Heavy fermion metals often exhibit novel electronic states at low temperatures, due to competing interactions and energy scales. In order to characterize these states, precise determination of material electronic properties, such as the Fermi surface topology, is necessary. Magnetic field is a particularly powerful tool, since it can be used as both a tuning parameter and probe of the fundamental physics of heavy fermion compounds. In CePb3, I measured magnetoresistance and torque for 23 mK ≤ T ≤ 400 mK, 0 T ≤ H ≤ 18 T, and magnetic field rotated between the (100), (110), and (111) directions. For H||(111), my magnetoresistance results show a decreasing Fermi liquid temperature range near Hc, and a T^2 coefficient that diverges as A(H) ∝ |H −Hc|^−α, with Hc ~ 6 T and α ~ 1. The torque exhibits a complicated dependence on magnetic field strength and angle. By comparison to numerical spin models, I find that the “spin-flop” scenario previously thought to describe the physics of CePb3 does not provide a good explanation of the experimental results. Using novel data acquisition software that exceeds the capabilities of a traditional measurement set-up, I measured de Haas–van Alphen oscillations in YbRh2Si2 for 30 mK ≤ T ≤ 600 mK, 8 T ≤ H ≤ 16 T, and magnetic field rotated between the (100), (110), and (001) directions. The measured frequencies smoothly increase as the field is decreased through H0 ≈ 10 T. I compared my measurements to 4f-itinerant and 4f-localized electronic structure calculations, using a new algorithm for extracting quantum oscillation information from calculated band energies, and conclude that the Yb 4f quasi-hole remains itinerant over the entire measured field range, with the behaviour at H0 caused by a Fermi surface Lifshitz transition. My measurements are the first to directly track the Fermi surface of YbRh2Si2 across this field range, and rule out the 4f localization transition/crossover that was previously proposed to occur at H0.

Cette thèse présente une étude modélisatrice de différentes familles d'intermétalliques et de leurs hydrures qui présentent un intérêt à la fois fondamental et appliqué. Deux méthodes complémentaires construites au sein de la théorie de la fonctionnelle densité (DFT) ont été choisies : d'une part celle à base de pseudo potentiels (VASP) pour l'optimisation géométrique, la recherche structurale et la cartographie de localisation électronique (ELF), d'autre part celle de type "tous-électrons" (ASW), pour une description détaillée de la structure électronique, des propriétés de liaison chimique suivant différents schémas et des quantités impliquant les électrons de c\oe ur comme le champ hyperfin. Un accent particulier est mis sur les rôles compétitifs des effets magnétovolumiques par rapport à ceux chimiques (liaison métal-H) dans les phases hydrurées, binaires de Laves (ex. ScFe2) et de Haucke (ex. LaNi5) et ternaires à base de cérium (ex. CeRhSn) et d'uranium (ex. U2Ni2Sn). / This thesis presents an ab initio study of several classes of intermetallics and their hydrides. These compounds are interesting from both a fundamental and an applied points of view. To achieve this aim two complementary methods, constructed within the DFT, were chosen : (i) pseudo potential based VASP for geometry optimization, structural investigations and electron localization mapping (ELF), and (ii) all-electrons ASW method for a detailed description of the electronic structure, chemical bonding properties following different schemes as well as quantities depending on core electrons such as the hyperfine field. A special interest is given with respect to the interplay between magnetovolume and chemical interactions (metal-H) effects within the following hydrided systems : binary Laves (e.g. ScFe2) and Haucke (e.g. LaNi5) phases on one hand, and ternary cerium based (e.g. CeRhSn) and uranium based (e.g. U2Ni2Sn) alloys on the other hand.

