Hazards are the primary cause of occupational accidents, as well as occupational safety and health issues. Therefore, identifying potential hazards is critical to reducing the consequences of accidents. Risk assessment is a widely employed hazard analysis method that mitigates and monitors potential hazards in our everyday lives and occupational environments. Risk assessment and hazard analysis are observing, collecting data, and generating a written report. During this process, safety engineers manually and periodically control, identify, and assess potential hazards and risks. Utilizing a mobile application as a tool might significantly decrease the time and paperwork involved in this process. This paper explains the sequential processes involved in developing a mobile application designed for hazard analysis for safety engineers. This study comprehensively discusses creating and integrating mobile application features for hazard analysis, adhering to the Unified Modeling Language (UML) approach. The mobile application was developed by implementing a 10-step approach. Safety engineers from the region were interviewed to extract the knowledge and opinions of experts regarding the application’s effectiveness, requirements, and features. These interview results are used during the requirement gathering phase of the mobile application design and development. Data collection was facilitated by utilizing voice notes, photos, and videos, enabling users to engage in a more convenient alternative to manual note-taking with this mobile application. The mobile application will automatically generate a report once the safety engineer completes the risk assessment.

Language is fundamental to human communication, allowing individuals to express and exchange ideas, thoughts, and emotions. In early childhood, some children experience communication disorders that impede their ability to articulate words correctly, posing significant challenges to their learning and development. This issue is exacerbated in developing countries, where limited resources and a lack of technological tools hinder access to effective speech therapy. Traditional speech therapy remains vital, but the latest technological advancements have introduced robotic assistants to enhance therapy for communication disorders. Despite their potential, these technologies are often inaccessible in developing regions due to high production costs and a lack of sustainable manufacturing models. For these reasons, this paper presents “FONA,” a robotic assistant that employs rule-based expert systems to provide tactile, auditory, and visual stimuli. FONA supports children aged 3 to 6 in speech therapy by delivering exercises such as syllable production, word formation, and pictographic storytelling of various phonemes. Notably, FONA was successfully tested on children with cochlear implants, reducing the number of sessions required to produce isolated phonemes. The paper also introduces an innovative analysis of the Make To Order (MTO) manufacturing system for producing FONA in developing countries. This analysis explores two key perspectives: collaborative networks and entrepreneurship, offering a sustainable production model. In a pilot experiment, FONA significantly improved children’s attention spans, increasing the period by 17 min. Furthermore, the economic analysis demonstrates that producing FONA through collaborative networks can significantly reduce costs, making it more accessible to institutions in developing countries. The findings suggest that the project is viable for a five-year period, providing a sustainable and effective solution for addressing communication disorders in children.

This study examines the comparative teaching effectiveness and student satisfaction between native Japanese language teachers (NJLTs) and non-native Japanese language teachers (NNJLTs). Utilizing a sample of 740 students from various educational institutions in Japan, the research employs a quantitative design, including structured questionnaires adapted from established scales. Advanced statistical methods, including factor analysis and multiple regression, were used to analyze the data. The findings reveal no significant differences in student satisfaction and language proficiency between students taught by NJLTs and NNJLTs. Additionally, regression analysis showed that cultural relatability and empathy were not significant predictors of teaching effectiveness, suggesting that factors beyond nativeness influence student outcomes. These results challenge the native-speakerism ideology, highlighting the importance of pedagogical skills, teacher-student rapport, and effective teaching strategies. The study underscores the need for inclusive hiring practices, comprehensive teacher training programs, and collaborative teaching models that leverage the strengths of both NJLTs and NNJLTs. Implications for educational policy, curriculum design, and teacher professional development are discussed, advocating for a balanced approach that values the contributions of both native and non-native teachers. Limitations include the reliance on self-reported data and the specific cultural context of Japan. Future research should explore additional variables, employ longitudinal designs, and utilize mixed-methods approaches to provide a more nuanced understanding of language teaching effectiveness.

This study delves into the concept of the “cultural bomb” within the framework of non-military defense empowerment strategies in Indonesia. This approach can potentially change society’s views and attitudes towards various security threats as a realization of strengthening the defense and security system of the universal people (Sishankamrata) per article 30 paragraph (2) of the 1945 constitution. By leveraging media, education, and information technology, the cultural bomb acts as a social weapon that operates powerfully in the “space of mind,” shaping behavior and actions nonviolently. The issue of cultural threats pertains to the infiltration and imposition of foreign cultural values and practices that undermine local traditions and national identity, leading to social fragmentation and weakness. This study proposes the concept of a “cultural bomb” as a policy framework to address and mitigate these cultural threats. The research employs a qualitative approach using the Delphi technique, engaging experts from cultural studies and defense strategies to reach a consensus on the strategic application of the cultural bomb. The results indicate that the cultural bomb can effectively strengthen national identity and awareness of national defense by promoting local values and cultural resilience, thus enhancing societal cohesion and mitigating the impact of foreign cultural influences. The paper outlines the components of a cultural bomb, analyzes its application in international contexts, and discusses its implications in efforts to strengthen national identity and foster a sense of national defense awareness. Focusing on the “war over space of mind” ideology, it introduces “cultural hacking” as a strategic initiative to address cultural power imbalances in the post-truth era.

Despite being controversial, teacher tenure policies are understudied, particularly in higher education contexts outside the Western world. Using semi-structured interviews with 15 university faculty members, this study explored how tenure systems influence the teaching practices, motivations, and job satisfaction of language teachers in Macau's universities. It was revealed that Macau implemented competitive, “up or out” tenure policies that were based on research output. Faculty were anxious as vague expectations heightened research priorities over teaching quality and student support. Requirements also strained collegial relationships as faculty goals focused on promotion. Veteran professors demonstrated resilience, maintaining intrinsic motivation despite policies. They advocated improving policies by promoting transparency, balancing workloads, accommodating disciplines, and communicating effectively. Using empirical data, this study identifies key policy implications for supporting teacher motivation while balancing inequality constraints. It provides empirical insight into optimizing tenure for teacher engagement and fulfillment.

This paper studies the product language construction of the twisted porcelain cultural heritage. Through field research, we collected and sorted out samples of twisted porcelain products, explored the product language characteristics of twisted porcelain from multiple aspects such as production process, product shape, and product color, interpreted cultural value, captured potential connotations, extracted representative words from user comments, quantified the relationship between users and twisted porcelain culture, realized the construction and transmission of traditional cultural language information, conveyed the traditional cultural information of the product to users, and promoted the sustainable dissemination and development of this cultural heritage. The research results show that after mining and extraction at the level of twisted porcelain characteristics, the core language constructs the cultural expression of twisted porcelain products, which is more in line with the needs of the market and users, and has the potential to be developed and disseminated using the language generation of cultural heritage products.