Relevant bibliographies by topics / Names, Personal Cross-cultural studies

Academic literature on the topic 'Names, Personal Cross-cultural studies'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Names, Personal Cross-cultural studies"

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Chirikba, Viacheslav A. "Abaza Personal Names." IRAN and the CAUCASUS 17, no. 4 (2013): 391–400. http://dx.doi.org/10.1163/1573384x-20130405.

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The paper presents a thorough study of the Abaza personal names. Traditionally, Abazas, a small autochthonous people living in the Karačaj-Čerkes Republic of the Russian Federation, used a two-name system, consisting, as a rule, of the surname plus the postposed first name. The Abaza personal names are analysed with regard to their origin, structure, semantics, and social status. The onomastic system in general, as well as the tradition of naming among the Abazas are outlined as well.
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Izre'el, Shlomo, and Richard S. Hess. "Amarna Personal Names." Journal of the American Oriental Society 116, no. 2 (April 1996): 270. http://dx.doi.org/10.2307/605708.

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Inikova, Svetlana. "Personal Names among the Dukhobors." Etnograficheskoe obozrenie, no. 4 (August 2020): 84–101. http://dx.doi.org/10.31857/s086954150010835-8.

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Girma, Hewan. "Black Names, Immigrant Names: Navigating Race and Ethnicity Through Personal Names." Journal of Black Studies 51, no. 1 (November 15, 2019): 16–36. http://dx.doi.org/10.1177/0021934719888806.

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This article explores the naming patterns of a new African immigrant group in the United States to discuss the creative ways that Black immigrants navigate their racialized immigrant identities and their positioning vis-à-vis their ethnoracial compatriots, African Americans. I argue that the significant contention around Black names and immigrant names demonstrates that personal names are a subject worthy of in-depth investigation. Through the case study of the naming practices of first generations of Ethiopian-Americans, I examine the relevance Black immigrant parents attach to first names, their various connotations, and modes of immigrant incorporation into the dominant host society. I highlight the importance of race, ethnicity, and immigration status in naming.
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Mander, Pietro. "Sumerian Personal Names in Ebla." Journal of the American Oriental Society 108, no. 3 (July 1988): 481. http://dx.doi.org/10.2307/603871.

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Fleming, Daniel E. "Amarna Personal Names. Richard S. Hess." Bulletin of the American Schools of Oriental Research 303 (August 1996): 97–98. http://dx.doi.org/10.2307/1357473.

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Cross, Frank Moore. "Personal Names in the Samaria Papyri." Bulletin of the American Schools of Oriental Research 344 (November 2006): 75–90. http://dx.doi.org/10.1086/basor25066978.

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Khatib, Syed Malik. "Personal Names and Name Changes." Journal of Black Studies 25, no. 3 (January 1995): 349–53. http://dx.doi.org/10.1177/002193479502500305.

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Berestnev, G. I. "PROPER NAME IN SYNCHRONISTIC COINCIDENCES." Voprosy Kognitivnoy Lingvistiki, no. 3 (2021): 75–87. http://dx.doi.org/10.20916/1812-3228-2021-3-75-87.

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The article launches a new approach to studying coincident proper names in different cultural conditions - names viewed in a synchronistic perspective, in the Jungian sense. The paper purports to answer a number of questions adding to the theory of language, depth psychology and cognitive science. The main research methods, such as cognitive analysis and reconstruction, allow recovering data on deep cognitive attitudes of a person and possible connections of his/her mental sphere with physical reality. In this regard, the functional and cognitive nature of proper names is analyzed. It is determined by a number of characteristics that form the basis for further research. The paper further elaborates on the conditions and models of synchronistic coincidences of proper nouns (mostly personal names). The identified conditions and models are as follows: a) thematic seriality of personal names; b) their cross-matching; c) their systemic parallel matching; d) their complete coincidence in space and time; e) their promising coincidences in fortune telling; f) coincidence of ideal and real personal names; g) coincidences of personal names “framing” certain historical epochs; h) coincidences of proper names, removing the referential certainty of the named subjects. The data presented in the article made it possible to make some generalizations and to outline research prospects in this area. First of all, researching proper names from the point of view of synchronistic coincidences allows us to have an insight into human cognition and shed light on its deep structure. In addition, such studies have interdisciplinary significance bringing cognitive linguistics and the fundamental sciences closer together. Finally, the analysis of synchronistic coincidences of proper names allows us to reconstruct some deep cognitive attitudes in the human psyche, demonstrating the unity of mental and physical realities. Even more promising in this regard is the unification of cognitive linguistics with other advanced scientific disciplines engaged in this issue.
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Martirosyan, Hrach. "Armenian Personal Names of Iranian Origin from Siwnik‘ and Arc‘ax." Iran and the Caucasus 23, no. 1 (2019): 75–82. http://dx.doi.org/10.1163/1573384x-20190107.

