Background:  As enterprises focus on their core competence, outsourcing other activities other firms can do better, the necessity of managing supplier relationships and upgrading the inter-firm relationships become evident. Supplier development as a potential attempt, tries to fill the gap between ideal criteria and the particular suppliers’ actual capabilities and performance in the supply chain. The buying firms initiate the supplier development efforts in order to increase their abilities to create and deliver a superior value to their own customers. In this respect, it is essential to investigate the practices and story of what the buyer and the supplier do in relation to supplier development and what factors contribute to the success of the program and benefits of the dyad. Furthermore, acknowledgment of difficulties that might bring failure in the SD should be taken into consideration so as to possibly avoid them. The supplier development is widely neglected a dyadic view in literature review. The importance of this study is adding the supplier’s standpoint to the buyer’s view in order to achieve the dyadic perspective associated with the practices, the success factors and the barriers. Purpose: This research aims to identify and describe the practices of supplier development in buyer-supplier dyads. The success factors of the supplier development program and the barriers to the supplier development programs are also investigated based on the buying and supplying firms’ perspectives. The main goal is to contribute to a better understanding of the supplier development from a dyadic standpoint. Method: This study is conducted from an interpretivism standpoint with the use of a deductive approach and qualitative strategy. A holistic multiple-case study of two plastic manufacturing firms as the buyers and their three main suppliers (three dyads) is applied in Iran. The empirical data is gathered via 6 different semi-structured interviews. The empirical evidence is analyzed by using within-case, cross-case and pattern matching analysis. The study considers the ethical issues; harm to participant, informed consents, invasion privacy and deception. The research quality is based upon trustworthiness and authenticity.   Result, conclusion: Thanks to within-case analysis which generates the dyadic view with respect to practices, success factors and barriers to supplier development, amazing result is achieved that rarely mentioned by the previous research. A number of conflicting views between the buying firm and the supplier is found due to dyadic investigation which demonstrates the gaps between the buyer and supplier’s perceptions in dyadic relationship. The dyads are simultaneously involved in both direct and indirect supplier development practices. Based on the level of buying firm’s involvement in supplier development activities, the dyads partially follow the degree of sequence from low, moderate to high involvement levels. Each dyad can eliminate or keep the lower level of buyer’s involvement activities when they start the moderate and high level of buyer’s involvement practices. However, the specific position cannot be identified for a particular dyad and the supplier development activities are scattered in all three levels. Based on the dyadic standpoint, the factors that contribute to success of the supplier development program in each dyad can be seen as buyer-, supplier-specific and interface success factors. In this regards, this dyadic multiple-case study confirms the reviewed literature associated with success factors and finds supplier’s top management support and previous supplier development experiences as the additional factors in supplier-specific area that contributes to the successful inter-firm relationship and the supplier development that are not pinpointed by the previous studies. Barriers to the supplier development are factors which hinder the success of the supplier development program. According to the literature review, the barriers could be divided into buyer-, supplier- specific as well as buyer-supplier interface barriers. This study partially confirms the previous studies and reveals some surprising results. One of the most useful findings of the research is that only one barrier in buyer-specific category is verified by one of the dyadic cases. However, in addition to identified barriers, lack of supplier’s top management support and supplier’s indolence are seen as the supplementary supplier-specific barriers to the supplier development. Interestingly, there are other types of barriers that cannot be found in the previous research which is categorized as context barriers. This type includes those kinds of barriers that are originated in the context of relationship in a dyad.

Today’s globalized economy puts considerable pressure on Small and Medium Enterprises (SMEs) as they are forced to compete in a world where business is often conducted over nations’ borders. This globalization has also led to the creation of free trade areas such as the European Union, where most traditional barriers to trade have been removed. Despite this there still seems to be several, more invisible, barriers that hampers business between member states. We therefore intend to examine how companies in two member states – Lithuania and Sweden – have been affected by such invisible barriers and how they are trying to cope with them. This research has been conducted using following theoretical foundation; Invisible barriers, knowledge, the Uppsala model, psychic distance and networks. Our empirical data have been gathered by holding semi structured interviews with 7 SMEs, this data have then been analyzed with the help of our theoretical foundation. We have found substantial evidence pointing towards the importance of psychic distance and lack of knowledge when explaining the barriers still in existence. Furthermore we have also discovered the duality of knowledge and networks which can be both barriers in themselves as well as ways for companies to work their way around previously mentioned barriers.