This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully. / PhD Doctorate

This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes. / PhD Doctorate

Heavy fermion metals often exhibit novel electronic states at low temperatures, due to competing interactions and energy scales. In order to characterize these states, precise determination of material electronic properties, such as the Fermi surface topology, is necessary. Magnetic field is a particularly powerful tool, since it can be used as both a tuning parameter and probe of the fundamental physics of heavy fermion compounds. In CePb3, I measured magnetoresistance and torque for 23 mK ≤ T ≤ 400 mK, 0 T ≤ H ≤ 18 T, and magnetic field rotated between the (100), (110), and (111) directions. For H||(111), my magnetoresistance results show a decreasing Fermi liquid temperature range near Hc, and a T^2 coefficient that diverges as A(H) ∝ |H −Hc|^−α, with Hc ~ 6 T and α ~ 1. The torque exhibits a complicated dependence on magnetic field strength and angle. By comparison to numerical spin models, I find that the “spin-flop” scenario previously thought to describe the physics of CePb3 does not provide a good explanation of the experimental results. Using novel data acquisition software that exceeds the capabilities of a traditional measurement set-up, I measured de Haas–van Alphen oscillations in YbRh2Si2 for 30 mK ≤ T ≤ 600 mK, 8 T ≤ H ≤ 16 T, and magnetic field rotated between the (100), (110), and (001) directions. The measured frequencies smoothly increase as the field is decreased through H0 ≈ 10 T. I compared my measurements to 4f-itinerant and 4f-localized electronic structure calculations, using a new algorithm for extracting quantum oscillation information from calculated band energies, and conclude that the Yb 4f quasi-hole remains itinerant over the entire measured field range, with the behaviour at H0 caused by a Fermi surface Lifshitz transition. My measurements are the first to directly track the Fermi surface of YbRh2Si2 across this field range, and rule out the 4f localization transition/crossover that was previously proposed to occur at H0.

The study examined the opportunities to learn Mathematics that are accorded to secondary school students with visual impairment in Zimbabwe. The study focused on form one and form two students who are completely without sight, but are learning in inclusive settings, together with their Mathematics teachers. The study examined how teachers interacted with the subject matter, how the teachers interacted with the visually impaired students and how these students interacted with partially sighted students in the teaching and learning process. The study adopted the case study approach under the qualitative inquiry. Data was collected using document analysis, lesson observations, personal interviews with teachers and focus group interviews with students who were purposive sampled. The study established that visually impaired students were not accorded adequate opportunities to learn mathematics at secondary level. The reasons for this deficit are (1) visually impaired students learnt the same curriculum as sighted students when they could not access some topics on the syllabus, (2) the teachers were professionally qualified but they lacked the necessary specialist training for teaching students without sight, (3) teachers used the same teaching methods as those used with sighted students, (4) a lot of time was spent on task though not much ground was covered, (5) the schools were not adequately resourced with appropriate teaching and learning materials for use by visually impaired students, culminating in lost opportunities to learn mathematics. The study recommends that appropriately qualified teachers be deployed to teach at schools for the visually impaired, that all secondary teachers learn the basic modules in Special Needs Education during training. The study also recommends for the government to assist the schools for the visually impaired students to import the much needed teaching and learning equipment. The study has provided some knowledge about the learning of mathematics by visually impaired students in Zimbabwe in the areas of lesson delivery, materials provision, and programme adjustments at secondary teacher training colleges and universities. It has also provided curriculum planners with an insight on the prevailing situation with regard to the teaching and learning of mathematics by visually impaired students. This knowledge could be used when formulating future mathematics curriculum and training policies to do with non-sighted students in Zimbabwe and other countries in Africa. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Abstract The purpose of this research is to examine the history of elementary schools held by the Church as well as the history of primary schools, comprehensive schools and secondary schools in various municipalities in Lapland up to the end of school year 1998-99. This is a basic research. The examination proceeds from the founding of the first educational institution of each school type. The first itinerant catechists of Finland began teaching in Utsjoki in 1751. The first primary school was founded in Rovaniemi in 1870. Lapland changed over to comprehensive school system in 1972. The Tornio Pedagogium was granted founding permit in 1630. The schools held by the Church were either permanent or itinerant. The importance of permanent schools was insignificant in Lapland. Itinerant school system consisted of two categories; catechist schools and itinerant schools. Their educational aims were uniform. Catechists received their salary from the state whereas itinerant schools were maintained mainly by parishes. Catechist schools were founded only in the parishes of Northern and Eastern Lapland. In other parishes instruction was given by itinerant schools. Even in the beginning of the 1920's the amount of school-aged children in Lapland was higher in itinerant schools than in primary ones. The last catechist school was closed in Inari in 1954. The history of the primary school and comprehensive school can be divided into four periods. The starting point was the year 1866 when the Regulation on Primary Schools was issued. This first period came to an end in 1898 when each municipality of Lapland became obliged to divide its area into school districts. The Regulation on Primary Schools didn't oblige rural municipalities to found schools but made it possible for them. In school year 1897-98 only 24 schools gave instruction in Lapland. The obligation to form school districts brought schools even to the biggest villages in peripheral areas. In school year 1920-21 there were 96 schools in Lapland. The Compulsory Education Act was issued in 1921. The inhabitants of Lapland were active and hence in the autumn 1929 there were already 205 primary schools. The years subsequent to the war meant rapid progress in society with the result that more than 160 new primary schools were founded in Lapland. In school year 1957-58 the amount of schools was at its highest, 425. The fourth period in the history of the primary school and comprehensive school comprises the school years 1958-99. At that time the Primary Schools Act and Comprehensive Schools Act were in force. In the 1960's Finland and first of all Lapland were met by a severe crisis. Until now the increase of population had been strong. Now, however, it began to decrease. The inhabitants of peripheral areas began migrating to towns, Southern Finland and Sweden. In 1974-75 the amount of lower levels of the comprehensive school was no more than 313. The situation improved to some extent for 15 years due to the measures taken by the state. Consequently, in 1989-90 there were still 281 schools. In the 1990's Finland was shaken up by depression. In Lapland, then, unemployment increased, which resulted in migration. In autumn 1998 there were 200 lower levels of the comprehensive school. The only secondary school in Lapland was for a long time in Tornio. The next secondary school was founded in the town of Kemi in 1897. In autumn 1939 there were three educational institutions in Lapland enabling the students to continue their studies at university. After the war, especially in the 1960's, plenty of secondary schools were founded in Lapland. / Tiivistelmä Tavoitteenani on selvittää Lapin kirkollisten alkuopetuskoulujen sekä kansa-, perus- ja oppikoulujen historiaa kuntakohtaisesti lukuvuoden 1998-99 loppuun saakka. Kyseessä on perustutkimus. Tarkastelu