Risk management for port management information systems
- Authors: Jafta, Ntembeko
- Date: 2019
- Subjects: Management information systems , Harbors -- Management Risk management Risk assessment Computer security -- Management
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/40327 , vital:36141
- Description: Port Management Information Systems (Port MIS) are systems that support port managers in the facilitation of port activities. However, little is known about the system and the risk that it presents. Much information is exposed, and security needs to be strengthened. Port MIS helps managers to make decisions relating to the activities that enable effective management and leadership of the port. Inadequate and poor risk management would lead to loss of business and potential loss of human life. This research study focused on the subsystems that make up Port MIS. There is limited research on port management, and more specifically the risks involved in such national assets. The study explored the purpose of such systems and how they contribute to the whole system. The findings and recommendations would benefit port managers both nationally and internationally as globalisation becomes the basis of world trade and economies.
- Full Text:
- Date Issued: 2019
- Authors: Jafta, Ntembeko
- Date: 2019
- Subjects: Management information systems , Harbors -- Management Risk management Risk assessment Computer security -- Management
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/40327 , vital:36141
- Description: Port Management Information Systems (Port MIS) are systems that support port managers in the facilitation of port activities. However, little is known about the system and the risk that it presents. Much information is exposed, and security needs to be strengthened. Port MIS helps managers to make decisions relating to the activities that enable effective management and leadership of the port. Inadequate and poor risk management would lead to loss of business and potential loss of human life. This research study focused on the subsystems that make up Port MIS. There is limited research on port management, and more specifically the risks involved in such national assets. The study explored the purpose of such systems and how they contribute to the whole system. The findings and recommendations would benefit port managers both nationally and internationally as globalisation becomes the basis of world trade and economies.
- Full Text:
- Date Issued: 2019
The family maths programme: facilitators' ability to implement inquiry-based teaching and learning with learners and parents
- Authors: Austin, Pamela Winifred
- Date: 2007
- Subjects: Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9483 , http://hdl.handle.net/10948/471 , Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa
- Description: Despite the fact that the facilitation of inquiry learning is a core methodology in the General Education and Training (GET) band of the South African National Curriculum Statement, rote learning and memorization of algorithms remains common practice in many mathematics classrooms. The inquiry-based Family Maths professional development programme, offered by the Nelson Mandela Metropolitan University, attempts not only to support the transformative education practices targeted by the South African National Department of Education, but also to extend them beyond the school walls to the community at large. This study investigates the extent to which the Family Maths professional development programme develops facilitators’ ability to implement inquiry-based learning. It also seeks to explore which aspects of the programme are effective in developing an inquiry-based approach. The research undertaken is an empirical study of 39 facilitators and uses both qualitative and quantitative methods. The facilitators’ inquiry beliefs and ability to implement inquiry learning was measured by means of questionnaires, observation schedules and interviews. As the ‘teacher as facilitator of inquiry-based teaching and learning’ is a requirement of all South African teachers, the findings of this research should make a meaningful contribution to the field of mathematics teacher education in the South African context.
- Full Text:
- Date Issued: 2007
- Authors: Austin, Pamela Winifred
- Date: 2007
- Subjects: Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9483 , http://hdl.handle.net/10948/471 , Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa
- Description: Despite the fact that the facilitation of inquiry learning is a core methodology in the General Education and Training (GET) band of the South African National Curriculum Statement, rote learning and memorization of algorithms remains common practice in many mathematics classrooms. The inquiry-based Family Maths professional development programme, offered by the Nelson Mandela Metropolitan University, attempts not only to support the transformative education practices targeted by the South African National Department of Education, but also to extend them beyond the school walls to the community at large. This study investigates the extent to which the Family Maths professional development programme develops facilitators’ ability to implement inquiry-based learning. It also seeks to explore which aspects of the programme are effective in developing an inquiry-based approach. The research undertaken is an empirical study of 39 facilitators and uses both qualitative and quantitative methods. The facilitators’ inquiry beliefs and ability to implement inquiry learning was measured by means of questionnaires, observation schedules and interviews. As the ‘teacher as facilitator of inquiry-based teaching and learning’ is a requirement of all South African teachers, the findings of this research should make a meaningful contribution to the field of mathematics teacher education in the South African context.
- Full Text:
- Date Issued: 2007
- «
- ‹
- 1
- ›
- »