While 3.3 billion people flew worldwide in 2014 a large number of these were from developed countries. It is emerging countries which offer the greatest potential for future air traffic growth, with forecasts suggesting that 7.3 billion people will fly by 2034. The greatest proportion of this traffic will be in the Asia-Pacific region where there is already high low-cost carrier penetration. Given increasing price-based competition within short-haul markets, there are many significant challenges in terms of how Asian network airlines respond to LCC competition, and a popular response is the use of low-cost subsidiaries. Thus, the aims of this research are to establish the sources of competitive advantage of Asian airlines generally, and to examine the competitive responses of Asian network airlines and the strategic capabilities of them in competing with low-cost carriers, with a particular focus upon the use of low-cost subsidiaries. This research is underpinned with competitive advantage theory, particularly the resource-based view which concerns the internal environment of firms where each firm possesses a collection of unique resources and capabilities that provide the foundation for competitive strategy. For this research, data were collected from 49 senior airline management personnel using questionnaire surveys, resource surveys, and semi-structured interviews. The data were then analysed using VRIN analysis, the importance and difficulty of 37 competitive responses, strategic capability analysis, and the product and organisational architecture model. The results found that both a strong strategy and stable leadership are crucial. The strategies of Asian network airlines must be flexible to respond appropriately to competitive threats as they materialise, with this responsiveness contributing to the attainment of competitive advantage. Out of an analysed 36 intangible resources, the top resources for competitive advantage and responding to competitive threats for Asian airlines generally are slots, brand, and product and service reputation, with the importance of these based more on being hard to copy than valuable. Each analysed airline business model has a relatively distinct core bundle of intangible resources which explains the internal sources of their competitive advantage. The need for Asian network airlines to strengthen their competitive advantage and their ability to compete is because low-cost carriers impact them in many ways, most notably through a reduction in market share and reduced yields given the key motivation of customers within short-haul markets and economy class is now price and value-for-money. Asian network airlines are most likely to respond to low-cost carriers if they focus upon their core markets, grow their market share, and target the core higher-yielding passengers on which network airlines rely. In such instances, Asian network airlines should respond by focusing more on their brands and meeting the needs of their core targeted market segments. There is a strong positive correlation between profit margin and the strategic capability to compete with low-cost carriers. Yet, Asian network airlines have relatively weak capabilities overall. While Vietnam Airlines, Malaysia Airlines, and Garuda Indonesia are reasonably well placed to compete, network airlines from Northeast Asia, in particular, must strengthen their capabilities especially as Japan, China, and Taiwan are witnessing fast low-cost carrier growth. However, the possession of a strong capability does not mean it is fully or properly leveraged. To compete more effectively with low-cost carriers, the most important competitive responses, based upon analysis of 37 responses, are the ability of management to quickly introduce changes, leveraging brand strength, and increasing aircraft utilisation. Based on the relationship between the importance and difficulty of responses, the most crucial responses for competitive advantage of Asian network airlines are reducing costs to within 30% of LCCs and increasing aircraft utilisation. If achieved, these should lead to meaningful sustained advantage. Low-cost subsidiaries are easier to implement than for network airlines to significantly reduce costs, change to one fleet, or reduce the use of direct distribution, which may explain their popularity within Asia and them being a borderline very essential competitive response. For network airlines, low-cost subsidiaries are a more effective way to compete with low-cost carriers, to participate in the growth of the budget segment, a means of operating uneconomic routes, and to remove unprofitable customers. Network airlines can then focus upon their core market segments and their core competencies. However, their creation is reactive and not proactive which undermines their effectiveness, likewise that low-cost subsidiaries suffer from poor profitability, higher costs, and much smaller size and scale than their key low-cost competitors. This research recommends that Asian network airlines strengthen their existing and primary sources of competitive advantage while pursuing new sources of advantage. While the strategic capabilities of Asian network airlines have strengthened over time, it is essential that they are further strengthened and fully acted upon given increasing competitiveness. The use of low-cost subsidiaries will continue, but it is crucial for themselves and their parent network airlines that they improve their ability to compete and thereby their performance.

The hypothesis claims that full service carriers (FSCs) will be forced to change their operating models. Additionally, the trends which form aviation market of the future are explored. The investigation is based on a financial assessment of ten important airlines incorporated in four different regions across the globe, between 2005 and 2014. According to the findings the trend of liberalization will continue, thus FSCs will continue losing market share to low cost carriers (LCCs) and as such, they will be made to change the way they operate in order to survive. The future aviation market is defined by a reshuffle of demand towards emerging countries, further rationalization of operating models and consolidation.

