There is a generally accepted reality among first and second language reading researchers and practitioners that learners who study in a second or foreign language are almost always at a disadvantage, particularly in the area of reading. In light of this learners who register for high school study each year in South Africa are very often under prepared for high school education and many of these learners also have low levels of reading ability. This has an adverse effect on their chances of academic success. In order to meet the reading needs of these learners, educators need to develop effective instructional means for teaching reading comprehension and reading strategy use. It is evident from the volume and quality of research published that the teaching of reading strategies enhances the learners' reading comprehension ability. The purpose of this study was to: • determine what reading strategies Grade 11 ESL learners use; • determine what reading strategies should be taught; • determine how and when reading strategies should be taught in the ESL classroom; • determine what the effect of an implemented reading strategy programme is on the reading comprehension of the Grade 11 ESL learners participating in this study; and • provide guidelines in terms of the composition (i.e. format, outcomes, content, teaching method 1 approach, etc.) of a reading strategy instruction programme. In this study a quasi-experimental pretest - posttest control group design was used. The participants in this study included a total of 60 Grade 11 ESL learners from a high school in the Eastern Cape. Two intact randomly selected classes participated in the study. Both males and females participated in the study and ranged in age from 18 - 22 years. The Reading Performance Test in English: Advanced Level (Roux, 1996) and a Reading Strategy Questionnaire based on the work of Oxford (1990), Pressley and Afflerbach (1995) and Pressley et al. (1995) was used in this study. A t-test was used to determine whether the mean scores of the experimental and control group differed statistically significantly from each other. Cohen's (1977) effect size d was used to determine whether the mean differences were practically significant. The results of the study can be summarized as follows: The results indicated that the learners who followed the reading strategy programme and received strategic reading instruction (experimental group) obtained both statistically and practically significantly higher marks on the reading comprehension test (posttest) than did the learners in the control group. The posttest results indicated that the learners in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect size), more often than the learners in the control group. The reading instruction programme developed in this study focuses on five reading strategies, namely guessing the meaning of words from the context, making inferences, predicting what is to come in a text, identifying the main idea and summarising. The programme presents an overview of the guidelines for a reading strategy instruction programme. It outlines the purpose, target group, content and other aspects, instruction, classroom procedure and assessment concerning a meaningful reading strategy instruction programme. English Second Language teachers may find it worth their while to implement reading strategy training models of a similar nature in order to develop their learners' proficiency in reading comprehension and reading strategy use. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007

Background: Conduct problems (CPs), a persistent pattern of challenging, oppositional, defiant or aggressive behaviour are a significant concern to educators, families and other professionals. CPs in preschool children are related to poorer educational and social outcomes in addition to a range of behavioural and emotional difficulties. Although there is evidence for hereditary and temperamental influences, parental factors are widely considered to be significant in the development of CPs. Parents experiencing psychological or social distress are considered to be at risk for challenging behaviour in their children. Psychologists and other theorists have suggested several possible reasons for this association. Firstly, it is possible that parents in distress have difficulty managing stress and as a result use harsh, inconsistent or coercive approaches to parenting. Secondly, parents with children who have CPs may be low in parental self efficacy, a consistent belief in their capacity to parent, which leads them to parent ineffectively and inconsistently. A third possibility is that parents in distress struggle to form stable attachments with their children which can lead to later behavioural difficulties. Finally, it is possible that parent’s distress is influenced by external contextual factors which also influence children such as family or social conflict. Studies suggest that training programmes for the parents of preschool children are effective in reducing child behaviour problems. Training approaches are influenced by a combination of psychological theories including behaviourist, social-cognitive, attachment and ecosystemic approaches. There have been many quantitative evaluations supporting the use of parent training programmes (PTPs). However, there has been limited inquiry into the process of PTPs from the perspective of those who attend them. Aims: The first part of this study was designed to evaluate vulnerability factors related to conduct problems; parental self efficacy, stress and child behaviour problems over the course of a community parent training programme designed to help participants to understand and manage the behaviour of young children. The overall research aim was to evaluate the outcomes and process, using different methodologies to address several questions. A realist methodology was applied to evaluating: 1. was there an association between parental stress, parental self efficacy and child behaviour problems at the start of the programme consistent with the established theory? 