Vehicular ad hoc networks (VANETs) are a subclass of mobile ad hoc networks (MANETs) in which the mobile nodes are vehicles; these vehicles are autonomous systems connected by wireless communication on a peer-to-peer basis. They are self-organized, self-configured and self-controlled infrastructure-less networks. This kind of network has the advantage of being able to be set-up and deployed anywhere and anytime because it has no infrastructure set-up and no central administration. Distributing information between these vehicles over long ranges in such networks, however, is a very challenging task, since sharing information always has a risk attached to it especially when the information is confidential. The disclosure of such information to anyone else other than the intended parties could be extremely damaging, particularly in military applications where controlling the dissemination of messages is essential. This thesis therefore provides a review of the issue of security in VANET and MANET; it also surveys existing solutions for dissemination control. It highlights a particular area not adequately addressed until now: controlling information flow in VANETs. This thesis contributes a policy-based framework to control the dissemination of messages communicated between nodes in order to ensure that message remains confidential not only during transmission, but also after it has been communicated to another peer, and to keep the message contents private to an originator-defined subset of nodes in the VANET. This thesis presents a novel framework to control data dissemination in vehicle ad hoc networks in which policies are attached to messages as they are sent between peers. This is done by automatically attaching policies along with messages to specify how the information can be used by the receiver, so as to prevent disclosure of the messages other than consistent with the requirements of the originator. These requirements are represented as a set of policy rules that explicitly instructs recipients how the information contained in messages can be disseminated to other nodes in order to avoid unintended disclosure. This thesis describes the data dissemination policy language used in this work; and further describes the policy rules in order to be a suitable and understandable language for the framework to ensure the confidentiality requirement of the originator. This thesis also contributes a policy conflict resolution that allows the originator to be asked for up-to-date policies and preferences. The framework was evaluated using the Network Simulator (NS-2) to provide and check whether the privacy and confidentiality of the originators’ messages were met. A policy-based agent protocol and a new packet structure were implemented in this work to manage and enforce the policies attached to packets at every node in the VANET. Some case studies are presented in this thesis to show how data dissemination can be controlled based on the policy of the originator. The results of these case studies show the feasibility of our research to control the data dissemination between nodes in VANETs. NS-2 is also used to test the performance of the proposed policy-based agent protocol and demonstrate its effectiveness using various network performance metrics (average delay and overhead).

團體壽險是員工福利思潮下之產物，至今已成為分散、轉嫁企業人身及責任風險不可或缺之風險管理工具。而團體壽險以一張保險單承保多數被保險人，此項「團體」之特性使其在核保、保險費、部分有效性及契約條款之設計上，有別於一般之人壽保險。目前，各家保險公司之團體壽險保險單悉以主管機關制訂之「團體一年定期人壽保險單示範條款」為依據。此示範條款以團體為要保人、團體成員為被保險人，將團體壽險定位為由第三人訂立之人壽保險契約，使團體壽險契約受到欠缺保險利益而無效、有無保險法第一○五條之適用及指定、變更受益人之權利人為誰之質疑。其次，團體壽險契約條款中的保險契約構成部分條款、被保險人資格條款、保險契約終止條款、契約轉換權條款、免責條款及不可抗爭條款等亦存在諸多問題，實有檢討予以修正之必要。 因此，本文乃以探討示範條款所涉法律爭議問題為中心，參酌國內學說見解並比較美國判例及美國保險監理官協會所制訂之「團體壽險定義及標準條款模範法案」，對團體壽險契約條款之增訂及修正提出七項建議，包括重新定位團體壽險契約當事人、重視逆選擇防範及被保險人權益保障、明訂兩年不可抗爭期間及團體信用壽險不適用契約轉換權條款及受益人條款、修正個別被保險人保險契約終止之時點及保險人免責事由等，希冀本文之淺見能使示範條款更為完善。 / Group life insurance arises from the thought that employers have the responsibilities to take care of their employees. Until now, group life insurance has become an important part of industries’ risk management plans for distributing and transferring industries’ life and liability risk. Group life insurance insures more than five persons in one policy, and this “group” characteristic makes group life insurance different from general life insurance in many aspects: underwriting, premiums, partly effective and contract clauses. Presently, provisions of group life policies are based on“Model Provisions for Group Yearly Term life Policies”promulgated by competent authority. According to Article 2 of the model provisions, the policyholder is the “group”, and the members of the group are insureds. In other words, group life insurance is entered into by third party. This causes three problems needed to be solved: (1) If the policyholder has no insurable interest in the insured, shall group life insurance be void? (2) Is Article 105 of Insurance Act applicable to group life insurance? (3) Who has the right to designate or change the beneficiary? In addition, there are still some problems in other model provisions including the entire-contract provision, eligibility requirements provision, termination provision, conversion provision, exception clause and incontestability provision. It is necessary to review and revise the model provisions. Therefore, this study focuses on related legal issues of the model provisions. Referring to scholars’ opinions and comparing American verdicts and “Group Life Insurance Definition and Group Life Insurance Standard Provisions Model Act” issued by The National Association of Insurance Commissioners, this study concludes by providing several suggestions in revising the model provisions: (1) The policyholder and the insured should be referred to as members of the group, not “group”. (2) Emphasize on preventing adverse-selection and protecting the insured’s right. (3) Augment incontestable period of two years and a clause which provides that conversion provision and beneficiary provision are not applicable to credit group life insurance. (4) Revise the termination provision and exception clause. Hope these suggestions will make the model provisions more perfect.

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The topic of Limited Liability Company is a popular issue among the professional public due to the fact that Limited Liability Company belongs to the most favourite and the most widespread companies. This thesis comprehensively explains duties of members of Limited Liability Company in terms of Business Corporations Act and, where appropriate, compares them with those contained in the Commercial Code. After the brief discourse about Limited Liability Company, its nature and its position among the business corporations, the thesis provides characteristics of a share with emphasis on its qualitative aspect. In the second chapter the schemes of duties of members in works of various authors are first of all compared and critically assessed, and subsequently the own division of duties of members is created. A criterion for the division of duties is the fact, whether they are governed by general or special regulation and in the latter whether the duties arise on the basis of the act, or the Memorandum of Association. The characteristics of duties itself is included in the third to sixth chapters, which successively explain the duty of loyalty, the contributory duty, the liability duty, the duty of additional contribution, the duty of personal participation on a company, the duty to contribute to the...

The Department of Basic Education (DBE) has associated the poor pass rate in the National Senior Certificate (NSC) Grade 12 Physical Sciences examinations to the learners’ lack of practical skills and the inability of learners to solve problems by integrating knowledge from the different topics in Physical Sciences. The CAPS (Curriculum and Assessment Policy Statement) is central to the planning, organising and teaching of Physical Sciences. Even though more than a third of the learners achieved below 30% in the NSC Grade 12 Physical Sciences: Physics (P1) November 2017 examination, there was a lack of references made to the CAPS, rationalising the poor performance. A disjointed alignment between the CAPS and the P1 is a possible cause for the poor performance. Since there have been no previous studies that investigated the alignment between the CAPS and the P1, this study aims to fill that gap. This study used a positivist research paradigm and a case study research strategy. A purposive sampling procedure selected the CAPS Grades 10 – 12 Physical Sciences document; the Physical Sciences Examination Guidelines Grade 12 documents and the final and supplementary P1 examinations in the period starting November 2014 to March 2018 as the documents for analysis. A summative content analysis research technique was conducted using the Surveys of Enacted Curriculum (SEC) research method. The SEC method employed the use of the four topics of Grade 12 Physics and the four non-hierarchical