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This paper aims to present seven Armenian personal names of Iranian origin from the Armenian historical provinces of Siwnik‘ and Arc‘ax: Dadi/Dadoy, Kohazat, Marhan, Mrhapet, Niw-dast, Niw-Xosrov, and *Oyz/Uz. These names are scantily attested in literature (almost all of them being hapaxes) and are, therefore, little known to scholarship.
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Dissertations / Theses on the topic "Names, Personal Cross-cultural studies"

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Nguyen, Viet Khoa. "A cross-cultural appraoch to personal naming : given names in the systems of Vietnamese and English." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2479/.

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Personal names form one of the most important sections in the system of proper names that are traditionally studied within the field of onomastics. Personal names contain history, tradition, culture as well as all characteristic features of each ethnic community. The general aim of this research project is to have a cross-cultural approach to personal naming based on the systems of Vietnamese and English. Due to the broad scope of the topic of personal names, my research focuses on given names only. First of all, to establish a theoretical background, I dwell on onomastic problems with the focus on the semantic characterisation of proper names, and cultural issues in the study of personal names. I then argue that the views on meaning of names espoused by the Millian and Fregean schools can be reconciled, and that as a cultural universal, names convey both denotational and connotational contents but the content of names can only be determined in each specific language community based on clarification of traditional and cultural values embodied in naming process. Next, the thesis approaches Vietnamese and English given names by reviewing their historical and linguistic characteristics and then classifying them into relevant groups and subgroups. The main purpose of these taxonomies is to bring out the topological characteristics of Vietnamese and English given names as well as the naming trends and forces that have formed the two cultures over the past centuries. Finally, I present a comparison and contrast of Vietnamese and English given names covering all the aspects on the basis of which I institutionalise the theoretical reconciliation of Vietnamese and English personal naming systems, and establish that a reconciliation of the two naming systems is possible within a single overarching framework for their theoretical discussion.
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Leung, Wing-kwan, and 梁永坤. "Gender representation in personal ads in Hong Kong and the U.S.: a linguistic investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B42128572.

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Enderstein, Lars Gustaf. "The frequency of alternate conceptions in some areas of mechanics amongst South African school pupils : a longitudinal and cross-cultural study." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/15989.

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Bibliography: p. 675-681.
This study, the first of its kind in Southern Africa, was undertaken in order to determine and compare the incidence of various alternate conceptions in some areas in mechanics amongst pupils from standards 4 through to 9, i.e. from ages ca. 11 to 17, in selected schools in the Western Cape and Transkei, South Africa. After a careful study of the relevant literature a questionnaire was designed for the purpose of identifying the frequency of various alternate conceptions in the selected areas in mechanics. This questionnaire was administered to 2326 pupils under carefully controlled conditions during August and September 1987. In analysing the data the frequency of particular alternate conceptions in the following groups of pupils were compared: (i) by school standard (ii) by geographical area (iii) by language group (iv) by gender (v) by urban and rural regions in the Cape (vi) by subject choice i.e. science pupils and non-science pupils An analysis of the data shows that in most of the areas in the field investigated remarkably small differences exist in the frequency with which different alternate conceptions are held by different groups of pupils. In most cases differences could be related to the pupils' school standard. However, in the fields of circular motion, projectile motion and static equilibrium, clear differences were found to exist between boys and girls as well as between pupils in schools in the Western Cape and Transkei. Furthermore, in most cases examined the accepted scientific conception was the least popular, particularly in the field of force and motion where conceptions linking force and motion were overwhelmingly selected by pupils in all of the groups. However, an exception was the standard 9 science pupils, i.e. 16- 17 year olds following the science course in high school, who in some cases favour the accepted scientific conceptions by a small majority. The implications of the findings of the study for classroom teaching are discussed.
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Kaelber, Kara Young. "Empathy and Self-Construals: An Exploratory Study of Eastern and Western Master’s-Level Counseling Students." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1223092210.

