General pediatricians are typically the first professionals to detect the early developmental concerns of young children during their infant and toddler stages. When concerns are identified by the general pediatrician, best practice encourages the referral of young children for further assessment and/or intervention. Due to these factors, this study focused on the methods general pediatricians use in their efforts to implement the American Academy of Pediatrics (AAP) guidelines for the developmental surveillance and screening of young children. Furthermore, this study focused on the barriers faced by general pediatricians and the solutions they have developed to overcome these barriers in their efforts to assist young children with developmental delays and disabilities. Twenty-eight pediatricians who also were members of the Region V Florida Chapter of the AAP provided responses to survey data inquiring about the implementation of AAP guidelines within their settings. Six of the survey respondents were general pediatricians who each participated in a semi-structured interview to gain further insight into their implementation of the AAP guidelines. Additionally, existing barriers were examined to determine the strategies general pediatricians developed to overcome them. The results showed that each of the six general pediatricians reported their engagement in some, if not all recommended AAP guidelines. The general pediatricians shared specific examples of how this was done, which provided valuable data for other general pediatricians who desire to learn effective strategies for implementing AAP guidelines. The interview responses addressed several themes, including training and continuing education, learning about and using developmental screeners, determining the cause of delays and disabilities, referring children with delays and disabilities, using a culturally-sensitive/family centered approach, and increasing parent awareness. General pediatricians also reported how they have overcome the barriers (e.g., limited time and staff members) to following AAP guidelines, as well as barriers that continue to exist (e.g., insufficient reimbursement for preventive care, difficulties serving children from low-income families, etc.). Although this study focused on how general pediatricians have overcome obstacles, multidisciplinary collaboration was emphasized as an integral factor needed to achieve the earliest identification and intervention implementation for young children with developmental concerns.

Abstract The purpose of this study was to determine the differences in academic achievement, behavioral health outcomes and attendance in poor, rural children receiving physical and mental health services regularly as opposed to those children not receiving the intervention. The intervention was a school-based health and mental health clinic located on the school’s campus. This study was analyzed by providing descriptive information for several variables including the number of suspensions per year, number of times corporal punishment was used as a means of correction, educational outcomes, total number of clinic visits per year, attendance percentages per year, and number of teacher and parent referrals to the school clinic. Data for this study were presented in multiple charts and graphs and schools are compared using descriptive information. The results suggested that as the number of clinic visits increased across the three year period, the numbers of, and rates of, corporal punishment in the clinic school decreased. In contrast, the available data suggested that across the first two years the numbers of, and rates of, corporal punishment increased in the control school. Further, in the majority of subject areas, the percentage of students’ proficiency levels in the clinic school increased across time and the percentages exceeded these in the control school. These findings were consistent with the hypotheses that there will be improvements in the behavioral outcomes associated with the presence of the clinic in the school. Unfortunately there were not enough data to conduct a test of statistical significance of the differences between schools for the third year.

Aim of this master thesis is to describe the service of Full Service Leasing, as a modern form of financing and management of assets, primarily automobile fleet. Description of full service leasing is designed as a comprehensive and complete guide to support reader's position when deciding to finance and manage a fleet by this service. Whether the reader is an entrepreneur, CFO, fleet manager, new employee of leasing company, or anyone who is interested in this service, this master thesis will give him information that would otherwise be obtained only very fragmented. Chapters individualy present full service leasing from different perspectives and author's comments are linking them in a single unit.

