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Artykuły w czasopismach na temat "Maturity and Readiness"
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Du, Gang, Qing Huang i Li Sun. "Research of Synergy Product Maturity Based on Maturity Cycle". Advanced Materials Research 538-541 (czerwiec 2012): 2813–21. http://dx.doi.org/10.4028/www.scientific.net/amr.538-541.2813.
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Product Maturity Level (PML) has a great significance as an important tool in impelling the development of professional product research and realizing optimization of supply and product continuous improvement. Through analyzing Product Maturity Cycle, this paper proposes Application Readiness Level (ARL) based on the study of Technology Readiness Level (TRL) and Manufacturing Readiness Level (MRL). It improves the evaluation model of PML and expands the scope of PML. Meanwhile, this paper regarded synergy products as research object, combining the backwardness advantage of product development and the aspiration of innovation in China, it develops a new PML evaluation model of high technology products. The characteristic factors, influencing factors of PML and its grades dividing had also been deeply studied and systematically analyzed, which offers guidance to product development and marketization in China.
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Ambrosio da Silva, Isaac, Sanderson Cesar Macedo Barbalho, Tobias Adam, Ina Heine i Robert Schmitt. "Industry 4.0 Readiness: a new framework for maturity evaluation based on a bibliometric study of scientific articles from 2001 to 2020". DYNA 88, nr 218 (9.08.2021): 101–9. http://dx.doi.org/10.15446/dyna.v88n218.92543.
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This article presents the scientific production over the last two decades concerning the terms Industry 4.0 and Maturity and introduces a conceptual framework for maturity evaluation based on the concept of industry 4.0 readiness. A bibliometric study based on the keywords Industry 4.0 and Maturity is conducted and main journals, authors, countries, and trends of maturity models are analyzed. Based on the analysis, a framework for measuring maturity to evaluate a company’s readiness for Industry 4.0 is introduced. The assessment enables companies to systematically increase the quality of their transformation by providing insights about their readiness level. The theoretical model suggests that the evaluation, when carried out with the detailed model, has the potential to allow companies to systematically increase the quality of their transformation by providing information on their level of readiness
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Salazar, George, i M. Natalia Russi-Vigoya. "Technology Readiness Level as the Foundation of Human Readiness Level". Ergonomics in Design: The Quarterly of Human Factors Applications 29, nr 4 (3.06.2021): 25–29. http://dx.doi.org/10.1177/10648046211020527.
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Communication of the maturity of technology through the program/product life cycles helps enhance risk management from the beginning and support decision-making strategies for research, development, and allocation of resources. Currently, many organizations use the technology readiness level (TRL) as a simple metric to indicate the maturity of the technology. This article will discuss the TRL history, define the TRL levels, show how the TRL relates to the technology life cycle, and how the TRL framework contributes to the human readiness level (HRL) structure. Through the TRL advantages and disadvantages, this article will show how the TRL falls short in numerous areas of engineering, including the integration readiness of system/subsystem components and assessment of the readiness of the technology to operate within the human capabilities and limitations. Yet the article also shows how the TRL serves as the foundation for HRL.
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Mitroshkina, O. V. "Specificity of psychological readiness for changes and personality’s maturity of the employees of the state criminal and executive service". Law and Safety 70, nr 3 (27.11.2018): 64–70. http://dx.doi.org/10.32631/pb.2018.3.09.
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The work focuses on the study of psychological readiness for changes and personality’s maturity among the employees of the State Criminal and Executive Service of Ukraine. It is shown that readiness for changes in the reforming conditions is a psychological condition for successful professional activity and personal self-realization of the staff of the criminal and executive service. The content of the concepts of “psychological readiness” and “psychological readiness for changes” is revealed; the purposefulness of the study of personality’s maturity as one of the factors of psychological readiness for changes is substantiated. The purpose of the study was to identify the features of the functioning of psychological readiness for changes in the context of personal maturity of the employees of the State Criminal and Executive Service of Ukraine.
The PCRS (Personal Changes Readiness Survey) method created by A. Rolnic, S. Heather, M. Gold, C. Hull (translation and adaptation by N. A. Bazhanova and G. L. Bardier) and the questionnaire of personal maturity (O. S. Shtepa) were applied to solve empirical problems. The subjects were employees of the State Criminal and Executive Service of Ukraine, who were divided into groups according to the level of psychological readiness for changes. The first group consisted of subjects with a high level of readiness for changes, the second – with a low level.
The scientific novelty of the research is determined by the fact that the author established, for the first time, the features of psychological readiness for changes of the employees of the Criminal and Executive Service of Ukraine in the context of personal maturity. It was found out that the employees of the Criminal and Executive Service with a high level of psychological readiness for changes are distinguished by the greater severity of its components, such as responsibility, depth of experience, tolerance, autonomy, self-acceptance and synergy. It was proved that the groups of the employees of the Criminal and Executive Service with different levels of psychological readiness for changes show differences in the structure of interrelationships between the components of psychological readiness for changes and the components of personal maturity. In both groups, the growth of personality maturity is accompanied by a facilitation of psychological readiness for changes. At the same time, there were almost twice as many interconnections between these phenomena in the group with high level of psychological readiness for changes, which indicated an active interaction between them in this group, in contrast to the low-level group, where this interaction was rather limited. The obtained results allow us to conclude that the subjects with different levels of psychological readiness for changes demonstrate differences both in the indicators of personal maturity and in the structure of interrelations between the components of psychological readiness for changes and personal maturity. Less distinct manifestation of a number of components of psychological readiness for changes and a certain deficiency of its interaction with personality maturity can hinder both the successful professional activity of low-level group and their optimal functioning in the personality’s sense. The results obtained in the study can be used to develop programs for psychological support of the professional activities of the staff of the Criminal and Executive Service at the stage of its reformation.
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Hajoary, Pinosh Kumar. "Industry 4.0 Maturity and Readiness Models: A Systematic Literature Review and Future Framework". International Journal of Innovation and Technology Management 17, nr 07 (listopad 2020): 2030005. http://dx.doi.org/10.1142/s0219877020300050.
