L'ingénierie des logiciels à base de composants, produisant du logiciel en assemblant des composants sur « étagère » et « prêts-a-l’usage », promet la réduction des coûts au cours du développement, la maintenance et l'évolution d'un logiciel. La période récente a vu la production d'un ensemble très important de nouveaux résultats dans ce domaine. Comme le terme «composant» a un sens assez général, cet ensemble englobe de nombreuses recherches ayant des objectifs différents et offrant divers types d'abstractions et mécanismes. Cependant, une idée générale communément admise consiste a modéliser les logiciels avec des composants organisés en architectures, puis générer du code a partir de ces descriptions abstraites. Ceci est une bonne idée, mais la question qui se pose consiste a savoir quel langage est le meilleur candidat pour le code généré. Dans la pratique actuelle, la phase de conception se déroule dans le monde des composants alors que la phase de programmation se produit dans le monde des objets. Il semble aussi que les langages et technologies utilisés dans le développement a base de composants ne sont que partiellement à base de composants.Notre première revendication consiste à dire qu'il est important d'utiliser les langages à composants pour écrire du code exécutable, simplement parce que les artefacts à base de composants d'origine (comme, les besoins ou les architectures) ne disparaissent pas au moment de l'exécution, rendant les programmes plus compréhensibles et réversibles. En faisant cela, il est alors possible d'imaginer que la conception (modélisation) et la programmation peuvent être effectuées au même niveau conceptuel et pourquoi pas en utilisant le même langage. Généralement, les objets sont presque toujours choisis pour implémenter les conceptions à base de composants. Par ailleurs, il est vrai que c'est sans surprise les objets qui sont utilisés pour implémenter des conceptions à base de composants ; un objet étant certainement l'entité exécutable la plus proche d'un composant tel que c'est compris aujourd'hui. Par contre, ils sont proches mais il ne sont pas exactement les mêmes. Notre deuxième revendication est qu'il est possible d'atteindre des langages de programmation par composants en apportant des modifications souples aux langages à objets.Suivant ces idées, nous présentons dans cette thèse un exemple d'un nouveau langage pur de modélisation et de programmation par composants, nommé Compo intégrant d'une manière simple et uniforme, les concepts de base pour la description et l'implémentation des composants et des architectures à composants: composants, ports, services et connexions, et les mécanismes nécessaires suivants: l'instanciation, l'invocation de service, la composition et la substitution. Nous soutenons également que la description des composants, leurs architectures (structures) et leurs services (comportement) gagneraient (comme le font les descriptions d'objets) à utiliser des descriptions différentielles qui se basent sur un mécanisme d'héritage. En conséquence, nous proposons une spécification et une implémentation d'un système d'héritage en prenant en compte une politique de spécialisation covariante et un mécanisme de substitution dédié. Nous affirmons enfin que faire un tel langage totalement réflexif ouvrira une nouvelle alternative intéressante (dans le contexte des composants) pour n'importe quel genre de modèle ou de programme de vérification ou de transformation d'architecture. Nous revisitons quelques solutions standards pour obtenir une réification à composants originale pour construire un méta-modèle exécutable conçu sur l'idée du «tout est un composant». Une implémentation complète du prototype du langage Compo a été réalisée et est décrite dans cette thèse. / Component-based Software Engineering (CBSE), to produce software by connecting of the shelf ready-to-use components, promises costs reduction during the development, the maintenance and the evolution of a software.The recent period has seen the production of a very important set of new results in this field.As the term "component" is very general, it encompasses many researches having different objectives and offering various kind of abstractions and mechanisms.However one main overall accepted idea is to model software with components organized into architectures and to generate code from such abstract descriptions.This is a good idea but the question arise to know which languages are good candidate for the generated code.In the current practice the design phase happens in the component world and the programming phase occurs in the object-oriented world.It appears that languages and technologies used to achieve component-based development are only partially component-based.Our first claim is that to use component-based languages to write the executable code is primarily important just because the original component-based designs (eg requirements, architectures) do not vanish at run-time, making programs more understandable and reversible. By doing this, it is then possible to imagine that design (modeling) and programming can be done at the same conceptual level and why not using the same language.Usually, objects are most always chosen to implements component-based designs.It is true that an object is certainly the existing executable thing the closest to a component as they are understood today; close but not exactly the same.Our second claim is then that it is possible to achieve component-programming languages by smoothly modifying object-oriented ones.Following these ideas, we present in this thesis an example of a new pure component-based programming and modeling language, named Compo incorporating, in a simple and uniform way, core concepts and mechanisms necessary for the description and implementation of components and of component-based architectures: component, port, service, connection and the following mechanisms: instantiation, service invocation, composition and substitution.We also claim that describing components, their architectures (structures) and their services (behavior) would benefit (as objects descriptions do) from an inheritance-based differential description.In consequence we propose a specification and implementation of an inheritance system taking requirements into account on a covariant specialization policy base and with a corresponding dedicated substitution mechanism.We finally claim that making such a language fully reflective will open an interesting new alternative (in the component's context) for any king of model or program checking or transformation.We revisit some standard solutions to achieve an original component-oriented reification of concepts to build up an executable meta-model designed on the idea of "everything is a component".A complete prototype implementation of the Compo language has been achieved and is described in this thesis.

