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This dissertation explores how smart city strategies are being used in Macau, focusing on what everyday citizens think about them. It explores both the positive aspects and the problems with how these policies are being put into action. While the Macau government has introduced several digital services. For example, the Macau One Account, electronic payments, and smart transport systems. There are many people who feel there’s a gap between technology and how well it actually includes everyone. The research is based on a close look at government plans (like the Macau SAR Five- Year Plan 2016–2020) and interviews with people from different age groups. Using a method of analyzing themes in the data, the study found that younger and middle- aged people generally find these tools useful and convenient. However, older adults often struggle because they aren’t as comfortable with smart city services and don’t get enough support. Also, even though the government says it welcomes public input, most people said they weren’t really involved in decisions, showing that the process is mostly top-down. The study points out some big challenges, like digital inequality, lack of public participation, and a mismatch between what policies aim for and what people actually need in daily life. It suggests making smart city planning more inclusive by offering digital tools in multiple languages, involving citizens in budgeting decisions, and providing digital training for those who need it. Overall, it argues that smart city development should focus more on fairness, access, and building public trust to truly improve urban life in a lasting and meaningful way.

Ford Motor Company (Ford) is an American car manufacturer and one of the leading automobile manufacturers with over a century of history in the auto industry. The Company is headquartered in the United States, in Dearborn, Michigan. However, it has operations in over 125 countries around the world, including Europe, Africa, Asia, and South America, offering a wide range of vehicles under the Ford and Lincoln brands. The Company has demonstrated resilience and adaptability in response to shifts according to consumer preferences, technology advancements, and government regulations. The company has been investing constantly to restructure and position itself and remain competitive. Therefore, finding strategies to boost sales and get high returns from invested capital is a must for the company to keep its market share, even though this is still a challenge due to the nature of the automotive industry, which brings intense competition from both traditional and new entrants, particularly EV manufacturers. In this study the focus is not only to estimate the intrinsic value of Ford Motor Company as of 31, December 2023, but also to analyze essential aspects of the company including SWOT, PESTEL, and Porter’s five forces analysis to get a framework of internal and external environment of the company which enables us to identify strategic opportunities, competitive advantage, vulnerabilities, and threats of the Company. After understanding the dynamics of the company and the economic overview, which are crucial to predict the impact of key assumptions when evaluating the company’s intrinsic value. For the second part of our study, the attention goes to the financial analysis of both historical and forecasted financial statements that are extremely important to apply for the Discounted Cash Flow valuation methods and later to perform a sensitivity analysis to understand the Company’s financial performance. Therefore, Ford Motor Company’s intrinsic value from the three discounted cash flow models leads us to conclude that the Ford stock’s price is currently undervalued, and it is expected to grow in the future.

本研究採用質性研究法，旨在探討澳門教育碩士二年級學生的學習體驗、影響學習體驗的主要因素、學習過程中所面對的挑戰與困難，以及學生對課程優化的建議與期望。研究透過半結構式深度訪談十位教育碩士生，並加以整理與分析，以深入回應研究問題並歸納研究結論。研究結果顯示： （一）受訪學生普遍肯定課程對其專業知識和實務能力的提升作用，但指出理論與實踐之間存在明顯落差，特別是在統計分析與研究方法教學方面的支援不足。此外，積極的師生互動與同儕合作有助提升學習動機與成效，惟小組合作中常見的角色衝突、任務分配不均及教師指導不足等情況亦對學習體驗造成負面影響。 （二）影響學生學習體驗的關鍵因素包括：師資專業素質、院校資源配套、同儕互動質量及時間管理壓力。教師教學策略與專業水準對學習成效有直接影響，學生偏好案例導向與互動性強的教學形式。而院校資源方面，如數據庫使用受限、設施老化等問題亦限制了學生的學術發展。在職學生則面臨工作與學業角色衝突，影響學習的持續性與專注度。 （三）受訪學生普遍面臨理論與實踐銜接困難、學術能力落差、時間壓力與團隊協作挑戰等問題。跨專業學生對學術論文與與研究設計的掌握不足，需要更有系統的研究方法訓練。隨機分組亦導致成員能力不均，降低了合作效率。部份學生在資源使用與情緒管理方面亦顯得較為薄弱，進一步削弱其學習投入。課程定位與職業發展期望之間的落差對學習動機構成不利影響。 （四）學生建議課程可加強案例教學與實踐機會，增設研究方法進階訓練，並優化評價設計。採用更多元的評估形式。同時，應明確學術型與專業型課程的培訓目標，建立清晰的課程命名與專業認證制度，以提高學歷認受性及學生未來的就業競爭力。 最後，根據研究結果，本文提出若干針對澳門教育碩士課程之優化建議。並指出未來可延伸之研究方向，以持續深化對本澳教育碩士學習體驗的理解與關注。 This study adopted a qualitative research approach to explore the learning experiences of second-year Master of Education students in Macao. It investigated the factors that influenced their learning experiences, the challenges and difficulties encountered during their studies, and their expectations for curriculum improvement. Through semi-structured in-depth interviews with ten Master of Education students, the collected data was organized and analyzed to thoroughly address the research questions and summarize the research findings. The results indicate that: 1. Findings indicated that while participants generally affirmed the programme’s contribution to enhancing their professional knowledge and practical skills, they also identified a clear imbalance between theoretical instruction and practical application, particularly in the area of statistical analysis and research methodology. Positive student-teacher interactions and peer collaboration were seen to support motivation and learning outcomes. However, issues such as role conflict in group works, unequal task distribution, and insufficient teacher guidance negatively impacted their overall experience. 2. Key factors influencing students’ learning experiences included teacher quality, institutional support, peer relationships, and stress related to time management. Teaching strategies and educator’s expertise were found to directly affect course quality, with participants favouring case-based and interactive teaching approaches. However, limited access to databases and outdated facilities were seen as barriers to academic development. Working students also faced a conflict of roles between their professional responsibilities and academic commitments, which hindered their ability to maintain engagement. 3. Challenges commonly reported included difficulties bridging theory and practice, gaps in academic preparedness, time pressures, and team collaboration issues. Cross-disciplinary students often lacked a strong foundation in academic writing and research design and expressed a need for more structured research training. Random group allocation was seen to reduce group effectiveness. Additionally, some participants demonstrated limited capacity for resource use and emotional regulation, and this affected their learning engagement. Misalignment between course orientation and career expectations was also a factor in the decline in motivation. 4. Participants recommended increasing opportunities for case-based learning and hands-on experience, as well as enhancing research training and diversifying assessment methods. They also suggested clearer distinctions between academic and professional degree pathways and the establishment of a standardised course naming and a professional accreditation framework to improve recognition and employment competitiveness. Based on the findings, this study proposed several recommendations for improving the Master of Education curriculum in Macao. Future research directions are also suggested that may deepen an understanding of and support the development of postgraduate learning experiences within the local context.