alkaa kunkin koulumuodon ensimmäisen oppilaitoksen käynnistymisestä. Vuoden 1750 tienoilla aloittivat Utsjoella Suomen ensimmäiset kiertävät katekeetat opetustyönsä. Ensimmäinen kansakoulu avattiin Rovaniemellä 1870. Lappi siirtyi peruskoulujärjestelmään 1972. Tornion pedagogio sai perustamisluvan 1630. Kirkolliset koulut olivat kiinteitä tai kiertäviä. Kiinteiden koulujen merkitys Lapissa oli vähäinen. Kiertävät koulut ryhmitellään katekeetta- ja kiertokouluiksi. Niiden opetustavoitteet olivat yhteneväiset. Katekeettojen palkat maksoi valtio. Kiertokoulujen toiminnan rahoittivat lähinnä seurakunnat. Katekeettakouluja perustettiin vain Pohjois- ja Itä-Lapin seurakuntiin. Muissa seurakunnissa opetuksesta vastasivat kiertokoulut. Lapin kiertävissä kouluissa oli vielä 1920-luvun alussa enemmän kouluikäisiä kuin kansakouluissa. Viimeinen katekeettakoulu suljettiin Inarissa 1954. Kansa- ja peruskoulujen toiminta-aika jakaantuu luontevasti neljään jaksoon. Lähtöpiste on kansakouluasetuksen syntymävuosi 1866, ja ensimmäinen etappi päättyy 1898 piirijakoasetuksen antamiseen. Kansakouluasetus ei määrännyt maalaiskuntia perustamaan kansakouluja, mutta teki sen mahdolliseksi. Lukuvuonna 1897-98 oli Lapissa vain 24 koulua. Piirijakoasetus toi kouluja myös suurimpiin sivukyliin. Lukuvuonna 1920-21 kouluja oli 96. Oppivelvollisuuslaki annettiin 1921. Lapin asukkaat olivat aktiivisia, ja syksyllä 1929 kansakouluja oli jo 205. Väkevästi elettyinä sodanjälkeisinä vuosina Lapissa käynnistettiin vielä yli 160 uutta kansakoulua. Lukuvuonna 1957-58 kouluja oli ennätysmäärä 425. Neljäs tarkastelukausi käsittää lukuvuodet 1958-99, jolloin kansa- ja peruskoululait olivat voimassa. Suomea ja ennenkaikkea Lappia kohtasi 1960-luvulla suuri murros. Väestön voimakas kasvu pysähtyi kääntyen laskuun. Muuttoliike suuntautui maatalouskylistä kaupunkeihin, Etelä-Suomeen ja Ruotsiin. Ala-asteita oli 1974-75 enää 313. Valtion toimenpitein tilanne tasoittui 15 vuodeksi, ja kouluja oli 1989-90 vielä 281. Lama ravisteli 1990-luvulla Suomea. Lapissakin työttömyys kasvoi aiheuttaen poismuuttoaallon. Syksyllä 1998 ala-asteita oli 200. Torniossa oli pitkään Lapin ainoa oppikoulu. Kemistä tuli oppikoulukaupunki 1897. Syksyllä 1939 oli Lapissa kolme yliopistoon johtavaa oppilaitosta. Sodan jälkeen, erityisesti 1960-luvulla, perustettiin Lappiin runsaasti oppikouluja.

Abstract The purpose of this research is to examine the history of elementary schools held by the Church as well as the history of primary schools, comprehensive schools and secondary schools in various municipalities in Lapland up to the end of school year 1998-99. This is a basic research. The examination proceeds from the founding of the first educational institution of each school type. The first itinerant catechists of Finland began teaching in Utsjoki in 1751. The first primary school was founded in Rovaniemi in 1870. Lapland changed over to comprehensive school system in 1972. The Tornio Pedagogium was granted founding permit in 1630. The schools held by the Church were either permanent or itinerant. The importance of permanent schools was insignificant in Lapland. Itinerant school system consisted of two categories; catechist schools and itinerant schools. Their educational aims were uniform. Catechists received their salary from the state whereas itinerant schools were maintained mainly by parishes. Catechist schools were founded only in the parishes of Northern and Eastern Lapland. In other parishes instruction was given by itinerant schools. Even in the beginning of the 1920's the amount of school-aged children in Lapland was higher in itinerant schools than in primary ones. The last catechist school was closed in Inari in 1954. The history of the primary school and comprehensive school can be divided into four periods. The starting point was the year 1866 when the Regulation on Primary Schools was issued. This first period came to an end in 1898 when each municipality of Lapland became obliged to divide its area into school districts. The Regulation on Primary Schools didn't oblige rural municipalities to found schools but made it possible for them. In school year 1897-98 only 24 schools gave instruction in Lapland. The obligation to form school districts brought schools even to