"On the modern web, many sites have third party content, be it through maps, embedded objects, ads, or through other types. Users pay little attention to the source of this content since it is such a common occurrence. Unfortunately, this content can be an avenue for third parties to discover private information about the user. Previous work has found these types of leaks in social networking sites. By logging headers during the usage of 120 sites across 12 major categories, we were able to find leakage of a user’s private information occurring on many other types of popular web sites. We found leakage on 75% of the sites we looked at and at least one instance in each of the categories. Based on the leaks we found, we propose a classification of the types of leakage that can occur via the HTTP header and use this system to analyze our results."

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This study focuses on how the HIV and Aids pandemic affects educators in primary schools and how these educators need to be supported to cope more resiliently with the challenges posed by the HIV/Aids pandemic. This study needed to understand how primary school educators experienced the impact of the HIV/Aids pandemic, both professionally and personally. Educators in general are personally affected by the HIV/Aids pandemic emotionally, physically, spiritually and socially. Affected educators are professionally affected by the HIV/Aids, when they are burdened by a large numbers of orphans in their classes, absenteeism of learners and colleagues, poor performance of both educators and learners, high workload and multiple roles they have to perform. The impacts, both personal and professional, are mostly negative. However, to date no study has focused on the impacts of the pandemic on primary school educators. In this study, a phenomenological design was followed. Interviews were conducted with a carefully recruited sample of participants (i.e. primary school educators affected by the HIV/Aids pandemic either in their families or by having orphans in their classes) in the Vaal Triangle area. The researcher recruited participants by means of snowball sampling. Fifteen affected educators participated in this study. Primary school educators interviewed, noted poor emotional, spiritual, physical and social health. They also reported that they do not cope with their duties as educators effectively. Affected primary school educators are in need of comprehensive support to deal with the HIV/Aids pandemic related stressors from the DoE, SMT's, colleagues and the community at large. Affected educators noted that they need to be supported, by means of team work with colleagues and the community; medical support; amongst others HIV education for learners, educators and parents and practical support and counselling for dealing with difficulties created by the HIV/Aids pandemic. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This study focuses on the impact of HIV/Aids on secondary school educators who are affected by the HIV/Aids pandemic. The study seeks to understand how the pandemic has impacted on educators and identify support needs of educators affected by HIV/Aids. Many educators are negatively affected by HIV/Aids due to the fact that their family members, loved ones, friends, learners and colleagues may be ill, dying or affected by HIV and Aids. Educators are personally and professionally affected by HIV/Aids. Personally many educators are emotionally, socially, spiritually and physically affected. Professionally many are negatively impacted as educator absenteeism rises, morale is lowered and professional roles become more complex. There are very few avenues of support for educators who are affected by the HIV pandemic. To determine how high school educators are affected and what their subsequent support needs are, this study followed a phenomenological design. Fourteen high school educators were interviewed. All participants taught at township schools in the Free State and were affected by the HIV pandemic. The data were coded with regard to how these educators were affected by the pandemic and what support they wished for. According to this study's findings, educators in township secondary schools in the Free State are personally and professionally affected. Their experiences are mostly negative. They wish for support from the Department of Education, school management, their colleagues and the community. Examples of requested support include training and counselling programmes, supportive attitudes and additional educators so that they might be assisted to cope with the HIV/Aids pandemic challenges. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

Sömn och  förmågan att minnas persoliga händelser är en fundamental funktion i vårt liv och har en betydande roll för vårt välbefinnande. Denna studie ämnade undersöka om det föreligger något samband mellan insomnibesvär och minnet för personliga händelser under kontroll för variabler såsom emotioner och ålder. Vidare undersöktes relationen mellan sömnrelaterad oro och minnet för personliga händelser. Datainsamlingen bygger på en enkätundersökning riktad till en studentpopulation där urvalet utgjordes av 314 deltagare. Resultaten indikerar att det fanns ett signifikant samband mellan insomnibesvär och minnet för personliga händelser efter kontroll för emotioner och ålder. Ett signifikant samband påvisades även mellan sömnrelaterad oro och minnet för personliga händelser. I diskussionen belyses minnet för personliga händelser som en möjlig faktor som kan vidmakthålla insomnibesvär. / Sleep and our ability to remember personally experienced events is a fundamental function in our lives and plays an important role in our wellbeing. The aim of this study was to investigate whether there is a relationship between insomnia symptoms and memory for personally experienced events, while controlling for the effects of variables such as emotions and age. We also investigated the relationship between sleeprelated worry and memory for personally experienced events. Data was collected through a survey, which was conducted in a student population of 314 respondents. Results indicate that there was a significant correlation between insomnia symtpoms and memory for personally experienced events after controlling for emotions and age. Significant correlations were also found between sleeprelated worry and memory for personally experienced events. The role of memory for personally experienced events as a possible factor for maintaining insomnia symptoms is discussed further.