In South Africa the inclusive trend grew stronger since the White paper 6’s release. The need for a more integrated school was called upon by the Department of Education. The Department of Education selected 30 schools which represents a district to start the transformation process. Through guidelines written by the Department of Education it seemed that when mainstream schools are transformed to the phenomena of Full-service schools by the Department of Education or through themselves, many changes take place. However, there seemed to be a gap in literature regarding the changes taking place, this gap guided this research dissertation. This retrospective study was undertaken to gain insight into the transformation process and thereby into the change towards inclusive education. As a descriptive study on the transformation of one particular school it could also assist other schools that are on their way to such a transformation. The research approach adopted was qualitative process to gain insight and understanding of the changes made, but especially the role players’ attitude and feelings towards this change into a full-service school. Insight into this transformation process could provide insight to inclusive education, with an interpretivist paradigm, and applied to a single-case study (Stake 1995). Data collection consisted of open-ended interviews, visual diary and field notes. Additional documents were received from the school and the Department of Education and were included in this study.Codes for classifying the interview responses were predetermined (a priori coding) and designated as Microsystem, Macrosystem, Leadership and Management, Culture, Identity, Strategy, Structures/Procedures, Physical changes, Technical support and Human resources, as set out by the framework of Lazarus and Davidoff (1997:17). The interviews were open-ended. Visual data were collected to illustrate contrasts and similarities between conditions before and after the transition. The data obtained about the transition process were discussed using the a priori coding categories and drawing parallels to the existing literature. This research recommends and highlights significant aspects of the transition process leading to a full-service school. AFRIKAANS : In Suid-Afrika het die tendens van inklusiwiteit sterker geword sedert die vrystelling van Witskrif 6. Die Departement van Onderwys het ’n beroep gedoen dat daar voldoen moet word aan die behoefte aan skole met groter integrasie. Die Departement van Onderwys het 30 skole, wat ’n distrik verteenwoordig, gekies om met die transformasieproses te begin. Riglyne opgestel deur die Departement van Onderwys het getoon dat wanneer hoofstroomskole getransformeer word na voldiensskole, hetsy deur die Departement van Onderwys of deur hulself, daar baie veranderinge plaasvind. Daar is egter ’n gaping in die literatuur met betrekking tot die veranderinge wat plaasvind, en hierdie gaping het gelei tot die navorsingsverhandeling. Hierdie studie het slegs op die kwalitatiewe navorsingsproses staatgemaak om insig en begrip te verkry oor die veranderinge wat gemaak is, maar veral ook oor die rolspelers se houding en gevoelens teenoor hierdie verandering in ’n voldiensskool. Insig in hierdie transformasieproses kan insig gee in inklusiewe onderwys. Deur die transformasieproses te verstaan, kan skole gehelp word met hul eie transformasie na voldiensskole. Die doel van hierdie studie was om die oorgangsproses van ’n voldiensskool te verstaan en te interpreteer. Vir hierdie doel is ’n kwalitatiewe navorsingsbenadering saam met ’n interpretivistiese paradigma gebruik. Daarvoor het ek ’n enkele gevallestudie gebruik (Stake, 1995). Data-insameling het bestaan uit oop onderhoude, ’n visuele dagboek en veldnotas. Addisionele dokumente is van die skool en die Departement van Onderwys ontvang en is in hierdie studie ingesluit. Kodes is vooraf bepaal, naamlik mikro- en makrostelsels, leierskap en bestuur, kultuur, identiteit, strategie, strukture/prosedures, fisiese veranderinge, tegniese ondersteuning en menslike hulpbronne, soos uiteengesit in die raamwerk van Lasarus en Davidoff (1997:17). Hierdie proses van kodering word ook priori-kodering genoem, aangesien die onderhoude vooraf bepaal is. Die visuele data is voor en na die oorgang geneem om die kontraste en ooreenkomste duidelik te toon. Nadat parallelle tussen die relevante literatuur en priori-data geïdentifiseer is, is die data van die oorgangsproses bespreek. Hierdie navorsing beklemtoon belangrike faktore wat in gedagte gehou moet word tydens ’n oorgangsproses na ’n voldiensskool, en maak ook aanbevelings. / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted

The study explored readiness to accommodate career construction (CC) of learners with visual impairment (LVI) in 2 full service schools (FSSs) within 2 provinces in South Africa (SA) (see Annexure B). A qualitative research approach was applied to gather rich information. Research participants were selected using non-probability, purposeful sampling. The sample consisted of a total of 26 teachers recruited from the 2 provinces of the Free State (2) (see Annexure C) and the Eastern Cape (24). Data was generated through face-to-face semi-structured interviews, observations and teacher participation in participatory action research (PAR) workshops. Data were analysed employing inductive, thematic data analysis, where themes emerged that answered the study’s research questions (see Annexure H). The findings from the study indicated the following themes arranged according to prominence: (1) the role FSSs play in CC; (2) positive and negative perceptions teachers hold towards accommodating CC of LVI; and lastly (3) skills and resources needed by FSSs and teachers. It is hoped that the results will assist the Department of Higher Education in collaboration with the University of Pretoria (UP) to develop a qualification to train teachers on accommodation of LVI. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