Objectives: Appropriate support services have an important impact on inclusive students. If there is sufficient and appropriate support in school, it will help improve the learning, social interaction and social adaptation of inclusive students. The Macau SAR government has proposed to promote school-based therapy services in the future. This policy will help improve the appropriateness of school support for inclusive students. Language is the basis of learning, so the implementation of school-based speech language therapy services will inevitably help support the learning needs of inclusive students with language disorders in school. However, a deeper understanding of the current situation is needed in order to formulate an appropriate implementation plan. This study aims to understand the current front-line primary school teachers' understanding of the work of speech language therapists, characteristics of related impairments, difficulties in implementation, suggestions for school-based speech language therapy, so as to serve as reference information for future implementation plans. Method: This study conducted semi-structured interviews with 8 current primary school teachers from inclusive schools with different backgrounds. The interviews were recorded in the form of audio recordings, transcribed verbatim, and then coded and organized according to the research questions. Combined with the support of literature review, implementation suggestions were given for the school-based speech language therapy. Conclusion and limitations: The results show that teachers who studied special education and educational psychology have a higher understanding of the scope of speech language therapy than teachers who studied general education. Most teachers believe that the work scope of speech language therapists is mainly in oral expression, communication skills, and articulation correction. The interviewees all pointed out that there is currently no communication channel and direct contact point between teachers and speech therapists. The current difficulties related to speech language therapy include multiple aspects: teachers, parents and policies, such as teachers' lack of understanding of related impairments, low social acceptance, and lack of transparency of school information. The study also summarized government policies, school resources, environment and other factors that affect the effectiveness of speech language therapy, including evaluation process and waiting time for the evaluation, school support for government policies, parents and teachers' understanding and acceptance of speech language therapy, etc. The interviewees all agreed that there is a need to provide school-based speech language therapy services to solve the current difficulties in implementation, and also provided a number of implementation suggestions as a reference for the Macau SAR government in implementing relevant policies. However, the number of respondents was small, and it is suggested that a larger-scale study should be conducted. In addition to considering the number of samples, different stakeholders should also be included as respondents to formulate a well-balanced implementation guideline for promoting school-based treatment services from a more neutral perspective, so as to improve the teaching quality of students with special learning needs. 目的：合適的支援服務對融合生有著重要的影響，若在校內有足夠且適宜的支援，有助提升融合生的學習、社交、以及其適應社會的能力；澳門特區政府提出未來致力於推行校本治療服務，此政策有助提升在校支援對融合生的適切性；其中語言為學習的基礎，故校本語言治療服務的推行必然有助支援伴隨語言障礙融合生校內之學習需要。然而，在推行前需要對現況有更深入的了解，以便制定合宜的落實方案，是次研究旨在了解目前前線教師對語言治療師工作的認識、對相關障礙的了解、與語言治療相關的支援及溝通、實行上面對的困境、對校本語言治療的想法及推行建議，以作為日後推行計劃的參考資訊。 方法：是次研究透過與 8位不同背景現職融合學校小學教師進行半結構性訪談，訪談以錄音形式記錄，以逐字稿形式轉錄後，再根據探研究問題進行編碼及整理，結合了文獻回顧的支持，為日後落實校本語言治療給予落實建議。 結論及限制：結果顯示修讀特殊教育系、教育心理學系的教師對語言治療工作範疇的認識較修讀一般教育系的教師為高；大部分教師認為語言治療師的工作範疇主要在口語表達、溝通能力，以及構音糾正等面向，可見對語言治療師工作了解不透徹；受訪者均指出現時教師與語言治療師處於零溝通、零接觸的狀況，現時與語言治療相關的困境包括多個面向：教師、家長及政策，例如教師對相關的障礙認識不足、社會接納度低、校內資訊不透明等；研究亦歸納了政府政策、校內資源、環境等多項影響語言治療成效的因素，包括評估流程及輪候時長、校方對政府政策的支持度、家長及教師對語言治療的認識及接受程度等；受訪教師均一致認為有需要提供校本語言治療服務，以解決現時實行上的困境，亦對推行校本語言治療服務提供多項落實建議，以作為澳門特區政府在推行相關政策的參考資料；然而是次受訪人數太少，建議進行更大型的研究，除了人數的考量，亦可加入不同持份者作為受訪對象，以更中立的角度研判並平衡各持份者對推行校本治療服務的實施方針，以提升有特殊學習需要學生的教學品質。

This qualitative study explored the experiences of 15 Mental Health Professionals in Macau who interact with adults with intellectual disabilities (ID), aiming to understand how these interactions shape perceptions, relationships, and service practices. Using a phenomenological approach, semi-structured interviews were conducted with professionals from government-funded NGOs, including social workers, therapists, and healthcare providers. Data were analysed through thematic analysis, yielding seven key themes: (1) New perception of Service Users with ID (e.g., shifting from deficit-based to strength-based perceptions), (2) bidirectional personal transformations in professionals (e.g., increased patience, resilience, irritable), (3) Relationship Dynamics and Emotional Connections (e.g., familial, collegial, or mentor-like relationships), (4) A professional core service share by the perceived role (5) development of best practices emphasizing rapport and knee observations, (6) creation of safe worry-free spaces fostering mutual emotional support, (7) and Needs to be fulfilled in aging services, learning and community integration. Practical implications highlight the need for the addition of course structures related to people with intellectual disabilities in relevant occupational college courses, expanded staffing ratios, and policy reforms to address care gaps related to aging. By revealing the mutual influence of professional service-user relationships, where interactions foster staff growth and client empowerment, this study contributes to the global discussion on disability support, while providing actionable recommendations for Macau’s upcoming Ten-Year Rehabilitation Plan in 2026-2036. The findings hold value for policymakers, service providers, and educators seeking strategies to enhance workforce well-being and service quality in intellectual disability service.