2. Did the parents attending the course experience higher than expected levels of stress and child behaviour problems? 3. Did quantitative and qualitative data indicate that these vulnerability factors changed over the duration of the course? Finally, an interpretivist methodology was used to explore how parents of young children evaluated as at risk of challenging behaviour described the experience of learning in the programme. Methods: The study utilised a pragmatic approach to evaluation with mixed methods and differing methodologies. At the start of the programme, a cohort of 38 parents agreed to participate in the study prior to the programme and completed self report measures related to parental stress and parental self efficacy. Parents with concerns about the behaviour of a child aged over three also completed a questionnaire relating to child behaviour problems. Of the original cohort, 27 completed self report measures at the end of the programme. 17 parents completed the same measures at a follow up meeting at the Children’s Centre, five to six weeks after the programme was completed. At this meeting 16 parents were interviewed to discuss their experience of the programme and any subsequent changes which had occurred. Results The results of the first part of the evaluation suggested a significant relationship between parental self-efficacy and stress and between stress and child behaviour problems. However, there was no statistical association between self-efficacy and child behaviour problems, as expected. This tentatively indicates that parental self-efficacy is less important in the development of child behaviour problems than has been previously suggested. The analysis of stress data at the start of the programme indicated that the frequency of parents reporting moderate to extremely severe stress was 4.42 times that which would be expected in a typical British cohort. At the start of the programme, frequency of child behaviour problems in the cohort were 5.9 times higher with conduct problems being 9 times what would be expected based on British norms. This suggests that the programme is being accessed by parents whose children are evidencing behaviour problems and, in particular, conduct problems. However, methodological issues are likely to have led to a slight overestimate of relative prevalence of child CPs in the cohort. Results indicated that parents reported significantly increased self efficacy, significantly reduced stress and child behaviour problems, including conduct problems, between the start and end of the programme. Thematic analysis and subsequent content analysis of outcome themes from interviews suggested that the majority of parents interviewed identified changes in parenting behaviour, knowledge, confidence, reduced stress and improved child behaviour as outcomes from the programme. However, changes in the quantitative data were not observed as frequently, reliably or to the same extent in the interview subgroup as they were in the main cohort, suggesting a sampling bias or a discrepancy in findings between methods. The self report data and interviews for all interviewees were then reviewed and interviews with six parents evaluated as having moderate to high stress, social or psychological difficulties and possible child behaviour problems were sampled. These were then re-analysed using a rigorous inductive approach to Thematic Analysis to identify emergent themes relating to the experience of participating and learning through the programme. Six themes emerged from analysis including; Understanding Difficulties, Identifying and Connecting, New Knowledge, Stopping and Thinking, Approach and Interaction and Reconstructing. The Understanding Difficulties theme described the different ways in which parents understood of their difficulties relating to themselves, their children and others which motivated them to attend the programme. The Identifying and Connecting theme described the importance to parents of personal identification with several aspects of the programme in terms of “being understood” in addition to identifying connections with established support, learning objectives and personal development goals. New Knowledge was categorised into three sub-themes of theoretical, practical and contextual. Contextual knowledge was constructed as understanding the experience of other parents, for example, identifying that other parents had similar difficulties. Theoretical knowledge about child behaviour and development encouraged parents to “stop and think” about the reasons for their children’s behaviour. Practical knowledge was constructed as parenting strategies which, when used, helped parents to feel more confident in themselves, more relaxed and more in control. The Stopping and Thinking theme described parents withholding action and considering the motivations for their children’s behaviour or the best approach to interacting with them. Approach and Interaction described changes to the way parents interacted with their children. The parents in question described changed or reconstructed understandings of their children, themselves and their difficulties as a result of participating in the programme. The theoretical implications of analysing the learning experience are that it highlights the importance of personal identification with the course objectives and experience.

