Dissertations / Theses on the topic 'Expertise'
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Tchambaz, Sabrina. "L'évolution de la responsabilité civile de l'expert médico-légal." Montpellier 1, 2000. http://www.theses.fr/2000MON10073.
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La responsabilite civile delictuelle de l'expert medico-legal a ete consacree par la doctrine et la jurisprudence afin de remedier au probleme des erreurs judiciaires provoquees par l'influence d'un rapport d'expertise errone sur la decision finale du juge. Le cas de l'expert medico-legal, apparait comme le plus representatif de la profession d'expert judiciaire entendu en son sens le plus general du terme. La notion de faute medicale a, par le biais du medecin expert, inspire le regime general de la responsabilite de l'expertise judiciaire. Mais, bien que la majorite des auteurs admettent le principe theorique de la responsabilite civile de l'expert, en pratique, il apparait tres delicat de proceder a son application. En effet, la jurisprudence a tendance a estimer que le rapport de l'expert s'integre dans la decision du juge, et, de ce fait, beneficie de l'autorite de la chose jugee inherente a la sentence en cause. L'interet de cette etude tend a demontrer, par quelle facon, certaines decisions sont parvenues a contourner cet obstacle en appliquant au cas de l'expertise medico-legale, les regles relatives au regime de la responsabilite civile delictuelle de droit commun entendue aux terme des articles 1382 et 1383 du code civil.
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Johnson, Nicola F., and nicola johnson@deakin edu au. "Teenage techological experts: Bourdieu and the performance of expertise." Deakin University, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20071107.113906.
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This thesis explores the construction of technological expertise amongst a heterogenous group of New Zealand teenagers, specifically in regard to their home computer use, which for many of them is their primary site of leisure. This thesis explores the field in which these teenagers are positioned, and explains the practice constituting that field. In this field, the trajectories towards expertise are explained including the time, experimentation, and pleasure evident in their praxis.
The qualitative study involved observations and interviews with eight teenagers aged 13 17. Five boys and three girls participated and each attended one of various secondary schools located within a provincial city in New Zealand. All of the participants considered themselves to be technological experts, and their peers and/or their family supported this comprehension.
Drawing on Pierre Bourdieus socio-cultural theories, the capital (cultural, economic, social) and habitus of the teenagers are described (habitus being what makes them who they are, and continues to define who they are in the future). Chapter five centres on explaining the field the teenagers have positioned themselves in, namely the field of out-of-school leisure and home computer use. It also explores the construction and performance of technological expertise within the field.
Chapter six examines traditional views of schooling and expertise, and contrasts these views with what the teenagers think about their learning and expertise. This gap is specifically explained with regard to differences between the concepts and value of learning, expertise, and technology, and how they are recognised and valued differently between generations.
Chapter seven explores the praxis that the participants exhibit, which is arguably misrecognized by those whose interests are in the established order (e.g. institutional, societal structures). The field they are placed in is arguably part of the broader field of education, yet the findings suggest their capital is misrecognized by digital newcomers, and therefore not legitimated.
This thesis concludes that the gap between teenager and adult understandings of expertise is exacerbated in the digital world in which the teenagers position themselves. Their schooling is mainly positioned in the print culture of previous generations and consequently, in the lives of these teenagers, schooling has had little influence on the development of their technological expertise. Additionally, gender has had little impact in their development of expertise; therefore stereotypical notions of female underachievement as computer experts are contested.
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Gross, Olivia. "Experts et expertise : le cas des patients : Contribution à la caractérisation du patient-expert et de son expertise." Thesis, Paris 13, 2014. http://www.theses.fr/2014PA131003.
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Les nouvelles technologies de l’information rendent l’accès au savoir possible, des forum et des réseaux sociaux permettent aux malades de s’organiser, le monde associatif se structure, et dans cette dynamique, des patients sont considérés des experts de leur maladie chronique. Toutefois, la nature de leur expertise reste floue et polémique et appelle à être caractérisée. Pour caractériser ce phénomène, nous avons utilisé comme cadre conceptuel le socioconstructivisme et l’individualisme méthodologique. A partir d’une première grille d’analyse issue d’une recension des écrits sur les notions d’expert et d’expertise, il a été procédé à des entretiens avec 12 patients reconnus socialement comme ayant une pratique d’expert ainsi qu’à des entretiens avec des professionnels de santé qui les côtoient en différentes circonstances. La première grille d’analyse ayant permis d’identifier les domaines à explorer, nous avons procédé à l’analyse qualitative et compréhensive des récits de vie des patients et mis en évidence leur motivation, éthique, déontologie, rapport au savoir, modalités d’apprentissages, savoirs, actions, compétences, traits de personnalité, et leur rapport aux soins et à leurs soignants. Deux types de patients-experts émergent qui se consacrent soit aux problématiques biomédicales, soit à l’accompagnement social et au système de soins. Ces deux types de patients-experts ont en commun d’être des acteurs sociaux passionnés et altruistes, qui poursuivent l’objectif d’améliorer la prise en charge de la maladie et/ou sa prévention, qui déploient à cet effet des compétences interculturelles, émotionnelles et de l’autonomie, et qui assurent des rôles d’interface, de porte-voix et d’éclaireurs. Ces acteurs motivés, qui participent à identifier des problématiques de santé et à les élucider, intéressent la santé publique dans la mesure où nos résultats interrogent le type de fonctions qu’ils pourraient occuper dans le système de santé et la forme que pourrait prendre la valorisation de leurs actionsNew information technology provides access to knowledge; thanks to forums and social networks, patients can organize, constructing a community in which some patients are considered experts in their chronic disease. The nature of that expertise is unclear and controversial, however, and demands characterizations. To characterize this phenomenon we employed social constructivism and methodological individualism as a conceptual framework. Using an initial analysis grid taken from a literature review on the concepts of expert and expertise, we interviewed twelve patients socially acknowledged as having expert experience, as well as health professionals with whom they have contact in a variety of circumstances
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Ghozia, Amel. "Expertise et santé : approche juridique conjointe des expertises médicale et sanitaire." Versailles-St Quentin en Yvelines, 2013. https://www.bnds.fr/collection/collection-theses/le-droit-de-l-expertise-medicale-et-sanitaire-9782848747798.html.
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La santé, dont la définition est particulièrement délicate, ne peut être appréhendée par le droit sans la réalisation préalable d’expertises ad hoc. En effet, chaque fois que la santé interroge le droit, mais aussi chaque fois que le droit s’interroge sur la santé, l’expertise est au cœur de ces réflexions. Elle y apporte son éclairage dans le but de permettre à la personne ou à l’autorité compétente de prendre ensuite une décision en toute connaissance de cause. Ainsi, parce que les crises sanitaires ne cessent de se succéder et que les systèmes d’indemnisation des victimes de dommage corporel ne cessent d’être critiqués – malgré les différentes réformes récemment intervenues –, la présente étude a eu l’ambition de réaliser une approche conjointe des expertises médicale (évaluation médicale du dommage corporel) et sanitaire (évaluation scientifique des risques sanitaires) afin de bénéficier d’une vue d’ensemble des interactions entre droit, science et santé, d’une part, et d’observer de manière globale la place et l’importance que le droit accorde à l’expertise lorsque des questions viennent à se poser sur la santé dans tous ses états, d’autre part. L’approche organisationnelle et fonctionnelle de l’expertise relative à la santé a permis de relever de nombreux dysfonctionnements et ambiguïtés qui ne pourront être résolus que lorsque le législateur optera pour une attitude « proactive » plutôt que « réactive ». La présente étude propose dès lors l’adoption d’une analyse systémique dans le but de permettre un renouvellement du paradigme de la qualité des processus de décision relatifs à la santé dans lesquels l’expertise n’est qu’un sous-systèmeHealth, whose definition is particularly delicate, cannot be tackled by Law without previous ad hoc expertise. Indeed, whenever Health questions Law, but also whenever Law itself questions Health, expertise is at the heart of all these reflections. It provides a lightning to allow the person or the competent authority to then make a decision with full knowledge of the facts. Thus, because health crisis keep on following one another and because the compensation systems of victims because of personal injury are constantly being criticized- despite the various reforms- this study has been trying to achieve a joint approach of medical (medical assessment of injury ) and sanitary ( scientific health risk assessment ) expertises. The aim is to clarify and have an overview of the interactions between law, science, and health on the one hand, and , on the other hand, to have a global vision of the role and importance Law gives to expertise when issues are being raised concerning health in all its forms. The study of procedural and functional organization of expertise on health has been revealed by ambiguities and shortcomings, which, in our opinion, could be solved only when legislators decide upon a pro-active attitude - meaning acting before the crisis- that's why this study proposes to adopt a systemic analysis to improve the whole decision-making process related to health in which the expertise is only a sub-system
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Armstrong, Justin Lashwood. "Veterinary expertise." Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1349.
