GPS-enabled real-time
order tracking, and robotic food delivery are some examples of logistics ser-
vices that can make a business competitive. Those who are responsible for
planning, designing, operating, and managing logistics systems must possess
a wide variety of skills including engineering design, economic analysis, and
business decision making. Skill-based technical shift has been a pervasive
feature of today’s businesses. Technology-skill complementarity has also
been widespread over the past century with new technologies from those
associated with internet and computer revolution to the artificial intelligence
revolution, which has been primarily shaping the future of the logistics
industry.
I developed a logistics transportation systems course and have been
teaching it since 2009 at undergraduate and graduate levels. I could not find
a single text that was suitable for this course, primarily due to the lack of
coverage of all topic areas and the overemphasis on either engineering or
business aspects. Logistics transportation is an evolving area. A text covering
a wide range of logistics transportation systems, while keeping the right bal-
ance between engineering and business scopes, is needed to prepare today’s
graduates to do their jobs. This text tries to address some of the issues.
The Logistics Transportation Systems textbook provides a one-semester
introduction to the fundamentals of logistics. This text provides an overview
of the basic concepts and mathematics determining operational business
decisions that logistics engineering, systems engineering, and applied science
students will encounter every day when they enter the workforce. This text
will also prove useful to students focused on supply chain management,
operations management, economics, and international business. A basic
knowledge of logistics allows students to balance costs with performance in
their future endeavors. This knowledge base will provide a context for stu-
dents in the larger world around them, regardless of their specialty.
xv
xvi Preface
This text is basically a course resources for a logistics transportation sys-

tems or similar course where students can get exposure to the fundamentals
of logistics and transportation systems, transportation infrastructures and
equipment, and historical evolution of transportation systems. Engineering
and design aspects are primarily covered for transportation network analysis,
transportation problem formulation and solution, assignment and transship-
ment problem formulation and solution, and transportation routing.
Economic and contemporary aspects are covered for transportation cost anal-
ysis, transportation security, and reshoring impact analysis. Business aspects
are covered for logistics customer service, transportation rates and decision
analysis, transportation rules and regulations, and intermodal transportation.
Dr. Jehan, who works for Ford Motor Company, contributed the Automotive
transportation logistics chapter, which presents a real-life case of how auto-
mobile logistics works. Following is a synopsis of the 13 chapters covered in
this text.
The Overview of transportation logistics chapter describes basic concepts
of logistics and transportation systems. This chapter illustrates the difference
between a supply chain system and a logistics system, explains the impor-
tance of the logistics system and how it evolved over time, and provides a
brief overview of different modes of transportation.
The Transportation network and cost analysis chapter explains the differ-
ent types of transportation networks and what exactly they entail including
cost, effectiveness, and quality. From the information provided within this
chapter, one can easily learn how the different aspects of transportation net-
works affect the overall transportation cost.
The Transportation infrastructure and equipment chapter describes var-
ious infrastructures and equipment and explains different characteristics
and capabilities of the infrastructures and equipment used for each
mode of transportation. Transportation systems cannot operate without
necessary infrastructures and equipment as the performance of a transpor-
tation system is heavily dependent on the appropriate infrastructure and
equipment.
The Transportation rules and regulations chapter explains transportation
rules and regulations and how they are designed to improve the efficiency of
transportation systems. Transportation rules and regulations are important to
know as they impact the performance of transportation systems.
The Intermodal transportation chapter explains intermodal transportation
from a US perspective as well as international perspective. Other topics
include components of intermodal transportation such as containers, shippers,
carriers, mode selection considering total cost of shipment, and last-mile
delivery.
The Logistics transportation problems with linear programming chapter
describes mathematical modeling of transportation problems. It explains how
to formulate transportation problems into mathematical equations in terms of
Preface xvii
defining objective functions and constraints that prevent to achieve the

objectives.
The Assignment and transshipment problems with linear programming
chapter describes formulating and solving two special types of transportation
problems: assignment problems and transshipment problems. Assignment
problems are similar to resource allocation problems in transportation.
Transshipment problems are real-time issues where suppliers ship their pro-
ducts to customers through cross-docking or hub facilities.
The Logistics customer service chapter discusses customer service in
logistics in terms of service elements, the relative importance of those ele-
ments, and how it impacts the effectiveness of logistics operations. This
chapter also explains the sales service relationship and how to measure set
service levels for businesses.
The Transportation rates and decision analysis chapter discusses trans-
portation rates and explains the process of how to choose cost-effective
transportation options with analytical examples. Other topics covered in this
chapter include factors affecting rates and total cost, negotiation approaches,
common misconceptions of negotiation, and documentation needed for
transportation.
The Transportation routing chapter focuses on routing selection and the
importance of planning in transportation decisions. This chapter discusses
how routing and scheduling problems carefully take into consideration time
windows to fulfill demands, demand flexibility, capacities of equipment,
etc., to determine the problem and eventually a technique to yield a solution.
The Transportation security chapter discusses various issues of transpor-
tation security and safety. This chapter introduces various factors that con-
tribute to transportation security and safety as well as their impacts on
transportation. In addition, this chapter also discusses cybersecurity in gen-
eral and how logistics and transportation businesses can prevent
cyberattacks.
The Reshoring and its impact on transportation and economy—a US per-
spective chapter discusses one of the contemporary issues of logistics and
supply chain from the US perspective. This chapter defines reshoring, mea-
sures reshorability for select industries, and quantifies the impact of reshor-
ing on US transportation and economy.
The Automotive transportation logistics chapter presents a real-life case
of how automakers manage their logistics. Automakers are continuously
looking for the best way to fulfill their customers demand while keeping the
cost low. This chapter explores how the automotive supply chain works. It
also discusses the main challenges automotive manufacturers are facing, how
they are dealing with these challenges, and how they manage and operate
their transportation logistics systems.
Logistics Transportation Systems presents the above material in a format
that is easy to use and learn from. The text defines the terms, explains the
xviii Preface
concepts, illustrates concepts with visuals and graphics when possible,

demonstrates with analytical problems where possible, and provides critical
analysis throughout. Presenting the material this way allows students to
quickly grasp the concepts. Other key features of the text include:
G A wide variety of topics related to logistics and transportation systems
G Balanced topics among engineering design, economic analysis, and busi-
ness decisions
G Showing readers “how to apply” the logistics principles
G Contemporary issues such as reshoring and its impact on transportation
and economy
G Clear, real-world examples of logistics systems solutions for multiple
transportation modes, including seaports, rail, barge, road, pipelines, and
airports
G A wide range of business aspects, including customer service, cost, and
decision analysis
G Key-term definitions, concept overviews, discussions, and analytical
problem-solving
The textbook also comes with instructor resources such as PowerPoint
slides for all chapters and sample test questions and solutions and student
resources including MS Excel templates for easy-to-run analytical problems.
Author contact information for instructors adopting the book is also pro-
vided. Feedback for improving future editions is welcomed.
MD Sarder
msarder@bgsu.edu
Acknowledgments
I would like to express my sincere appreciation to numerous students and