Pour enrayer la progression des résistances bactériennes aux antibiotiques (AB), liée, en partie, à un mésusage de ces médicaments, l’Union européenne (UE) s’est mobilisée en adoptant, en 2001, une recommandation prônant un usage prudent des AB. En 2008, sous l’égide de la Commission européenne, nous avons évalué la mise en œuvre de cette recommandation et son impact dans les Etats membres, et nous avons réalisé une analyse du cadre juridique développé dans 12 de ces Etats. De plus, une étude a été conduite entre 2005 et 2009 sur 74 établissements de santé (ES) volontaires du Sud-Ouest de la France pour identifier l’impact du cadre juridique sur l’évolution des consommations d’AB. Les Etats de l’UE ont engagé un grand nombre d’actions pour rationaliser l’utilisation des AB, mais des progrès dans le champ de l’évaluation demeurent nécessaires. Il ressort de l’analyse sur 12 Etats qu’un cadre juridique plus important semble associé à une plus grande sensibilisation de la population générale et à une meilleure maîtrise de la consommation de fluoroquinolones. Dans les ES du Sud-Ouest, les politiques locales de bon usage des AB ont progressé. Une combinaison de mesures telles que la présence d’un référent « AB », l’organisation de formations et le recours à des prescriptions à durée limitée, était associée à une réduction significative de la consommation des fluoroquinolones. L’amélioration de l’utilisation des AB implique de préciser les conditions d’efficacité optimale des actions et de renforcer l’encadrement juridique dans les Etats de l’UE, notamment en matière de surveillance, d’évaluation, de moyens d’incitation, en l’adaptant aux caractéristiques nationales. / Antimicrobial resistance (AMR) is a public health problem worldwide. As antibiotic (AB) use is one of the drivers of AMR, the Council of the European Union adopted in 2001 a recommendation on the prudent use of antimicrobial agents. To analyze the way Member States (MS) had implemented this recommendation and to approach its efficacy, we performed a survey under the auspices of the European Commission in 2008, completed by a thorough analysis of the legal framework in twelve Member States. In addition, relationships between AB stewardship programmes (ABS) and trends in AB consumption were studied from 2005 to 2009 in 74 voluntary hospitals in Southwestern France. MS had implemented a broad range of activities to improve AB use, but differences were seen namely in evaluation systems. Further analysis in 12 MS highlighted discrepancies regarding the scope of the legal framework, incentives for its enforcement, and means of evaluation. A legal framework regarding surveillance and national organisation seemed in favor of higher citizens’ knowledge and awareness and appeared to be associated with lower increase in fluoroquinolone (FQ) use. In French hospitals, ABS had sharply improved and AB consumption remained stable when adjusted on activity. The presence of an antibiotic advisor combined with provision of training and use of prescriptions with stop-orders was associated with a significant decrease in FQ use. Progress in the use of AB could be achieved by sharing experience on best practices and by enforcing legal framework, tailored to MS organisation and epidemiology, targeting activities such as surveillance and evaluation

Cette recherche analyse la pénétration des Cultural Studies dans les curricula de deux départements de sociologie francophones : celui de l’Université de Montréal et celui de l’Université du Québec à Montréal. À partir des entretiens conduits auprès de professeurs, mais aussi de l’analyse des curricula inspirée de la théorie développée par B. Bernstein, cette recherche questionne tous les enjeux relatifs à l’introduction d’un nouveau cours ou d’une nouvelle façon de penser dans un département. Il ne s’agit donc pas de conclure sur la forte – ou faible – présence des Cultural Studies dans les programmes, mais plutôt d’expliquer ces variations de présence à partir des caractéristiques sociales, politiques, économiques et même géographiques, propres à chaque département. L’analyse conduite va aussi plus loin en constatant que les Cultural Studies, même si elles ne se sont pas développées à grande échelle au Québec, ont eu un impact sur la façon dont sont abordés les objets sociologiques. / This research analyzes the penetration of cultural studies in the curricula of two French departments of sociology, one at the UdeM and in the other one at the UQAM. From interviews conducted with teachers, but also from the analysis of curricula inspired by the theory developed by B. Bernstein, this research examines all issues related to the introduction of a new course or a new way of thinking in a department. The purpose is not to conclude on the high–or low–presence of cultural studies in the programs, but rather to explain these variations of presence from the social, political, economic and even geographic characteristics that are specific to each department. The conducted analysis goes even further by noting that cultural studies, even if they have not been developed at a large scale in Quebec, have had an impact on how the objects are sociologically discussed.

This diploma work includes the analysis of 30 school educational programmes. The school programmes were chosen by chance in basic schools of Central Bohemian Region. The study finds out how the health support is realised in school educational programmes. The results of the work show how the subject matter of Health education is realised in school educational programmes and how i tis included in separate school forms. It also uses the real informatik and knowledge of teachers and deals with the topic of social - pathological problems.