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This thesis is about veterinary expertise, with a focus on the farm/large animal sector. It explores how vets and the profession express expertise beyond medical knowledges and technical competencies. Drawing from rich, detailed ethnographic case studies of UK vets working in the rural sector in a variety of roles (e.g. private practice, government, education) the thesis offers new understandings of professional expertise and Aesculapian authority – the most powerful authority awarded by society to those who heal. The main argument is that veterinary expertise cannot be easily defined or compartmentalised as it is fluid and at times contested and means different things to different people at different times and places. Furthermore, in analysing veterinary expertise I found it necessary to understand the relationship between veterinarians‟ notions of general practice and specialisation. Through historical and empirical evidence my research has found two main reasons to explain why veterinary specialisation appears to be underdeveloped. First, at the professional level, veterinarians strongly assert the primacy of general practice and contest the notion of veterinary specialisation as divisive. Second, at the individual level, many veterinarians work in very defined areas of practice that may be considered to be specialised. Yet they maintain they are still general practitioners. In light of these contradictions my thesis suggests that veterinarians should be conceptualised as „poly-specialists‟. Theoretically the thesis develops the notion of veterinary Aesculapian authority and Goffman‟s „dramaturgical perspective‟ to understand the veterinary „performance‟. The thesis argues that the authority and power of the individual and profession is one aspect of veterinary expertise but also the ways in which vets interact in different physical settings (the performance in front and back stage settings) is important. Exploring the veterinary performance reveals the fluid nature of their expertise as it varies according to the physical setting, is related to personal characteristics and the way they construct, maintain and express their Aesculapian authority.
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Tilhet-Coartet, Stéphane. "Expertise balistique." Lyon 1, 1993. http://www.theses.fr/1993LYO1M347.
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Mullis, William Sterling. "Acquiring Expertise? Developing Expertise in the Defense Acquisition Workforce." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/72963.
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The goal of this research project is to tell the story of acquisition expertise development within the DOD using the evolution of the Defense Acquisition University as its backdrop. It is a story about the persistent frame that claims expertise leads to acquisition success. It is about 40 plus years of competing perspectives of how best to acquire that expertise and their shaping effects. It is about technology choices amidst cultural and political conflict. It is about how budget, users, infrastructure, existing and emerging technologies, identity and geography all interrelate as elements within the technology of expertise development. Finally, it is about how at various times in the evolution of the Defense Acquisition University the technologies of tacit knowledge transfer have been elevated or diminished.Ph. D.
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Palosaari-Aubry, P. (Päivi). "Adaptive expertise in work life:implications for collaboration and shared expertise." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201409051832.
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This study aims at drawing a picture of adaptive expertise in work life, more precisely in the context of collaboration and shared expertise. The need for my study stems from the complex nature of today’s work life, which is under constant change. Thus, mere domain-specific expertise and routine expertise are not sufficient. There is a need for adaptive experts who are flexible, able to adapt to uncertain situations (Bransford, 2004; Hatano & Inagaki, 1986), successful learners and able to develop themselves along their careers (Bereiter & Scardamalia, 1993; Bransford et al., 2000; Brophy et al., 2004).
Expert studies have traditionally focused on specific areas of individual expertise in limited domains. Studies on expertise in complex and multidisciplinary contexts are mostly lacking as well as studies focusing on horizontal expertise, that is the expertise of the whole working group instead of mere individual expertise (Engeström, 2006). In my study the focus is on professional expertise and horizontal expertise at the same time, exploring experts’ performance in their complex collaborative work situations. Collaboration is necessary and inevitable in today’s expert work. On one hand collaboration offers many advantages for expert work. On the other hand, as shown by the previous studies (Hyvönen, Impiö, & Järvelä, 2014), the challenges in experts’ work are often related to collaboration.
My study seeks to explore how adaptive experts perceive collaboration and shared expertise as a part of their work, what kind of challenges they face in collaboration and how they act in those challenging situations. In addition, I examine what are the most important skills for adaptive experts in complex work domains. This understanding about adaptive expertise has implications for promoting adaptive expertise and collaboration in business life and in education.
The participants to this study are seven experts from environmental domain. I collected the data with semi-structured interviews and analyzed it with qualitative content analysis method. Following the guidelines for qualitative research I seek to understand and interpret the phenomenon under study. In addition, I pay attention to my role as a researcher as well as to other aspects of reliability and validity.
The results of my study confirm that collaboration is an important and inevitable part of expert work. The experts see many advantages in teamwork. Thus the employers should provide more opportunities for collaboration as well as adequate tools for collaboration and sharing of expertise. The findings of my study emphasize the importance of communication, interpersonal and teamwork skills as well as information and multidisciplinary skills in expert work. The findings are in line with previous studies (Hyvönen et al., 2014) showing the future-oriented nature of adaptive expertise.
Adaptive expertise has relevance across a variety of disciplines. Thus, the findings of my study can be transferred to other work contexts. Therefore, I give practical implications for enhancing collaboration and sharing of expertise in work life.
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Rhéaume, Marc. "Enseignantes et enseignants experts en histoire : Comment se développe leur expertise?" Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9781.
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L’objet de cette recherche concerne le développement de l’expertise enseignante chez les enseignantes et les enseignants d’histoire au secondaire. Une recension des écrits nous a permis d’identifier des aspects qui contribuent au développement professionnel comme les réseaux professionnels, la formation continue ou congrès, le mentorat, des lectures d’ouvrages spécialisés, des collègues de travail et l’expérience. L’objectif de recherche était d’identifier, auprès d’enseignantes et d’enseignants d’histoire au secondaire, quels sont les aspects et les expériences professionnelles qui ont contribué au développement de leur expertise professionnelle.
Cette recherche, dite qualitative/interprétative de type exploratoire, repose sur la stratégie du récit de vie. Les participants sont quatre enseignants d’histoire au secondaire considérés comme experts. L’entrevue semi-dirigée a permis de colliger des données qualitatives quant aux aspects et aux expériences professionnelles ayant contribué au développement de leur expertise enseignante.
Les résultats de recherche indiquent que les aspects ciblés au départ ont influencé à divers degrés le cheminement des experts participants. D’autres aspects ont émergé comme étant marquants dans le développement professionnel comme la passion ou l’intérêt pour l’enseignement de l’histoire, la qualité des relations tant avec les élèves qu’avec les collègues et la capacité de réfléchir sur sa pratique. Toutefois, trois aspects favorisent plus particulièrement le développement de l’expertise soit l’expérience, les compétences professionnelles en enseignement qui regroupent la préparation de cours, la réflexion sur sa pratique et la relation maitre/élève puis les collègues de travail.
Cette recherche est utile parce qu’elle apporte un éclairage sur les aspects contribuant au développement de l’expertise enseignante et peut ouvrir la voie vers une autre étude qui mettrait en évidence les différences entre les voies empruntées pour développer cette dernière.
