Practical Demonkeeping Chapter 27-28

27 AUGUSTUS Augustus Brine lit his pipe and played back the details of Travis's story in his mind. He had finished the bottle of wine, but if anything, it had brought clarity to his thoughts by washing away the adrenaline from the morning's adventure. â€Å"There was a time, Travis, that if someone had told me a story like that, I would have called the mental-health people to come and pick him up, but in the last twenty-four hours reality has been riding the dragon's back, and I'm just trying to hang on myself.† â€Å"Meaning what?† Travis asked. â€Å"Meaning I believe you.† Brine rose from the chair and began untying the ropes that bound Travis. There was a scuffling behind them and Brine turned to see Gian Hen Gian coming through the living room wearing a flowered towel around his waist and another around his head. Brine thought he looked like a prune in a Carmen Miranda costume. â€Å"I am refreshed and ready for the torture, Augustus Brine.† The Djinn stopped when he saw Brine untying the demonkeeper. â€Å"So, will we hang the beast from a tall building by his heels until he talks?† â€Å"Lighten up, King,† Brine said. Travis flexed his arms to get the blood flowing. â€Å"Who is that?† he asked. â€Å"That,† Brine said, â€Å"is Gian Hen Gian, king of the Djinn.† â€Å"As in genie?† â€Å"Correct,† Brine said. â€Å"I don't believe it.† â€Å"You are not in a position to be incredulous toward the existence of supernatural beings, Travis. Besides, the Djinn was the one who told me how to find you. He knew Catch twenty-five centuries before you were born.† Gian Hen Gian stepped forward and shook a knotted brown finger in Travis's face. â€Å"Tell us where the Seal of Solomon is hidden or we will have your genitals in a nine-speed reverse action blender with a five-year guarantee before you can say shazam!† Brine raised an eyebrow toward the Djinn. â€Å"You found the Sears catalog in the bathroom.† The Djinn nodded. â€Å"It is filled with many fine instruments of torture.† â€Å"There won't be any need for that. Travis is trying to find the seal so he can send the demon back.† â€Å"I told you,† Travis said, â€Å"I've never seen the Seal of Solomon. It's a myth. I read about it a hundred times in books of magic, but it was always described differently. I think they made it up in the Middle Ages to sell books of magic.† The Djinn hissed at Travis and there was a wisp of blue damask in the air. â€Å"You lie! You could not call up Catch without the seal.† Brine raised a hand to the Djinn to quiet him. â€Å"Travis found the invocation for calling up the demon in a candlestick. He never saw the seal, but I believe it was concealed in the candlestick where he could not see it. Gian Hen Gian, have you ever seen the Seal of Solomon? Would it be possible to conceal it in a candlestick?† â€Å"It was a silver scepter in Solomon's time,† the Djinn said. â€Å"I suppose it could have been made into a candlestick.† â€Å"Well, Travis thinks that the invocation for sending the demon back is concealed in the candlestick he didn't open. I'd guess that anyone who had that knowledge and the Seal of Solomon would also have an invocation for giving you your power. In fact, I'd bet my life on it.† â€Å"It is possible, but it is also possible that the dark one is misdirecting you.† â€Å"I don't think so,† Brine said. â€Å"I don't think he wanted to be involved in this any more than I did. In seventy years he's never figured out that it's his will that controls Catch.† â€Å"The dark one is retarded, then!† â€Å"Hey!† Travis said. â€Å"Enough!† Brine said. â€Å"We have things to do. Gian Hen Gian, go get dressed.† The Djinn left the room without protest and Brine turned again to Travis. â€Å"I think you found the woman you've been looking for,† he said. â€Å"Amanda and Effrom Elliot were married right after he returned from World War One. They get their picture in the local paper every year on their anniversary – you know, under a caption that reads, ‘And they said it wouldn't last.' As soon as the king is ready we'll go over there and see if we can get the candlesticks – if she still has them. I need your word that I can trust you not to try to escape.† â€Å"You have it,† Travis said. â€Å"But I think we should go back to Jenny's house – be ready when Catch returns.† Brine said, â€Å"I want you to try to put Jenny out of your mind, Travis. That's the only way you'll regain control of the demon. But first, there's something you ought to know about her.† â€Å"I know – she's married.† â€Å"No. She's Amanda's granddaughter.† 28 EFFROM Never having died before, Effrom was confused about how he should go about it. It didn't seem fair that a man his age should have to adapt to new and difficult situations. But life was seldom fair, and it was probably safe to assume that death wasn't fair either. This wasn't the first time he had been tempted to firmly demand to speak to the person in charge. It had never worked at the post office, the DMV, or return counters at department stores. Perhaps it would work here. But where was here? He heard voices; that was a good sign. It didn't seem uncomfortably warm – a good sign. He sniffed the air – no sulfur fumes (brimstone, the Bible called it); that was a good sign. Perhaps he had done all right. He did a quick inventory of his life: good father, good husband, responsible if not dedicated worker. Okay, so he cheated at cards at the VFW, but eternity seemed like an awfully long sentence for shuffling aces to the bottom of the deck. He opened his eyes. He had always imagined heaven to be bigger and brighter. This looked like the inside of a cabin. Then he spotted the woman. She was dressed in an iridescent purple body stocking. Her raven-black hair hung to her waist. Heaven? Effrom thought. She was talking on the phone. They have phones in heaven? Why not? He tried to sit up and found that he was tied to the bed. Why was that? Hell? â€Å"Well, which is it?† he demanded. The woman covered the receiver with her hand and turned to him. â€Å"Say something so your wife will know you're okay,† she said. â€Å"I'm not okay. I'm dead and I don't know where I am.† The woman spoke into the phone, â€Å"You see, Mrs. Elliot, your husband is safe and will remain so as long as you do exactly as I have instructed.† The woman covered the mouthpiece again. â€Å"She says she doesn't know about any invocation.† Effrom heard a gravely male voice answer her, but he couldn't see anyone else in the cabin. â€Å"She's lying,† the voice said. â€Å"I don't think so – she's crying.† â€Å"Ask her about Travis,† the voice said. Into the phone the woman said: â€Å"Mrs. Elliot, do you know someone named Travis?† She listened for a second and held the receiver to her breast. â€Å"She says no.† â€Å"It might have been a long time ago,† the voice said. Effrom kept looking for who was talking but could see no one. â€Å"Think,† the woman said into the phone, â€Å"it might have been a long time ago.† The woman listened and nodded with a smile. Effrom looked in the direction of her nod. Who the hell was she nodding to? â€Å"Did he give you anything?† The woman listened. â€Å"Candlesticks?† â€Å"Bingo!† the voice said. â€Å"Yes,† said the woman. â€Å"Bring the candlesticks here and your husband will be released unharmed. Tell no one, Mrs. Elliot. Fifteen minutes.† â€Å"Or he dies,† the voice said. â€Å"Thank you, Mrs. Elliot,† the woman said. She hung up. To Effrom she said, â€Å"Your wife is on the way to pick you up.† â€Å"Who else is in this room?† Effrom asked. â€Å"Who have you been talking to?† â€Å"You met him earlier today,† the woman said. â€Å"The alien? I thought he killed me.† â€Å"Not yet,† the voice said. â€Å"Is she coming?† Catch asked. Rachel was looking out the cabin window at a cloud of dust rising from the dirt road. â€Å"I can't tell,† she said. â€Å"Mr. Elliot, what kind of car does your wife drive?† â€Å"A white Ford,† Effrom said. â€Å"It's her.† Rachel felt a shiver of excitement run through her. Her sense of wonder had been stretched and tested many times in the last twenty-four hours, leaving her open and raw to every emotion. She was afraid of the power she was about to gain, but at the same time, the myriad possibilities that power created diluted her fear with a breathless giddiness. She felt guilty about abusing the old couple in order to gain the invocation, but perhaps with her newfound power she could repay them. In any case, it would be over soon and they would be going home. The actual nature of the Earth spirit bothered her as well. Why did it seem†¦ well†¦ so impious? And why did it seem so male? The Ford pulled up in front of the cabin and stopped. Rachel watched a frail old woman get out of the car holding two ornate candlesticks. The woman clutched the candlesticks to her and stood by the car looking around, waiting. She was obviously terrified and Rachel, feeling a stab of guilt, looked away. â€Å"She's here,† Rachel said. Catch said, â€Å"Tell her to come in.† Effrom looked up from the bed, but he could not rise enough to see out the window. â€Å"What are you going to do to the wife?† he demanded. â€Å"Nothing at all,† Rachel said. â€Å"She has something I need. When I get it, you can both go home.† Rachel went to the door and threw it open as if she were welcoming home a long-lost relative. Amanda stood by the car, thirty feet away. â€Å"Mrs. Elliot, you'll need to bring the candlesticks in so we can inspect them.† â€Å"No.† Amanda stood firm. â€Å"Not until I know that Effrom is safe.† Rachel turned to Effrom. â€Å"Say something to your wife, Mr. Elliot.† â€Å"Nope,† Effrom said. â€Å"I'm not speaking to her. This is all her fault.† â€Å"Please cooperate, Mr. Elliot, so we can let you go home.† To Amanda, Rachel said, â€Å"He doesn't want to talk, Mrs. Elliot. Why don't you bring the candlesticks in? I assure you that neither one of you will be harmed.† Rachel couldn't believe that she was saying these things. She felt as if she were reading the script from a bad gangster movie. Amanda stood clutching the candlesticks, uncertain of what she should do. Rachel watched the old woman take a tentative step toward the cabin, then, suddenly, the candlesticks were ripped from her grasp and Amanda was thrown to the ground as if she'd been hit by a shotgun blast. â€Å"No!† Rachel screamed. The candlesticks seemed to float in the air as Catch carried them to her. She ignored them and ran to where Amanda lay on the ground. She cradled the old woman's head in her arms. Amanda opened her eyes and Rachel breathed a sigh of relief. â€Å"Are you all right, Mrs. Elliot? I'm so sorry.† â€Å"Leave her,† Catch said. â€Å"I'll take care of both of them in a second.† Rachel turned toward Catch's voice. The candlesticks were shaking in the air. She still found it unsettling to talk to a disembodied voice. â€Å"I don't want these people hurt, do you understand?† â€Å"But now that we have the invocation, they are insignificant.† The candlesticks turned in the air as Catch examined them. â€Å"Come now, I think there's a seam on one of these, but I can't grip it. Come open it.† â€Å"In a minute,† Rachel said. She helped Amanda get to her feet. â€Å"Let's go in the house, Mrs. Elliot. It's all over. You can go home as soon as you feel up to it.† Rachel led Amanda through the front door, holding her by the shoulders. The old woman seemed dazed and listless. Rachel was afraid she would drop any second, but when Amanda saw Effrom tied to the bed, she shrugged off Rachel's support and went to him. â€Å"Effrom.† She sat on the bed and stroked his bald head. â€Å"Well, wife,† Effrom said, â€Å"I hope you're happy. You go gallivanting all over the state and you see what happens? I get kidnapped by invisible moon-men. I hope you had a good trip – I can't even feel my hands anymore. Probably gangrene. They'll probably have to cut them off.† â€Å"I'm sorry, Effrom.† Amanda turned to Rachel. â€Å"Can I untie him, please?† The pleading in her eyes almost broke Rachel's heart. She had never felt so cruel. She nodded. â€Å"You can go now. I'm sorry it had to be this way.