Zugl.: Lausanne, Univ., Diss., 2007

Thesis (Ph.D.)--McMaster University, 2004. / Advisor: J.L. Starkes. Includes bibliographical references. Also available via World Wide Web.

Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2013-11-04T16:05:16Z No. of bitstreams: 1 Agindo como experts... Israel de Jesus Rocha.pdf: 1585712 bytes, checksum: fe3c799c892bc9a21686aa216b69fddc (MD5) / Approved for entry into archive by Ana Portela (anapoli@ufba.br) on 2013-11-18T18:48:53Z (GMT) No. of bitstreams: 1 Agindo como experts... Israel de Jesus Rocha.pdf: 1585712 bytes, checksum: fe3c799c892bc9a21686aa216b69fddc (MD5) / Made available in DSpace on 2013-11-18T18:48:54Z (GMT). No. of bitstreams: 1 Agindo como experts... Israel de Jesus Rocha.pdf: 1585712 bytes, checksum: fe3c799c892bc9a21686aa216b69fddc (MD5) / A Lei de Biossegurança brasileira, após aprovação, iniciou um longo percurso pelo judiciário que se encerraria três anos mais tarde com a audiência pública e a votação sobre a constitucionalidade da referida lei. Entre uma e outra, uma série de mobilizações em torno da questão envolvendo o uso de embriões para obtenção de células-tronco ganhou os espaços midiáticos, políticos e jurídicos. O objetivo deste trabalho é analisar a controvérsia envolvendo a lei de biossegurança a partir da audiência pública, convocada a partir da ação direta de inconstitucionalidade 3510, no Supremo Tribunal Federal, descrevendo os modos de ação dos cientistas envolvidos com o tema. Para isso, procura recompor a partir de materiais audiovisuais e rastros documentais os traços deixados desde a votação no Congresso até a audiência, ao passo que tenta mostrar como as apresentações dos cientistas são pontualizações que evidenciam e mobilizam uma série de redes sociotécnicas formadas por atores humanos e não-humanos. Nosso ponto de partida considera que as relações entre a ciência e o direito não podem ser concebidas como esferas desarticuladas. Antes, elas são parte do esforço de composição de um mundo em comum para o qual escolhemos aqueles que farão parte ou não de tais arranjos. Conclui-se, então, que os vínculos estabelecidos pela ciência a partir da mobilização dos atores que a sustentam não podem ser vistos de maneira isolada da sociedade, pois há neste processo um esforço de mobilização de outros atores, como o sistema jurídico, que atuam diretamente no sentido de lançar perspectivas de significação e contextos de uso sobre os resultados alcançados pela ciência, sobretudo quando os objetos oferecem riscos e afetam diretamente um número significativo de pessoas. After approval The Biosafety Bill Law in Brazil began a long journey for judiciary that would end three years later with a public hearing and vote on the constitutionality of that law. Between them, a series of demonstrations around the issue involving the use of embryos to obtain stem cells gained the media, political and legal spaces. The objective of this study is to analyze the controversy surrounding the law biosecurity from the public hearing, requested from the direct action of unconstitutionality 3510, in Brazil’s Federal Supreme Court, describing the modes of action of the scientists involved with the topic. For this, demand recover from audiovisual and documentary materialsthe traces left from the vote in Congress by the audience, while trying to show how scientists are punctualizations presentations that highlight and mobilize a range of socio-technical networks formed by human and non-human actors. In this case we consider that the relationship between science and law can not be conceived as disjointed spheres. Rather, they are part of the effort of composing a common world in which we choose those who will be part or not of such arrangements. We conclude that the bonds established by science from the mobilization of actors that support can not be seen in isolation from society, because this process is an effort to mobilize other actors such as the legal system, which act directly to launch perspectives of meaning and contexts of use on the achievements of science, especially when objects pose risks and directly affect a significant number of people.