graduate assistants of mine for their inspiration, feedback, and editing help. I
would like to thank Dr. Musarrat Jehan for her contribution to the
Automotive transportation logistics chapter and for encouraging me to finish
this book. I would also like to acknowledge and give credits to Shutterstocks
for the images used in this text. Credits also goes to several public agencies
such as US DOT, TRB, US Census Bureau, UNCTAD, etc., for providing
their publicly available data and graphics. I acknowledge and give credit to
Dr. Ronald Ballou. I shadowed his Business Logistics Management book for
several chapters covering business aspect of logistics.
I would like to acknowledge the support provided to me by CFIRE fund-
ing, my coresearchers, and Harry Moser (founder of reshoring.org) for the
Reshoring and its impact on transportation and economy—a US perspective
chapter.
Finally, I would like to thank the people to whom I owe the most my
family. They have sacrificed just as much, if not more, than I have during
my manuscript preparation. Thanks to my wife, Shimu, for her well-
organized management of our family. Thanks to my three daughters, Mariah,
Sarah, and Sawdah, for their love and inspiration. They had to be without
their daddy many nights while I was busy working on this book.
July 31, 2020
xix
Chapter 1
Overview of transportation
logistics
1.1 Introduction: what is transportation logistics?
What is transportation logistics? Broadly, it is the process of obtaining raw
materials, material handling and distributing products from the point of origin
to point of consumption with the help of transportation. Logistics is a subset
and an integral part of supply chain systems. Acquiring and transporting raw
materials and subsystems, inbound and outbound movements within the pro-
duction facilities, storing, loading and unloading, and getting the products to
customers is supply chain. Logistics then can be defined as the processes
involved in moving these materials in the supply chain. Transportation system
and distribution system are part of logistics system. Fig. 1.1 shows the rela-
tionship among all these concepts.
According to the Council of Supply Chain Management Professionals
(CSCMP), logistics management can be defined as “that part of supply chain
management that plans, implements, and controls the efficient, effective for-
ward and reverse flow and storage of goods, services, and related informa-
tion between the point of origin and the point of consumption in order to
meet customers’ requirements.” Logistics management typically includes
inbound and outbound transportation management, fleet management, ware-
housing, materials handling, order fulfillment, network design, inventory
management, supply/demand planning, and management of third-party ser-
vices providers. To varying degrees, logistics also includes sourcing and pro-
curement, production planning and scheduling, packaging and assembly, and
customer service.
The CSCMP defines supply chain management as the planning and man-
agement of all activities involved in sourcing and procurement, conversion,
and all logistics management activities. Importantly, it also includes coordi-
nation and collaboration with channel partners, which can be suppliers,
intermediaries, third-party service providers, and customers. In essence, sup-
ply chain management integrates supply and demand management within
and across companies. It includes all of the logistics management activities
noted above, as well as manufacturing operations, and it drives coordination
Logistics Transportation Systems. DOI: https://doi.org/10.1016/B978-0-12-815974-3.00001-0

© 2021 Elsevier Inc. All rights reserved. 1
2 Logistics Transportation Systems
FIGURE 1.1 Logistics and transportation systems within supply chain systems.
of processes and activities with and across marketing, sales, product design,
finance, and information technology.
Logistics involves planning, implementing, and controlling of efficient
and effective forward and reverse flow. Logistics also involves storing of
goods from the source of production to the destination of consumption to ful-
fill consumers’ requirements. The popular concept of seven Rs in logistics
refers to getting the right product in the right quantity in the right condition
at the right place at the right time to the right recipient at the right price.
When an order is placed, and a product needs to be delivered from one
place to another, there are four major components involved in the process:
physical flow of the product, information flow related to the process, pro-
cesses involved in the delivery and shipment, and roles and responsibilities
of appropriate personnel. In this book, we will focus on the physical flow of
the product and everything associated with the flow.
In the current state of our global market, logistics managers play a key
role for companies as they bring their merchandise from source to market.
The merchandise may be physical products such as food, medicine, furniture,
and toys or it can be services such as information technology. For many
companies, the transportation of goods from production to end user constitu-
tes up to two thirds of total costs associated with a particular item. This is
because the logistics management of physical products requires integration
of several elements such as planning and implementation, information flow,
material handling, product fabrication, packaging of the final product, stor-
age and inventory control, warehousing, and transporting the final product to
the consumer. Logistics management is a crucial part of supply chain man-
agement as it ensures the efficient and effective movement of goods through
the supply chain. Logistics plays a critical role in determining the overall
Overview of transportation logistics Chapter | 1 3
cost of delivering a product to the market, it generates significant revenues

for companies and firms around the globe.
According to the North American Transportation Statistics Database, more
than 3 trillion metric tons of freight was transported domestically throughout
the United States in 2010. The massive shipments of freight represent a large
portion of the global economy. Freight shipments is how the world moves its
money. “On a typical day in 2007, over 35.7 million tons of goods, valued at
$32.4 billion, moved nearly 9.6 billion ton-miles on the nation’s transportation
network” (US Department of Transportation, 2008). Over the years, there has
been a significant increase in the miles traveled. In 2016, over 3.2 trillion
miles were traveled on roads, moving both people and goods across the nation
(2017 Infrastructure Report Card, 2018). Of these freight shipments more than
90% were shipped using a single mode of transportation and the remaining
was shipped using two or more modes of transportation (US Department of
Transportation, 2008). In 2010, the United States exported trillions worth of
merchandise all over the world (US Department of Transportation, 2009a,b).
The transportation and transportation-related service industries employed 12
million Americans alone in 2009, which constitutes 9.3% of the total labor
pool (US Department of Transportation, 2010) These numbers are staggering
but not surprising when you consider the diversity of the logistics field.
There are five major modes of transportation—air, rail, road, maritime,
and pipeline—and each of these modes of transportation must have a number
of employees directly working on transportation operations and additional
employees of service companies that provide other services directly related
to these same operations, such as maintenance. These logistics service per-
sonnel play a pivotal role in ensuring that fleet operations are efficient. This
can be a bit complicated when you consider that in 2009 there were more
than 1 million freight cars and locomotives as well more than 40,000 barges
or ocean-going ships using the US transportation system (US Department of
Transportation, 2010). These numbers only consider the US transportation
system. If you expand the scope to the global logistics transportation system
you will begin to understand why logistics management is a growing field.
The management and improvement of global logistics transportation systems
will be a challenge for future logisticians because we must improve the effi-
ciency of our given system while at the same time ensuring that growth is
managed properly and effectively. Table 1.1 provides examples of the physi-
cal infrastructure found around the world in 15 countries.
1.2 The importance of transportation systems

Transportation systems can have both positive and negative societal, environ-
mental, and economic impacts. All of these impacts should be critically ana-
lyzed in the systems processes. As our population continues to grow, so
does the demand for products, which therefore increases the need for
TABLE 1.1 Examples of physical transportation systems in World’s Top

Economies, 2008.
transportation of goods from suppliers to consumers. However, this may also

create issues regarding road transportation. The more road transportation is
used, the more the roads will need to be serviced and repaired from overuse
and damage. Although this problem is almost impossible to avoid, it does cre-
ate a need for money to be spent on repairing roads and increases the chances
of traffic for everyday consumers or anyone using road transportation.
With transportation playing such a crucial role in business operations,
logisticians are asked to serve in two main capacities. First, logisticians, pro-
fessionals in the field of logistics management, act as subject matter experts
on transportation system design and components within a given supply chain.
Second, the logistician must act as a catalyst for improvement in the operat-
ing systems and decision making associated with supply chain management.
This text will serve to broaden the logistician’s knowledge on transportation
systems, specifically the key terms, components of the supply chain, and
modes of transportation. Additionally, this chapter will cover pertinent trans-
portation industry rules and regulations. To lay the groundwork for our study
of logistics transportation systems let us begin with a review of some
definitions.
Table 1.1 shows the distance in which each country has transported goods
through the different modes of transportation in the order of most distance
traveled by roadways to the least distance traveled. As you can see, this data
does not take into account our drastically increasing societies and popula-
tions; however, Table 1.2 accounts for this difference in data. Table 1.2
shows how much the demand for transportation is changing. From this data,
collected by the US Department of Transportation, we can see that over
time, the number of miles traveled will increase. Because of this, different
modes of transportation are more efficient and cost effective.
Table 1.3 shows the Logistics Performance Index rankings for those
countries with the highest rank based on the types of shipments within the
country and internationally in 2018. Each of the “score” columns are on a
scale from one to five, one being the lowest rank and five being the highest.
In order to be assigned a number on the scale, several factors are taken into
account. Some of these factors are quality, competence, frequency, ability of
tracking and arranging the shipments, and time and ease (Logistics
Performance Index, 2019). This concept will also be further discussed in a
later chapter.
There are many accepted definitions of the term logistics, ranging from
simple to complex. For example, the CSCMP defines logistics as the “part of
TABLE 1.2 US transportation network length (miles).
Mode 2003 2013