† â€Å"Open this,† Catch said. He was tapping a candlestick on Rachel's shoulder. While Amanda untied Effrom's wrists and ankles and rubbed them to restore the circulation, Rachel examined one of the candlesticks. She gave it a quick twist and it unscrewed at the seam. From the weight of it, Rachel would have never guessed that it was hollow. As she unscrewed it, she noticed that the threads were gold. That accounted for the extra weight. Whoever had made the candlesticks had gone to great lengths to conceal the hollow interior. The two pieces separated. A piece of parchment was tightly rolled inside. Rachel placed the base of the candlestick on the table, slid out the yellow tube of parchment, and slowly began to unroll it. The parchment crackled, and the edges flaked away as it unrolled. Rachel felt her pulse increase as the first few letters appeared. When half the page was revealed, her excitement was replaced with anxiety. â€Å"We may be in trouble,† she said. â€Å"Why?† Catch's voice emanated from a spot only inches away from her face. â€Å"I can't read this; it's in some foreign language – Greek, I think. Can you read Greek?† â€Å"I can't read at all,† Catch said. â€Å"Open the other candlestick. Maybe what we need is in there. Rachel picked up the other candlestick and turned it in her hands. â€Å"There's no seam on this one.† â€Å"Look for one; it might be hidden,† the demon said. Rachel went to the kitchen area of the cabin and got a knife from the silverware drawer to scrape away the silver. Amanda was helping Effrom get to his feet, urging him across the room. Rachel found the seam and worked the knife into it. â€Å"I've got it.† She unscrewed the candlestick and pulled out a second parchment. â€Å"Can you read this one?† Catch said. â€Å"No. This one's in Greek, too. We'll have to get it translated. I don't even know anyone who reads Greek.† â€Å"Travis,† Catch said. Amanda had Effrom almost to the door when she heard Travis's name. â€Å"Is he still alive?† she asked. â€Å"For a while,† Catch said. â€Å"Who is this Travis?† Rachel asked. She was supposed to be the one in charge here, yet the old woman and the demon seemed to know more about what was going on than she did. â€Å"They can't go,† Catch said. â€Å"Why? We have the invocation; we just need to get it translated. Let them go.† â€Å"No,† Catch said. â€Å"If they warn Travis, he will find a way to protect the girl.† â€Å"What girl?† Rachel felt as if she had walked into the middle of a plot-heavy mystery movie and no one was going to tell her what was happening. â€Å"We have to get the girl and hold her hostage until Travis translates the invocation.† â€Å"What girl?† Rachel repeated. â€Å"A waitress at the cafe in town. Her name is Jenny.† â€Å"Jenny Masterson? She's a member of the coven. What does she have to do with this?† â€Å"Travis loves her.† â€Å"Who is Travis?† There was a pause. Rachel, Amanda, and Effrom all stared at empty air waiting for the answer. â€Å"He is my master,† Catch said. â€Å"This is really weird,† Rachel said. â€Å"You're a little slow on the uptake, aren't you, honey?† Effrom said.

Improving Communication for People with Learning Disabilitie

learning zone CONTINUING PROFESSIONAL DEVELOPMENT Page 58 Improving communication for people with learning disabilities Page 66 Learning disabilities multiple choice questionnaire Page 67 Read Annette Martyn’s practice profile on type 2 diabetes Page 68 Guidelines on how to write a practice profile Improving communication for people with learning disabilities NS336 Godsell M, Scarborough K (2006) Improving communication for people with learning disabilities. Nursing Standard. 20, 30, 58-65. Date of acceptance: February 6 2006. Summary Patients with learning disabilities have higher healthcare risks than the general population. Similar essay: Collate Information About an Individual's Communication and the Support ProvidedHealth professionals need to develop skills that enable them to communicate effectively with this patient group. Identifying barriers to communication is the first step to reducing or removing them. Suggested strategies to improve healthcare access for patients with learning disabilities include: developing individualised health action plans, simplifying communication styles and providing accessible facilities and tailored resources. learning activities you should be able to: Understand the impact of communication on interaction between healthcare providers and patients with learning disabilities.Describe the relationship between communication and the health inequalities experienced by people with learning disabilities. Identify strategies to improve communication between health providers and patients with learning disabilities. Authors Matthew Godsell and Kim Scarborough are senior lecture rs, Faculty of Health and Social Care, University of the West of England, Bristol. Email: Matthew. [email  protected] ac. uk Introduction Learning disability is not a diagnosis but a term used to describe people with a wide range of strengths and needs.Eighty per cent of children and 60 per cent of adults with learning disabilities live with their families (Gravestock and Bouras 1997), and many people with learning disabilities exceed the expectations of families and professionals in their capacity to learn new skills and develop their talents (NHS Executive 1999). The term ‘learning disability’ says little about an individual’s strengths and needs but it does incorporate three elements that appear in most definitions (Box 1). Emerson et al (2001) state that the number of people with learning disabilities in the UK has not been determined.They estimate that in the UK there could be as many as 350,000 people with severe learning disabilities (intelligence quotie nt (IQ) 50). This means that 2 per cent of patients are likely to have a learning disability (NHS Executive 1999). The ways in which people with learning disabilities are described have changed. Terminology and related facts are listed in Box 2. NURSING STANDARD Keywords Communication; Learning disabilities nursing: attitudes These keywords are based on the subject headings from the British Nursing Index. This article has been subject to double-blind review.For related articles and author guidelines visit our online archive at www. nursing-standard. co. uk and search using the keywords. Aims and intended learning outcomes The aim of this article is to explore the impact of communication on health care for people with learning disabilities. The article discusses how cognition and communication influence interactions between healthcare providers and patients. It also examines how poor communication can contribute to health inequalities that separate people with learning disabilities f rom the rest of the population.The article explores communication strategies that can overcome or reduce barriers to effective health care. After reading this article and completing the 58 april 5 :: vol 20 no 30 :: 2006 Time out 1 Based on a figure of 2 per cent of patients having learning disabilities, it is likely that 40 per 2,000 patients registered with GP services are likely to have learning disabilities. How many patients with learning disabilities are you aware of in your practice area? List some of the reasons that might prevent people with learning disabilities from accessing local health services. Health inequalitiesAlthough people with learning disabilities are living longer, the gap that separates the health status of people with learning disabilities and the general population has increased. Cohen (2001) asserted that gross inequalities in health are politically, socially and economically unacceptable. An investigation into health inequalities by the Disability Rights Commission (Nocon 2004) found that people with learning disabilities have: An increased risk of early death compared with the rest of the population; mortality rates are particularly high for those with more severe impairments.A greater variety of healthcare needs. Many needs that are not met. High rates of unrecognised or poorly managed medical conditions including: hypertension, obesity, heart disease, abdominal pain, respiratory disease, cancer, gastrointestinal disorders, diabetes, chronic urinary tract infections, oral disease, musculoskeletal conditions, osteoporosis, thyroid disease, and visual and hearing impairments.A briefing paper produced by the NHS Service Delivery and Organisation (SDO) Research and Development Programme (NHS SDO 2004) identified barriers to appropriate and timely BOX 1 Definition of a learning disability A person with learning disabilities has: Significant reduction in the ability to understand new or complex information. Reduced ability to cope inde pendently. Impairment starting in childhood that will have a lasting effect on development. (DH 2001) access to health care within and outside services.Many people with learning disabilities find that identifying their healthcare needs is a major challenge. Proactive strategies are required to encourage people to access the full range of services that are available. Some people with learning disabilities have said that negative and unhelpful attitudes from healthcare workers have prevented them from seeking medical help (Bristol and District People First 2003). Support and encouragement are required by carers, allies and friends before people with these concerns are ready to engage with services again.People are more likely to trust service providers when they are convinced that services and practitioners have responded to their needs by improving communication skills and producing information in an accessible format. People with learning disabilities have the same right to access m ainstream services as the rest of the population (Department of Health (DH) 2001). However, mainstream services have been slow to develop the capacity and skills to meet their needs.In the document Valuing People (DH 2001) it was acknowledged that the wider NHS had failed to consider the needs of people with learning disabilities and that overcoming this source of inequality was the most important issue for the NHS to address for this patient BOX 2 Terminology and facts related to learning disabilities ‘Mental handicap’ was a term used to describe people with learning disabilities. It is no longer used in the UK. ‘Mental retardation’ is a term used internationally, however, it is not an accepted term in the UK and some may find this term offensive. Learning difficulty’ is the term used in education to define individuals who have specific learning needs, for example, dyslexia. Some people who are identified as having learning difficulty by education s ervices may also be considered to have a learning disability, but this is not necessarily the case. ‘Mild’, ‘moderate’, ‘severe’ and ‘profound’ are terms to describe different degrees of disability (Figure 1). A person with mild learning disabilities might communicate effectively, learn, live and work with little support.However, a person with profound learning disabilities will require support with activities of daily living, for example, communication, dressing, feeding, washing and mobility. A diagnosis of ‘mental illness’ is not the same as having a learning disability, but people with learning disabilities may have mental health issues as well. Not everyone with learning disabilities requires a social worker or a community nurse. People with learning disabilities may have multiple diagnoses resulting in complex health needs. People with the most profound physical or sensory impairments do not always have the most profound cognitive impairments.NURSING STANDARD april 5 :: vol 20 no 30 :: 2006 59 learning zone nursing attitudes group. The briefing paper produced by the NHS SDO (2004) provided key action points for removing barriers and improving access to health care, which included: Using specialist learning disability teams to aid adaptation of mainstream services to meet the needs of patients with learning disabilities. Developing strategies for health education and health checks for people with learning disabilities that promote timely access to health care.Families and paid carers have an important role in helping people with learning disabilities to access health care. Some people will need assistance to recognise mental