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Staderman, William P. "Communicating expertise in system operation and fault diagnosis to non-experts." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27468.
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The use of systems that span many knowledge domains is becoming more common as technology advances, requiring expert-performance in a domain from users who are usually not experts in that domain. This study examined a means of communicating expertise (in system operation and fault diagnosis) to non-experts and furthering the understanding of expert mental models. It has been suggested that conceptions of abstract models of system-functions distinguish expert performance from non-expert performance (Hanisch, Kramer, and Hulin, 1991). This study examined the effects on performance of augmenting a simple control panel device with a model of the functions of the device, interacting with the model, and augmenting the device with graphically superimposed procedural indicators (directions). The five augmented display conditions studied were: Device Only, Device + Model, Device + Procedural Indicators, Interactive Model, and Interactive Model + Procedural Indicators. The device and displays were presented on a PC workstation. Performance measures (speed and accuracy) and subjective measures (questionnaires, NASA TLX, and structured interviews) were collected. It was expected that participants who interact with the device + procedural indicators would exhibit the shortest performance time and least errors; however, those who interacted with the simplest display (device only) were fastest and exhibited the least errors. Results of this study are discussed in terms of building a mental model and identifying situations that require a mental model.Ph. D.
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Sed, Chad Michael. "Expertise and Basketball Officiating." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1217000855.
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Herren, Lisa Tandy. "Expertise in person perception /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050229146.
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Samoukovic, Biljana. "Re-conceptualizing teacher expertise: teacher agency and expertise through a critical pedagogic framework." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/2006.
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Public and scholarly debates on what it means to be a successful teacher are characterized by increasingly pronounced differences in how various political, legislative, and professional groups define successful teaching. In response to pressures posed by these polarized discourses, critical pedagogic research on education contrasts contested views on the nature of knowledge and critiques the standardization of knowledge in schools. There is a general consensus in the research that it is necessary for teachers to develop an understanding of a rapidly changing world, and an understanding of students coming from various social milieus who are often unwilling to accept a uniform set of knowledge and values it promotes. Thus, the body of knowledge and the values which are supposed to be passed on to new generations of students continue to be points of contention in education. It is necessary for teachers to be aware of why certain sets of knowledge, skills, and values should be promoted in increasingly diverse school settings. In this expanded view of the teachers’ role and of teacher expertise, teacher agency, the nature of knowledge, sociopolitical relations, and power relations need to be considered.
In this dissertation I examine the interplay of these factors by examining the extant research and then analyzing the perceptions of a group of teacher participants in a qualitative study. I have synthesized the findings to develop a new concept of teacher agency expertise in a critical pedagogic sense. I clarify the relationship between teacher expertise and teacher agency. The concept of teacher expertise requires that teacher agency be conceived of in terms of its collective expressions and its larger influence, as well as the aim of effective teaching for equity and social justice.
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Lelebina, Olga. "La gestion des experts en entreprise : dynamique des collectifs de professionnels et offre de parcours." Thesis, Paris, ENMP, 2014. http://www.theses.fr/2014ENMP0027/document.
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Dans un monde économique caractérisé par la complexification des technologies associée à la mondialisation des marchés, les connaissances techniques et la capacité d’innovation sont des sources primordiales d'avantage compétitif et de différenciation. Ces enjeux sont souvent associés à une figure particulière au sein des organisations : celle de l’expert. En effet, c’est souvent sur ces acteurs que repose la responsabilité de fournir des prestations technologiques de haut niveau et d’être force de proposition pour des solutions innovantes. L'important est alors de les reconnaître et de leur offrir des conditions propices au développement de l’expertise et de l’innovation afin notamment de les retenir sur des temps longs au sein de l’entreprise. Face à ces enjeux le modèle de la double échelle s’est depuis longtemps répandu dans les entreprises technologiques et industrielles, proposant une trajectoire alternative (parcours technique) à celle du management. Néanmoins, cette solution, tout en étant un modèle de référence dans la gestion des experts, n’a pas souvent apporté la satisfaction recherchée, ni pour les personnes en charge de sa mise en place, ni pour les personnes ciblées. En partant de ce paradoxe de la double échelle et en se basant sur les résultats d'une recherche-intervention au sein d’une entreprise technologique, cette thèse a permis de proposer une nouvelle problématisation de la gestion des experts en entreprise, qui ne se limite pas à la reconnaissance des experts déjà présents, mais intègre également les enjeux d’anticipation des besoins futurs en expertise et la création des nouveaux domaines. Elle propose ainsi un cadre d’analyse qui intègre trois volets d’action : la reconnaissance des experts, le renouvellement de l’expertise et la création de nouvelles expertises. Chaque axe d’action a été instrumenté par la proposition d’un outil ou d’un dispositif gestionnaire, expérimenté et validé sur le terrain de thèseIn a business world characterized by increasing complexity of technologies associated with the globalization of markets, technical knowledge and innovation become crucial assets and primary condition for developing competitive advantage. These issues are often associated with a particular figure within organizations: that of the expert. Indeed, these people are usually considered as a source of technological excellence and innovative solutions. It becomes thus crucial, in order to retain these key people, to value their expertise and to propose adequate conditions for the development of their knowledge and their innovation potential. As a response to this challenge, the dual ladder model was developed and has been soon recognized as a primary solution for the management of experts in the technological and industrial companies. This model proposes an alternative career path (technical ladder) to that of traditional managerial path. However, this solution, while a reference model in the management of experts, has not often brought satisfaction neither for those in charge of its implementation, nor for targeted individuals. Inspired by this paradox of the dual ladder model and building on the results of a longitudinal intervention-research, this thesis proposes a new problematization of the issue of expert’ management in organisations. We argue that not only the recognition policies for current experts should be taken into consideration, but also the issues of anticipation of future needs in expertise as well as the creation of new expertise areas. This thesis thus proposes an analytical framework that incorporates three lines of action: recognition policies for experts, strategic renewal of expertise and creation of new expertise domains. Each line is supported by the associated management tool, which was tested and validated in our fieldwork
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Graves, Barbara. "On literary expertise : the description of a fictional narrative by experts and novices." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59243.
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The objective of this research is to provide an account of literary expertise by examining literary experts and students in English Literature as they describe a fictional narrative. The experimental text is a complex narrative conveyed by means of character dialogue.To investigate expert performance this study developed a model of text description that identified semantic units in the description protocols as a set of possible "discursive patterns." A discursive pattern identifies the text unit being described along with the point of reference of the description, that is, from the point of view of the reader, the author, or simply the text.
The results indicate that students' descriptions closely paraphrased the text, repeating either the narrative events or the characters' speech, while experts' descriptions reflected higher-level references to narrative structure or the function of the dialogue which were derived either from the text or from prior knowledge. Experts relied on specific information in the text as a support for more inferential statements. In addition, experts commented more extensively on the language of the text. Experts also included references to the author, the reader and the relationship between the two. It seems that experts view the text as the result of deliberate linguistic and conceptual choices made by an author and awareness of these choices appears to guide their descriptions.
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Stine, Jason L. "Representing tactical land navigation expertise." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2000. http://handle.dtic.mil/100.2/ADA383940.
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Thesis (M.S. in Modeling, Virtual Environments and Simulation (MOVES))--Naval Postgraduate School, Sept. 2000.Thesis advisor(s): Darken, Rudolph P.; Peterson, Barry. Includes bibliographical references (p. 81). Also available online.
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Wilson, Debbie Louise. "Professional expertise and pharmacy technicians." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0008401.
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Thesis (Ph.D.)--University of Florida, 2004.Typescript. Title from title page of source document. Document formatted into pages; contains 173 pages. Includes Vita. Includes bibliographical references.
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Williams, Claire. "In search of ergonomics expertise." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/11819.