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Over the last five years, Industry 4.0 (I4.0) has gained a lot of attention from industry leaders, policymakers, and government officials worldwide. In an era where new concepts and techniques are introduced continuously, there is a lack of systematic literature review (SLR) on identifying main dimensions, levels, methods to assess the maturity and readiness level toward I4.0. To address this gap, we have chosen our primary objective to provide a critical review of existing literature on dimensions, methods, levels, and current trends to evaluate the I4.0 maturity and readiness models. A Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) methodology was adopted to make sure that there is no replication and to maintain complete transparency in the review process. A total of 53 papers were deemed relevant for thematic analysis. From the literature, we have found and proposed 10 main dimensions — Strategy and Organization, Manufacturing and Operations, Supply Chain, Business Model, IT, People, Customers, Product, Services, and Culture, to assess the I4.0 maturity and readiness levels of an organization. Further, a conceptual framework was proposed for the same. This study contributes theoretically to the development of I4.0 maturity and readiness models. So far, this is the first review paper on dimensions of I4.0 maturity and readiness models and is expected to give future researchers and practitioners a holistic guideline to design and develop I4.0 maturity and readiness models.
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Sholikah, Mar'atus, i Muhyadi Muhyadi. "Roles of career maturity mediating the effects of locus of control and socioeconomic status on career readiness". International Journal of Evaluation and Research in Education (IJERE) 10, nr 3 (1.09.2021): 781. http://dx.doi.org/10.11591/ijere.v10i3.21127.
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<span>This study aimed to analyze students' readiness for careers out of their professions by considering the effect of locus of control and socioeconomic status. Career maturity acted as the variable intervening. The quantitative method was chosen to test the hypothesis. A total of 80 students were selected to be respondents based on purposive sampling. Model testing was done by using PLS-SEM. The findings of this study found that the locus of control influenced student career readiness. Conversely, socioeconomic status had no significant effect on their career readiness. On the other hand, this study's career maturity partially mediates between locus of control and career readiness. Regarding the effect of socioeconomic status on career readiness, career maturity in this study was known to have a role as an explanatory or predictor. This study concluded that if students wanted to improve their career readiness, they should pay attention to the locus of control and achieve career success. This study's results contribute to institutions, educators, students, and counselling, informing that individual career maturity is an effective way to facilitate students' readiness in their career decision-making process. Future studies should adopt essential variables related to career readiness that is not examined in this study.</span>
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Bendi, Deepthi, Muhammad Qasim Rana, Mohammed Arif, Jack Steven Goulding i Anil Sawhney. "An off-site construction readiness maturity model for the Indian construction sector". Construction Innovation 21, nr 1 (7.10.2020): 123–42. http://dx.doi.org/10.1108/ci-07-2020-0121.
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Purpose This paper aims to present an off-site construction (OSC) readiness maturity model for assessing the readiness of offsite construction companies in the Indian construction sector. Design/methodology/approach The research was conducted in three stages. The first stage consisted of a detailed literature review to document 17 different variables affecting the OSC adoption in India. In Stage 2, 15 semi-structured interviews were carried out where the participants were asked to refine those variables for the Indian context and define what would be different levels of attainment. In the third stage, another set of 5 semi-structure interviews was performed to validate the maturity levels and definitions. Findings A three-level OSC readiness maturity model is presented for discussion. This describes 17 variables at different levels of maturity. Practical Implications The proposed OSC readiness maturity model guides construction practitioners in India through a structured process to enable them to assess their OSC readiness in the market. This assessment enables them to evaluate and benchmark their processes through the strategic and operational phases. The maturity model also identifies the areas of concern and the scope for further development or change to secure the optimal advantage of OSC methods. Originality/value The research produced a model to assess the readiness of OSC adoption in the Indian construction sector. Although the model has been applied to the Indian construction sector, it can easily be modified to accommodate other OSM contexts.
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Kim, Eui-Tae, i Ju-Seuk Kim. "A Study on Factors Affecting the Career Maturity of College Freshmen: Focusing on the Level of Entrepreneurial Aptitude and Self-efficacy". Korean Association For Learner-Centered Curriculum And Instruction 23, nr 1 (15.01.2023): 117–28. http://dx.doi.org/10.22251/jlcci.2023.23.1.117.
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Objectives The purpose of this study is to explore the relationship between the factors affecting the career maturity of college freshmen enrolled in local universities, and to analyze the effect of entrepreneurial aptitude level and self-efficacy on career maturity.
Methods For this purpose, the entrepreneurship aptitude test, the job search readiness test, and the career readiness test were conducted for freshmen at University A in Chungcheong Province. In addition, descriptive statistics, correlation analysis, and multiple regression analysis were performed using a total of 257 responses.
Results First, the correlation analysis for each sub-factor of entrepreneurial aptitude level, career maturity, and job search readiness showed a positive relationship. Second, it was shown that the level of entrepreneurial aptitude and job search readiness had a positive effect on career maturity. Third, it was found that the sub-factors of self-efficacy in entrepreneurial aptitude level and job search readiness were affecting career maturity.
Conclusions Based on the main research results, it was suggested that a startup education program and a self- efficacy improvement program are needed for college freshmen at local universities.
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Gregg, Abbey, Sarbinaz Bekmuratova, David Palm, Lisa VanRaemdonck, Gianfranco Pezzino, Li-Wu Chen i Peter Manetta. "Rurality, Quality Improvement Maturity, and Accreditation Readiness". Journal of Public Health Management and Practice 24, nr 6 (2018): E15—E22. http://dx.doi.org/10.1097/phh.0000000000000678.
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Savickas, Mark L., i Erik J. Porfeli. "Revision of the Career Maturity Inventory". Journal of Career Assessment 19, nr 4 (26.05.2011): 355–74. http://dx.doi.org/10.1177/1069072711409342.
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Initially administered in 1961, the Career Maturity Inventory (CMI) was the first paper-and-pencil measure of vocational development. The present research revised the CMI to reestablish its usefulness as a succinct, reliable, and valid measure of career choice readiness, with a few theoretically relevant and practically useful content scales for diagnostic work with school populations up to and including Grade 12. The new Form C was produced by combining rational organization of item content with confirmatory factor analysis (CFA). In the end, CMI Form C provides a total score for career choice readiness, three scale scores reflecting career adaptability dimensions of concern, curiosity, and confidence, and a score reflecting relational style in forming occupational choices. Initial evidence supports the face, construct, and concurrent validity of the CMI scores as indicators of career choice readiness.
Rozprawy doktorskie na temat "Maturity and Readiness"
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Ertan, Joakim. "Digital Readiness of Swedish Organizations". Thesis, KTH, Industriell ekonomi och organisation (Inst.), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-239930.
