Software Supply Chain attacks are becoming more frequent. It is not enough to trust the source code of a project; the build process can insert malicious contents into build artefacts. This calls for the need of valid verification methods regarding the build process, and a good way of doing so is ensuring that the build process is deterministic. This means, that given two binaries built from the same source code and in the same environment, the resulting build artefacts should be bit-wise identical. There are existing tools that check this, but they are not integrated into build systems. This thesis resulted in an extension of GNU make which is called rmake, where diffoscope - a tool for detecting differences between a large number of file types - was integrated into the workflow of make. rmake was later used to answer the posed research questions for this thesis. We found that different build paths and offsets are a big problem as three out of three tested Free and Open Source Software projects all contained these variations. The results also showed that gcc’s optimisation levels did not affect reproducibility, but link-time optimisation embeds a lot of unreproducible information in build artefacts. Lastly, the results showed that build paths, build ID’s and randomness are the three most common groups of variations encountered in the wild and potential solutions for some variations were proposed.

The diploma thesis Activating methods in business education is focused at training Prince project management for the company Symphera. The aim is to create methods for activation of Prince2 training and incorporate them into new methodologies of training. In the theoretical part we will introduce various activating methods. We will explain what they mean and what training methods are used within them. In the part Creation of activation methods we will describe what was the process of working on the inclusion of activating methods in the training course of Prince2 project methodology. We will review the selection and subsequent formation of individual methods. The aim of comparing the success of the course is to determine whether students who have completed a course of activating methods achieve better test results than those who completed the course the classic method.