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In order to achieve the title 'Registered' or 'Certified', ergonomists undergo lengthy training and certification processes to demonstrate their membership of the profession. However, there has been little study to date on what skills, in particular, are required to be expert as an ergonomics advisor. There is some opinion that the 'softer' skills (such as active listening and empathy) which are key to client-advisor relationships do not generally form part of ergonomics taught courses, whereas the 'harder' knowledge content and technical skills do. Furthermore, in some ergonomics arenas (particularly in the physical domain) other non-ergonomist professionals such as Health and Safety Advisors, Occupational Health Advisors and Physicians, Physiotherapists, Occupational Therapists, and Specialist Fumiture Suppliers, also apply ergonomics principles. Rather than the tertiary ergonomics education of the ergonomists, many of these other professionals will undertake short course ergonomics training or leam 'on the job'. This begs the question 'will they all be delivering the same 'product', containing the same message, of the same quality and with the same goals?' In other words, are there qualitative and quantitative differences in ergonomics expertise between ergonomists and others in the field?
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Kim, Mija. "Expertise in EFL textbook evaluation." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577544.
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This thesis reports on a study of expertise in English as a foreign language (EFL) textbook evaluation. So far, studies in the area of EFL textbook evaluation have focused on what evaluators should do, rather than what they actually do. However, this thesis describes the procedures used in practice by a group of teacher evaluators in terms of what they focused on and their manner of doing so, in their actual evaluation of an EFL textbook. The study was conducted in the Korean high school setting, where school teachers are required to choose from among the 'authorised' EFL textbooks approved by the Ministry of Education. The primary heuristic involved in the study was the concept of 'expertise' . The attempt was therefore made to distinguish between the textbook evaluation approach of the research subjects who were conceptualised as, on the one hand, 'expert' evaluators and, on the other, those thought of as 'non-experts'. Thus, twelve Korean EFL school teachers were chosen to evaluate one of the authorised EFL textbooks, and data gathered concerning their evaluations by means of concurrent verbalisation, i.e., the research subjects were audio-taped while providing 'think-aloud' accounts of their evaluation procedures. A 'judgment group', comprising a panel of personnel with distinguished records in the areas of textbook evaluation and production in the Korean context, then examined the data from the evaluations and made judgements on their quality in terms of whether they were considered 'expert', 'non-expert' or 'in- between' the two. The transcripts of the evaluation session tapes were coded using a 'grounded' approach, in order to distinguish the features attaching to each of the three main categories of evaluators. The analysis indicated that the expert evaluators evaluated at a much deeper level than the non-experts, as evinced by what they considered, what their priorities were, and the nature of the cognitive activities they used. The study is seen to have pedagogic implications for both textbook development and teacher development, as well as for the development of a research framework that bridges a current gap in textbook evaluation studies. It is also seen as contributing to widening the potential for the application of an expertise perspective within applied linguistics in general.
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SILVA, MIRILANE SARAIVA DA. "INTERACTIONAL EXPERTISE IN EMPLOYMENT INTERVIEW." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24233@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O sucesso de um candidato numa entrevista de emprego depende em grande parte do domínio do conhecimento sobre aquela atividade e de competências e habilidades no gerenciamento da relação com o entrevistador e de sua autoapresentação. Neste trabalho, procura-se contribuir para a descrição de algumas manifestações desse tipo de expertise interacional, construindo conhecimento de relevância tanto para entrevistadores quanto para aqueles envolvidos no processo de formação de profissionais. À luz dos estudos sobre análise retórica do discurso, foram analisadas três entrevistas de candidatos a um posto de trabalho numa empresa transnacional. A pesquisa mostra que os candidatos diferem quanto ao grau de expertise interacional, no que se refere à compreensão dos objetivos das contribuições da entrevistadora e do papel do entrevistado; à capacidade de fazer uma autoapresentação alinhada aos valores da empresa e às exigências do cargo; e de tornar convincente as reivindicações das competências e habilidades testadas pela entrevistadora.
The success of a candidate in a job interview largely depends on the interviewee s background knowledge about the activity and on the competences and skills in managing the relationship with the interviewer and his self-presentation. In this research, we seek to contribute to the description of some manifestations of this type of interactional expertise, building knowledge of practical relevance for both the interviewer and for those involved in the training of professionals. Based on studies about rhetorical discourse analysis, three interviews of candidates to a job opportunity in a transnational corporation were analyzed. The research shows that candidates differ in their level of interactional expertise, concerning the understanding of the goals of the interviewer s contributions and of the interviewee s role; the ability to make a self-presentation according to the company values and job requirements; and convincingly make claims of competences and skills tested by the interviewer.
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Webb, Rocky Kris. "A theory of intellectual expertise." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:11675.
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Experts pervade public life. We live in an expertise saturated society. Experts are turned to in order to solve problems, justify positions, and are thought to progress our thinking and technology. But what makes an expert an expert? In answering this question, we may want a theory that characterises expertise across the ages, from ancient Greece through to modernity. I argue for a controversial position: namely that knowledge, by which I mean justified true belief, is not a sensible prerequisite for qualification as an intellectual expert. Intellectual experts from as far back as Aristotle through to Newton have held many false positions. If the past is anything to go by, it may be sensible to question how much knowledge intellectual expertise presupposes. As an alternative to knowledge, I argue that intellectual expertise can be understood as a matter of possessing a sufficient quantity of epistemically rational beliefs. We can understand intellectual expertise forgoing truth altogether. In part 1 of my thesis, I focus on building a robust theory of intellectual expertise. It is designed to deal with both epistemically impoverished and epistemically prosperous situations alike. In part 2 of my thesis, I highlight some implications of my theory of intellectual expertise. These include implications for our understanding of moral expertise, intellectual trust, and the relationship between intellectual experts and democracy. As such, my theory of intellectual expertise is a thesis in the domain of social epistemology.
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Thomas, Lisa M. "Expertise and the inversion effect." Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/844088/.
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It has often been argued that the processing of faces is 'special' relative to the processing of other objects and there is much evidence in support of this notion. One source of evidence is the inversion effect, which occurs when faces presented upright are recognised significantly better than faces presented upside down. This effect of stimulus inversion has been shown to impair face recognition to a greater extent than for any other object class. It is this disproportionate effect that has been given as one source of evidence that face processing is special. However, other research has argued that effects of inversion can be found for non-face stimuli providing that there is sufficient development of expertise with them and that these stimuli can be defined by a common prototype. This thesis further explores this idea. Inversion effects were investigated for both prototypically and non-prototypically defined, abstract, chequerboard stimuli and compared with those for faces. When subjects learned to categorise chequerboard stimuli that were defined by a common prototype equal size inversion effects were found to those observed for faces. However, inversion effects were not observed for category training with multiple exemplars of chequerboard stimuli that were not defined by a common prototype. Together the findings are consistent with the idea that inversion effects are a general phenomenon resulting from the acquisition of category expertise with any prototype defined stimulus category. They undermine the inversion effect as a source of evidence for the specialness of face processing. Further, using a new Moving Windows technique, additional experiments investigated the underlying mechanisms responsible for the effects of inversion found for faces and chequerboards. These showed that the diagnostic image regions searched differ across the two stimulus classes. However, on the basis of the results, it is argued that the inversion effects found for both could result from impaired processing of second-order configural information.
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Postal, Virginie. "Mémoire encyclopédique, expertise et vieillissement." Rennes 2, 1997. http://www.theses.fr/1997REN20024.
