Level three research builds on level two facts by providing state-of-the-art facts or knowledge that could impact an important decision being made at level four, which is discussed in more detail later. Level three is where research laboratories and doctoral level professors at universities provide new and unique facts that are not otherwise available. Level three knowledge can be used in a level four decision or solution process, but it is not adequate on its own merits to solve a complex scientific, engineering, or societal problem.
It is important to understand that expertise at level three does not imply expertise at level four. Level three knowledge normally is associated with a relevant doctoral degree and with little (or very narrow) practical general experience. In many instances, an individual who has devoted enough time and energy focused on a narrow topic so as to be able to perform effectively at its state-of-the-art level is unlikely to perform successfully the much broader fact integration and leadership tasks found at level four.
Since level three research includes very poor or negligible interfaces with other topically relevant systems, individuals who are focused at level three may not be as aware of real-world interfaces with other topics or systems. This is not to say that it is not possible, but with increased levels of technology comes an increased need for specialization. Level three knowledge could produce a new radar system that might help to prevent airplane crashes, but it would only provide a portion of the information needed to make a good, overall decision regarding risk issues or the viability of system production and use relative to other options. Likewise, the technicians and scientists that developed the radar design would not necessarily have the experience or the right skills needed to work on the overall risk and viability problems. Other level three sources would likely be needed to develop state-of-the-art information in other topical areas, all of which is integrated at level four.
The importance of understanding level three limitations can not be over emphasized. In our technical society, we have a natural inclination to value depth of technical knowledge and experience over breadth of technical knowledge and experience. Each of these has its role, and Technidigm-2000 defines each role. In-context (fifth dimension) solutions and the related interfaces are far more apparent when an issue is dealt with in its broadest context, something that requires a balance of breadth and depth.
An example of the limits of level three knowledge is that nuclear physicists (a narrow technical discipline) do not necessarily have the experience and knowledge to make an in-context decision on the safety of a nuclear power plant. A nuclear physicist simply does not have the design capability of a nuclear engineer or the operational capability of a nuclear plant operator. Thus, the nuclear physicist will focus more on the potential nuclear fission radiation hazards than on the many layers of design and operational protections that are in place to optimize nuclear power plant safety. Nevertheless, the nuclear engineer and operator depend a great deal on the technical insights of the nuclear physicist, as those insights relate to the practical aspects of ensuring nuclear power plant safety.
It is conceivable that some level three individuals could also acquire expertise in all of the applicable areas needed to perform well in level four leadership roles. However, due to their narrow scope of experience, many highly respected technologists would be counter productive in such a role. The result of the news media and others going to level three researchers for level four answers, most often are level one opinions.
If an individual were able to master the three basic nuclear plant areas of knowledge (physics, design, and operation), then that individual would be more level-three capable in the topical area of nuclear plant safety. That individual would probably not be a level three nuclear physicist conducting state-of-the-art research. There just is not enough time and energy in most of our lives to be an expert in a narrow area of advanced science or technology and still have acquired the broader credentials and experience needed to place that technology into its proper context relative to the rest of the world.
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