The purpose of this study was to examine the extent to which the learning experiences of mentors and mentees in their mentoring relationships were reflective of Kolb's experiential learning cycle. The researcher interviewed five mentors and five principals who participated in the mentoring programme as encapsulated in the ACE School Leadership programme at the University of Pretoria. The principals were selected from the Nkangala education district of Mpumalanga province. Research questions covered the four modes of Kolb's experiential learning cycle: (i) Concrete Experience, (ii) Reflective Observation, (iii) Abstract Conceptualisation, and (iv) Active Experimentation. The participants were required to describe their experiences in the mentoring programme and their anticipated future mentorship practices within their schools. Participants described the reflective processes they engaged in and the skills and knowledge gained, as well as their interpretation of the mentoring phenomenon. The participants' responses were subsequently analysed to determine the extent to which their learning experiences were reflective of the experiential learning cycle as presented by Kolb (1984). The study confirmed the participants' learning as reflective of Kolb's experiential learning cycle. The outcomes confirmed mentoring as a vital tool for enhancing principals' leadership and management knowledge and skills in order to, in turn, develop their schools as effective learning institutions. The mentoring programme not only contributed towards school improvement, but also gave a huge boost to the principals' personal and professional development. Moreover, the mentors in the programme were instrumental in helping principals to become reflective practitioners as anticipated in the Department of Education's National Policy Framework for Teacher Education and Development in South Africa (2007). During this research it was discovered that the programme was not without its challenges, however. Mentor selection was found to contain serious flaws. Moreover, the principals selected for the programme were not fully informed of the reasons for their selection to the programme; the only information they were in possession of in this regard was centred on the academic aspect of the qualification, which meant that this was what they focused on. / Thesis (PhD)--University of Pretoria, 2016. / Education Management and Policy Studies / PhD / Unrestricted

Humphreys (1990) defines a simple root system for a finite reflection group which is an important concept fundamental to the understanding of reflection groups as well as Coxeter complexes and Coxeter groups. The proof that Humphreys uses to establish the existence and uniqueness of these systems follows an indirect method that left portions of the proof as exercises to the reader. I present a more complete and direct proof using different organization and methods.

This research is a personal reflection and a self-study of two performances that have taken place over the course of two years. My Medium Project titled, When Memories Break, set out to navigate ways of decolonising oppressive dominance and investigating the ramifications of indoctrination in dance. In 2017, during my Honours Degree in Dance Studies at the University of Cape Town, I created a poster-painting with a fellow #FeesMustFall artist-activist. This poster-painting, entitled, Amputation, was introduced at UCT School of Dance' Confluences 9: Deciphering decolonisation in Dance Pedagogy in the 21st Century in Cape Town, South Africa. Since then, Amputation has become a personal credo that I have carried with me in my Practice as Research field of study. In 2018, as part of my Minor Project, I not only highlighted my memories and experiences in Classical Ballet, but also included my memories of other informal1 dance influences. The purpose of this essay is therefore not to depict ballet as a current colonialist art form but rather to draw attention to what it represented during the years of colonialism, apartheid, and the aftermath of that. It is against this background that I explore the issues related to the relationship I have with my dance training to date. As a performer-researcher, I will use my living experience as a case study. This article provides a perspective from a performer-researcher's position using selfreflexivity as a research methodology. My conclusion supports the notion that self-reflection in the quest for decolonisation in dance by performer-researchers is important for the evolution of a more democratic society.

Discussion as exploration has been proposed as an instructional paradigm for use in high-school literature instruction. Its proponents have explained that using it fosters an aesthetic literary environment. For the purpose of study, the paradigm was modified for use in an elementary fifth-grade reading class. A month-long investigation was conducted to explore the effects of using the paradigm, concerns an elementary teacher had as she implemented it, and its effects on participating students' literary stances. Research methodology included participant-observation, surveys, and a single-subject phase withdrawal component. Results of the study confirmed that (a) students were capable of using discussion as exploration, (b) using the paradigm led to movement among students' literary stances, and (c) discussion as exploration engaged groups of students in literature reflection.