With the rapid development of mobile network, APP has become an important platform for children to acquire knowledge, entertainment and learning. Environmental education APPs have great potential to cultivate children's environmental awareness with the feature of “edutainment” and “fun”, as well as to stimulate their interest in learning and change their behavioral habits. Starting from children's UI and UX design, we use creative and child-friendly design to enhance the attractiveness of the product and the user's adhesion. Through quantitative research, we investigate the market and user needs, and analyze competitors. Through qualitative research, we analyze the content of the product using educational psychology as a starting point. The main motivation of this study is to enhance children's interest in environmental protection and their sense of social responsibility through game- based teaching, in view of the environmental problems in Macao and the world.

This study explores how to effectively evaluate the efficiency of environmental education (EE) among college students in Guangdong Province by comparing two complementary methods: (1) traditional statistical analysis of structured questionnaires using chi-square tests, and (2) semantic network analysis (SNA) of open-ended responses. The structured questionnaire assessed students' environmental knowledge, attitudes, behaviors, and education needs using multiple-choice and Likert-scale items. An open-ended question was included to capture students’ understanding of ""environmental protection"" in their own words, which was then analyzed through semantic network modeling. The study collected 225 valid responses from students at Guangdong University of Science and Technology. Chi-square tests revealed significant differences between first-year students and those in later years in their knowledge of environmental issues (e.g., χ², p < 0.05 across 35 indicators), but no significant differences were observed based on gender or place of residence. Semantic network analysis, using centrality, density, and clustering coefficients, showed similar cognitive divergences between academic years but confirmed no meaningful structural differences in conceptual associations across gender or residence groups. For instance, the semantic network of first-year students had lower density (0.031) and fewer central nodes than that of senior students, indicating a simpler understanding of environmental concepts. The convergence of results from both methods validates the use of semantic network analysis as a complementary, quantitative tool for evaluating students’ cognitive structures and discourse in environmental education. This integrated approach offers a richer and more nuanced perspective than traditional surveys alone. The findings suggest that environmental education efforts should focus more on advancing conceptual depth as students progress through university. Curriculum designers can use semantic analysis as an innovative diagnostic tool to improve the cognitive and discourse-based effectiveness of environmental education programs.

This study aims to explore the effectiveness of mind mapping instruction on Primary 4 students’ Chinese reading ability. Using a pre-and post-test quasi-experimental design with a control group, two classes of fourth-grade students from a girls' school in Macao participated in the study, with one class as the experimental group (n = 25) receiving mind mapping reading instruction, and the other as the control group (n = 16) receiving general reading instruction. Both groups received instruction for about four weeks, with approximately three sessions per week for a total of 11 sessions of 40 minutes each (i.e., 440 minutes in total). The first five sessions focused on narrative texts, and the next five sessions focused on expository texts, with the last session as a summary session. Both groups took the pre-tests using the narrative text from PIRLS (2021) and the expository text from the A3 version of the Reading Comprehension Growth Test, and the post-tests using the narrative text from PIRLS (2016) and the expository text from the A2 version of the Reading Comprehension Growth Test. The experimental group also completed the form regarding their post-instruction feedback for mind mapping instruction. Mann-Whitney tests found that general reading instruction did not significantly improve Grade 4 students’ Chinese reading ability, whereas mind mapping instruction significantly improved Grade 4 students’ Chinese reading ability, with moderate effect sizes (rank-biserial correlation of 0.70 [narrative text] and 0.57 [expository text]). Multiple regression analysis showed that the experimental group scored 0.11-unit higher on the post-test scores of narrative text reading than the control group after controlling their pre-test scores on narrative text reading; the experimental group scored 0.13-unit higher on the post-test scores of expository text reading than the control group after controlling their pre-test scores on expository text reading. In addition, 19 (76%) students in the experimental group gave positive feedback for the mind mapping reading instruction. Recommendations for Chinese teachers, schools’ initiatives at advancing reading instruction, and the government’s endeavor at teacher training related to mind mapping instruction. Limitations of the current study and future research directions were also discussed. 本研究者旨在探究心智圖教學對提升小學四年級學生中文閱讀能力的成效。採用有對照組的前後測準實驗研究設計，選取澳門某女校四年級兩個班級的學生作為研究對象，一個班級作為實驗組（n = 25）接受心智圖閱讀教學，另一個班級作為對照組（n = 16）接受一般閱讀教學。兩組均接受為期大約4週的教學，每週大約3節課，共11節，每節課40分鐘，總共440分鐘;首5節進行記敘文教學，後5節進行說明文教學，最段1節進行教學總結。兩組在接受相應的閱讀教學前，均接受了PIRLS（2021）的文藝性文章和《閱讀理解成長測驗》A3版本的說明文閱讀測驗;在完成教學後，均接受了PIRLS（2016）的文藝性文章和《閱讀理解成長測驗》A2版本的說明文閱讀測驗。實驗組在完成心智圖教學後也填寫了《對心智圖教學的反饋問卷》。Mann-Whitney檢驗發現，一般閱讀教學沒有顯著提升四年級學生中文閱讀能力；心智圖閱讀教學顯著提升四年級學生中文閱讀能力，效應值達到中等程度（rank-biserial correlation為0.70[記敘文]和0.57[說明文]）。多重回歸分析表明，控制了記敘文閱讀前測分數之後，接受心智圖閱讀教學的學生在記敘文後測分數上會比接受一般閱讀教學的學生高0.11個單位；控制了說明文閱讀前測分數之後，接受心智圖教學的學生在說明文後測分數上會比接受一般閱讀教學的學生高0.13個單位。此外，19名（76%）接受心智圖教學的學生對心智圖教學給出正向的反饋，認為心智圖能幫助她們提升閱讀能力、分析和統整文章內容、歸納文章重點、增強對文章的記憶，以及提升閱讀的趣味性。研究者針對中文老師、學校閱讀教學的推動以及政府在心智圖教學培訓方面，提出相應的建議；對本研究的不足之處和未來研究的方向也給出了建議。

