This study explored the factors expert teachers reported as influences in the development and sustainment of their expertise as well as those that challenge it. Through one-on-one interviews with 15 expert teachers, the generated data were scrutinized using a grounded theory approach. The analysis protocol followed a multi-step process of three stages – exploration, amalgamation, and conceptualization. In each of those stages, the data were examined using a cyclical and recursive process of investigation-interpretationintegration- illustration. By the completion of the conceptualization stage, a theory was developed to describe the interdependence of the four influential factors that shape and sustain teacher expertise. Among the findings, the study revealed that both endogenous and exogenous elements are necessary to develop and sustain teacher expertise. The endogenous factors are more intrinsic and include energy (a teacher’s drive, commitment, and ability to extend past her/his comfort zone) and examination (reflection and goal-setting), while the exogenous factors are more environmental and include encouragement (the succor a teacher receives through collaboration and school leadership) and erudition (professional learning that influences a teacher’s knowledge and skills). The theory proposes that the evolution of expertise is neither chronological nor linear; rather, each of the four factors plays an integral role and is interconnected and synergistic with the others. In addition, when one or more influences is lacking or is compromised, expertise is impeded. Impedances represent the challenges the participants reported as their expertise evolved. These challenges interfere with their energy, examination, encouragement, or erudition and, ultimately, their expertise. Furthermore, a diagram depicting a quaternary gear system was created to illustrate teacher expertise in motion. This is especially relevant at a time when teacher quality is the prominent discourse in the field and at the forefront of educational policy. Understanding the interdependent factors that shape and sustain teacher expertise can inform pre-service teachers, developing and expert teachers, educational leaders, and decision-makers on the nuances of teacher expertise as a way to optimize teacher growth and maximize student success. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

The Offshore Installation Manager (OIM) performs one of the most complex and critical roles within the UK offshore oil and gas industry. The OIM is responsible for the safety and well-being of all persons onboard and within 500m of the installation whilst operating within an isolated and hostile physical environment within the UK Continental Shelf . The persistence of major incidents in the industry highlights the importance of OIM competence in controlling emergencies, consequently the research aims to contribute to new knowledge by identifying the potential barriers that can prevent the effective competence assessment of an OIM in this situation. The research utilised Engeström's Expanded Activity Theory to establish the holistic socio-cultural environment within which the OIM operates during emergency response to establish the key documents relevant to the role and associated competence assessment. The documents were then analysed using a critical hermeneutic approach based on the work of Phillips and Brown (1993) to determine the potential barriers to effective competence assessment of the OIM in controlling emergencies. The research is interdisciplinary and aims to develop new knowledge within the domains of safety engineering and law. The output from the research will assist industry Duty Holders improve the competence assessment of their appointed OIMs and allow safety engineers to consider the probable competence of an OIM at a given point in time. The research has identified 8 potential barriers to the effective competence assessment of OIMs in controlling emergencies. These are associated with the multiple definitions of competence that exist; the predominance of competence assessment by observation; the lack of definitive competence requirements for trainers and assessors; the complexity in UK legislation and the interaction between UK Government departments; concerns associated with goal setting legislation when applied to competence assessment and the lack of statutory competence requirements for OIMs in controlling emergencies; the lack of ownership of OIM competence and competence assessment; and the lack of regulation and independent audit of the competence assessment process of OIMs in controlling emergencies.

Cette thèse de doctorat étudie la manière dont Aristote, Platon et Isocrate font du recours à la notion d’empeiria et de la promotion d’une certaine conception de l’expérience, le moyen de se défendre contre l’accusation d’inexpérience qui les vise et de polémiquer entre eux sur la question de l’excellence, dans les domaines théorique, technique et pratique. Cet examen permet d’éclairer sous un jour nouveau la question de l’empirisme antique, en considérant, d’une part, la critique que Platon et Aristote adressent à une certaine conception empirico-sophistique des savoirs et de la pratique, en reconsidérant de l’autre, le supposé empirisme d’Aristote. Si la notion d’empirisme n’a pas d’équivalent en grec, Platon fait de la notion d’empeiria, désignant une forme de pratique non-technique ignorant les causes, un instrument polémique permettant de souligner le défaut de technicité des différentes techniques, que les sophistes se font forts de transmettre. En mettant l’accent sur « l’expérience de la vérité », Platon remet en question l’empirisme de ceux qui ignorent la valeur théorique et pratique de la connaissance des réalités intelligibles. Aristote poursuit la réflexion, en reconsidérant le rôle positif, cognitif et pratique, de l’empeiria comme connaissance acquise à partir de la sensation. Aristote poursuit la critique d’un certain empirisme, dont se rendent coupables tous ceux qui échouent à s’élever à la connaissance de l’universel, tout en déplorant le défaut d’empeiria de ceux dont le savoir est purement théorique. Si comme Platon, Aristote n’est pas un empiriste, parce qu’il refuse de faire de la sensation le principe de la connaissance et le critère du vrai, son rationalisme diffère de celui de Platon, par le rôle reconnue à la sensation et l’expérience dans les domaines théorique, technique et pratique. Cette étude entend révéler l’urgence de distinctions en philosophie de la connaissance dans le cadre des études anciennes, comme la distinction entre le rationalisme logique de Platon et le rationalisme empirique d’Aristote, par exemple, permettant de mesurer l’originalité des doctrines antiques sur des problèmes aussi fondamentaux que l’origine et le principe de la connaissance et de l’action bonne. / This dissertation investigates how Aristotle, Plato and Isocrates use the notion of empeiria and promote a certain conception of experience, in order to defend themselves from the charge of inexperience made against them, and also in order to debate about the question of excellence in the theoretical, technical and practical fields. This study sheds some new lights on ancient empiricism, by investigating, on one hand, Plato’s and Aristotle’s criticism against an empiricist sophistic approach of knowledge and action, and, on the other hand, the so-called Aristotelian empiricism. Although the concept of ‘empiricism’ has no equivalent in Greek, Plato uses the notion of empeiria to designate a non-technical form of action, in order to underlie a lack of technicality and to question the value of what some sophists claim to teach under the name of technai. While insisting on a philosophical kind of experience of truth, Plato criticizes what appears to be the empiricism of those who ignore the theoretical and practical value of the knowledge of intelligible realities. Aristotle goes beyond this stance by re-evaluating positively the role of empeiria, both in its cognitive and practical aspects, as a specific kind of knowledge, derived from sense-perception. He still criticizes the empiricism of those who fail to reach a certain kind of knowledge, namely the knowledge of universals, but also adds a criticism against those who lack the knowledge of particulars acquired through sense-perception and experience.If Aristotle is no more an empiricist than Plato, since he does not recognize sense-perception as the principle of knowledge and as the criterion of the truth, his rationalism is quite different from Plato’s, because of the important role he gives to sense-perception and experience in all areas. This study intends to break through in the direction of some distinctions in ancient philosophy, such as the distinction between Plato’s logical rationalism and Aristotle’s empirical rationalism, which would enable us to re-evaluate the originality of the Ancients on some fundamental issues like the problem of the origin and principle of knowledge and of good action.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-06-22T11:56:06Z No. of bitstreams: 1 AlexandreMartinsAdm.pdf: 1617722 bytes, checksum: fdfed229c0da40a002651b29e724ccb4 (MD5) / Made available in DSpace on 2015-06-22T11:56:06Z (GMT). No. of bitstreams: 1 AlexandreMartinsAdm.pdf: 1617722 bytes, checksum: fdfed229c0da40a002651b29e724ccb4 (MD5) Previous issue date: 2010 / Nenhuma / Em um mercado cada vez mais competitivo e globalizado, empresas de manufatura buscam diferenciação da inovação e se deparam com um desafio cada vez maior: o de gerenciar e criar o conhecimento para materializá-lo em inovação de produtos. O objetivo geral desta pesquisa é o de analisar os processos de importação, absorção e criação de conhecimentos associados à inovação no desenvolvimento de produtos em um fabricante de calçados infantis. Para sua realização foi utilizada a metodologia do tipo qualitativo, sendo adotado o estudo de caso único. Como estratégia de pesquisa foi analisada uma empresa fabricante de calçados infantis que é reconhecida por suas estratégias inovadoras. A coleta de dados foi realizada por meio da análise de documentos, entrevistas e observação participante. Para orientar a análise e discussão dos dados foram observadas três categorias de análise: as etapas intensivas em conhecimento, os processos de importação e absorção de conhecimentos e os processos de criação de conhecimentos no desenvolvimento de produtos. O estudo revelou cinco etapas intensivas em conhecimento no desenvolvimento de produtos: a primeira referente à criação dos produtos pelos estilistas; a segunda na validação com gerente de produtos; a terceira relativa à validação dos produtos com os gestores internos; a quarta relativa à validação com fontes externas e a quinta etapa na validação final dos produtos com gestores da empresa. Com relação à importação e absorção de conhecimentos, identificou-se que os mesmos foram propiciados principalmente pelo acesso a dados disponíveis na internet, em blogs especializados em tendências da moda, especialmente do vestuário adulto. Já, a criação de conhecimento é propiciada por fóruns de inovação internos e externos realizados pela empresa que estimulam a interação com médicos, publicitários, lojistas, franqueados e representantes comerciais. Os resultados mostram que existe ainda uma forte cultura voltada para a inovação na empresa estimulada pela liderança exercida pelo presidente da empresa e que, no caso investigado, a combinação de forças internas e externas na construção do conhecimento torna-se uma aptidão estratégica de difícil imitação pela concorrência. / In a globalize and highly competitive market, manufacturers pursue differentiation on innovation and face a growing challenge: to manage and create the expertise in order to materialize it as a product innovation. The main objective of this review is to analyze importing processes, the absorption and the creation of knowledge associated to the innovation of developing products for a children’s shoes factory. To build this review it was deployed a qualitative type methodology, being used a unique case study. As a strategy for this research the subject of this review was a company that manufactures children’s shoes and that is widely renowned by its innovating strategies. Data collection was made through document checks, interviews and participating observation. To orientate the analysis and data discussion it was followed three category of analysis: expertise intensive steps, importing processes and the absorption and generation of expertise for products development. The study revealed five expertise intensive steps; the first referred to the creation process by the fashion designers; the second on its validation with the products manager; the third related to the product validation with the internal managers; the fourth was related to the validation with external sources and the fifth step was the final product validation by the company's directors. With regards to the importing and knowledge absorption, it was identified that the same were facilitated by Internet data access, in fashion trends' blogs, especially the ones about adult fashion. Moreover the creation of knowledge is provided by internal and external innovation forums held by the company that seem to stimulate the interaction with doctors, the publicity market, retailers, franchisees and sales representatives. The results have shown that there is a strong innovation culture in the company driven by the leadership of its president and, on the reviewed case, the mix of internal and external factors that leads to the flourish of expertise becomes a strategic enhancement hardly followed by the competitors.

Although we rarely think about our everyday cognition as skilled cognition --- because it comes naturally and all of us possess it --- we are all experts in mastering our everyday environment. This expertise may be manifested in mundane or everyday tasks like discerning familiar faces from strangers, or for some people, in more complex situations such as determining whether to swing at a 95mph fastball. The athlete's brain offers a good opportunity for studying neuroplasticity and perceptual expertise because athletes participate in long term training and practice, often starting very early in childhood, and continuing throughout their entire careers. The goal of this dissertation is to investigate the effect of expertise on brain network dynamics during perceptual decision making tasks using techniques for multimodal data fusion. Specifically, we design novel stimuli and methods of combining simultaneously collected electroencephalography (EEG) and functional magnetic resonance imaging (fMRI) to investigate brain networks involved in the split-second decisions faced by baseball batters. Using single-trial analysis with experts in baseball, we find the neural correlates of expertise in baseball pitch recognition in both the temporal domain (EEG) and spatial domain (fMRI). We find that experts in baseball pitch recognition exhibit larger activations in early visual prediction networks as well as motor planning areas which aid in the experts superior behavioral performance. In this dissertation, we also focus on leveraging the complementary strengths of the two neuroimaging modalities (EEG, fMRI) to create novel fusion techniques that can provide richer network dynamics than by either modality separately. We design a novel encoding model to fuse EEG and fMRI to provide unprecedented spatio-temporal resolution of a perceptual decision in the human brain. On top of the methodologies for EEG-fMRI fusion, we show that motion correction hardware can be implemented to significantly improve signal-to-noise for fMRI acquisition by reducing motion artifacts which highly contaminate simultaneous EEG-fMRI data. These tools taken together provide researchers with another dimension---temporal ordering of brain activations--- to probe behavioral, psychological, or even compromised states during perceptual decision making.

Entre 1946 et 2016, ce sont plus de vingt cas de recours à des experts par les instances de représentation du personnel qui ont été créés, dont huit sur les trois dernières années. La possibilité sans cesse étendue de recourir à l’assistance d’experts pourrait laisser penser que le régime du recours à l’expertise est efficient. La facilité avec laquelle la loi associe désormais l’expert à chaque nouvelle mesure prise en faveur du dialogue social masque cependant mal l’incapacité croissante du législateur à préserver la fonction initiale de l’expertise : une fonction informative. Signe des dysfonctionnements qui grèvent le régime actuel du recours à l’expertise, le sujet est hautement polémique et fait l’objet d’un contentieux florissant. L’étude du périmètre ainsi que des modalités du recours à des experts exhorte à la construction d’un régime plus cohérent, de nature à assurer l’effet utile de l’expertise tout en préservant la compétence et la parole des représentants du personnel. / Between 1946 and 2016, this is more than twenty new cases in which the employee representatives were granted the right to resort to the services of experts, and only eight in the last three years. The ever-expanded possibility to be assisted by external experts might suggest that the expertise statutory regime is efficient. The ease with which the law associates experts to each new measures taken in favor of the social dialogue cannot hide the persistent difficulties encountered by the legislator to preserve the original function of expertise : an informative function. The controversial nature of the right to resort to the services of experts and the increasing amount of litigation in this area are manifestations of its failures. A study of the scope and the conditions under which the experts might be appointed urges to the construction of a more coherent system, that would ensure the effectiveness of the right to resort to experts while maintaining the employee representatives’ competence and voices.

O cadastramento de peritos cíveis junto ao Poder Judiciário atualmente não é feito eletronicamente e o rol de profissionais não é divulgado pela internet, sendo necessário que os profissionais se cadastrem pessoalmente em cada fórum. Também não existe atualmente uma avaliação dos trabalhos periciais realizados, o que faz com que o resultado dos trabalhos periciais, ou seja, o laudo pericial tenha muitos defeitos e acabe por não ter a qualidade necessária para auxiliar o juiz em sua tomada de decisão. Após a realização de uma pesquisa com peritos sobre suas impressões quanto à forma de cadastramento atualmente utilizada, aplicou-se o método Analytic Hierarchy Process (AHP) para auxiliar na identificação do perfil dos profissionais que desejam modificações no sistema. Foram então feitas observações e sugestões para que este modelo atualmente utilizado seja modificado e possa assim atender aos princípios constitucionais da publicidade, eficiência e finalidade. / The registration of experts on the Judiciary is not currently done electronically and the role of professionals is not posted on the Internet, requiring professionals to enroll in person at each forum. Also there is not currently a review of expert work performed, which causes problems with the result of expert work: the expert report frequently presents many defects, not having the desired quality to assist the judge in his decision making. After conducting a study with experts on their impressions on how to registration currently used, was applied the Analytic Hierarchy Process (AHP) to help identify the profile of professionals who want to change the system. Comments and suggestions were made to this model currently used to be modified and go to meet the constitutional principles of Advertising, Efficiency and Finality.

Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2016-10-27T12:22:49Z No. of bitstreams: 1 OlzeniLeiteCostaRibeiroTese2016.pdf: 5126140 bytes, checksum: 9a4a401f4dcd5bc1722ae1451150eac0 (MD5) / Made available in DSpace on 2016-10-27T12:22:49Z (GMT). No. of bitstreams: 1 OlzeniLeiteCostaRibeiroTese2016.pdf: 5126140 bytes, checksum: 9a4a401f4dcd5bc1722ae1451150eac0 (MD5) Previous issue date: 2016-04-07 / This theses, based on the the qualitative approach, is structured in the dialogue between three perspectives: epistemology (complexity theory and constructionism); theory (interpretativism); methodology (hermeneutical phenomenology). These approaches guide not only the philosophy and logic of the methodological choices, but also the procedures adopted for the development of the method. Two research dimensions have been integrated, characterising the research as a multi-approach one. The theoretical-empirical aspect aggregated reflexive/practical features concerning field research. The method was inspired in the hermeneutic circle, generating a recursive and integrative dynamics whose structure developed in three concentric circles: data generation, interpretation and new understanding. The circle starts on the theoretical dimension of the research e evolves in the way of a process of metacognition. Based on the principles of bricolage and grounded theory, this process resulted in generating theoretical pointers of creativity and expertise. The circle continues with an empirical dimension, inspired in the principles of the phenomenological attitude, by means of which a level of deepness in the understanding of the object of this work has been achieved. For this, a life-history methodology was designed that investigated in depth the lives of ten experts eminent in different learning domains. The epoch?? state, integrated to a sensitive listening process, contributed to the unveiling of the whole analytic-interpretative process. It consisted of two major parts: (i) a description of participants??? profile, and (ii) the characterization of the phenomenon under investigation (analysis of narratives). From the empirical dimension of the research resulted the indigenous pointers of creativity in expertise. With the chapter of the new understanding, the hermeneutic circle is completed, but not finished. This is an unfinished investigative process, as it is usual in this type of research. In the new understanding, all theoretical insights that emerged from the relationship between the two dimensions (expertise and creativity) have been gathered in a chapter that, conventionally, would be that of conclusions. As epicentre of these insights and with the purpose of responding which is the role of creativity in expertise (problem, phenomenon and object of research) this thesis brings about to the fields of expertise and creativity the figure of the innovative-expert, the creation of the relational space of expertise (RE-E) and the creation of the potential space of creativity (E-Po). From the articulation of the figure of the innovative-expert, who dialogues, in these spaces, with his or her object of expertise, the field and domain, it emerges the reciprocal benefits of the interaction between creativity and expertise and the aim of the double study consisting of exploring and unveiling the role of creativity in expertise is achieved. As a means of contribution to the field, there is the intention of taking to spaces of transformation (educational, academic and professional), the catalysing action of the pointers of creativity in expertise responsible for projecting the relational space and to make it possible the access to the potential space / Esta tese, fundamentada na abordagem qualitativa, sustenta-se no di??logo entre tr??s perspectivas: epistemologia (complexidade e construcionismo); teoria (interpretativismo); metodologia (fenomenologia-hermen??utica). Tais perspectivas orientaram n??o somente a filosofia e a l??gica do percurso metodol??gico, mas delimitaram crit??rios e procedimentos adotados no desenvolvimento do m??todo. Duas dimens??es da pesquisa foram integradas, caracterizando-a como multig??nero, na modalidade te??rico-emp??rica, caracter??stica que agregou o car??ter reflexivo e pr??tico na pesquisa de campo. O m??todo foi inspirado no conceito de C??rculo Hermen??utico, criando uma din??mica recursiva e integrativa, cuja estrutura se desenvolveu em tr??s c??rculos conc??ntricos: o da Gera????o de Dados, o da Interpreta????o e o da Nova Compreens??o. O c??rculo se inicia na Dimens??o Te??rica da pesquisa e evolui nos moldes de um processo de metacogni????o. Fundamentado nos princ??pios da bricolagem e da teoria fundamentada nos dados da pesquisa, este processo resultou na gera????o dos indicadores te??ricos da criatividade e nos indicadores te??ricos da expertise. O c??rculo segue com a Dimens??o Emp??rica, inspirada nos princ??pios da atitude fenomenol??gica, por meio da qual se alcan??ou um aprofundamento significativo na compreens??o do objeto de estudo. Para tal, adotou-se a hist??ria de vida de dez experts que se destacam em diferentes dom??nios, como t??cnica de gera????o de dados. O estado de epoch??, integrado ?? escuta sens??vel, contribuiu para o desvelamento de todo o processo anal??tico-interpretativo. Este, por sua vez, foi desenvolvido em dois grandes blocos: a caracteriza????o dos participantes (An??lise do Perfil Biogr??fico), e a caracteriza????o do fen??meno investigado, (An??lise das Narrativas). Da Dimens??o Emp??rica resultaram os indicadores ind??genas da criatividade na expertise. Com o cap??tulo da Nova Compreens??o, completa-se, mas n??o se encerra o C??rculo Hermen??utico. Considera-se, como ?? pr??prio em pesquisas fenomenol??gicas, este estudo como inacabado. Na Nova Compreens??o reuniram-se, portanto, todos os insights te??ricos que emergiram da rela????o entre as duas dimens??es, em um cap??tulo que, convencionalmente, seria o cap??tulo para ???conclus??es???. Como n??cleo destes insights, e, cumprindo o prop??sito de responder qual ?? o papel da criatividade na expertise (problema, fen??meno e objeto de pesquisa), esta tese trouxe ao campo da expertise e da criatividade, a figura do Expert-inovador, a cria????o do Espa??o Relacional da Expertise (E-Re) e a cria????o do Espa??o Potencial da Criatividade (EPo). Da articula????o do Expert-inovador, que dialoga, nestes espa??os, com o seu objeto de expertise, o campo e o dom??nio, materializam-se os benef??cios rec??procos da intera????o da criatividade com a expertise e atinge-se o objetivo duplo do estudo, que consistiu em explorar e desvelar o papel da criatividade na expertise. Como possibilidade de contribui????o, pretendese levar para os espa??os de trans-forma????o (educacional, acad??mica e profissional), a a????o catalisadora dos indicadores emp??ricos da criatividade na expertise, como respons??vel por projetar o Espa??o Relacional e possibilitar o acesso ao Espa??o Potencial

Significant research efforts have focused on examining the effect of patient factors on providing diagnoses across clinical settings; however, the influence of clinician demographics have received less attention. This study aimed to understand the impact of nonclinical factors such as clinician characteristics and response time on diagnostic accuracy. The study used data from a WHO field study of the ICD-11 development (n = 1822) that required clinicians to diagnose two case vignettes. Clinicians’ slower response times had a significant positive impact on their rates of diagnostic accuracy. However, there was no evidence that clinicians’ demographic features were directly related to their diagnostic accuracy. Rather, clinicians’ age, years of experience, world region, and their clinical profession indirectly predicted accuracy through their overall response time. Contradictory to decision-making theories, older clinicians and clinicians with more years of experience had higher rates of diagnostic accuracy when they spent more time completing the study. Additionally, clinicians in South America with slower response times had higher accuracy compared to clinicians in North America. Clinicians in Asia had faster response times that negatively impacted their accuracy rates compared to North America clinicians. These findings suggest differences in response time and the applicability of the ICD-11 across cultures. Consistent with previous research, medical professionals with quicker response times had the lowest rates of accuracy compared to psychologists and other clinical professionals. These findings highlight the need for researchers and clinicians to consider the role their dispositional features have in the diagnostic process. Moreover, it is crucial that future research into diagnostic decision-making and accuracy should consider additional mediating factors such as response style, culture, and experience.

There is a national call for teacher leadership, which has occurred after many education reforms have struggled due to a perceived lack of teacher involvement. The purpose of this study was to examine whether teachers felt that their involvement in education policy had impact and whether there is ample teacher expertise in education policy. The overarching research question was to appraise educator perceptions of teacher impact on state education policy. The study revealed a perceived lack of teacher impact and education expertise. The conceptual framework was based on theories of adult learning and the development of expertise and supported the necessity of teacher expertise in policy discussions' because teachers are the ones who have developed classroom expertise and the potential impact of policy on classrooms. A case study methodology was applied with 5 state teachers of the year participants. The participants were from 4 states, recognized from 2012-2015, and had local, state, and national policy experience. Interviews were conducted to collect data, with direct interpretation and categorical aggregation through coding applied to analyze data during collection. After identifying a perceived lack of teacher impact, themes were identified that could create more effective impact. Themes were grouped into skills, knowledge, and dispositions that could be taught in a series of learning experiences, serving as curriculum for teachers to build expertise in policy. This project has the potential to assist educators in developing the skills, knowledge, and dispositions needed to become more effectively involved in policy. It also has the potential to create social change in the United States by assisting teachers in getting meaningfully involved in policy, thereby positively impacting public education for their students in their classrooms, schools, districts, and beyond.