京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第21206号 / 情博第659号 / 新制||情||114(附属図書館) / 京都大学大学院情報学研究科知能情報学専攻 / (主査)講師 延原 章平, 教授 美濃 導彦, 教授 松田 哲也 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

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Based on colour psychology research from Rikard Küller, stating that colour and light biologically activate human senses (Küller, 1981), the studio thesis design project ”Paletten” explores how colour can provide spatial experience in architecture. As a study it investigates the raw example of a white sterile health care center and suggests an alternative designed health care center in Grubbe, Umeå implemented with colour reflection strategies. Within the subtopic of wellbeing the project further explores the possibilities of flow, transparency and light which challenge the spatial boundaries between public and private areas. The project critically reflects on how nordic contemporary architecture operates within an idea of colour being treated as an ornament rather than a spatial part of a project. In regards of creating future healthy architecture within the topic of well-being, colour has through its impact on our emotions, the power of providing a perception of mental well-being. Colour may then not only be used as a spatial experience, but as a tool to create meaningful future architecture, providing space that heals. By wisely introducing the usage of colour in architecture, our future spaces may provide an increased experience for its users and further present architecture made in consideration of what and whom it is built for. / Baserat på forskning inom färgpsykologi av Rikard Küller, som hävdar att färg och ljus biologiskt aktiverar mänskliga sinnen (Küller, 1981), utforskar designprojektet "Paletten" hur färg i rumsligt sammanhang kan skapa emotionella upplevelser. Som en studie undersöks en vit och steril vårdcentral och vidare föreslås en alternativ designad vårdcentral i Grubbe, Umeå implementerad med färgreflektion. Inom ämnet välmående utforskar projektet vidare mänskliga flöden, materiell transparens och ljusinsläpp som tillsammans utmanar gränsen mellan offentliga och privata ytor. Projektet reflekterar kritiskt över hur nordisk samtida arkitektur behandlar färg som utsmyckning snarare än en rumslig del av ett projekt. När det gäller att skapa framtida hälsosam arkitektur inom ämnet välmående, har färg genom sin inverkan på våra känslor förmågan att ge en uppfattning om mentalt välmående. Färg kan därpå användas som ett verktyg för att skapa hälsosam arkitektur. Genom att eftertänksamt introducera användning av färg i arkitektur kan våra framtida utrymmen ge en förstärkt upplevelse och ytterligare presentera arkitektur designad med hänsyn till vad och vem den faktiskt är byggd för.

Purpose: The authors examined Health Sciences students’ willingness to reflect on an academic failure at the students’ point-of-entrance into university in order to gauge how students’ willingness to engage in reflective tasks might be predictive of their subsequent academic success and, ultimately, of their potential to become health professionals. Methods: Following Health Sciences students’ failure on an English diagnostic test, the authors determined the proportion of 568 Health Sciences students who voluntarily reviewed or did not review (SR and SNR respectively) their failed tests before sitting a second-chance test 60 days later. The authors then compared the improvements between SR and SNR on the second-chance test and determined three relationships: 1) whether SR or SNR showed greater improvement on the second-chance test; 2) whether SR or SNR had higher mean marks in their four requisite Health Sciences courses; 3) if SR were more likely to be subsequently placed in a health professional programme. Results: 42% (N=237) of students chose not to review their test after failing it and being advised that they could review the test. Those same students were already performing at a lower level on this first test for their Reading Comprehension (F(1,566)= 5.608, p=0.18) and Listening Comprehension (F(1,566)=4.117, p = 0.043). While SR improved more than did SNR when they sat the second test, reviewing the failed test did not significantly correlate with improved success on the second test. However, SR achieved higher mean marks across their four requisite Health Sciences courses than did SNR (Wald’s Z = 8.015, p Wald’s Z = 3.108, p = 0.002) and were more likely to be offered a place in a professional programme (Wald’s Z = 3.108, p = 0.002). Conclusions: Choosing to engage in a relatively simple reflective task following an initial failure predicts subsequent academic success for our Health Sciences students and their potential of becoming health professionals.

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Research in metacognition has long demonstrated that applying metacognitive strategies improves students learning and performance. Incoming college and university freshmen are not typically trained in using the metacognitive skills that could enhance their academic performance and their satisfaction with the college experience. This study attempted to assess first-year university students' metacognitive awareness and usage at two levels: (a) After direct and specific metacognitive training, (b) after engaging in weekly metacognitive reflection assignments. Six classes of university freshmen were studied in terms of their use of metacognitive skills and strategies as they progressed through their initial semester. Four of the six classes were trained in metacognitive skills and strategies using the Metacognitive Skill Instruction. Two of these four classes were prompted to specifically reflect on their use of metacognitive skills and strategies. The other classes were not prompted about their use of metacognition. Students' metacognitive performance was assessed at the end of the semester using the Metacognitive Awareness Inventory. Results show there was no initial difference between groups yet a significant difference between posttest and retrospective pretest scores was found for all three groups at the end of the term.