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The stock market's inherent volatility and complexity pose significant challenges for investors seeking to optimize their strategies. This thesis addresses the critical need for improved forecasting methods in stock price prediction by proposing a hybrid approach that combines traditional machine learning (ML) techniques, specifically Support Vector Machines (SVM) and Long Short-Term Memory (LSTM) networks, with sentiment analysis derived from financial news and social media platforms. The research establishes a theoretical framework integrating quantitative data, such as historical stock prices, with qualitative sentiment data to enhance prediction accuracy. The study involves the collection of a comprehensive dataset covering stock prices and sentiment scores from various sources, including news articles and social media posts, from January 2010 to December 2023. Rigorous data preprocessing techniques, including normalization and feature engineering, are employed to prepare the data for analysis. A comparative analysis of the SVM and LSTM models uses multiple performance metrics, including Mean Squared Error (MSE), Root Mean Squared Error (RMSE), and classification accuracy. The findings reveal that the LSTM model significantly outperforms the SVM model in predictive accuracy, demonstrating its capability to capture complex temporal dependencies inherent in financial time series data. Furthermore, integrating sentiment analysis significantly enhances the predictive performance of both models. Notably, transformer-based sentiment analysis techniques, such as BERT and DistilBERT, provide superior sentiment classifications compared to traditional methods like VADER and TextBlob. The empirical results indicate that incorporating sentiment data leads to an average accuracy improvement of 12.8% over models that rely solely on historical price data. This research contributes to the evolving field of financial forecasting by emphasizing the importance of a hybrid approach that amalgamates quantitative and qualitative data. The implications of these findings extend beyond academic research, offering valuable insights for investors and financial analysts seeking to leverage advanced predictive models to navigate market uncertainties. Ultimately, this dissertation advocates adopting sophisticated hybrid models that enhance stock investment strategies and decision-making processes in the finance sector.

<jats:p>The use of artificial intelligence (AI) tools in writing and proofreading is beginning to develop. Studies show that AI tools can positively influence students' writing and proofreading skills. This study presents the perceptions of vocational education students regarding the assessments and suggestions for improvement provided by the AI assistant Curipod and followed by students in the proofreading phase. It centres on a case study, with data collected using a survey with open and closed questions, participant observation, and an interview. The students positively perceived the feedback they received from the AI assistant on their initial text and consider that it helped them to revise and improve the final versions of the texts written on paper and digitally. The students are interested in using tools like these in writing revision activities, as they see the potential they have for the classroom and autonomous learning.</jats:p>

Predicting stock prices is difficult because of their multiple input variables, volatility, and unpredictable nature. To provide a suitable model for forecasting the global stock market, this study conducts an exploratory analysis comparing two models based on Artificial Intelligence: Support Vector Machine (SVM) and Long Short-Term Memory (LSTM) Neural Networks. The work considers a publicly accessible dataset and uses feature engineering to extract time-series features. Stock price predictions are made using the SVM and LSTM algorithms. For this purpose, Accuracy (ACC) and Root Mean Squared Error (RMSE) are considered accuracy and performance measures. According to the results, LSTM with mean accuracy (ACC) = 0.9061 achieved better accuracy than SVM with mean accuracy (ACC) = 0.881. SVM with mean RMSE = 0.729 achieved better performance and the degree of fit to the data than LSTM with mean RMSE = 427.1. According to the results, the study demonstrates the effectiveness and applicability of machine learning methods for estimating the values of the global stock market and providing valuable models for researchers, analysts, and investors.

<jats:title>Abstract</jats:title> <jats:p> <jats:italic>Objective.</jats:italic> Mild cognitive impairment (MCI) is a precursor stage of dementia characterized by mild cognitive decline in one or more cognitive domains, without meeting the criteria for dementia. MCI is considered a prodromal form of Alzheimer’s disease (AD). Early identification of MCI is crucial for both intervention and prevention of AD. To accurately identify MCI, a novel multimodal 3D imaging data integration graph convolutional network (GCN) model is designed in this paper. <jats:italic>Approach.</jats:italic> The proposed model utilizes 3D-VGGNet to extract three-dimensional features from multimodal imaging data (such as structural magnetic resonance imaging and fluorodeoxyglucose positron emission tomography), which are then fused into feature vectors as the node features of a population graph. Non-imaging features of participants are combined with the multimodal imaging data to construct a population sparse graph. Additionally, in order to optimize the connectivity of the graph, we employed the pairwise attribute estimation （PAE） method to compute the edge weights based on non-imaging data, thereby enhancing the effectiveness of the graph structure. Subsequently, a population-based GCN integrates the structural and functional features of different modal images into the features of each participant for MCI classification. <jats:italic>Main results.</jats:italic> Experiments on the AD Neuroimaging Initiative demonstrated accuracies of 98.57%, 96.03%, and 96.83% for the normal controls (NC)-early MCI (EMCI), NC-late MCI (LMCI), and EMCI-LMCI classification tasks, respectively. The AUC, specificity, sensitivity, and F1-score are also superior to state-of-the-art models, demonstrating the effectiveness of the proposed model. Furthermore, the proposed model is applied to the ABIDE dataset for autism diagnosis, achieving an accuracy of 91.43% and outperforming the state-of-the-art models, indicating excellent generalization capabilities of the proposed model. <jats:italic>Significance.</jats:italic> This study demonstrate<jats:bold>s</jats:bold> the proposed model’s ability to integrate multimodal imaging data and its excellent ability to recognize MCI. This will help achieve early warning for AD and intelligent diagnosis of other brain neurodegenerative diseases.</jats:p>

