This dissertation presents the findings of a generic model aimed at providing secure communication with remote computers via the Internet, based on smart cards. The results and findings are analysed and presented in great detail, in particular the behaviour and performance of smart cards when used to provide the cryptographic functionality. Two implemented models are presented. The first model uses SSL to secure the communication channel over the Internet while using smart cards for user authentication and storage of cryptographic keys. The second model presents the SSH for channel security and smart cards for user authentication, key storage and actual encryption and decryption of data. The model presented is modular and generic by nature, meaning that it can easily be modified to accept the newer protocol by simply including the protocols in a library and with a minor or no modification to both server and client application software. For example, any new algorithm for encryption, key exchange, signature, or message digest, can be easily accommodated into the system, which proves that the model is generic and can easily be integrated into newer technologies. Similarly, smart cards are used for cryptography. Two options are presented: first the smart cards only store the algorithm keys and user authentication, and secondly, smart cards are used for storing the algorithm keys, user authentication, and actual data encryption or decryption, as the requirement may dictate. This is very useful, for example, if data to be transferred is limited to a few bytes, then actual data encryption and decryption is performed using smart cards. On the other hand, if a great deal of data is to be transferred, then only authentication and key storage are performed with smart cards. The model currently uses 3DES with smart card encryption and decryption, because this is faster and consumes fewer resources when compared to RSA. Once again, the model design is flexible to accommodate new algorithms such as AES or IDEA. Important aspects of the dissertation are the study and analysis of the security attacks on smart card use. Several smart card attack scenarios are presented in CHAPTER 3, and their possible prevention is also discussed in detail. AFRIKAANS : Hierdie verhandeling bied die bevindinge van 'n generiese model wat daarop gemik is om veilige kommunikasie te voorsien met 'n afstandsrekenaar via die Internet en op slimkaarte gebaseer. Die resultate en bevindings word ontleed en breedvoerig aangebied, veral die gedrag en werkverrigting van slimkaarte wanneer hulle gebruik word om die kriptografiese funksionaliteit te voorsien. Daar word twee geïmplementeerde modelle aangebied. Die eerste model gebruik SSL om die kommunikasiekanaal oor die Internet te beveilig terwyl slimkaarte vir gebruikerbekragtiging en stoor van kriptografiese sleutels gebruik word. Die tweede model bied die SSH vir kanaalsekuriteit en slimkaarte vir gebruikergeldigheidvasstelling, sleutelstoor en werklike kodering en dekodering van data. Die model wat aangebied word, is modulêr en generies van aard, wat beteken dat dit maklik gewysig kan word om die jongste protokolle te aanvaar deur bloot die protokolle by 'n programbiblioteek met geringe of geen wysiging van beide die bediener- en kliënttoepassingsagteware in te sluit. Byvoorbeeld, enige nuwe algoritme vir kodering, sleuteluitruiling, handtekening of boodskapbondeling kan maklik in die stelsel gehuisves word, wat bewys dat die model generies is en maklik in jonger tegnologieë geïntegreer kan word. Slimkaarte word op soortgelyke wyse vir kriptografie gebruik. Daar word twee keuses aangebied: eerstens stoor die slimkaarte slegs die algoritmesleutels en gebruikergeldigheidvasstelling en tweedens word slimkaarte gebruik om die algoritmesleutels, gebruikergeldigheidvasstelling en werklike datakodering en –dekodering te stoor na gelang van wat vereis word. Dit is baie nuttig, byvoorbeeld, wanneer data wat oorgedra moet word, tot 'n paar grepe beperk is, word die eintlike datakodering en – dekodering uitgevoer deur slimkaarte te gebruik. Andersyds, indien 'n groot hoeveelheid data oorgedra moet word, word slegs geldigheidvasstelling en stoor met slimkaarte uitgevoer. Die model gebruik tans 3DES met slimkaartkodering en –dekodering omdat dit vinniger is en minder hulpbronne gebruik vergeleke met RSA. Die modelontwerp is weer eens buigsaam om nuwe algoritmes soos AES of IDEA te huisves. Nog 'n belangrike aspek van die verhandeling is om die sekuriteitaanvalle op slimkaartgebruik te ondersoek en te ontleed. Verskeie slimkaartaanvalscenario's word in Hoofstuk 3 aangebied en die moontlike voorkoming daarvan word ook breedvoerig bespreek. / Dissertation (MEng)--University of Pretoria, 2011. / Electrical, Electronic and Computer Engineering / unrestricted