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Su, Wan. "Insights into Chinese youth culture : a comparison of personal values of Chinese and American college students." Thesis, 1992. http://hdl.handle.net/1957/37375.

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Schwartz and Bilsky (1987, 1990) constructed a universal psychological structure for cross-cultural studies of motivational dynamics. To test this structure, Simmons (1991) adapted data from a twenty year broad-based value survey of student cohorts at an American university. The availability of reliable, long-term data on American students permitted a comparison with responses of contemporary Chinese college students to a standardized personal value questionnaire. Ratings and priorities assigned by the Chinese and American students differed significantly. Chinese students emphasized Achievement, Maturity, and Prosocial motivational domains. American students emphasized Self-Direction, Security, and Enjoyment. Tradition, Power, and Stimulation were listed as least important for both groups. The effects of traditional Chinese religious and philosophical teachings on the stability of community norms were noted, as was some evidence of priority shifts in the values for Chinese youth, suggesting changes in response to altered political and economic expectations in China.
Graduation date: 1992
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Jacobson, Sarah Williams. "Careers in cross-cultural context: Women bank managers in Finland and in the United States." 1991. https://scholarworks.umass.edu/dissertations/AAI9207416.

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Assumptions of neo-classical economics have defined most career theorizing and research in management and organizational scholarship. However, over the thirty years following enactment of equal opportunity legislation in the USA, the incorporation of career experiences of women managers within this model has been uneasy. This dissertation, informed by feminist epistemological standpoints, demonstrates an approach for exploring career experiences of women managers outside traditional theoretical models. Assumed splits between organization/individual, career/private life, and objective/subjective experience, common in past scholarship, are abandoned in favor of a holistic view which considers the careers of individuals in relation to the organizational, economic, legal, governmental, and cultural contexts in which they are conducted. Adopting a comparative/polycentric research design, career experiences of women managers in two diverse societies (the USA and Finland) were studied. The inductive, socio-linguistic project was guided by two research questions: (1) How do a group of women managers in two diverse cultures frame the subjective experience of "career"? (2) What can be learned about cultural, institutional, and organizational values and priorities from the subjective expression of individually experienced lives? Using Q-methodologies for data collection in each location, career "scripts" were fashioned which connect the micro (individual) and macro (contextual) levels of analysis. Results support contentions that: (1) scholarship examining career experiences of women managers must, of necessity, include experience in both the world of work and private life; (2) universalizing career concepts are faulty because they ignore the importance of institutional form and practice in molding individual experiences; (3) scripts of career have a parochial dimension and are filtered through values of the wider culture in which they exist; (4) any study of "managerial careers" must distinguish the context in which notions of "management" exist; (5) traditional requirements of objectivity and neutrality in the research process, as well as a distancing relationship between researcher/researched, block collaborative research approaches; collaborative approaches, however, seem necessary in understanding careers in context; (6) it is important to recognize the contextual situatedness of traditional scholarship (mostly developed in the USA) when analyzing the current status of knowledge about "careers."
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Huang, Teng-Wei. "Exploring item response theory in forced choice psychometrics for construct and trait interpretation in cross-cultural context." Diss., 2011. http://hdl.handle.net/10500/5159.

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This thesis explores item response theory (IRT) in the Personal Profile Analysis (PPA) from Thomas International. The study contains two parts (Part 1 and Part II) for which two sample groups were collected. For Part I of the research 650 participants were collected via the old form (CPPA25/C7) in the Beijing office of Thomas International in China (male=323, Female=267, missing=60). Part II of the research used the amended form in the same area and collected a sample of 307 (male=185, female=119, missing=3). The study postulates that IRT methods are applicable to forced-choice psychometrics. The results of Part I showed that the current CPPA form functions, to some extent, according to PPA’s original constructs. Part I of the research identified 16 items that need to be amended (called Amend A in this research). The amended form was returned to China for the collection of samples for Part II, and the results are deemed acceptable. The study concludes with a research protocol for PPA-IRT research generated from the current research. The research protocol suggests four levels of analysis for forced choice (FC) psychometrics, namely: 1. Textual analysis, 2. Functional analysis, 3. Dynamic analysis, and 4. Construct analysis.
Psychology
M.A. (Psychology)
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Manci, Thembayona Paulus Emmanuel. "My community, my conscience and guide : communial influence on individual choices in Africa, with special reference to Zulu Proverbs." Diss., 1995. http://hdl.handle.net/10500/18109.