Highway
Public roads (miles) 3,974,107 4,115,462
Public road lanes 8,515,121 8,656,070
Rail
Class I railroad (miles) 99,126 95,235
Amtrak 22,675 21,356
Commuter rail 6809 7731
Heavy rail 1597 1622
Light rail 966 1836
Water
Navigable waterways (miles) 25,000 25,000
Pipeline
Gas distribution (miles) 1,872,748 2,149,299
Gas transmission (miles) 324,492 320,146
TABLE 1.3 LPI global rankings 2018.
Country Year LPI LPI Customs Infrastructure International Logistics Tracking and Timeline
rank score shipments competence tracing
Germany 2018 1 4.2 4.09 4.37 3.86 4.31 4.24 4.39
Japan 2018 5 4.03 3.99 4.25 3.59 4.09 4.05 4.25
Sweden 2018 2 4.05 4.05 4.24 3.92 3.98 3.88 4.28
Netherlands 2018 6 4.02 3.92 4.21 3.68 4.09 4.02 4.25

Austria 2018 4 4.03 3.71 4.18 3.88 4.08 4.09 4.25
Singapore 2018 7 4 3.89 4.06 3.58 4.1 4.08 4.32

United States 2018 14 3.89 3.78 4.05 3.51 3.87 4.09 4.08
United 2018 9 3.99 3.77 4.03 3.67 4.05 4.11 4.33

Kingdom
Switzerland 2018 13 3.9 3.63 4.02 3.51 3.97 4.1 4.24

United Arab 2018 11 3.96 3.63 4.02 3.85 3.92 3.96 4.38
Emirates
Finland 2018 10 3.97 3.82 4 3.56 3.89 4.32 4.28

France 2018 16 3.84 3.59 4 3.55 3.84 4 4.15
New Zealand 2018 15 3.88 3.71 3.9 3.43 4.02 3.92 4.26
Belgium 2018 3 4.04 3.66 3.98 3.99 4.13 4.05 4.41
Hong Kong, 2018 12 3.92 3.81 3.97 3.77 3.93 3.92 4.14
China
Australia 2018 18 3.75 3.87 3.97 3.25 3.71 3.82 3.98

Denmark 2018 8 3.99 3.92 3.96 3.53 4.01 4.18 4.41
supply chain management that plans, implements, and controls the efficient
forward and reverses flow and storage of goods, services and related infor-
mation between the point of origin and the point of consumption in order to
meet customer’s requirements” (Council of Supply Chain Management
Professionals, 2011).
It can be inferred from these definitions that logistics refers to getting a
product from point A to B during business operations. What ties together
this network of manufacturers, distributors, retailers, and transportation com-
panies? The entire globe is connected through logistics transportation sys-
tems. Logistics transportation systems are considered all water, air, and land
assets and routes utilized in the movement of cargo or freight across the
globe from points of supply to points of demand. They are the glue that
holds the entire global market together. All of the assets and routes falling
under this broad definition will be discussed in the following text. This
includes all equipment, infrastructure, and links that are incorporated into
logistics transportation systems.
1.3 The history of transportation systems

There are many aspects that have changed from when transportation systems
first emerged in the early 1700s. Although many transportation modes were
used from the 1700s to the present, the years are segmented into two groups
to help describe the modes of transportation used: the preintermodal era and
intermodal era. Intermodal era is when the trailer-sized containers began
transforming the way freight is packed and loaded onto trucks and ships.
This term first emerged in the 1960s and helped to define transportation
systems.
During the preintermodal age, some of the earliest containers were simi-
lar to the containers used to ship coal along the Bridgewater Canal in
England during the 1780s. Wooden containers of coal were transported
through the railway near the 1830s on the Liverpool and Manchester
Railway, but iron containers were used to transport coal at a later time. In
1841, Isambard Kingdom Brunel introduced iron containers to move coal
from the vale of Neath to Swansea Docks. (Fig. 1.2).
The early ages of intermodal transportation began in 1914 and ended in
1954. During this time, World War I was just beginning as well, and trans-
portation was crucial for each side of the war. The “Trinity Freight Unit”
was developed during this time, which was a 10-ft. container developed to
be carried by any mode of transportation. Between 1936 and 1950, a new
system of intermodal transportation system, involving trucks and rails was
introduced by Benjamin Franklin Fitch.
The early stages of transportation were very different from what transpor-
tation looks like today. In the beginning, transportation originated on foot for
miles at a time in order to get to a destination. It was not until 4000 and
FIGURE 1.2 Early transportation.
3000 BCE when animals were even introduced for transporting people and
goods. Around 3100 BCE the sail boat was created by the Egyptians and
later wooden ships were used for trading overseas (Lambert, 2018). Over
time, pathways that later became roads were established so that people could
travel from one area to another, and more wealthy people began to travel on
horses or with canvas covered wagons. In the 19th century, railways were
created and helped to transform the history of transportation by increasing
the speed of delivery (Lambert, 2018).
Each of these milestones in the history of transportation has been influ-
enced by the increase of volume from consumers, and recently, technology
has played an important role in what transportation is like today. For exam-
ple, the magnetic train is a high-speed train developed to help compensate
for issues regarding congestion in other transportation modes. The magnetic
train is faster than a conventional train because the train creates a magnetic
force with the track so that it can essentially levitate above the track, remov-
ing the friction found on a conventional train track (Bonsor, 2018). The tube
train being built in California is similar to a magnetic train; however, it will
instead be propelled by air instead of magnets (Lewis, 2015). Recent tech-
nology has also helped to create drone deliveries that are beginning to be
used by well-known companies such as Walmart, Amazon, and even some
pizza companies. (Fig. 1.3).
When it comes to moving goods from one place to another, there are var-
ious delivery options: one can transport products by airplane, train, truck, or
ship. One can also transport them by bicycle, horse, or donkey, or even walk
them to a destination. All of these modal options come with different
FIGURE 1.3 (A) Modern magnetic rail in China; (B) Driverless car in the United States.
FIGURE 1.4 Sample delivery by a drone.
premiums. New technological advancements in each of these modes will con-

tinue to make them faster, cheaper, and smarter in the future. Just look at the
rise of driverless cars, for example. There has been a lot of buzz about this
technology in the past couple of years, with companies like Google, Volvo,
and Ford (among many others) making news in this area. In a speech at the
2012 Mobile World Congress in Barcelona, Ford Chairman Bill Ford Jr. pre-
dicted that fully autonomous cars would hit the road by 2025. (Fig. 1.4).
Drones are seemingly everywhere and are being used for new and differ-
ent tasks every day. The consumer-oriented drones that have become so pop-
ular are only a small segment of the market and offer only some of the
controls and functions available by their commercial counterparts. Enhanced
functions that include precise controls, GPS mapping and flight planning,
geofencing, and larger carrying capacities make industrialized drones
suitable for many commercial purposes.
Companies engaged in supply chain operations are deploying drones, oth-

erwise known as unmanned aerial vehicles, to serve in a wide variety of roles
that make some tasks that were previously either very time-consuming or
labor intensive, highly efficient and less expensive, and also significantly
improving worker safety when deployed properly.
1.4 Transportation management

Transportation management is a crucial part of logistics transportation and
deals with the planning, execution, and optimization of the physical move-
ments of goods. In simpler terms, it deals with the management of transpor-
tation operations of all types, including delivery routing, mapping, fuel
costing, warehousing, communications, tracking and managing of transporta-
tion vehicles, traveler and cargo handling, carrier selection, and accounting
to manage and optimize the daily operations of transportation fleets.
1.4.1 Logistics planning

