Application of discriminant analysis-based model for prediction of risk of low back disorders due to workplace design in industrial jobs

The occupational exposure limits of different risk factors for development of low back disorders (LBDs) have not yet been established. One of the main problems in setting such guidelines is the limited understanding of how different risk factors for LBDs interact in causing injury, since the nature and mechanism of these disorders are relatively unknown phenomena. Industrial ergonomists' role becomes further complicated because the potential risk factors that may contribute towards the onset of LBDs interact in a complex manner, which makes it difficult to discriminate in detail among the jobs that place workers at high or low risk of LBDs. The purpose of this paper was to develop a comparative study between predictions based on the neural network-based model proposed by Zurada, Karwowski & Marras (1997) and a linear discriminant analysis model, for making predictions about industrial jobs according to their potential risk of low back disorders due to workplace design. The results obtained through applying the discriminant analysis-based model proved that it is as effective as the neural network-based model. Moreover, the discriminant analysis-based model proved to be more advantageous regarding cost and time savings for future data gathering.

What is Missing for Traditional Design-Centric Engineering Education to Better Prepare Newly Graduated Engineers for the Global Era?

This paper presents an analysis of the capacity of design centric methodologies to prepare engineering students to succeed in the market. Gaps are brainstormed and analyzed with reference to their importance. Reasons that may lead the newly graduated engineers not to succeed right from the beginning of their professional lives have also been evaluated. A comparison among the two subjects above was prepared, reviewed and analyzed. The influence of multidisciplinary, multicultural and complex environmental influences created in the current global business era is taken into account. The industry requirements in terms of what they expect to 'receive' from their engineers are evaluated and compared to the remaining of the study above. An innovative approach to current engineering education that utilizes traditional design-centric methodologies is then proposed, aggregating new disciplines to supplement the traditional engineering education. The solution encompasses the inclusion of disciplines from Human Sciences and Emotional Intelligence fields willing to better prepare the engineer of tomorrow to work in a multidisciplinary, globalized, complex and team working environment. A pilot implementation of such an approach is reviewed and conclusions are drawn from this educational project.