health problems and to identify gradual changes in health. Time out 2 Make a list of the ways that you communicate with patients about their health, for example, through appointments and telephone calls. Take three examples from your list and consider reasons why communi cation with a person with learning disabilities might be difficult.Give an example of effective communication between a practitioner and a person with learning disabilities. Policies should address the use of technology to support communication, and the development and dissemination of accessible information. Jones (2003) suggests that managers and commissioners of services should liaise with health, social care and education agencies to ensure consistency in communication policies throughout the lives of people with learning disabilities. Communication can be broadly defined as the exchange of information between a sender and a receiver (Figure 2).Where a person has learning disabilities they may be communicating with an intention to attract a communication partner and commence a two-way dialogue. However, for some people with profound learning disabilities sending a message might be a response to their body and feelings. Their level of cognition might be such that they are unaware of possible communication partners and of how to take the communication further. This is called pre-intentional communication, in which the individual says or does things without intending to affect those around them.It is important to remember that everyone communicates and that the role of communicator and communication partner swaps from one person to the other so that a conversation can develop. The challenge for health professionals is to develop skills that enable them to interpret the messages they receive and make the messages they send understandable. Communication is not only about verbal communication; it is also about nonverbal communication, for example, the use of body language, words and pictures. CommunicationRecommendations have been made to improve communication and access to health services for people with learning disabilities. Jones (2003) states that services supporting people from birth to older age should develop communication policies. FIGURE 1 Estimated pe rcentage of people with learning disabilities according to level of severity Mild Moderate 12% Severe Profound 80% 7% 1% Augmentative and alternative communication systems Systems of communication, such as sign language, symbols and eye pointing, are known as augmentative and alternative communication systems (AACs).AACs can be used to enhance or replace customary pathways, such as speech or writing. The use of photographs of everyday objects, picture boards, line drawing and real objects are good ways to enhance communication with people with learning disabilities (American Speech-Language-Hearing Association (ASHA) 2005). You do not need to attend specialist training to be able to use AACs such as these. More formal AACs, such as Makaton (a form of sign language for people who have learning disabilities that uses keywords to enhance understanding), require preparation but learning a basic vocabulary does not require extensive training.Cognition and communication (Winterhalder 1997 ) Understanding complex information People with learning disabilities have a reduced ability to NURSING STANDARD 60 april 5 :: vol 20 no 30 :: 2006 understand new or complex information (DH 2001), and those who experience difficulties when processing information may find it hard to learn new skills. Intelligence can be quantified as a figure related to an individual’s IQ. However, it might be more useful to think about intelligence in relation to cognitive processes.Smith and Mackie (2000) describe cognitive processes as: ‘†¦the way in which our memories, perceptions, thoughts, emotions and motives guide our understanding of the world and our actions. ’ Intelligence exerts a powerful influence over the ability to process information, the capacity to learn new skills and to adapt knowledge to different situations. Intelligence is an attribute that can guide our understanding of the world, but it is not fixed or static. Teaching and learning strategies can be used to stimulate cognitive processes so that people can approach information, or potentially confusing situations, with more confidence.Similarly, complicated tasks and information can be broken down into small, simple steps so that people can approach them in stages. Attempting to understand another person’s cognitive processes can help practitioners to develop a more empathetic and person-centred approach to care, and can provide an incentive to develop the teaching and learning strategies that are best suited to the individual needs of patients. Coping independently People with learning disabilities may have a reduced ability to cope independently (DH 2001). Independence is defined according to levels of social functioning.Assessment of a patient’s strengths and needs in social functioning is a fundamental stage in developing planned care that is familiar to practitioners from all branches of nursing. Making an accurate assessment of social functioning provides val uable information about the range of activities that a person can undertake on his or her own as well as those activities where a person requires support. Some people with learning disabilities may require assistance with tasks such as washing and dressing, and many need help to have their mode of communication understood.Learning disability and development Learning disability starts before adulthood, affects people of all ages and has a lasting effect on development (DH 2001). A majority of younger people with learning disabilities are living in the community with their parents or carers. Older people with learning disabilities also live in the community but they may have periods of institutional care. Some people will have frequent contact with health services and others have irregular contact. People with learning disabilities are not a homogeneous group. Their perceptions of nurses, NURSING STANDARDFIGURE 2 A model for communication Person communicating: we take turns in this ro le of sender of information. Depending on the person’s cognitive ability, this may be intentional or pre-intentional communication Communication barriers: can be present in the environment as well as being caused by the communicator and communication partner Communication partner: we take turns in this role of the person who receives the information sent, makes sense of it and responds appropriately doctors, health centres, clinics and hospitals will have been shaped by their formative experiences with staff and services.Providing encouragement for people with learning disabilities to attend health checks and to make use of healthcare services can involve changing their perceptions of health professionals. Some people with learning disabilities have not received the treatment they need because they are reluctant to engage with services where they have had bad experiences in the past. To encourage people with learning disabilities to make effective use of healthcare services t hroughout their lives, practitioners need to use their communication skills to initiate and maintain positive relationships. Time out 3Think about the last time you communicated with a person with learning disabilities, or someone who has communication difficulties. Refer to the list you made in Time out 2 about the communication systems you use in your workplace. What are the main barriers to communicating about health with a person who has learning disabilities? How do you remove or reduce barriers to communication? Which environmental factors impede communication? Identify any barriers that you had not previously considered. april 5 :: vol 20 no 30 :: 2006 61 learning zone nursing attitudes Barriers to communicationThere are barriers to communication which can be identified in relation to the person with learning disabilities, the health professional and the environment (Box 3). When barriers have been identified, health professionals can start to think about ways of reducing or removing them. Health professionals exchange information by using terminology that reflects their specialised knowledge. Patients and other people who are not involved in the day-to-day delivery of health care BOX 3 Barriers to communication The person with learning disabilities may: Have limited understanding.Have limited vocabulary or difficulty speaking. Have sensory impairments that limit ability to hear requests or instructions. Have poor understanding of health and healthy living. Be scared of people in uniforms. Be stressed because of illness. Not like new places. Have difficulty waiting and may not understand the concept of time or queuing. Have limited literacy and numeracy skills to read health advice and information, for example, instructions, letters, dosages. Expect contact with nurses to be unpleasant because of previous experiences. The nurse may: Be rushed because of heavy workload.Have biases and assumptions about people with learning disabilities. Have poor listeni ng and attending skills. Be unable to understand augmentative and alternative communication systems. Have limited knowledge of the individual. Have insufficient time to develop a good relationship with the individual or carer. Not use visual aids to support understanding. Use technical jargon and/or long words. Provide written information without thinking of the patient’s ability to read it. Provide information about the next appointment in a way the patient will not understand or remember.The environment may: Be crowded. Busy. Uncomfortable. Have strange smells and noises. Bring back bad memories. Have limited physical access, for example, no hoists. Include unhelpful people. Have poor signage, relying on literacy skills and good sensory abilities. Have no area to sit quietly with limited sensory stimulation while waiting. Be filled with machines and instruments that a person with learning disabilities may not understand. may find it difficult to comprehend the terms and ide as they encounter in healthcare settings. They can find it hard to follow advice or instructions.This could result in patients making inappropriate decisions or exposing themselves to unnecessary risks. For example, patients with learning disabilities who take their own medication may be at risk of overdosing or taking an ineffectual dose, particularly if the route and dosage of a newly prescribed medicine has not been explained clearly and/or recorded in an accessible format. Time out 4 Consider the list of potential barriers to communication and categorise them according to: Barriers that have been addressed for patients with learning disabilities using the services you work in.Barriers that can be remedied quickly. Barriers that need planning to be reduced or removed. Barriers that require financial investment to be reduced or overcome. Discuss this list with your colleagues. Identify strategies for removing barriers and improving communication. Good practice in communication In South Warwickshire, health passports have been developed for people with learning disabilities (Leamington Spa Today 2005). These provide detailed information about an individual’s health, strengths and needs so that practitioners can provide patient-centred care.They are used to improve communication across a range of healthcare providers. Having an alert system incorporated into patient notes which provides individual communication needs could be beneficial, especially where staff do not know individual patients. Health practitioners may use and be involved in developing health action plans. These are plans specific to individuals and are developed to meet their access needs. Health action plans are a way of overcoming some of the barriers to high quality health care (DH 2001).Plans are produced by a group of people including the patient. They encourage the development of a shared understanding about an individual’s health needs. Where training in health action plann ing has been provided for GP surgeries, improvements have been shown