Planning involves strategic and tactical tasks. It calls for the knowledge and
experience of engineers to model optimized designs. On the other hand, exe-
cution tasks involve procurement and shipment and can be mostly
automated.
Strategic planning addresses questions such as:
G What carriers should I partner with and how?
G How will seasonality affect my carrier assignments?
G Should I use dedicated or private fleets?
G Which carriers provided quality services in the past?
G Should I use pool points, cross-docks, or multistop routes?
Tactical planning answers questions such as:
G How can I quickly secure rates for a new DC/plant/lane?
G What lanes are having performance problems?
G Which carriers are complying to or exceeding their contracts?
G Are site managers complying with the strategic plan?
G Where should I establish a seasonal contract?
Execution or operational planning answers questions such as:
G Which carrier should I tender this load to?
G How can I collaboratively source this week’s loads?
G How do I prevent maverick/rough behavior?
G Should I use a contract carrier or look at the spot market?
G How can I best communicate with my carrier?
1.4.2 Logistics functions

Four major functions of logistics are transportation, warehousing, third- and
fourth-party logistics (3PL and 4PL) logistics, and reverse logistics.
Transportation: Many modes of transportation such as air, rail, water,
road, or pipeline play a role in the movement of goods through supply chain.
Efficient logistics depends on selection of the most effective combination of
the modes.
Warehousing: Warehousing is related to activities such as receiving, storing,
and shipping products to and from production or distribution locations; when
the product is not on the move between locations, it waits in the warehouse.
Third- and fourth-party logistics (3&4 PL): According to the CSCMP glos-
sary, 3PL is defined as outsourcing all or much of a company’s logistics
operations to a specialized company. These services are integrated together by
the provider. Services they provide include transportation, warehousing,
cross-docking, inventory management, packaging, and freight forwarding. On
the other hand, 4PL organization is often a separate entity established as a
joint venture or long-term contract between a primary client and one or more
partners; a 4PL organization acts as a single interface between the client and
multiple logistics service providers. All aspects of the client’s supply chain
are managed by the 4PL organization. It is possible for a major third-party
logistics provider to form a 4PL organization within its existing structure.
Reverse logistics: This refers to handling returns, recycling, reuse, or dis-
posal of materials that travel from customers to suppliers.
1.4.3 Logistics goals and strategies

Some important logistics goals/objectives include:
1. Quick response to change in the market and customer orders
2. Minimize variances in logistics service
3. Minimize inventory to reduce expense
4. Combine product movement by grouping shipments
5. Uphold high quality and engage in constant enhancement
6. Support the entire product life cycle and the reverse logistics supply chain
To design an effective logistics strategy, tactics such as the following can
be used:
1. Coordinating and managing functions: Physical inventory can be reduced
by improving communication with suppliers by communicating with
them regularly and keep them on the same page about logistics plans. If
possible, team up with suppliers and share knowledge about the demand
trend. Design the routing in such a way so that the inventory is kept in
transit most of the time; this strategy reduces inventory cost. Also clear
the freight while it is still in transit on the road, on water, or in the air so
it does not have to spend much time in customs, which reduces costs.
2. Integrating the supply chain: As logistics management is a vital part of
the supply chain, for uninterrupted flow of goods and information,
requires logistics internal process integration between its layers as well as
alignment between various functions along the supply chain are required.
Layers of transportation management include intermodal, equipment,
infrastructure, networks, modes, and basics. Transportation managers find
the best ways to align the strengths and weaknesses of these various
layers to provide high-quality, low-cost service to customers. Supply
chain functions include purchasing, logistics, production control, research
and development, marketing and sales, and distribution.
3. Substituting information for inventory: In order to construct the logistics
network, substituting information is crucial and requires taking key steps.
The first step is to locate in the right locations/countries. Once all geo-
graphical locations are identified, then analyze the forward and reverse
chains of supply and compare which locations that makes the logistics
function efficient and costeffective. The next step is to develop an
export import strategy. Estimate the volume of the product being
exported and imported, how many freights are needed, and then select
the location at which to place the inventory for strategic advantage. Step
three is selecting the warehouse location. Evaluate the number of ware-
houses needed, determine the distance of the warehouses from markets,
and then build the warehouses around the world in an efficient way to
minimize cost and delivery time. Step four is to selecting the mix of
transportation modes and carriers to supply the deliveries in an efficient
manner. Selecting the right number of partners also plays a significant
role in constructing the logistics network. This requires developing robust
information systems to quickly track accurate demand information and
locate inventory using GPS systems and barcoding technology.
4. Reducing supply chain partners to an effective minimum number: More
partners in the system makes it difficult and expensive to manage the
supply chain. Fewer partners in the system reduces cycle time, opera-
tional costs, and inventory-holding costs.
5. Pooling risks: Both manufacturers and suppliers should stock the com-
mon inventory components associated with the broad family of products
in a centralized warehouse to avoid storage cost and stock outs risk. This
strategy is especially helpful when high variability in demand is associ-
ated with a product.
1.4.4 Transportation processes

The transportation process consists of the following components (as shown
in Fig. 1.5):
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“Study your spelling, Charlie.”
“Charlie, come up here and stand by my desk.”
And so throughout the year, Miss Marlowe ignored the facts that
ought to have led to a reformation of this little boy’s habits.
CONSTRUCTIVE TREATMENT
When a child shows he has not been given careful teaching relative
to sex hygiene, go to his mother and advise her to take the child to a
physician. Explain the physical as well as the moral and mental help
it may be to the child to have one of two very slight operations
performed, after which, with proper diet and bathing, the boy may
easily forget his wrong habits.
COMMENTS
Children can best be taught at home on matters of sex hygiene.

This is especially true of children in the lower grades. Mothers, as a
rule, gladly respond to a teacher’s or physician’s suggestions for
improving the health of their children.
ILLUSTRATION (FOURTH GRADE)
Miss Morris, a fourth grade teacher, School Nurse

called together the mothers of her pupils Instructs
and asked a trained nurse who lived in the village to address them on
sex hygiene. After the talk, Miss Morris said: “The subject just
discussed is a most important one. I shall be very glad, indeed, to
make reports to any mothers whose children, in my judgment, need
attention relative to this subject, if it is the wish of the mothers here
present for me to do so.”
A vote was taken and the mothers thus expressed their desire to
have such help as the teacher could render. Thereafter she felt
perfectly free to go to them whenever it seemed necessary to discuss
this great subject, so pertinent to a child’s welfare.
CASE 153 (FOURTH GRADE)
Miss Vane saw a note fall upon Mary Pratt’s desk. She said,
“Mary, bring that note to me.”
The child, she knew had not yet read the note. Greatly
embarrassed, Mary looked questioningly at Clyde Mitchel before
starting toward Miss Vane.
Contrary to the courtesy which teachers Improper Notes
admonish pupils to show, Miss Vane stood
up, opened the note and perused it in the presence of the school.
While she was looking at the note, Clyde Mitchel buried his scarlet
face in his book.
“You wrote this note, didn’t you, Clyde?” asked Miss Vane.
Clyde only nodded “Yes,” and burrowed even deeper into his book.
“This is a shameful note,” said Miss Vane. “It contains words that
no child should ever write or speak. You may stay after school,
Clyde.”
The boys waited at the second corner from the school house for
Clyde after school.
In about ten minutes Clyde came running toward them.
“What did she do, Clyde?” they asked.
“Aw, nothing; she just preached a little and gave me a few licks
that wouldn’t hurt a baby.”
“What was in the note, anyway?”
He told them exactly what was in the note, and a loud “Hurray!”
went up from the group of listeners. The subject of conversation
among these boys as they went on down the street was as full of
unclean words and suggestions as the worst boys in the group could
think up.
If you can not deal with sex subjects privately, with pupils in the
lower grades, do not deal with them at all. Miss Vane made a mistake
in reading or referring to the note in the presence of others. In her
efforts to suppress such foul communications she occasioned a talk
upon the unnamable topics by all of her own room and many in other
rooms as well.
COMMENTS
Public punishment of culprits who offend by talking or writing on

sex subjects only occasions more such talk. It is like trying to quench
fire by brandishing a fire-brand which emits live sparks in every
direction, each one of which starts a conflagration.
ILLUSTRATION (THIRD GRADE)
When Sadie Moore picked up a note from Avoid Spreading

