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A conceptual methodology for assessing acquisition requirements robustness against technology uncertaintiesChou, Shuo-Ju 07 January 2011 (has links)
The lack of system capability, budget, and schedule robustness against technology performance and development uncertainties has led to major setbacks in recent acquisition programs. This lack of robustness stems from the fact that immature technologies have uncertainties in their expected performance and development times and costs that translate to variations in system effectiveness and program development budget and schedule requirements. As such, the objective of this thesis is to formulate an assessment process that better informs acquisition decision-makers of program requirements robustness against such uncertainties.
To meet the stated research objective, a conceptual methodology for assessing acquisition requirements robustness against technology performance and development uncertainties was formulated. This general approach provides a structured process for integrating probabilistic and quantitative forecasting, multi-criteria decision-making, and decision-support techniques to generate the statistical data needed to quantitatively predict requirements robustness. The results of the robustness assessment indicates to the decision-makers whether or not the technology or set of technologies being developed for the program will result in system capabilities and program budget and schedule that meet decision-maker requirements and preferences. This results in a more informed and justifiable selection of program technologies during initial program definition as well as formulation of program development and risk management strategies.
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A Triumph of improvisation : Australian Army operational logistics and the campaign in Papua, July 1942 to January 1943Moremon, John Clifford, History, Australian Defence Force Academy, UNSW January 2000 (has links)
This thesis examines the Australia Army???s campaign on Papua from July 1942 to January 1943 with the focus on logistic support of the fighting arms and the relation of logistics to the tactics of tropical jungle warfare. It begins by examining the traditional approach to logistics in the military profession - the experience of Australian officers and forces in particular - from the First World War until May 1942, when the Australian territory of Papua was invaded. It establishes that the Army was poorly prepared because, as well as having never anticipated a prolonged land campaign in Papua-New Guinea, it lacked the logistic resources and knowledge of logistics as applicable to tropical jungle warfare. It then proceeds to examine the retreat over the Kokoda Track and the turning-point battles for Milne Bay and Imita Ridge. It demonstrates that the principal factor in the Australian retreat was logistic failure, as geography and lack of logistic resources prevented adequate supply of the fighting arms at least until lines of communication had been shortened; even then, difficulties remained. The thesis is rounded off by assessing the counter-attack across the territory of Papua for the capture of the enemy???s beachheads at Buna, Gona and Sanananda. It concludes that, as the island???s geography and tropical environment so dominated operations and since shortages of logistic equipment and units persisted, the Army could not perfect its logistic organisation by the end of this first phase of the New Guinea campaign. It fell back on improvisation and the fortitude of troops to triumph over the Japanese.
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Will a twenty-first century logistics management system improve Federal Emergency Management Agency's capability to deliver supplies to critical areas, during future catastrophic disaster relief operations?Gill, Glenda A January 2007 (has links)
Thesis (M. of Military Art and Science)--U.S. Army Command and General Staff College, 2007. / "A thesis presented to the Faculty of the U.S. Army Command and General Staff College in partial fulfillment of the requirements for the degree Master of Military Art and Science, General Studies." Title from cover page of PDF file (viewed: May 29, 2008).
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Reassessing the Individual Ready Reserve's role in the Marine Corps Total ForceShinskie, Shannon L. January 2008 (has links)
Thesis (Master of Military Studies)-Marine Corps Command and Staff College, 2008. / Title from title page of PDF document (viewed on: Feb 9, 2010). Includes bibliographical references.
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The technology and operational readiness of students for mobile learning at a South African Higher Education InstitutionNaicker, Nalindren Kistasamy 10 1900 (has links)
Recent accessibility drives and price wars between the major South African (SA) cell phone
companies suggest that the landscape for the adoption of mobile learning (m-learning) at the Higher
Education Institution (HEI) level may be changing. As such, there is a need to gauge the current
mobile readiness of students for m-learning. Mobile technology readiness refers to the extent to
which students have access to mobile devices (not only handsets), and can afford data bundles that
meet or exceed the requirements of a base set of currently available m-learning applications
(Naicker and Van der Merwe 2012). Mobile operational readiness refers to students’
awareness of, attitude towards, support and training that is required for m-learning. This study
conducted an assessment of the technology and operational readiness of students at
a SA HEI.
An in-depth literature survey was undertaken to delineate technology and operational readiness of
students for m-learning. For technology readiness, an investigation was conducted on m- learning
applications that are currently available and the technology requirements of these mobile
applications. This was undertaken to determine the extent that the current student mobile handset
profile match these requirements. The literature review also included a search for mobile
opeeratratiioonnaall ffaactorctorss ssuuchch aass ssttuuddeennttss’’ aawwaarenerenessss ooff aanndd
aattttiittuuddee ttoowwaarrddss mm--lleaearrnininngg as well as m-learning support and training
that students require.
