Participatory ergonomic intervention for prevention of low back pain: assembly line redesign case

This paper gives an overview of a participatory ergonomic intervention aimed at reducing low back pain cases in the dispatch department of a catalogue and e-commerce retail company. Based on the findings of the ergonomic analysis and design committee, the company's own employees redesigned the assembly line's layout. As a result of these changes two job tasks that involved manual material handling of boxes, identified by the revised NIOSH equation as posing an increased risk for lifting-related low back pain, were totally eliminated, and the employees responsible for moving boxes from the end of the assembly line to pallets on the ground were given more control over their jobs, and these jobs were also enriched with a new, less heavy task. These results demonstrate that participatory ergonomic interventions are a viable and effective strategy to reduce the exposure to work-related physical and psychosocial risk factors for low back pain.     

The relationship between perceived quality and divulgation strategies of products in the electronic marketplace

This article introduces concepts regarding management design, the electronic marketplace and recommendation systems, as well as uses a revised bibliography proposing the relationship between applied management design strategies and recommendation products identified through Cazella and the different types of perceived quality developped by Michalos and Schwartz.     

A practical approach to the assesment of manual handling equipment for cargo: multinational abrasives in Brazil

The Manual Handling of Loads is an activity present in virtually all production system, when developed without ergonomic principles of design and sizing can generate several instances of discomfort and musculoskeletal disorders. This work was carried out to measure, set limits and risks and guide specifications for the cargo handling carts in a specific company, tracing the anthropometric profile of the productive population and performing a quantitative evaluation of forces and design models of cars used in the company.     

Controversy in the Curriculum: What Do We Know About the Content of the Social Work Qualifying Curriculum in England?

This article reports the results of a scoping review into the content of the social work qualifying curriculum in England exploring whether recommendations made by the Social Work Task Force and the Social Work Reform Board for an ‘overhaul of the content and the delivery of the qualifying curriculum’ were grounded in published research. The review found that rigorous research-based published evidence about the qualifying social work curriculum was lacking. In particular, most material dated from the early years of the social work degree and did not appear to have been replicated more recently to see if the original findings held true. Other subjects, such as how students are taught about older people's human development, had been considered by researchers but were not addressed by the Task Force and the Reform Board. The implications of this are that, while the content of the social work qualifying curriculum needs to adapt to reflect changing professional contexts, there is a need for greater consensus and clarity about what should be taught and how. The development of an evidence-based curriculum in terms of course content and delivery remains a priority for social work education in England.     

Organisational Factors,Job Satisfaction and Intention to Leave Among Newly Qualified Social Workers in England

Satisfaction with different organisational elements and aspects of work contributes markedly to overall levels of job satisfaction and intention to leave. For newly qualified social workers (NQSWs), especially immediately after graduation, self-perceived competence and their confidence in their educational preparation are also important. This article reports on a longitudinal study following 280 social work students into social work employment in England using data collected as students and six months after graduation. We focus on their experiences as NQSWs, thus only including those working in social work jobs, reporting the relative importance of their satisfaction with different work elements, such as supervision and job engagement. These are used to construct a model of NQSWs' overall satisfaction and intentions of leaving their social work jobs. The model incorporates NQSWs' perceptions of how well their degree courses prepared them for their current social work jobs in addition to personal, organisational and specific role characteristics. Using statistical techniques of factor analysis and regression modelling we highlight the complexities of how job satisfaction is constructed and we argue that the data reveal the importance of team support and self-efficacy in relation to whether social workers are thinking about leaving their current social work jobs.     

The Decent Work Questionnaire: Development and validation in two samples of knowledge workers

This research develops a Decent Work Questionnaire (DWQ) to measure workers’ perceptions of decent work. Current measurements of decent work are almost completely lacking at the individual worker level of analysis, and this study contributes to filling the gap. The authors designed their DWQ based on the substantive elements used by the ILO in its Decent Work Agenda, with the final 31‐item version of the DWQ yielding seven factors related to decent work. Showing good reliability coefficient values and good convergent and discriminant validity, this DWQ could open up new avenues for empirical studies on the concept of decent work.     

‘It's been hell.’ Italian and British practice educators’ narratives of working with struggling or failing social work students in practice learning settings

Periods of assessed learning in practice settings are common requirements for social work students worldwide. The ‘practice learning opportunity’ as it is known in the UK, and ‘tirocinio di servizio sociale’ as it is referred to in Italy, are important sites of gatekeeping in preventing unsuitable people from becoming social workers. The experience of assessing failing students in practice learning settings, however, has been found to be particularly stressful and challenging for practice educators. This article documents findings from two qualitative studies that explored field educators’ experiences of working with struggling or failing social work students in Italy and England. The study finds both similarities and differences in the narratives of the assessors from the two countries. Similarities include, unpleasant emotional experience of working with a failing student, internalisation of the students’ failing as the practice educators’ own failing, perceptions that the universities may hide negative information about students and lack of acknowledgement of the gatekeeping function inherent in the practice educator role. Differences include the level of emotionality experienced by educators, the way students are spoken about and the perceived role and responses of the university. Further comparative European research that focuses on practice education is indicated.     

Debating US Contemporary Feminism

The US women's movement has challenged societal norms, policies, laws, and culture since its inception. However, at the same time, it has inspired debates about its goals, ideology, tactics, and outcomes. These debates emerge from two main sources: the mainstream media as it reflects dominant culture and among feminist activists and/or scholars. I elaborate on three of the most contentious aspects of contemporary feminism through a series of questions: Is the movement still in existence? What is the relationship between generations of feminists? And finally, how have feminists addressed diversity, privilege, and inclusion in the movement, particularly around issues of race‐ethnicity? I conclude that while the movement still exists, feminists continue to struggle with generational relations, and contemporary activists have not created an inclusive and diverse movement. However, I argue that these debates and struggles are evidence of a vibrant movement that continues into the 21st century.     

Comparison of two approaches to prevention of mental health problems in college students: Enhancing coping and executive function skills

Objective: College students face a significant number of stressors, increasing risk for internalizing and externalizing psychopathology. The current study examines two promising avenues of intervention aimed to reduce stress and prevent psychopathology in this population: a coping skills group and a cognitive training program. Participants: 62 undergraduate students from two universities were recruited from 2013 to 2015. Methods: Students were randomized to a 6-week coping skills group or cognitive training program and completed measures of stress, coping, executive function, and symptoms of anxiety, depression and Attention-Deficit Hyperactivity Disorder (ADHD) at pre- and post-intervention. Results: Participants in both conditions reported significant decreases in social stress, executive function difficulties, and anxiety symptoms post-intervention. Students in the cognitive program improved significantly more on measures of behavior regulation and ADHD symptoms compared to the coping group at post-intervention. Conclusions: Brief stress management interventions targeting coping and executive function may benefit college students at risk for psychopathology.