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Dans ce travail, nous nous sommes attaches à définir le concept de connaissances encyclopédiques. Il fait référence au savoir acquis par un individu tout au long de son existence (acquisitions scolaires et extra-scolaires). Des tables de fréquence relatives a ces connaissances ont été établies. Elles concernent 221 catégories : sport, cinéma, musique, littérature, sciences. La comparaison entre une population jeune et âgée a permis de montrer un déficit de la mémoire sémantique dans le vieillissement. Différentes variables comme le lieu d'habitation, le niveau scolaire et la catégorie socioprofessionnelle modulent ces résultats et nous ont amené à proposer un test de niveau culturel pour les sujets âgés. De plus, la récupération des connaissances encyclopédiques est liée à l'expertise des sujets : les sujets jeunes experts récupèrent plus rapidement et avec moins d'erreurs les connaissances liées à leur domaine de savoir que des sujets jeunes non experts. Les sujets ages experts conservent cette superiorité, validant ainsi l'hypothèse d'un phénomène de compensation dans le vieillissement. L'existence d'une mémoire de travail à long terme est confirmée au travers de différentes épreuves de mémoire de travailThe purpose of this work is to define the concept of encyclopedic knowledge. It refers to the knowledge acquired throughout the life (scholastic and extra-scholastic knowledge). Tables of frequency related to that knowledge are established. They concern 221 categories : sport, cinema, music, literature, sciences. . . Comparison between young and old people allows us to show a deficit of semantic memory in the aging. Different variables such the residence, the scholastic level or the socio-professional categories modulate the results and have push us into making a test of cultural level. More, the encyclopedic knowledge's retrieval is related to the sujet's expertise : experts retrieval more quickly and with less errors informations related to their knowledge than non-experts. With aging, this pattern of results is identical, supporting the hypothese of phenomenon of compensation. The existence of long term working memory is confirm through differents tests of working memory
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Perna, Francesca. "Musical Expertise and rhythm processing." Doctoral thesis, Università degli studi di Trento, 2018. https://hdl.handle.net/11572/368175.
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For decades, researchers have been trying to understand how the human mind/brain processes rhythm and time in general. Within this framework, many studies have explored the influence of long-term musical training on the neural and behavioral correlates of rhythm processing. Some pieces of evidence point to enhanced rhythm processing in musicians as one of the consequences of the structural and functional changes in many brain areas involved in auditory processing, motor synchronization and cognitive control. Yet there is still more controversy than consensus on this field. Indeed, several behavioral and neural studies report opposite results and describe contrasting effects associated to rhythm perception in musicians and non-musicians.
The aim of the project described in this thesis was to shed new light on the effects of long-term musical training on the behavioral and neural correlates of rhythm processing. First, I addressed whether musical expertise influences rhythm processing when this is not task-relevant. Next, I expanded the investigation to the ability of musicians to orient efficiently attention in time. I explored these questions by looking at behavioral and electroencephalographic (EEG) correlates associated to the detection of auditory deviant stimuli.
Chapter 1 is a general introduction to the current knowledge on rhythm processing. After a description of the most influential theories of temporal elaboration, it introduces some of the electrophysiological correlates associated to regularity violation. Then, it provides a detailed description of the neural and behavioral changes triggered by a long-term musical training, focusing on rhythm processing. At the end of this introduction, the aims and hypotheses of each experiment are presented in detail. In Chapter 2, I describe two behavioral experiments that explored how the processing of different temporal structures (rhythmical, non-rhythmical) influences the detection of deviant stimuli (Experiment 1), and addressed the role of a refined metrical representation in musicians and non-musicians (Experiment 2). The results revealed an overall superior performance of musicians in all experimental conditions, thus pointing to an enhanced auditory perception as consequence of their musical training. The results also highlight a large-scale processing of rhythm, independent of musical expertise. Furthermore, the results on response speed indicate a refined metrical processing only in musicians. Thus, the first part of the thesis demonstrates that long-term musical training boosts meter processing, whereas (some form of) rhythm processing appears to be overall present in all individuals.
In Chapter 3, I report an EEG experiment which was aimed at exploring the effects of long-term musical training on the neural correlates of auditory deviance violation (Mismatch Negativity – MMN and Middle Latency Responses - MLRs), by inserting deviant stimuli in rhythmical (at strong and weak metrical positions) and non-rhythmical structures. Deviant stimuli within rhythmical structures elicited larger MMN compared to non-rhythmical ones in all participants. Moreover, the MMN was also modulated by meter as showed by the smaller amplitude for deviants at strong than weak positions. Interestingly, a deeper investigation of the neural modulations associated to the strong positions revealed a stronger response in musicians than non-musicians. This demonstrates the prevailing effect of stimulus salience (strong metrical positions and frequency deviant at these positions) over the effect of prediction for musicians. Finally, effect of long-term musical training modulated the MLRs for deviants within rhythmical structures. Taken together, these results indicate an effect of musical expertise at early and late stages of deviance perception, as evidenced by modulations of the MLR and MMN responses.
Chapter 4 reports the results of a cross-modal cueing experiment aimed at investigating the influence of long-term musical training on the ability to orient attention in time using external cues. Besides behavioral and ERP responses, here I examined a particular neural response associated to entrainment: the steady state evoked potential (SS-EP). The results showed that auditory cues greatly facilitate attention orienting in time. Furthermore, targets preceded by short intervals were highly expected and this was visible both at the behavioral (high efficiency and more anticipations) and neural (larger CNV and reduced P300 amplitude) levels. Effects of musical expertise were present only in behavioral data and only when considering the mostly trained sensory modality (audition). Finally, musicians were less synchronized to the rhythm than non-musicians (reduced SS-EPs). In sum, these results indicate that the auditory modality better guide temporal orienting than the visual one, and that this effect is magnified for musicians. Finally, weaker synchronization to rhythm in musicians may mirror the ease with which they process rhythm. Chapter 5 is a summary of the main results and of their interpretation.
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Perna, Francesca. "Musical Expertise and rhythm processing." Doctoral thesis, University of Trento, 2018. http://eprints-phd.biblio.unitn.it/2824/1/PhDThesis_PernaFrancesca.pdf.
Full textAbstract:
For decades, researchers have been trying to understand how the human mind/brain processes rhythm and time in general. Within this framework, many studies have explored the influence of long-term musical training on the neural and behavioral correlates of rhythm processing. Some pieces of evidence point to enhanced rhythm processing in musicians as one of the consequences of the structural and functional changes in many brain areas involved in auditory processing, motor synchronization and cognitive control. Yet there is still more controversy than consensus on this field. Indeed, several behavioral and neural studies report opposite results and describe contrasting effects associated to rhythm perception in musicians and non-musicians.
The aim of the project described in this thesis was to shed new light on the effects of long-term musical training on the behavioral and neural correlates of rhythm processing. First, I addressed whether musical expertise influences rhythm processing when this is not task-relevant. Next, I expanded the investigation to the ability of musicians to orient efficiently attention in time. I explored these questions by looking at behavioral and electroencephalographic (EEG) correlates associated to the detection of auditory deviant stimuli.
Chapter 1 is a general introduction to the current knowledge on rhythm processing. After a description of the most influential theories of temporal elaboration, it introduces some of the electrophysiological correlates associated to regularity violation. Then, it provides a detailed description of the neural and behavioral changes triggered by a long-term musical training, focusing on rhythm processing. At the end of this introduction, the aims and hypotheses of each experiment are presented in detail. In Chapter 2, I describe two behavioral experiments that explored how the processing of different temporal structures (rhythmical, non-rhythmical) influences the detection of deviant stimuli (Experiment 1), and addressed the role of a refined metrical representation in musicians and non-musicians (Experiment 2). The results revealed an overall superior performance of musicians in all experimental conditions, thus pointing to an enhanced auditory perception as consequence of their musical training. The results also highlight a large-scale processing of rhythm, independent of musical expertise. Furthermore, the results on response speed indicate a refined metrical processing only in musicians. Thus, the first part of the thesis demonstrates that long-term musical training boosts meter processing, whereas (some form of) rhythm processing appears to be overall present in all individuals.
