Добірка наукової літератури з теми "Coach identity development"

This article describes how medicine of the person is taught to 4th year medical students in Groningen, The Netherlands, as part of the teaching programme ‘Professional Development’. In that year, the students start with their clerkships. In this transitional phase from medical student to young doctor, issues of professional identity are raised. It is an intense period with feelings of uncertainty and overwhelming experiences. Therefore, parallel to the clerkships we have organised 28 meetings of 2 hours with extra time dedicated to reflection and learning. These groups consist of 10-12 students with a rotating student chair under supervision of an experienced teacher, or, “coach”. We focus on personal and professional development by reflecting on work-based experiences. In the first hour the students discuss in a structured way a critical incident experienced by one of them. Learning experiences include personal learning (as emotions), skills (as empathy development) and professional learning (discovering the profession). In the second hour the students discuss set medical-ethical dilemmas. The coach facilitates the group discussion and oversees the group dynamics. During the year, the students work on their portfolio including writing a personal development plan. In 3 individual interviews with the coach this plan is monitored. In the final interview the students are assessed by their coach on their professional development during the year. In this paper we present the results of the evaluation of this programme ‘Professional Development’ by the students and The Netherlands Association for Medical Education.

Figure skating is a distinct youth sport often overlooked in the sport psychology literature. This paper reviews the literature to substantiate how figure skating presents challenges for adaptation and development not shared by other sports. The possible implications of figure skating on identity and self-worth are considered, as is the role of coaches in the figure skating environment and how they can potentially foster or hinder their athletes’ positive psychological development. In this regard, the possible application of parenting style theories is discussed in the context of figure skating coaches. Finally, Smith, Smoll, and Curtis’s (1979) Coach Effectiveness Training program is considered as a potential intervention program to promote healthy psychological development for young figure skaters.

Sports career involves an important educational process in the development of the human being. Through sports, each athlete achieves physical, spiritual and psychological skills that can help the social integration. The purpose of this paper aims to identify the mechanisms of internal motivation for sports career at a former basketball player. We are interested in finding out the relationship between internal motivation and building the professional identity and reaching a certain professional status. The date collected during the interview methods helps us to create a case study that reflects the building process of the identity of a professional basketball player. The date was collected in August 2017, when the interview took place. The former athlete nowadays is a 73 years old basketball coach. The interview was structured and investigated different aspects of his career: the psychological aspects of a professional athlete life style, the structure of his motivation for sports career and its implications during competition. We understood the social status of a sportsman as an important part of his identity. Our research led us to a better understanding of characteristics of the emotional support system of the basketball player and his needs identified for a complex training in sports competitive activities. The role of the sports competitive activities can be linked to the building professional identity and to the achievement of the competitive spirit and resilience in any stressful situations that can challenge emotional resources of the human being. We could emphasis the connection between the achievement of the sports educational process and the everyday life events where the resilience can make the important change between gain and loss, success and failure.

Adult leaders in sport can exert considerable influence on young athletes’ development but this influence is mediated by the quality of the relationship that is formed between both parties. The purpose of the current study was to examine high school teacher-coaches’ perspective on relationship building with student-athletes. Teacher-coaches (20 men, 5 women, Mage = 37.0 years, age range: 25–56 years) from Canada took part in semistructured interviews. Results indicated how the participants believed being both a teacher and a coach was advantageous because it allowed them to interact regularly with student-athletes. The teacher-coaches devised a number of strategies (e.g., early-season tournaments, regular team meetings) to nurture relationships and believed their recurrent interactions allowed them to exert a more positive influence on student-athletes than adult leaders in a single role. In terms of outcomes, the teacher-coaches believed their dual role helped increase their job satisfaction, positively influenced their identity, and allowed them to help student-athletes through critical family (e.g., alcoholism, divorce) and personal issues (e.g., suicide). The current study suggests that the dual role of teacher-coach is beneficial to both teacher-coaches and student-athletes. However, future work is needed, paying attention to how teacher-coaches can further nurture quality relationships with student-athletes.