<jats:title>Abstract</jats:title><jats:p>Speaking truth ought to be normative in churches, and yet when it does, the foundations and structures of power are often shaken to the core. This paper explores the issues of identity and integrity in ecclesiology and is concerned with the ethical paradigms and moral frameworks that need to be in place if churches are to be places where honesty and truthfulness can be normative. Churches often fail as institutions because they presume they can conduct their affairs as organizations might. Churches become anger-averse, resisting the voices and experiences of victims, in order that the flow of power and its structures are unimpeded. At that point, churches become inherently committed to re-abusing victims and are unable to hear their pain and protests, which only leads to the perpetration of further abuse.</jats:p>

The purpose of this study is to understand the problems and experiences of Macao's regular classroom pre-school teachers in teaching and counseling children with special needs, in order to further explore the professional growth and development process of regular classroom pre-school teachers in the orientation of integrated education. This study adopts a qualitative narrative research methodology, using semi-structured in-depth interviews and textual data collected from the research participants' research journals and teaching diaries to analyze the stories related to the three preschool teachers in the educational field, and according to the results of the data analysis were as following: 1. The professional growth and development of the three teachers in pre-school integration, from novice teachers to professional teachers, need to go through a long period of exploration and adaptation, where teachers continue to refine their professional knowledge and teaching skills to cope with the challenges of problems in the education process, but the progression from professional to expert teachers is affected by both internal and external factors, that teachers are unable to make the transition into it. 2. The three teachers' dilemmas are at different stages. It was found that among the four major dilemmas faced by the teachers, there were teaching, classroom management, support system and professional knowledge in IE, and among them, the support system and professional knowledge in IE were the ones that the teachers considered the most desirable to get in order to have good conditions for implementing IE in ordinary classes. 3. This study suggests that teachers need to be able to adapt their mindset to face different challenges at work. Active Enhancement of IE Knowledge to Cope with Various Educational Issues; schools should assist teachers in the implementation of IE and act as a bridge between parents and teachers. Define the development intention of the school so as to establish a clear direction and avoid internal confusion; government needs to consider the extension of the policy to safeguard the learning rights of Pupils with Special Educational Needs (Pupils with Special Educational Needs). Promote the concept of IE in the community so that it can be widely recognized by the public, thereby gaining more support. There must be a comprehensive training and continuous growth and development for IE Teachers, in order to establish a clear and standardized curriculum. Organize cross-school professional exchanges for qualified IE teachers to enhance their professional knowledge. 本研究旨在透過瞭解澳門普通班學前教師對特殊需要幼兒教學與輔導的問題與經驗，以進一步探討普通班學前教師融合教育導向的專業發展歷程。 　　本研究採用質性敘事研究方法，使用半結構式深度訪談，並透過研究參與者的研究日記、教學日誌等蒐集文本資料，分析三位學前教師在教育現場內的相關故事，根據資料分析結果發現如下： 一、三位教師的學前融合專業成長發展，從新手型教師到專業型教師需要經歷一段漫長的時間探索和適應，在此教師持續精進自己的專業知識和教學技能，以應對教育過程中的問題挑戰，但從專業型教師到專家型教師這個進階過程受到內在和外在的因素影響，因此，教師雖然初現這階段的特質，但未具備相應的專業力能。 二、通過三位教師不同階段的困境問題發現，所面對的四大困境中，包括有教　 　　學方面、班級管理方面、支援系統方面和融合教育專業知能方面，而當中 　　支援系統和融合教育專業知能方面是教師認為最希望獲得的支持，才能讓 　　教師擁有良好的條件在普通班中實施融合教育。 三、本研究建議，教師需要懂得調適心態，以面對工作上的不同挑戰。積極增 　　進融合教育知能，以應對各類的教育問題；學校方面應協助教師開展融合 　　教育的工作，做好家長與教師的橋樑。明確學校的發展意向，從而建立清 　　晰的目標走向，避免造成內部混亂；政府方面需要考量政策的延伸性，以 　　保障普特幼兒的學習權益。將融合教育的理念推進社區，讓大眾廣泛認 　　識，從而獲得更多的支持力。建立明確標準化的融合教育教師培育模式， 　　使融合教育教師的培育過程有着全面性和連續性的成長發展。組織合資格 　　的融合教育教師跨校專業交流，以提升教師專業知能。

In many studies of social workers, topics such as burnout and job satisfaction are relatively frequently studied and discussed. There are even fewer relevant studies on social workers in Macau. Therefore, research on self-efficacy, burnout, and job satisfaction among social workers in Macau will be a relatively new research topic. The purpose of this study is to investigate whether and to what extent job burnout mediates the effects of self-efficacy and job satisfaction. We explored the relationships between: (1) the positive relationship between self-efficacy and job satisfaction; (2) the negative relationship between self-efficacy and burnout; (3) the negative relationship between burnout and job satisfaction; and (4) burnout has a mediation effect in the relationship between self-efficacy and job satisfaction. Quantitative and cross-sectional design research was applied by using an online self-response survey (N = 100), conducted using a snowball sampling technique among Macau's full-time social workers. Results from simple linear regression showed that the findings demonstrate significant results on the relationship between social workers' self-efficacy, burnout, and job satisfaction in Macau. Overall burnout had a significant negative prediction towards overall self-efficacy (r = -.47, p <.001); overall self-efficacy can significantly positive predict overall job satisfaction (r =.31, p <.01); Burnout can significantly negatively predict job satisfaction (r = -.43, p <.001), so multiple linear regression analysis was performed. The results showed that when burnout was used as one of the predictors, although burnout had a significant negative prediction on job satisfaction, burnout had a significant negative impact on self-efficacy and job satisfaction. The relationship between them has a very complete mediating effect. This means that the relationship between self-efficacy and job satisfaction is fully mediated by burnout. If corresponding resource policies and strategies are developed to improve social workers' self-efficacy, thereby reducing burnout and improving job satisfaction, this may be beneficial to both employees and organizations. Our study contributes to the direction in which positive expectations influence individual turnover intentions of Macau social workers. This study has theoretical implications for organizations and employees, and future research should continue to explore suggestions such as the limits and causal relationships of self-efficacy to help policymakers develop strategies to reduce social worker turnover.