the biggest villages in peripheral areas. In school year 1920-21 there were 96 schools in Lapland. The Compulsory Education Act was issued in 1921. The inhabitants of Lapland were active and hence in the autumn 1929 there were already 205 primary schools. The years subsequent to the war meant rapid progress in society with the result that more than 160 new primary schools were founded in Lapland. In school year 1957-58 the amount of schools was at its highest, 425. The fourth period in the history of the primary school and comprehensive school comprises the school years 1958-99. At that time the Primary Schools Act and Comprehensive Schools Act were in force. In the 1960's Finland and first of all Lapland were met by a severe crisis. Until now the increase of population had been strong. Now, however, it began to decrease. The inhabitants of peripheral areas began migrating to towns, Southern Finland and Sweden. In 1974-75 the amount of lower levels of the comprehensive school was no more than 313. The situation improved to some extent for 15 years due to the measures taken by the state. Consequently, in 1989-90 there were still 281 schools. In the 1990's Finland was shaken up by depression. In Lapland, then, unemployment increased, which resulted in migration. In autumn 1998 there were 200 lower levels of the comprehensive school. The only secondary school in Lapland was for a long time in Tornio. The next secondary school was founded in the town of Kemi in 1897. In autumn 1939 there were three educational institutions in Lapland enabling the students to continue their studies at university. After the war, especially in the 1960's, plenty of secondary schools were founded in Lapland. / Tiivistelmä Tavoitteenani on selvittää Lapin kirkollisten alkuopetuskoulujen sekä kansa-, perus- ja oppikoulujen historiaa kuntakohtaisesti lukuvuoden 1998-99 loppuun saakka. Kyseessä on perustutkimus. Tarkastelu alkaa kunkin koulumuodon ensimmäisen oppilaitoksen käynnistymisestä. Vuoden 1750 tienoilla aloittivat Utsjoella Suomen ensimmäiset kiertävät katekeetat opetustyönsä. Ensimmäinen kansakoulu avattiin Rovaniemellä 1870. Lappi siirtyi peruskoulujärjestelmään 1972. Tornion pedagogio sai perustamisluvan 1630. Kirkolliset koulut olivat kiinteitä tai kiertäviä. Kiinteiden koulujen merkitys Lapissa oli vähäinen. Kiertävät koulut ryhmitellään katekeetta- ja kiertokouluiksi. Niiden opetustavoitteet olivat yhteneväiset. Katekeettojen palkat maksoi valtio. Kiertokoulujen toiminnan rahoittivat lähinnä seurakunnat. Katekeettakouluja perustettiin vain Pohjois- ja Itä-Lapin seurakuntiin. Muissa seurakunnissa opetuksesta vastasivat kiertokoulut. Lapin kiertävissä kouluissa oli vielä 1920-luvun alussa enemmän kouluikäisiä kuin kansakouluissa. Viimeinen katekeettakoulu suljettiin Inarissa 1954. Kansa- ja peruskoulujen toiminta-aika jakaantuu luontevasti neljään jaksoon. Lähtöpiste on kansakouluasetuksen syntymävuosi 1866, ja ensimmäinen etappi päättyy 1898 piirijakoasetuksen antamiseen. Kansakouluasetus ei määrännyt maalaiskuntia perustamaan kansakouluja, mutta teki sen mahdolliseksi. Lukuvuonna 1897-98 oli Lapissa vain 24 koulua. Piirijakoasetus toi kouluja myös suurimpiin sivukyliin. Lukuvuonna 1920-21 kouluja oli 96. Oppivelvollisuuslaki annettiin 1921. Lapin asukkaat olivat aktiivisia, ja syksyllä 1929 kansakouluja oli jo 205. Väkevästi elettyinä sodanjälkeisinä vuosina Lapissa käynnistettiin vielä yli 160 uutta kansakoulua. Lukuvuonna 1957-58 kouluja oli ennätysmäärä 425. Neljäs tarkastelukausi käsittää lukuvuodet 1958-99, jolloin kansa- ja peruskoululait olivat voimassa. Suomea ja ennenkaikkea Lappia kohtasi 1960-luvulla suuri murros. Väestön voimakas kasvu pysähtyi kääntyen laskuun. Muuttoliike suuntautui maatalouskylistä kaupunkeihin, Etelä-Suomeen ja Ruotsiin. Ala-asteita oli 1974-75 enää 313. Valtion toimenpitein tilanne tasoittui 15 vuodeksi, ja kouluja oli 1989-90 vielä 281. Lama ravisteli 1990-luvulla Suomea. Lapissakin työttömyys kasvoi aiheuttaen poismuuttoaallon. Syksyllä 1998 ala-asteita oli 200. Torniossa oli pitkään Lapin ainoa oppikoulu. Kemistä tuli oppikoulukaupunki 1897. Syksyllä 1939 oli Lapissa kolme yliopistoon johtavaa oppilaitosta. Sodan jälkeen, erityisesti 1960-luvulla, perustettiin Lappiin runsaasti oppikouluja.