With continuous advancements in technology leading to extended lifespans, a question arises: Are we adequately prepared to face and accept death when it eventually comes? What factors prompt us to proactively plan our end-of-life arrangements? These are important issues that merit understanding and attention. Therefore, this study aims to explore the current status and related factors between life autonomy and quality of life among the elderly in Macau. This study adopts a mixed-methods approach, primarily utilizing convenience sampling and snowball sampling. Data were collected through both online and offline methods using questionnaires. The questionnaire consists of three main sections: 1) demographic background information of respondents, 2) the Good Death Inventory (GDI), and 3) the World Health Organization Quality of Life-BREF Taiwan Version. A total of 512 questionnaires were collected, with 480 valid responses, accounting for approximately 94% of the total. Among the respondents, 61.1% were female, the majority had primary school education, 51.6% were married, but only 36.5% lived with their partners. Nearly 60% of participants rated their physical condition as average, 60% had chronic illnesses, though the prevalence of severe chronic diseases was low. Over 50% of participants had no religious beliefs and did not participate in any elderly services. The results show that 60% of participants exhibited moderate or above levels of attitudes toward a good death and quality of life. Analysis using one-way ANOVA and T-tests revealed significant differences in attitudes toward a good death across all demographic variables. Participants who were ""older,"" had ""lower education levels,"" were ""single"" or ""cohabiting,"" ""lived with friends,"" had ""no religious beliefs"" or were ""Catholic,"" had ""poor physical condition,"" ""did not receive elderly services,"" or participated in ""elderly daycare centers"" displayed poorer attitudes toward a good death. Additionally, participants considered ""anticipating future conditions,"" ""seeing desired people,"" ""natural death,"" ""living in a peaceful environment,"" and ""independent living"" as key aspects of a good death. Regarding quality of life, differences were observed across various demographic variables. In overall quality of life, participants who were ""older,"" ""never educated,"" ""single"" or ""cohabiting,"" ""lived with friends,"" had ""poor physical condition,"" or were ""using home support services"" reported poorer quality of life. In the physical health domain, those who were ""older,"" ""never educated,"" ""cohabiting,"" had ""poor physical condition,"" or were ""using home support services"" had lower quality of life. In the psychological health domain, those who were ""older,"" ""never educated,"" ""cohabiting,"" ""lived with friends,"" were ""Catholic,"" had ""poor physical condition,"" or were ""using home support services"" had poorer quality of life. In the social relationships domain, those who were ""older,"" ""single"" or ""cohabiting,"" ""lived with friends,"" had ""poor physical condition,"" or ""did not receive elderly services"" had poorer quality of life. In the environmental domain, those who were ""older,"" ""never educated,"" ""cohabiting,"" ""lived with friends,"" had ""poor physical condition,"" or were ""using home support services"" had poorer quality of life. Across the four domains (excluding overall quality of life), participants scored highest to lowest in the following order: physical health > social relationships > environment > psychological health, indicating that psychological health was the weakest domain. A positive correlation of varying degrees was found between attitudes toward a good death and different domains of quality of life, meaning that better quality of life was associated with better attitudes toward a good death. However, only the ""environmental"" and ""social relationships"" domains of quality of life showed a linear relationship with the Good Death Inventory, indicating that these domains are predictive of attitudes toward a good death, though their explanatory power is limited.

This study aims to investigate the current status of teaching difficulties and professional competencies among secondary school teachers working with students with special educational needs (SEN) in inclusive classrooms in Macao. It examines differences in teachers' teaching difficulties and professional competencies across various demographic variables. Furthermore, it explores the relationship between teachers' professional competencies and their teaching difficulties, as well as identifying the predictive factors influencing both aspects. A questionnaire survey method was employed, collecting 171 valid responses. Data analysis methods included descriptive statistics, independent samples t-tests, one-way ANOVA, Pearson correlation, and linear regression analysis. Key findings include: • Teachers reported a moderately low level of teaching difficulties related to inclusive education. • Teachers reported a moderately high level of professional competencies in inclusive education. • Significant differences in teaching difficulties were observed based on teachers' gender and participation in inclusive education training courses. • Significant differences in professional competencies were observed based on teachers' years of experience in inclusive education and their participation in inclusive education training courses, seminars and workshops. • A low negative correlation was found between teachers' teaching difficulties and their professional competencies. • Teachers' professional competencies significantly predict their teaching difficulties. • Gender significantly predicted teaching difficulties in inclusive education contexts. Based on these findings, relevant recommendations are provided. 本研究旨在瞭解澳⾨融合教育學校中學教師⾯對融合學⽣的教學困擾及融 合教育專業知能的現況與相關性，並分析不同背景變項下澳⾨中學教師的教學困 擾及融合教育專業知能之差異、融合教育專業知能對教學困擾的預測⼒，以及背 景因素對教學困擾的預測⼒。 本研究採⽤問卷調查法，回收有效問卷171份。問卷數據以描述性統計、獨 ⽴樣本T檢驗、單因⼦變異數分析、⽪爾遜積差相關、線性迴歸分析進⾏分析。 研究結果歸納如下： ⼀、 澳⾨中學教師融合教育教學困擾屬「中等偏低」程度。 ⼆、 澳⾨中學教師融合教育專業知能屬「中等偏⾼」程度。 三、 不同性別及融合教育課程進修的澳⾨中學教師融合教育教學困擾有顯著差 異。 四、 不同融合教育年資、融合教育課程進修及講座、⼯作坊參與的澳⾨中學教師 融合教育專業知能有顯著差異。 五、 澳⾨中學教師融合教育教學困擾與專業知能呈「低度負相關」。 六、 澳⾨中學教師的整體融合教育專業知能對融合教育教學困擾具微弱預測⼒。 七、 「性別」對融合教育教學困擾具微弱預測⼒。 本研究最後根據研究結果提出相關建議。