The purpose of my study was to explore the different ways in which teachers in full-service and special needs schools implement inclusive education policy with learners who are visually impaired. My study was focused on 4 schools in the Gauteng province consisting of 2 full-service schools and 2 special needs schools. The study specifically focused on the teaching strategies which teachers used with learners who are visually impaired. I relied on an interpretivist meta-theory and employed a qualitative research approach to my study. I utilised a multiple case study design and relied on multiple sources of data collection which included participatory action research (PAR) based workshops, observations, field notes, audio-visual data and a research diary to document the research process. I conducted an inductive thematic analysis on the data that was collected. The findings of the study indicated that teachers in full-service schools and special schools both adopted similar implementation strategies such as having making various adaptations to the learning materials and the actions of the teacher in being an implementer. Some of the differences were also made mention of between the full-service and special schools. Teachers did also note some of their needs and challenges in relation to resources needed such as braille machines, embossing machines and various assistive devices. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2018 / The dispute of inclusion is one that has not only been a challenge for South African schools but for the country as a whole. The success of the implementation of the inclusion policy will not only talk to the progress at the schools in South Africa (SA), but it will also provide us with a glimpse of the nation’s progress towards the implementation of democracy itself. Considerable work has been done internationally with regards to the practicality of full-service schooling; however, a limited expanse locally. The objectives of the study were: (i) To determine the nature of experiences of primary school teachers in full service schools; and (ii) To establish if there is any relationship between the teachers’ experiences in full service primary schools and the variables of interest: gender, age, qualification, race and teaching experience. In order to address the study questions, a mixed method research design was employed. A sample of 63 teachers in Full Service Schools (FSSs) in Umlazi district was purposefully selected based on experience and expertise. For data collection, self-developed questionnaires comprising a demographic information section and a Likert-type inventory were used. Statistical Package for Social Sciences (SPSS) accounted for statistical and descriptive analysis; and Thematic Analysis for qualitative analysis. The findings of this study revealed that a greater number of teachers had positive experiences within FSSs in Umlazi district. However, disabling conditions that prevent teachers to be completely convinced of Inclusive Education (IE) were found to be: Lack of support from the Department of Education (DoE), teachers’ perceived incompetency when dealing with impaired children, insufficient resources, maltreatment of disabled children by their non-disabled peers, lack of parental support, large class sizes and shortage of staff. With regards to the variables of interest in relation to the experiences of teachers in FSSs, it was discovered that: male teachers expressed more positive experiences than their female counterparts; it appeared that the higher the qualification, the more teachers felt confident about teaching in FSSs; more Indian teachers reported having favorable experience than black African teachers; and teachers with more years of teaching experience indicated optimism towards teaching in FSSs than teachers with less teaching experience. Recommendations from the current study suggest that teacher pre-service training be tailored in accordance with the requirements of teaching in a FSS. Workshops and conferences should be conducted to provide teachers with recent updated teaching material that will allow them to stay relevant with the IE curriculum. Furthermore, psycho-education around the maltreatment of disabled children should be provided to schools and communities in an attempt to bring awareness about disability and advocacy against the exclusion and the ill-treatment of the disabled. Again, psycho-education should be provided to families to bring awareness regarding the importance of the caregiver’s active role in the academic and personal life of a child. This would entail the process of providing education and information to families of children that attend FSSs. These recommendations would bridge a gap in the challenges that are experienced in FSSs.