in the health of patients with learning disabilities (Smith et al 2004). There are benefits to having a lead person to deal with learning disability issues. In primary healthcare services, a lead person takes an interest in learning disability issues, collates information, NURSING STANDARD 62 april 5 :: vol 20 no 30 :: 2006 ives support and advice to health staff and develops links with specialist services for people with learning disabilities and other agencies (NHS Executive 1999). Time out 5 Does your organisation have a lead person who is involved in initiatives such as joint communication policies and the development and sharing of accessible health information? If yes, find out how he or she is supporting your team to develop skills in communicating with people who have learning disabilities. If no, how might developing this role benefit your team and improve access to health care for patients with learning d isabilities?To improve communication with people with learning disabilities, more time should be allocated to appointments so that there is more time for them to express themselves and understand any information they have received (DH 1999). This is particularly the case if AACs are being used. Reception staff are often aware of people who have difficulties using services. Supporting these key staff to develop effective communication skills and flexibility can improve access to health services (NHS Executive 1999).For example, if staff in reception are aware that someone finds it difficult to wait in a queue, they may offer that person the first appointment. Several resources have been developed by trusts to improve communication. Some examples of these include: Hambleton and Richmondshire Primary Care Trust (PCT), in partnership with Mencap, has developed an accessible ‘Choose and Book’ guide for hospital appointments that uses a combination of pictures and words to ex plain how patients can make choices about hospitals and appointments.Bristol South West PCT, as part of its ‘Expert Patient Programme’, has developed plans that help prepare people with learning disabilities for a visit to the doctor. The Health Facilitation Team at Gloucestershire Partnership NHS Trust (2004) has produced a ‘traffic light assessment’ that conveys information about individuals on admission to hospital. This ensures that important information is clearly communicated to health professionals. Camden PCT (2005) has used this work to develop an online resource. Although people may appear to have limited communication skills, they should not be ignored.These patients should be addressed directly and NURSING STANDARD the information they receive should be provided in a simple way without being patronising. Effective communication often depends on how the information is delivered. Practitioners may have to talk to carers, but they should not forget to address the person with learning disabilities. Practitioners should examine their beliefs about people with learning disabilities and avoid making assumptions about an individual’s strengths and needs. This will help to make health assessments more accurate (DH 1999).It is useful to invite a speaker with learning disabilities to talk to healthcare staff about living with a learning disability and his or her experiences of accessing health services. Time out 6 What beliefs and values do you think society holds about people with learning disabilities? Some examples of negative beliefs and values are that people with learning disabilities: Have a poor quality of life. Have higher pain thresholds. Are dangerous and promiscuous. Will not understand anything. Should not get married or have children. Cannot care for their children. Need institutional care. Cannot work.Are like children not adults. What are your feelings about these statements? How might the presence of any or al l of these beliefs influence the care given to a person with learning disabilities? People with learning disabilities can have additional physical or sensory impairments that should be considered. They are also more likely to have more mental health needs than the general population (DH 2001). Where a patient has additional impairments or health issues these need to be considered during communication. The healthcare environment should be adapted to accommodate people with physical or sensory impairments.Time out 7 In your work place: Do you have a private area to talk to a person who has a large wheelchair? Do you have rooms where glare is controlled and the environment is suitable for people with limited vision? Do you consider the needs of interpreters/ carers and ensure they fully understand information before they pass it on? april 5 :: vol 20 no 30 :: 2006 63 learning zone nursing attitudes Accessible information Accessible information comes in many forms, such as videos, CDs, DVDs and audiotapes. Pamphlets can be produced with accessible information about the services offered.Written information needs to be in plain language, with short sentences and one subject per sentence. Photographs, drawings, symbols and other visual information can be used to support written information. It is important to keep pages uncluttered on plain backgrounds so that text does not detract from graphics. Letters should be large, 16-18 point type size, and fonts that do not have serifs, such as Arial and Comic Sans, should be used. Graphic text, underlining and italics should be kept to a minimum because they can impede readability. Many trusts are now producing resources to enhance accessibility.Some of these include: The United Bristol Healthcare NHS Trust has produced a leaflet called ‘You are coming to the Bristol Royal Infirmary about your heart’, TABLE 1 Using terminology that is easy to understand Health issue Common words that are used Epilepsy Investigat ions EEG (electroencephalogram) Strategies or words that improve understanding Find out more about This word would have to be used, but a photograph of someone having an EEG may help understanding Medicine tablets to help control your epilepsy Having two or more seizures straight after each other or whatever describes status for the individual Taking your medication as we have agreed Things that might make you have a seizure Not being able to have a poo for three days Things you feel in your head and body that make you think you will have a seizure Having a fit or turn, whichever word the person uses which uses pictures and words to introduce some of the staff and explain what happens when patients are admitted to the cardiology department.The Learning Disability Partnership Board in Surrey has developed ‘The Hospital Communication Book’ that combines words, pictures, signs and symbols. Trafford North and South PCTs have produced a toolkit for people with learning disab ilities called ‘Cancer and You’ (Provan 2004). Contact your local Community Learning Disability Team or People First organisation for information about local resources. Simplifying conversation When talking to people with learning disabilities, use approaches similar to those used for written text. Plain language, the use of keywords, short sentences and one subject per sentence should be used. Give people time to process what is being said and to formulate a reply.Use openended questions to assess a person’s understanding and rephrase the question if necessary, as repeating the same question rarely improves understanding. When information is presented during a consultation it is important to check that the person with learning disabilities has understood it. If there is insufficient time during the initial consultation, it may be necessary to make a further appointment to check what the person has understood and retained. For an individual who processes informat ion slowly this might be essential to ensure an accurate assessment and the effective implementation of a treatment plan. Examples of terms that are easier to understand are presented in Table 1.Such terms are only beneficial if the person understands them so, for example, ‘constipation’ could be described as ‘not being able to have a poo’, but the health practitioner needs to know whether the person uses this term to describe defecation. Anti-epileptic drugs Status epilepticus Drug compliance Triggers Constipation Aura Time out 8 Think of four common illnesses that are likely to make a person visit your service. Write these in the first column of a table (see Table 1). Identify the language you use when discussing these illnesses and record these words or phrases in column two. These might be medical terms, health terms or long words. Now spend some time identifying words that are easier to understand and record them in the third column. NURSING STANDARD S eizure 64 april 5 :: vol 20 no 30 :: 2006 ConclusionPeople with learning disabilities may have communication difficulties that have restricted their access to health care and prevented them from receiving the information required to maintain their health. In addition to learning disability, they are more likely to have complex healthcare needs leading to multiple diagnoses. Steps towards better health for people with learning disabilities can be made by providing encouragement and support to attend regular health screening and reviews, and by developing a range of strategies to improve communication between practitioners and individuals with learning disabilities NS RECOMMENDED RESOURCES British Institute of Learning Disabilities (2001) Factsheet No. 005 Communication. www. bild. org. uk/pdf/factsheets/communication. pdf (Last accessed: March 10 2006. British Institute of Learning Disabilities (2005) Your Good Health (a set of 12 illustrated booklets). www. bild. org. uk/publication s/your_very_good_health_details. htm (Last accessed: March 10 2006. ) Communication Matters (updates 2005) What is AAC? www. communicationmatters. org. uk (Last accessed: March 10 2006. ) Communication Matters (updated 2005) How to be a good listener. www. communicationmatters. org. uk (Last accessed: March 10 2006. ) Department of Health. www. dh. gov. uk (Last accessed: March 10 2006. ) Foundation for People with Learning Disabilities (2004) Communication and people with learning disabilities. www. learningdisabilities. org. uk/page. cfm? agecode=ISSICMMT (Last accessed: March 10 2006. ) Foundation for People with Learning Disabilities (2005) Patients with learning disabilities in South Warwickshire have been given a new type of passport to help with their medical appointments. www. learningdisabilities. org. uk/profilenews. cfm? pagecode=ISSICOLN&are acode=ld_communication_news&id=7231 (Last accessed: March 10 2006. ) MENCAP (2003) You and your health: a basic guide to being heal thy. www. mencap. org. uk/download/you_and_your_health. pdf (Last accessed: March 10 2006. ) Plymouth Hospitals NHS Trust (2005) Living with cancer. www. learningdisabilitycancer. nhs. uk/ (Last accessed: March 10 2006. ) Time out 9Complete a SWOT analysis (strengths, weaknesses, opportunities and threats) of your skills and knowledge when communicating with and supporting access to health care for people with learning disabilities. Time out 10 Now that you have completed this article, you might like to consider writing a practice profile. Guidelines are on page 68. References American Speech-LanguageHearing Association (2005) Introduction to Augmentative and Alternative Communication. www. asha. org/public/ speech/disorders/acc_primer. htm (Last accessed: March 9 2006. ) Bristol and District People First (2003) We are People First. (Film) People First, Bristol. Camden PCT (2005) What You Need to Know About Me in Hospital. www. camden. gov. k/ (Last accessed: March 17 2006. ) Cohen J (2001) Countries’ health performance. The Lancet. 