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This paper tries to measure the level of digital transformation among Swedish organizations. This is done through utilizing a maturity model and collecting data through an online questionnaire from 21 different organizations and measuring their digital readiness. The result seem to indicate that Swedish organizations have a been affected by digital transformation and have a slightly lower level of digitalization than foreign organizations.I denna uppsats försöks den digitala transformationen mätas bland svenska organisationer. Detta gjordes genom att använda sig av en maturity/mongnadsmodell och samla data om 21 olika organisationer genom ett frågeformulär som publicerades online. Denna data användes sedan för att mäta organisationernas digitala mognad. Resultat indikerar att Svenska organisationer har blivit påverkade av den digitala transformerinen, dock är nivån av digital mognad något lägre än hos utländska organisationer.
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Eadie, Robert W. J. "E-Procurement capability maturity model for analysing the E-readiness of UK construction organisations". Thesis, University of Ulster, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515887.
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Moolman, Hermanus Barend. "e-Readiness of warehouse workers : an exploratory study". Thesis, University of Pretoria, 2007. http://hdl.handle.net/2263/24723.
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The purpose of this research was to investigate the e-readiness of warehouse workers in a supply chain management environment. Organisations increasingly contemplate e-learning as a training option to develop their employees. Globalisation of commercial ventures increasingly demands that organisations become more competitive by introducing Information Technology (IT). e-Learning is seen as a stepping stone for empowering employees. Supply-chain management organisations use unskilled warehouse workers to perform manual duties such as registering, storing and quick location of stock for distribution. IT supports these logistic procedures – emphasising the need to introduce e-learning to warehouse workers. Questionnaires confirmed that the unit of analysis was multi-racial, mostly black, between eighteen and sixty years old and of both genders. Their limited educational qualifications are representative of many similar developing communities of work across Africa. e-Learning requires access to technology, computer literacy, self-discipline, the drive to develop and the confidence to use technology to achieve objectives. Warehouse workers as developing communities are trapped by the digital divide amidst calls to bridge the divide by introducing IT to such communities. Questions are raised whether they have the discipline, motivation, and skills to learn from such a complex learning strategy. Interviewed corporate learning experts cautioned that specific infrastructures and personal attributes are crucial. Insufficient computer experience, anxiety and technophobia, may cause warehouse workers to become unlikely candidates for e-learning. My inquiry was an interpretive, qualitative case study, intent on understanding emotional, technical, and social aspects influencing e-readiness. I collected my data in four phases. Phase one was a questionnaire to collect biographical information of the warehouse workers. During phase two, by means of a Delphi technique, I established consensus from a group of e-learning experts of what ereadiness encompasses. Phase three consisted of interviews with and observations of workers performing their daily tasks and also while completing a computer-based tutorial. In phase four I conducted interviews with warehouse managers on their perceptions of the e-readiness of their workers. From the literature I extracted Reeves’ (1999) three learner inputs, as well as six fundamental categories of e-readiness. With these nine theory codes, I followed an inductive-deductive grounded theory approach to analyse the data. I constructed six sub-questions as basis for the enquiry. I tallied the frequencies of the conceptual codes of e-readiness and created an inventory of applicable conceptual codes according to the theory codes. Patterns of technical and affective experience, aptitude, origins of motivation, access to computer infrastructure and organisation culture culminated as my seven main findings on the e-readiness of warehouse workers. I determined inter alia that warehouse workers do not suffer from technophobia, nor are they really intimidated by technology. However, they need guidance and expert facilitation to become successful e-learners. They are aware that they are dependent on the organisation’s infrastructure to develop their skills and capabilities. Therefore, the e-maturity of an organisation can greatly benefit from warehouse workers’ involvement in e-learning.Thesis (PhD (Curriculum Studies))--University of Pretoria, 2007.
Curriculum Studies
unrestricted
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Hassan, Asma Abdullah. "Framework to assess the level of readiness for TQM implementation in girls' secondary schools in Saudi Arabia". Thesis, Cranfield University, 2016. http://dspace.lib.cranfield.ac.uk/handle/1826/12416.
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The Kingdom of Saudi Arabia (SA) set out its Vision 2030 of itself as a significant Knowledge Economy to position itself competitively in the world and in the Gulf region. The Government charged the education sector to prepare young people and build the creativity, innovation and technical skills for the country’s future. The Ministry of Education (MOE) selected TQM and has made strategic investments to achieve this strategic transformation in education. Despite this substantial investment in the infrastructure, teaching skills, information technology and advancement programmes for women to enter the workplace, the implementation of TQM has not so far delivered the outcomes expected in secondary schools (Bank, 2008; Chapman and Miric, 2009; TIMSS, 2011). This research proposes that a programme that primarily focuses on the hard aspects of change, without participatory leadership and without integrating the people concerned (as a soft programme would), cannot achieve sustainable transformation. An empirical study was designed to investigate staff perception of TQM implementation in girls’ secondary schools in the Kingdom. The 525 respondents from 61 schools in five districts of Riyadh suggest that the most pivotal critical success factors (CSFs) limiting the development of TQM culture were Top Management Commitment; Training; Tools and Techniques; and Reward and Recognition. The perception results were then used as the baseline to design a model that integrates the hard and soft CSFs of TQM in five stages of maturity. This assessment model could be used to support the schools and the MOE in objectively assessing the readiness of schools to implement TQM and identify the next major obstacles to reaching the next stage. The design approach of a maturity model is innovative in using context perception data as the baseline for designing the stages of maturity and the success factors the progress of change, making its use appropriate for the girls’ schools in the Kingdom of Saudi Arabia.
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Datsenka, Rastsislau Verfasser], i Karl [Akademischer Betreuer] [Kurbel. "Client's Readiness for IT Offshoring in Germany: A Model of Maturity, Capability and Business-IT Alignment / Rastsislau Datsenka. Betreuer: Karl Kurbel". Frankfurt (Oder) : Universitätsbibliothek der Europa-Universität Viadrina Frankfurt, 2014. http://d-nb.info/1054294976/34.
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Lärkfors, Selinn, i Carolina Svedlund. "Vätgasdrivna arbetsmaskiners tekniska mognad : Dagens etableringsmöjligheter och potentiella tillämpningar i Gävleborgs framtida vätgassamhälle". Thesis, Högskolan i Gävle, Miljövetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36557.