The philosophical underpinning of this study was based on Activity Theory. The strategy of inquiry
employed was a case study approach. Data was collected from students at the Durban University of
Technology, a resident based SA HEI. A mixed methods data collection strategy was employed. The
researcher used a field survey questionnaire as the primary research instrument to assess mobile
technology and operational readiness. Focus group interviews were used as a secondary data
gathering tool to triangulate and strengthen the results.
The results were presented using descriptive and inferential statistics and were analyzed using the
lens of activity theory. In terms of technology readiness, despite a high level of ownership and
reasonable compliance with application requirements, data costs remain prohibitive. In assessing
operational readiness, despite a positive attitude, the majority of the students require awareness,
ongoing support and training. Several recommendations based on the findings are offered. For
example, one of the findings showed that mobile connectivity affordability was low amongst students
and it is recommended that the HEI work around exorbitant connectivity costs
by combining m-learning technologies to form meaningful m-learning approaches at a minimum
v
cost. Another finding showed low awareness of m-learning at the HEI. A recommendation
advanced to combat this finding is for the HEI to encourage and support dialogue among key
stakeholders. This study concludes that any m-learning endeavour to implement m-learning at this
HEI is bound to fail as only a small percentage of students are aware of m-learning and can afford
data bundles to implement m-learning in its true sense. As an implication of this study to other
HEI’s, the researcher suggests that regular mobile readiness surveys be conducted. / Science and Technology Education / M. A. (Information Systems)
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The technology and operational readiness of students for mobile learning at a South African Higher Education InstitutionNaicker, Nalindren Kistasamy 10 1900 (has links)
Recent accessibility drives and price wars between the major South African (SA) cell phone companies suggest that the landscape for the adoption of mobile learning (m-learning) at the Higher
Education Institution (HEI) level may be changing. As such, there is a need to gauge the current
mobile readiness of students for m-learning. Mobile technology readiness refers to the extent to
which students have access to mobile devices (not only handsets), and can afford data bundles that
meet or exceed the requirements of a base set of currently available m-learning applications
(Naicker and Van der Merwe 2012). Mobile operational readiness refers to students’
awareness of, attitude towards, support and training that is required for m-learning. This study
conducted an assessment of the technology and operational readiness of students at
a SA HEI.
An in-depth literature survey was undertaken to delineate technology and operational readiness of
students for m-learning. For technology readiness, an investigation was conducted on m- learning
applications that are currently available and the technology requirements of these mobile
applications. This was undertaken to determine the extent that the current student mobile handset
profile match these requirements. The literature review also included a search for mobile
opeeratratiioonnaall ffaactorctorss ssuuchch aass ssttuuddeennttss’’ aawwaarenerenessss ooff aanndd
aattttiittuuddee ttoowwaarrddss mm--lleaearrnininngg as well as m-learning support and training
that students require.
The philosophical underpinning of this study was based on Activity Theory. The strategy of inquiry
employed was a case study approach. Data was collected from students at the Durban University of
Technology, a resident based SA HEI. A mixed methods data collection strategy was employed. The
researcher used a field survey questionnaire as the primary research instrument to assess mobile
technology and operational readiness. Focus group interviews were used as a secondary data
gathering tool to triangulate and strengthen the results.
The results were presented using descriptive and inferential statistics and were analyzed using the
lens of activity theory. In terms of technology readiness, despite a high level of ownership and
reasonable compliance with application requirements, data costs remain prohibitive. In assessing
operational readiness, despite a positive attitude, the majority of the students require awareness,
ongoing support and training. Several recommendations based on the findings are offered. For
example, one of the findings showed that mobile connectivity affordability was low amongst students
and it is recommended that the HEI work around exorbitant connectivity costs
by combining m-learning technologies to form meaningful m-learning approaches at a minimum cost. Another finding showed low awareness of m-learning at the HEI. A recommendation advanced to combat this finding is for the HEI to encourage and support dialogue among key
stakeholders. This study concludes that any m-learning endeavour to implement m-learning at this
HEI is bound to fail as only a small percentage of students are aware of m-learning and can afford
data bundles to implement m-learning in its true sense. As an implication of this study to other
HEI’s, the researcher suggests that regular mobile readiness surveys be conducted. / Science and Technology Education / M. Sc. (Information Systems)
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