levels of cognitive demand as described in the modified version of Bloom’s taxonomy. The physics topics included mechanics; waves, sound and light; electricity and magnetism; and optical phenomena. The cognitive demand levels included recall; comprehension; application and analysis; and synthesis and evaluation. This study found a 100 percent categorical coherence, a 67.3 percent balance of representation, a 79.4 percent cognitive complexity and an average Porter’s alignment index of 0.77 between the CAPS and the P1. The overall Cohen’s kappa for all the documents analysed was 0.88. The findings of this study indicate that the mechanics topic was under-emphasised whilst the application and analysis cognitive demand was over-emphasised in the P1. The CAPS and the P1 did not utilise the highest cognitive demand, synthesis and evaluation which may be interpreted as an environment that fosters lower order thinking. To change this environment of lower order thinking and simultaneously increase the alignment between the CAPS and the P1 this study recommends that firstly, the CAPS decreases the recall based content of the mechanics topic. Secondly, the CAPS and the P1 increase the synthesis and evaluation cognitive demand-based content at the expense of the recall cognitive demand-based content. Thirdly, the CAPS must include the content of the school-based physics practical assessments while decreasing the focus on physics definitions. The ultimate aim is an improvement in the pass rates of the NSC Grade 12 Physical Sciences examinations. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education (Physics Education))

Cette thèse de caractère pluridisciplinaire traite des progrès de la biologie de la reproduction dans le domaine de l’infertilité face à la Convention internationale des droits de l’enfant (CIDE) des Nation-unies. La première partie montre que, en France, il y a conciliation entre l’intérêt supérieur de l’enfant et l’assistance médicale à la procréation, encadrée par le triptyque des lois de bioéthique de 1994. La deuxième partie traite des dérives de ces techniques pratiquées à des fins sociétales et non médicales. Des parents intentionnels désireux d’un « enfant à tout prix », puisque la loi n° 2013-404 du 17 mai 2013 ouvrant le mariage aux couples de même sexe n’a pas « ouvert » le droit à l’accès de ces techniques de reproduction assistée, se rendent au cours d’un « tourisme procréatif » dans un pays où la maternité de substitution ou gestation pour autrui (GPA) est licite et ont un enfant grâce à une mère de substitution, qui assure la gestation de l’embryon, puis du foetus via une fécondation in vitro. Mais lors du retour en France de l’enfant, eu égard aux articles 16-7 et 16-9 du code civil, se pose le problème de la filiation de l’enfant sans compter sur les risques de la maternité de substitution, d’où l’incompatibilité des techniques de reproduction assistée à des fins sociétales avec la Convention internationale des droits de l’enfant, l’adage latin "mater semper certa est" étant la garantie de l’intérêt supérieur de l’enfant. / This thesis has a plurisdisciplinary approach and deals with the improvements of biology of reproduction in the field of infertility regarding the International Convention on the Rights of the Child of the United Nations (ICRCUN). The first part shows, that in France, there is conciliation between the best interests of the child and the medical assistance to procreation, legalised by the triptych of the bioethics law of 1994. The second part deals with the drifts of those practices used for societal ends and not medical. Intended parents willing to have “a child at all costs”, as the law n° 2013-404 of May 17, 2013 allowing the marriage to couples of the same sex has not “allowed” the right to have access to thoses technics of assisted reproduction, do “procreative tourism” and go to a country in which the surrogate maternity or gestational surrogacy (GS) is legal and have a child thanks to surrogate mother who ensures the gestation of the embryo, and the foetus through an in vitro fertilization (IVF). However, back to France, according to articles 16-7 and 16-9 of the Civil Code, the issue of the filiation of the child arises, without counting on the risks of the surrogate maternity, hence the incompatibility of the methods of assisted reproduction to societal purposes with the International on Rights of the child, the Latin proverb "mater semper certa est" being the guarantee of the best interest of the child.

