The aim of this study was to see what the fundamental efforts were to bring about a democratic electoral system in Somalia? What are the significant obstacles in relation to the planned electoral system and what can the clan, the constitution and external actors mean in this context? What efforts can be made to introduce a democratic electoral system?  This study was conducted by using five semi-structured interviews and material collected on Somalia’s history, current state, and clan society. This paper concludes that there are different factors such as the International Community, the federal member states, Clan representatives, and major donors, which have had an effect on the democratization process in Somalia. Furthermore, it shows that the main problem is the application of the Constitution that is being hindered by the political elite and the federal member states. This research suggests several measures that must be enforced to carry out a democratic election, 1. A will from the political elite to speed up the process around the new electoral system, 2. The Constitution process must continue and be implemented, 3. Stable institutions, laws and regulation must be implemented, 4. The country’s security must be strengthened.  This study discovers that Somalia is in the decision phase in accordance with Rustow’s transition theory, where the country is slowly but surely applying democratic principles and rules into the Constitution.

No description available.

Les ions phosphiraniums sont connus depuis plus d’une cinquantaine d’année mais leur ouverture C-centrée n’a jamais été décrite. Une telle réactivité permettrait d’obtenir des phosphines β fonctionnalisées de façon innovante ouvrant ainsi la voie à de nouvelles perspectives synthétiques. De nouveaux phosphiranes ainsi que les ions phosphiraniums correspondant ont été synthétisés au travers de réactions innovantes d’alkylations et d’arylations. Ces composés ont par la suite pus être ouverts sélectivement sur le carbone du cycle pour la première fois, ce par l’intermédiaires de différents nucléophiles azotés. La méthodologie proposée au cours de ce projet de thèse a permis l’obtention de composés de type β-aminophosphines innovants tant par la structure que par la voie d’accès. De nombreux paramètres ont pu être étudiés pendant cette étude afin de mieux appréhender les différentes interactions et facteurs régissant cette réactivité singulière. / Phosphiraniums ions are known for more than fifty years. However, heir C-centered ring opening has never been reported. This novel reactivity would grant access to β-functionalized phosphines in an innovative manner, opening the way to new synthetic perspectives. Novel phosphiranes as well as their corresponding phosphiraniums have been synthesized through alkylation and arylation reactions. Then, these compounds were reacted with different nitrogen compounds allowing their ring opening in a C-centered fashion for the very first time. New β-aminophosphines could be accessed this way in regards for their innovative structure and synthetic pathway. Various parameters have been studied to increase our understanding on these specific yet promising reactions.In this line, along this PhD project, interactions and factors which might rule this particular reactivity were screemed.

For over two decades, research has shown that providing instructions and feedback to promote an external focus (i.e., mentally focusing on movement effects or outcome) leads to enhanced motor performance and learning, compared to an internal focus (i.e., mentally focusing on the muscles and joints, or movement kinematics). Notably, while a majority of the research has been on healthy young adults, the external focus benefit has also been found to extend to individuals recovering from musculoskeletal dysfunction. Despite the potential benefit of an external focus for rehabilitation, observational studies have revealed that physiotherapists provide their clients with more internal, than external, focus statements and have little awareness of the focus of attention literature. Consequently, the end goal of this doctoral research was to translate the focus of attention research findings into Canadian physiotherapy practice through the design, delivery and assessment of an educational workshop for practicing physiotherapists. With this in mind, the first step became to determine whether such a workshop was warranted by assessing the self-reported focus of attention provision by Canadian physiotherapists. Thus, in Study 1 a study-specific questionnaire, titled the "Therapists' Perceptions of Motor Learning Principles Questionnaire" (TPMLPQ), was designed and completed by 121 Canadian physiotherapists. Results showed an overall low relative frequency of self-reported external focus promotion (M = 31.3%, SD = 14.9), across six hypothetical rehabilitation scenarios. Markedly, descriptions of a functional reaching (M = 55.5 %, SD = 37.0) and pelvic floor task (M = 65.6%, SD = 32.9) resulted in a greater self-reported promotion of external, than internal, focus of attention. These results suggested that Canadian physiotherapists could benefit from an educational workshop on focus of attention, and that there was a potential task dependency for their focus of attention promotion. Study 2 employed virtual one-on-one interviews with eight Southern Ontario-based physiotherapists, all whom completed the TPMLPQ just prior to the interview. The first few questions gathered participants' perceptions on factors that influence physiotherapists' focus of attention use, as well as barriers to promoting an external focus and potential solutions to them. Coding of the interview data generated four themes related to factors that influenced focus of attention use: (1) physiotherapist experiences and characteristics, (2) client experiences and characteristics, (3) task characteristics and (4) focus of attention statement provision strategies. Moreover, the barriers to external focus promotion were organized into three themes: (1) educational experiences, (2) reinforcement of internal focus encouragement once in practice and (3) research aspects. All interviewed physiotherapists proposed continuing education on focus of attention as a solution to these barriers. Questions in the second half of the interview garnered input on how to get physiotherapists to attend a focus of attention workshop, and what activities to include before, during or after the workshop to promote physiotherapists to use more externally focusing statements in their practice. This information was used to inform the workshop design and delivery. In addition to the physiotherapists' input, I also considered previous research that has emphasized the importance of evidence-based training programs to be based on theoretical frameworks. In this regard, Bandura's social cognitive theory was selected as a theoretical foundation. Further, knowing that the target population for the workshop consisted of adults with higher education, Knowles' adult learning theory was also selected as a complimentary theoretical foundation. Additionally, the Kirkpatrick model for training evaluation was selected to guide the assessment of the workshop, due to its strong overlap with constructs from both theoretical frameworks adopted. A final contribution to the workshop design process was holding a virtual group session with four focus of attention researchers in order to gain input on workshop content. The final workshop product consisted of two parts: seven self-directed asynchronous website modules and a synchronous virtual group session. Ultimately, in Study 3, the workshop was delivered to fifteen Canadian physiotherapists. In addition to completing the two workshop components (asynchronous and synchronous), participants completed assessment packages at three time points: (1) one-week pre-synchronous workshop, (2) immediately post-synchronous workshop, and (3) one-week post-synchronous workshop. Analysis of the data revealed a chain of evidence supporting the merits of the workshop. Explicitly, physiotherapists reported high satisfaction (Mdn = 4.60), perceived relevance (Mdn = 4.83), and engagement in the workshop (Mdn = 4.83). Comparing one-week pre- to immediately post-workshop, analyses revealed significant improvements to physiotherapists' (1) scores on the knowledge assessment (pre M = 51.30%, SD = 22.30; post M = 84.30%, SD = 11.50; p < .001, d = 2.06) with an accompanying decrease in the uncertainty in their responses (pre M = 23.19%, SD = 18.05; post M = 1.16%, SD = 1.99; p < .001, d = 1.28), (2) relative frequency of externally focusing to total focus of attention statements created on the skill assessment (pre M = 18.23%, SD = 13.17; post M = 67.95%, SD = 25.13; p < .001, d = 2.11), (3) self-reported attitudes towards learning and practice of external focus promotion (pre M = 88.25, SD = 11.00; post M = 92.83, SD = 6.59; p = .024, d = 0.56) and self-efficacy (pre M = 59.50, SD = 22.36; post M = 85.72, SD = 7.95, p < .001, r = 0.86). Using descriptive statistics, physiotherapists reported that participating in the workshop allowed them to increase their encouragement of external focus adoption (M = 79.00, SD = 15.14). Thirteen of the physiotherapists reported that they believed that their use of externally focusing statements led to improvements in their clients' rehabilitation outcomes (n = 13; M = 68.08, SD = 22.13), while the other two physiotherapists noticed no difference. Finally, those 13 physiotherapists also reported a high intention to continue to provide external focus statements in their practice (M = 87.31, SD = 15.09). In the context of social cognitive theory, these findings suggest that the workshop was successful in strengthening the physiotherapists' behavioral capabilities, self-efficacy, and outcome expectations, suggesting that the behavior change self-reported by the physiotherapists (i.e., more external focus promotion) could extend beyond the short-term assessment period used here. The whole of this doctoral research acts as a powerful step on the pathway to translate focus of attention research into Canadian physiotherapy, and also provides a useful framework for future studies aiming to translate motor learning research into the field - in Canada or globally.