Macau’s rapid urban development has significantly altered its natural landscapes, leading to the degradation and fragmentation of wetland ecosystems. Although diminished in size, these urban wetlands continue to deliver vital ecological services and sustain a range of biodiversity. Conventional methods for biodiversity assessment are often labor-intensive and unsuitable for regular monitoring in urban environments. This study utilized environmental DNA (eDNA) metabarcoding as a non-invasive and effective approach to survey biodiversity in 2 coastal and 7 freshwater urban wetlands in Macau. Environmental DNA was extracted from water samples collected from these nine representative wetland sites and analyzed using metabarcoding techniques to detect fish species. Three genetic markers were targeted to enhance taxonomic resolution, which included COI (mlCOIintF/LoboR1, 313 bp), 12S (miFish-U, 170 bp) and 18S (V4, 400 bp). Bioinformatic pipelines were used to process sequencing data, identify taxa, and compute biodiversity indices, providing a comprehensive snapshot of aquatic biodiversity in Macau’s urban wetlands. A total of 90 fish species were detected, including native species, migrants, and invasive taxa. Beta diversity analysis shows site and season together explained 50% of the variation in community composition (PERMANOVA R² = 0.50, p = 0.001), shaped by environmental gradients and seasonal turnover. These results highlight eDNA metabarcoding as an effective tool for biodiversity monitoring in urban wetlands and emphasize the need to preserve habitat diversity and management strategies in Macau.

This study took 14 students with mild intellectual disabilities from a special education class in a Macao school as the research objects. Using the comparative method of experimental group and control group, it explored the influence of adaptive physical education fitness courses on the motor skills of special education students. The experimental group received a 12-week adaptive physical education fitness course, while the control group carried out traditional physical education teaching. The study adopted the motor skills assessment scale compiled by Liu Yijun to conduct pre-tests and post-tests on the two groups of students, and used SPSS software for statistical analysis. The results showed that the adaptive physical education fitness course had significant effects on improving most physical fitness and motor ability indicators of special education students. The experimental group showed significant differences (p<0.05) in the pre-test and post-test scores of 11 indicators, including BMI, sit-and-reach, one-minute knee flexion sit-ups, two-minute step test, etc. The traditional course only showed significant effects in the standing long jump project, and the differences in other indicators between the pre-test and post-test did not reach the statistical significance level. In addition, the experimental group was significantly better than the control group in the total manipulative movements and throwing indicators (p<0.05). The study indicates that adaptive physical education fitness courses can effectively improve the physical fitness and motor skills of special education students. Based on this, it is suggested to increase the class hours of healthy physical fitness, expand opportunities for diversified sports participation, integrate technological elements into innovative teaching methods, and incorporate interdisciplinary integration into daily teaching, providing new ideas and practical directions for physical education teaching in special education. 本研究以澳門某學校特殊教育班的 14 名輕度智能障礙學生為研究對象，採用實驗組與控制組對比的研究方法，探討適應體育體適能課程對特殊教育學生動作技能的影響。實驗組接受為期 12 週的適應體育體適能課程，控制組則進行傳統體育教學。研究採用劉怡君編制的動作技能評估量表，對兩組學生進行前測與後測，並運用 SPSS 軟體進行統計分析。 結果顯示：適應體育體適能課程在改善特殊教育學生的多數體適能和動作能力指標上具有顯著成效。實驗組在 BMI、坐姿體前屈、一分鐘屈膝仰臥起坐、兩分鐘登台階等 11 項指標上前後測分數差異顯著（p<0.05）。而傳統課程僅在立定跳遠項目上呈現顯著效果，其餘指標前後測差異均未達統計學顯著水準。此外，實驗組在操縱性動作總量與投擲指標上明顯優於對照組（p<0.05）。 研究表明，適應體育體適能課程能夠有效提升特殊教育學生的身體素質和動作技能。據此建議：增加健康體適能課時、拓展多元運動參與機會、創新教學方法融入科技元素以及跨學科融合滲透日常教學，為特殊教育體育教學提供了新的思路和實踐方向。

Language delay is an important issue that affects the early communication and learning abilities of young children. In recent years, there has been a great deal of interest in the family-centered intervention model, which emphasizes the teaching of Responsive Interaction Strategies to parents in order to optimize the family language environment. The purpose of this study is to investigate the effectiveness of this model of intervention for children with language delays and to understand the factors that contribute to their language progress. This study adopted a Mixed Methods Research Design, which combined quantitative experiments with qualitative interviews to analyze the effectiveness of the intervention and parents' perceptions of the family-centered model. The study was conducted with 10 children with speech and language delays aged between 2 and 3 years old. The subjects were randomly divided into experimental and control groups, and received the family-centered ""responsive interaction"" technique and the clinician-directed approach ""direct instruction"" respectively. The 12-week study consisted of a pre-test, an intervention period and a post-test. The quantitative study was conducted using the long version of the Macao contonese language screening scale for preschool children (MacCLASS-P), together with the Chinese Child Development Inventory(Cantonese version) to standardize the children's language comprehension and expression skills. Both the experimental and control groups received weekly 45-minute interventions during the intervention period, with the experimental group receiving a family-centered “responsive interaction” technique, where the therapist taught the parents the relevant skills and provided them with opportunities for practice, and the control group receiving clinician-directed approach ""direct instruction"". The control group received the clinician-directed approach ""direct instruction"". The qualitative study involved semi-structured interviews with the parents of the experimental group to investigate the experience of using the techniques and the changes in their children's language. The quantitative results showed that the experimental group made significantly more progress than the control group in overall language comprehension and expressive skills, but did not achieve significant differences in grammatical comprehension and pragmatics. The qualitative data further reflected that parents generally recognized the usefulness of the “responsive interaction” skills in facilitating children's progress from single words to complete sentences. In conclusion, this study demonstrated that the family-centered “responsive interaction” intervention model was effective in improving the language comprehension and expression of children with language delays, and that parental involvement strengthened the children's categorization and motivation in language learning. 語言發展遲緩是影響幼兒早期溝通與學習能力的重要議題，近年來，以家庭為中心的介入模式備受關注，強調透過教導家長「回應式互動」技巧（Responsive Interaction Strategies）來優化家庭語言環境。本研究旨在探討此模式對語言遲緩幼兒的介入成效，並了解造成其語言能力進步的因素。 本研究採用混合方法研究設計（Mixed Methods Research Design），將量化實驗與質性訪談相結合，以分析介入效果及家長對以家庭為中心模式的看法。本次研究對象為十名年齡介乎2至3歲的語言遲緩幼兒。受試者隨機分為實驗組及控制組，分別接受以家庭為中心的「回應式互動」技巧和以治療師主導的「直接教學法」介入。共十二週的研究包含前測、介入期與後測三部分。 量化研究採用《澳門粵語學前語言篩查測驗》長版，並配合《漢語溝通發展量表（廣東話版）》對幼兒語言理解和表達能力作標準化測量。實驗組及控制組幼兒在介入期均接受每週45分鐘介入，其中實驗組接受以治療師為主導的「直接教學法」並結合以家庭為中心的「回應式互動」技巧介入，治療師在堂上教授家長相關技巧和給予實踐機會；而控制組則接受以治療師為主導的「直接教學法」。質性研究則針對實驗組家長進行半結構式訪談，探討技巧應用經驗與幼兒語言變化。 從量化結果顯示，實驗組在整體的語言理解和表達能力的進步幅度皆顯著優於控制組，惟語法理解和語用並未達至顯著差異。質性資料則進一步反映家長普遍認同技巧實用性，促進幼兒從單詞進階至完整句子表達。 綜合而言，本研究證實以家庭為中心的「回應式互動」介入模式能有效提升語言遲緩幼兒的語言理解和表達能力，且家長參與強化了幼兒在語言學習的類化與積極性。