the floor and handed it to Miss Dietz, who Harm
taught the third grade, the teacher allowed no one to see her when
she read the note. She said privately to Sadie: “I desire that you say
nothing to any one about that note. That is the best way to help me in
this matter.” She studied the handwriting and note paper and fixed
the blame to a certainty upon Conrad James. She resolved at once to
keep sharp eyes on that boy, unknown to him, and to see that he had
no chance to have unrestricted conservation with other pupils for a
while. She supervised all play periods and thereby assured herself
that no harm should come to any one of her pupils through
association with him.
CASE 154 (SEVENTH GRADE)
Pearl Goodwin’s mother was a widow of Morbid Sex-

ill-repute in the village. The eighth grade consciousness
girls slighted Pearl hourly. They avoided sitting with her whenever
possible; they gave her too wide a space at the blackboard while the
rest of them stood so close together as to crowd their work; she went
sadly to and from school, walking alone, for none of the others would
walk with her.
The teacher, Miss Terman, herself a native of the village,
understood, and made no effort to change the situation.
One day Pearl brought a shameful note to Miss Terman, saying
that she found it on her desk. Miss Terman was shocked and made
public inquiry as to where the note came from. Some of the girls felt
sorry for Pearl and showed it by their attitude toward her. The writer
was not discovered. Every day, thereafter, for a week, Pearl showed a
similar note to Miss Terman, and the mystery grew and with it
sympathy for Pearl. Daily Miss Terman made a speech about the
notes and asked help in finding out the writer.
Finally, in despair, she consulted the superintendent of the school.
When he heard the history of the case he said:
“I believe that Pearl herself is the writer of those notes. Her mind
has been poisoned on the sex subject by taunts. I believe she is the
only one in your room who would write such notes.”
With this thought in mind, Miss Terman sought evidence of Pearl’s
guilt. She was not long in finding the half leaves in Pearl’s tablet from
which the paper for the notes had been torn. She even found Pearl
writing a note, and got her pitiful confession of taking this way to call
attention and sympathy to herself.
Miss Terman sentenced Pearl to isolation for the remainder of the
school year (about two months). She was compelled to take her seat
as soon as she arrived at school in the morning and at noon, to have
a separate recess from the others, and remain in her seat after school
closed until the other children had time to reach their homes.
Miss Terman should have drawn Pearl into the games of the other
girls early in the year. She should have said to the leader among the
girls, in private. “You have it in your hands to make a classmate
happy or miserable. You, yourself, will enjoy school better if no girl is
made sad and lonely. I know that the other girls will follow your lead
and, therefore, I desire that you invite Pearl Goodwin into your
school games and give her an opportunity to know and like good
company.”
COMMENTS
Miss Terman, by allowing the note-writing to be publicly known,

caused an epidemic of undesirable talk in her school. She kept this in
mind daily by her isolation program for Pearl. It is only when all are
concerned in a question of this kind that a public talk should be
made on questions of sex.
ILLUSTRATION (EIGHTH GRADE)
Enoch Fites found the disgraceful Hygienic Toilet

condition of the toilet rooms belonging to Rooms
his school to be a source of great temptation and danger to his
pupils. He first solved the general problem of winning his pupils’
confidence. He was a master in quietly introducing improvements in
the school. For example, he secured funds for a splendid clock, which
was connected with the Western Union Telegraph wires and was
corrected every hour. He established a manual training department
and set every boy in high school and in the eighth grade at a bench.
He opened up a domestic science department. He organized tennis
teams and put through a large number of important measures.
When the appropriate time came, he found no difficulty in putting
the toilet rooms for boys in a sanitary condition and keeping them
so. He remarked to a visitor,
“I have not inspected those rooms for two months, but I know just
how they are kept.”
“How in the world do you manage it?”
“I put it up to my boys. I made the toilet rooms entirely adequate
for their needs and then put it up to my boys to keep them clean.
They have never disappointed me.”
3. Meeting the Boy and Girl Question
CASE 155 (HIGH SCHOOL)

When Mr. Harley went to take up his work as superintendent of
the Jamesville High School, he said to a teacher who had served
there the year before: “I believe in preparedness—what was your
greatest disciplinary problem last year?”
“Parties, without a doubt,” she replied. High School
“The last party or the coming party Parties
occupied the minds of the students to the exclusion of their studies.
They were out late at night and consequently did mediocre work,
even the brightest of them.”
“Was nothing done to stop party going?”
“Well, you see, many of the parents upheld the pupils in what they
called their social education, so Mr. Turner (the former
superintendent) didn’t try to prohibit parties.”
“I’m glad to have this information,” replied Mr. Harley.
Later, when the pupils were known to be planning a hallowe’en
party, Mr. Harley announced that he would suspend every pupil who
attended any party at any time during the school year, without first
securing his permission, and that such permission would be given
only very rarely.
A storm of protest from the pupils was seconded by several
mothers, who called upon Mr. Harley to discuss the social aspect of
education.
When, after a nerve-racking day, he told Mrs. Hines, the leading
society woman of the village, that he must carry out his own plans
unaided by the parents, he unwisely aroused the opposition of so
many of his patrons that his work in Jamesville was very seriously
handicapped and he resigned at the end of his first year there.
A Parent-Teachers’ Club should be organized in every school. Early

in the year a meeting of the club should be devoted to the discussion
of out-of-school-hour entertainments. The superintendent should
have the pros and cons presented before the club by both parents
and teachers. The teacher who upholds parties should advise
mothers to talk often with their children upon the subject of
desirable companions; to forego all teasing of the sons and daughters
about “girls” and “beaux”; and to see to it that the young people have
wise chaperons.
COMMENTS
Much of the mischief that arises from parties is due to parents.

Realizing this to be the case, teachers should find a way to talk to
mothers about how to win and hold the confidence of their children
during the trying high school period. The girls should also be
admonished by their teachers to talk to their mothers freely about
their social affairs.
ILLUSTRATION 1 (HIGH SCHOOL)
Miss Fanson was a high school teacher who was justly admired by
the girls under her care. She had talked to the girls about the
deference and homage which they should show to their parents in
social matters. Alice Grant believed that Miss Fanson was exactly
right, hence was willing to act upon her teacher’s advice.
Since she had entered high school, boys had suddenly become very
interesting to Alice. She blushed one afternoon as she plucked up her
courage to reveal certain developments to her mother.
“Mother, the Freshmen are going to give a party, and a boy in my
German class has asked me to go. May I?” Her voice affected
indifference.
But Mrs. Grant knew her young daughter Retaining
and saw through that coolness. Her Alice Control
was excited and flushed and happy over a boy! And she stared
blankly for a moment as the realization forced its way. Then a
tempestuous refusal from a heart that resented her little girl’s
growing up sprang swiftly to her lips, but she kept back the words. It
did, indeed, hurt to have Alice begin to be a young lady, but could
even she, the most adoring of mothers, restrain time and the youth
that was blossoming in her child?
“I’ll have to think it over, Alice. I’ll tell you in the morning.”
And Alice went to her studying, confident that, whatever her
mother decided, she would be just and allow only big reasons to
weigh with her.
Mrs. Grant thought it over and that night talked it over with her
husband.
“She’s absurdly young—only fifteen,” he objected.
“Yes, but absurdly natural, too, and strong in her desires. I fear, if I
refuse, it may only surround boys with a mysterious glamour for her,
and she might then be tempted to associate with them in spite of me,
and any secrecy or deceit just now is dangerous. And you know our
Alice is growing pretty.”
Mr. Grant regretted and bemoaned the loss of his little girl, but
agreed. “But who is this boy?” he demanded. “Do you know him?”
“No. But I’m going to know all her friends from now on.”
And next morning, when Alice, pink-cheeked and eager-eyed,
sought her mother’s decision, she welcomed the “Yes” with a little
squeal of delight.
“But I’ve been thinking, Alice,” her mother added, “that I’d like to
know the boys and girls you’re going with. Wouldn’t you like to ask
some of them over here some evening before the party?”
“Would I? Well, rather! Mother, you’re a dear.”
“And what about a dress. I suppose you’d like a new one?” Further
question was stifled by an enthusiastic hug.
So they talked of the party and the dress, and then it was not far to
“the boys” and Alice’s new feeling for them. And Mrs. Grant felt that
the sweet intimacy she was entering with this new daughter more
than compensated for the loss of the little girl, who had suddenly
become a young woman.
When Alice returned from the party her mother showed interest in
each detail that her daughter related. She remarked: “You must have
had loads of fun—what did you have to eat? What did you especially
like in the conduct of your classmates?” It is while such concrete
subjects are being discussed that much guidance can be given the
daughter in her formation of opinions as to what is proper or
improper conduct. A teacher who brings about such intimacy as this
incident illustrates has done much for both mother and daughter.
ILLUSTRATION 2 (HIGH SCHOOL)
Miss Canfield took hold of her work with genuine interest as