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Life is the common denominator for all beings. Unless individuals are taught to be careful about how they deal with it, great harm could be caused to the whole ontological order. Life therefore is a public property for which precepts had to be established to guard against any misuse. This guarantees that life and its processes are used to everyone's advantage. The Community has put itself in position as the monitor of the processes of life. To it belongs the right to distribute, regulate and even withdraw life as different situations would warrant. The community is both the promulgator and the judge over vital matters. The individuals are taught to be conscientious in dealing with life. In making choices the individuals have to be conscious of the historical experiences of the community and be disposed to being influenced by it. Hence the Community becomes the Conscience and Guide.
Religious Studies and Arabic
M.Th. (Religious Studies)
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Books on the topic "Names, Personal Cross-cultural studies"

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Ẹdo names for cultural studies. Benin City, Edo State, Nigeria: "Emmanuel" Publications, 2005.

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Alford, Richard D. Naming and identity: A cross-cultural study of personal naming practices. New Haven, Conn: HRAF Press, 1988.

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Isabel, Testón Núñez, ed. Un juego de engaños: Movilidad, nombres y apellidos en los siglos XV a XVIII. Madrid: Casa de Velázquez, 2010.

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Personal relationships across cultures. London: Routledge, 1999.

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Ingraham, Holly. People's names: A cross-cultural reference guide to the proper use of over 40,000 personal and familial names in over 100 cultures. Jefferson, N.C: McFarland & Co., 1997.

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Vanity: The art of looking good. New York, NY: Red Rock Press, 2003.

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The role of sports in the formation of personal identities: Studies in community loyalties. Lewiston, NY: Edwin Mellen Press, 2012.

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A river forever flowing: Cross-cultural lives and identities in the multicultural landscape. Greenwich, Conn: Information Age Pub., 2003.

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1954-, Börsch-Supan Axel, ed. Life-cycle savings and public policy: A cross-national study of six countries. Amsterdam: Academic Press, 2003.

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Zureik, Elia. Surveillance, privacy, and the globalization of personal information: International comparisons. Montréal [Québec]: McGill-Queen's University Press, 2010.

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Book chapters on the topic "Names, Personal Cross-cultural studies"

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Poidevin, Robin Le. "Religious Conversion and Loss of Faith: Cases of Personal Paradigm Shift?" In Sophia Studies in Cross-cultural Philosophy of Traditions and Cultures, 55–70. Singapore: Springer Nature Singapore, 2021. http://dx.doi.org/10.1007/978-981-19-7249-2_5.

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Kontala, Janne, Mika Lassander, and Nurit Novis-Deutsch. "Searching for Uncommon Worldviews: ‘Idiosyncratic’ and ‘Divided’ Outlooks in a Global Sample of Young Adults." In The Diversity Of Worldviews Among Young Adults, 113–31. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94691-3_6.

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AbstractIn this chapter, we explore uncommon worldviews, meaning that we take a closer look at outlier respondents in a larger international sample from 12 countries. These outliers are the ones whose personal outlooks did not match any of the major worldview types found in the national case studies. First, we identify shared patterns amongst these respondents. Second, we place these outlier outlook types on a broader worldview map. Juxtaposing the outlier outlooks with the results from other case studies allows us to identify idiosyncratic worldviews. Certain outlooks would not stand out in analyses of single case studies, but bringing them together in a cross-cultural comparison enables us to see patterns shared by individuals across different national contexts. This also reveals better such worldviews that incorporate those elements, which normally are distributed amongst opposing viewpoints. The emergence of these outlook types can support the development of a nuanced theory of religious subjectivities.
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Scholderer, J. "Data handling in cross-cultural studies: measurement invariance." In Consumer-Driven Innovation in Food and Personal Care Products, 470–87. Elsevier, 2010. http://dx.doi.org/10.1533/9781845699970.4.470.

