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Macau Special Administration Region (Macau SAR) is in the process of revising legislation concerning special and inclusive education. While the institutional discourse revolves around establishing inclusive education, it is unclear as to how the proposed changes will enable or depress this from occurring. This research, therefore, examined teachers’ attitudes towards inclusion as an indication of how well the new legislation may be received. Specifically, it investigated the interplay between 508 teachers working in private schools in Macau, that identified themselves as being inclusive schools, and teachers’ sentiments and attitudes towards the acceptance of inclusion and the role that Confucian values might play in shaping these attitudes. Discussion focusses on four key outcomes that need to be addressed if a significant improvement in including all children in regular schools in Macau is to be achieved. These include the need (1) to clarify the concept of inclusion at government, school, and teacher levels as it currently has ambiguous meaning; (2) to provide teachers with more opportunities to have systematic contacts with students with SEN, as this is crucial to improving their sentiments and attitudes toward people with disability; (3) to provide professional learning about inclusive education with better partnerships between teacher education institutions and schools to bridge theory and practice; and (4) to review the hidden influence of the subtle levels of time-honoured Confucian beliefs in Macau, which are not manifest nor easily detected but possibly have a deep impact on day-to-day practices.

The levels of air pollution in Macao often exceeded the levels recommended by WHO. In order for the population to take precautionary measures and avoid further health risks under high pollutant exposure, it is important to develop a reliable air quality forecast. Statistical models based on linear multiple regression (MR) and classification and regression trees (CART) analysis were developed successfully, for Macao, to predict the next day concentrations of NO2, PM10, PM2.5, and O3. All the developed models were statistically significantly valid with a 95% confidence level with high coefficients of determination (from 0.78 to 0.93) for all pollutants. The models utilized meteorological and air quality variables based on 5 years of historical data, from 2013 to 2017. Data from 2013 to 2016 were used to develop the statistical models and data from 2017 was used for validation purposes. A wide range of meteorological and air quality variables was identified, and only some were selected as significant independent variables. Meteorological variables were selected from an extensive list of variables, including geopotential height, relative humidity, atmospheric stability, and air temperature at different vertical levels. Air quality variables translate the resilience of the recent past concentrations of each pollutant and usually are maximum and/or the average of latest 24-h levels. The models were applied in forecasting the next day average daily concentrations for NO2 and PM and maximum hourly O3 levels for five air quality monitoring stations. The results are expected to be an operational air quality forecast for Macao.

The quest to become research universities of international repute has led flagship universities in East and Southeast Asia to develop a new focus on attracting international doctoral students. This paper aims to understand Chinese doctoral students’ mobility in the immediate region and their education to work perceptions. The study draws from a sample of 301 doctoral students from China who were studying at five universities in Japan, South Korea, and Singapore. Analysis on students’ decision making and after-study pathways highlights the regional exchange in related areas. We argue that this regional mobility of doctoral students, characterized as the second education circuit, is facilitated by a higher education migration infrastructure with three interactively weaved dimensions: commercial, social, and regulatory. The research findings suggest the growing importance of Asia as a regional second circuit of doctoral training for students from China.

Classroom management is a critical area in the curriculum of teacher education programs. Student teachers’ conceptions of the role of the teacher as a class leader are frequently backed by their intuition and experience as students and socio-cultural context rather than evidence-based. This paper examines the conceptions of classroom management held by a multicultural group of forty-four student teachers attending a teacher education program at a higher education institute in Macao. The study aims at understanding the patterns of variation expressed by student teachers regarding the purpose and relevance of the object of learning. It compares a) the patterns of variation in students’ views of classroom management, and b) the students’ learning progress based on the pre-and post-test. The phenomenographic approach was adopted as the conceptual framework. Participants handwritten transcripts from student teachers at the first and last sessions of the course are the primary type of data collection. The findings show that changes in student teachers’ understanding of the conceptions of classroom management occurred during the course. The initial preferences for disciplinary approaches to classroom leadership have given way to conceptions of promoting the integration of classroom management into learning. The participants expressed increasing adherence to classroom management systems targeting and providing behavioural and academic supports and interventions to children and adolescents with and without special needs.

In 2000, the China-Africa relationship was further strengthened with the establishment of the Forum on China-Africa Cooperation (FOCAC). The FOCAC offers a platform for consultation and cooperation mechanisms aimed at deepening diplomatic, security, trade and investment relations between China and African countries. Later came the Belt and Road Initiative (BRI) in 2013, an international trade network initiated by China that connects the three continents of Asia, Europe and Africa. The BRI focuses on the following key areas: cultural exchange; policy coordination; facilities connectivity; trade and investment; and financial integration. The BRI shares development objectives similar to those of the United Nations’ Sustainable Development Goals (SDGs). In fact, the BRI implements part of the SDGs and provides a practical mechanism to strengthen the Sino-Africa relationship, which Africa can leverage to meet its Sustainable Goals. Africa is linked through the “Road” of the BRI plan and has received infrastructural projects funded by China to facilitate trade and integration of the national economies along the trading route. Through the establishment of Economic and Trade Zones which attracts investments from Chinese companies, and building infrastructures such as sea ports and railways, China through the BRI framework is helping Africa meet UN SGD Goal 9 concerning industry, innovation and infrastructure. A practical effect is that the BRI is helping African countries overcome the infrastructure gap, create jobs, acquire skills and promote integration between countries.

This paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept these students in the future. Within the context of teacher preparedness for inclusive education, the study found that a number of teachers felt that they were not at all prepared to teach students with SEN. Whilst some teachers suggested that they lacked skills and knowledge in teaching in inclusive classrooms, some felt overwhelmed with the challenges. The teachers proposed that they would need to know how to provide instructional adaptations and modifications to support students with SEN. Implications for continuous development of teacher training and education are discussed within the context of improving teacher efficacy and how private school teachers could better respond to the challenges of inclusive education in Macao.

Zebrafish is a well-established model organism in hearing research. Although the acoustic environment is known to shape the structure and sensitivity of auditory systems, there is no information on the natural soundscape of this species. Moreover, zebrafish are typically reared in large-scale housing systems (HS), although their acoustic properties and potential effects on hearing remain unknown. We characterized the soundscape of both zebrafish natural habitats and laboratory captive conditions, and discussed possible impact on auditory sensitivity. Sound recordings were conducted in five distinct zebrafish habitats (Southwest India), from quieter stagnant environments with diverse biological/abiotic sounds to louder watercourses characterized by current and moving substrate sounds. Sound pressure level (SPL) varied between 98 and 126 dB re 1 μPa. Sound spectra presented most energy below 3000 Hz and quieter noise windows were found in the noisiest habitats matching the species best hearing range. Contrastingly, recordings from three zebrafish HS revealed higher SPL (122-143 dB) and most energy below 1000 Hz with more spectral peaks, which might cause significant auditory masking. This study establishes an important ground for future research on the adaptation of zebrafish auditory system to the natural soundscapes, and highlights the importance of controlling noise conditions in captivity.