358, 9285, 929. Department of Health (1999) Facing the Facts: Services for People with Learning Disabilities: A Policy Impact Study of Social Care and Health Services. The Stationery Office, London. Department of Health (2001) Valuing People: A New Strategy for Learning Disability for the 21st Century. The Stationery Office, London. Emerson E, Hatton C, Felce D, Murphy G (2001) Learning Disabilities: The Fundamental Facts. Foundation for People with Learning Disabilities, London. Gloucestershire Partnership NHS Trust (2004) Traffic light assessment. Unpublished document.Gloucestershire Partnership NHS Trust, Gloucester. Gravestock S, Bouras N (1997) Emotional disorders. In Holt G, Bouras N (Eds) Mental Health in Learning Disabilities: A Training Pack for Staff Working with People who have a Dual Diagnosis of Mental Health Needs and Learning Disabilities. Second edition. Pavilion Publishing, Brighton, 17-26. Jones J (2003) Th e Communication Gap. www. learningdisabilities. org. uk /page. cfm? pagecode= FBFMCHTP04 (Last accessed: March 10 2006. ) Leamington Spa Today (2005) Patients with learning disabilities in South Warwickshire have been given a new type of passport to help with their medical appointments. Leamington Spa Today. January 19, 2005.NHS Executive (1999) Once a Day One or More People with Learning Disabilities are Likely to be in Contact with Your Primary Healthcare Team. How Can You Help Them? Department of Health, Leeds. NHS Service Delivery and Organisation (SDO) Research and Development Programme (2004) Access to Health Care for People with Learning Disabilities. Briefing paper. NHS SDO, London. Nocon A (2004) Background Evidence for the DRC’s Formal Investigation into Health Inequalities Experienced by People with Learning Disabilities or Mental Health Problems. Disability Rights Commission, Stratford upon Avon. Provan K (2004) Cancer and You: Toolkit for Working with People with Learning Disabilities. www. cancerandyou. info/docs/ FullToolkitNov04. pdf (Last accessed: March 9 2006. Smith ER, Mackie DM (2000) Social Psychology. Second edition. Psychology Press, Hove. Smith C, Giraud-Saunders A, McIntosh B (2004) Healthy Lives: Health Action Planning in a Person Centred Way; Including Health in Person Centred Planning. www. valuingpeople. gov. uk/ HealthHealthyLives. htm (Last accessed March 10 2006. ) Winterhalder R (1997) An overview of learning disabilities. In Holt G, Bouras N (Eds) Mental Health in Learning Disabilities: A Training Pack for Staff Working with People who have a Dual Diagnosis of Mental Health Needs and Learning Disabilities. Second edition. Pavilion Publishing, Brighton, 1-6. NURSING STANDARD april 5 :: vol 20 no 30 :: 2006 65

A Survey of Information Technologies in Logistics Management

3528 Email: gurung@uta. edu ABSTRACT This paper analyzes the impact of information technologies (IT) on logistics by conducting a survey of literatures on academic logistics journals and practitioner journals. The literature survey and practice find that third party logistic providers have better opportunity to leverage IT since they need to have interoperable IT systems with their customers. The business philosophy of Just-In-Time (JIT) has also contributed to the impact of IT in logistics. Further, information technologies are identified that has benefited the logistics. Future directions of logistics are discussed. INTRODUCTION The proliferation of information technologies (IT) and the internet technologies have provided impetus and challenges to the logistics. New technologies present new means to manage the flow of information. IT as a productivity tool can be utilized to both increase the capability and decrease the cost at the same time (Closs et al. , 1997). It has been widely accepted that firms can achieve competitive advantage by cost reduction or differentiation with the proper implementation of IT (Porter Millar, 1985). Enabled by IT the logistics has become a source of competitive advantage for many firms. Two streams of research are identified that highlights the role of IT in logistics. First stream relates to just-in-time logistics information system (Anderson Quinn, 1986; Bookbinder Dilts, 1989; Das Handfield, 1997; Gomes Mentzer, 1988; Perry, 1988; Schwarz Weng, 2000; Spencer, M. S. et al. , 1994; Spencer, M. S. et al. , 1996; Takahashi Nakamura, 2000; Titone, 1996; Wafa Yasin, 1996). The other stream is the third party logistics (Lewis Talalayevsky, 2000; Peters et al. , 1998; Sauvage, 2003; Sink Langley, 1997; Vaidyanathan, 2005). Importance of IT in logistics has grown to some extent by business philosophy of Just-InTime (JIT) by firms. With the emphasis of firms on JIT, the impact of logistics has grown as it is increasingly recognized as a source of consistent, low lead time, damage free deliveries (Bardi et al. , 1994). In pursuit of competitive advantages, firms outsource their functions which are noncore competencies so that they can focus on their core competencies. A recent survey found that 83 percent of the surveyed Fortune 500 companies reported having at least one contract with a third-party logistics provider (Lieb Bentz, 2004). Over the years, the use of third-party logistics has been increasing. Similar survey of Fortune 500 companies taken in 1991 had only 38 percent of the respondents reporting the use of third-party logistics provider (Lieb, 1992). The 618 third party logistic operators attempt to harness the capability of information technology to provide superior services to their customers. The objective of this paper is to study how IT has impacted logistics. To this end, literature review of both leading academic and practitioner logistic journals is conducted. The next section will report the framework of logistics. The following section will analyze the IT enablers in logistics. Then, the implications of ecommerce are discussed followed by a section on future directions for logistics. REVIEW OF THE LITERATURE A classification scheme logistics functions provides a meaningful way to study how IT has impacted the various functions of logistics. Previous research in logistics have categorized the use of information systems in logistics in different ways. A system of logistics functions can be divided into following five broad areas (Bowersox, 1974): facility location, transportation, inventory, communication and material movement. Based on the problem areas that application addresses, seven areas of logistics has been identified as facility location, inventory control, order entry, vehicle scheduling, warehouse layout planning, freight rate retrieval, and product and shipment tracing (Ballou, 1976). Another survey identified five categories as facility location, inventory control, transportation, production scheduling, and total physical distribution (House, 1978). These categories treated each category as individual entities rather than a whole system. Noting this shortcoming, Stenger (1986) proposed another classification consisting of transaction systems, short-term scheduling and inventory replenishment systems, flow planning systems, and network planning and design systems. Expanding on the framework developed by Bowersox, Novack et al (1992) divided logistics function into two categories. The first category refers to physical activities that are required various utilities of customer need. These will include inventory, transportation and customer service operations. The second category refers to flow of information or transaction activities that follow or initiate the physical activities. The physical and information flows in logistics function is well-depicted in Figure 1 that shows the categorization of logistics functions as described by Vaidyanathan (2005). As shown in the figure, information flows between logistics function are managed, coordinated and supported by various logistics technologies. 619 Inventory and Logistics Management: – Freight Consolidation – Freight Distribution – Shipment Planning – Traffic Management – Inventory Management – Carrier Selection – Order Entry/ Management Information Flow Customer Service: – Freight Payments – Auditing – Order Management – Fulfillment – Help Desk – Carrier Selection – Rate Negotiation Information Flow Warehousing: – Packaging – Product Making – Labeling – Warehousing Material Flow Transportation: – Fleet Management – Cross Docking – Product Return Figure 1: Categorization of Logistics Functions (adapted from Vaidyanathan 2005) IT enablers in Logistics The literature in logistics is full of instances where information technology has been touted as a means to enhance logistics competitiveness (Bowersox, 1974; Closs et al. , 1997; Rabinovich et al. , 1999; Stenger, 1986). Yet there has been few empirical studies that relates logistics information capabilities to logistics competence (Closs et al. , 1997). A popular framework in information systems discipline put forward by Gorry Morton (1989) place logistics decisions as structured and varying from operational to strategic. The role of logistics information systems as operational and strategic enablers in different areas of the firm’s supply chain has been stated in the literature (Langley et al. , 1988). There has been a shift of IT from being an enabler of operational and material handling functions to being an enabler of decision-making and activityplanning functions within the supply chain (La Londe Auker, 1973). Logistics Information System Logistics Information System (LIS) is the application component of logistics information technology. An effective LIS facilitates the proper information flow between inventory, 20 Information Flow warehousing and transportation to realize the high level of customer service. The ability to optimize the logistics cost and service levels is affected by the LIS of the firm and its partners. Firms that provide better logistics services at a lower cost can have competitive advantage over its competitors (Bardi et al. , 1994). Two classes of LIS has been recogn ized in the literature (Closs et al. , 1997). Logistics operating systems (LOS) refer to transactional applications such as order entry, order processing, warehousing, and transportation. Logistics planning systems (LPS) refer to coordinating applications such as forecasting, inventory management, and distribution requirements planning. EDI Electronic Data Interchange (EDI) has successfully enhanced the communication between firms which is essential for logistics. This technology requires firms to have common data formatting and transmission standards or protocols. Such technologies have been employed by companies to coordinate their value chain activities including logistics. Early applications of EDI has been on transmitting vehicle location information by railways to their customers. Other types of logistics information carried by EDI are purchase orders/releases and changes, advanced shipping notices, bills of lading, and invoices. Timely and accurate information is crucial in decision making about complex logistics problems. Japan Airlines (JAL) adopted EDI to manage their complex value chain logistics required for their operations, including procurement and just-in-time delivery of aircraft fuel, repair and maintenance aircraft parts, food catering and other customer requirements (Chatfield Bjorn-Andersen, 1997). The competitive advantage gained by companies employing EDI is cited in the literature. Firms utilizing EDI were better able to fulfill greater number of services to their customers (Rogers et al. , 1992). Bar coding Bar coding is one of the most IT enablers to date and has made significant impact in the practice. Starting in 1960’s some of the earliest implementation of bar codes were in rail road cars. Nowadays it is rampant in anything that needs to be identified and tracked. The different type of bar codes are available, known as symbologies, for different purposes. In practice, most firms prefer to use industry standards rather than proprietary standards for most of their bar codes on their products. By following industry standards, bar codes reduce the complications inherent in the use of multiple standards and thus provides a strong foundation for integrating the corporate logistics and the supply chain (Closs Kefeng, 2000). Real-time communications capability The logistics IT capability of real-time communications is essential for maintaining the flow of information. As noted by Dudley Lasserre (1989), one of the important roles of logistics IT is to substitute information for inventory. To make real-time tracking of