This study focuses on how the HIV and Aids pandemic affects educators in primary schools and how these educators need to be supported to cope more resiliently with the challenges posed by the HIV/Aids pandemic. This study needed to understand how primary school educators experienced the impact of the HIV/Aids pandemic, both professionally and personally. Educators in general are personally affected by the HIV/Aids pandemic emotionally, physically, spiritually and socially. Affected educators are professionally affected by the HIV/Aids, when they are burdened by a large numbers of orphans in their classes, absenteeism of learners and colleagues, poor performance of both educators and learners, high workload and multiple roles they have to perform. The impacts, both personal and professional, are mostly negative. However, to date no study has focused on the impacts of the pandemic on primary school educators. In this study, a phenomenological design was followed. Interviews were conducted with a carefully recruited sample of participants (i.e. primary school educators affected by the HIV/Aids pandemic either in their families or by having orphans in their classes) in the Vaal Triangle area. The researcher recruited participants by means of snowball sampling. Fifteen affected educators participated in this study. Primary school educators interviewed, noted poor emotional, spiritual, physical and social health. They also reported that they do not cope with their duties as educators effectively. Affected primary school educators are in need of comprehensive support to deal with the HIV/Aids pandemic related stressors from the DoE, SMT's, colleagues and the community at large. Affected educators noted that they need to be supported, by means of team work with colleagues and the community; medical support; amongst others HIV education for learners, educators and parents and practical support and counselling for dealing with difficulties created by the HIV/Aids pandemic. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This study focuses on the impact of HIV/Aids on secondary school educators who are affected by the HIV/Aids pandemic. The study seeks to understand how the pandemic has impacted on educators and identify support needs of educators affected by HIV/Aids. Many educators are negatively affected by HIV/Aids due to the fact that their family members, loved ones, friends, learners and colleagues may be ill, dying or affected by HIV and Aids. Educators are personally and professionally affected by HIV/Aids. Personally many educators are emotionally, socially, spiritually and physically affected. Professionally many are negatively impacted as educator absenteeism rises, morale is lowered and professional roles become more complex. There are very few avenues of support for educators who are affected by the HIV pandemic. To determine how high school educators are affected and what their subsequent support needs are, this study followed a phenomenological design. Fourteen high school educators were interviewed. All participants taught at township schools in the Free State and were affected by the HIV pandemic. The data were coded with regard to how these educators were affected by the pandemic and what support they wished for. According to this study's findings, educators in township secondary schools in the Free State are personally and professionally affected. Their experiences are mostly negative. They wish for support from the Department of Education, school management, their colleagues and the community. Examples of requested support include training and counselling programmes, supportive attitudes and additional educators so that they might be assisted to cope with the HIV/Aids pandemic challenges. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This study focuses on how the HIV and Aids pandemic affects educators in primary schools and how these educators need to be supported to cope more resiliently with the challenges posed by the HIV/Aids pandemic. This study needed to understand how primary school educators experienced the impact of the HIV/Aids pandemic, both professionally and personally. Educators in general are personally affected by the HIV/Aids pandemic emotionally, physically, spiritually and socially. Affected educators are professionally affected by the HIV/Aids, when they are burdened by a large numbers of orphans in their classes, absenteeism of learners and colleagues, poor performance of both educators and learners, high workload and multiple roles they have to perform. The impacts, both personal and professional, are mostly negative. However, to date no study has focused on the impacts of the pandemic on primary school educators. In this study, a phenomenological design was followed. Interviews were conducted with a carefully recruited sample of participants (i.e. primary school educators affected by the HIV/Aids pandemic either in their families or by having orphans in their classes) in the Vaal Triangle area. The researcher recruited participants by means of snowball sampling. Fifteen affected educators participated in this study. Primary school educators interviewed, noted poor emotional, spiritual, physical and social health. They also reported that they do not cope with their duties as educators effectively. Affected primary school educators are in need of comprehensive support to deal with the HIV/Aids pandemic related stressors from the DoE, SMT's, colleagues and the community at large. Affected educators noted that they need to be supported, by means of team work with colleagues and the community; medical support; amongst others HIV education for learners, educators and parents and practical support and counselling for dealing with difficulties created by the HIV/Aids pandemic. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This study focuses on the impact of HIV/Aids on secondary school educators who are affected by the HIV/Aids pandemic. The study seeks to understand how the pandemic has impacted on educators and identify support needs of educators affected by HIV/Aids. Many educators are negatively affected by HIV/Aids due to the fact that their family members, loved ones, friends, learners and colleagues may be ill, dying or affected by HIV and Aids. Educators are personally and professionally affected by HIV/Aids. Personally many educators are emotionally, socially, spiritually and physically affected. Professionally many are negatively impacted as educator absenteeism rises, morale is lowered and professional roles become more complex. There are very few avenues of support for educators who are affected by the HIV pandemic. To determine how high school educators are affected and what their subsequent support needs are, this study followed a phenomenological design. Fourteen high school educators were interviewed. All participants taught at township schools in the Free State and were affected by the HIV pandemic. The data were coded with regard to how these educators were affected by the pandemic and what support they wished for. According to this study's findings, educators in township secondary schools in the Free State are personally and professionally affected. Their experiences are mostly negative. They wish for support from the Department of Education, school management, their colleagues and the community. Examples of requested support include training and counselling programmes, supportive attitudes and additional educators so that they might be assisted to cope with the HIV/Aids pandemic challenges. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

Insider threat by employees in organizations is a problematic issue in today’s fast-paced, internet-driven society. Gone are the days when securing the perimeter of one’s network protected their business. Security threats are now mobile, and employees have the ability to share sensitive business data with hundreds of people instantaneously from mobile devices. While prior research has addressed social networking topics such as trust in relation to information systems, the use of social networking sites, social networking security, and social networking sharing, there is a lack of research in the mindfulness of users who spill sensitive data contained within images posted on social networking sites (SNS). The author seeks to provide an understanding of how non-malicious spillage through images relates to the mindfulness of employees, who are also deemed insiders. Specifically, it explores the relationships between the following variables: mindfulness, proprietary information spillage, and spillage of personally identifiable information (PII). A quasi-experimental study was designed, which was correlational in nature. Individuals were the unit of analysis. A sample population of business managers with SNS accounts were studied. A series of video vignettes were used to measure mindfulness. Surveys were used as a tool to collect and analyze data. There was a positive correlation between non-malicious spillage of sensitive business, both personally identifiable information and proprietary data, and a lack of mindfulness.