This investigation, comprising two studies, examined the number of barriers to physical activity (Study 1) and barrier strength (Study 2) reported by middle-aged and older adults using a social ecological framework (McLeroy et al., 1988). Researchers were interested in assessing age group (45-54; 55-64; 65-74 yrs) by physical activity group (active, less active) effects for barrier responses using analyses of variance. In Study 1, 180 participants completed a physical activity level survey (Godin & Shephard, 1985) and answered open-ended questions about barriers. Results indicated that 45-54 yr-olds reported more barriers overall, and more intrapersonal barriers than older groups. Less active 45-54 yr-olds reported more organizational-interpersonal barriers than the other groups. Descriptive analyses of coded themes demonstrated that common intrapersonal barrier sub-themes cited by younger adults related to family commitments, while sub-themes reported by middle-aged and older adults related to having a health problem or an injury. In the organizational-interpersonal category, the most common barrier sub-theme related to the workplace. In Study 2, 116 participants completed a survey assessing weekly physical activity and barrier strength for items pertaining to ecological categories and barrier sub-factors. Results showed that less active adults reported each of intrapersonal, interpersonal, and physical environment barriers more strongly than active adults, irrespective of age; the intrapersonal category was relatively the most constraining for our participants. In terms of barrier sub-factors, results showed that significantly higher barrier strength scores are most often associated with physical activity level (i.e., less active), and only occasionally associated with age group. The overall investigation can provide valuable information for improving physical activity interventions for middle-aged and older adults.

FACILITATORS AND BARRIERS OF PHYSICAL ACTIVITY IN OLDER PERSONS WHO HAVE EXPERIENCED A FALL Edwin Yoshiyuki Hanada, Master's of Science Degree, Institute of Medical Science, University of Toronto, 2008 ABSTRACT A systematic review and four focus groups were conducted to determine the facilitators and barriers of physical activity in older adults who have experienced a fall. Results from the systematic review demonstrated facilitators and barriers of purposeful and non-purposeful physical activity for older adults, but not specifically fallers. Facilitators identified in the systematic review and elaborated upon in the focus groups involving older fallers included: deriving benefits from physical activity in the physical, psychological, or functional realms; and social support providing encouragement for participation in physical activity, or acting as a distraction from negative physical symptoms during participation in group physical activity. Conversely, barriers to purposeful and non-purposeful physical activity included: symptoms of chronic illnesses, such as cardiac chest pain, arthritic pain, poor balance or poor eyesight; a fear of falling; and adverse physical environmental conditions, such as cold or warm, humid weather. The focus groups identified disinclination to activity as an important barrier to purposeful physical activity. When placed in a theoretical context such as Bandura’s Social Cognitive Theory and Marcus and Owen’s Readiness for Change model, the results of this study can help inform the design of physical activity interventions to prevent falls in older adults with a history of falls.

Introduction: Little is known about the physical activity [PA] habits of children with Autism Spectrum Disorders [ASD]. ASD specific PA barriers and facilitators have not been investigated. Purpose: To describe the PA habits of children with ASD and the barriers and facilitators to optimal PA participation. Methods: Twenty-three parents of children with ASD reported on their child’s PA habits, perceived barriers to PA participation, and functioning. A rating scale was applied to score responses and children were classified into functional level groups and PA level groups. Results: On average, children were reported to meet or exceeded national PA frequency guidelines, belonged to active families and participated in a variety of physical activities. Parents identified several barriers to optimal PA for their children. Conclusions: Children with ASD can attain optimal PA. Exposure to a variety of PA opportunities and experiences aids in identifying the ideal activity for each individual child.

Introduction: Little is known about the physical activity [PA] habits of children with Autism Spectrum Disorders [ASD]. ASD specific PA barriers and facilitators have not been investigated. Purpose: To describe the PA habits of children with ASD and the barriers and facilitators to optimal PA participation. Methods: Twenty-three parents of children with ASD reported on their child’s PA habits, perceived barriers to PA participation, and functioning. A rating scale was applied to score responses and children were classified into functional level groups and PA level groups. Results: On average, children were reported to meet or exceeded national PA frequency guidelines, belonged to active families and participated in a variety of physical activities. Parents identified several barriers to optimal PA for their children. Conclusions: Children with ASD can attain optimal PA. Exposure to a variety of PA opportunities and experiences aids in identifying the ideal activity for each individual child.

