The First World War and the Australian Imperial Force have generated thousands of books and articles. Many studies adhere to the emphasis of C.E.W. Bean, and recount the history of the infantry or a particular infantry battalion. Others examine both the short term and long-lasting effects of the war on the Australian psyche. Some historians have acknowledged that a particular group of non-fighting combatants has been neglected, but generally, this group has been employed in dangerous and difficult pursuits. Very few historians have studied the roles of non-fighting combatants whose contribution is considered as lacklustre, such as the Australian Field Bakeries. When I began my research, I could not understand why the Australian Field Bakeries did not play any part in the historiography of World War One. An examination of the Anzac legend revealed an emphasis on the characteristics of the Anzac, especially masculinity and heroism. I argue that the bakers’ employment might be considered as being situated within the woman’s sphere and therefore unmasculine, whilst that same employment did not offer the chance for acts of heroism. Because of an emphasis on the exciting exploits of the infantry within Anzac historiography, the Australian Field Bakeries and their role as support troops have been ignored and omitted. Comparing demographic statistics and the war experiences, values and attitudes of the Australian Imperial Force and the bakers, I conclude that the bakers of the Australian Field Bakeries were extraordinarily similar to the men of the Australian Imperial Force. Only those experiences and statistics directly related to the two groups’ specific fields of employment are significantly different. I argue that specialised skills and a perceived lack of masculinity and heroism have seen the men of the Australian Field Bakeries excluded from all existing Anzac historiography.

abstract: Having a child with special needs can be overwhelming, emotionally draining and extremely stressful for parents and their family members. Research identifies the support systems families need in order to have quality-of-life. The current study uses mixed methods to evaluate the degree to which parents and other primary caregivers in Arizona view the educational and health related services that their child with special needs and/or other health impairments received when they entered kindergarten. It evaluated the degree to which the caregivers themselves perceived the support/services that they received in order to access quality of life for themselves, their child with special needs and other family members. Finally, the research identified reoccurring themes to better understand the intricacies involved within these support systems/services that promoted or hindered positive family and child outcomes. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2017

Micro, Small and Medium sized enterprises (MSMEs) represent 99.9% of businesses in the UK and they face significant challenges with regards to start-up, survival and growth. Their ability to deal with these challenges is assisted, in some cases, by the provision of business support funded by the public sector. Unfortunately, despite the volume of such businesses, there remains a significant lack of qualitative data into the MSME sector, and their use of university led business support. This thesis examined the business support agenda, the support needs of MSMEs, the role of universities in the provision of business support, and the needs of public funding bodies, with regards to economic sustainability and growth in the West Midlands. The choice to focus on the West Midlands region was largely pragmatic; the researcher has existing relationships with the small business community and University networks within the region allowing for a comparable study of stakeholders with similar environmental, political and economical challenges. Whilst the findings are therefore in relation to the West Midlands region, they have been compared to secondary data and theoretical frameworks in order to propose a contribution, which is applicable to a wider audience. The thesis adopted an exploratory, interpretivist methodology with an emphasis on the practical importance of the research results. Through an explanatory sequential mixed methods approach, surveys were used to collect data from MSME business owners, followed by in-depth interviews with university staff in order to produce institutional case studies. The surveys with MSME owners identified a need for support that was free, local, face-to-face and delivered by an organisation with a good reputation for delivering business support. The survey data also indicated confusion amongst MSME owners about the availability of support from universities, as well as questions around the quality of support provided by universities and its impact. The interviews, and case studies, revealed a significant level of interest, and a feeling of responsibility, from universities towards supporting the MSME community. However there were consistent challenges around funding, sustainability, resources, flexibility of delivery, and the longevity of any enterprise strategy. The research makes a useful contribution to knowledge through the development of multiple case studies and the development of a conceptual framework for a sustainable system of university led, MSME business support. The model, and analysis, considers the detailed experiences, challenges and opportunities from the stakeholders and proposed a sustainable support system. This contribution to literature provides a unique perspective for both practical application and for the research community to utilise further.