The aim of this study was to investigate the relationship between job burnout and subjective well-being among primary school teachers in Macao during the post- pandemic era. The research questions included understanding the current status of teachers' job burnout and subjective well-being, analyzing the differences in these aspects across different background variables, and examining the relationship between them. Data were collected through an online questionnaire designed to measure teachers' job burnout and subjective well-being. SPSS 25 and Mplus 8 statistical software were used to ensure the reliability and validity of the questionnaire through Cronbach's alpha analysis and confirmatory factor analysis, ensuring that both were within acceptable ranges. The collected data were analyzed using descriptive statistics, independent samples t-tests, one-way ANOVA, Pearson correlation analysis, and linear regression. The results indicated that Macao primary school teachers' job burnout and subjective well-being were both at a moderate level. There were no significant differences in job burnout and subjective well-being among teachers of different genders, ages, school types, and school sizes. Moreover, there was no significant relationship between different educational backgrounds and subjective well-being among Macao primary school teachers. However, regarding educational background and teaching experience, primary school teachers with a "Master's degree or above" and those with teaching experience of "1-3 years" showed significant differences in the "Emotional Exhaustion" dimension. Additionally, the data revealed a significant relationship between job burnout and subjective well- being among Macao primary school teachers, with job burnout predicting subjective well-being. Teachers, as frontline educators, deserve attention to their mental health, particularly in the post-pandemic era. Therefore, this study provided empirical evidence for educational authorities, schools, and the public to reduce job burnout and enhance the well-being of primary school teachers in Macao, thereby supporting the development of primary education in the region. 本研究旨在探討後疫情時期澳門小學教師職業倦怠感與主觀幸福感之間的關係。研究問題包括瞭解教師的職業倦怠感與主觀幸福感現況，分析不同背景變量對教師職業倦怠感與主觀幸福感的差異。透過線上問卷形式蒐集資料，以測量教師的職業倦怠感和主觀幸福感。通過SPSS25和Mplus8統計軟件，以克隆巴赫係數分析和驗證性因子分析確定問卷的信效度均在可接受的範圍內，並對蒐集所得之數據進行描述性統性、獨立樣本 t 檢定、單因子變異數分析、皮爾森積差相關分析及線性迴歸進行分析。 研究結果顯示，澳門小學教師的職業倦怠感與主觀幸福感分別處於中位程度。不同性別、年齡、任教學校類型及學校規模對教師職業倦怠感與主觀幸福感無顯著差異，而且不同學歷的澳門小學教師在主觀幸福感無顯著差異。然而，在學歷和教師年資方面，除主觀幸福感外，具備「碩士或以上」學歷及教學年資為「1-3 年」的小學教師與「情感耗竭」維度之間呈現顯著差異。此外，數據也顯示，教師的職業倦怠感與主觀幸福感之間存在相關關係，且教師職業倦怠感對主觀幸福感有預測作用。 教師作為教育工作的前線人員，其心理健康值得被關注，尤其在後疫情這特殊時期，教師的心理健康問題更突出。因此，本研究為教育行政當局、學校、 社會大眾提供實證依據，為減輕澳門小學教師職業倦怠感，提高主觀幸福感提出建議，以促進本澳小學教育事業的發展。