In Macau, inclusive students refer to students with special educational needs who can receive education alongside their peers in regular classes with minimal special education support. With the advancement of inclusive education policies, an increasing number of students with special educational needs are placed in regular classrooms. However, whether parents are willing to transition their children from regular students to inclusive students plays a key role in the practice of inclusive education. This study aims to explore the experiences and feelings of parents at a Catholic primary school in Macau during the process of their children transitioning from regular to inclusive students. The research questions include: What is the psychological journey of parents during the transition of their children from regular to inclusive students? What factors facilitate or hinder parental decision-making? What are parents’ feelings and thoughts after their children became inclusive students? The researcher employed a qualitative research method using semi-structured one-on-one interviews with six parents (all mothers) and analyzed the interview data using grounded theory. The findings reveal that parents' psychological journey involves a dynamic shift from recognizing their children's difficulties, experiencing doubt and resistance, to accepting assessment and identity confirmation. The decision-making process is influenced by multiple factors, including family support, support from teachers or professionals, the ‘inclusive student’ label, and public information about inclusive education. The study also found that parents generally found that their children's academic performance improved after becoming inclusive students, and that the family atmosphere became more harmonious than before. However, they also had concerns about their children's social skills and future transition to secondary school after becoming inclusive students. They hope that schools and educational authorities can provide more publicity, resources, and support to better implement inclusive education, such as enhancing teacher professional training, offering educational resources, and improving public understanding of inclusive education and inclusive students. Overall, despite the challenges of the transition process, parents demonstrate their own adaptation and growth throughout this journey. 在澳門融合生是指只需要小量的特殊教育支持就能在普通班與同班同學一 起接受教育的有特殊教育需要的學生。隨著融合教育政策的推進，越來越多有特 殊教育需要的學生被安置於普通班中。然而，家長是否願意讓子女由普通生轉為 融合生，是融合教育實踐中的關鍵環節。本研究旨在探討澳門某天主教小學家長 在子女由普通生轉為融合生過程中的經歷與感受。研究問題包括：將子女從普通 生轉為融合生的過程中，家長的心理歷程是怎樣的？有哪些因素會促進或阻礙家 長的決策？將子女從普通生轉為融合生之後，家長的感受和想法是怎樣的？研究 者採用半結構化一對一訪談的質性研究方法對六位家長（均為母親）進行深入訪 談，並採用扎根理論進行訪談數據分析。研究發現家長的心理歷程經歷了從覺察 子女的困難、懷疑與抗拒，到接受評估與身份確認的動態轉變。決策過程受多重 因素影響，包括家庭支持、教師或專業人員的支持、“融合生”標籤、融合教育 的公共資訊等。研究也發現，家長在子女成為融合生後普遍認為子女的成績有所 進步，家庭氣氛比以往更加和諧，但同時對子女的社交能力和未來升中學的問題 有擔憂。她們普遍希望學校及教育當局能提供更多宣傳、資源和支持，以更好地 實施融合教育，例如提升教師專業培訓、加強輔助教學資源、提升公眾對融合教 育和融合生的正確認識。整體而言，儘管轉變過程充滿挑戰，但家長在這個過程 中呈現了自身的適應與成長。

This study explored the influence of Macao caregivers' interaction with young children on language development, and analyzed the family language environment,sociolect-cultural influence and the current language development support system from the perspective of social work. A qualitative research method was used to analyze the interaction pattern and the progress of language development through in-depth interview and observation. The study found that the overuse of electronics, caregiver interaction and multilingual environment affected language development to different degrees, and made suggestions on how social workers should intervene and improve the support system for language development.

The pervasive presence of microplastics in the environment constitues a significant challenge for internationalntern conservation efforts. Since the increase in anthropogentic activities and inadequate plastic waste management over all years, Macao coastal ecosystems have been greatly impacted. Therefore, it is essential to assess the presence and characteristics of microplastics in both waters and sediments along the coastlines of Macao particularly focusing on mangrove and non-mangrove areas. This evaluation aims to gather data on the sources, transport mechanisms, and ecological impacts of microplastics in Macao's coastal waters. A recent local report has indicated that Macao's water sources are not completely free from contamination. This has become a significant concern, as coastal and wastewater sources are heavily polluted with microplastic particles. Macao has been referred to as one of the world's most pressing plastic ocean pollution areas, with one of the highest rates of such pollution globally. Microplastics, however, are not the only plastic pollutant found, as nanoplastics have been found in shore waters, harming ocean ecosystems and becoming incorporated into the food chain. This research was used to quantitatively estimate the density and occurrence of microplastics in Macao coastal ecosystems in mangrove and non-mangrove areas (Taipa Mangroves Wetland, Cotai Ecological Reserve, Coloane Village Wetland) and Hac Sa beach. The results show that the non-mangrove site has a density of microplastics at 267.98 pieces/kg, which has the lowest of all the sampling stations, and Taipa Mangroves Wetland, with the highest concentration of microplastics within the forest among the sampling stations in the mangrove zone of Macau. This research can also provide useful information for environmental conservation and management plans.