In Chapter 3, I report an EEG experiment which was aimed at exploring the effects of long-term musical training on the neural correlates of auditory deviance violation (Mismatch Negativity – MMN and Middle Latency Responses - MLRs), by inserting deviant stimuli in rhythmical (at strong and weak metrical positions) and non-rhythmical structures. Deviant stimuli within rhythmical structures elicited larger MMN compared to non-rhythmical ones in all participants. Moreover, the MMN was also modulated by meter as showed by the smaller amplitude for deviants at strong than weak positions. Interestingly, a deeper investigation of the neural modulations associated to the strong positions revealed a stronger response in musicians than non-musicians. This demonstrates the prevailing effect of stimulus salience (strong metrical positions and frequency deviant at these positions) over the effect of prediction for musicians. Finally, effect of long-term musical training modulated the MLRs for deviants within rhythmical structures. Taken together, these results indicate an effect of musical expertise at early and late stages of deviance perception, as evidenced by modulations of the MLR and MMN responses.
Chapter 4 reports the results of a cross-modal cueing experiment aimed at investigating the influence of long-term musical training on the ability to orient attention in time using external cues. Besides behavioral and ERP responses, here I examined a particular neural response associated to entrainment: the steady state evoked potential (SS-EP). The results showed that auditory cues greatly facilitate attention orienting in time. Furthermore, targets preceded by short intervals were highly expected and this was visible both at the behavioral (high efficiency and more anticipations) and neural (larger CNV and reduced P300 amplitude) levels. Effects of musical expertise were present only in behavioral data and only when considering the mostly trained sensory modality (audition). Finally, musicians were less synchronized to the rhythm than non-musicians (reduced SS-EPs). In sum, these results indicate that the auditory modality better guide temporal orienting than the visual one, and that this effect is magnified for musicians. Finally, weaker synchronization to rhythm in musicians may mirror the ease with which they process rhythm. Chapter 5 is a summary of the main results and of their interpretation.
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Oosterhof, Atze. "Better together antecedents and consequences of perceived expertise dissimilarity and perceived expertise complementarity in teams /." [S.l. : [Groningen : s.n.] ; University Library Groningen] [Host], 2008. http://irs.ub.rug.nl/ppn/.
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Wong, Chun-nae Janny. "Do expertise and training help creativity?" Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B37861025.
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De, Beaumont Felix Hubert Josef. "Expertise in colour matching and memory." Thesis, Goldsmiths College (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439507.
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Wong, Chun-nae Janny, and 王珍妮. "Do expertise and training help creativity?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B37861025.
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Campitelli, Guillermo. "Cognitive and neuronal bases of expertise." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/13324/.
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This thesis examines the cognitive and neural bases of expertise. In so doing, several psychological phenomena were investigated-imagery. memory and thinking-using different tasks, and a variety of techniques of data gathering, including standard behavioural experiments, questionnaires, eye-movement recording, and functional magnetic resonance imaging (fMRI). Chess players participated in all the studies, and chess tasks were used. The data confirmed the versatility and power of chess as a task environment, since the results provided fruitful information for the understanding of different human cognitive processes. The role of practice in this domain of expertise was examined. The strong view that extended deliberate practice is a necessary and sufficient condition for the acquisition of expert performance, did not receive support in this thesis. Alternatively, a less extreme position was adopted: extended practice is a necessary, but not a sufficient condition for the acquisition of expert performance. A search for individual differences in factors unrelated to chess practice was carried out. The sources of these individual differences, as well as the cognitive abilities in which individual differences may exist, were considered. One of the sources-the age at which serious practice starts-was a good predictor of chess skill. Handedness, which is supposed to be determined by environmental factors in utero, slightly differentiated chess players from non-players, but no differences in this variable were found between strong and the weak players. Regarding the cognitive abilities, chess players performed slightly better than the non-chess players in a spatial task. Individual differences were also considered within a single leyel of expertise-master level. Differences in forgetting rate in long-term memory and reaction time were observed for one of the masters. These results contributed to the improvement of an extant theory of expertise-template/CHREST [CHunks and REtrieval STructures] theory-by estimating values for some of its parameters based on the empirical data obtained, and by proposing the addition of a spatial short-term memory.
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Deihim-Aazami, Caroline. "Cognitive expertise in solving crossword puzzles." Thesis, University of Nottingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285671.
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Newman, Mark. "Expertise and the air traffic controller." Thesis, Cardiff University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400448.
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Lyon, Lucinda J. "Developing teaching expertise in dental education." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2403.
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This exploratory study was designed to develop a baseline model of expertise in dental education utilizing the Dreyfus and Dreyfus continuum of skill acquisition. The goal was the development of a baseline model of expertise, which will contribute to the body of knowledge about dental faculty skill acquisition and may enable dental schools to provide more relevant faculty development opportunities, and maximize scholarship potential. Employing a qualitative approach, individual interviews were conducted with two dental school academic deans and seven experienced educators who were nominated by their academic deans for their expertise in dental education. Open coding of interview responses was performed to determine categories of phenomena that recurred repetitively. The categories of novice through experienced traits were examined using the Dreyfus model. Finally, the codes developed to describe recurring themes of faculty development were interpreted relative to influence of faculty qualities on development of student qualities. Results of this study indicate that the growth of skills necessary to good teaching, expressed by these experienced educators, reflects a learning curve similar to those noted by Dreyfus and Dreyfus and other previous investigators. While dental faculty approaching the Proficient and Expert end of the Dreyfus continuum, display many of the skills descriptive of these stages, they also speak about the process of active reflection. Some unique challenges present themselves in the process of educating dental students. In addition to supporting technique development, faculty teach a wide range of non-cognitive competencies such as professionalism, communication, and an ethic of care and service. The importance of these non-cognitive qualities to patient care and collaboration with peers are essential to successful practice. Articulation of practical knowledge may not be recognized by the teacher; however, data from this study indicates that qualities to which expert faculty are most sensitive influence dental student development profoundly. These findings increase understanding of expert performance in dental education and provide support for dental faculty who desire to become excellent educators. Study outcomes also have implications for exploration of hidden curricular elements embedded in dental faculty practice and their influence on novice dental students.
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Motzkau, Johanna F. "Cross-examining suggestibility : memory, childhood, expertise." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/16106.
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Initially a central topic for psychology, suggestibility has been forgotten, rediscovered, evaded definition, sabotaged experimentation and persistently triggers epistemological short-circuits when interconnecting psychological questions of memory, childhood and scientificity, with concrete legal issues of child witnesses' credibility, the disclosure of sexual abuse and psychological expertise in courts of law. The aim of this study is to trace suggestibility through history, theory, research and practice, and to explore its efficacy at the intersection of psychology and law, by examining and comparing the. concrete case of child witness practice in England and Germany. Taking a transdisciplinary approach the study draws on two interrelated sources of 'data' combining historical, theoretical and research literature with the analysis of empirical data. A genealogy if theory and research is combined with the results of reflexive interviews, conducted in England and Germany with practitioners from all those professions involved in creating, applying or dealing with knowledge about child witnesses and suggestibility: judges, prosecutors, lawyers, police officers, psychologists (researchers, experts) and social workers. Drawing on the work of G. Deleuze and 1. Stengers this study shows how practical tensions around reliable witnesses, evidence and expertise merge pragmatically with theoretical movements employed to adjust the discipline, thereby causing frictions and voids. In this sense suggestibility provides a liminal resource: It transgresses disciplinary boundaries and pervades pragmatic and theoretical, global and personal, historical and actual considerations, creating voids that allow us to reconsider the pragmatics of change and to redefine the issue of critical impact, as well as to reformulate the problem of child witness practice and children's suggestibility. The study hopes to make a concrete contribution to facilitating the just prosecution of sexual abuse by adding transparency to the complex and at times unhelpfully polarised field of child witness practice. By exploring the 'pragmatics of change' the study furthermore hopes to give an unsettling and productive impetus to theoretical debates within critical approaches to psychology.