As Macau's society rapidly develops, the education system of Macau also continues to develop, including early childhood education. The competency of early childhood teachers in Macau plays an important role in the future development of education. Teacher competency includes four main dimensions: educational ability, work attitude, psychological factors, and motivation. This paper focuses on exploring these dimensions and the differences in teacher competency among Macau's early childhood educators, considering their personal background variables. Moreover, this research investigates the factors such as the working attitude of teachers, their professional development needs, and motivation that affect their teaching in early childhood education. Historically, understandings of teacher competency in Macau's early childhood education were primarily analyzed through t-tests and one-way Anova of survey data, which tend to have lower reliability and validity. This paper employs confirmatory factor analysis among other methods to conduct empirical research on the current state of teacher competency, aiming to advance the development of teacher competency in Macau with more reliable data. This paper uses literature review methodology to gather relevant research and analyzes the information gathered, by using a self-assessment questionnaire on early childhood teacher competency to conduct a survey among 187 early childhood teachers in Macau. This can help to understand their competency levels and how these correlates with their personal background variables. The integrated data from the teacher self-assessment questionnaires indicate that the overall level of teacher competency in Macau is acceptable. In terms of the 4 early childhood teacher competency factors, the psychological factors got the highest score, while their educational abilities got a lower score. The differential analysis conducted on the evaluated teachers shows there are significant differences in early childhood teacher competency among different age groups and years of teaching experience. This research aims to provide more data and information to Macau's education related departments and kindergarten management, to formulate targeted teacher training and career development plans of teachers, which can help to improve the overall teaching quality and job satisfaction of teachers in Macau's early childhood education. The research suggests that future research should expand the research subjects to early childhood teachers from different cultural backgrounds, increase the use of interviews and case analysis (adopting mixed research methods), and analyze the differences in personal background variables and the competency of Macau's early childhood teachers. 澳門社會飛速進步的同時，其教育體系也在不斷發展，而幼兒教育在塑 造孩子未來發展的基礎上扮演著至關重要的角色。故澳門幼兒教師勝任力對於 幼兒教育的未來發展具有不可忽視的重要性。教師勝任力(Teacher Competency) 包含教育能力、工作態度、心理因素和動機等四大維度。本文著重探討這四個 維度和教師的個人背景變項與澳門幼兒教師勝任力的差異性。同時，也會關注 教師的工作態度、專業發展需求及動機等因素對幼兒教師教學的影響。過去， 人們對澳門幼兒教師勝任力的了解較多使用 t 檢驗及單因數變異數進行問卷數 據分析，其有效性及可靠性相對較低。針對上述問題，本文採用驗證性因素分 析等方法對幼兒教師的勝任力現狀進行了實證研究，期望以更可靠的數據推動 澳門幼兒教師勝任力的發展。本文使用文獻分析法整合相關文獻及就研究資訊 進行分析，並使用幼兒教師勝任力自評定問卷對澳門 187 名幼兒教師進行問卷 調查，以了解澳門幼兒教師的勝任力及個人背景變項與澳門幼兒教師勝任力的 差異性。整合教師自評問卷數據後結果如下: 澳門幼兒教師勝任力總體水準尚可， 就勝任力特質表現而言，幼兒教師的心理因素最好，幼兒教師的教育能力較差。 而對被評價幼兒教師進行差異分析的結果顯示：不同年齡段和教齡與幼兒教師 勝任力有顯著差異。 本研究有望為澳門教育相關部門和幼稚園管理層提供更多數據和資訊， 以制定針對性的教師培訓和職業發展計劃，提高澳門幼兒教育整體教學品質和 教師職業滿意度。建議未來研究擴展研究對象至不同文化背景的幼兒教師、增加訪談和個案分析的部分(採用混合研究方法)和分析個人背景變項與澳門幼兒 教師勝任力的差異性。

