Cognitive-ergonomics and instructional aspects of e-learning courses

This paper presents an analysis of cognitive-ergonomic aspects of e-learning courses, offered by an organism from Brazilian Public Administration. The Cognitive Ergonomic studies conductive and cognitive aspects concerning to the relation between human, physics elements and social elements of the work space. From that usability aspects were evaluated by these points: i) visualization; ii) text comprehension lecture; iii) memory; iv) interface; v) instructional design; and vi) attention and learning. That survey is characterized as having been applied using the following techniques: (1) bibliographic survey, (2) field survey and (3) analysis of the documents. It was chosen the semi-structured questionnaire as the main method of data collection. About the interacting with artifacts, the interface of the courses is classified as direct engagement, because it allows the user to get the feeling that acts directly on the objects. Although the courses are well-structured they have flaws that will be discussed below. Even with these problems, the courses have a good degree of usability.     

The use software ERGOSHOW in the education of health and safety at work to regardin the safety to children

It is believed that health and safety of workers should be worked with children and early teenagers, the perspective that adults are more aware of these issues by providing them with health and quality of life in their daily lives, this is want the ERGOSHOW. The choice of media means for transmitting content of Ergonomics, Health and Safety (OSH) is justified because of the great popularity of computer games are among the public of the study, thereby providing a greater assimilation of the content worked. Therefore, the aim of this study was to work with OSH issues related to children between 08 and 12 years old, city of, State of Minas Gerais, Brazil. To achieve this we used the software ERGOSHOW, quizzes, and lecture. One can see that the use of multimedia tools in the learning, especially when considering the reports of mothers according to the different behavior of children after the development of activities, such as parents in correcting posture in relation to computer use.     

Let’s go out for a drink after work! The relation between leisure time spent with colleagues and employees’ life satisfaction

Despite the tremendous research studying the factors that influence employees’ well-being, the effect of what happens when leisure time is spent with colleagues remains yet unexamined. Building on the Conversation of Resource Theory, we propose that leisure time spent with colleagues could be understood as a resource, especially for those individuals who have few friends at their workplace. In a cross-sectional design, 136 university employees provided information about the number of friends they have at work, the amount of leisure time spent with befriended colleagues, and their life satisfaction. Results suggest that a larger network of friends at work is positively associated with life satisfaction. Furthermore, the effect of the number of friends at work on life satisfaction is moderated by the amount of leisure time spent with befriended colleagues. Employees who have few friends at work report more life satisfaction, if they spend more leisure time with befriended colleagues, whereas such an effect was not found for employees with a large friend network at work. These results are placed into the context of current discussions about work-life-blending.     

Shaping the societal impacts of engineering sciences: a reflection on the role of public funding agencies

There is a growing public policy interest in responsible innovation, which implies an enforcement of interdisciplinary communication between the engineering sciences and the social sciences or humanities anticipating and assessing the societal impacts of engineering research. This article focuses on an innovative brand of ethical technology assessment (TA), which offers (1) an initial interpretive framework for understanding what “societal impacts” are within a good life perspective to ethics and (2) a broad guideline for constituting a realistic conception of the future impacts of a technology that is still under research. Both aspects are employed to formulate ethical recommendations intended to influence the shape of technological products by means of modulating techno-scientific research activities. In this article, attention is drawn to an obstacle faced by this type of TA using a specific case study. In this case, the scientific engineers accepted the reasons offered by this ethical TA as good reasons, ones that were relevant to them, but they decided not to act on them because that would have meant breaking a commitment to the institution subsidizing their research. In this article, it is argued that public research funding agencies concerned with the societal impacts of the technologies resulting from the research they fund should reconsider their role to make it easier for scientific engineers to accommodate recommendations provided by ethical TA, e.g. by creating a feedback loop from the ethicist to the funding agency.     

SOCIAL INFLUENCE, SELF-REFERENT IDENTITY LABELS, AND BEHAVIOR

Self-referent identity labels are frequently argued to be a central component of the self and to be important in the planning of conduct. Despite the attractiveness of this argument, relatively little research has yet appeared that supports it, and studies of the etiology and effects of self-referent labels often fail to control for the confounding effects of preferences, norms. or other conceptions that are known to affect conduct. In this paper, propositions are argued concerning the causes and independent effects of self-referent labels. Some of these propositions are then tested in two studies, one concerned with alcohol use among adolescents in four Western countries, the other focused on alcohol and tobacco use among American high-school and undergraduate students. Both studies found strong ties between reports of peer modeling and respondents self-referent labels and that the latter had significant and independent effects on reported behaviors. Theoretical and practical implications of findings are discussed.