The present study examines and finds that internal auditors, particularly Chief Audit Executives, recognize financial accounting expertise as a significant base of audit committee (AC) power in the financial reporting process. However, such an AC expertise (i.e., financial accounting expertise) does not "counterbalance" internal auditors' perceived dependency on management or influence their decisions to monitor financial reporting quality. Instead, the cost-benefit analysis affects their decisions: (1) benefits of staying resolute to monitor financial reporting quality (i.e., "psychological empowerment"), and (2) costs of potential adverse reactions of management who exerts power over the internal audit. In addition, this study examines and finds that the financial reporting location (recognition vs. disclosure) has significant impacts on both internal audit reporting decisions and decisions to correct misstatements. Specifically, internal auditors' tolerances for disclosed misstatements reveal that they also feed the "vicious circle" of reliability expectations as external auditors do in a prior study (Libby, Nelson and Hunton, 2006).

Based on theories of expert pedagogy, the purpose of this study was to better understand the nature of expertise in voice instruction by observing common elements across three expert voice teachers (Joseph Frank, tenor; Eric Howe, baritone; and Erie Mills, soprano) and discovering the extent voice teaching aligned with common elements of instrumental instruction (Duke & Simmons, 2006a). This qualitative study addressed the overarching question: How can expert voice teaching be characterized? More specifically, using Duke and Simmons’ study of instrumental music teaching expertise as a point of departure, I wanted to understand: To what extent does voice teaching observed in the present study align with Duke and Simmons’ 19 Common Elements of Expertise? Methods of data collection included observation-digital recording of nearly 20 hours of lessons, participant interviews, and field notes. Recorded lessons were reviewed to identify teaching behaviors-attributes that related to students’ goal achievement within “rehearsal frames” (Duke, 1999/2000; 2008). Data analysis occurred in two phases, first coding transcribed data for original elements and second for new elements. Narrative descriptions were created for new elements. Findings gave evidence that expert voice teaching was similar to 14 original elements and revealed nine new elements under three categories: working with a largely invisible and fully embodied instrument, frequent exclusive focus on technique, and drawing on extensive familiarity with texts used for singing. Conclusions advance a theoretical model of voice teaching expertise, drawing on Berliner (1986; 1988). That model has implications for the preparation of novice voice teachers and for further research on voice teaching expertise.

