M.Com. (Computer Science) / Please refer to full text to view abstract

M.Sc. (Computer Science) / Computer security is a key component in any computer system. Traditionally computers were not connected to one another. This centralized configuration made the implementation of computer security a relatively easy task. The closed nature of the system limited the number of unknown factors that could cause security breaches. The users and their access rights were generally well defined and the system was protected from outside threats through simple, yet effective control measures. The evolution of network environments changed the computer environment and in effect also computer security. It became more difficult to implement protection measures because the nature of the environment changed from closed to open. New defenses had to be developed for security issues like unknown parameters, increased points of attack, unknown paths of information etc. Businesses and the general public today depend on network systems and no person can ignore these and other related security problems. The widespread publicity of attacks, and better customer awareness on security issues, created a need for new solutions for computer security. Security organisations, businesses and universities are addressing these problems through the development of security standards and security solutions.Today computer systems are becoming more "safe" through new products such as encryption and decryption algorithms, single-sign on password facilities, biometrics systems, smart cards, firewalls etc. Another important security consideration is Access Control. Access Control is responsible for controlling the actions of users to resources.

M.Sc. (Computer Science) / Please refer to full text to view abstract

2 pp. / Originally published: 2011 / Choosing the right spot to build a home in Arizona on a vacant piece of property is just as important as choosing the property itself. This fact sheet describes the factors that should be considered before beginning construction on any given piece of property. Revised 9/2016; Originally published 1/2011

El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado. / The COVID-19 pandemic contributed to the worldwide implementation of telemedicine because of the need for medical care for patients, especially those with chronic diseases. This perspective paper presents the current situation of telemedicine in Peru, showing advances in regulation, cases of successful implementation, and the current challenges. Access to health should be available to all, and more efforts need to be implemented to offer access to the internet to achieve high-quality telemedicine to all the vulnerable groups in Peru. / Revisión por pares

Advances in networking and communications technology have changed the way we operate within cities and how cities are linked to the larger national context. Communication technology is becoming increasingly Internet hosted and is increasingly demanding of physical space. As communication technology advances, the typologies within our cities made to host these technologies must also advance. Inequitable access to Internet is widening the gap between higher-income professionals and struggling lower-income people. The successful city of today is one that acts as a system for producing and inciting human success for both the individual and the community. A city's success is determined by the quality of its creative innovation. New Orleans is a city of creative people, but many lower income people lack the resources they need to get ahead in an increasingly connected and competitive creative market. / 0 / SPK / specialcollections@tulane.edu

In June 2004, University of San Marcos (UNMSM, Lima, Peru) launched the first portal providing access to electronic theses and dissertations in Peru using the Cybertesis platform. This initiative marked the beginning of open access theses repositories in the country. It was followed by other higher education and research institutions, both public and private. Four years later, the Peruvian Network for Digital Theses was established. It was officially closed in December 2014. In June 2010, Red CLARA launched LA REFERENCIA, a project funded by Banco Interamericano de Desarrollo (BID). Eight regional countries were part of this initiative: Argentina, Brazil, Chile, Colombia, Ecuador, Mexico, Peru and Venezuela. El Salvador joined it recently. The aim of the project was to design a strategy for and an agreed framework on interoperability and scientific production management for Latin America. As of today, country members have developed national networks, each with its respective national repository portal. Repositories contain three (3) basic types of collections: master’s theses and doctoral dissertations; journal articles; and research projects. Participant institutions in LA REFERFENCIA are SNRD (Argentina), IBICT (Brazil), RRAAE (Ecuador), COLCIENCIAS, MEN, RENATA (Colombia), CONICYT, (Chile), CBUES (El Salvador), CONACYT, CUDI (México), RENARE (Peru), and CENIT, REACCIUN (Venezuela). Two events furthering open access to scientific research have been of key importance in Peru in the last two years; the first being the enacting of statute 30035 and its Regulations, by which the National Repository for Open Access Science and Technology was created. According to this legislation, all projects funded with public money will be openly accessible. The second event was the implementation of ALICIA (http://alicia.concytec.gob.pe), the aforementioned National Repository for Open Access Science and Technology. ALICIA is made up of 33 repositories – 13 of them are theses and dissertation repositories; 20 are institutional ones. ALICIA contains 34,567 registration records: 9,297 of them correspond to master’s theses, and 1,906 to doctoral dissertations (ALICIA has an additional 25,270 professional theses submitted by students after completing their undergraduate studies in order to obtain a professional license granted by the Peruvian state). LA REFERENCIA offers access to 88,599 doctoral dissertations and 202,798 master’s theses. Peruvian repositories for electronic theses and dissertations use DSpace, and have adopted the DRIVE 2.0 norms. Some institutions, like Universidad Peruana de Ciencias Aplicadas (UPC) have implemented Altmetrics indicators, showing social network activities connected to contents in theses, dissertations and journal articles.

