An online learning course in Ergonomics

For the past two years, the Department of Occupational Therapy at the University of Haifa has offered an online course to third year occupational therapists on the topic of Ergonomics for Health Care Professionals. The development and implementation of this course was funded by the Israeli Ministry of Education. Unique teaching materials, developed and uploaded to the University's server via "High Learn", included interactive and self-directed documents containing graphics, animations, and video clips. Extensive use was made of the discussion forum and survey tools, and students submitted all assignments online. For the final topic, an expert in ergonomics from Boston University delivered a lecture via two-way videoconferencing. The course site included comprehensive library listings in which all bibliographic materials were made available online. Students accessed course materials at the University in a computer classroom and at home via modem. In an accompanying research study, the frequency of student usage of the various online tools was tracked and extensive data were collected via questionnaires documenting students' demographic background, preferred learning style, prior usage of technology, satisfaction with the course and academic achievement. This paper focuses on the results of the research study that examined how the students responded to and coped with teaching material presented and accessed in this format.     

When Passion Leads to Problematic Outcomes: A Look at Gambling

Vallerand et al. (2003) have proposed that individuals can have two distinct types of passion toward an activity. Harmonious passion, an internal force leading one to choose to engage in the activity, is proposed to be associated with positive consequences. Obsessive passion, an internal pressure forcing one to engage in an activity, is posited to be associated with negative consequences. The present study sought to determine the role of the two types of passion in various cognitive and affective states associated with dependence and problems with gambling. Participants (n = 412) were recruited at the Montréal Casino and given a questionnaire measuring passion toward gambling, as well as consequences associated with dependence and problem gambling. Results showed that obsessive passion for gambling predicted poorer vitality and concentration in daily tasks, as well as increased rumination, anxiety, negative mood, guilt, and problem gambling. These relations were not found for harmonious passion for gambling. Results are discussed in light of the motivational approach to passion (Vallerand et al., 2003).     

After the fall: a conflict management program to foster open society

A conflict management program developed to support the transition from a closed to open society in postcommunist eastern and central Europe focuses on the future leaders of this region: adolescents.     

Processes of adjustment in organized out-of-school activities: opportunities and risks

Participation in organized out-of-school activities leads to long-term psychosocial and educational benefits for young people. Now we're learning which features of these activities best support individual children.     

Simulation for the complex Bingham distribution

The complex Bingham distribution is relevant for the shape analysis of landmark data in two dimensions. In this paper it is shown that the problem of simulating from this distribution reduces to simulation from a truncated multivariate exponential distribution. Several simulation methods are described and their efficiencies are compared.     

Nonverbal cues employed in discriminating between disabled persons and actors

Undergraduate subjects were seen to accurately discriminate between simulating actors and genuinely disabled males confined to wheelchairs. Judgments were based on skill in manipulating the wheelchair, poorer muscular development of the disabled, and on appearance of clothing. Implications for research on the disabled employing actors was discussed.This study was supported by a grant from the York University Faculty of Arts awarded to the first two authors. The project was performed as the third author's Honours thesis. The authors wish to thank all participants for their cooperation and assistance in making this research possible. The authors also wish to thank Gail Kenyon, Coordinator of the Centre for Handicapped Students who helped recruit participants for the videotaping and to Lucie Cantrell, Executive Officer of the York University Counselling and Development Centre who arranged for the use of the Centre's facilities and equipment.