This study aims to examine whether and to what extent Cypriot primary school teachers understand and engage in reflective practice and the implication of this for their professional development. In particular this study explores the Cypriot primary school teachers’ understanding of professional development; their engagement in and understanding of reflective practice; the changes brought about in practice through reflective practice; the factors associated with these changes; and the extent to which Cypriot primary school teachers set themselves long term goals for professional development as an outcome of reflection. The study is qualitative and uses semi-structured interviews in which 18 Cypriot primary school teachers describe and explain their experiences and illustrate these with examples from their practice. The analysis of the interviews revealed that Cypriot primary school teachers perceive professional development as the receipt of knowledge from an official authority, mainly the Ministry of Education and Culture (MOEC). Whereas the Cypriot primary school teachers use reflective practice to compare their practice with performance outcomes, comparison of their practice with espoused beliefs is either ignored or limited. Espoused beliefs are only analysed through reflective practice in relation to teaching methods. The study reveals how changes in practice, which are brought about as an outcome of reflective practice, are associated with the following factors: a) length of teaching experience; b) theories in use which can either restrict or promote the critical examination of practice and change; c) the kind of professional exchange in which the teachers engage. In addition a mismatch emerged between the Cypriot primary school teachers’ views of reflection and their long term goals for professional development. This study concludes by discussing the implications of the findings and suggests ways in which Cypriot primary school teachers can be encouraged to recognize the knowledge which they develop from their own practice and to increase their understanding and use of reflective practice. It also identifies the need for changes in the organizational environments in Cypriot primary schools in order to support the developmental needs of its teachers including the reconsideration of the dual role of inspectors who are responsible for both professional development and evaluation.

The purpose of this collective case study was to examine the perceptions of reflective dialogue by members of two student teaching triads. The triads each consisted of a music student teacher, cooperating teacher, and college supervisor. The data was gathered over fourteen weeks through recorded reflective sessions, participant journals, and a group interview session. The research questions were: What are the student teaching triad members' perceptions of the nature and use of intentional reflective dialogue during the music student teaching experience? What are each of the student teaching triad members' perceptions of his or her role in engaging in intentional reflective dialogue? Five themes emerged after an analysis of the data: conversations, feedback, relationships, self-realization and mentoring. The use of intentional reflective dialogue within the student teaching triad aids in the professional and personal growth of the pre-service music teacher by providing a vehicle through which the student teacher can explore her feelings about her teaching experiences. The conclusions suggest that student teachers place great value on the reflective conversations and that growth in the student teachers occurs as a result of consistent intentional reflective dialogue.

This thesis aims to provide a comprehensive theory of age discrimination that can guide the direct and indirect age discrimination provisions of the Equality Act 2010. The Act holds that unequal treatment on the grounds of age and measures that are on their face age-neutral but have the effect of disadvantaging particular age groups are lawful only if the treatment can be shown either to be a 'proportionate means of achieving a legitimate aim' or if the treatment fits into a specifically prescribed exception. In this way, the proportionality test distinguishes justified and unjustified age-differential treatment with only the former legally permissible. I outline and defend a pluralist theory of age discrimination that assists in making the distinction between justified and unjustified age-differential treatment. The theory identifies the principles that explain when and why age-differential treatment wrongs people and the principles that can justify this treatment. It is a pluralist theory because it recognises that age-differential treatment can wrong people for a number of different, overlapping reasons, and these different reasons should inform how we apply age discrimination law. The pluralist theory of age discrimination theory can improve legal reasoning in age discrimination cases by articulating the relevant principles and competing interests that are at stake in age discrimination claims. In constructing the theory, I adopt the reflective equilibrium method. This requires that I 'test' my starting moral intuitions against other beliefs, seeking coherence among these beliefs, and revising the beliefs as a result of particular challenges to them. In applying this method, I identify the following five principles to form a pluralist theory of age discrimination: equality of opportunity, social equality, respect, autonomy and efficiency.