Portable languages and distributed paradigms have driven a wave of new applications and processing models. One of the most promising, certainly from its early marketing, but disappointing (from its limited uptake)is the mobile agent execution and data processing model. Mobile agents are autonomous programs which can move around a heterogeneous network such as the Internet, crossing through a number of different security domains, and perform some work at each visited destination as partial completion of a mission for their agent user. Despite their promise as a technology and paradigm to drive global electronic services (i.e.any Internet-driven-and-delivered service, not solely e-commerce related activities), their up take on the Internet has been very limited. Chief among the reasons for the paradigm's practical under-achievement is there is no ubiquitous frame work for using Internet mobile agents, and non-trivial security concerns abound for the two major stake holders (mobile agent users and mobile agent platform owners). While both stake holders have security concerns with the dangers of the mobile agent processing model, most investigators in the field are of the opinion that protecting mobile agents from malicious agent platforms is more problematic than protecting agent platforms from malicious mobile agents. Traditional cryptographic mechanisms are not well-suited to counter the bulk of the threats associated with the mobile agent paradigm due to the untrusted hosting of an agent and its intended autonomous, flexible movement and processing. In our investigation, we identified that the large majority of the research undertaken on mobile agent security to date has taken a micro-level perspective. By this we mean research focused solely on either of the two major stakeholders, and even then often only on improving measures to address one security issue dear to the stake holder - for example mobile agent privacy (for agent users) or access control to platform resources (for mobile agent platform owners). We decided to take a more encompassing, higher-level approach in tackling mobile agent security issues. In this endeavour, we developed the beginnings of an infrastructural-approach to not only reduce the security concerns of both major stakeholders, but bring them transparently to a working relationship. Strategic utilisation of both existing distributed system trusted-third parties (TTPs) and novel mobile agent paradigm-specific TTPs are fundamental in the infrastructural framework we have devised. Besides designing an application and language independent frame work for supporting a large-scale Internet mobile agent network, our Mobile Agent Secure Hub Infrastructure (MASHIn) proposal encompasses support for flexible access control to agent platform resources. A reliable means to track the location and processing times of autonomous Internet mobile agents is discussed, withfault-tolerant handling support to work around unexpected processing delays. Secure,highly-effective (incomparison to existing mechanisms) strategies for providing mobile agent privacy, execution integrity, and stake holder confidence scores were devised - all which fit comfortably within the MASHIn framework. We have deliberately considered the interests - withoutbias -of both stake holders when designing our solutions. In relation to mobile agent execution integrity, we devised a new criteria for assessing the robustness of existing execution integrity schemes. Whilst none of the existing schemes analysed met a large number of our desired properties for a robust scheme, we identified that the objectives of Hohl's reference states scheme were most admirable - particularly real - time in - mission execution integrity checking. Subsequently, we revised Hohl's reference states protocols to fit in the MASHIn framework, and were able to overcome not only the two major limitations identified in his scheme, but also meet all of our desired properties for a robust execution integrity scheme (given an acceptable decrease in processing effiency). The MASHIn offers a promising new perspective for future mobile agent security research and indeed a new frame work for enabling safe and autonomous Internet mobile agents. Just as an economy cannot thrive without diligent care given to micro and macro-level issues, we do not see the security prospects of mobile agents (and ultimately the prospects of the mobile agent paradigm) advancing without diligent research on both levels.