The gaming industry has always been the leading sector in Macau and is one of the main occupations in the region. In 2023, gaming employees accounted for 18.2% of the total employment in Macau, making them a significant portion of the workforce. Research shows that gaming employees experience high levels of work stress, which can directly affect occupational fatigue and may also trigger anxiety and depression. Workplace fatigue and emotional health not only impact individual physical and psychological well-being but also affect their families, work, and interpersonal relationships. Therefore, the emotional health and workplace fatigue of gaming employees deserve public attention. This study aims to explore the work adjustment measures, stress coping methods, emotional health, workplace fatigue, and their relationships among gaming employees. The research focuses on Macau’s gaming employees, employing a quantitative approach. Using non-random sampling, electronic questionnaires were sent to managers of Macau's six major gaming companies from October to December 2023, ultimately collecting 563 valid responses, with males accounting for 45.6% and females for 54.4%. The study utilized SPSS 23 statistical software for quantitative analysis, first conducting descriptive statistics, followed by independent samples t-tests, one-way ANOVA, and finally Pearson correlation coefficients and regression analysis. The study found differences in coping methods based on gender, age, education level, marital status, shift patterns, and monthly salary among gaming employees. Differences in workplace fatigue were found related to gender, age, education level, marital status, living conditions, years of work experience, job position, and monthly salary. Age, education level, and marital status also showed differences in emotional health. In terms of work adjustments, 67.1% of respondents took parental leave, followed by 54.2% who took unpaid leave, and 9.8% who were transferred. The average score for personal fatigue was 40.90 ± 23.125, while the average score for work fatigue was 40.62 ± 21.405, followed by client-related fatigue at 36.65 ± 21.056, and work over-involvement at 24.22 ± 18.987. The average score for depression was 10.60 ± 8.974, indicating mild to moderate levels; anxiety had an average score of 11.26 ± 8.567, indicating moderate to severe levels; and stress averaged 9.96 ± 8.418, falling within the normal to mild range. Among the respondents, 33.9% exhibited severe to very severe anxiety symptoms, while 16% showed severe to very severe depression symptoms. We also found a positive correlation between workplace fatigue and emotional health among gaming employees: the higher the level of workplace fatigue, the poorer the emotional health, and vice versa. There was no correlation between work adjustment measures and workplace fatigue. However, work adjustment measures were related to emotional health and could predict it, with more adjustments correlating to better emotional health. Finally, in terms of stress coping, the use of emotional expression methods showed a negative correlation with emotional health and workplace fatigue, indicating that the more these methods were employed, the better the emotional health and the lower the workplace fatigue. Leisure activities and online gambling categories can reduce both personal and work-related fatigue. However, online gambling and physical gambling can increase symptoms of depression and anxiety among gaming employees, while online gambling can also increase stress symptoms. The study recommends that gaming companies and relevant departments provide on-the-job training for employees, enhance skills to cope with stress, establish mental health indicators, and regularly evaluate employees to implement individualized measures aimed at improving workplace fatigue and emotional health. The results of this study can provide valuable insights for policymakers and the management of gaming establishments in Macau to formulate relevant policies to reduce workplace fatigue among gaming employees and improve their emotional health, thereby enhancing their working environment and career development. 博彩業一直是澳門的龍頭產業，是澳門主要的職業行業之一， 2023年博彩從業員佔澳門就業人數18.2%，是澳門主要的就業勞動人口。研究顯示博彩從業員的工作壓力很大，而工作壓力會直接影響職業疲勞，也可能引發焦慮和抑鬱。職場疲勞和情緒健康不但影響個人生理和心理問題，還會影響其家庭和工作，以及人際關係，因此，他們的情緒健康和職場疲勞值得社會大眾關注。 本研究旨在探討博彩從業員工作調整措施，壓力應對方法、情緒健康、職場疲勞以及它們的相關性。研究以澳門博彩從業員為研究對象，採用量化方式進行，以非隨機抽樣方法，在2023年10月至12月向澳門六大博企管理人員發送電子問卷，最終回收問卷563份，男性佔45.6%，女性佔54.4%。研究使用SPSS 23 統計軟件進行量化分析，資料首先作描述性統計分析、再以獨立樣本t檢定、其次以單因數變異數（ANOVA）、最後以Pearson相關係數和迴歸分析檢定數據。 研究發現，博彩從業員的性別、年齡、教育程度、婚姻狀況、輪班模式和每月薪酬與壓力應對方法呈現差異。性別、年齡、教育程度、婚姻狀況、居住狀況、工作年資、工作職位和每月薪酬與職場疲勞有差異。年齡、教育程度、婚姻狀況與情緒健康有差異。博彩從業員在工作調整上，放親子假最多佔67.1%，其次放無薪假佔54.2%，被調職佔9.8%。個人疲勞平均數為40.90±23.125分及工作疲勞平均數40.62±21.405分最高，其次是服務對象疲勞平均數為36.65±21.056分，工作過度投入平均數為24.22±18.987分。抑鬱平均數為10.60±8.974分屬於輕度至中度水平；焦慮平均數為11.26±8.567分，屬於中度至重度水平；壓力平均數為9.96±8.418分，屬於正常至輕度範圍。當中有33.9%的人士的焦慮徵狀顯示出嚴重和非常嚴重程度，而有16%的受訪者的抑鬱徵狀呈現嚴重和非常嚴重程度。我們還發現，博彩從業員的職場疲勞與情緒健康存在正相關，職場疲勞程度越高，情緒健康越差，反之亦然。工作調整措施與職場疲勞沒有相關性。然而工作調整措施與情緒健康存在關係，並可以預測情緒健康，工作調整越多，情緒健康越好。最後，在壓力應對上，傾訴類別與情緒健康和職場疲勞呈現負相關，並有預測效果，亦即傾訴類別使用的方法得分越多，情緒健康越好，職場疲勞也越低。休閒類別和網上博彩類別能減低個人和工作疲勞。網上博彩類別、實體博彩類別會增加博彩從業員的抑鬱、焦慮徵狀，而網上博彩類別會增加壓力徵狀。研究建議博企及相關部門為員工提供在職培訓，加強技能應對壓力，制定精神健康指標並定期為員工評估，因應個別化推出措施，改善職場疲勞和情緒健康。 本研究的結果能為政策制定者和澳門幸運博彩娛樂場管理部門提供有價值的見解，制定相關政策，以減低博彩從業員的職場疲勞和改善他們的情緒健康，改善他們的工作環境和職業發展。

Macau is facing problems on how to moderately diversify its economy, improving its air quality, water quality, and waste management, and improving its biodiversity. The research aim is to investigate and propose how Macau can achieve moderate economic diversification, environmental protection, ecological protection and preservation in line with sustainable development goal 8, 9, 12, 13, and 15. Using documentary analysis, extensive literature review, and analyzing of Macau situation, the following findings are suggested: - Research and development using the university institutions on areas ranging from hospitality and tourism management, telecommunication engineering, electrical & electronic engineering, automation and control, computer science and engineering, transportation science and technology, nanoscience & nanotechnology, instrument science and technology, biomedical engineering, as well as relevant infrastructure, policy and financial support, - Talent attraction for specialised industries with stringent requirements due to the limited capacity of Macau, - Financial market development for financing, capital accumulation, and wealth management, - Focus on tourism-related industry, then big data and technology leveraging Hengqin, and then financial industry for supporting, - Better method to reduce air pollution through more energy efficient industrial facilities with less greenhouse gases emission, - Better water quality and pollution management through water pollution management, water resource conservation, the development of environmentally friendly technologies to control water pollution, - Polluter pay law such as Japan's Basic Environment Law, Waste Management and Public Cleansing Law, - Producer’s responsibility law such as home appliance recycling law, containers and packaging recycling law, and - A framework for biodiversity protection including a combination of legislative, technical, and community-based initiatives, as well as a comprehensive wildlife protection law.