This work explores the interactive use of mirrored and reflective materials in the context of fashion. It draws parallels between the way in which it has been used in architecture in comparison to fashion and seeks a way to make a fair translation between the two mediums. The motive behind this work lies in the curiosity to explore reflective mirror materials in clothing beyond simply as shiny surface materials and aims instead to explore its illusive properties when combined with archetypical pattern prints. This to explore the potential aesthetic expressions it could bring to the fashion field. Using the theoretical approach of convergence, divergence, and transformation by Jones and methods by Thornquist that was slightly modified and reworked to fit the context of this project. Investigations with the reflective material were tested in different scales, both by draping with the material as is and by cutting and placing it in different ways in relation to the printed textile material. Derived from these experiments a new illusive material was created with special draping and shaping properties that came to define the collection as a whole.

Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2013 / This dissertation investigated the the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District. The aim of the research was to investigate the practice of self-reflection by primary school teachers, in order to suggest and encourage them to use reflective models that will help them improve their practice. The literature revealed that the use reflective models can help teachers to realize their mistakes and improve their practice. Furthermore, the literature revealed that if teachers are exposed to multiple reflective models, they will be able to choose the best model that is appropriate to their practice. The study also focused on the theory of Henderson‟s Ethical Model on Enquiry on Reflective Practice. The theory discusses what characterizes reflective practitioner. This theory explains that reflective teachers are experts who know their subject matter and are able to teach it well. This study was conducted in order to gain a greater insight and comprehensive understanding of the research problem, that is, Self-reflection is expected to all teachers but is seldom enforced. In policy documents, self-reflection is stipulated but there are no formalised templates that guide, monitor and evaluate how teachers reflect on their own practice. This may also result in teachers not reflecting on their work at all and not regarding self-reflection as part of the teaching process; and treat it as a separate issue. The methodology used in this study was qualitative approach. Phenomenological research design was adopted; and in terms of data collection tools, open-ended questionnaires and interviews were used. The findings of this study revealed that teachers in primary schools of Mankweng Circuit do not reflect on their practice because of the heavy work-load that they have. The study further revealed that teachers must be trained to use reflective models to improve their practice. Lastly, the study has recommended a new reflective model for a rural primary school context. The model is titled Big four reflective model: critical thinker; resource allocator, problem solver and practice developer. The model is recommended to be used in teaching in primary schools.

Constructed Isolation investigates the development of a collection of architectural devices and operations that respond to and have evolved from the specific nature of residential suburban Perth, Western Australia. These devices explore the potential for ambiguity to create space that transforms the occupant from being a passive observer into a dynamic participant. It collates a collection of projects by iredale pedersen hook architects and examines the devices under the thematic concerns of geometry, place, time and craft. The Masters Thesis identifies the potential for Perth's geographic isolation to manifest as a positive construct, developing a unique architecture that opportunistically reinterprets past traditions to create individual environments. 'Constructed Isolation' is an ambitious idea where identity may begin with the individual dwelling and collectively evolve to create a constellation of considerable influence. It demonstrates how these devices may result in new propositions for suburbia, how big ideas with small-scale projects and a little irrational joyousness may contribute to or at least aspire to create change. These small projects will be viewed as a continuation of Perth's 'Heroic Period of Modernism', the fertile and ambitious but incomplete project from the 1950s and '60s. This will also focus on the development and change that occurred as a result of the reflective practice process, while identifying potential opportunities for the future.

This study explores how reflection upon oneself and one's own behaviour assists people - and, in particular, managers - to develop. Reflective techniques are examined in the context of action-learning (Revans, 1980 and Marsick, 1992) and are argued to be a powerful means of creating self-understanding, which in turn creates opportunities for self-directed personal change. Reflective techniques are also examined as a means of developing the personal craft or praxis of those who try to assist the development of managers, and as a technique for use in action research (Lewin, 1946) and the development of collective knowledge. Schon's (1987) concept of the 'reflective practitioner' provided a major theoretical foundation for this work. The study employed action research and action learning methodologies. The researcher spent six years honing her understanding and application of reflective techniques in assisting the development of managers. She also applied self-reflection to the development of her own praxis over that time. One result of the study has been the enhancement of the practical, reflection-based techniques used by the writer to facilitate the development of managers - and more importantly, offered to them to facilitate their own continuing development. Hopefully, these techniques will be of value to other practitioners in this field. A second outcome has been the review and refinement of some of the theoretical constructs used by this writer and other practitioners and theorists which help to describe and explain the phenomenon of reflection-based behavioural change. A third outcome has been the documentation of a case-study in the application of reflective techniques to the development of personal praxis, tracking the integration of conceptual understanding and technique. Chapter 1 provides an overview of the rationale, scope, methodology and outcomes of this study. Chapter 2 explores reflection as a technique for research and the development of collective knowledge, and incorporates a review of the relevant literature. Chapters 3 and 5 examine reflection as a tool for learning, drawing on the literature and tracking the development of the researcher's own understanding. Chapter 4 describes how the researcher learned to use reflective learning techniques when working with others and follows the gradual integration of her understanding with her practice. Chapter 6 summarises and reflects upon both the processes and the outcomes of the research.