Many researchers have been critical of teachers failure to implement computer use effectively in the classroom. In order to question the role that pedagogical issues may play in the success of the implementation process, this study looks at the beliefs of professional developers who are responsible for helping K-12 teachers learn to teach with computers. Five professional developers from Saskatchewan were asked to describe their professional practice by focusing on what they thought effective use of computers was and how they thought their beliefs affected their practice. The heart of the study was the story of the professional developers experiences and the way in which their practices evolved over time to meet needs they saw.<p>The professional developers were a diverse group of former teachers. They had taught in a wide variety of settings and for varied lengths of time. They were purposefully selected for involvement in provincial initiatives and providing professional development around computers in their home divisions. The participants shared their experiences through an informal semi-structured interview and follow up questions. The transcripts of the conversations comprised the data, and their examples, statements of belief, and experiences formed the basis for the interpretation of the results.<p>The findings revealed that the professional developers identified both first and second order barriers to the use of computers in classrooms. Each person described a transition from traditional professional development practice to a personal style with the deliberate addition of pedagogical emphasis. They concluded that the current practice of teaching with computers generally did not meet their definition of effective and emphasized the need to question why computers are being used the way they are.<p>The findings from this study indicate that the professional developers believed their pedagogy and practice as professional developers to be intertwined. They also confirmed Cooplas (2004) argument that pedagogy is the critical first element for effective teaching with computers. From the prospective of the participants, pedagogy, not technology defines how effective the process of integration is in K-12 classrooms.

The impetus for this study came from my own history of being a single mother while completing my undergraduate degree and the struggles that entailed. The research uncovers both the barriers and facilitators experienced by single mothers in undergraduate programs in a Canadian context and utilizes a framework of access and equity in education. The co-participants belonged to diverse social and political identities in terms of age, race and ethnicity, sexuality, (dis)ability, and countries of birth. All the women attended universities in Southern Ontario. Twenty-five women agreed to be interviewed in either a group or individual interview. Co-participants were encouraged to contribute to the design and analysis of the study wherever possible. Previous research based in the United States conceptualized single mother students as social assistance recipients and explored their difficulties within this context. This study suggests using a wider lens to include other experiences identified by co-participants and the literature review. The study locates barriers both within the university as well as in the larger society such as interpersonal violence, stress, financial insecurity, racism and other forms of discrimination. However, it also identifies supports and strengths single mothers encountered such as family, friends, children as motivation, professors, on-campus supports, and critical pedagogy, all of which were largely missing from previous research. Many women challenged the often pathologizing dominant discourse and instead described single motherhood as empowering, independent, and liberating as compared to being a part of a traditional nuclear family. Co-participants also identified feeling isolated, discussions around which engendered a social group outside of the research project. By creating awareness of the needs of diverse single mother students, this project aims to disrupt the still-prevalent notion of the “traditional student” and accompanying policies and practices in institutions of education and the wider community. While much has been documented in Canada about the need for access, equity, and inclusive schooling, single mothers in particular have not been a main focus and included among other intersections of identity. The findings from this study address this gap and contribute to the literature.

FACILITATORS AND BARRIERS OF PHYSICAL ACTIVITY IN OLDER PERSONS WHO HAVE EXPERIENCED A FALL Edwin Yoshiyuki Hanada, Master's of Science Degree, Institute of Medical Science, University of Toronto, 2008 ABSTRACT A systematic review and four focus groups were conducted to determine the facilitators and barriers of physical activity in older adults who have experienced a fall. Results from the systematic review demonstrated facilitators and barriers of purposeful and non-purposeful physical activity for older adults, but not specifically fallers. Facilitators identified in the systematic review and elaborated upon in the focus groups involving older fallers included: deriving benefits from physical activity in the physical, psychological, or functional realms; and social support providing encouragement for participation in physical activity, or acting as a distraction from negative physical symptoms during participation in group physical activity. Conversely, barriers to purposeful and non-purposeful physical activity included: symptoms of chronic illnesses, such as cardiac chest pain, arthritic pain, poor balance or poor eyesight; a fear of falling; and adverse physical environmental conditions, such as cold or warm, humid weather. The focus groups identified disinclination to activity as an important barrier to purposeful physical activity. When placed in a theoretical context such as Bandura’s Social Cognitive Theory and Marcus and Owen’s Readiness for Change model, the results of this study can help inform the design of physical activity interventions to prevent falls in older adults with a history of falls.

A gravity model is used to evaluate the effects of currency union on intra-regional trade of ECOWAS (Economic Community of West African States) member states. The panel data used includes bilateral observations for fourteen years spanning 1994 through 2006 for 16 countries. Controlling for determinants and deterrents of trade, I find the presence of a currency union three times as likely to increase intra-regional trade between ECOWAS member countries. In addition, I find that the effect on trade creation has been steadily falling since 1994.