No description available.

No description available.

No description available.

No description available.

Vi har arbetat med lugn inom spel. Vår prototyp är en gameslice där du är en person som villklappa saker och du har en gummiarm som kan resa hur långt du som spelare vill, den kanäven böja sig överallt på skärmen. Målet med spelet är att klappa saker med din gummiarmoch du behöver inte bry dig om saker runt dig då du bara har ett mål vilket är att klappa saker. Syftet med vårt spel är att skapa ett spel som undviker stress genom att inte använda sig avklassiska element som kan uppfattas stressande. Anledningen till att vi valt att undersöka lugninom spel är för att vi vill bredda förståelsen hur vi kan se på spel och hur spel kan användas. Vi har i den här undersökningen fokuserat på det visuella delarna av spelet, då det är en av deviktigaste delarna för att designa med lugn i åtanken. Vi har även jobbat för att se till attspelet ger dig som spelare frihet att spela spelet hur du vill. Ett annat mål med undersökningen har varit att låta spelaren hitta lugn genom att användadetta spel som en distraktion från omvärlden. Spelet visade sig lyckas i den aspekten att personer som spelade hade roligt när de speladespelet. Enligt de personer som testade vårt spel och gav oss verbal feedback som visade sigvara för att spelet gav spelare sådan frihet. / We have worked with calm within games. Our prototype is a gameslice where you play as aperson who wants to pet different things and you have a gummy arm that can get how long asyou want and it can bend everywhere on screen.  The goal of the game is to pet things withyour gummy arm and not really care about anything around you when you only have the goalof petting something. The purpose of the game is to create a game that avoids stress through using classicmechanics that are usually regarded as stressful. The reason we chose to research calm withingames is that we want to widen the view on games and how they can be used. We havefocused on the visual parts of the game making process since that is one of the moreimportant parts of designing with calm in mind. We have also worked to make sure that youcan play the game in whatever way you want. Another goal with this research has been to let the player find calm through the distractionthat our game provides from the rest of the world. The game seems to have been successful in the way that players had fun while playing, andaccording to verbal feedback the main reason was the freedom the game provided the players.

Yes / The development of students’ mathematics skills in higher education is often the topic of professional debate in learning development circles. Less prevalent are discussions taking place around the interpersonal dynamics that occur during one-to-one (tutorial) sessions. This case study explores these dynamics. It arose from the continuing professional development activities of an adviser (learning developer) at a UK university. As a result of recording one-to-one mathematics sessions it was found that the adviser was unconsciously competent and that, although she was adept at identifying her areas for development, she struggled to articulate the considerable strengths of her practice. We wanted to find a way of describing, analysing and evaluating her competence, and alighted upon the person-centred approach. The aim of this paper, therefore, is to present the synthesis of maths skills practice with this approach in the hope of stimulating further research and professional conversation in the learning development community. The report offers novel idiographic findings through the application of person-centred theory to one practitioner’s experience of delivering maths skills development. We conclude by suggesting that focusing on the relationship between adviser and student can help to create conditions conducive to successful one-to-one education.