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Palumbo, Giuseppe, and Ann Hill Duin. "Making Sense of Virtual Collaboration Through Personal Learning Networks." In Advances in Linguistics and Communication Studies, 109–36. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4154-7.ch005.

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This chapter describes the use of personal learning networks (PLNs) in an online collaborative project involving technical communication students at the University of Minnesota and translation students at the University of Trieste. The authors, who acted as instructors at each end of the project, examined the PLNs produced by the students with the aim of making visible aspects of collaborative projects that have to date received less attention in the literature on both translator training and technical communication. More specifically, the analysis of PLNs – supported by a study of the exchanges that took place between the students in the course of the project – sheds some light on issues of cross-cultural competence, trust, and learning strategies and attitudes. These aspects were found to be characteristic of the students' collaboration besides the obvious and more immediate focus on questions of language and translation.
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DeNaro, Anthony “YNOT”, and Mary Fogarty. "Make the Letters Dance." In The Oxford Handbook of Hip Hop Dance Studies, 457—C24.N**. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780190247867.013.30.

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Abstract Writing (“Aerosol Art”) is more than an inspiration for some Hip Hop dance practitioners. For those that combine the various elements in Hip Hop, the relationship between them is the generative impulse for creation. In the quest to create a personal signature in the city, Hip Hop arts express not only the visual name but also the rhythm of the letters, and how their movement connects to space and time. YNOT’s output as a B-boy is the result of investigations into other art forms and cultural backgrounds. The chapter identifies some of the practices of iconic artists that inspired YNOT’s output, such as RAMM:ELL:ZEE, Donald “DONDI” White, Jeffrey “DOZE” Green, and Jorge “POP MASTER” FABEL. It discusses how art schools are often places to gather and experiment and have contributed to creativity in Hip Hop culture. Understanding and relating the structures of art forms can deepen art practices and help decolonize disciplines. This chapter examines Hip Hop methodologies while showing how the integrity of this work is connected to knowledge of self and openness to divergent experiences.
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Kadish, Doris. "Foreword." In The Secular Rabbi, 1–6. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781800859661.003.0001.

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This chapter begins with the book’s point of departure, the love affair my mother had with Philip Greenberg, who adopted the pen name Philip Rahv. It presents the book as part biography, part history, part literary analysis, part cultural studies, and part memoir. It identifies the key components of the book: textual analyses woven together with historical accounts, genealogy, memoirs by Rahv’s colleagues, friends, and associates, interviews with persons who knew him, and the abundant body of secondary scholarship devoted to the New York intellectuals, the history of Partisan Review, and Jewish studies. In keeping with the feminist notion of positionality, this chapter addresses the issue of what it means for a 21st-century woman to write about an author who unquestionably belongs to “the world of our fathers,” to use the title of Irving Howe’s magisterial study of Eastern European Jews in America.
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Nyika, Joan Mwihaki, and Fredrick Madaraka. "The Mirage and Reality of Special Education in Developing Countries." In Advances in Early Childhood and K-12 Education, 143–59. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7630-4.ch008.

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The provision of education for all in an inclusive manner is spelt out in several international policies and in the sustainable and millennium development goals. The implementation in practice though remains a challenge in most developing countries where financial and human resource capacity is low. This chapter explores the expected developments in inclusive education defined by various international agreements and policies and compares them to the reality using several named case studies of developing countries. It is evident that many agreements are in place with good intentions to develop the educational sector in the regions. However, infrastructural challenges, limited personnel training, retrogressive cultural beliefs, inaccessibility to schools, and poor-quality education hinder the full realization of inclusive education for individuals with disabilities. In line with these challenges, this chapter proposes several recommendations to alleviate the highlighted challenges.
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Pesaro, Nicoletta. "Xiao Hong: corpi in fuga." In Diaspore. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-238-3/006.

