Evaluating the effectiveness of ergonomics application

The effectiveness of ergonomics application is achieved in the course of this research by reviewing ergonomics literature, Internet searches and case studies of a number of work related musculoskeletal disorders (WMSD's) and other ergonomic related workplace incidence rate. The results of ergonomic intervention control measures such as engineering controls, administrative controls and personnel protective equipment were also studied. The findings in this paper may help to development model for analysing and solving ergonomic problems in the workplace. It concludes on the need for management to support ergonomics intervention programme for effective cost saving, litigation avoidance and better productivity.     

Cognitive ergonomics and production information systems under the gaze of interdisciplinary design or industrial design

The core of this work involves the study of cognitive ergonomics and production of Information Systems under the interdisciplinary of the Design or Industrial Design. It is assumed that in the dynamics of human and the systems, mediated by systematic technology, there are constant changes in social perceptions, that alter the shape of the subject dealing with the real world, concrete, adopting a pseudo-idea of the evolutionary process. Attentive to the interdisciplinary and transdisciplinary groups as agents of this process, points to the danger of the emergence of the myth of innovation as a solver of social problems and suggests new ergonomics as a contributor in a different way of thinking the humanization beyond of the XXI century.     

The challenges of inclusive education in Lebanon

This article reports on a study conducted in Lebanon by four non-governmental organizations, primarily on the topic of inclusion of people with disabilities in education, with a secondary focus on inclusion in employment. This article reports on some of the findings of the assessment process that was four months in duration and aimed, through interviews and focus groups, to identify available information, current policies and legislation, main stakeholders and existing programmes. Findings of the assessment generated themes that are unique to each of the two groups: parents and children, and educators. However, there are some common themes, such as a perceived need for raising awareness on disability issues and a perceived lack of adequate teacher training. The article concludes by arguing for change efforts on various levels to support inclusion: awareness-raising; policy change; capacity-building; and community-building.     

Office ergonomics education: a comparison of traditional and participatory methods

Health and safety literature stresses the value of programs aimed at preventing musculoskeletal injuries. The concepts of empowerment learning are often recommended as guidelines for worker education yet these approaches are largely untested. The present study compares the traditional approach involving lecture and discussion with a participatory method. A sample of 102 participants employed at a centralized reservation facility was used. Participants were randomly assigned to either the traditional education group or the participatory education group. Data collection utilized surveys completed by study participants and observational checklists completed by a trained observer. Data were collected prior to intervention and at approximately 3, 6, and 12 months post intervention. Results of data analysis provide no evidence that participatory methods are more effective than traditional methods in encouraging workers to position their work equipment correctly or to maintain good working postures to prevent musculoskeletal injuries.     

The challenges of mathematics education for Indigenous teacher training

In this article, I outline research carried out on in an Ethnomathematics course designed to train Indigenous teachers in Costa Rica, in which the following ethnic groups participated: Ngabes, Bribris, and Cabecares. The challenge is to develop a mathematical education that provides equitable conditions for the different groups within innovative curricular proposals. This research is based on the construct of ‘Cultural Mathematical Knowledge' which serves to describe intrinsic characteristics of socially differentiated groups and thus propose a model for teacher education. The design of the course incorporates an empirical base, a theoretical base, and a methodological base. It is a multicultural and multidisciplinary proposal based on Indigenous mathematics and on the ideas of mathematical enculturation, to be developed through curricular microprojects in Indigenous schools. The course promotes preparing the teacher as a researcher to shape him or herself mathematically, as someone who carries out appropriate educational actions in an academic environment in accordance with an ethnolinguistic reality, a cultural worldview, and awareness of the potential of the students of Indigenous schools.     

The importance of ergonomics in the design conceptual process: Daciano da Costa - a case study on practicing and teaching

This paper, which stems from a developing research project, aims to disseminate among the international scientific community the thought of Daciano da Costa (1930-2005) given the importance he conferred to Ergonomics, throughout his teaching career and his professional practice as a reference figure in the Design of the twentieth century in Portugal. We focus on the important role played by Ergonomics within the conceptual Design process, through the case study Daciano da Costa.What Daciano brought to the practice and teaching was a modernization of processes, a new perspective on the emerging themes of design, like ergonomics. Daciano believed that designing was providing a service. This task was understood as the building of a relationship with users. One of his distinguished features was the particular attention he paid to the unique aspects of the scale of proximity: the scale of the hand, of the immediate gesture, of the body. As a professor he insisted not so much on the end product, but rather on the recognition of the research process and how it was conducted. When designing, developing and supervising the exercises he set, ergonomic factors were one of his main concerns.     

Future challenges for parenting education and support

The authors of this special edition of Child Welfare have shared current shifts in perspective about parenting and parenting education that are raising some interesting challenges. We will first briefly review the shifts identified in the articles presented here. Second, we will raise questions about the implications of these shifts for the field of parenting education.     