science teacher in the James Fisk High School. Her knowledge of girl
nature was sufficient to save her from many blunders. Mary Turner
was her problem. A giddy set was overturning nearly all of the
constructive work done for her by her teachers.
Miss Canfield decided to go over matters with Mrs. Turner, Mary’s
mother. In the conversation, Mrs. Turner saw where she must take a
hand in Mary’s affairs.
There was no doubt but what Cecily Overcoming
Gregg, a classmate, was having a bad Undesirable
influence on Mary. Mrs. Turner rocked Influences
fitfully between stitches and remembered how sweet and natural
Mary had been before she got so intimate with Cecily. But now she
was catching some of that young lady’s affected ways, and, Mrs.
Turner feared, some of her lack of modesty with boy companions.
Cecily was seventeen, and Mary, a year younger, respected her
opinions greatly, and gloated over her popularity with certain
overdressed and rather sporty youths who took her about to picture
shows and ice cream parlors. Cecily was slowly convincing Mary that
theirs was the type to admire.
And Mrs. Turner had unwittingly let Mary drift so far from her
influence of late, that she felt helpless. She dared say nothing openly
against Cecily. Mary would only flare up in defense and stand more
staunchly for her friend. If she laid down rules, Mary might secretly
break them, and if she tried to make subtle suggestions, the girl was
certain to pounce on her meaning and resent it.
Mary came home from school that day full of plans for her
birthday party.
“Cecily says I must get some new dance records for the victrola.
Ours are all passé. And I’m going to make little crepe paper favors, by
a cute pattern that Cecily knows. And she wants me to ask Cousin
Ralph. Do you think he’d think us too young for him, since he’s
finished college? I’m crazy to have him meet Cecily! He’ll be ‘dippy’
about her.”
While Mary chattered, a thought lodged by Miss Canfield came to
Mrs. Turner. If she couldn’t influence her daughter herself, unaided,
she must reach her through others.
She answered: “Why, I think it would be lovely to ask him, and I’m
sure he’d like to come.”
And so Mary wrote a cordial invitation to Cousin Ralph and her
mother quietly added a postscript that night—a postscript that grew
into an epistle as she told her nephew, a clean-souled and manly
young fellow, of her problem about Mary.
“Can you help me?” she wrote. “A word from you would weigh
much with her. You’re her ideal of young manhood. Let her see that
you are not fascinated by Cecily; she believes her irresistible. Say no
more than you can judge by seeing her at the party, though. That will
be enough.”
His answer to Mary, his “sweet little cousin,” was frank and warm.
His answer to Mrs. Turner was earnest and sympathetic. He would
try.
The great evening came, and with it a gay and brightly dressed
bevy of Mary’s friends. Some were rollicking; some were bashful; but
Mrs. Turner fancied she saw the Cecily stamp on all of them. On all
except Evelyn Lewis, a simple, attractive girl with fine manners. If
Mary would only prefer her to Cecily!
Cousin Ralph arrived late and created a sensation, for he was tall
and good-looking and possessed of polish and charm. He led all the
fun after that and Mrs. Turner saw Mary’s eyes sparkling with pride
in him.
At a late hour the guests took their leave. But Ralph, lingering after
the others had left, talked over the party with Mary and her mother,
for the former was too excited to want the evening to end.
“How did you like the girls?” Mary inquired, eagerly. And just then
Mrs. Turner found an excuse to leave the room.
“Very much, little cousin. They’re a jolly lot of youngsters. And I’m
quite struck with one of them.”
“Oh, I knew you would be. Cecily, of course!”
“Cecily! O, no!” His emphasis was expressive.
“Not Cecily?” Mary was bewildered.
“That would-be chorus girl with come-hither eyes?” he demanded,
and then, seeing her stricken face, added hurriedly, “But maybe she’s
a special friend of yours.”
“Oh, no,—that is,—not so very. But she’s awfully popular.”
“With only one kind of boys, then, and that’s not the sort I’d like to
see you running round with, cousin mine. The girl that took my eye
was—her name was—Evelyn. She’s a peach. Ask me over some time
again when she’s here, will you?”
Mary nodded a little uncertainly, and then promised.
“Mother,” she said, wonderingly, as Mrs. Turner entered the room,
“Ralph likes Evelyn. And she certainly did look pretty tonight. I’m—
crazy about her myself!”
And as Mrs. Turner squeezed her nephew’s hand, she felt
somehow that a new name was about to be substituted for “Cecily” in
Mary’s vocabulary.
Miss Canfield listened attentively to the mother’s report of the
party and of Mary’s drift into better companionship and naturally
lent aid to the scheme in a dozen little ways—assignments of team
work, comments to Mary on certain lovely qualities in Evelyn and
her type of girl, recommendation of books and magazine articles, etc.
Mother and teacher accomplished an important piece of work by
this campaign in which they substituted, in the unformed mind of a
school girl, a correct model of young womanhood in place of a
degraded type.
4. Falling in Love with the Teacher
When pupils fall in love with their teachers, the problem is not
nearly so serious as the same event would be out of school, for the
reason that every normal tradition of school relations is against such
a state of affairs. The teacher stands, as is said so often, in loco
parentis; and if teachers are fit to bear this relation to their pupils,
they can, and will, easily handle any tendencies toward too intimate
relations with their pupils. The treatment for a pupil who develops
too ardent an admiration for a teacher is based upon the process of
de-personalizing the relations between them; for almost always it
will be found that when pupils have fallen in love with their teachers,
it is because, purposely or unconsciously, the relations have been too
personal.
There are two typical cases—that of young girls who fall in love
with an attractive young man teacher, whom usually they hope to
captivate and marry; and that of boys, relatively less mature, who
rarely reach the ridiculousness of such plans, but shower such
attentions as they may upon the object of their affections, and go to
any length to please her. Most young women teachers have the tact
and good sense to manage such cases wisely, keeping the boys within
the bounds of a normal and fairly platonic regard, and often using
their power to bring about the development of a fine idealism and
many manly virtues in their admirers. But the vain young woman
who likes this kind of popularity is not unknown in schools; she is a
nuisance, doing more harm by her vanity than a dozen sensible
colleagues can undo through every means known to good pedagogy.
The teacher is to blame, as a rule, when either of these conditions
develops. Being older and more experienced, he has the upper hand
and can cure the malady, if he will, especially as he has every sane
tradition on his side. The elimination of the dangerous personal
attitude, of opportunities for the expression of regard, of the
personal appeal, and of subtle suggestions of a sentimental nature,
are all in the power of the teacher. It is just a question of whether he
cares to exercise his will and his ingenuity in the interest of a healthy
relation, or whether he chooses rather to have his vanity flattered by
attentions and popularity.
CASE 156 (HIGH SCHOOL)
Annabel Kingsley was an English teacher Appeals to Vanity