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Xiao Hong (1911-1942), original name Zhang Naiying, lived through the first half of the twentieth century, leaving behind the image of a socially engaged writer, sensitive to the issues connected to the people of her troubled homeland, in the North East of China. After an initial enthusiastic reception of her most representative novel, The Field of Life and Death (1935) in the literary arena, she was later neglected by Chinese critics, and excluded from the Maoist literary canon, as her fictional creatures and her works did not fit the optimistic spirit and the class consciousness requested to the intellectuals of the time. She was then re-discovered only in the 1980s, when both in China and the West her works have been re-read with a feminist or cultural studies approach. In this paper I explore the personal and literary forms of escape underpinning her figure and literary production. Exile, escape, uncertainty are the key words which can adequately describe Xiao Hong’s life and writing, in which, as Yan Haiping (2006, 136) states, one can find the sense of a ‘mobile violence’, due to her choices both as a woman (who revolted against her traditionally bound clan) and as a writer, who adopted a quite innovative, fragmented style combining personal memories and a crude and yet poetic realism. The literary practice which mainly expresses her constant escape from stereotypes, ignorance and conventional fetters is the representation of a dislocated female body subject to any kind of violence and humiliation: Xiao Hong’s ‘placeless bodies’ (Yan Haiping 2006, 146) are tangible marks of subjugation but also of resilience against a gendered destiny, which let her construct her literary and personal identity on a popular standpoint.
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Kwan, SanSan. "Mourning." In Love Dances, 50–77. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197514559.003.0003.

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Chapter 2 examines two duets in which cultural miscomprehension occurs alongside personal expressions of loss. It begins with a discussion of Flash, a duet between Rennie Harris, a popper, and Michael Sakamoto, a butoh artist. Flash is compared to Simulacrum, a duet between an Argentinian contemporary dancer who also studies kabuki and a Japanese dancer famous for flamenco. Analyzing both works’ multimodal incorporation of dancing and talking, this chapter demonstrates how the grief the artists disclose to each other and the conjunctions and disjunctions they find in the different forms of danced mourning they practice result in a moving expression of cross-cultural empathy, an impetus toward understanding in the face of the incommensurability of tragedy.
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Elenurm, Tiit. "Knowledge Management and Innovative Learning." In Knowledge Management Innovations for Interdisciplinary Education, 108–31. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1969-2.ch006.

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The aim of this chapter is to link knowledge management as a field of education to innovative learning. There are opportunities to apply personal knowledge management and knowledge sharing logic in several related subject fields that enable innovative learning. Raising awareness of business students about their online and face-to-face networking priorities and entrepreneurial orientations are educational tools for managing personal connectivity and for understanding knowledge management challenges linked to innovative learning. The experiential learning cycle is implemented in field projects, which also support cross-cultural learning and highlight real life challenges of knowledge sharing in innovative activities. The assessment of knowledge management prerequisites in different organizations serves as the departure point for knowledge management development visions. The chapter explains that knowledge management learning in business studies is not limited to a separate knowledge management course. Action learning projects can mean innovative learning both for students and managers that learn how to apply external “gatekeepers.”
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Conference papers on the topic "Names, Personal Cross-cultural studies"

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Šemrov, Darja. "Inclusive Mobility – how to tackle needs and challenges of persons with reduced mobility." In 6th International Conference on Road and Rail Infrastructure. University of Zagreb Faculty of Civil Engineering, 2021. http://dx.doi.org/10.5592/co/cetra.2020.1033.

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Mobility is an essential component of all European societies and is at the heart of the European Integration project. It is widely recognized that all citizens should be able to participate in economic, social and cultural life. European Union addresses investment in multimodal, environment-friendly, green, safe transport and mobility, to name some of the objectives, it seeks to achieve by mobilizing different funds. The idea of accessible transport is also high on the EU agenda. Accessibility is a multi-faceted objective, it can include the availability of information, the connection of metropolitan areas with rural or remote areas and also other aspects. However, the basic idea of accessibility in an integrated area should primarily mean the barrier-free mobility of people with disabilities and people with reduced mobility. This problem deserves to receive much more attention than is currently the case, considering that many recent studies estimate that the number of senior citizens and people with disabilities will double in the next 20 years.
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Andreotti, Carlo, Pierpaolo Baglietto, Massimo Maresca, and Stefano Strada. "Assisted text messaging system for maritime emergency communications." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002512.