Doctor Legum - LLD / This thesis deals with a very important issue in South African society, i.e. the provision of financial and non-cash support to older persons. Older persons in South Africa can be described as a sizeable but vulnerable group requiring specific protection. Section 27 of the South African Constitution of 1996 obliges the state to take reasonable legislative and other measures within available resources to progressively realise the right of access to social security. Hence, the steps taken by the state to promote older persons’ right of access to social security and to protect their right to dignity need to be evaluated. The legislative framework for the provision of financial and non-cash support to older persons currently is fragmented into various statutes dealing with retirement income, state grants to older persons and care and support services for older persons. Therefore, the current legislation lacks an integrated approach to the provision of support and care to older persons, as well as a central principle on which to base future legislation concerning older persons. One such principle that could potentially be adopted is intergenerational solidarity, which can be described as the solidarity between the active working-age population, as one generation, from which benefits flow to older persons as the other. This thesis evaluates whether intergenerational solidarity should form the basis of South African legislation on the provision of retirement income and the provision of care and support to older persons, and if so, whether it in fact does. If the answer to the latter is in the negative, the thesis further examines whether the current process to reform the retirement income system and related legislation in South Africa would be a suitable platform to introduce the concept of intergenerational solidarity to legislation concerning older persons. / South Africa

The thesis is focused on project financing in the non-profit sphere. The paper deals with the financing of the project by spending irreversibly financial contribution from European Union funds. The sponsor of this ride is the town of Piešťany. The goal of this project is the realization of building a business incubator.

An vier unterschiedlich ausgerichteten Hochschulen in Deutschland wurden im Zuge der Förderprogramme der letzten Jahre Maßnahmen rund um die Digitalisierung der Lehre entwickelt. Alle verfolgten das Ziel, die mediendidaktischen Kompetenzen der Lehrenden weiterzuentwickeln. In einem ersten Schritt wurden aufgrund vergleichbarer Ausgangslagen unabhängig voneinander Unterstützungsangebote mit einem Fokus auf toolorientierte Workshops und E-Teaching Programme entwickelt. Eine intensive Auseinandersetzung mit den bisherigen Erfahrungen und den Bedarfen der Lehrenden führte zu einer Weiterentwicklung mit unterschiedlichen Schwerpunktsetzungen. Wesentlich waren dabei sowohl die gewählte Sozialform (Gruppe versus Individuum) als auch die inhaltliche Ausrichtung (Informationsvermittlung versus Begleitung von Entwicklungsvorhaben Lehrender). Aus Perspektive der hochschul- und mediendidaktisch Beratenden beschreibt jedes der vier – durch die Kombination dieser beiden Dimensionen – definierten Felder einer Matrix eine spezifische Rolle und damit auch ein Bündel relevanter Anforderungen und zu entwickelnder Kompetenzen. Diese wurden in zwei Workshops genutzt, um den kollegialen Austausch im Sinne einer Community of Practice zu fokussieren.

Due to the specialist nature of their use of a visual language, Deaf and hard of hearing students have unique experiences at institutions of higher education. This research explored the experiences of Deaf teachers as students at Wits University. I employed a qualitative research design in the study. In -depth interviews and documentary information were used to collect data from twelve current and past Deaf and hard of hearing students. Current theory, practice and legislation designed to guide the creation of an inclusive education society were examined in order to explore the implications they have for Deaf students in terms of inclusion and access to education. The findings showed high level of academic competitiveness among the Deaf and hard of hearing students but low social participation. Their academic success was driven by factors such as commitment to Deaf education, the availability of interpreting services, having Deaf peers and their pre-university experiences.

This study investigated the educational outcomes of foster care youth utilizing the Road to Independence, Adopted from DCF, and Relative Caregiver tuition exemptions to pursue enrollment in Florida's state college system during the 2012-2013 academic year. An extensive literature review was conducted to examine the history of foster care, examine a contemporary portrait of the American foster care system, and the adult outcomes of former foster care. Federal and state policies impacting the population, campus support initiatives at colleges nationwide and the concept of resilience were also explored. In conjunction with the Florida Department of Education's Division of Accountability, Research and Measurement, the Florida Department of Children and Families provided access to a dataset compiled by the Community College and Technical Center MIS department. This file contained enrollment information for foster care youth utilizing one of three tuition exemptions to fund their education-related expenses. While all personal identifiers were eliminated prior to sharing the file, information within the document included student age, gender, race/ethnicity, academic discipline, and degree being pursued. Results of this study yielded some statistically significant differences across tuition exemption type. After examining relationships between gender and race/ethnicity and tuition exemption type, no statistically significant results were found. However, statistical significance was found after examining the relationships between academic degree being pursued and academic major/discipline and tuition exemption type. Many factors impact the experiences of foster care youth in the college classroom. These should be considered when developing programming, policy, and support services aimed at encouraging their success.

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