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Förbränning av fossila bränslen är den största orsaken till ökade växthusgasutsläpp i atmosfären som i sin tur ligger till grund för klimatförändringarna. Europeiska Unionen uttrycker klimatförändringarna som ett existentiellt hot och har som mål att Europa ska bli en klimatneutral kontinent till år 2050. Arbetsmaskiner, som vanligtvis drivs på diesel, är ett energikrävande fordonsslag vid användning som år 2016 stod för 6 % av Sveriges totala växthusgasutsläpp. Vätgas kan vara ett alternativt drivmedel till diesel eller andra fossila drivmedel för att minska de utsläpp som arbetsmaskiner ger upphov till. Syftet med studien är att uppmärksamma arbetsmaskiners roll i en omställning till vätgasdrift samt sprida kunskap om vad en omställning skulle innebära för dagens användare av arbetsmaskiner. Detta görs genom att belysa möjlig etablering i nutid av fem utvalda vätgasdrivna arbetsmaskiner samt gestalta dem i ett framtida vätgassamhälle. De arbetsmaskiner som inkluderas i studien är hjullastare, pistmaskin, sopmaskin, traktor och motviktstruck. Metoden består av en förenklad litteraturöversyn i kombination med personlig kommunikation samt en anpassning av verktyget Technology Readiness Level (TRL) i syfte att bedöma den tekniska mognaden. Resultatet visar att det i dagsläget finns etableringsmöjligheter i olika former för samtliga arbetsmaskiner i regionen baserat på TRL. Vätgasdrivna motviktstruckar och sopmaskiner är båda tillräckligt mogna tekniker för att etableras direkt på marknaden genom inköp. Vätgasdrivna hjullastare, traktorer och pistmaskiner är fortfarande under utveckling och kan därför etableras i regionen genom forskning och ytterligare utveckling eller först efter produktlansering på marknaden. De utvalda vätgasdrivna arbetsmaskinerna kan verka i ett framtida vätgassamhälle på liknande vis som motsvarande fossildrivna arbetsmaskiner gör idag med fördelar som mindre miljöpåverkan, vibrationer och buller som i sin tur medför mindre underhållsbehov med tillhörande kostnader. Resultatet visar att det finns möjligheter redan idag att påskynda en förändring, inte bara i Gävleborg utan i hela Sverige. De utvalda arbetsmaskinerna är verksamma inom branscher som motsvarar stora delar av det svenska näringslivet, en omställning till vätgasdrift kan därför ha en stor betydelse för en nationell reducering av växthusgasutsläpp. Det finns stor potential, särskilt för aktörer inom industrin, att upprätta egen vätgasproduktion och därmed bli självförsörjande på vätgas som drivmedel till arbetsmaskiner. Detta kan bli en av de radikala förändringar som enligt EU behövs för att uppnå målet om att åstadkomma klimatneutralitet år 2050.Burning of fossil fuels is the biggest cause of increased greenhouse gas (GHG) emissions into the atmosphere, which in turn leads to climate change. The European Union expresses climate change as an existential threat and aims to make Europe a climate-neutral continent by 2050. Non-road machinery vehicles (NMV), which are usually powered by diesel, are an energy-intensive type of vehicle during usage that in 2016 accounted for 6% of Sweden's total GHG emissions. Hydrogen can be an alternative fuel to diesel or other fossil fuels in order to reduce the emissions that originate from NMVs. The aim of this study is to draw attention to the role of NMVs in a conversion to hydrogen operation and to spread knowledge about what a conversion would mean for today's users of work machines. This is done by highlighting possible establishment in the present of five selected hydrogen powered NMVs and illustrate them in a future hydrogen society. The NMVs included in the study are wheel loaders, snow groomers, street sweepers, tractors and counterbalanced forklifts. The method consists of a simplified literature review in combination with personal communication and an adaptation of the tool Technology Readiness Level (TRL) in order to assess technical maturity. The results show that there are establishment opportunities in the present in various forms for all NMVs in Gävleborg based on TRL. Hydrogen powered counterbalanced forklifts and street sweepers are both sufficiently mature technologies to be established directly in the market through purchasing. Hydrogen powered wheel loaders, tractors and snow groomers are still under development and can therefore be established in the region through research and further development or after product launch. The selected hydrogen powered NMVs can operate in a future hydrogen society similarly to fossil-fueled NMVs but with benefits such as less environmental impact, vibrations and noise which in turn entails less maintenance needs with associated costs. There are opportunities already today to accelerate a change, not only in Gävleborg but throughout Sweden. The selected NMVs are active in industries that correspond to large parts of the Swedish business community, a transition to hydrogen operation can therefore be of great importance for a national reduction of GHG emissions. There is great potential, especially for players in the industry, to establish their own hydrogen production and thereby become self-sufficient in hydrogen intended for NMVs. This could be one of the radical changes that, according to the EU, are needed to achieve the goal of accomplishing climate-neutrality by 2050.
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Erasmus, Myrtle. "Riglyne vir 'n perseptueel-motoriese intervensieprogram om die leergereedheid van Graad-R-leerders te verhoog / Myrtle Erasmus". Thesis, North-West University, 2012. http://hdl.handle.net/10394/8458.
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The challenges of backlogs experienced amongst Grade R-learners, results in learners not
being school and learning ready when entering Grade 1. Obstacles for example are
insufficient stimulation, under developed perception, and poor gross and fine motor skills,
require early intervention and ought to receive attention in Grade R. From the socialecological
perspective and taking into consideration the great amount of learners in South
Africa originating from deprived environments, the study is focused in the domain of the
Social Deprivation Theory. The bio-ecological context within which learners find themselves,
influence the cognitive and perceptual development of every learner. Epistemologically the
study focuses on the similarity between Critical Theory and Interpretivism. Critical Theory
highlights the meaning of experience as manifested in relation to social circumstances and
developmental background. Interpretivism in this study focuses on the meaning which
individuals attach to their experiences in the spotlight and results in greater understanding
and insight of the researched phenomenon. Circumstances of deprivation occur worldwide,
even in developed countries like United States of America (USA) and England. Already for
decades in USA young children gain in their development through intervention in early
childhood (Ludwig & Phillips, 2007). Duncan and Brooks-Gunn (2000) identified a relation
between child poverty/deprivation and poor school performance in the USA. Research in
England (Thompson, 2000) shows that the impact of social neglect of children have serious
consequences.
The National Education Policy Act (Pandor, 2008; SA DvO, 1997:2) uses Early Childhood
Development (ECD) as an umbrella term which refers to the development processes
whereby children physically, intellectually, emotionally, spiritually, morally and socially grow
and develop from birth to the age of nine years (SA, DoE, 1995, White paper 5,). The kind of
education learners receive in Grade R is crucial to their further development in the education
system (Van Zyl, Le Roux & Janse van Rensburg 2011, DvO, 1997:2). Learners lacking an
adequate foundation may experience difficulties throughout their school career. In South
Africa there is concern as to the standard of education and training, manifesting in a low pass
rate on Grade 12-level.