La maintenance consomme une grande partie du coût de développement des logiciels ce qui rend l’optimisation de ce coût parmi les enjeux importants dans le monde du génie logiciel. Dans cette thèse nous visons à optimiser ce coût par rendre ces maintenances modulaires. Pour atteindre cet objectif, nous définissons des transformations des architectures des programmes qui permettent de transformer le programme à maintenir vers une architecture qui facilite la tâche de maintenance voulue. Nous nous concentrons plus sur la transformation entre les architectures à propriétés de modularité duales tels que les patrons de conception Composite et Visiteur. Dans ce contexte, nous définissons une transformation automatique et réversible basée sur le refactoring entre un programme structuré selon le Composite et sa structureVisiteur correspondante. Cette transformation est validée par la génération d’une précondition qui garantit statiquement sa réussite. Elle est aussi adaptée afin qu’elle prenne en compte la transformation de quatre variations du patron Composite et est validée sur le programme JHotDraw qui comporte ces quatre variations. Nous définissons aussi une transformation réversible au sein du patron Singleton afin de pouvoir bénéficier de l’optimisation par l’introduction de ce patron et la souplesse par sa suppression selon les exigences de l’utilisateur du logiciel. / Maintenance consumes a large part of the cost of software development which makes the optimization of that cost among the important issues in the world of software engineering. In this thesis we aim to optimize this cost by making these maintenances modular. To achieve this goal, we define transformations of program architectures that allow to transform a program to maintain into an architecture that facilitates the maintenance tasks required. We focus on transformation between architectures having dual modularity properties such as Composite and Visitor designpatterns. In this context, we define an automatic and reversible transformation based on refactoring between a program structured according to the Composite structure and its corresponding Visitor structure. This transformation is validated by generating a precondition which guarantees statically its success. It is also adapted to take into account the transformation of four variations of Composite pattern and it is then applied to JHotDraw program in which these four variations occur. We define also a reversible transformation in the Singleton pattern to benefit from optimization by introducing this pattern and flexibility by its suppression according to the requirements of the software user.

Thèse sur travaux, l’ensemble est constitué d’un tome de « fil rouge » de 119 pages et de quatre tomes de travaux, reproduisant successivement (A) des livres, livres collectifs, articles et contributions à un ouvrage collectif, (B) des rapports d’inspection générale dont l’auteur a été le pilote ou le copilote, (C) des articles de revues, (D) des conférences et communications et (E) des interviews publiées. La première partie s’explique sur les circonstances qui ont présidé au cours de la carrière d’un haut-fonctionnaire de l’administration de l’éducation nationale à la production régulière de travaux et sur la constitution progressive d’un corpus tirant sa première cohérence de ses objets. Elle répond aussi à la question des motivations, superficielles ou profondes de la demande de légitimation universitaire de ces travaux dans le cadre d’une thèse de doctorat, de même qu’elle s’interroge sur ce qui peut étayer cette légitimation, en termes de construction d’objet, de raisonnements et de résultats.La deuxième partie reprend des travaux antérieurs ce qui traite de la façon dont le système éducatif français est gouverné, à partir des deux sous-titres « Un ministère de l’ignorance ? » et « Le désordre des pouvoirs éducatifs » : il est montré en quoi la sacralisation de la notion de système éducatif, le discours factice sur l’évaluation, la fermeture hexagonale de l’essentiel du débat sur l’éducation, ainsi que le peu d’intérêt institutionnel vis-à-vis des connaissances sur l’école concourent à renforcer un Etat éducateur central aussi monopoliste qu’impuissant.La troisième partie est plus spécifiquement consacrée à un aspect souvent négligé du système éducatif, à savoir les politiques curriculaires : l’auteur montre non seulement que le concept même de curriculum n’est pas utilisé, mais aussi que le désordre qui caractérise depuis longtemps la « fabrique des contenus » d’enseignement en France fait paradoxalement système avec une indifférence aux apprentissages des élèves qui n’est qu’un aspect du caractère sélectif des traditions éducatives françaises. Il analyse enfin dans quelle mesure le « socle commun de compétences en fin de scolarité obligatoire » inaugure une première « politique curriculaire » dans le cadre de ce pays. / This thesis, consisting mainly in submitting a corpus of previous works, is made of one “guiding light” volume (119 pages) and four volumes that reproduce (A) books, collective books, articles and contributions to collective works, (B) official reports of “inspection générale” of which the author was main or associated pilot, (C) articles from reviews, (D) lectures and communications, and (E) published interviews.The first part explains from which circumstances a senior civil servant of the Department of Education regularly produced such works since 1985 and how these works step by step got their first consistency. It also tells from which motivations, be they superficial or deeper, the academic legitimization of these works is aimed for in the framework of a PhD. It also questions the grounds of this academic legitimacy, from the ways the objects were