in a small, prosperous town. She was a tiny,
sharp-faced girl of about twenty-five, keenly intelligent, clever and
selfseeking. She dressed well; she sought social opportunities; she
made the most of her friends. Before she had been teaching a month
she had won the devoted admiration of all the boys and most of the
girls in her classes and by Thanksgiving the other women teachers
would hardly speak to her, regarding her with that silent scorn which
intelligent women have for their sisters who will not play fair. The
superintendent was divided between amusement and contempt.
Miss Sperry, the mathematics teacher, went to Miss Bulwer, who
had had the Latin and German for years, and had a talk with her.
“My boys and girls come day after day with their algebra only half
learned,” she complained. “They say they don’t have time for it, and
they are losing all their interest, too. But they write great long
compositions for Miss Kingsley that must take hours to do, and now
she talks of getting up a play to be given at Christmas. She seems to
have captured them completely. How does she do it?”
“When you’ve seen as much of teachers as I have you’ll know,”
Miss Bulwer replied, grimly. “I haven’t heard her talk to them, but I
can tell you just how she goes about it. She makes every one of them
think he’s the budding genius of the century. She has Verne Gibbs
reading Ibsen and planning to write a tragedy. I’ll be bound! She has
persuaded Morris Talbot that he can write short stories. Warren
Hughes thinks he’s very remarkable because she told him he could
appreciate Francis Thompson. Maybe he can, but he can also
appreciate Cicero when he’s given half a chance. Every one of those
youngsters thinks that at last he has found a teacher who really sees
what is in him, the great promise to which the rest of us are blind.
Then he proceeds to fall in love with Miss Kingsley to show her that
her interest is not lost. She appeals to the adolescent vanity that they
all have so much of, and she’s making them so insufferably self-
conscious and sentimental and onesided that you and I can’t do
anything with them.”
Miss Sperry watched Miss Kingsley. She saw that the boys who
could use their father’s automobiles vied with each other for the
honor of taking her home on Friday nights—she lived in a
neighboring town; that they hung over her desk before and after
sessions, engaged in interminable discussions of the value of poetry
or the madness of Hamlet. On her birthday her desk was banked
with roses; Miss Sperry wondered how they found out when her
birthday came. Miss Kingsley’s work went very well, but she robbed
every other teacher of the time and energy that fairly belonged to the
other subjects taught. The result was that the poor work caused by
her selfish policy showed in the classes of other teachers. In her own
there was a constant and lively interest, fanned continuously by the
numberless “conferences” with which she kept her hold on her
students. The school was badly demoralized by Christmas, and yet
the real cause of all the trouble appeared to be the one brilliantly
successful teacher on the force.
The principal of a school should see to it that each teacher and

each subject has a fair share of the attention of the students. In this
case, the principal should say to Miss Kingsley, “I notice that a
number of our boys are falling behind with their mathematics, and
Miss Bulwer tells me that Howard Grimes failed in Latin last month
—something never heard of before. I have been looking for the cause,
and I find that most of those who are failing are spending more time
on their English than is fair. You are stimulating them by a personal
appeal to put time on English which really belongs to other studies.
So I am asking you to discontinue your private conferences for the
present; and, moreover, it is not dignified for you to accept
attentions from the boys as though they were your own age; it will
lead to criticism which will hurt your work and your influence.”
Private talks to the boys and girls about their work, following this
restriction of the English teacher’s demands, may help to bring
results. The other teachers should be encouraged to make their work
as appealing as possible, and to show a personal interest in the
bringing up of grades in the neglected studies. Most important of all,
wholesome social conditions may be stimulated by a series of parties
among the high school students, in which normal relations amongst
themselves are encouraged. Such regulations for study as are needed
to keep the boys from too much contact with Miss Kingsley are to be
adopted, without making their object obvious to the pupils.
COMMENTS
The amative impulses of youth are not vicious, but need direction
and control. Self-control, above all else, is to be taught, and the
teaching must often be reinforced by wise, friendly restraint. Frank
friendships are to be encouraged; sickly, silly sentimentality laughed
out of court. If a teacher, instead of standing ready to give this help
and guidance when it is needed, encourages a sentimental devotion,
as Miss Kingsley did, the most fundamental safeguard of youth is
sacrificed—the ideal of controlled emotion, of a conscious saving of a
sacred experience for the future. A large range of interests, a healthy
balance of activities, and a wholesome unconsciousness of self, tend
to keep young people simple and child-like in their emotional lives.
Above all, no teacher has any business to give the impression that he
alone appreciates youth and its promise, or to make his relations
with impressionable boys and girls unduly personal.
ILLUSTRATION (HIGH SCHOOL)
Clarence Miller was an exceedingly “A Wet Blanket”

handsome young teacher in a small village for Infatuation
high school. In his second year of service, Carolyn Brush, daughter of
the great man of the town, decided that she would not return to the
fashionable boarding school which she had been attending, but
would go to the village school and subjugate Clarence Miller, whom
she met during the Christmas vacation. She was very pretty and very
clever, and her stay in a girl’s boarding school had not made her less
romantic than other girls are.
The lessons were easy for her, and during the first few days she
recited brilliantly, hoping to win special attention from the young
principal. He accepted her most studied efforts with the same
pleasant courtesy he gave to all, and then Carolyn tried another plan.
She failed to recite altogether, looking at Mr. Miller with a pitiful,
hurt look whenever he called upon her, and shaking her pretty head
sadly. The village boys and girls, somewhat awed at best by Carolyn’s
pretty clothes and polished manners, and keenly conscious of
everything she did, observed all this with much interest. Carolyn
became more and more enamored of Mr. Miller the more she saw of
him.
One morning she stepped to the desk when there were no other
pupils near. “Mr. Miller,” she said, “I wonder if I may speak to you—
alone—some time? Tonight, after school, perhaps? Just for a
moment. I am in such trouble.”
“Of course you may, Miss Carolyn,” said Mr. Miller, heartily. “I’ll
be glad to help you if I can.”
But Carolyn was not at school that afternoon. She called up the
school by telephone at five after four, however, said that her mother
had required her help that afternoon, and added that they all wanted
Mr. Miller to come up for supper. “And I hope you will, for I do feel
that you can help me. We can talk after supper.”
“Sorry, but I have some work that is going to take my whole
evening, Miss Carolyn. You can tell me about that matter at recess
tomorrow. Please thank your mother for the invitation, and tell her
how sorry I am I can’t come.”
At recess the next morning, Carolyn said, when she was sure no
prying boy lingered near:
“Oh, Mr. Miller, I have been so worried lately I just couldn’t study.
I have a dear friend at school, whom I’ve trusted and loved for two
years more than anyone else. And now I find that she has deceived
me, and it almost breaks my heart. It seems as if everything has just
stopped, you know; life isn’t the same. What can one do? If one can’t
trust one’s friends, what is there one can count upon?” She looked up
at him with tears in her eyes, the lovely picture of disillusioned youth
in its most appealing form. “I just had to talk to some one about it,
and you’re the only person here who is—you know—like myself—who
would understand.”
Mr. Miller neither fell into this fair trap nor shied at it. He said,
“Now, I’ll tell you just what I would do if I were you. You talk to your
father. He knows all about people, and he’ll give you more good
advice in a minute than I could in a year. If it were I, and a girl had
treated me like that, I’d find a better chum and let her go, and not
weep over it either. Just stop worrying about her. You can’t afford to
lose out on your lessons for a snip of a girl who doesn’t know a good
friend when she has one. Oh—you’ll excuse me, won’t you? I
promised the boys to show them a new curve, and here they are for
me.” And the cautious, sensible principal vanished out-of-doors.
Carolyn, being really infatuated, made one more attempt. “I know
you don’t like me,” she told the principal one day. “But why is it?
What have I done, that you should hate me so? I have tried to get my
lessons, and tried to be good in school; but you seem to hate the very
sight of me.”
“Now, that’s all nonsense,” Mr. Miller averred. “I like you just as
well as anyone else in the room, and, so far as I know and intend, I
treat you just as I do the others.”
To be treated just as the others were treated, was exactly what
Carolyn did not want. She suddenly discovered that the principal was
not handsome, and that she did not care for him. She told her father
that the school was so much poorer than Grey Gables that she
wanted to go back there, and at the Easter vacation she left the high
school. So Carolyn came and went, and not one of the other pupils
knew of the little comedy of sentiment and sense that had taken
place there that winter.
The quickly-veering emotion of youth is easily stimulated or
inhibited by suggestion. Mr. Miller saw through the schemes of his
pupil, and, instead of falling in with them, as he might have done had
he wanted excitement or adulation or romantic adventure, he cut
them off in a friendly, but matter-of-fact way that nipped expectation
in the bud. A flirtation with his pretty pupil might have been a great
deal of fun, but it would have marred his influence with the people of
the village and with his pupils; and he was wise enough to deny
himself that fun for the sake of his professional duty. He might have
stimulated an adventure in half a dozen ways; he steadily declined
even to suggest the thought of such a thing until Carolyn was cured
of her fancy. Without humiliating her in any way, before the other
students, he kept his relations with her impersonal and free of
romantic elements, and so gradually overcame her infatuation by
giving it nothing to feed upon.
DIVISION X
Who breaks his faith no faith is held with him.