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Ward, Paul. "The development of perceptual-cognitive expertise." Thesis, Liverpool John Moores University, 2002. http://researchonline.ljmu.ac.uk/4967/.
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Patel, Kinesh Pradip. "Developing and evaluating expertise in colonoscopy." Thesis, Imperial College London, 2015. http://hdl.handle.net/10044/1/44961.
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The quality and safety of colonoscopy have become of paramount importance with the worldwide expansion in the utilisation of this procedure, especially with the introduction of colorectal cancer screening in many countries. It is well known that colonoscopic performance varies significantly between practitioners. This thesis explores the effects of assessment in colonoscopy and polypectomy on performance and practice as well as trying to define the factors which differentiate the very best practitioners from the clinically competent. Until 2011, there was no formalised way of certifying polypectomy competence. We looked at the effects of the introduction of mandatory polypectomy assessment on trainee endoscopists applying for certification of competency in the United Kingdom. This work showed that documentation of polypectomy competence significantly improved after these changes were introduced. A global survey of polypectomy practice was undertaken to evaluate international guidance on polypectomy skills training and how trainers deliver teaching on polypectomy around the world, as well as trainees’ experience of gaining polypectomy skills. Significant variability in endoscopists’ experience of polypectomy training was found with few formal national guidelines published. This led to an evaluation of expert endoscopists who underwent an accreditation process with some similarities before commencing Bowel Cancer Screening (BCS). We examined whether it was possible to predict future performance from a single assessment and found that criteria used to assess whether candidates were competent could not predict the best performers from those who passed. Several hundred expert BCS colonoscopists were then monitored over a three year period to determine changes in performance over time and whether long-term performance could be predicted. The best predictors of performance over time for all metrics were initial performance. In order to identify key features of expertise in endoscopy, experienced colonoscopists were interviewed to distinguish characteristics of true endoscopic experts. These interviews revealed the importance of both technical and non-technical skills in defining expertise.
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Lacasse, François. "Représentations, expertise économique et décisions politiques." Montpellier 1, 1996. http://www.theses.fr/1996MON10038.
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Les représentations des acteurs politiques se répercutent dans la formulation des problèmes politiques se hissant à l'agenda gouvernemental. Ces représentations sont intéressées, les formulations de problèmes aussi. La formulation des solutions, elle, (politiques et interventions) fait massivement intervenir l'expertise des fonctionnaires, au moins formellement. Le rôle réel de l'expertise économique dans la formulation des politiques et des instruments c'est-à-dire des choix proposés aux décideurs - est effectivement beaucoup plus limité. Les contraintes à une utilisation pleine des savoirs disponibles tiennent à la structuration des institutions publiques, notamment au monopole d'expertise et de légitimité conféré à des ministères qui jouent non seulement un rôle d'instrument de mise en oeuvre mais aussi de représentations sociales. L'examen de l'utilisation de l'expertise et de ses pathologies, dans le cadre des institutions publiques canadiennes, fait ressortir les lacunes de l'approche des choix publics et permet de proposer des améliorations à ce cadre théorique, notamment par la prise en compte des structures de gestion publique et des représentations qu'elles induisent ou favorisent. Ainsi, il est possible de reformuler de façon véritablement opérationnelle la notion centrale de l'utilitarisme des acteurs en y insérant les paramètres institutionnels spécifiques à l'action publiqueTo get their interests on the political agenda, lobbies propose biased, self-serving images of problems and of the impact of government action. These implicit models are confronted within the public sector by experts who are responsible for defining policy options presented to decision markers. The study of how economics, in this context, are used, misused and rejected leads to a questioning and a reformulation of public choice theory, particularly its revenue maximising assumptions which in bureaucracies are severely bounded by institutional structures and managerial imperatives. As well, the largely implicit assumption of discreet sub-governments as the normal decision for is of questionable usefulness. The assumptions that lobbies know that their problem definition is misleading and that the social benefits of the governmental actions demanded are minimal are shown to be unduly restrictive. As for the management of economic expertise within the bureaucracy, simply assuming self-interest by bureaucrats does not allow for reliable predictions; institutional monopoly on expertise and instruments as well as the trade-offs between change and stability in organizations provide a necessary complement to public choice theory
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Schmidt, Pascal. "Planification multi-niveaux avec expertise humaine." Thesis, Toulouse, ISAE, 2012. http://www.theses.fr/2012ESAE0023/document.
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La planification automatique est un domaine de recherche de l’Intelligence Artificielle qui vise à calculer automatiquement une séquence d’actions menant d’un état initial donné à un but souhaité. Cependant, résoudre des problèmes réalistes est généralement difficile car trouver un chemin solution peut demander d’explorer un nombre d’états croissant exponentiellement avec le nombre de variables. Pour faire face à cette explosion combinatoire, les algorithmes performants ont recours aux heuristiques ou à des solutions hiérarchiques, décomposant le problème en sous-problèmes plus petits et plus simples. Dans une grande majorité des cas, le planificateur doit prendre en compte un certain nombre de contraintes telles que des phases d’actions prédéfinies ou des protocoles. Ces contraintes aident à résoudre le problème en élaguant un grand nombre de branches de l’arbre de recherche. Nous proposons alors une nouvelle méthode pour modéliser et résoudre des problèmes de planification déterministe en se basant sur une approche hiérarchique et heuristique. Nous nous sommes inspirés des formalismes de programmation structurée afin de fournir à l’utilisateur un cadre de travail plus intuitif pour la modélisation des domaines de planification hiérarchique. D’autre part, nous avons proposé un algorithme de planification capable d’exploiter ce formalisme et composer des stratégies à différents niveaux de granularité, ce qui lui permet de planifier rapidement une stratégie globale, tout en étant en mesure de pallier aux difficultés rencontrées à plus bas niveau. Cet algorithme a fait ses preuves face au principal planificateur HTN, SHOP2, sur des problèmes de planification classiqueAutomated planning is a field of Artificial Intelligence which aims at automatically computing a sequence of actions that lead to some goals from a given initial state. However, solving realistic problems is challenging because finding a solution path may require to explore an exponential number of states with regard to the number of state variables. To cope with this combinatorial explosion, efficient algorithms use heuristics, which guide the search towards optimistic or approximate solutions. Remarkably, hierarchical methods iteratively decompose the planning problem into smaller and much simpler ones. In a vast majority of problems, the planner must deal with constraints, such as multiple predefined phases or protocols. Such constraints generally help solving the planning problem, because they prune lots of search paths where these constraints do not hold. In this thesis, we assume that these constraints are known and given to the planner. We thus propose a new method to model and solve a deterministic planning problem, based on a hierarchical and heuristic approach and taking advantage of these constraints. We inspired ourselves from structured programming formalisms in order to offer a more intuitive modeling framework in the domain of hierarchical planning to the user. We also proposed a planning algorithm able to exploit this formalism and build strategies at various levels of granularity, thus allowing to plan quickly a global strategy, while still being able to overcome the difficulties at lower level. This algorithm showed its performances compared with the main HTN planner, SHOP2, on classical planning problems
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Frimannsson, Gudmundur Heidar. "Moral realism, moral expertise and paternalism." Thesis, University of St Andrews, 1992. http://hdl.handle.net/10023/14812.