This study focuses on the field of inclusive education using qualitative methods, conducting semi-structured interviews with eight secondary school teachers in a school in Macau that is not participating in inclusive education programs. Employing ecological systems theory, it explores their understanding, perceptions, willingness toward inclusive education, the challenges they face, and their suggestions. The findings reveal that interactions among various systemic levels shape teachers' attitudes. At the macrosystem, limited societal understanding and prevalent public prejudices against students with special needs influence teachers' perceptions and acceptance. The exosystem highlights a lack of professional training and policy support, undermining teachers' capabilities and confidence. Communication barriers between teachers, parents, and colleagues within the mesosystem hinder the exchange of information about students with special needs. At the microsystem, teachers' personal perceptions and experiences mold their attitudes, where stereotypes and negative experiences impact their approach and, consequently, student learning. To address these challenges, teachers suggest that Macau should establish bachelor's degree programs, enhance teacher training, and increase societal advocacy. Additionally, schools should create teams focused on inclusive education and ensure the provision of necessary resources. Based on these insights, this study suggests that school should build inclusive education teams and provide school-based training programs, and the government should improve the practicality of teacher training and enhance public and parental understanding of inclusive education, to facilitate its effective implementation by teachers. 本研究聚焦於融合教育領域，採用質性研究方法，透過半結構式訪談收集 八位澳門非參與融合教育計劃學校中學教師的見解，並以生態系統理論為框 架，探討他們對融合教育的認知、看法、實施意願和挑戰，以及他們的建議。 研究發現，各系統間相互的影響形成了教師的態度。在宏觀系統上，社會 對融合教育的認識不足、大眾對融合生的偏見會影響教師對融合生的看法和接 納程度。在外部系統中，教師感受到專業培訓和政策支持的缺失，削弱了他們 實施融合教育的能力和信心。而在中間系統，教師與家長及同事的溝通上出現 障礙，使得教師在獲取融合生信息方面遭遇挑戰。微觀系統中，教師的認知和 經驗進一步塑造了他們的態度，他們雖認識到融合生有特殊需求，但對融合生 的刻板印象影響着學生的發展。此外，失敗的經驗、工作壓力也對他們的態度 造成負面影響，繼而影響到學生的學習。受訪教師提出，高等院校應設立學士 學位，政府應加開教師培訓，同時加強社會宣導，學校亦應建立融合教育小組 和提供適當的設備，以改善現存的問題。 基於上述發現，本研究建議學校成立融合教育小組和提供校本培訓，並呼 籲政府加強教師培訓的實用性、提高家長和公眾對融合教育的宣導，以協助教 師有效實施融合教育。

This study explores the changes in the parent-child interaction experience of different types of parents (single parents and two parents) before, during and after the epidemic. The study adopted qualitative research methods and conducted in-depth interviews with 10 families (5 single-parent families and 5 two-parent families), and analyzed from three levels: educational support, interaction model and emotional support.Research has found that the epidemic has not only changed families' lifestyles, but also affected the pattern and quality of parent-child interaction.Especially during the shutdown of work and school, the time parents spend with their children has increased sharply from the original 2-3 hours to 12-14 hours.This abnormal lifestyle has brought unprecedented challenges and opportunities to the parent-child relationship. The research results show that 14 important themes emerged from the interviews, and there are significant differences between single-parent parents and dual-parent parents in facing the impact of the epidemic.In terms of educational support, two-parent families can provide more comprehensive educational support through the division of labor and cooperation between parents.The father is mostly responsible for tutoring in math and science subjects, while the mother focuses on tutoring in Chinese subjects.In contrast, although single parents face resource constraints, they are often able to develop more innovative educational strategies, such as making good use of community resources and establishing mutual aid networks.In terms of interaction patterns, two-parent families tend to optimize the quality of interaction through role division, while single-parent families focus more on improving the effect of a single interaction.At the level of emotional support, the support methods of two-parent families have experienced a transformation from division of labor and collaboration to overall integration, while single-parent families have developed more direct and in-depth emotional connection strategies. Research has found that both single-parent and two-parent families can maintain the development of parent-child relationships through different strategies and adaptations. Some good interactive habits formed during the epidemic, such as regular in-depth conversations and joint participation in housework, are still retained and developed by many families after the epidemic.This suggests that crises may also be an opportunity to promote the optimization of family relationships.The research results not only help understand the unique needs of different types of families, but also provide an empirical basis for formulating differentiated family support policies.Based on the research findings, it is recommended that the government and social service agencies should pay more attention to the diversity of families when formulating policies and provide more targeted support services for different types of families. 本研究探討疫情前中後不同類型家長（單親及雙親）的親子互動體驗變化。研究採用質性研究方法，通過深度訪談10個家庭（5個單親家庭和5個雙親家庭），從教育支援、互動模式和情感支援三個層面進行分析。研究發現，疫情不僅改變了家庭的生活方式，更影響了親子互動的模式和品質。尢其是在停工停學期間，家長和子女的相處時間從原來的2-3小時急增至12-14小時，這種非常態的生活方式為親子關係帶來了前所未有的挑戰和機遇。 研究結果顯示，在訪談中得出14個重要主題，單親家長和雙親家長在面對疫情衝擊時呈現出顯著差異。在教育支援方面，雙親家庭能夠通過父母分工合作的方式提供更全面的教育支援，父親多負責數理科目輔導，母親則專注於語文學科輔導。相比之下，單親家長雖然面臨資源限制，但往往能發展出更具創新性的教育策略，如善用社區資源、建立互助網絡等。在互動模式方面，雙親家庭傾向於通過角色分工來優化互動質量，而單親家庭則更注重提升單次互動的效果。在情感支援層面，雙親家庭的支援方式經歷了從分工協作到整體融合的轉變，而單親家庭則發展出更直接和深入的情感連結策略。 研究發現，無論是單親還是雙親家庭，都能通過不同的策略和適應方式維持親子關係的發展。疫情期間形成的一些良好互動習慣，如定期深度對話、共同參與家務等，在疫情後仍被許多家庭保留和發展。這表明危機也可能成為推動家庭關係優化的契機。研究結果不僅有助於理解不同類型家庭的獨特需求，也為制定差異化的家庭支援政策提供了實證基礎。基於研究發現，建議政府和社會服務機構在制定政策時應更加注重家庭的多樣性，為不同類型的家庭提供更有針對性的支援服務。