Water is a basic human necessity and water resources are becoming scarce, limited and in some cases expensive. The SADC region is a very dry and semi-arid region, which places pressure on the region’s water resources and security. Water is a key ingredient for SADC to achieve their regional goals and water security should receive high priority in this region. As SADC’s economic development will be defined by the availability of water it is important to define ‘water security’ for this region. SADC has a large number of shared water resources and the scarcity of water has fostered cooperation between the member states. Achieving water security will rely on the legal instruments that are available to the SADC region. These legal instruments focus on cooperation, integration and management of transboundary rivers. In this dissertation various international, regional and legal instruments were discussed in terms of the definition for ‘water security’ in the SADC region. This dissertation does not only focus on the legal framework for water security but also where this normative framework failed to address the elements of water security. Two case studies will be done on transboundary rivers (Limpopo and Okavango River) to illustrate how cooperation and agreements between countries could lead to ensuring a water secure region. RBO’s are at the core of IWRM and the governance of transboundary rivers will rely on the commitment to the agreements between these countries. OKACOM and LIMCOM are both discussed in terms of their legal frameworks as well as measured against the main elements of water security. This study will thus, by examining the definition of water security and applying it to the legal framework provided for by SADC, establish whether SADC’s normative framework effectively provides for water security. The case studies will provide a practical example of wherethe RBO’s have utilised the normative framework provided, and whether RBO’s facilitate or enable water security in this region. / LLM (Environmental Law and Governance), North-West University, Potchefstroom Campus, 2015

Water is a basic human necessity and water resources are becoming scarce, limited and in some cases expensive. The SADC region is a very dry and semi-arid region, which places pressure on the region’s water resources and security. Water is a key ingredient for SADC to achieve their regional goals and water security should receive high priority in this region. As SADC’s economic development will be defined by the availability of water it is important to define ‘water security’ for this region. SADC has a large number of shared water resources and the scarcity of water has fostered cooperation between the member states. Achieving water security will rely on the legal instruments that are available to the SADC region. These legal instruments focus on cooperation, integration and management of transboundary rivers. In this dissertation various international, regional and legal instruments were discussed in terms of the definition for ‘water security’ in the SADC region. This dissertation does not only focus on the legal framework for water security but also where this normative framework failed to address the elements of water security. Two case studies will be done on transboundary rivers (Limpopo and Okavango River) to illustrate how cooperation and agreements between countries could lead to ensuring a water secure region. RBO’s are at the core of IWRM and the governance of transboundary rivers will rely on the commitment to the agreements between these countries. OKACOM and LIMCOM are both discussed in terms of their legal frameworks as well as measured against the main elements of water security. This study will thus, by examining the definition of water security and applying it to the legal framework provided for by SADC, establish whether SADC’s normative framework effectively provides for water security. The case studies will provide a practical example of wherethe RBO’s have utilised the normative framework provided, and whether RBO’s facilitate or enable water security in this region. / LLM (Environmental Law and Governance), North-West University, Potchefstroom Campus, 2015