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In this essay I examine the notion of moral objectivity of moral properties. Moral objectivity seems to be able to resist the arguments of subjectivists. There seem to be true moral sentences and moral facts can explain actions and occurrences in the world. Values seem best accounted for in objective terms and persons can have interests or good independently of their desires. It seems to be reasonable to think of the nature of moral value in terms of consequences. Knowledge requires truth so the objectivity of moral properties makes moral knowledge possible. Moral knowledge should be accounted for in similar terms as other kinds of knowledge. The major requirement on moral knowledge is coherence. Moral expertise is both possible and plausible and so are moral experts. Paternalism is possible because our values can conflict: autonomy can conflict with general welfare. Paternalism is making someone do what is in his own interest. This seems best thought of in terms of the consequences for his good. The justification of paternalistic interventions seems best based on the weighing of the consequences of the intervention and the decision of the agent. One thing which must be taken into this weighing is the rationality of the decision of the agent. Rationality is basically thought of as the maximization of good. Autonomy is part of everyone's good. It can conflict with the agent's general or overall welfare. But the importance of autonomy for every agent creates a presumption against paternalism. But paternalism can maximize autonomy and paternalism can be justified to secure some minimal autonomy. So paternalism and autonomy seem to be compatible.
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Baltes, Sebastian [Verfasser]. "Software Developers' Work Habits and Expertise : Empirical Studies on Sketching, Code Plagiarism, and Expertise Development / Sebastian Baltes." Berlin : epubli, 2019. http://d-nb.info/1192096452/34.
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Robinson, Frank Eric. "Sampling expertise: Incorporating goal establishment and goal enactment into theories of expertise to improve measures of performance." Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright1495976711687398.
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Paasche, James C. "Documenting the Expert: The Films of Errol Morris." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1186689037.
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Cabanes, Benjamin. "Modéliser l’émergence de l’expertise et sa gouvernance dans les entreprises innovantes : des communautés aux sociétés proto-épistémiques d’experts." Thesis, Paris Sciences et Lettres (ComUE), 2017. http://www.theses.fr/2017PSLEM003/document.
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Dans les industries de hautes technologies, le rythme contemporain de l’innovation se caractérise aujourd’hui par un renouvellement accéléré des produits et par une déstabilisation des dominant designs. Dans ce contexte d’innovation intensive, les organisations industrielles se doivent de se doter de nouvelles capacités d’innovation de rupture pour organiser l’émergence de nouvelles expertises technologiques afin de permettre la conception innovante de nouveaux produits et technologies.Paradoxalement, les enjeux d’expertise et de conception innovante peuvent parfois sembler en opposition ou du moins en tension. L’expertise semble préserver les dominant designs, mais c’est aussi elle qui permet la génération d’expansion conceptuelle. Derrière cette aporie, se posent des questions cruciales sur le management contemporain de l’émergence de l’expertise dans les organisations industrielles en situation d’innovation intensive.A partir d’une démarche exploratoire basée sur une étude de cas longitudinale chez STMicroelectronics, cette thèse s’intéresse aux modèles de gouvernance de l’émergence de l’expertise dans les organisations industrielles. A partir d’une analyse empirique chez STMicroelectronics, ces travaux mettent en évidence que l’émergence de nouvelles expertises s’effectue par une réorganisation et une restructuration profonde des structures d’expertise. Autrement dit, les nouveaux domaines d’expertise émergent à partir de la recomposition des relations d’interdépendance entre les domaines d’expertises existants.Par ailleurs, ces travaux de recherche proposent un modèle formel de l’émergence de l’expertise dans les organisations industrielles. Ce modèle permet d’identifier de nouveaux enjeux managériaux et de mettre en évidence des modèles organisationnels permettant de supporter ces formes d’émergence d’expertise. De nouvelles solutions managériales sont ensuite expérimentées et analysées chez STMicroelectronics. Enfin, la thèse propose une analyse des rôles et missions des experts scientifiques dans les stratégies d’exploration et d’innovation au sein des organisations industriellesIn science-based industries, the pace of innovation is characterized by accelerated renewal of products and the destabilization of dominant designs. In this context of intensive innovation, industrial organizations have to develop new breakthrough innovation capabilities to organize the emergence of new technological expertise allowing the innovative design of new products and technologies.Paradoxically, expertise and innovation issues can sometimes seem to be in opposition or at least in tension. Expertise seems to preserve the dominant designs, but it also allows the generation of conceptual expansion. Behind this aporia, there are crucial questions about the contemporary management of the emergence of expertise in science-based organizations in a situation of intensive innovation.From on an exploratory approach based on a longitudinal case study at STMicroelectronics, this thesis focuses on governance models for the emergence of expertise in science-based organizations. Based on an empirical analysis carried out by STMicroelectronics, this work shows that the emergence of new expertise is effected by a reorganization and a profound restructuring of the expertise structures. In other words, new areas of expertise emerge from the reconfiguration of interdependent relationships between existing areas of expertise.Moreover, this research suggests a formal model for the emergence of expertise in science-based organizations. This model allows to identify new managerial challenges and to highlight organizational models to support these expertise emergence forms. Then, new management solutions are tested and analyzed at STMicroelectronics. Finally, the thesis analyses scientific experts’ roles and missions in the innovation strategies within science- based organizations
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Fisher, Jennifer M. "You Are How You Speak: A Discursive Study of Experts and Expertise in Pediatric Pain Assessment." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479823947632025.
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Cofsky, Louise. "Expertise et le soi professionnel des enseignants." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21446.pdf.
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DeCorby, Noelle. "Expertise within pedagogy, a study of meanings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ35831.pdf.
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Beamer, Madelyn. "The development of expertise in rhythmic gymnastics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63268.pdf.
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Tabatabai, Diana. "Modeling information-seeking expertise on the Web." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38522.
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Searching for information pervades a wide spectrum of human activity, including learning and problem solving. With recent changes in the amount of information available and the variety of means of retrieval, there is even more need to understand why some searchers are more successful than others. This study was undertaken to advance our understanding of expertise in seeking information on the Web by identifying strategies and attributes that will increase the chance of a successful search on the Web. A model that illustrated the relationship between strategies and attributes and a successful search was also created. The strategies were: Evaluation, Navigation, Affect, Metacognition, Cognition, and Prior knowledge. Attributes included Age, Sex, Years of experience, Computer knowledge, and Info-seeking knowledge. Success was defined as finding a target topic within 30 minutes. Participants were from three groups. Novices were 10 undergraduate pre-service teachers who were trained in pedagogy but not specifically in information seeking. Intermediates were nine final-year master's students who had received training on how to search but typically had not put heir knowledge into extensive practice. Experts were 10 highly experienced professional librarians working in a variety of settings including government, industry, and university. Participants' verbal protocols were transcribed verbatim into a text file and coded. These codes, along with Internet temporary files, a background questionnaire, and a post-task interview were the sources of the data. Since the variable of interest was the time to finding the topic, in addition to ANOVA and Pearson correlation, survival analysis was used to explore the data. The most significant differences in patterns of search between novices and experts were found in the Cognitive, Metacognitive, and Prior Knowledge strategies. Based on the fitted survival model, Typing Keyword, Criteria to evaluate sites, and Information-Seeking Kno
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Forshaw, Mark John. "Expertise and ageing : the crossword-puzzle paradigm." Thesis, University of Manchester, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.561289.
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Crossword puzzle solving was used as an example of cognitive expertise, to examine the effects of age and fluid and crystallized intelligence on ability to perform practised skills. Tasks based on the component processeso f crossword puzzle solving were given to a set of elderly people aged between 58 and 77 years, who were also tested on ability to solve crossword clues. It was assumed that crossword solving expertise could lie in a number of areas, such as efficiency of lexical access, orthographic knowledge, vocabulary and knowledge of task-specific rules. Various aspects of these were tested in terms of ability to search for answers (generate words) or check answers (compare words on a given criterion). It was found that, generally, those tasks which involved a generative process were those which correlated most highly with crossword solving expertise, suggesting that the checking of answers was of negligible importance. Age did not correlate with performance on most of the crossword component tasks, implying that as people become expert at solving problems, their ability to solve them becomes independent of the general age-related declines in information processing capacity and the slowing of the central nervous system.
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Loughlin, Simon Patrick. "Modelling expertise in quantitative scientific problem solving." Thesis, Queen's University Belfast, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268228.
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