This study employs a qualitative research method to explore kindergarten teachers' perceptions of gender stereotypes, their views on gender equality education, and how these concepts are implemented in their teaching practices. Additionally, it analyses the challenges faced in promoting gender equality education in Macao and offers relevant recommendations. The study participants comprised eight in-service kindergarten teachers (four males and four females) working at four kindergartens in Macao. Through semi-structured in-depth interviews, the study delves into the teachers' experiences and perspectives on implementing gender equality education in kindergartens. The study concludes with the following findings: 1. Teachers have a basic understanding of gender equality; however, influenced by societal traditions and family cultures, gender stereotypes still persist in their teaching. While teachers can recognise and reflect on the presence of these stereotypes and understand the core concepts of gender equality education, they still lack a comprehensive grasp of its substantive content. 2. When practising gender equality education, teachers exhibit varying degrees of gender stereotyping and bias. Male teachers, in particular, display more evident gender bias compared to female teachers, especially in their disciplinary approaches towards male and female students, with male teachers being more stringent with boys. However, no significant gender differences were observed in classroom performance, behavioural discipline, academic achievements, or task distribution. This suggests that teachers treat students of both genders relatively equally, with no clear link to their personal backgrounds. 3. Regarding gender equality and social status, male teachers generally express higher satisfaction levels than female teachers. Male teachers believe that gender equality has been achieved, whereas female teachers feel that women remain at a disadvantage in terms of work conditions and family responsibilities. 4. Teachers identify several challenges in promoting gender equality in education in Macao. This includes deep-rooted societal cultures, insufficient awareness and understanding of gender equality education among the government, the public, teachers, and parents; gender stereotypes in textbooks and school environments; the lack of gender-related content in textbooks; and the gender imbalance among kindergarten teachers, with a marked shortage of male teachers. 5. Teachers suggest that the government should collaborate with experts to provide more relevant teacher training or community seminars for teachers and the public. These initiatives should aim to challenge gender stereotypes, re-evaluate the content of textbooks and the setup of school environments, and promote the feasibility and necessity of male kindergarten teachers. Based on the study's findings, the researcher offers several recommendations for advancing gender equality education in Macao, providing concrete ideas and reasonable references. It is hoped that these suggestions will serve as valuable references for future related research. 本研究採用質性研究法，旨在探討幼稚園教師對性別刻板印象的看法、性別平等教育的理念以及在教學中實踐的情況，並分析在澳門推行性別平等教育所面對的挑戰及相關建議。研究對象來自澳門四所幼稚園的八位在職幼稚園教師（4男4女），研究透過半結構式深度訪談，深入探討教師在幼稚園推行性別平等教育中的經驗和觀點。本研究得出以下結論： （一） 教師對性別平等已有基本概念，但因受到社會傳統文化及個人家庭文化的影響，在教學中仍存在性別刻板印象。教師能察覺和反思這些刻板印象的存在，並瞭解性別平等教育的基本核心概念，然而對其實質內容的理解仍有不足之處。 （二） 在實踐性別平等教育時，教師表現出不同程度的性別定型及性別偏見。其中，男教師相較於女教師表現出更為明顯的性別偏見，尤其體現在針對兩性的學生的管教方式上，男教師對男生的態度較為嚴厲。然而，教師在課堂表現、行為紀律、學業成績、職務分配等方面則未顯示出顯著的性別差異，能相對平等地要求及對待兩性的學生，這與教師的個人背景因素並沒有明顯關聯。 （三） 在兩性平等與社會地位問題上，男性教師的滿意度普遍高於女性教師。男性教師認為兩性地位已達至平等，而女教師則認為在工作待遇和家庭層面上，女性仍處於較為不利的地位。 （四） 教師認為在澳門推行性別平等教育面臨的挑戰包括：根深蒂固的社會文化，政府、大眾、教師及家長對性別平等教育的關注和認知不足；教科書及學校環境設置存在的性別刻板印象，以及教科書中缺乏性別議題內容；幼稚園教師的性別比例失衡，男教師明顯偏少。 （五） 教師建議政府需要與專家合作，提供更多相關的師資培訓或社區講座，供教師及市民參與，並以突破性別刻板印象為目標，重新審視教科書及學校環境的設置，同時加強宣傳男性幼稚園教師的可行性及必要性。 基於上述研究結果，研究者對澳門性別平等教育的推行提出了若干建議，並提供了具體的思路和合理的參考依據。期望這些建議能為未來相關研究提供參考。