The lack of respect for authority and discipline of teachers on the part of the learners is a factor contributing to low morale and sense of neglected status to teachers. These factors prevent true realisation of the idealism with which educators initially entered the profession, as they are faced with the realities in schools. The need for security and geborgenheit lay the foundation for security in the workplace of educators. The need for physical safety is described in this dissertation on the basis of contextual and theoretical frameworks, to a better understanding of teachers' insecurities. The need to experience geborgenheit appeals to the discipline of Education Law, which focuses inter alia on psychological security through an analysis of legal sources. It contributes to achieve the overall objective of this study, namely to determine the perceptions of educators regarding the impact of student misconduct on their security. Several factors, namely school-related factors, labour law factors as well as society related factors that learners come into contact with every day, contributes to misconduct by some learners. It therefore compels all stakeholders in education to become involved in the education of the students and not to perceive education as a "one-man job". From an employment perspective, the promotion of a safe environment, where learners and educators experience geborgenheit, a prerequisite for their physical and psychological security. This will contribute to the holistic performance of the educational task by the teacher for the benefit of the learners. / MEd (Education Law), North-West University, Potchefstroom Campus, 2013

The lack of respect for authority and discipline of teachers on the part of the learners is a factor contributing to low morale and sense of neglected status to teachers. These factors prevent true realisation of the idealism with which educators initially entered the profession, as they are faced with the realities in schools. The need for security and geborgenheit lay the foundation for security in the workplace of educators. The need for physical safety is described in this dissertation on the basis of contextual and theoretical frameworks, to a better understanding of teachers' insecurities. The need to experience geborgenheit appeals to the discipline of Education Law, which focuses inter alia on psychological security through an analysis of legal sources. It contributes to achieve the overall objective of this study, namely to determine the perceptions of educators regarding the impact of student misconduct on their security. Several factors, namely school-related factors, labour law factors as well as society related factors that learners come into contact with every day, contributes to misconduct by some learners. It therefore compels all stakeholders in education to become involved in the education of the students and not to perceive education as a "one-man job". From an employment perspective, the promotion of a safe environment, where learners and educators experience geborgenheit, a prerequisite for their physical and psychological security. This will contribute to the holistic performance of the educational task by the teacher for the benefit of the learners. / MEd (Education Law), North-West University, Potchefstroom Campus, 2013

Many beginner educators leave the profession within the first three years following their appointment. The security of educators, and especially that of the beginner educator is threatened from many angles. Beginner educators experience this threat very intensely and this weakened feeling of security they experience, has important implications for their role as educators. There are, however, many legal determinants that protect educator security and oppose each threat directly. This research falls within the field of Education Law and the security of beginner-educators is studied from this angle. The study focuses on the protection of security as offered by law determinants and the real experience of threats by beginner educators. In the research, law determinants such as the Constitution, education law, labour law and case law, as protectors of security, were studied. Using a qualitative study the experience and perceptions of a selection of participants was analysed. The participants, from different types of schools in a certain geographical area, were identified. During the analysis two aspects emerged that influence security. The first aspect is the beginner educator‟s lack of knowledge of the mechanisms that protect security and the second aspect was beginner educators‟ real experience of threats. Beginner educators‟ lack of security is the result of their lack of knowledge of the mechanisms that protect security. The findings of this research propose that more emphasis is placed on the legal aspects concerning the protection of security of educators during their training and that beginner educators are empowered to face threats of security and overcome it. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015

Many beginner educators leave the profession within the first three years following their appointment. The security of educators, and especially that of the beginner educator is threatened from many angles. Beginner educators experience this threat very intensely and this weakened feeling of security they experience, has important implications for their role as educators. There are, however, many legal determinants that protect educator security and oppose each threat directly. This research falls within the field of Education Law and the security of beginner-educators is studied from this angle. The study focuses on the protection of security as offered by law determinants and the real experience of threats by beginner educators. In the research, law determinants such as the Constitution, education law, labour law and case law, as protectors of security, were studied. Using a qualitative study the experience and perceptions of a selection of participants was analysed. The participants, from different types of schools in a certain geographical area, were identified. During the analysis two aspects emerged that influence security. The first aspect is the beginner educator‟s lack of knowledge of the mechanisms that protect security and the second aspect was beginner educators‟ real experience of threats. Beginner educators‟ lack of security is the result of their lack of knowledge of the mechanisms that protect security. The findings of this research propose that more emphasis is placed on the legal aspects concerning the protection of security of educators during their training and that beginner educators are empowered to face threats of security and overcome it. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015