goods, logistic information systems of business partners should have real-time communications capability. The business partners require an integrated messaging architecture which exchanges business data while customizing business flows and format transformation. Real-time communications also allows for schedule plans to change in dynamic routing and scheduling system when the vehicles are 621 already out on the road. Any last minute changes in routing and scheduling system or constant tracking has been possible only with real-time communications ability of the respective systems. RFID RFID helps to identify, track and locate items automatically. The use of Radio Frequency Identification (RFID) is expected to increase rapidly in coming years. Often referred to as the next step in the evolution of bar-coding, RFID is growing rapidly in the automatic data capture and identification market (Srivastava, 2004). RFID is not a new technology, in fact, its use dates back to 1940’s but only now it is starting to make a significant impact within the supply chain. The growth in use of RFID will be enhanced to some extent by mandates from large retailers such as Wal-Mart and Target, and the US Department of Defense, who require their suppliers to adopt this technology within the next few years (Asif Mandviwalla, 2005). Among the companies that are piloting RFID in their supply chain management prominent ones are WalMart, Procter Gamble, Coca-cola and Gillette. Although the biggest driver in the popularity of RFID has been supply chain, companies are experimenting in other applications as well. Other applications are theft detection, asset tracking, mobile payments, in-process inventory tracking and luggage tracking. Dell, Seagate, Boeing and Ford are among other companies that are using RFID to track their in-process inventory in manufacturing. An RFID system includes transponders or tags that can identify items ; antennas that allows tags to be interrogated and to respond; and software that controls the RFID equipment, manages the data and interfaces with enterprise applications. RFID has lots of potential to improve the efficiency in the supply chain and reduce waste. For example, efficiency would result from automatic update of inventory system when products with RFID tags are unloaded from trucks into stores. The advantages of RFID over bar coding are as follows: RFID tags can provide longer read distances; store more data; require no direct line of sight between tag and reader; and can collect data from multiple sources simultaneously (Asif Mandviwalla, 2005). There are some technical and business challenges to overcome before RFID can be ubiquitous. Technical issues include problems of interference, security and accuracy while business issues relate to costs and lack of standards. Another significant business challenge in adopting RFID faced by managers is to work out a business case for the executive board. Early adopters of these technologies are marred by problems such as possible adverse consumer outbursts to perceived invasion of privacy, reliability of the RFID system, and issues related to health, safety and IT integration. IMPLICATION OF ECOMMERCE ON LOGISTICS The growth of ecommerce pose opportunities and challenges for logistics. As internet retailing increases the companies are accepting orders from their clientele across the borders. In many instances the location of clients are not covered by any existing distribution system of the companies. On such occasions the companies have no resort but to turn towards third party logistics operators for physical flow of goods. As for the information flow, the companies need to have capabilities for ecommerce applications. The group of technologies and processes for coordinating logistics information flow has been named e-logistics. An important web 622 technology that facilitates the exchange of business data among logistics business partners across different platforms is extra markup language (XML). For example, UPS is exploiting the power of the web services to streamline its information flows for logistics activities such as RFQ, shipping and tracking. Changing Trends in Logistics Consultants are beginning to take an active part in helping out the shippers select third party logistics operators. Shippers hire consultants to help them align business processes with supply chain strategies. The newly coined term â€Å"4PL† for consultants stands for dominant role that consultants will be taking in managing the resources, the technology and the processes in the supply chain. It is yet to be seen whether the shippers will let the consultants manage all the logistics processes. Instead of handing over the authority to manage the logistics processes to the consulting firms, shippers may choose to develop alliance with the third party logistics operators and maintain the supply chain themselves. The key thing that will allow coordination between shipper firms and the third party logistics will be information technology and management skills to run the supply chain effectively. This implies that firms should also have proper logistic technologies in place to enjoy the full benefits of use of third party logistics. FUTURE RESEARCH DIRECTIONS The research directions that are available for researchers in logistics are numerous. Before companies implement new logistic information technologies such as RFID it is important to assess the viability of adopting the technology. What would be the expected benefits? What is the ROI? Researchers can come up with various econometric models to predict the outcomes of adopting logistics technologies. Modeling techniques can be used to assess the scenarios that would be beneficial for adopting new technologies. As companies are entering into ecommerce, better coordinating techniques are required to streamline logistics activities for transactions taking place on the internet. Collaborative technologies for supporting e-logistics would greatly enhance the future logistics. Multi-agent systems (MAS) provide an interesting avenue of research that is applicable for supporting logistics technologies on the internet. Intelligent software agents can be used to assess the bids offered by multiple third-party logistics operators. To support global ecommerce the companies need to have different options for global logistics. The best way to traverse the geographical distribution is through technology. What are the communication channels and technologies that would benefit the company in terms of monitoring and coordination logistics functions? More empirical evidence will be preferred to establish the direct link between organizational performance and logistics information systems. Researchers can seek to examine the complex relationships between logistics technologies and performance from different paradigms and theories. The perspective of organizational learning can be used to evaluate the performance gained by employing logistics information systems. 23 CONCLUSION The objective of this paper was to observe the impact of information technology on the logistics functions. A literature review of the academic and practitioners journals was conducted. The information technologies that have been used to support logistics functions were discussed. It is evident that academic researchers are aware of new tec hnologies in practice such as RFID. Development in technologies offer sources of competitive advantage for companies. Adoption of new technologies provide challenge and opportunities for the companies. Proper business case and calculation of ROI needs to be done to assess the expected benefits from new technologies. Changing trends in business in terms of ecommerce open new markets for firms for all sizes to expand their market share. Strategic use of information resource would bear results of competitive advantage and thus leading to success stories. The best practices in logistic information technologies need to be adopted by firms in alignment of their strategic goals. Future trends in logistics may prompt companies to rethink their logistics strategies. 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R. 1997, â€Å"Information technology influences on world class logistics capability†, International Journal of Physical Distribution Logistics Management, vol. 27, no. 1, pp. 4-17. Das, A. Handfield, R. B. 1997, â€Å"Just-in-time and logistics in global sourcing: An empirical study†, International Journal of Physical Distribution Logistics Management, vol. 27, no. 3/4, pp. 244-59. Dudley, L. Lasserre, P. 1989, â€Å"Information as a Substitute for Inventories â€Å", European Economic Review, vol. 33, no. 1, pp. 67-88. Gomes, R. Mentzer, J. T. 988, â€Å"A Systems Approach to the Investigation of Just-In-Time â€Å", Journal of Business Logistics, vol. 9, no. 2, pp. 71-88. Gorry, G. A. Morton, M. S. S. 1989, â€Å"A Framework for Management Information Systems†, Sloan Management Review, vol. 30, no. 3, pp. 49-61. House, R. G. 1978, â€Å"Computer Models in Distribution Management†, Journal of Business Logistics, vol. 1, no. 1, p p. 129-52. La Londe, B. J. Auker, K. 1973, â€Å"A Survey of Computer Applications and Practices in Transportation and Distribution†, International Journal of Physical Distribution, vol. 3, no. 5, pp. 92-301. Langley, C. J. , Carlisle, D. P. , Probst, S. B. , Biggs, D. F. Cail, R. E. 1988, â€Å"Microcomputers as a Logistics Information Strategy†, International Journal of Physical Distribution and Materials Management, vol. 18, no. 6, pp. 11-7. Lewis, I. Talalayevsky, A. 2000, â€Å"Third-Party Logistics: Leveraging Information Technology â€Å", Journal of Business Logistics, vol. 21, no. 2, pp. 173-85. Lieb, R. C. 1992, â€Å"The use of third-party logistics services by large American manufacturers†, Journal of Business Logistics, vol. 13, no. 2, pp. 29-42. Lieb, R. C. Bentz, B. A. 004, â€Å"The Use of Third-Party Logistics Services by Large American Manufacturers: The 2003 Survey†, Transportation Journal, vol. 43, no. 3, pp. 24-33. Novack, R. A. , Rinehart, L. M. Wells, M. V. 1992, â€Å"Rethinking concept foundations in logistics management†, Journal of Business Logistics, vol. 13, no. 2, pp. 233-67. Perry, J. H. 1988, â€Å"Firm Behavior and Operating Performance in Just-In-Time Logistics Channels â€Å", Journal of Business Logistics, vol. 9, no. 1, pp. 19-33. Peters, M. J. , Lieb, R. C. Randall, H. L. 1998, â€Å"The use of third-party logistics services by European industry†, Transport Logistics, vol. , no. 3, pp. 167-79. Porter, M. E. Millar, V. E. 1985, â€Å"How information gives you competitive advantage†, Harvard Business Review, vol. 63, no. 4, pp. 149-60. Rabinovich, E. , Windle, R. , Dresner, M. Corsi, T. 1999, â€Å"Outsourcing of integrated logistics functions†, International Journal of Physical Distribution Logistics Management, vol. 29, no. 6, pp. 353-73. Rogers, D. S. , Daugherty, P. J. Stank, T. P. 1992, â€Å"Enhancing service responsiveness: the strategic potential of EDI†, International Journal of Physical Distribution Logistics Management, vol. 22, no. 8, pp. 15-20. Sauvage, T. 2003, â€Å"The relationship between technology and logistics third-party providers†, International Journal of Physical Distribution Logistics Management, vol. 33, no. 3, pp. 236-53. Schwarz, L. B. Weng, Z. K. 2000, â€Å"The Design of a JIT Supply Chain: The Effect of Leadtime Uncertainty on Safety Stock â€Å", Journal of Business Logistics, vol. 21, no. 2, pp. 231-52. 625 Sink, H. L. Langley, J. C. J. 1997, â€Å"A managerial framework for the acquisition of third-party logistics services†, Journal of Business Logistics, vol. 18, p. 163. Spencer, M. S. , Dale, S. R. Patricia, J. D. 1994, â€Å"JIT Systems and External Logistics Suppliers†, International Journal of Operations Production Management, vol. 14, no. 6, pp. 6074. Spencer, M. S. , Daugherty, P. J. Rogers, D. S. 1996, â€Å"Logistics support for JIF implementation†, International Journal of Production Research, vol. 34, no. 3, pp. 701-14. Srivastava, B. 2004, â€Å"Radio frequency ID technology: The next revolution in SCM†, Business Horizons, vol. 47, no. 6, pp. 60-8. Stenger, A. J. 1986, â€Å"Information Systems in Logistics Management: Past, Present, and Future†, Transportation Journal, vol. 26, no. 1, pp. 5-82. Takahashi, K. Nakamura, N. 2000, â€Å"Reactive logistics in a JIT environment†, Production Planning Control, vol. 11, no. 1, pp. 20-31. Titone, R. 1996, â€Å"Moving Beyond JIT to Logistics Planning†, IIE Solutions, vol. 28, no. 2, pp. 22-4. Vaidyanathan, G. 2005, â€Å"A Framework for Evaluating Third-Party Logistics†, Communications o f the ACM, vol. 48, no. 1, pp. 89-94. Wafa, M. A. Yasin, M. M. 1996, â€Å"The impact of supplier proximity on JIT success: an informational perspective†, International Journal of Physical Distribution Logistics Management, vol. 26, no. 4, pp. 23-34. 