built, the kinds of reasoning that are used and the produced results themselves. The second part starts from what in the previous works dealt with the way the French Educational system is ruled, with two subtitles “A Department of ignorance?” and “Disorder in Educational authorities” : it is shown to what extent the notion of “educational system”, made sacred as it is, together with fallacious political positions about evaluation, with the frequent ignorance of international issues in most educational decisions, and with a weak official interest towards knowledge about education, reinforces the central State, as far as Education is concerned, as an actor paradoxically monopolistic, ignorant and powerless.The third part is more specifically dedicated to one aspect of the educational system that is often ignored and taboo, namely curricular policies: the author does not only show that the concept of curriculum itself is not used, but that the disorder that has for long characterized the way the curricula are produced in France, makes up a system together with a disinterest towards what students actually learn, this disinterest being itself part of the selection-oriented French educational tradition. Eventually, it analyses to which extent the introduction of the “common core of competencies to be reached at the end of compulsory education” (“socle commun”) opens the way for the first curricular policy in this country.

Thesis (M. Tech. (Food Service Management, Dept. of Hospitality and Tourism)--Vaal University of Technology / Most of the world's children between 5 and 15 years of age attend school, though many do so under difficult circumstances. A large percentage of school children is underfed and poorly nourished (Engelbrecht 2005: l; Worsley 2005:135; DoE 2004:1). The aim of the Joint Aid Management (JAM) school-feeding programme was to reduce malnutrition by providing a mid-morning snack to alleviate short-term hunger, support nutrient intake, enhance active learning capacities and improve school attendance (JAM 2004:4). The equivalent of lOOg raw com-soya blend (CSB) was to be provided to the children on a daily basis. The main objective of this study was to determine the sustainability of CSB porridge use in the Orange Farms school-feeding programme. Regulatory compliance and product acceptability over time was addressed. Adjustments to the ratio of ingredients and portion size (83g) of the porridge served were calculated within practical limitations. The South African school feeding guidelines indicated that 25 percent of the energy needs for the 7-1 0 year olds, and 20 percent for the 11-14 year olds should be provided; while JAM indicated that 70 percent of the RDA recommendations (according to UNICEF 2002) should be provided by the product. A comparison between the applicable RDA for gender and age against daily dietary intake (habitual intake plus CSB porridge)revealed that the needs for vitamin A, riboflavin, niacin, folate, iron and zinc have been met, while calcium could not be provided in full. The needs for vitamins C and Bl2 were provided for in full through the CSB intake. Overall, the CSB intake made a substantial contribution to nutritive intake. Both the perceptions for taste (Reitumetse 75-80% and Sinqobile 88-83%) and texture (Reitumetse 74-82% and Sinqobile 71-78%) increased over time. As several learners (25%) consumed second servings twice (34%) but up to five times a week (21%), it can be assumed that the additional nutrient intake benefited the neediest children the most. It is recommended that CSB porridge should be introduced in areas where the dietary intake is compromised. / National Research Foundation (NRF)

Income generating projects represent one strategy adopted by the Department of Social Development to alleviate poverty and foster sustainable development. The purpose of this study was to investigate the perceptions of beneficiaries of income generating projects regarding these projects and whether the income generating projects run by the Development Centres in the Sedibeng Region, Gauteng Department of Social Development were perceived to be making any impact and were responding to the needs of the poor. The research design for the study could be classified as qualitativedescriptive. A sample of 20 participants was drawn from two Development Centres. The sampling method for the study was partly purposive and partly availability sampling. Data were collected via semi-structured interviews and responses obtained from the interviews were analyzed using descriptive statistics and thematic content analysis. The main findings that emerged from the study were that participants appeared to have a clear understanding of the fact that income generating projects represented a government strategy to fight poverty, create jobs and uplift the standard of living of the poor. However, most participants were dissatisfied with the lack of clearly defined expectations, planning and monitoring on the part of the Department of Social Development. Despite the fact that there were challenges and limitations encountered by beneficiaries during implementation of the projects, the Development Centre was perceived to be an effective service delivery model for alleviating poverty and enhancing the quality of life of beneficiaries. The conclusion drawn was that income generating projects conducted at the two Development Centres seemed to be achieving their aims even though there would seem to be room for improvement in terms of knowledge and skills imparted and participation of beneficiaries in decision-making. These findings are discussed in terms of their implications for Development Centres, the Department of Social Development, social work practice and future research.