The increase in social challenges especially with regards to safety and security experienced in rural communities, as well as the lack of efficient lively places and public green spaces, is predominantly increasing in importance for government and planning policies. This problem is substantiated by the large number of deaths (especially the deaths of children) drowning in rivers flowing through or nearby rural communities because of the lack of any other safe, public facilities and well-managed and maintained green spaces. The research question therefore focuses on whether the planning of lively places and green spaces in rural communities can address some of these social issues, and contribute to the strengthening of communities and creation of lively public places. Government is struggling to deal with social issues (especially that of safety and security) within rural communities and a number of strategies were discussed and drawn up. (For example, the Rural Safety Summit which took place on 10 October 1998 aimed at achieving consensus regarding issues of rural insecurity; as well as crime prevention strategies as defined by the SAPS White Paper on Safety and Security (1998).) However, very little (if any) in-depth research on the possibility of upgrading public spaces into lively green places as a solution, has been done. This study can serve as a link between literature and practical rural issues, as well as contribute to green space and lively place development, incorporating international approaches and pilot studies, and illustrating best practices in terms of lively place and green space development, linking it to the local rural reality. In creating public and lively green places for rural communities, issues of safety, inequality, sociability and community coherence are addressed. Through the correct corresponding planning initiatives consequently drawn up, overall quality of life of those living in rural communities can be improved, decreasing the social challenges experienced. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2014

The increase in social challenges especially with regards to safety and security experienced in rural communities, as well as the lack of efficient lively places and public green spaces, is predominantly increasing in importance for government and planning policies. This problem is substantiated by the large number of deaths (especially the deaths of children) drowning in rivers flowing through or nearby rural communities because of the lack of any other safe, public facilities and well-managed and maintained green spaces. The research question therefore focuses on whether the planning of lively places and green spaces in rural communities can address some of these social issues, and contribute to the strengthening of communities and creation of lively public places. Government is struggling to deal with social issues (especially that of safety and security) within rural communities and a number of strategies were discussed and drawn up. (For example, the Rural Safety Summit which took place on 10 October 1998 aimed at achieving consensus regarding issues of rural insecurity; as well as crime prevention strategies as defined by the SAPS White Paper on Safety and Security (1998).) However, very little (if any) in-depth research on the possibility of upgrading public spaces into lively green places as a solution, has been done. This study can serve as a link between literature and practical rural issues, as well as contribute to green space and lively place development, incorporating international approaches and pilot studies, and illustrating best practices in terms of lively place and green space development, linking it to the local rural reality. In creating public and lively green places for rural communities, issues of safety, inequality, sociability and community coherence are addressed. Through the correct corresponding planning initiatives consequently drawn up, overall quality of life of those living in rural communities can be improved, decreasing the social challenges experienced. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2014

The physical and psychological security of the Foundation Phase educator is currently a cause for concern. This situation is problematic, in that well–qualified and experienced educators will leave the profession if their security is compromised. In addition, prospective students will be reluctant to enter the profession as Foundation Phase educators if there is a possibility of insecurity in their future workplace. The aim of this research is therefore to investigate and establish the factors, both employment related as well as learner related, that contribute to this phenomenon. This inquiry was done from an Education Law perspective to establish what protection these educators are entitled to in terms of labour and education legislation. Utilising a qualitative research design, a variety of findings and the related implications were established. The most important labour related findings are that, in spite of the well–developed legal framework in South African law, the rights of the educator are perceived to be of secondary importance compared to those of the learners and also that the constant changes, for example in education policies, lead to insecurity. In terms of learner and parent related findings, it is evident that the lack of learner discipline, which can be partly attributed to a lack of parental involvement, contributes to declining educator security. The workplace related findings reflect the teacher– learner ratio as being problematic. In addition, the lack of resources in some schools, as well as a classroom environment that is not conducive to effective teaching and the educators' workload all impact on educator insecurity. It is imperative that the recommendations made should be attended to, in order to minimize Foundation Phase educator insecurity. This must be done to the benefit of both the educators and the learners, who are entitled to quality education. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.