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In spite of the vast amount of studies on green supplier selection and related methods and approaches, the evaluation of green supply chain performance indicators aligned with classic measures is less investigated. Therefore, this research attempted to provide an integrated step by step procedure to consider both classical and green key performance indicators within the supplier selection framework. A literature survey was conducted and measures for assessing the green suppliers were extracted. Nominal Group Technique (NGT) is deployed to extract the most critical performance measures. Ten performance measures were selected as a substitute for green supplier selection. A Fuzzy Analytical Network Process (FANP) was then deployed to weight the extracted measures and determine their importance level.

Abstract-Problem-Based Learning (PBL) is an inductive learning approach that uses a realistic problem as the starting point of learning. Unlike in medical education, which is more easily adaptable to PBL, implementing PBL in engineering courses in the traditional semester system setup is challenging. While PBL is normally implemented in small groups of up to ten students with a dedicated tutor during PBL sessions in medical education, this is not plausible in engineering education because of the high enrolment and large class sizes. In a typical course, implementation of PBL consisting of students in small groups in medium to large classes is more practical. However, this type of implementation is more difficult to monitor, and thus requires good support and guidance in ensuring commitment and accountability of each student towards learning in his/her group. To provide the required support, Cooperative Learning (CL) is identified to have the much needed elements to develop the small student groups to functional learning teams. Combining both CL and PBL results in a Cooperative Problem-Based Learning (CPBL) model that provides a step by step guide for students to go through the PBL cycle in their teams, according to CL principles. Suitable for implementation in medium to large classes (approximately 40-60 students for one floating facilitator), with small groups consisting of 3-5 students, the CPBL model is designed to develop the students in the whole class into a learning community. This paper provides a detailed description of the CPBL model. A sample implementation in a third year Chemical Engineering course, Process Control and Dynamics, is also described. IndexTerms-cooperative problem-based learning, problem-based learning, cooperative learning, scaffolding

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Port container terminal is one of the important transition points in the shipping industry. Competitiveness is an important factor for port container terminal with the increase in the number of port terminals globally. Vessel processing time port terminals is one of the important factors that influence the port terminal attractiveness. In addition, most port terminals tried to reduce ship waiting time with enhancement of their facilities. This paper focused on the ship waiting time at the berthing area of port container terminal, and tried to solve the queuing problem at ship tugging operation in order to reduce the average waiting time. The data was collected from a major port container terminal in Malaysia as a case study. The port terminal is modeled with Arena 13.5 simulation software and model validation was done based on real data which was taken from the case study. Different scenarios were then tested on the tugging operation at the port simulation model. The results show that after the implementation of these scenarios, the average ship waiting time at the berthing area decreased dramatically from 180 hours to 140 hours for each ship.