—Cervantes
Always act in such a way as to secure the love of your neighbor.

—Cato
AN ILLUSTRATIVE CONTRAST BETWEEN
FAILURE AND SUCCESS
Mr. Bradley was principal for two years of the Newcastle school.
He revealed his characteristics as a teacher so fully that we find in
him an example of the type not to be recommended and yet one that
is very instructive for students of school discipline.
In stature he was slightly below medium height. He came from
rural ancestry and was fairly well equipped as to physique. He had
black hair and eyes, somewhat mobile features and a wandering
gaze. His movements could hardly be called quick, but they were
prompt and without distinct mannerisms.
He had a most gracious manner when meeting people on the street
or in their homes. He spoke kindly to everyone and had the
reputation among the townspeople of being a royal, good fellow.
Even his pupils could not deny that he treated them very courteously
and jovially outside of school hours.
Despite all this he used essentially the method of the hen-pecking
incompetent when handling disciplinary matters in school. The
moment he entered the school precincts he was a different man. His
countenance then betrayed the sternness of the schoolmaster who
dwelt within and apart from the polite gentleman he seemed to be
when outside the school-room. His eyebrows gathered and his
muscles reverberated with the sense of authority that flooded his
whole nature.
His eye was on the lookout for misdemeanors and if a pupil made a
misstep in the realm where Mr. Bradley thought he had jurisdiction,
that harsh, strident voice, with but the slightest trace of fellow-
feeling, spoke the word of correction or announced an impending
penalty.
In the school-room it was his delight to slip up behind an offender
and pluck him by the ear as a reminder of duty. Being the only
instructor who indulged in this practice it soon came to be one of the
most odious signals of his presence in the room. When absorbed in
his subject he made instruction interesting; his pupils could not fail
to learn if they did not venture to vary the program by misconduct.
However, their recollection of his general attitude toward them, the
ease with which they could upset his plans by introducing a few
school pranks, the certainty that he would lose his temper on slight
provocation, always hung as a barrage screen between them and
undivided concentration on the subject-matter of their lessons.
Mr. Bradley made it a practice to watch for accumulating offenses.
He felt incompetent to handle minor evils, but attempted to squelch
a wayward pupil by reciting a list of grievances and applying
penalties for the same. He had a good memory for facts of this sort.
He could shake his finger in the face of a boy or girl and say, “Didn’t
you pull Esther’s hair yesterday ... trip up Jimmie on the way to class
in geometry and purposely spill the crayons when you were at the
board? Now, I have had enough of this. I want to know what you are
going to do about it.”
This gentleman could not catch the drift of things. Early in his first
year Mr. Bradley’s attention rested upon Ted. Ted was a short,
heavy-set chap of some fourteen years, incapable of any
revolutionary propensities, but able to interest himself with a variety
of aggravating tricks. His pranks were individually almost too small
to command severe penalties, but they were too annoying to escape
the principal’s eye.
Unfortunately, Mr. Bradley hit upon the lash as a cure for Ted.
Selecting a more pronounced misdemeanor as an opportunity for
settling accounts with the troublesome pupil, he gave him a sound
whipping.
There was some ground for the general protest that arose from the
high school. Ted was a favorite with every one. The crude principal
had struck one but he had wounded all. His untactfulness had made
him abhorrent to all, even to those who had not hitherto drawn upon
themselves his specific disapproval and useless punishments. Mr.
Bradley, perhaps, never knew that he had undermined his own
usefulness as much by this treatment of a school favorite as by any
single deed that transpired during his whole stay in Newcastle.
He had his own method of handling the problem of whispering. He
made it a rule that every pupil in high school must answer at roll call
at the end of the day on the matter of whispering. If a pupil had
whispered he must answer “Present,” and specify the number of
times during the day he had whispered. If he had a clear record on

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Logistics Transportation Systems

For Information on all Elsevier publications

Publisher: Joe Hayton

1. Overview of transportation logistics 1

2. Network and cost analysis of transportation system 37

3. Transportation infrastructure and equipment 59

4. Transportation rules and regulations 89

4.2 Creating transportation laws 89

5. Intermodal transportation 109

5.5.4 Trends of container freight shipments in the United States 119

6. Logistics transportation problems with linear

7. Assignment and transshipment problems with linear

7.6 Sensitivity 194

8. Logistics customer services 197

9. Transportation rates and decision analysis 219

9.4.1 Characteristics 224

10. Transportation routing 251

10.3.3 Coincident origin and destination points 256

11. Transportation security 281

11.7 Cost of security 297

12. Reshoring and its impact on transportation and

13. Automotive transportation logistics 331

13.5 Contributors of the automotive supply chain 337

A Instructor’s Guide website for this book is available at:

Logistics and transportation systems have changed significantly in recent

This text is basically a course resources for a logistics transportation sys-

defining objective functions and constraints that prevent to achieve the

concepts, illustrates concepts with visuals and graphics when possible,

I would like to express my sincere appreciation to numerous students and

Logistics Transportation Systems. DOI: https://doi.org/10.1016/B978-0-12-815974-3.00001-0

cost of delivering a product to the market, it generates significant revenues

1.2 The importance of transportation systems

TABLE 1.1 Examples of physical transportation systems in World’s Top

transportation of goods from suppliers to consumers. However, this may also

TABLE 1.2 US transportation network length (miles).

Mode 2003 2013

Sweden 2018 2 4.05 4.05 4.24 3.92 3.98 3.88 4.28

Netherlands 2018 6 4.02 3.92 4.21 3.68 4.09 4.02 4.25

Singapore 2018 7 4 3.89 4.06 3.58 4.1 4.08 4.32

United 2018 9 3.99 3.77 4.03 3.67 4.05 4.11 4.33

Switzerland 2018 13 3.9 3.63 4.02 3.51 3.97 4.1 4.24

Finland 2018 10 3.97 3.82 4 3.56 3.89 4.32 4.28

Australia 2018 18 3.75 3.87 3.97 3.25 3.71 3.82 3.98

1.3 The history of transportation systems

FIGURE 1.2 Early transportation.

FIGURE 1.4 Sample delivery by a drone.

premiums. New technological advancements in each of these modes will con-

Companies engaged in supply chain operations are deploying drones, oth-

1.4 Transportation management

1.4.1 Logistics planning

1.4.2 Logistics functions

1.4.3 Logistics goals and strategies

1.4.4 Transportation processes

Children can best be taught at home on matters of sex hygiene.

ILLUSTRATION (FOURTH GRADE)

Miss Morris, a fourth grade teacher, School Nurse

Public punishment of culprits who offend by talking or writing on

ILLUSTRATION (THIRD GRADE)

When Sadie Moore picked up a note from Avoid Spreading

CASE 154 (SEVENTH GRADE)

Pearl Goodwin’s mother was a widow of Morbid Sex-

Miss Terman, by allowing the note-writing to be publicly known,

ILLUSTRATION (EIGHTH GRADE)