A research report submitted to the Faculty of Education, University of the Witwatersrand Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education / This study explored the attitudes of teachers in three types of South African schools (Mainstream, Full-service, and Special school) towards inclusive education in relation to the support that they are receiving in the implementation of inclusive education in their respective schools. Participants in this study were selected purposively from mainstream, full-service, and special schools within the Johannesburg South district. Data in the research was collected through individual teacher interviews. Data obtained was interpreted using qualitative methods. Participants were coded (in relation to the type of school they are from) in order to ensure anonymity in the results. Data was analysed using Thematic Content Analysis. Thematic Content Analysis allowed the researcher to descriptively identify, analysis, and report themes. It involved the identifying of common themes throughout the text which describe significant aspects of the data in relation to the research question. The computer programme ATLAS was used in order to assist with the Thematic Analysis. Following the analysis of data it was found that the attitudes of mainstream and full-service teachers towards inclusive education are mostly negative in comparison to that of teachers in special schools as result to the discrepancies in the level of support each teacher receives to implement inclusive education (depending on the type of school they are in). The former has implication in terms of how effectively inclusive education is implemented in all schools in South Africa because in accordance to this study's findings support for teachers should not be based on only the type of school teachers are in but also the type of support teachers need individually. Also it was found that the ideals of inclusive education are not fully accepted by all stakeholders (more specifically the different units within the district) within the education department and this has influenced how teachers view the relevance of inclusive education policies. Considering the finding of the study, an exploration of how all stakeholders in the education system view and practice the policy of inclusive education is seemingly required in future research to better understand the state in which inclusive education is currently progressing in South Africa. Furthermore due to teachers being a major stakeholder in the implementation of inclusive education, it is important that continuous exploration on their attitudes and that which may influence their attitude towards inclusive education is done. Consequently, issues such as discrepancies in support towards teachers due to differences in types of school need to be further investigated. / Andrew Chakane 2020

The diploma thesis deals with analysis of car fleet financing in the selected company. It focuses on cars financing options, describes methods of their comparison. It studies both national and international accounting regulation with focus on reporting of loan, financial and operating leasing. Another area of interest are tax circumstances influencing decision making. The main emphasis is laid on the comparison methods, ways of data evaluation and on specifics which can affect decision making. In the practical part analysis of car fleet financing is performed, decision specifics are discussed and financing options favourability is compared.

Doctor of Philosophy / Department of Hospitality Management and Dietetics / Chihyung Ok, Deborah D. Canter / This study sought to apply the concepts of ‘perceived value’ and ‘customer share’ (of visits) to full-service restaurant settings for the first time. Given the strong ‘experiential nature’ of foodservice, the perceived value concept adopted in this study involved an ‘experiential view’ of the dining experience. Further, the customer share concept was expected to have implications for the foodservice context, given the multi-loyalty nature of restaurant customers. With the first conceptual model, this study sought to verify the effect of perceived value on customer share of visits in a full-service restaurant context, using a dimension-level value approach and positing customer satisfaction and brand preference as mediators between them. The conceptual model was tested based on responses from 299 general U.S. full-service restaurant customers, using a confirmatory factor analysis and structural equation modeling. The test results revealed that among four value dimensions, excellence (in food and service) and customer return on investment had dominant effects on customer satisfaction and brand preference whereas playfulness had a significant moderate effect only on brand preference; aesthetic appeals did not have significant effects on either. Affected by perceived value, customer satisfaction significantly enhanced brand preference and in turn brand preference contributed to customer share of visits and fully mediated the effect of customer satisfaction on customer share of visits. In essence, the findings highlight the significant antecedent role of perceived value in customers’ satisfaction and brand preference formation, and the pivotal role of customer brand preference in customers’ purchase decision process. With the second conceptual model, this study sought to reveal the direct effect and/or moderating effects of contingency variables in relation to customer share of visits in a fullservice restaurant context. The hypotheses included in the conceptual model were tested based on responses from 291 general U.S. full-service restaurant customers, using a confirmatory factor analysis and a series of (moderated hierarchical) regression analyses. The test results indicated that the direct effects of social switching costs, lost benefits costs, procedural costs, and intrinsic inertia were positive whereas that of intrinsic variety-seeking was negative on customer share of visits. In addition, consumer involvement and perceived brand heterogeneity were found to enhance the effect of brand preference on customer share of visits. The effects of the contingency variables appear to work by influencing the number of brands in customers’ consideration sets and/or leading customers to allocate a greater share of visits to a particular brand in a given number of brands in consideration sets.