This study is undertaken to determine the current shortages in the South African educational
system which may hinder the learning potential of Grade R-learners. An attempt is made to
determine which handicaps/backlogs Grade R-learners experience, which fits the framework
of the deprivation theory, which can undermine learner readiness. This study determine
whether intervention by means of a perceptual-motor skills programme can enhance the school readiness of pre-school learners. Finally to determine which shortages/ backlogs
exists in the perceptual-motor skills of Grade R nlearners from deprived backgrounds in
South Africa. Guidelines for a perceptual-motor intervention program was developed through
this study. A combination of quantitative and qualitative data-analysis is used in this study
(Onwuegbuzie, Johnson en Collins, 2009).
The dissertation is compiled in article format. In the first article of the study, the issues of
teacher development and support mechanisms and equipment at primary schools and
kindergartens are explored. Qualitative and phenomenological research was undertaken and
information was gathered by means of questionnaires directed at teachers. In the following
article the school readiness of 48 Grade R-learners from deprived backgrounds were tested.
The research participants came from similar sosio-economic background, from quintile one
and two schools. Seeing that those were the only primary schools with Grade R classes in
that area, they were identified on behalf of their availability. In this study the data was
analysed and descriptive statistics (means, averages, standard deviations, minimum and
maximum values, percentages) and t-tests were used to determine variations in terms of
perceptual motor skill development and learning readiness.
An experimental group of 21 Grade R learners followed a 10 week long perceptual-motor
skills intervention programme. In the follow-up school readiness test (article 3), results
indicated that the intervention showed a positive response with regards to the school
readiness of the Grade R learners. Drawing to a conclusion (article 4), the intervention
programme is critically discussed and recommendations were made to all those concerned
with Grade R teaching (teachers, principals, Departments of Education).
The conclusion according to the results of the research shows that the intervention had a
positive effect on the school and learning readiness of this group of Grade R learners.Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2012
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Costa, Hugo Câmara. "Cognitive, behavioral and familial associations of reading acquisition and academic achievement : a population-based longitudinal study from kindergarten to middle school". Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05H115.
Pełny tekst źródłaStreszczenie:
Les études longitudinales en milieu scolaire débutant en maternelle permettent une analyse des facteurs propres à l'enfant et à son environnement impliqués dans le développement de la lecture et de la réussite scolaire. Cependant, les études visant à analyser l'influence longitudinale de ces facteurs dès l'école maternelle restent exceptionnelles en France. Une étude épidémiologique initiée en 2001 dans la Communauté Urbaine de Creusot Montceau (Saône-et-Loire, France) avait comme objectif l'examen des contributions des facteurs propres à l'enfant et des variables environnementales dans l'acquisition de la lecture et la réussite scolaire dès la maternelle (3-6 ans) jusqu'au milieu de l'école élémentaire (CE2, 8-9 ans). Le travail de thèse présenté a permis le prolongement de la période de recueil de donnés jusqu'à la fin du collège (3ème, 14-15 ans) représentant une période de suivi de 10 ans dans la population générale. L'objectif principal de ce travail est d'identifier les facteurs propres à l'enfant (cognitifs, académiques et comportementaux) et des variables environnementales (facteurs sociodémographiques et caractéristiques familiales) dans le développement de la lecture à la fin de l'école primaire (CM2) et la réussite scolaire à la fin du collège (3ème). Les échantillons comprenaient 829 enfant inscrits en Grande Section de Maternelle pendant l'année scolaire 2001-2001 (Cohorte 1, 90% de l'échantillon initial) suivis jusqu'à la fin du collège (année scolaire 2010-2011) et 812 enfants de Grande Section de Maternelle durant l'année 2003-2004 (Cohorte 3) suivis jusqu'à la fin de l'école élémentaire (Cours Moyen 2, année scolaire 2008-2009). En Grande Section de Maternelle, le recueil de données a compris l'évaluation des compétences cognitives, académiques et comportementales des enfants, ainsi que le recueil des informations concernant le contexte familial. Les mesures de réussite scolaire ont compris les résultats des enfants dans les évaluations nationales réalisées à la fin du collège pour la Cohorte 1, (Diplôme National du Brevet) et les performances des enfants dans une mesure standardisée de lecture de mots à la fin de l'école élémentaire pour la Cohorte 3 (ODEDYS, Jacquier-Roux, Valdois & Zorman, 2002). Les compétences de traitement phonologique, la connaissance de lettres et le comportement attentif étaient les prédicteurs le plus significatifs de la lecture de mots au Cours Moyen 2. Le signalement par les parents d'antécédents familiaux de difficultés de lecture était associé simultanément avec des difficultés de lecture et le comportement inattentif à la fin de l'école élémentaire. En 3ème année du collège, les compétences de langage oral, la connaissance de lettres, la mémoire verbal à court terme, le raisonnement perceptif (facteur non-verbal) et le comportement attentif des enfants en maternelle, ainsi que le niveau d'éducation des parents et le type de famille, ont prédit significativement la mesure de réussite scolaire générale à la fin du collège. En outre, les résultats ont montré l'influence de plusieurs caractéristiques familiales dont la nationalité du père, le mode de garde avant la scolarisation, les rituels d'endormissement et les antécédents familiaux de difficultés de lecture. Ces caractéristiques renvoient à des facteurs qui mettent un enfant en risque d'échec scolaire à la fin du collège. Ce travail contribue à la littérature scientifique existante concernant les facteurs propres à l'enfant et à son environnent familial liés à l'acquisition de la lecture et à la réussite scolaire. Les résultats permettent l'identification des facteurs familiaux mettant un enfant à risque d'échec scolaire. Il ont des importantes implications pour repérer le plus précocement possible les enfants à risque de développer des difficultés de lecture et d'échec scolaire et pour mettre en place des programmes d'intervention adéquats à ses difficultés dès le début des trajectoires académiques de l'enfantLongitudinal studies starting during kindergarten provide an appropriate method to investigate the child- and environmental-level factors that account for children's reading and academic achievement later in their educational trajectories. In France, studies designed to follow-up children longitudinally from kindergarten onwards remain scarce. An epidemiological study started in 2001 in the Urban Community of Creusot Montceau (Saône-et-Loire, France) sought initially to identify the factors associated with children's reading acquisition and academic achievement from preschool (3-6 years) to the middle of elementary school (Grade 3, 8-9 years). The PhD project reported here aimed to extend the original design of data collection to the end of middle school (Grade 9, 14-15 years) spanning a 10-year follow-up period in the general population. This work aimed to investigate the specific contributions of child-level factors (cognitive-academic skills, behavior problems) and environment-level factors (sociodemographic and family characteristics) for children's subsequent reading acquisition at the end of elementary school (Grade 5), as well as academic achievement at the end of middle school (Grade 9). The samples of analysis comprised 829 kindergarteners in the 2001-2002 