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Effective and clear communication transfers information, creates an experience in others and causes a reaction. In personal or professional relationships, effective communication is hindered by social and cultural inhomogeneities, and this is the main cause of misunderstandings.Misunderstandings in voice communication have also been identified as the main cause of accidents at sea; although English is used and recognized as an official language for maritime communications, an incorrect pronunciation or accent can cause misunderstanding or even change meaning. Therefore, it is extremely useful to adopt models, protocols and rules aimed at reducing misunderstandings as much as possible.During the years, IMO (International Maritime Organization) has developed the Standard Marine Communication Phrases (SMCP), a set of well-defined sentences, written in a very simplified English, aimed at mitigating the aforementioned problem. Past studies have shown that SMCP is not commonly used and difficulties to pronounce and understand English spoken by different nationalities remains.This paper presents an innovative communication system, developed by the University of Genoa with the collaboration of the Italian Coast Guard in the context the Maritime Interreg project ISIDE, that exploits the possibility of sending text messages through the AIS devices that boats are equipped with.Commercial vessels with a gross tonnage equal to or greater than 300 tons and all passenger ships (regardless of their size) are in fact obliged to equip themselves with the Automatic Identification System (AIS), essentially based on digital VHF radios that can transmit, in an automated and continuous manner, information such as ship name, type of ship, position, course and speed over ground, navigation conditions and other safety-related information.A user-friendly interface has been developed to assist the operator in selecting the appropriate message among those provided by the SMCP standard or alternatively to compose a personalized text, both in the beginning of a new conversation and in the reply to a previously received message. The system can be integrated in professional consoles, standard web interfaces and apps and also on wearable devices such as smart watches. The system takes care of transmitting and receiving information AIS device as the communication channel.The user interface has also been implemented in several languages (i.e., English, Italian, French…) and the received/transmitted SMCP messages are automatically translated into the native language of the operator, thus eliminating language barriers and reducing misunderstandings.The system has been tested during several SAR exercise with the support of the Italian Coast Guard and the results are presented in the full paper.In order to extend the application also to smaller leisure boats, the system will be experimented in the near future using Marine VHF devices able to transmit text messages according the RTCM 12301.1 standard proposed by the Radio Technical Commission for Maritime Services.
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Gunness, Sandhya, Rubina Devi Rampersad, Thanasis Daradoumis, and Reena Ittea. "Co-Creating for Resilience – Development of Transdisciplinary Skills and Competencies in Higher Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5478.

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This paper presents the co-creation of a University-wide Open Educational Resource (OER) on Transdisciplinary Skills and Competencies for enhancing graduate employment with the necessary knowledge, values, and attitudes for building a more resilient workforce in an increasingly uncertain future. The four Key Pillars underlying education and life from the highly influential, and increasingly relevant, Delor’s report (1996) underpinned the development of future-thinking stances for the first-year students as they engaged with learning activities that enabled them to: 1. Learn to know: Investigate their own learning and courses with more agency and depth through metacognitive strategies. 2. Learn to do: Relate theoretical knowledge to more relevant, practical, transdisciplinary applications through collaboration on working towards solution-oriented and challenge-based learning. 3. Learn to live together: This entails the cross-fertilization and respect of each-others’ ideas to bring about innovation through a learning environment that is conducive for thriving together. 4. Learning to be: Developing the human potential to its fullest, especially the skills, competencies and attitudes required to work in an increasingly connected world with greater responsibility for the attainment of common goals. // The objective of the action research was to co-create the OER with the input of both academics and students from different faculties. The collaboratively designed learning activities were adapted to different disciplines and educational contexts to enable learners to be assessed for four main value-laden skills and competencies: a) Collaborative Networking (comprising Cultural awareness, Acknowledging differences, Personal branding, Team playing and trust building, Virtuous circles). b) Communication Networking (comprising Social and Emotional Intelligence, Technology-enhanced Communications, verbal and non-verbal communication, conflict management). c) Growth Mindsets (comprising Solution Orientedness, Grit and determination, Opportunity seeking, creative and critical thinking, design thinking. d) Professional and Ethical Practices (comprising case studies and role plays to demonstrate Social responsibility, Sustainable development, Managing ethical dilemmas and transformational leadership). // 9 faculty members and their respective students formed part of the action research and while co-creation is perhaps too innovative and disruptive for certain academics, the students were appreciative of the opportunity of having a voice and participating in the co-creation of the learning activities that would develop their full potential. This study demonstrates the need for engaging with learners so that they are aware of the active role they play in the learning environment and to build resilience and self-efficacy from within.
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