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Vortrag im Rahmen der Open Access Tage 2013, Session "Rechtliche Aspekte des Open Access": Bereits in der „Budapest Open Access Initiative“, dem „Bethesda Statement on Open Access Publishing“ und der „Berliner Erklärung über offenen Zugang zu wissenschaftlichem Wissen“ wird die rechtliche Dimension von Open Access deutlich: Wissenschaftliche Werke sollen nicht nur zugänglich sondern nach nachnutzbar sein. Bei der Umsetzung des Grünen Weges des Open Access kann diese Nachnutzung nur selten umgesetzt werden, da wissenschaftliche AutorInnen im Rahmen von „Copyright Transfer Agreements“ mehrheitlich ausschließliche Nutzungsrechte an Verlage übertragen. Das sich in der politischen Diskussion befindliche Zweitveröffentlichungsrecht würde wissenschaftliche AutorInnen die rechtssichere Zugänglichmachung ihrer Werke auf Repositorien gewähren und damit einen wichtigen Beitrag zur Förderung von Open Access leisten. Vor dem Hintergrund der anhaltenden Diskussion um ein wissenschaftsfreundliches Urheberrecht und der Verankerung eines unabdingbaren Zweitveröffentlichungsrechts widmet sich die Session den rechtlichen Aspekten von Open Access. Referiert und diskutiert werden u.a. die Chancen und Herausforderungen von nicht-exklusiven Verwertungsgesellschaften im Wissenschaftsbereich sowie der Stand und die Perspektive des Zweitveröffentlichungsrechts. Darüber hinaus wird die praktische Umsetzung des Grünen Weges betrachtet: Am Beispiel der SLUB Dresden und dem DINI-Zertifikat 2013 wird der Umgang mit rechtliche Fragestellungen skizziert und mit den TeilnehmerInnen diskutiert. Vortrag 1 C3S: Cultural Commons Collecting Society – auch ein Modell für den Textbereich? Michael Weller (Europäische EDV-Akademie des Rechts, Merzig/Saar) Vortrag 2 Neues gesetzliches Zweitveröffentlichungsrecht – Update zu den Anforderungen an Bibliotheken und Wissenschaftseinrichtungen Thomas Hartmann (Max Planck Digital Library, München) Vortrag 3 Rechteklärung für OA-Zweitveröffentlichungen – das Serviceangebot der SLUB Dresden Elena Di Rosa (Sächsische Landesbibliothek - Staats- und Universitätsbibliothek, Dresden) Vortrag 4 DINI-Zertifikat 2013 – Neuerungen im Abschnitt Rechtliche Aspekte Michaela Voigt (Sächsische Landesbibliothek - Staats- und Universitätsbibliothek, Dresden)

During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in state intervention which required amendment of the Education Act of 1989, and the development of ‘site sharing agreements’ in undamaged schools to cater for the needs of students whose schools had closed. An effective plan was also developed for student assessment through establishing an earthquake impaired derived grade process. Previous research into traditional explanations of educational inequalities in the United Kingdom, the United States of America, and New Zealand were reviewed through various processes within three educational inputs: the student, the school and the state. Research into the impacts of urban natural disasters on education and education inequalities found literature on post disaster education systems but nothing could be found that included performance data. The impacts of the Canterbury earthquakes on educational inequalities and achievement were analysed over 2009-2012. The baseline year was 2009, the year before the first earthquake, while 2012 is seen as the recovery year as no schools closed due to seismic events and there was no state intervention into the education of the region. National Certificate of Educational Achievement (NCEA) results levels 1-3 from thirty-four secondary schools in the greater Christchurch region were graphed and analysed. Regression analysis indicates; in 2009, educational inequalities existed with a strong positive relationship between a school’s decile rating and NCEA achievement. When schools were grouped into decile rankings (1-10) and their 2010 NCEA levels 1-3 results were compared with the previous year, the percentage of change indicates an overall lower NCEA achievement in 2010 across all deciles, but particularly in lower decile schools. By contrast, when 2011 NCEA results were compared with those of 2009, as a percentage of change, lower decile schools fared better. Non site sharing schools also achieved higher results than site sharing schools. State interventions, had however contributed towards student’s achieving national examinations and entry to university in 2011. When NCEA results for 2012 were compared to 2009 educational inequalities still exist, however in 2012 the positive relationship between decile rating and achievement is marginally weaker than in 2009. Human ethics approval was required to survey one Christchurch secondary school community of students (aged between 12 and 18), teachers and staff, parents and caregivers during October 2011. Participation was voluntary and without incentives, 154 completed questionnaires were received. The Canterbury earthquakes and aftershocks changed the lives of the research participants. This school community was displaced to another school due to the Christchurch earthquake on 22 February 2011. Research results are grouped under four geographical perspectives; spatial impacts, socio-economic impacts, displacement, and health and wellbeing. Further research possibilities include researching the lag effects from the Canterbury earthquakes on school age children.