Dining out has become an important part of the American lifestyle, greater frequencies as well as increased portion sizes have led to concern. The number of Americans that are classified as overweight or obese has also increased considerably, and the foodservice industry has become a target. Mandatory labeling of menu items has been avoided to this point, but the subject has moved to the forefront and continues to be debated. This study surveyed 502 patrons at a student-run restaurant in Texas. Respondents provided information concerning their health and dining habits as well as their attitudes toward and intended usage of nutritional information (NI) on menus in full-service restaurants. Gender, education levels, age, and household income affect the attitudes toward and intended usage of NI. Exercise frequency, the current use of nutritional information on packaged foods, and the practice of healthy eating habits are all related to the intended use of NI while dining out.

The Education White Paper 6 has set South Africa on the course for implementing a policy of inclusive education and participation in its schools. It is argued that an essential criterion to establish the congruency between the inclusive education and participation policy and its implementation is the academic self-concept (ASC) of learners. The ASC is influenced by context, thereby including all the systems which contribute to context, such as the education, school, class and social systems. As the product of different factors in various systems, the ASC may have significant diagnostic value in a school and class system. For this study, the ASC of learners with hearing impairment (HI), as an example of an impairment to be included in schools, was explored, involving two public school contexts: special and full-service inclusion schools. The research design incorporated a multi- and mixed method design, as quantitative data, to measure, describe and analyse the nature of the ASC of learners with HI, was augmented with qualitative data, to further explore the nature of the relation between the ASC and HI, especially in respect of the dynamics of the ASC. The investigation entailed developing and administering ASC questionnaires to Grade Seven learners with and without HI in special and full-service inclusion schools, observing classroom interactions, conducting interviews with the principals, educators and learners with HI, and collecting background information on the learners with HI. In answer to the main research question, What is the ASC of Grade Seven learners with HI in the contexts of special and full-service inclusion schools?, the data suggested that school context (full-service inclusion or special schools) did not play a primary role in influencing the ASC of learners with HI. The first sub-question related to the role HI plays in the ASC of Grade Seven learners in the two school contexts. The results suggested that HI greatly influenced the first language ASC (LASC) of the learners with HI in the special school and one of the full-service schools. HI did not seem to play a strong role in the mathematics ASC (MASC) of learners with HI, provided that there was adequate and effective support for the learners with HI. The second sub-question addressed the outcome(s) related to the ASC of Grade Seven learners with HI, which could be regarded as indicative of the successful conversion of primary schools to full-service inclusion schools. The results suggested that a general ASC (GASC) and LASC which are moderately lower than the GASC and LASC of the learners with no HI, and a MASC that is similar to the MASC of the learners with no HI, is acceptable. The third sub-question addressed guidelines to improve the conversion of primary schools to full-service inclusion schools. From the data, early identification of HI, appropriate technical and early specialised learning support, and the accessibility and knowledge of educators appeared to contribute the most to the ASC of learners with HI. Understanding some of the functional and accidental limitations of the research places the findings and conclusions in perspective. / Thesis (PhD (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

Learners who are deaf and who are using the auditory oral approach are currently included in ordinary schools in South Africa. By default, most educators are not adequately trained to include these learners successfully. Transformation and train-ing, specific to the context of inclusive education, is thus undeniable. Therefore, in order to address the development of full-service schools to include learners who are deaf and who are using the auditory oral approach, a literature study on the nature of inclusive education with the focus on full-service schools to include the mentioned learners, took place. A qualitative study was conducted and data was gathered by interviews with six, learners, parents and educators. The findings were corroborated with the literature study with a view to addressing learner and system needs in order to include these learners successfully in a full-service school. Based on the findings, recommendations are made to address the development of full-service schools to include the mentioned learners. / Educational Studies / M. Ed.

In the nineteen years of South Africa’s democracy, its education system, as a vehicle for political, economic and social reform, has been characterised by transformation and change. Educators, as policy implementers, have been integral to that process. For the educators at the school selected for this study, changes have included, among others, frequent curriculum revision; a different approach to assessment; changes in school management as well as making a transition from a mainstream to a full service school, focused on the inclusion of learners who experience mild to moderate barriers to learning. Against this background the purpose of this study was to explore the subjective experience of educators in this particular school, and the subsequent impact that aspects of curriculum change and educational reform may have had on them; then secondly to put practices in place that would enable them to positively embrace new ideas, create knowledge and share ideas as educators. The study was conducted with 21 educators at a full service school. The research findings show them to be overloaded with administrative tasks as pressure is put on them to present evidence of their competence and functionality; many of them were tired, confused or angry. They felt rushed and obligated to implement a curriculum that they perceive to compromise effective teaching and learning; and ultimately, the learners. / Psychology of Education / M. Ed. (Guidance and Counselling)