school year (Cohort 1, 90% of the initial sample) followed through the end of middle school (Cohort 1, 2010-2011 school year) and 812 kindergarteners in the 2003-2004 school year (Cohort 3), from which a sub-sample of 154 participants was followed through the end of elementary school (2008-2009 school year). At kindergarten, assessment included measures of children's cognitive-academic and behavioral skills, as well as family background characteristics. Outcome measures were composed of children's results in the national evaluations performed at the end of middle school for Cohort 1 ("Diplôme National du Brevet") and of children's scores in standardized measures of word reading achievement at the end of elementary school for Cohort 3 (ODEDYS, Jacquier-Roux, Valdois & Zorman, 2002). The results indicated that children's phonological processing skills, letter knowledge and attentive behavior were the most robust predictors of word reading achievement at Grade 5. In addition, parental reports of familial antecedents of reading difficulties also contributed to predict word reading at Grade 5 and were specifically associated with both reading difficulties and inattention behavior at this grade level. At Grade 9, children's oral language skills, letter knowledge, short-term verbal memory, perceptual reasoning (non-verbal cognitive ability) and attentive behavior at kindergarten predicted significantly the outcome measure of general academic achievement at Grade 9, together with parental educational level and family structure. Moreover, results indicated the influence of several family characteristics referring to father's nationality, type of early childcare, language-based bedtime routines and familial antecedents of reading difficulties as risk factors for children's subsequent academic underachievement. The present work contributes to the extant literature regarding the child- and family-level factors associated with subsequent reading acquisition and academic achievement from kindergarten to elementary and middle school. Importantly, these results allowed the identification of novel familial risk factors that influence negatively children's subsequent academic trajectories. These findings have important implications regarding the child and family factors that should be targeted during kindergarten in order to prevent children's subsequent reading and academic difficulties and to promote adequate intervention strategies early in children's educational trajectories
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Hajoary, Pinosh Kumar. "Industry 4.0 Maturity and Readiness Assessment: A case of a Manufacturing Organization". Thesis, 2021. https://etd.iisc.ac.in/handle/2005/5198.
Pełny tekst źródłaStreszczenie:
The manufacturing sector is the economic backbone of a country and has traditionally played a key role in the growth of almost every country in the world. In India, the manufacturing sector contributes 17 percent to the country's GDP and is expected to increase to 25 percent by 2025. Of late, the manufacturing sector is entering into a dynamic phase due to the emergence of new technologies leading to the fourth industrial revolution or Industry 4.0. The Industry 4.0 market is projected to reach US dollar 214 billion by 2023. As a result, manufacturing organizations are adopting new technologies, hardware as well as software, to improve the operational efficiency and productivity. In this regard, it has become imperative for organizations to assess their status as well as capability to transition towards Industry 4.0. However, the literature review suggests a lack of comprehensive approaches and their empirical validations in assessing the Industry 4.0 maturity and readiness levels. The literature mostly focuses on descriptive assessment of Industry 4.0 maturity and readiness. Further, there is a dearth of research studies and empirical validations exploring aspects of Industry 4.0 maturity and readiness assessment from a developing country perspective. Hence, we tried to address these gaps in three phases of research. The first phase was aimed at developing a multi-dimensional conceptual framework to assess Industry 4.0 maturity and readiness. While the second phase was devoted to developing and prioritizing indicators for assessing Industry 4.0 maturity and readiness. We obtained six dimensions and 32 indicators from the literature. The third phase included empirical validation of the conceptual framework and its indicators in the context of India's steel manufacturing
organization. These indicators were operationalized, and an online and offline survey was conducted among managers in a steel manufacturing organization. 341 responses were selected for further analysis. At the indicator level, a weighted average method was used to determine the organization's Industry 4.0 status. Further, the Industry 4.0 maturity and readiness conceptual framework was validated using the confirmatory composite analysis (CCA) technique in PLS-SEM. The results revealed that the supply chain dimension has a dominant influence on Industry 4.0 maturity and readiness while the production technology dimension has the lowest influence. Finally, based on results and findings, we derived managerial and practical implications for the case study organization.
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Claims, Ivan Prins. "Proposing a maturity assessment model based on the digital forensic readiness commonalities framework". 2013. http://hdl.handle.net/11394/3235.
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Magister Commercii (Information Management) - MCom(IM)The purpose of the study described in this thesis was to investigate the structure required to implement and manage digital forensic readiness within an enterprise. A comparative analysis of different digital forensic readiness frameworks was performed and, based on the findings of the analysis, the digital forensic readiness commonalities framework (DFRCF) was extended. The resultant structure was used to design a digital forensic readiness maturity assessment model (DFRMAM) that will enable organisations to assess their forensic readiness. In conclusion, both the extended DFRCF and the DFRMAM are shown to be validated by forensic practitioners, using semi-structured interviews. A qualitative research design and methodology was used to perform a comparative analysis of the various digital forensic readiness frameworks, to comprehend the underlying structures. All the participant responses were recorded and transcribed. Analysis of the findings resulting from the study showed that participants mostly agreed with the structure of the extended DFRCF; however, key changes were introduced to the extended DFRCF. The participants also validated the DFRMAM, and the majority of respondents opted for a checklist-type MAM. Digital forensic readiness is a very sensitive topic since organisations fear that their information might be made public and, as a result, increase their exposure to forensic incidents and reputational risk. Because of this, it was difficult to find participants who have a forensic footprint and are willing, able, and knowledgeable about digital forensic readiness. This study will contribute to the body of knowledge by presenting an original, validated DFRCF and DFRMAM. Practitioners and organisations now have access to non-proprietary DFRMAM.
Książki na temat "Maturity and Readiness"
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Zabłocki, Kazimierz Jacek, i Wojciech Brejnak. Emocjonalno-społeczne uwarunkowania dojrzałości szkolnej: Praca zbiorowa. Warszawa: Wydawn. Uniwersytetu Kardynała Stefana Wyszyńskiego, 2008.
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Kast, Verena. Through emotions to maturity: Psychological readings of fairy tales. New York: Fromm International, 1993.
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How we learn to read. Ashfield, Mass: Paideia, 1986.
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Durkin, Dolores. Teaching young children to read. Wyd. 4. Boston: Allyn and Bacon, 1987.