This study investigates the stress levels experienced by mainstream schoolteachers in Macao when working with students with special educational needs (SEN). Using a quantitative research approach, the study examines the current conditions faced by these educators. ""Mainstream schools"" in this context refer to private school not participating in the government’s inclusive education program. The research employed a questionnaire survey targeting kindergarten, primary, and secondary school teachers across Macao’s mainstream schools. Data were collected using a self-designed instrument, the Macao Mainstream Teachers’ Stress Questionnaire in Working with SEN Students, through via snowball sampling. A total of 92 valid responses were received. Statistical analyses—including one-sample t-tests, independent t-tests, one-way ANOVA, confirmatory factor analysis (CFA), and structural equation modeling (SEM)— were conducted, obtaining the following results: 1. Macao mainstream schoolteachers reported moderate-to-high stress levels when working with SEN students, with the ""student behavioral issues"" representing the most significant stress domain. 2. No significant differences in overall stress or subscale scores were observed across teachers’ gender, teaching experience, educational qualifications, or teaching stages（kindergarten/primary/secondary 3. Teachers with different professional backgrounds exhibited significant differences in overall stress, student-related issues, curriculum and teaching , and professional competence, but not in support systems. 4. Significant differences in support systems were found among teachers holding different roles or teaching different student types, though no disparities emerged in other dimensions. 5. Student-related issues, professional competence, and support systems with a notable directional influence with curriculum and teaching. Also significant correlations were identified between Professional competence and support systems. Based on these findings, the study proposes actionable recommendations for educational authorities, school administrators, frontline teachers, and future researchers. 本研究主要探討澳門普通學校教師在面對有特殊教育需要學生時的壓力情 況，透過量性研究的方法，了解澳門普通學校教師的實際情況。普通學校是指沒 有參與政府融合教育計劃的私立學校。 本研究採用問卷調查法，以全澳普通學校的中、小、幼教師為研究對象，以 自編的「澳門普通教師在面對有特殊教育需要學生時的壓力調查問卷」為研究工 具蒐集數據。研究採用滾雪球方式填答，共收回有效問卷91 份。使用單一樣本 t 檢定、獨立樣本t 檢定、單因子等級變異數據分析、單因子變異數據分析、驗證性因子分析、構建結構方程模型統計方法，進行資料處理分析，獲得結果如下： 一、 澳門普通學校教師在面對有特殊教育需要學生時壓力現況呈「中等程度」， 其中「學生問題」層面的壓力相對最大。 二、 不同性別、服務年資、最高學歷、任教學段在整體教師壓力及各層面上沒有顯著差異。 三、 不同專業背景教師在「整體壓力」、「學生問題」、「課程教學」、「專業能力」上有顯著差異。而在「支持系統」上沒有顯著差異。 四、 擔任不冋職務及教授不同學生類型的教師在「支持系統」上有顯著差異。 而在其他層面上沒有顯著差異。 五、 「學生問題」、「專業能力」及「支持系統」與「課程教學」呈預測效應。 「專業能力」與「支持系統」呈顯著相關。 最後，本研究根據研究成果提出具體建議，供教育相關部門、學校行政、前線教師及未來研究者參考應用。

This dissertation investigates how to alleviate the shortage of green space in high-density urban areas. It explores a design approach that integrates green plants into high-rise mixed-use buildings, especially the green plants growing on vertical space and building facade of a high-rise building. To develop specific design principles and design methods, this study conducts a literature review and case studies in the following two ways. First, this study explores three key themes that are regarded as design concepts in my graduation project, namely vertical greenery, sky garden, and low-carbon design. Based on these themes, this study further explores the implied design principles, which include (1) balancing ecology and aesthetics, (2) ensuring spatial equity, and (3) sustainability. Secondly, super high-rise buildings, mixed-use buildings, and nature-integrated buildings are three typological cases that are analyzed in this study. Based on an analysis of these cases, this study develops the following design methods that apply to my graduation project: (1) double-skin facade system, (2) structural symbiosis, (3) hierarchical sky gardens, and (4) three-dimensional green network. To better understand how to increase green space in high-density urban areas, this study develops an architectural design scheme in Zone D of Macau’s new town. 本论文旨在研究如何缓解高密度城市区域的绿地短缺问题。它探索了一种将绿色植物融入高层综合用途建筑的设计方法，尤其关注在高层建筑的垂直空间和建筑外立面上生长的绿色植物。 为了形成具体的设计原则和设计方法，本研究通过以下两种方式开展了文献综述与案例研究。首先，本研究探讨了三个关键主题，这些主题被视为本人毕业设计中的设计理念，即垂直绿化、空中花园和低碳设计。基于这些主题，本研究进一步挖掘了其中隐含的设计原则，包括：（1）平衡生态与美学；（2）保障空间公平；（3）可持续性。其次，本研究对超高层建筑、综合用途建筑和自然融合型建筑这三类典型案例进行了分析。在案例分析的基础上，本研究总结出适用于本人毕业设计的以下设计方法：（1）双层表皮系统；（2）结构共生；（3）层级化空中花园；（4）三维绿色网络。为了更深入地理解如何在高密度城市区域增加绿地，本研究在澳门新城 D 区规划了一个建筑设计方案。