ABSTRACT What is visual art making, the artistic creative process, and how does it work? These questions fuelled an investigation at first theoretical, then incorporating an empirical study centered on attaining understanding relating to the elements and dynamics involved in making visual art. The resultant study aims to offer an approach to gaining comprehensive understanding of the artistic creative process, an understanding that may inform art teaching practice, so that art teachers may better understand the related dynamics of their pedagogical processes. Historically the artistic creative process has been accepted as one consisting of different sequential stages of development. This view however, is evolving due to the growing understanding of interrelated dynamics of life processes offered by, for example, neurological studies of the brain. New thinking links earlier philosophical and psychological ideas presented by such thinkers as James (1894) and Dewey (1934), to the work of Baars (1999), Brown (2000), Ellis (1999), Zeki (2000), in offering a deeper understanding of the natural human creative process. The reflective aspect of the artistic creative process is thus related to the way that we process information every minute of our lives; essentially it is the way we progress through life, minute by minute, learning and evolving, affirming self through finding meaning. Study of current theory relating to the processes of the brain inevitably incorporates modern thinking that revolves around dynamic processes. Originating in thermodynamics, Chaos Theory has travelled far from physics to become incorporated into a broad spectrum of disciplines. It offers a common language that relates to the dynamics of human nature, and as such is totally applicable to areas of learning and human interaction. Here used metaphorically, Chaos Theory serves to elucidate interactive aspects of the discipline of art making, with much to offer an understanding of the artistic creative process as it describes exactly the same process of change and growth through experience. A metaphorical use of the language of Chaos Theory provides visual art making with a means of sharing ideas with other academic disciplines that also constantly deal with the dynamics of the human condition, found for example in the close connections between the methods of exploration of both artists and scientists. In studying the phenomenon of ‘scale’ the physicist Feigenbaum commented on the connections between perceptions of artists and those of scientists, pointing to the way in which their perceptions and analysis of things coincide (Gleick, 1987). The visual analysis evident in the work of Turner or Ruskin reflects the same process of detailed conceptual exploration of material collected by the senses as that of a student of any field of scientific exploration. Chaos Theory is important also in that it provides a language accessible by varying levels of expertise, whether at a simple metaphorical or a more sophisticated level. This work charts these dimensions because “The challenge is to reverse the disconnectedness of the present world and to develop a curriculum that is not based on separateness of knowledge from life and being, but upon their inherent unity and integration” (Lovat and Smith, 1995, p.248). / PhD Doctorate

This thesis examines the development of reflective skills. Reflection has been recognised as a prime mode of creating knowledge for project managers. Reflection literature indicates that reflective skills do not develop naturally; guidance, encouragement and facilitation is usually required for managers to reach their highest learning potential. Among the tools suggested to aid this development are written project journals. While there has been research on some aspects of journals, there was little found on the design of reflective journals relevant to developing project management reflection skills. This study has examined the effect or influence of various designs of reflective journals on different facets of reflective learning. The research question was: ????Are there facets of reflection that can be influenced by journal design????? Evidence for the study was first gathered through literature then from journal content and interviews. Literature on reflective learning revealed the facets relevant to the study: definition of reflection, consequences, emotions, temporal factors and individual and organisational culture. Issues identified in journal literature that needed to be applied to the study of reflection development included the journal audience, assessment and format. Participants in the study were final year undergraduates and Masters students who worked on industry based projects over several months. They were requested to keep journals for the duration of the projects, to submit them for examination and then asked to offer feedback on the various journal designs on completion of the projects. The research was conducted over four years, through seven projects, with thirty students taking part. The journal design went through six modifications. The primary findings from the study were: the majority of participants followed the predicted development hierarchy of reflective development; development of reflective skills is dependent on individual and organisational culture; audience does have an impact on reporting of and reflection on concerns; and journal design can facilitate development of some levels of reflection but has no influence on the development of critical reflection. / Masters by research thesis