According to the South African White Paper 5 on Early Childhood Development (ECD), the initiative of the Department of Education (DoE), whereby grade R is being implemented as part of compulsory education, is directed at the poorest of the poor. Grade R teachers responsible for the education of 5/6 year old learners will therefore have to possess knowledge and skills to enable them to lead grade R learners from deprived circumstances to optimal development and learning readiness. For under-or unqualified Foundation Phase teachers who work and live in rural areas, distance learning is often the only option for professional development and concurrent increase in compensation. The School of Continuing Teacher Education of the North-West University designed an open distance learning model to provide in the educational needs of under and unqualified teachers. The Foundation Phase Curriculum within the Professional Educator Development programme of the Advanced Certificate in Education presented by the North West University (hereafter referred to as the NWU Foundation Phase ACE programme) is delivered via open distance learning. The National Curriculum Statements (Grade R-9) include grade R to three in the Foundation Phase Curriculum and therefore the NWU Foundation Phase ACE programme will be a financially viable option to train a large number of grade R teachers to provide in the need for qualified grade R teachers. This study investigates the way in which the NWU Foundation Phase ACE programme enables grade R teaching competency as programme outcome. To attain the research aims of the study a literature and empirical study were performed. The research aims of the literature study include the establishment of the knowledge, skills and attitudes to be included in a training programme with the aim of capacitating grade R teachers to facilitate the optimal development of five/six year olds from deprived circumstances. The literature is further researched to determine national and international criteria for effective design and content for training programmes for teachers of 5/6 year old learners. Through the literature study the criteria for effective training programmes for grade R teachers are determined and more specific the criteria for the effective implementation of distance learning for the training of grade R teachers. A comparative study between the NWU Foundation Phase ACE programme and similar distance learning programmes implemented internationally also serves as benchmarking for the evaluation of the NWU Foundation Phase ACE programme. Findings from the literature study serves as benchmark for the evaluation of the NWU Foundation Phase ACE programme and for the designing of questionnaires as measurement instruments for the empirical study. The empirical research has as its first aim to determine how the NWU Foundation Phase ACE programme provides grade R teacher-students the opportunity to develop the necessary knowledge, skills and attitudes to facilitate the optimal development and learning readiness of five/six year olds from deprived circumstances. Secondly the empirical study aims to determine how the design and content of the NWU Foundation Phase ACE programme accommodates the profile and educational needs of the target population namely the teacher who will be responsible for the education of five/six year old learners from deprived circumstances. Although a combination of both qualitative and quantitative statistical methods is used in the empirical study, this evaluation research is primarily seen as a quantitative study grounded in the post-positivist epistemology. The mixed method serves as verification of findings on the data. Empirical data were captured by means of questionnaires comprising structured and open questions. Data captured through structured questions were statistically analysed Iwhile responses in open questions were interpreted qualitatively by the researcher. Data triangulation serves as verification of findings as the researcher gathered data from three study populations namely the NWU Foundation Phase ACE teacher-students, the facilitators who facilitate the NWU Foundation Phase ACE programme at the various contact centres countrywide as well as lecturers presenting a similar Foundation Phase ACE programme at other tertiary institutions in the country. A comparison of responses from the structured questions and open questions with data from related literature further provides for methodological triangulation and verification of findings. Data from the literature study as well as from all three study populations in the empirical investigation converged regarding inadequacies in the way the design and content of the NWU Foundation Phase ACE programme enable the development of grade R teaching competencies as outcome. Deficiencies were identified in the way the programme accommodates the situated and personal circumstances of the teacher student. The opportunity provided by programme design and content for an inexperienced grade R teacher-student to develop grade R knowledge and skills through experience learning, social learning and learning through reflection within the grade R teaching and learning context, was also found to be lacking. Recommendations based on the findings are made for consideration of future programme design. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.