One central issue in sports is the role of informal learning in organized child and youth sport in contrast to learning in the school context of physical education (PE). In Scandinavia, the model for organizing sports include an independent sports organization that organizes child and youth training on many levels, including the grassroots level and elite competitions organized within non-profit clubs and based on non-salaried voluntary work. In contrast to the public schooling context where physical education is led by educated and professional PE-teachers, organized child and youth club sports are based on parental engagement. Drawing on ten interviews with male coaches training their own children, this study examines how fathers are handling learning in the dual position as a father and a coach. This narrative analysis focuses on the theoretical concept of dilemmatic spaces in interviews and shows how shared cultural and societal storylines are used by the parental coaches in their personal stories. The results illustrate three dilemmatic spaces of learning that the participants must rhetorically handle. The first dilemma illuminates the dual position of both being a father, and at the same time acting as a coach. In the second dilemma, the fathers are seeking to balance between care of their child and increasing performance development. The third dilemma is balancing the training as child/parent quality time and the need for children to develop autonomy. The results show how the dual position of being a father and a coach can be both an asset in the relational building but also highly problematic and, in any case, involves a relational identity change. Learning in this dual position means that the fathers cannot act entirely as a coaches and disregard or override their parental position.

The authors of the article with reference to the discussions about the status of knowledge in the postmodernism discourse and the "crisis of the intellectual" presented in the works by J.F. Lyotard and Z. Bauman, consider these issues in the context of other social challenges. Interpreting the conducted empirical research results, the research also focuses on the multidisciplinary theoretical analysis of philosophical, psychological and pedagogical literature. The authors note that in the absence of metanarratives, the phenomenon of intellectuals and intellectual work is transformed: postmodern epistemology has changed the opportunities of mass education about how things should stand / what to have / how to act into the multiple / polyphonic / variable / fragmentary / collage dissemination of knowledge. As an argument in the "crisis of intellectuals" discussion, the authors analyze the educators` need and motivation sphere emphasizing constant knowledge enhancement to be a priority for them, which logically affects professional identity reconstruction carried out through self-reference. The paper presents an opinion that intellectuals lack self-perception as a reference social group. We conclude that in the information society, public interaction with the media affecting the reconsideration of the intellectual`s role and status serves as a basis for their legitimation. The results of the conducted survey enable us to conclude that raising educators` intellectual level affects their competences in professional practices. The status of the intellectual-educator is legitimized by their activity in training sessions, discussions, meet-ups and other events. The study presents an algorithm for constructing the intellectual-educator in the conditions of social reality challenges. The research substantiates demand for the intellectual-educator who is IT literate, capable of professional reflection, open to change, motivated for continuous self-development, ready for the reconstruction of professional identity from a knowledge transmitter to an erudite, a creative coach, a supervisor and a moderator.

Purpose – The purpose of this paper is to build knowledge around the use of coaching to develop teachers’ professional practice in schools. It surfaces insider perspectives of teachers and school leaders in one Australian school, during the development of a model for teacher growth, which used a combination of cognitive coaching and the Danielson Framework for Teaching. Design/methodology/approach – A narrative approach to interview data were used to examine the perspectives of 14 educators – teachers and school leaders – involved in the implementation of a school-based cognitive coaching model. Findings – This study found that being a coach is an empowering and identity-shaping experience, that coaching for empowerment and capacity building benefits from a non-hierarchical relationship, and that coaching can be enhanced by the use of additional tools and approaches. Implementing a school-based cognitive coaching model, in conjunction with the Danielson Framework for Teaching, can have unexpected impacts on individuals, relationships, and organizations. As described by a participant, these butterfly effects can be non-linear, like “oil in water.” Originality/value – In examining teacher and school leader perceptions of a coaching model that trusts teachers’ capacity to grow, this paper shows what coaching and being coached can look like in context and in action. It reveals that cognitive coaching and the Danielson Framework for Teaching can be congruent tools for positive teacher and organizational growth, requiring a slow bottom-up approach to change, an organizational culture of trust, and coaching relationships free from judgment or power inequity. It additionally shows that the combination of being a coach, and also being coached, can facilitate empowerment, professional growth, and changes in belief and practice.