626 A Survey of Information Technologies in Logistics Management 3528 Email: gurung@uta. edu ABSTRACT This paper analyzes the impact of information technologies (IT) on logistics by conducting a survey of literatures on academic logistics journals and practitioner journals. The literature survey and practice find that third party logistic providers have better opportunity to leverage IT since they need to have interoperable IT systems with their customers. The business philosophy of Just-In-Time (JIT) has also contributed to the impact of IT in logistics. Further, information technologies are identified that has benefited the logistics. Future directions of logistics are discussed. INTRODUCTION The proliferation of information technologies (IT) and the internet technologies have provided impetus and challenges to the logistics. New technologies present new means to manage the flow of information. IT as a productivity tool can be utilized to both increase the capability and decrease the cost at the same time (Closs et al. , 1997). It has been widely accepted that firms can achieve competitive advantage by cost reduction or differentiation with the proper implementation of IT (Porter Millar, 1985). Enabled by IT the logistics has become a source of competitive advantage for many firms. Two streams of research are identified that highlights the role of IT in logistics. First stream relates to just-in-time logistics information system (Anderson Quinn, 1986; Bookbinder Dilts, 1989; Das Handfield, 1997; Gomes Mentzer, 1988; Perry, 1988; Schwarz Weng, 2000; Spencer, M. S. et al. , 1994; Spencer, M. S. et al. , 1996; Takahashi Nakamura, 2000; Titone, 1996; Wafa Yasin, 1996). The other stream is the third party logistics (Lewis Talalayevsky, 2000; Peters et al. , 1998; Sauvage, 2003; Sink Langley, 1997; Vaidyanathan, 2005). Importance of IT in logistics has grown to some extent by business philosophy of Just-InTime (JIT) by firms. With the emphasis of firms on JIT, the impact of logistics has grown as it is increasingly recognized as a source of consistent, low lead time, damage free deliveries (Bardi et al. , 1994). In pursuit of competitive advantages, firms outsource their functions which are noncore competencies so that they can focus on their core competencies. A recent survey found that 83 percent of the surveyed Fortune 500 companies reported having at least one contract with a third-party logistics provider (Lieb Bentz, 2004). Over the years, the use of third-party logistics has been increasing. Similar survey of Fortune 500 companies taken in 1991 had only 38 percent of the respondents reporting the use of third-party logistics provider (Lieb, 1992). The 618 third party logistic operators attempt to harness the capability of information technology to provide superior services to their customers. The objective of this paper is to study how IT has impacted logistics. To this end, literature review of both leading academic and practitioner logistic journals is conducted. The next section will report the framework of logistics. The following section will analyze the IT enablers in logistics. Then, the implications of ecommerce are discussed followed by a section on future directions for logistics. REVIEW OF THE LITERATURE A classification scheme logistics functions provides a meaningful way to study how IT has impacted the various functions of logistics. Previous research in logistics have categorized the use of information systems in logistics in different ways. A system of logistics functions can be divided into following five broad areas (Bowersox, 1974): facility location, transportation, inventory, communication and material movement. Based on the problem areas that application addresses, seven areas of logistics has been identified as facility location, inventory control, order entry, vehicle scheduling, warehouse layout planning, freight rate retrieval, and product and shipment tracing (Ballou, 1976). Another survey identified five categories as facility location, inventory control, transportation, production scheduling, and total physical distribution (House, 1978). These categories treated each category as individual entities rather than a whole system. Noting this shortcoming, Stenger (1986) proposed another classification consisting of transaction systems, short-term scheduling and inventory replenishment systems, flow planning systems, and network planning and design systems. Expanding on the framework developed by Bowersox, Novack et al (1992) divided logistics function into two categories. The first category refers to physical activities that are required various utilities of customer need. These will include inventory, transportation and customer service operations. The second category refers to flow of information or transaction activities that follow or initiate the physical activities. The physical and information flows in logistics function is well-depicted in Figure 1 that shows the categorization of logistics functions as described by Vaidyanathan (2005). As shown in the figure, information flows between logistics function are managed, coordinated and supported by various logistics technologies. 619 Inventory and Logistics Management: – Freight Consolidation – Freight Distribution – Shipment Planning – Traffic Management – Inventory Management – Carrier Selection – Order Entry/ Management Information Flow Customer Service: – Freight Payments – Auditing – Order Management – Fulfillment – Help Desk – Carrier Selection – Rate Negotiation Information Flow Warehousing: – Packaging – Product Making – Labeling – Warehousing Material Flow Transportation: – Fleet Management – Cross Docking – Product Return Figure 1: Categorization of Logistics Functions (adapted from Vaidyanathan 2005) IT enablers in Logistics The literature in logistics is full of instances where information technology has been touted as a means to enhance logistics competitiveness (Bowersox, 1974; Closs et al. , 1997; Rabinovich et al. , 1999; Stenger, 1986). Yet there has been few empirical studies that relates logistics information capabilities to logistics competence (Closs et al. , 1997). A popular framework in information systems discipline put forward by Gorry Morton (1989) place logistics decisions as structured and varying from operational to strategic. The role of logistics information systems as operational and strategic enablers in different areas of the firm’s supply chain has been stated in the literature (Langley et al. , 1988). There has been a shift of IT from being an enabler of operational and material handling functions to being an enabler of decision-making and activityplanning functions within the supply chain (La Londe Auker, 1973). Logistics Information System Logistics Information System (LIS) is the application component of logistics information technology. An effective LIS facilitates the proper information flow between inventory, 20 Information Flow warehousing and transportation to realize the high level of customer service. The ability to optimize the logistics cost and service levels is affected by the LIS of the firm and its partners. Firms that provide better logistics services at a lower cost can have competitive advantage over its competitors (Bardi et al. , 1994). Two classes of LIS has been recogn ized in the literature (Closs et al. , 1997). Logistics operating systems (LOS) refer to transactional applications such as order entry, order processing, warehousing, and transportation. Logistics planning systems (LPS) refer to coordinating applications such as forecasting, inventory management, and distribution requirements planning. EDI Electronic Data Interchange (EDI) has successfully enhanced the communication between firms which is essential for logistics. This technology requires firms to have common data formatting and transmission standards or protocols. Such technologies have been employed by companies to coordinate their value chain activities including logistics. Early applications of EDI has been on transmitting vehicle location information by railways to their customers. Other types of logistics information carried by EDI are purchase orders/releases and changes, advanced shipping notices, bills of lading, and invoices. Timely and accurate information is crucial in decision making about complex logistics problems. Japan Airlines (JAL) adopted EDI to manage their complex value chain logistics required for their operations, including procurement and just-in-time delivery of aircraft fuel, repair and maintenance aircraft parts, food catering and other customer requirements (Chatfield Bjorn-Andersen, 1997). The competitive advantage gained by companies employing EDI is cited in the literature. Firms utilizing EDI were better able to fulfill greater number of services to their customers (Rogers et al. , 1992). Bar coding Bar coding is one of the most IT enablers to date and has made significant impact in the practice. Starting in 1960’s some of the earliest implementation of bar codes were in rail road cars. Nowadays it is rampant in anything that needs to be identified and tracked. The different type of bar codes are available, known as symbologies, for different purposes. In practice, most firms prefer to use industry standards rather than proprietary standards for most of their bar codes on their products. By following industry standards, bar codes reduce the complications inherent in the use of multiple standards and thus provides a strong foundation for integrating the corporate logistics and the supply chain (Closs Kefeng, 2000). Real-time communications capability The logistics IT capability of real-time communications is essential for maintaining the flow of information. As noted by Dudley Lasserre (1989), one of the important roles of logistics IT is to substitute information for inventory. To make real-time tracking of goods, logistic information systems of business partners should have real-time communications capability. The business partners require an integrated messaging architecture which exchanges business data while customizing business flows and format transformation. Real-time communications also allows for schedule plans to change in dynamic routing and scheduling system when the vehicles are 621 already out on the road. Any last minute changes in routing and scheduling system or constant tracking has been possible only with real-time communications ability of the respective systems. RFID RFID helps to identify, track and locate items automatically. The use of Radio Frequency Identification (RFID) is expected to increase rapidly in coming years. Often referred to as the next step in the evolution of bar-coding, RFID is growing rapidly in the automatic data capture and identification market (Srivastava, 2004). RFID is not a new technology, in fact, its use dates back to 1940’s but only now it is starting to make a significant impact within the supply chain. The growth in use of RFID will be enhanced to some extent by mandates from large retailers such as Wal-Mart and Target, and the US Department of Defense, who require their suppliers to adopt this technology within the next few years (Asif Mandviwalla, 2005). Among the companies that are piloting RFID in their supply chain management prominent ones are WalMart, Procter Gamble, Coca-cola and Gillette. Although the biggest driver in the popularity of RFID has been supply chain, companies are experimenting in other applications as well. Other applications are