Ce travail s'inscrit dans le cadre des recherches menées autour de l'analyse et la visualisation des logiciels, notamment les logiciels à objets, et en particulier Java. Très brièvement, on peut dire que le but de cette thèse revient à tenter de répondre à une question fondamentale: comment faire pour faciliter la compréhension du logiciel par ses développeurs et concepteurs ? Ce travail de recherche est basé en grande partie sur deux axes principaux. Le premier consiste à analyser l'exécution des programmes, non seulement au niveau de la méthode, mais bien au niveau du bloc de base, pour recueillir des données d'exécutions avec un maximum de précision comme par exemple les différents types d'instances sur les sites d'appels. Le second axe considère l'utilisation des informations apportées par notre analyse dynamique de l'exécution pour permettre la visualisation de ces données. En effet, ces informations offrent des détails intéressants sur le fonctionnement du programme et aident à expliquer le comportement du logiciel, aussi bien pour déceler les problèmes de performance que les problèmes de codages. Nous proposons une technique souple et efficace qui effectue une analyse dynamique de l'exécution de programmes Java. Nous introduisons ainsi une nouvelle technique et un nouvel outil permettant de recueillir des informations encore non proposées par d'autres analyseurs. Cette approche trace l'exécution précise des programmes tout en ayant une baisse des performances d'exécution acceptable, laissant le programme final utilisable. De plus, nous proposons et expérimentons une approche basé sur la visualisation des relations au sein d'une représentation du logiciel par une métaphore de ville. Nous introduisons une nouvelle technique de représentation des relations nommée "3D HierarchicalEdge Bundles" qui est basée sur une représentation 2D existante nommée "HierarchicalEdge Bundles". Cette approche conserve la puissance de visualisation du logiciel offerte par la métaphore de la ville tout en ajoutant la représentation des relations, et cela d'une façon lisible. Ces travaux sont validés entre autres par le développement d'un outil d'analyse nommé VITRAIL JBInsTrace et d'un outil de visualisation nommé VITRAIL Visualizer. Ces outils sont la base de nos recherche actuelles sur l'étude de l'exécution des programmes objets / This work falls within the scope of research pertaining to the analysis and the visualization of software systems, especially for object oriented languages, and more precisely Java. In a nutshell, it can be said the aim of this thesis is to try to answer a fundamental question: what can we do to ease the understanding of software by its designers and developers ? This research work is mainly based on two axes. The first axis consists in analyzing software runtime, not only at method level, but also at basic bloc level, so as to be able to get meaningful and precise information about the runtime. For instance, we can acquire the different types of instances on call sites at runtime. The second axis considers the use of information coming from our dynamic analyzer of software runtime and allowing the visualization of these data. Indeed, this kind of information offers important details about software functioning and provide a way to explain the behavior of software, so as to identify performance, coding and even design and architecture issues. We propose a technique that allows flexible and efficient dynamic analysis of the execution of Java programs. We thus introduce a new technique and tool for gathering information not yet offered by other analyzers. This approach precisely traces the execution of programs with acceptable performance penalty, that is while keeping the traced programs usable. In addition, we propose and experiment an approach based on visualizing relationships within a software city representation. We introduce a new technique for representing relationships in 3D named the "3D Hierarchical Edge Bundles" that is based on an existing 2D technique, the "Hierarchical Edge Bundles". This approach keeps the power of the software city metaphor while adding the representation of the relationships within the software, in a readable way. These works are validated by, among others things, the development of a tracer and analyzer tool called VITRAIL JBInsTrace and a visualization tool called VITRAIL Visualizer. These tools are used on our current researches which consist in studying runtime of object-oriented programs