Purpose: The purpose of this study conveys the continuity of leadership in the organization. This is by ensuring that the outgoing leaders who are mentors ensure that upcoming leaders who are mentees would continue with the smooth running of the organization. Mentoring is a holistic concept related to corporate development, personal enhancement, and professional improvement. Methodology: This study utilized a descriptive research design and reviewed available literature by reviewing two major types of mentoring, first the career coach and professional helper mentorship, Secondly, psychological mentoring gives personal and cognitive aspects. Findings: The study found out that these types of mentorships aim at establishing an understanding of a company's operations such as political and cultural organizational aspects and individual support, improving confidence, seeking professional identity, and role modeling. This leads to a model that would help the mentor who is an all-around individual to instill various skills and knowledge on a mentee to improve their general performance. Unique Contribution to Theory, Practice and Policy: This study recommends mentorship be used in any organization as a leadership model to keep the organizational momentum and maintain its status quo. The government and policymakers could document the use of mentorship as a policy for smooth running of institutions to avoid waste of resources and misuse of power to those in leadership as they will be responsible to mentor others. Researchers could deep deeper into this area to add knowledge and filled the gap of poor leadership.

Coach development, coach development programmes are conducted to change coach behavior in a specific domain. To facilitate understanding of this growing field, the current synthesis review of coaching literature was conducted to generate classifications of coach development programme types. To identify coach development programmes described within academic research, a supplemental search of an earlier systematic review was conducted. In addition, a broad Internet search was used to identify publically available descriptions of coach development programmes. After extracting information describing the resulting 285 coach development programmes, the research team distinguished 16 coach development programme domains of focus, classified within professional, interpersonal, or intrapersonal domains. Five organizational contexts were also identified in relation to “where” and “why” coach development programmes were conducted, and the coaching context and mode of delivery were also classified. As an effort to bridge applied and empirical realms, the continued use and development of these classifications will facilitate the further progress and synthesis of coach development literature.

Les gènes NODULE-ROOT de Medicago truncatula, BLADE-ON-PETIOLE d’Arabidopsis thaliana et COCHLEATA de Pisum sativum font partie d'un clade spécifique NOOT-BOP-COCH-LIKE1 (NBCL1) hautement conservé et qui appartient à la famille de gènes NON-EXPRESSOR OF PATHOGENESIS RELATED PROTEIN1 LIKE. Chez les légumineuses, les membres du clade NBCL1 sont connus comme les principaux régulateurs de l'identité des organes symbiotiques (nodules). Les membres du clade NBCL2 (MtNOOT2) jouent également un rôle clé dans l'établissement et le maintien de l'identité de l’organe symbiotique, en redondance avec les gènes NBCL1. Il a également été démontré que ces gènes végétaux NBCL sont impliqués dans l'abscission. Les gènes NBCL sont également conservés chez les plantes monocotylédones chez lesquelles ils contrôlent différents aspects du développement. Ce travail de thèse vise à mieux comprendre les rôles des gènes NBCL1 et NBCL2 dans le développement des plantes légumineuses et chez Brachypodium et à découvrir de nouveaux acteurs moléculaires impliqués dans la régulation de l'identité des nodules dépendante de NBCL1, en utilisant de nouveaux mutants d'insertion TILLING et Tnt1 chez deux espèces de légumineuses (Medicago et Pisum). En outre, nous avons utilisé les mutations KO CRISPR chez Brachypodium pour mieux comprendre leur rôle chez les plantes monocotylédones. Ce travail de thèse a permis d'élucider les nouvelles fonctions des gènes NBCL1 dans le développement des tiges et l'architecture des plantes. Nous avons également révélé que les membres du clade NBCL2, spécifique aux légumineuses, fonctionnent de manière redondante avec le clade NBCL1 et jouent des rôles importants dans le développement des feuilles, des stipules, des inflorescences et des fleurs. De plus, nous avons montré un rôle dans le développement, l'établissement et le maintien de l'identité des nodosités, et par conséquent dans le succès et l'efficacité de l'association symbiotique. Dans cette thèse, nous avons également exploré les rôles des gènes NBCL BdUNICULME4 et BdLAXATUM-A, dans le développement de B. distachyon à l'aide de doubles mutants. Nous avons confirmé les résultats précédents et révélé une nouvelle fonction pour ces deux gènes dans l'architecture des plantes, la formation des ligules et des inflorescences, ainsi que dans la teneur en lignine. Ce travail de thèse a finalement permis l'identification et la caractérisation de nouveaux mutants pour les gènes de M. truncatula ALOG (Arabidopsis LSH1 et Oryza G1). Les protéines ALOG sont des partenaires d'interaction potentiels pour les NBCLs. Nous avons montré que certains membres ALOG jouent un rôle important dans le développement des nodules et des organes aériens. Dans l'ensemble, ce travail de thèse suggère qu'au cours de l'évolution, le programme de développement des nodules a été recruté à partir de programmes de régulation préexistants pour le développement et l'identité des nodosités
The Medicago truncatula NODULE-ROOT, the Arabidopsis thaliana BLADE-ON-PETIOLE, and the Pisum sativum COCHLEATA genes are members of a highly conserved NOOT-BOP-COCH-LIKE1 (NBCL1) specific clade that belongs to the NON-EXPRESSOR OF PATHOGENESIS RELATED PROTEIN1 LIKE gene family. In legumes, the members of this NBCL1 clade are known as key regulators of the symbiotic organ identity. The members of the NBCL2 clade (MtNOOT2) also play a key role in the establishment and maintenance of the symbiotic nodule identity, redundantly with NBCL1 while without significant phenotype alone. These NBCL plant genes were also shown to be involved in abscission. In addition, NBCL genes are also conserved in monocotyledon plants in which they also control different aspects of development. The present thesis work aims to better understand the roles of the NBCL1 and NBCL2 genes in development in both legume and Brachypodium plants and to discover new molecular actors involved in the NBCL1-dependent regulation of the nodule identity using novel TILLING and Tnt1 insertional mutants in two legume species, Medicago, and Pisum. In addition we used CRISPR knock-out mutations in Brachypodium to better understand their roles in monocotyledon plants. This thesis work unraveled new functions of the NBCL1 genes in plant shoot development and plant architecture. We also revealed that the members of the legume-specific NBCL2 redundantly function with NBCL1 sub-clade and play important roles in leaf, stipule, inflorescence and flower development. In addition we showed a role in nodule development, identity establishment and maintenance, and consequently in the success and efficiency of the symbiotic association. In this thesis, we also explored the roles of the highly conserved NBCL genes, BdUNICULME4 and BdLAXATUM-A, in the development of B. distachyon using double mutants. We confirmed previous results and reveal a new function for these two genes in plant architecture, ligule and inflorescence formation, and also lignin content. This thesis work has finally allowed the identification and the characterization of new mutants for M. truncatula ALOG (Arabidopsis LSH1 and Oryza G1) genes. ALOG proteins are potential interacting partners for NBCL. We showed that some ALOG members play important roles in nodule and aerial organ development. Altogether, this thesis work suggests that during evolution, the nodule developmental program was recruited from pre-existing regulatory programs for nodule development and identity