As the number of students with diverse learning needs continues to rise in Macau, teachers face numerous challenges in addressing individual differences in the classroom. This research aims to explore the awareness and implementation of differentiation instruction among Macau primary school teachers, as well as the challenges encountered in its practice. Differentiation instruction is an instructional approach that seeks to cater to the individual learning needs of students by adapting teaching methods, content, and assessment strategies. It involves recognizing and responding to the readiness, interest, and learning profile of students within a classroom. This study employs a mixed-methods approach, primarily utilizing questionnaires to assess the knowledge and skills of Macau primary school teachers in both regular and inclusive classrooms regarding differentiation instruction. Additionally, semi-structured interviews will be conducted with a purposive sample of eight professional Macao primary school teachers who have implemented differentiation instruction. The findings were organized and analyzed, revealing as follows: （1） Macau Primary School Teachers' Knowledge and Skills in Differentiated Instruction: The motivation of Macau primary school teachers to receive training in differentiated instruction is relatively low. However, most teachers have gained a basic understanding of the definition and concept of differentiated instruction through participation in professional development courses and school training. Teachers also accumulate experience in teaching practice, enhancing their ability to implement differentiated instruction. （2） Models of Differentiated Instruction Implementation by Macau Primary School Teachers: Macau primary school teachers primarily reflect students' learning profile through basic background information, classroom observation, and reviewing assignments and tests. When designing teaching content, teachers adjust according to learning profile, personal interests, and readiness, aligning with the differentiated instruction practices. （3） Macau Primary School Teachers' Attitudes Toward Implementing Differentiated Instruction: Most Macau primary school teachers have a positive attitude towards differentiated instruction, agreeing that adjusting teaching according to individual student needs can enhance learning outcomes and motivation. However, they face numerous challenges during implementation. （4） Challenges Faced by Macau Primary School Teachers in Implementing Differentiated Instruction: The educational policies in Macau pose challenges to the implementation of differentiated instruction. Schools lack clear guidelines, teachers face heavy workloads, have limited knowledge and experience in differentiated instruction, parents have insufficient understanding of the concept and purpose of differentiated instruction, and unbalanced educational resource limit its effective implementation. （5） Favorable Conditions for the Development of Differentiated Instruction: Positive progress in the allocation of human resources, resource distribution, and tiered assessments in schools, as well as cooperation between families and schools, has promoted the successful implementation of differentiated instruction. Based on the research findings, specific recommendations are provided offer recommendations to optimize teaching effectiveness and better address the diverse learning needs of students, ultimately ensuring optimal learning outcomes. 隨着本澳有着不同學習需要的學生的數量漸增，教師在課堂上面對不少困難與挑戰，因此教師關顧學生間個別差異不容忽視。本研究旨在瞭解澳門小學教師對於差異化教學概念的認知程度、如何作教學實踐，及當中遇到的問題。 根據研究目的，本研究以「詮釋主義」作理論框架，採用混合研究法，「以質性研究為主，量化研究為輔」，先以問卷調查瞭解本澳小學普通班和融合班教師對差異化教學的知識與技能，繼而透過半結構訪談法，並經立意採樣，選取曾實踐差異化教學的小學教師進行訪談，整理和分析研究結果顯示： （1） 本澳小學教師對差異化教學的知能程度：澳門小學教師對差異化教學的培訓動機較低。通過參加專業發展課程和校本培訓，大多數教師對差異化教學的定義和概念有一定程度的掌握。教師亦可在教學實踐中累積經驗，提升實施差異化教學的能力。 （2） 本澳小學教師實施差異化教學的模式：澳門小學教師查閱學生的基本背景資料、觀察課堂學習進度，以及通過批改作業和測試檢視學生能力，主要反映學生的學習水平。教師在設計教學內容時，根據學習風格、個人興趣和學習準備度進行調整，符合差異化教學實踐形式。 （3） 本澳小學教師對實施差異化教學的態度：多數澳門小學教師對差異化教學持積極態度，認同根據學生個別需求進行教學調整能提升學習效果和動機，但在實施過程中面臨諸多挑戰。 （4） 本澳小學教師在實施差異化教學時面對的困難：澳門的教育政策對差異化教學實施造成阻力，學校缺乏清晰的指導方針，教師面臨繁重的工作負擔，教師對差異化教學的知識與經驗有限、家長對差異化教學的概念與目的理解不夠，和有限的教學環境和統一教材，限制了差異化教學的有效實施。 （5） 有利發展差異化教學條件：學校在人力資源配置、資源調配和評估分層等方面的積極進展，以及家庭與學校的密切合作，推動了差異化教學的成功實施。 基於研究結果，提出具體建議，從而讓本澳的教育工作者有所參考，使得學生能獲得最適合的學習方式。

Nowadays, inclusive education has become increasingly popular in various places. And it becomes more and more common for students with special education needs to be placed in general education environments. However, students with special education needs often have problems getting along with their classmates because of their own physical and mental disabilities and behavioral traits. In schools, social interaction has always been a major issue for students with autism spectrum disorder to integrate into the group. Due to their physical limitations or internal psychological differences, they often encounter difficulties in interacting with classmates. The researcher of this study is a primary school resource teacher in an integrated school. During the teaching process, she found that students with autism spectrum disorder in regular classes have some difficulties in adapting, especially in getting along with others . Therefore, the researcher hopes to improve their social behavior through Mind-Reading training, so that they can develop well in interacting and socializing with others. This study intends to explore the effect of Mind-Reading training on improving the mind reading ability and social interaction ability of five autistic spectrum disorder students in primary school, and conduct research and discussion on their ability to understand others and social interaction . Comparison and data analysis were conducted through pre-test, six-session of Mind-Reading training course, Mind-Reading learning record form filled in by the researcher, and post-test. The pre-test and post-test tools include: "Vinlan Adaptive Behavior Scale 3 (Chinese version) - Children's Version" filled out by the parents of the research participants, interviews with the head teachers of the research participants, and a theory of mind test completed by the research participants (ToMTB test). The study concluded as follows: 1.Children with autism spectrum disorder can improve the ability to understand others after receiving Mind-Reading training. 2.Children with autism spectrum disorder can show the improvement in social interactions after receiving Mind-Reading training. In this study, the researcher hopes to improve autistic students' ability to understand other people 's thoughts and improve their social interaction through Mind-Reading training, so that autistic spectrum disorder students can integrate into ordinary classes and get along with their classmates. They try to use Mind-Reading training to explore whether this method is effective. And the conclusion confirms that Mind-Reading training can improve autistic spectrum disorder students' abilities to understand others , improve their social interactions , and promote social relationships with their classmates. It is recommended that in future research on Mind-Reading training in Macao, the teaching content should be combined with social interaction skills and life experience. In addition, we will increase the understanding of peer perceptions, observations of class entry or recess time, and extend the follow-up time to make the research more complete. 現今，融合教育在各地已漸趨普及化，特殊教育需要學生安置於普通教育環境是越來越常見的現象。然而，特殊教育需要學生因自身的身心障礙及行為特質，導致他們與同儕相處時經常出現問題。在學校，社交互動一直是自閉症譜系障礙學生融入群體的一大重點議題，他們因自身的生理限制或心理內在的差異，導致其在與同儕互動時常遇到困難。本研究的研究者為融合學校的小學資源教師，在教學的過程裏，發現就讀於普通班的自閉症譜系障礙學生在適應上出現了一些困難，特別是與人相處方面，因此，研究者希望能透過心智解讀訓練來改善他們的社交行為，讓他們能在與他人互動和社交方面獲得良好的發展。 本研究擬探討心智解讀訓練對提升五位低小自閉症譜系障礙學生的心智解讀能力與社交互動能力的效果，對他們理解他人的能力及社交互動方面進行研究和討論，通過前測、六節的心智解讀訓練課程、研究者填寫的心智解讀學習記錄表、後測來進行比較及資料分析。前測及後測工具包括：由研究參與者之家長填寫的「文蘭適應行為量表第3(中文版)-兒童版」、研究參與者之班主任訪談，以及研究參與者完成的心智理論測驗(ToMTB測驗)。 研究得出的結論如下： 1.自閉症譜系障礙兒童在接受心智解讀訓練後理解他人的能力有所提升。 2.自閉症譜系障礙兒童在接受心智解讀訓練後在社交互動方面有相對的改善。 本研究中，研究者期望透過心智解讀訓練提升自閉症譜系障礙學生理解他人想法的能力，以及改善其社交互動，使自閉症學生能融入普通課室，與同齡人相處，所以嘗試透過心智解讀訓練來探討此方法是否有效，而結論證實心智解讀訓練能提升自閉症譜系障礙兒童理解他人的能力，以及改善他們的社交互動，促進與同儕之間的社交關係。 建議本澳未來的心智解讀訓練研究中，教學內容結合社交互動技巧及生活經驗。另外，增加了解同儕觀感、入班或小息時間之觀察，以及延長追蹤時間，以令研究變得更為完善。