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Inc, Teacher's Friend Publishers, red. Practice! & learn!: Numbers & counting 1-20 plus dot-to-dot. [Place of publication not identified]: Teacher's Friend Publishers, 1997.
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W, Moore David, i Rickelman Robert J, red. Prereading activities for content area reading and learning. Wyd. 3. Newark, Del: International Reading Association, 2000.
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W, Moore David. Prereading activities for content area reading and learning. Wyd. 2. Newark, Del: International Reading Association, 1989.
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O'Sullivan, Julia. Get ready, get set, get going: Learning to read in northern Canada. Thunder Bay, Ont: Centre of Excellence for Children and Adolescents with Special Needs, Lakehead University, 2007.
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Beginning to read: Thinking and learning about print. Cambridge, Mass: MIT Press, 1990.
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Adams, Marilyn Jager. Beginning to read: Thinking and learning about print : a summary. Urbana-Champaign, IL: University of Illinois, 1990.
Znajdź pełny tekst źródłaCzęści książek na temat "Maturity and Readiness"
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Akdil, Kartal Yagiz, Alp Ustundag i Emre Cevikcan. "Maturity and Readiness Model for Industry 4.0 Strategy". W Springer Series in Advanced Manufacturing, 61–94. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57870-5_4.
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Englbrecht, Ludwig, Stefan Meier i Günther Pernul. "Toward a Capability Maturity Model for Digital Forensic Readiness". W Innovative Computing Trends and Applications, 87–97. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03898-4_10.
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Mrugalska, Beata, i Anna Stasiuk-Piekarska. "Readiness and Maturity of Manufacturing Enterprises for Industry 4.0". W Advances in Manufacturing, Production Management and Process Control, 263–70. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51981-0_33.
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Pirinen, Rauno. "Common Information Systems Maturity Validation Resilience Readiness Levels (ResRLs)". W Communications in Computer and Information Science, 383–403. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15640-4_19.
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Hajoary, Pinosh Kumar, i K. B. Akhilesh. "Conceptual Framework to Assess the Maturity and Readiness Towards Industry 4.0". W Lecture Notes in Mechanical Engineering, 13–23. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5689-0_2.
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Sassanelli, Claudio, i Sergio Terzi. "Evaluating Manufacturers’ Smart Readiness and Maturity Exploiting Lean Product Development Approach". W Proceedings of the 6th European Lean Educator Conference, 291–99. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41429-0_29.
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De Carolis, Anna, Marco Macchi, Elisa Negri i Sergio Terzi. "A Maturity Model for Assessing the Digital Readiness of Manufacturing Companies". W Advances in Production Management Systems. The Path to Intelligent, Collaborative and Sustainable Manufacturing, 13–20. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66923-6_2.
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Govindasamy, Alagiri, i Arivarasi Arularasan. "Readiness and Maturity Assessment Model to Measure the Industry 4.0 Ecosystem". W Lecture Notes in Electrical Engineering, 57–67. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1244-2_5.
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Fauzi, Rosyid Nurdin, Nazaruddin i Amlys Syahputra Silalahi. "Analysis of Balanced Scorecard Implementation on the Calculation of Performance of PT PLN (Persero) North Sumatera". W Proceedings of the 19th International Symposium on Management (INSYMA 2022), 539–49. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_68.
Pełny tekst źródłaStreszczenie:
AbstractThis research aims to analyze the results of the balanced scorecard implemented by PLN UIKSBU in optimizing the achievement of its targets. The hypothesis was formulated that the measurement of key performance indicators from the perspective of human resources, namely Human Capital Readiness (HCR) and Organization Capital readiness (OCR), as a program to improve employee competence and organizational maturity, which is moderated by Information Capital Readiness (ICR) as a program to improve information and technology management that will have a positive effect on the Equivalent Forced Outage Rate (EFOR) as a key performance indicator on the perspective of products and processes to measure the level of operational reliability of the generating unit. The condition found is a phenomenon that the implementation of a Balanced scorecard has not been able to optimize the achievement of PLN UIKSBU performance targets and even tends to decline. Data collection was carried out through surveys using questionnaires. The survey was conducted on all 241 structural employees in PLN UIKSBU. Furthermore, the survey data was processed using the SPSS application with the following results; (1) Partially Human Capital Readiness (HCR) has a positive and significant effect, Organization Capital readiness (OCR) has a negative and insignificant effect, Information Capital Readiness (ICR) has a positive and insignificant effect, and Human Capital Readiness (HCR) and Organization Capital readiness (OCR) moderated Information Capital Readiness (ICR) has an insignificant negative effect on the Equivalent Forced Outage Rate (EFOR); (2) Simultaneously Human Capital Readiness (HCR), Organization Capital readiness (OCR), Information Capital Readiness (ICR), and Human Capital Readiness (HCR) and Organization Capital readiness (OCR) moderated by Information Capital Readiness (ICR) has a positive and significant effect on EFOR; (3) Determination coefficient of R2 = 0.102. From the results of this study, it is suggested that PLN UIKSBU can review the implementation of the Organization Capital readiness (OCR) and Information Capital Readiness (ICR) programs, with a relatively small coefficient of determination, the next suggestion is to do research on other factors that affect the Equivalent Forced Outage Rate (EFOR).
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Rieger, David, i Simon Tjoa. "A Readiness Model for Measuring the Maturity of Cyber Security Incident Management". W Advances in Intelligent Networking and Collaborative Systems, 283–93. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98557-2_26.
Pełny tekst źródłaStreszczenia konferencji na temat "Maturity and Readiness"
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Seablom, Michael S., i Loren A. Lemmerman. "Measuring technology maturity and readiness for mission infusion". W IGARSS 2012 - 2012 IEEE International Geoscience and Remote Sensing Symposium. IEEE, 2012. http://dx.doi.org/10.1109/igarss.2012.6352038.
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Yezhebay, Assel, Venera Sengirova, Dastan Igali, Yasser Omar Abdallah i Essam Shehab. "Digital Maturity and Readiness Model for Kazakhstan SMEs". W 2021 IEEE International Conference on Smart Information Systems and Technologies (SIST). IEEE, 2021. http://dx.doi.org/10.1109/sist50301.2021.9465890.
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Boring, Ronald. "Implications of Human Reliability Analysis for Human Readiness Levels". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001573.