L’association symbiotique entre les légumineuses et les rhizobia aboutit à la formation de la nodosité fixatrice d’azote. Cet organe symbiotique généré de-novo permet l’hébergement intracellulaire des rhizobia qui, grâce à leurs activités nitrogénase,réduisent l’azote atmosphérique en ammonium, une forme de l’azote directement assimilable par la plante hôte.Les mécanismes moléculaires sous-jacents à la reconnaissance entre les deux partenaires symbiotiques, au processus d’infection et à l’organogénèse de la nodosité sont bien décrits, cependantl’établissement et la maintenance de l’identité de cet unique organe souterrain restent incompris.Les gènes NODULE-ROOT de Medicago truncatula, BLADEON-PETIOLE d’Arabidopsis thaliana et COCHLEATA de Pisumsativum sont membres du clade spécifique très conservé NOOTBOP-COCH-LIKE1 (NBCL1) qui fait partie de la famille des gènesNON-EXPRESSOR OF PATHOGENESIS RELATED PROTEIN1-LIKE. Chez les légumineuses, les membres de ce clade NBCL1 sont connus comme étant des régulateurs clés de l’identité de l’organe symbiotique.Mon travail de thèse a eu pour but d’améliorer la compréhension des rôles des gènes NBCL1, à la fois chez des espèces formant des nodosités indéterminées et déterminées, ainsi que de découvrir de nouveaux acteurs moléculaires impliqués dans l’identité de la nodosité dont la régulation est dépendante des gènesNBCL1, essentiellement par l’utilisation de mutants TILLING, Tnt1et LORE1 originaux chez trois espèces de légumineuses: la luzerne tronquée, le petit pois et le lotier.Ce travail rapporte essentiellement l’identification et la caractérisation de nouveaux mutants affectés dans des gènes qui font partie d’un second sous-clade NBCL2 spécifique des légumineuses.Nous avons révélé que les membres de ce sous-clade spécifique des légumineuses NBCL2 jouent d’importants rôles dans le développement de la nodosité, dans l’établissement et la maintenance de l’identité de la nodosité et par conséquence dans le succès et l’efficacité de l’association symbiotique.Ce travail suggère aussi qu’au cours de l’évolution, le programme de développement de la nodosité a recruté des mécanismes de régulations préexistants afin de réguler le développement de la nodosité et son identité, tel que le module de régulation impliquant des interactions entre des protéines NBCL et des facteurs de transcriptions basic leucine zipper de type TGACG. Nous avons identifié le facteur de transcription MtPERIANTHIA-LIKE, comme un premier partenaire protéique interagissant avec des protéines NBLC dans un contexte de nodosité symbiotique. Les gènes NBCL sont aussi impliqués dans les réseaux de régulations qui contrôlent le développement et le déterminisme de nombreux organes végétatifs et reproductifs aériens et sont également impliqués dans la capacité d’abscission de ces organes.Finalement, ce travail thèse a eu pour objectif d’explorer les rôles de ces gènes NBCL très conservés, dans le développement de la graminée non-domestiquée, Brachypodium distachyon
The symbiotic interaction between legumes andrhizobia results in the formation of a symbiotic nitrogen fixingnodule.This de-novo generated symbiotic organ allows the intracellularaccommodation of the rhizobia which reduces through theirnitrogenase activity the atmospheric nitrogen in ammonium, anitrogen form usable by the host plant.The molecular mechanisms underlying the symbiotic partnersrecognition, the infection process and the nodule organogenesis arewell described, however the identity establishment and maintenanceof this unique underground organ remain mis-understood.The Medicago truncatula NODULE-ROOT, the Arabidopsisthaliana BLADE-ON-PETIOLE and the Pisum sativumCOCHLEATA genes are members of a highly conserved NOOTBOP-COCH-LIKE1 (NBCL1) specific clade that belongs to theNON-EXPRESSOR OF PATHOGENESIS RELATED PROTEIN1-LIKE gene family. In legumes, the members of this NBCL1 cladeare known as key regulators of the symbiotic nodule identity.The present thesis work aims to better understand the roles of theNBCL1 genes, in both indeterminate and determinate nodule formingspecies and to discover new molecular actors involved in theNBCL1-dependent regulation of the nodule identity essentially usingnovel TILLING, Tnt1 and LORE1 insertional mutants in three legumespecies, Medicago, Pisum and Lotus.This thesis work has allowed the identification and thecharacterization of new mutants for genes belonging to a secondarylegume-specific NBCL2 sub-clade. We revealed that the members ofthis legume-specific NBCL2 sub-clade play important roles in noduledevelopment, identity establishment and maintenance, andconsequently in the success and in the efficiency of the symbioticassociation.This thesis work also shows that during evolution, the noduledevelopmental program has recruited pre-existing regulatorymechanisms for the nodule development and identity, such as theregulatory module involving interactions between NBCL proteins andTGACG type basic leucine zipper transcription factors. We identifiedthe transcription factor, MtPERIANTHIA-LIKE, as a first interactingpartner of NBCL proteins in a context of root nodule symbiosis.NBCL genes are also involved in the regulatory networks thatcontrol the development and the determinacy of many abovegroundvegetative and reproductive organs and were also shown as involvedin their abscission ability.In this thesis we also explored the roles of these highly conservedNBCL genes in the development of the non-domesticated grass,Brachypodium distachyon