The concept of contradiction in ergonomics practice

The present communication deals with the methodology of the ergonomics field intervention process. It proposes an operationalized version of work analysis in terms of contradictions. The aim is to demonstrate that such a dialectic tool and method of representation may assist the ergonomist to frame the essence of a work activity in practical terms, swiftly and in a manner that preserves its multifaceted unity. The proposed method is inspired by two theoretical constructs (i) contradiction as used in Cultural Historical Activity Theory and (ii) regulation, as developed and used by the francophone tradition of ergonomics of activity. Two brief examples of its use are presented and a discussion is made on further developments and possible pitfalls.     

Outcomes of an interdisciplinary study abroad course: learning Spanish and multicultural education concurrently

This study reports the outcomes of undergraduate students completing a pilot Interdisciplinary Intensive Course Abroad (IICA) with a service learning component. The IICA model is comprised of a three-part sequence of study that includes a seven-week course on campus, followed by three weeks of study abroad, and a summative seven-week course back on campus. The additional summative component gives students the opportunity to bring together their newly acquired knowledge and skills, and to reflect on how to integrate these experiences in their future. The sequence integrates discipline-specific content studies with foreign language classes, and grounds them with a study abroad experience. A mixed-method design was used to measure students’ development of language skills, understanding of multicultural education concepts, and intercultural skills. Primary data sources were pre/post-assessments, student field notes and reflections, and a post-course survey. Results indicated that students gained confidence in their Spanish skills and were likely to enroll in further Spanish courses, their ability to define multicultural education concepts increased, and service learning, homestays abroad, and their time in an indigenous reservation contributed to development of intercultural skills.     

The teaching case conference as a method of practice education and training

The teaching case conference is suggested as one means of meeting the problem of the dependency of practice training on the quality of the practice placement. Some of the learning opportunities which these conferences provide are described, including the development of a capacity for collaborative work and for a multi-factorial approach. Examples are given of different methods of organizing the conferences and providing the teaching/facilitation of learning. Collaboration between management and education is regarded as important.     

Complexity of process and role in the evaluation of an interdisciplinary mental health education program: The deacon's masterpiece

Research and literature on program evaluation must attend to problems of application, which can have major effect on the outcome. Increasing numbers of innovative, multifaceted programs operating in complex settings are presenting for evaluation. Evaluation process must become flexible, creative, and multifaceted in order to produce valid and comprehensive results, and to meet the needs of this field. Evaluators and evaluation, the evaluated program, and the environment become a mutually interacting system in the process of evaluation. Evaluation goals and roles must be conceptualized, agreed upon, sanctioned, and appropriately implemented or conflict and ineffectiveness will result. Three models of evaluation emerge: objective and independent, objective but serving one interest, and pseudo-scientific public relations. Evaluation of an interdisciplinary mental health education program illustrates these issues. Evaluation technology, process, and roles must all be attended to or the weak link undermines the rest.     

Exploring challenges and lessons learned in cross-cultural environmental education research

The field of environmental education (EE) has been criticized for scarcity of research findings that can be used to compare the approaches and outcomes of various interventions and contexts. This is particularly problematic for EE programs that are implemented across multi-cultural settings because very little academic attention has been devoted to cross-cultural EE research methods. Intending to address this gap, we set out to develop and pilot a pre/post survey in Costa Rica that could help us investigate the impacts of a bird-focused curriculum on Latin American children’s knowledge, attitudes, behavioral intentions, and behaviors toward birds and the natural world. This article describes the challenges encountered and subsequent adaptations made throughout our ongoing, iterative survey development process, in order to appropriately address language, sociocultural context, audience, and research-to-practice tensions. We present key lessons learned, including the importance of having strong local partners, the need to create a realistic research timetable that accounts for unique challenges involved in undertaking cross-cultural EE research, and the limitations of quantitative methods in this sort of research.     

The amount of ergonomics and user involvement in 151 design processes

Ergonomics, usability and user-centered design are terms that are well known among designers. Yet, products often seem to fail to meet the users' needs, resulting in a gap between expected and experienced usability. To understand the possible causes of this gap the actions taken by the designer during the design process are studied in this paper. This can show whether and how certain actions influence the user-friendliness of the design products. The aim of this research was to understand whether ergonomic principles and methods are included in the design process, whether users are involved in this process and whether the experience of the designer (in ergonomics/user involvement) has an effect on the end product usability. In this study the design processes of 151 tangible products of students in design were analyzed. It showed that in 75% of the cases some ergonomic principles were applied. User involvement was performed in only 1/3 of the design cases. Hardly any correlation was found between the designers' experience in ergonomic principles and the way they applied it and no correlations were found between the designers' experience in user involvement and the users' involvement in the design process.