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Technology readiness levels (TRLs) were developed to gauge the maturity of new technologies. TRLs are effective for determining suitability for procurement and guiding the evolution of novel research and development efforts from the conceptual stage, through demonstration, to implementation and deployment. A recent augmentation to TRLs is human readiness levels (HRLs). HRLs are anchored to human factors and map suitability for human use. A low HRL may suggest that a technology is early in its human-system interface development, while a high HRL confirms that a technology is fully usable by humans interacting with it. HRLs provide a measure of technology maturity not just according to the hardware or software captured in the TRLs but also the human end users. Ideally, TRLs and HRLs should align, especially as a system reaches maturity and approaches deployment. To date, the relationship between human reliability analysis (HRA) and HRLs has not been explored. HRA seeks to map the rate and nature of human errors when using a system. This paper explores the relationship between human reliability and HRLs. HRA can support the HRL determination by providing acceptable performance criteria and a process for quantifying the appropriate level. HRA can also provide predictive measures to complement empirical usability and maturity assessments.
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Pirinen, Rauno. "Towards Common Information Systems Maturity Validation - Resilience Readiness Levels (ResRL)". W Special Session on Information Sharing Environments to foster cross-sectorial and cross-border collaboration between public authorities. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006450802590266.
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Supriyanto, Aji, i Khabib Mustofa. "E-gov readiness assessment to determine E-government maturity phase". W 2016 2nd International Conference on Science in Information Technology (ICSITech). IEEE, 2016. http://dx.doi.org/10.1109/icsitech.2016.7852646.
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Bajic, Bojana, Slobodan Moraca i Aleksandar Rikalovic. "Fuzzy maturity model for Smart Manufacturing Readiness: Industry 5.0 perspective". W 2023 Zooming Innovation in Consumer Technologies Conference (ZINC). IEEE, 2023. http://dx.doi.org/10.1109/zinc58345.2023.10174102.
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Pudovskis, Konstantins, i Nelli Tolmacha. "FUNCTIONAL MATURITY OF BRAIN AND READINESS OF CHILDREN FOR SYSTEMATIC LEARNING". W XV International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2019. http://dx.doi.org/10.29003/m528.sudak.ns2019-15/344-346.
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Tetlay, Abideen. "Need for a framework for the assessment, evaluation and measurement of System Maturity, System Readiness and Capability Readiness". W 2011 IEEE International Systems Conference (SysCon). IEEE, 2011. http://dx.doi.org/10.1109/syscon.2011.5929078.
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Qomariyah, N. N., i A. Priandoyo. "A maturity model for assessing the Indonesian payment systems blueprint 2025 readiness". W 1ST INTERNATIONAL CONFERENCE ON ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0109539.
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Almasbekkyzy, Aidana, Daulet Abdikerim, Daulet Nabi, Yasser Omar Abdallah i Essam Shehab. "Digital Maturity and Readiness Model for Multiple-Case of Kazakhstan Large Companies". W 2021 IEEE International Conference on Smart Information Systems and Technologies (SIST). IEEE, 2021. http://dx.doi.org/10.1109/sist50301.2021.9465912.
Pełny tekst źródłaRaporty organizacyjne na temat "Maturity and Readiness"
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Cunningham i Wilcox. PR-015-12205-R01 Technology Challenges for Liquid CO2 Pump Stations. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), grudzień 2013. http://dx.doi.org/10.55274/r0010023.
Pełny tekst źródłaStreszczenie:
As a result of proposed new climate change legislation requiring carbon capture and sequestration (CCS) of atmospheric carbon dioxide (CO2) emissions, there has been increased interest in the development of carbon capture technology worldwide. CCS aims to reduce CO2 emissions to the atmosphere by capturing it from the emissions of large producers and storing it underground. One often overlooked component of the CCS process is the transmission of captured CO2 to sequestration sites. This anthropogenic, or man-made, CO2 presents unique challenges to transportation because of the inclusion of impurities such as water (H2O), Hydrogen Sulfide (H2S), Carbon Monoxide (CO), Hydrogen (H2), and Methane (CH4). These impurities cause changes in the properties of the CO2 stream and complicate the design of pipelines. Pure CO2 pipelines for Enhanced Oil Recovery (EOR) have a long history of operation in North America, but this technology must be adapted to anthropogenic CO2 uses. Other technologies can potentially be adapted from the oil and gas industry. There are still challenges to be addressed, however, before anthropogenic CO2 pipeline technology can be considered mature. The objective of this project is to pinpoint areas of CO2 pipeline technology that still require development related to anthropogenic CO2 pump stations and their operation when transporting CO2 as a dense phase or supercritical fluid. This report focuses on identifying these challenges and providing a research roadmap to guide the development of anthropogenic CO2 technology to maturity. This project identified key technology challenges related to the gas properties, equipment, and operation of anthropogenic CO2 pipeline pump stations. Through an extensive literature review, interviews with industry professionals, and input from the PRCI committee, a list of relevant technology challenges was developed. The technologies were then ranked the level of development of these challenges using the Technology Readiness Level (TRL) scale to identify technologies in need of significant development. This report addresses the progress of technologies determined to have a low TRL level of development.
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The Launch of the National Rollout of the Municipal Innovation Maturity Index (MIMI) (A tool to measure innovation in municipalities). Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0076.
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The MIMI project was initiated by the DSI in partnership with the South African Local Government Association (SALGA), the HSRC and UKZN. The purpose of this initiative was to develop an innovative tool capable of assessing and measuring the innovation landscape in municipalities, thus enabling municipalities to adopt innovative practices to improve service delivery. The outcome of the implementation testing, based on the participation of 22 municipalities, demonstrated the value and the capacity of MIMI to produce innovation maturity scores for municipalities. The digital assessment tool looked at how a municipality, as an organisation, responds to science, technology and innovation (STI) linked to service delivery, and the innovation capabilities and readiness of the municipality and the officials themselves. The tool is also designed to recommend areas of improvements in adopting innovative practices and nurturing an innovation mindset for impactful municipal service delivery. The plan going forward is to conduct learning forums to train municipal officials on how to use the MIMI digital platform, inform them about the nationwide implementation rollout plan and support municipal officials to engage in interactive and shared learnings to allow them to move to higher innovation maturity levels. The virtual launch featured a keynote address by the DSI Director-General, Dr Phil Mjwara; Prof Mehmet Akif Demircioglu from the National University of Singapore gave an international perspective on innovation measurements in the public sector; and messages of support were received from MIMI partners, delivered by Prof Mosa Moshabela, Deputy Vice-Chancellor (DVC) of Research at the University of KwaZulu-Natal (UKZN) and Prof Leickness Simbayi, Acting CEO of the Human Sciences Research Council (HSRC). It attracted over 200 attendees from municipalities, government, business and private sector stakeholders, academics, policymakers and the international audience. @ASSAf_Official; @dsigovza; #MIMI_Launch; #IID