Abstract The purpose of this exploratory, qualitative single case study was to explore the Full Service Community Schools model in one, urban elementary school. More specifically, the study sought to understand the impact this model had on students and teachers at one particular research site. This study was also intended to examine the impact the Full Service Community School model had on the role of school administrators. The research questions that guided this study were: (1) How does the Full Service Community School model impact students? (2) How does the Full Service Community School model impact teachers? (3) What impact does the Full Service Community School model have on the role of school administrators? The study found students who were struggling academically were assigned a volunteer that served as a tutor and provided individualized instruction to the students. These students were found to complete their classwork and homework when working with tutors while practicing academic skills they had not mastered. Findings also suggested students formed relationships with their tutors which prompted personal dialogues to occur. Students would talk to their tutors about problems they were facing at home and school. In addition, this study also found aggressive and defiant students were provided a volunteer who served as a mentor. These students would work on social, emotional and behavioral skills. Mentors would motivate the students to behave appropriately in school and reward them when this was accomplished. Lastly, the after school component of the Full Service Community Schools model was found to impact students because it gave students a safe and structured environment to attend when the regular school day had ended. The findings of the study found the Full Service Community Schools model impacted teachers in several ways. Volunteers serving as mentors and tutors worked with the most challenging students. This gave teachers more instructional time to work with other students. When volunteers listened to students’ problems, teachers were freed up to continue teaching. Also, teachers were able to relinquish responsibilities to the volunteers who worked with students. The volunteers gave teachers an extra set of hands in the classroom. Lastly, this study found the Full Service Community School model impacted the role of administrators the least. The model put extra responsibilities on principals due to having extra individuals in the building during and after the school day. Administrators also had to coordinate the schedules of these individuals. On a positive note, volunteers working with disruptive students did assist administrators because these students were less likely to visit the office.

In the nineteen years of South Africa’s democracy, its education system, as a vehicle for political, economic and social reform, has been characterised by transformation and change. Educators, as policy implementers, have been integral to that process. For the educators at the school selected for this study, changes have included, among others, frequent curriculum revision; a different approach to assessment; changes in school management as well as making a transition from a mainstream to a full service school, focused on the inclusion of learners who experience mild to moderate barriers to learning. Against this background the purpose of this study was to explore the subjective experience of educators in this particular school, and the subsequent impact that aspects of curriculum change and educational reform may have had on them; then secondly to put practices in place that would enable them to positively embrace new ideas, create knowledge and share ideas as educators. The study was conducted with 21 educators at a full service school. The research findings show them to be overloaded with administrative tasks as pressure is put on them to present evidence of their competence and functionality; many of them were tired, confused or angry. They felt rushed and obligated to implement a curriculum that they perceive to compromise effective teaching and learning; and ultimately, the learners. / Psychology of Education / M. Ed. (Guidance and Counselling)

Schools Uniting Neighborhoods (SUN), a collaborative initiative in Multnomah County, Oregon, combines the increasingly popular community school model with an innovative organizational structure to further two key goals: sustainability as an initiative and furthering racial equity. This thesis situates SUN within the context of American public education reform and existing literature on the positive outcomes, organizational structures, and leadership components of community schools. Building on past reviews of SUN and its outcomes, I use results from qualitative interviews with key stakeholders to provide insight into how its organizational structure contributes to the goals of sustainability and racial equity. I discuss the current state of SUN, future directions, and the relevancy of findings to other community schools initiatives and more generally, public education reform efforts.

The South African government introduced Full-service schools to provide quality education to all learners through flexibility to meet the full range of learning needs. Full-service schools are institutions that strive to transform themselves, proactively addressing the barriers to learning and increasing participation of the learners and educators in the teaching and learning process. This can be achieved by enhancing the flexibility of teaching and learning methods used. This study therefore focused on the teaching and learning methods used in inclusive classrooms to accommodate diversity. This was a case study that was conducted at Mphuphuthe Full-service school at Ledig, situated in the Bojanala Region in the North West Province. A qualitative approach and purposive sampling was used. The triangulation of data collection methods using three data collection instruments, namely focus group interview, observation and document analysis was used. The results showed that teaching and learning is flexible, making use of differentiated methods such as multilevel teaching; songs and rhymes; storytelling using pictures, puppets and big books. Dramatisation was used in instances where learners acted out the stories they were told. Cooperative learning was used for problem solving activities and projects so that learners could work together. Differentiation in terms of lesson planning, activities and assessment standards was used to accommodate all the learners. Based on the findings, recommendations were made for effective teaching and learning in inclusive classrooms in the Foundation Phase. / Inclusive Education / M. Ed.(Inclusive Education)