Submitted by Roger Guedes (roger.guedes@fjp.mg.gov.br) on 2018-02-27T17:41:10Z No. of bitstreams: 1 CÂMARA, Mauro Araújo_Gestão do conhecimento tácito.pdf: 3206684 bytes, checksum: 1ff9993126fae431d7003490cf5a6b9a (MD5) / Approved for entry into archive by Roger Guedes (roger.guedes@fjp.mg.gov.br) on 2018-02-27T17:41:34Z (GMT) No. of bitstreams: 1 CÂMARA, Mauro Araújo_Gestão do conhecimento tácito.pdf: 3206684 bytes, checksum: 1ff9993126fae431d7003490cf5a6b9a (MD5) / Made available in DSpace on 2018-02-27T17:41:34Z (GMT). No. of bitstreams: 1 CÂMARA, Mauro Araújo_Gestão do conhecimento tácito.pdf: 3206684 bytes, checksum: 1ff9993126fae431d7003490cf5a6b9a (MD5) Previous issue date: 2017 / Fundação João Pinheiro / Esta tese teve como objetivo investigar a importância da expertise no contexto de uma organização pública de pesquisa e ensino. Dada a carência de aprofundamento dos estudos sobre conhecimento tácito quando se trata de gestão do conhecimento no campo da Ciência da Informação, propôs-se um estudo para preencher tal lacuna. A literatura da área ilumina as iniciativas que tornam o conhecimento estruturado, explicitado, transformado em algum objeto ou dispositivo, configurando-se uma gestão do conhecimento reificado. A gestão do conhecimento pode ir além, principalmente quando se pretende preservar a expertise desenvolvida em alguma forma de vida pelos trabalhadores. Utilizando-se dos fundamentos da gestão do conhecimento tácito e dos elementos que emergem no seu entorno como percepção, julgamento e imersão, esta pesquisa procurou identificar a existência de habilidades tácitas em uma tarefa estruturada. Para isto, o estudo foi desenvolvido em uma organização pública de pesquisa e ensino de Minas Gerais. A parte empírica se deu por meio da análise de 96 questionários respondidos pelos servidores da área finalística e 08 entrevistas em profundidade com os servidores do grupo de contas regionais, bem como pela análise da tarefa de calcular o PIB trimestral do estado de Minas Gerais, procurando responder ao questionamento: por que esta tarefa não pode ser realizada somente por meio de computadores? Considerando ser esta uma pesquisa qualitativa, de caráter exploratório, ela se utilizou dos fundamentos da metodologia da Grounded Theory e do objeto teórico do Curso da Ação. A técnica adotada foi a análise da atividade dos servidores em ação, que consiste no acompanhamento, observação e entrevistas recursivas de autoconfrontação. Por meio desta técnica foi possível identificar habilidades tácitas que interferem na realização da tarefa. Com os resultados alcançados, concluiu-se que, além de não ser possível realizar a tarefa de forma totalmente automatizada, é possível trazer à consciência dos executores as habilidades tácitas que possuem para que possam ser preservadas na organização por meio da aprendizagem focalizada. Concluiu-se também, que é viável a implementação da gestão do conhecimento tácito em organização pública de pesquisa e ensino com vistas ao desenvolvimento de tais habilidades pelos servidores menos experientes, abrindo um vasto campo a ser explorado pela Ciência da Informação. / This thesis aimed at investigating the importance of expertise in the context of a research and education public organization. Due to the lack of deepened studies on tacit knowledge when it comes to Knowledge Management in the field of Information Science, a study was proposed to fill this gap. The literature of the area illuminates the initiatives that make knowledge structured, explicit, transformed into some object or device, turning itself into or becoming a reified knowledge management. Knowledge Management can go further, especially when it is intended to preserve the expertise developed in some form of life by workers. Using the fundamentals of the tacit knowledge management and the elements that emerge in its surroundings as perception, judgment and immersion, this research sought to identify the existence of tacit abilities in a structured task. The study was developed in a public organization of research and education of Minas Gerais. The empirical part was done through the analysis of 96 questionnaires answered by servants and 08 in-depth interviews with regional accounts group servers as well as the analysis of the task of calculating the quarterly GDP of the state of Minas Gerais, trying to answer the question: why cannot this task be done by just using computers? Considering that this is a qualitative exploratory research, the Grounded Theory methodology and the theoretical object of the Course of Action were used. The technique adopted was the analysis of the activity of the employees‟ proceedings in action, which consists of monitoring, observing and conducting recursive self-confrontation interviews. By this technique it was possible to identify tacit abilities that interfere in the accomplishment of the task. With the results achieved, it was concluded that, besides not being possible to perform the task totally in an automated way, it is feasible to bring the tacit abilities the executors possess to their consciousness so that these can be preserved in the organization through focused learning. It was also concluded that it is feasible to implement the tacit knowledge management in a public organization of research and education so as to develop such skills by less experienced servers, opening a vast field to be explored by Information Science. / Governo e Política