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A hybrid and configurable access control model is designed to satisfy the requirements of using different access control models in the same schema. The idea is arised to completely combine and configure the two main access control models, discretionary and mandatory which have been widely used in many systems so far with their advantages and disadvantages. The motivation originates from the fact that / in real life usage, discretionary based systems needs some strict policies and mandatory based systems needs some flexibility. The model is designed to combine these two appoaches in a single and configurable model, with some required real life extensions, in a conflictfree fashion and configurable degree of combination. Implementation of the model has been done and main important cases which shows the power and expressiveness of the model are designed and implemented. The authorization process is in the responsibility of the model which can be combined with secured authentication and auditing schemas. The new approaches as Role-Based, Context-Based and Temporal access control can easily be embedded in the model due to its generic and modular design.

This study In an attempt to promote equal access to education, we in South Africa, have adopted an instrumentalist approach to the debate of the right to education. In other words, we have provided an enabling legal framework and we simply assume that access to education has been granted to every one. We continue to pretend that we understand what exactly the concept of “access to education” means. We also assume that we all have a common understanding of what the Constitution means by the right to education. On 26 June 1955 the historic Freedom Charter of the African National Congress (ANC) was adopted. This charter declared “the doors of learning and culture shall be opened.” Over the next four decades, the demand for open and equal access to education became central platform in the anti-apartheid struggles that brought an ANC-led government to power in 1994. Yet, ten years later (2004) the problem of access continues to preoccupy education planners and activists against the backdrop of some of the most progressive policy positions including a Constitution that recognizes education as a basic right. The intellectual puzzle that motivates this study is to explain, therefore, why despite its prominence, it continues to be regarded as an intractable problem. The research strategy adopted in pursuit of this puzzle is to trace the changing meanings of the concept of “access to education” under and after apartheid, and its expression in the practices of two case study schools (comparative case studies). Data was collected from different sources to trace the concept of access to education in education from the apartheid era to the policies and practices that affirm access to education as a basic human right today. This study hopes to contribute significantly to the dialogue of “access” as a realisation of the basic right to education. For the conceptual framework Morrow’s distinction between epistemological access and physical access was used. Formal access to education refers to enrolment or registration at an education institution, in this case, a school, whereas epistemological access refers to access to knowledge and information that these education institutions hold. I expanded the conceptual framework to include dimensions of epistemological access such as how the topic is taught, who selected the topic, the value and political basis. I undertook documentary analysis and a series of interviews with individuals who were involved in the struggle either through intellectual contributions in the NEC and NEPI processes or in the National Education Co-ordinating Committee. I also conducted two case studies of schools located in vastly different social and political contexts. At these schools, I collected data through classroom and school observations, semi-structured interviews with principals, history teachers and learners. Findings: The first finding of this study is that the ways in which students experience access to knowledge (epistemological access) is strongly dependent on the history and politics of the school context and the institutional culture, rather than the formal prescriptions laid down in the school curriculum The second finding of this study is that even when students enjoy physical access to schools, they have highly uneven, even unequal, access to knowledge within those schools. The third finding is that despite the awareness and understanding of what good education entails, without physical access, it is difficult for individuals to entertain discussions about epistemological access. The fourth finding is that despite claims that the policy promotes increased access to education, it was not possible to find reports that refer to any significant degree of quality outcomes as a result of the implementation of the principle of “equality of access” to education. Increased access to education has not resulted in quality output. This dissertation contributes to knowledge by its nuanced exploration of the complexities of access to education as a human right. Most importantly it pushes the boundaries of knowledge pertaining to both physical and epistemological access at the time when each of these are crucial points in the education development agenda. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted