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At head of title : "Union of South Africa." ; "Presented to both Houses of Parliament by command of His Excellency the Governor-General. ; Mode of access: Internet.

"Presented to both Houses of Parliament by Command of His Excellency the Governor-General." ; Mode of access: Internet.

"Presented to both Houses of Parliament by command of His Excellency the Governor-General." ; Mode of access: Internet. ; Vol. for 1924 issued as [pt.] 3 of the Reports of mandatory powers, issued in Geneva by the League of Nations. ; Continued by: South Africa. Report of the Government of the Union of South Africa on South-West Africa for the year .

Latest issue consulted: No.2 (1921/22) ; 'Departments of Justice, Police, Prisons, Excise, Mines and Industries (including Geological Survey), Public Health, Agriculture, Union Education (and Child Welfare), Forestry, Lands (including Deeds Offices and Surveyors-General), Defence, Posts and Telegraphs, and Interior.' ; 'Published under authority and presented to both Houses of Parliament.' ; Mode of access: Internet.

At head of title : "Union of South Africa." ; "Presented to both Houses of Parliament by command of His Excellency the Governor-General." ; Mode of access: Internet.

Cyber incidents are causing major challenges for school officials who are called upon to respond to these incidents involving learners, globally. Online threats take place off the radar screen of educators and parents, and this makes it difficult to address cyber incidents in schools and more impossible to monitor off school premises. The overwhelming challenges in South African schools are that there are no clear roles and responsibilities for relevant role-players when handling cyber incidents. Therefore, this article is aimed to determine the responsibilities of role players in handling cyber incidents in South African schools. The research used a qualitative approach and purposive sampling to collect data from the learners, to get their experiences and perceptions on reporting cyber incidents. The rationale for selecting learners was based on the view that cyber aggression is a very concerning issue in the school environment. The research went on to document the responsibilities of various role-players, which include the school with its educators, principal and the learners, the Department of Basic Education, the community, and the parents. The article focused on highlighting the roles and responsibilities of role players when handling cyber incidents in South African Schools and the views of learners on adults when handling cyber incidents. The study concludes that if the role players seriously follow their roles and responsibilities, cyber incidents can be reduced in schools. It is also important to note that role players cannot work in isolation; rather, they need a coordinated approach to share the responsibilities, as cyber incidents are not restricted to the classroom or school grounds. This problem requires all role players to work together, in proactive ways to intervene and reduce cyber incidents.

A behavior such as enabling two factor authentication has a positive impact on a users' information security. It is assumed that given the benefits, users will want to perform this cybersecurity related behavior. However, some users choose not to perform the beneficial security behavior. Varied explanations have been provided as to why users choose to perform or not perform cybersecurity behaviors. The factors that influence users in the decision making of whether to perform or not perform a cybersecurity related behavior are referred to as constructs. This study seeks to combine the results of selected studied, with the aim of identifying prominent user cybersecurity behavior constructs, as well as the relationships between the constructs. The contributions made by the study is the consolidated visualization of behavior constructs that have an influence on user cybersecurity behavior. Furthermore, the study also provides practical applications of the cybersecurity behavior constructs. To achieve the goals of the study, a literature review is used as the study methodology. Data from previous studies is systematically collected, and analyzed. The study makes use of the Theoretical Domains Theory as a tool, which aids in consolidating the different behavior constructs found in cybersecurity literature. The constructs Beliefs about Capabilities, Beliefs about Consequences, Reinforcements, Social Influences, Intentions, Emotions, Social/Professional Role and Identity, Knowledge and Skills are found to have influence on cybersecurity behavior.

Diese eigene Zusammenstellung von Arbeitsgesetzen enthält folgende Publikationen: (1) Labour Relations Act, 1995 (281 S.); (2) Basic Conditions of Employment Act, 1997 (79 S.); (3) Labour Relations Act, 1995, Basic Conditions of Employment Act, 1997 and the Insolvency Act, 1936: for general information and comment (Government Notice No. R.756 of 2000, 88 S., enthält u.a. die Amendment Bills der genannten Gesetze); (4) Skills Development Act, 1998 (45 S.); (5) Employment Equity Act, 1998 (55 S.); (6) Employment Equity Act (55/1998): Regulations, und dito: Public Registry Notice (Government Notice No. R.955 und No. R.956 of 2000, 112 S.); (7) Wage Act, 1957: Wage Determination 478: Commercial Distributive Trade, Certain Areas (Government Notice No. R1314 of 1995, 80 S.); (8) Basic Conditions of Employment Act, No. 75 of 1997: Sectoral Determination 1: Contract Cleaning Sector, South Africa (Government Notice No. 622 of 1999, 40 S.). (DÜI-Hff)