Monitoring rare or elusive species can be especially difficult in marine environments, resulting in poor data density. SCUBA-derived citizen science data has the potential to improve data density for conservation. However, citizen science data quality may be perceived to be of low quality relative to professional data due to a lack of ‘expertise’ and increased observer variability. We evaluated the quality of data collected by citizen science scuba divers for rockfish (Sebastes spp.) conservation around Southern Vancouver Island, Canada. An information-theoretic approach was taken in two separate analyses to address the overarching question: ‘what factors are important for SCUBA-derived citizen science data quality?’. The first analysis identified predictors of variability in precision between paired divers. We found that professional scientific divers did not exhibit greater data precision than recreational divers. Instead, precision variation was best explained by study site and divers’ species identification or recreational training. A second analysis identified what observer and environmental factors correlated with higher resolution identifications (i.e. identified to the species level rather than family or genus). We found divers provided higher resolution identifications on surveys when they had high species ID competency and diving experience. Favorable conditions (high visibility and earlier in the day) also increased taxonomic resolution on dive surveys. With our findings, we are closer to realizing the full potential of citizen science to increase our capacity to monitor rare and elusive species. / Graduate

Online communication channels provide people with a vast amount of information from different sources. Health influencers on social media are one of the sources that people use to gain health information and support regarding health-related issues; they are people with different backgrounds and expertise that social media users follow and perceive to be experts in that field. This qualitative case study employs content analysis to analyze videos of three health influencers and explore the kind of expertise that each case communicates to their followers. Videos are analyzed based on an analytical framework that looks into Syntactic, thematic and rhetorical structures to explore how they frame their messages in order to be perceived as experts. The study detected three different kinds of expertise who have different styles in communicating their expertise and in framing their messages: the informative awareness expert, the self-referential expert and the practitioner expert. Further details on the different and common framing styles each expert used is discussed in this thesis. Analyzing expertise online provided an insight on health influencers characteristics and their strategies to perform their expertise. It also suggests the kind of health information seekers who could be interested in this kind of expertise. The research results provide insights on regulating the potential effects of health influencers online.

This study examines the accelerating of expertise by training novices to attend to the situational cues that experts notice to solve problems. The purpose of this qualitative study is to examine and expand upon training of expertise by using the expertise-based training (XBT) approach as a guide. Specifically, the study investigated a strategy for targeting the beginning of situation awareness and pattern recognition. Medical and nursing student participants were asked to interactively observe videotaped simulated nursing scenarios for the presence of errors, with experts’ observations of the same clips provided as feedback. Participants were cued to reflect upon how their observations differed from experts’ observations of the same video clips. The study qualitatively analyzed the scenario observations and focus group responses to determine if the students expanded their basic level of clinical judgment. The study found that the students enjoyed the scenarios even while promoting cognitive dissonance as the errors generated a substantive discussion. The potential benefits of the study to nursing education, along with other fields that employ simulator training, will be in discovering new ways to employ the simulator for maximum efficiency and effectiveness.

This thesis is an exploration of a head teacher's experience of Lesson Study. It aims to consider how Lesson Study develops teacher learning through consideration of collaboration, expertise and professional conflict. The methodology embraces the lived experience of introducing a collaborative method of teacher development, Lesson Study into a primary school and exploring its impact. The research is conducted through an exploratory layered method, considering the Lesson Study teams, the whole school and the head teacher's thoughts and reflections on and about Lesson Study. The exploration in this thesis found that Lesson Study is far from breath-takingly simple (Dudley, 2013) and that there are many complexities and variables within each Lesson Study group that need to be considered carefully in order to enhance any opportunity for teacher learning. This thesis describes how these different elements, collaboration, expertise and professional conflict, interacted in two different Lesson Study teams. These findings, are presented alongside the head teacher's reflections. Building on these reflections the thesis starts to articulate how Lesson Study could offer teacher learning opportunities and which elements of school culture, teacher expertise and understanding would need to be developed, honed and considered in order to create an outcome which results in teacher learning. This research provides an exploration how teacher learning may be generated through Lesson Study work. It extends the current literature on teacher learning in Lesson Study by identifying and exploring professional conflict alongside collaboration and expertise. Teacher learning opportunities are not simply created in the context the research took place. It concludes that while teacher learning can be generated through Lesson Study; the conditions and culture of a setting, alongside the skills, knowledge and expertise of the teachers involved in each team are also crucial.