theft detection, asset tracking, mobile payments, in-process inventory tracking and luggage tracking. Dell, Seagate, Boeing and Ford are among other companies that are using RFID to track their in-process inventory in manufacturing. An RFID system includes transponders or tags that can identify items ; antennas that allows tags to be interrogated and to respond; and software that controls the RFID equipment, manages the data and interfaces with enterprise applications. RFID has lots of potential to improve the efficiency in the supply chain and reduce waste. For example, efficiency would result from automatic update of inventory system when products with RFID tags are unloaded from trucks into stores. The advantages of RFID over bar coding are as follows: RFID tags can provide longer read distances; store more data; require no direct line of sight between tag and reader; and can collect data from multiple sources simultaneously (Asif Mandviwalla, 2005). There are some technical and business challenges to overcome before RFID can be ubiquitous. Technical issues include problems of interference, security and accuracy while business issues relate to costs and lack of standards. Another significant business challenge in adopting RFID faced by managers is to work out a business case for the executive board. Early adopters of these technologies are marred by problems such as possible adverse consumer outbursts to perceived invasion of privacy, reliability of the RFID system, and issues related to health, safety and IT integration. IMPLICATION OF ECOMMERCE ON LOGISTICS The growth of ecommerce pose opportunities and challenges for logistics. As internet retailing increases the companies are accepting orders from their clientele across the borders. In many instances the location of clients are not covered by any existing distribution system of the companies. On such occasions the companies have no resort but to turn towards third party logistics operators for physical flow of goods. As for the information flow, the companies need to have capabilities for ecommerce applications. The group of technologies and processes for coordinating logistics information flow has been named e-logistics. An important web 622 technology that facilitates the exchange of business data among logistics business partners across different platforms is extra markup language (XML). For example, UPS is exploiting the power of the web services to streamline its information flows for logistics activities such as RFQ, shipping and tracking. Changing Trends in Logistics Consultants are beginning to take an active part in helping out the shippers select third party logistics operators. Shippers hire consultants to help them align business processes with supply chain strategies. The newly coined term â€Å"4PL† for consultants stands for dominant role that consultants will be taking in managing the resources, the technology and the processes in the supply chain. It is yet to be seen whether the shippers will let the consultants manage all the logistics processes. Instead of handing over the authority to manage the logistics processes to the consulting firms, shippers may choose to develop alliance with the third party logistics operators and maintain the supply chain themselves. The key thing that will allow coordination between shipper firms and the third party logistics will be information technology and management skills to run the supply chain effectively. This implies that firms should also have proper logistic technologies in place to enjoy the full benefits of use of third party logistics. FUTURE RESEARCH DIRECTIONS The research directions that are available for researchers in logistics are numerous. Before companies implement new logistic information technologies such as RFID it is important to assess the viability of adopting the technology. What would be the expected benefits? What is the ROI? Researchers can come up with various econometric models to predict the outcomes of adopting logistics technologies. Modeling techniques can be used to assess the scenarios that would be beneficial for adopting new technologies. As companies are entering into ecommerce, better coordinating techniques are required to streamline logistics activities for transactions taking place on the internet. Collaborative technologies for supporting e-logistics would greatly enhance the future logistics. Multi-agent systems (MAS) provide an interesting avenue of research that is applicable for supporting logistics technologies on the internet. Intelligent software agents can be used to assess the bids offered by multiple third-party logistics operators. To support global ecommerce the companies need to have different options for global logistics. The best way to traverse the geographical distribution is through technology. What are the communication channels and technologies that would benefit the company in terms of monitoring and coordination logistics functions? More empirical evidence will be preferred to establish the direct link between organizational performance and logistics information systems. Researchers can seek to examine the complex relationships between logistics technologies and performance from different paradigms and theories. The perspective of organizational learning can be used to evaluate the performance gained by employing logistics information systems. 23 CONCLUSION The objective of this paper was to observe the impact of information technology on the logistics functions. A literature review of the academic and practitioners journals was conducted. The information technologies that have been used to support logistics functions were discussed. It is evident that academic researchers are aware of new tec hnologies in practice such as RFID. Development in technologies offer sources of competitive advantage for companies. Adoption of new technologies provide challenge and opportunities for the companies. Proper business case and calculation of ROI needs to be done to assess the expected benefits from new technologies. Changing trends in business in terms of ecommerce open new markets for firms for all sizes to expand their market share. Strategic use of information resource would bear results of competitive advantage and thus leading to success stories. The best practices in logistic information technologies need to be adopted by firms in alignment of their strategic goals. Future trends in logistics may prompt companies to rethink their logistics strategies. Firms may choose to use third party logistics in order to focus on their core competencies. However, firms need to have logistics information systems in place that is compatible with the third party operators in order to fully benefit from their services. REFERENCES Anderson, D. L. Quinn, R. J. 1986, â€Å"The Role of Transportation in Long Supply Line Just-InTime Logistics Channels â€Å", Journal of Business Logistics, vol. 7, no. 1, pp. 68-88. Asif, Z. Mandviwalla, M. 2005, â€Å"Integrating the Supply Chain with RFID: a Technical and Business Analysis†, Communications of the AIS, vol. 15, pp. 393-427. Ballou, R. H. 976, â€Å"Computer Methods in Transportation-Distribution†, Transportation Journal, vol. 16, no. 2, pp. 72-85. Bardi, E. J. , Raghunathan, T. S. Bagchi, P. K. 1994, â€Å"Logistics information systems: The strategic role of top management†, Journal of Business Logistics, vol. 15, no. 1, pp. 7185. Bookbinder, J. H. Dilts, D. 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R. 1997, â€Å"Information technology influences on world class logistics capability†, International Journal of Physical Distribution Logistics Management, vol. 27, no. 1, pp. 4-17. Das, A. Handfield, R. B. 1997, â€Å"Just-in-time and logistics in global sourcing: An empirical study†, International Journal of Physical Distribution Logistics Management, vol. 27, no. 3/4, pp. 244-59. Dudley, L. Lasserre, P. 1989, â€Å"Information as a Substitute for Inventories â€Å", European Economic Review, vol. 33, no. 1, pp. 67-88. Gomes, R. Mentzer, J. T. 988, â€Å"A Systems Approach to the Investigation of Just-In-Time â€Å", Journal of Business Logistics, vol. 9, no. 2, pp. 71-88. Gorry, G. A. Morton, M. S. S. 1989, â€Å"A Framework for Management Information Systems†, Sloan Management Review, vol. 30, no. 3, pp. 49-61. House, R. G. 1978, â€Å"Computer Models in Distribution Management†, Journal of Business Logistics, vol. 1, no. 1, p p. 129-52. La Londe, B. J. Auker, K. 1973, â€Å"A Survey of Computer Applications and Practices in Transportation and Distribution†, International Journal of Physical Distribution, vol. 3, no. 5, pp. 92-301. Langley, C. J. , Carlisle, D. P. , Probst, S. B. , Biggs, D. F. Cail, R. E. 1988, â€Å"Microcomputers as a Logistics Information Strategy†, International Journal of Physical Distribution and Materials Management, vol. 18, no. 6, pp. 11-7. Lewis, I. Talalayevsky, A. 2000, â€Å"Third-Party Logistics: Leveraging Information Technology â€Å", Journal of Business Logistics, vol. 21, no. 2, pp. 173-85. Lieb, R. C. 1992, â€Å"The use of third-party logistics services by large American manufacturers†, Journal of Business Logistics, vol. 13, no. 2, pp. 29-42. Lieb, R. C. Bentz, B. A. 004, â€Å"The Use of Third-Party Logistics Services by Large American Manufacturers: The 2003 Survey†, Transportation Journal, vol. 43, no. 3, pp. 24-33. Novack, R. A. , Rinehart, L. M. Wells, M. V. 1992, â€Å"Rethinking concept foundations in logistics management†, Journal of Business Logistics, vol. 13, no. 2, pp. 233-67. Perry, J. H. 1988, â€Å"Firm Behavior and Operating Performance in Just-In-Time Logistics Channels â€Å", Journal of Business Logistics, vol. 9, no. 1, pp. 19-33. Peters, M. J. , Lieb, R. C. Randall, H. L. 1998, â€Å"The use of third-party logistics services by European industry†, Transport Logistics, vol. , no. 3, pp. 167-79. Porter, M. E. Millar, V. E. 1985, â€Å"How information gives you competitive advantage†, Harvard Business Review, vol. 63, no. 4, pp. 149-60. Rabinovich, E. , Windle, R. , Dresner, M. Corsi, T. 1999, â€Å"Outsourcing of integrated logistics functions†, International Journal of Physical Distribution Logistics Management, vol. 29, no. 6, pp. 353-73. Rogers, D. S. , Daugherty, P. J. Stank, T. P. 1992, â€Å"Enhancing service responsiveness: the strategic potential of EDI†, International Journal of Physical Distribution Logistics Management, vol. 22, no. 8, pp. 15-20. Sauvage, T. 2003, â€Å"The relationship between technology and logistics third-party providers†, International Journal of Physical Distribution Logistics Management, vol. 33, no. 3, pp. 236-53. Schwarz, L. B. Weng, Z. K. 2000, â€Å"The Design of a JIT Supply Chain: The Effect of Leadtime Uncertainty on Safety Stock â€Å", Journal of Business Logistics, vol. 21, no. 2, pp. 231-52. 625 Sink, H. L. Langley, J. C. J. 1997, â€Å"A managerial framework for the acquisition of third-party logistics services†, Journal of Business Logistics, vol. 18, p. 163. Spencer, M. S. , Dale, S. R. Patricia, J. D. 1994, â€Å"JIT Systems and External Logistics Suppliers†, International Journal of Operations Production Management, vol. 14, no. 6, pp. 6074. Spencer, M. S. , Daugherty, P. J. Rogers, D. S. 1996, â€Å"Logistics support for JIF implementation†, International Journal of Production Research, vol. 34, no. 3, pp. 701-14. Srivastava, B. 2004, â€Å"Radio frequency ID technology: The next revolution in SCM†, Business Horizons, vol. 47, no. 6, pp. 60-8. Stenger, A. J. 1986, â€Å"Information Systems in Logistics Management: Past, Present, and Future†, Transportation Journal, vol. 26, no. 1, pp. 5-82. Takahashi, K. Nakamura, N. 2000, â€Å"Reactive logistics in a JIT environment†, Production Planning Control, vol. 11, no. 1, pp. 20-31. Titone, R. 1996, â€Å"Moving Beyond JIT to Logistics Planning†, IIE Solutions, vol. 28, no. 2, pp. 22-4. Vaidyanathan, G. 2005, â€Å"A Framework for Evaluating Third-Party Logistics†, Communications o f the ACM, vol. 48, no. 1, pp. 89-94. Wafa, M. A. Yasin, M. M. 1996, â€Å"The impact of supplier proximity on JIT success: an informational perspective†, International Journal of Physical Distribution Logistics Management, vol. 26, no. 4, pp. 23-34. 626