Objectives: There has only been a limited amount of research exploring coach identity; thus, the understanding of determinants of coach identity remains limited. Scales to measure coach identity to date have been narrowly focused on the prominence and emotions that coaches attribute to their role. Therefore, the first aim of this thesis was to explore the factors that contribute to the strength and development of coach identity with consideration of all aspects of a coach’s career. Furthermore, the thesis aimed to develop a coach identity scale that can measure the multidimensional aspects of coaching and examine the psychometric properties of the scale. Procedures: In-depth, semi-structured interviews were conducted with seven expert coaches, exploring the factors that helped them develop their identity and sense of being a coach. In the next phase, to develop a survey, the determinants of coach identity obtained from the first study were used to generate a pool of items for a coach identity scale. The items were then reviewed by six academic experts to assess the content validity of the items. Five expert coaches then evaluated the technical quality of the scale. The items that were identified to have an issue by two or more coaches were modified. In the last phase, the psychometric properties of the scale were assessed using a sample of 216 coaches. The Coach Identity Prominence Scale (Pope & Hall, 2014a) was completed to assess convergent validity, and the Patient Health Questionnaire (PHQ-9) (Kroenke et al., 2001) was completed to explore discriminant validity. Two weeks after the completion of the first survey, the coaches were contacted via Qualtrics with a request to complete the Coach Identity Development Scale (CIDS) a second time to assess test-retest reliability. Data Analysis: The interview data were analysed using an inductive thematic analysis to identify the themes and patterns related to the development of coach identity. The content validity of the items was analysed by an examination of frequencies of reviewers that 3 agreed on each item being quite relevant (3) or highly relevant (4). In addition, the technical quality of the scale was measured by considering the frequencies of an issue being identified for each item. In the third study, the discriminant and convergent validity test, the test-retest reliability of the scale was analysed using Pearson’ correlations. The factor structure of the scale was analysed using exploratory factor analysis. Results: Personal, social, environmental and career factors play a role in the development of coach identity. Based on this, an item pool of 28 items was generated for the scale. The critical analysis of the items by the academic researchers and expert coaches led some items to be modified, some added, and some removed, with a final item pool of 28 items with content validity. The final study showed support for the convergent and discriminant validity, overall internal consistency and test-retest reliability of the scale. The results on exploratory factor yielded a six-factor solution, indicating that coach identity contains six factors, including socio-personal development, social recognition, life coaching, coach success, coach learning and coach motivation. Conclusions: Coach identity is multidimensional, and various factors play a role in the maintenance and development of coaches’ identity. This finding is consistent with the complex and multidimensional nature of a coaching career. The CIDS shows adequate psychometric properties and may enable further research into coach identity and its correlates.

Speaking from her position as a voice and text coach of OSF’s bilingual production of La Comedia of Errors, Micha Espinosa’s chapter discusses her experiences as they pertain to her on-going research interests in identity development, language acquisition, and shame. The production of Shakespeare, which fully embraced the spectrum of Latinx identity and language, allowed Espinosa’s bilingual identity to be seen in a way she had previously never encountered despite working professionally in the field for over two decades. Throughout her career of teaching bilingual/bicultural workshops, working, and researching the experiences of Latinx actors, Espinosa has witnessed how both second-language learners of English and Spanish struggle with the debilitating effects of shame and shame memory when it comes to working in different languages. Indeed, language ability is deeply tied to one’s identity, a fact that is evidenced in La Comedia of Errors. As this chapter details, working on a bilingual production of Shakespeare in a fully-supportive environment built on inclusion can be transformative for Latinx actors who have become accustomed to feeling shame surrounding their linguistic identities and abilities.

Coaching has been recognized as a valuable developmental approach in the field of leadership development, able to support aspiring leaders to attain their personal and professional goals, as well as support their teams in a rapidly changing, increasingly uncertain, and complex business environment. Coaching programs have the potential to support the creation of culture norms that can better support optimal working attitudes and behaviors, contributing to improved performance through evolved leadership capacity. However, the use of leadership coaching in the experience economy, and specifically the tourism and hospitality industries, is mostly unreported. In a case study of coaching tourism and hospitality managers and educators in Vietnam, the intentional change theory was used to support the development of coaching behaviors. The program learning evidence from a six-week long coaching program showed that those participants who aspire to become effective leaders can engage in coaching behaviors through leadership identity, engagement in intentional leadership development, and through more mindful and collaborative actions. This chapter presents a starting point for other “leader as coach” programs, advancing the field of evidence-based tourism and hospitality leadership development. Theoretical and practical implications are also discussed.

The aim of the work presented in this article was to develop a conceptual model for behavior change progress, which could be used for automated assessment of reasons for progress or non-progress. The model was developed based on theories for behavior change, and evaluated by domain experts. The information models of two prototype systems of a digital coach under development for preventing cardio-vascular diseases and stress respectively, were evaluated by comparing the content of the prototypes with concepts in the model. The conceptual model was found useful as instrument to evaluate to what extent the prototypes are based in theories for behavior change, whether some vital information is missing, and to identify mechanisms for short and long time goal setting. Moreover, the connection between the ontology underpinning the prototypes and the conceptual model could be defined. Future work includes the integration of the conceptual model to function as a meta-ontology, which could be used for capturing causal relationships between information collected by the applications at baseline and at runtime.

This paper presents a real-world application of Root Cause Analysis methods that were applied to analyze and resolve a side door problem that was occurring on a particular fleet of coach cars operated by Amtrak. The foundation of a Root Cause Analysis program is a disciplined engineering process designed to identify physical, human and latent roots of chronic or sporadic problems. This paper presents the engineering challenges encountered while conducting root cause analysis of a complex coach car side doors problem. The coach car side doors system exhibited undesirable characteristics when in service. Mechanical staff received multiple reports that during station stops all of the open side doors would unexpectedly close even though the train speed was at zero. During this unexpected side door closing sequence all of the obstacle detection systems were disabled presenting a potential hazard to the traveling public. The side doors Root Cause Analysis team found the Physical Root cause of failure to be located in the door system software code — a finding that was never suspected following years of trouble with the side doors. As a result of this finding, the door manufacturer corrected the software and issued revised software to be installed fleet-wide. The Human and Latent Root causes were addressed through the development of a standard operating procedure and training for conductors and crew on the proper operation of side doors. The Root Cause Analysis method proved to be a powerful and productive process for achieving a solution to a chronic passenger side door problem.