This thesis first discusses the situation and trends of juvenile crime in Macau in recent years, then reviews the current measures of Macao's juvenile criminal justice system, and the existing policies and regulations on juvenile delinquency, to see what possible impacts of the implementation in preventing juvenile delinquency in Macau. Through analyzing their behavior and causes of juvenile crime in Macau and the youth crime prevention policies in both Macau and neighboring regions. Analyzing the existing policies and regulations on juvenile delinquency, explore the effectiveness of the main existing measures and policies to control this problem, and then make suggestions for control measures based on the future trend of the problem. Throughout the research, it is found that the causes of the problem are not only affected by the subjective psychological state of teenagers, but also affected by differences in social status, socioeconomics, family and school and other external factors.

現時澳門全力推行融合教育，促使融合教育逐漸普及化，幼稚園教師是學 前融合教育實踐的主力軍，因此在融合教育發展中，幼稚園教師的態度是重 要的因素。本研究以澳門普通幼稚園教師對融合教育的態度及面對融合教育 生的困難和挑戰為目標，透過對七位澳門普通幼稚園教師進行訪談，瞭解研 究對象對融合教育的認知與瞭解、情感體驗與支持度、行為傾向及面對融合 教育生的困難和挑戰。 從研究結果發現：在教師態度的認知分析結果中，有超過一半的受訪教師 對融合教育的認知都能夠符合融合教育的精神及理念，但是，仍然有少部分 受訪教師的認知是偏離融合教育的理念。在態度的情感分析結果中，過半數 的受訪教師對融合教育出現被動消極的負面情感，亦有近過半數教師主動積 極接納融合教育。值得一提的是，教師對融合教育的情感體驗會發生動態轉 變的特徵，當中包括教師初期對融合教育的情感是正面主動的或負面抗拒 的，經過對自身實踐融合教育後，教師會對融合教育的情感形成轉變，初期 對融合教育的情感是正面積極的教師可能因為在實施融合教育上遇到不同的 困難或問題從而對融合教育的接納度由主動積極轉變為被動消極。另一方面 初期對融合教育的情感是負面消極的教師因為在實踐融合教育後積極報名參 加與融合教育有關聯的課程，提高自我的能力，有實踐的經驗累積增強了實 施融合教育的信心後對融合教育產生了由被動消極變為主動積極的情感轉 變。在行為傾向來看，大部分受訪教師會以個性化針對性教學方式對融合生 進行教學，同時亦會調整教學環境、教學準備、評核標準調適，亦注重與家 長及駐校社工的合作溝通。 最後結合本研究結果，分別對回應研究問題提出具體的建議，旨在為政 府、教育機構、教師和學生提供參考，以促進澳門的融合教育。 Macao is fully committed to promoting integrated education and promoting the gradual popularization of integrated education. As the frontline workers of education, kindergarten teachers’ attitude towards integrated education is the key to the success or failure of the development of integrated education. This study aims at the attitudes of Macao ordinary kindergarten teachers towards inclusive education and the difficulties and challenges faced by students in inclusive education. Through semi-structured interviews with seven Macao ordinary kindergarten teachers, we have an in-depth understanding of the research subjects’ cognition and understanding of inclusive education. Understanding, emotional experience and support, behavioral tendencies, and the difficulties and challenges faced by students in integrated education. From the research results, it is found that: from a cognitive perspective, most of the interviewed teachers’ cognition of inclusive education is in line with the spirit and concept of inclusive education, but there are still some interviewed teachers whose cognition of inclusive education deviates from the spirit and concept of inclusive education. Spirit. At the emotional level, more than half of the teachers surveyed have passive and negative feelings towards inclusive education, while nearly half of the teachers actively accept inclusive education. It is worth mentioning that teachers’ emotional experience of inclusive education will undergo dynamic changes, including whether teachers’ initial emotions towards inclusive education are positive or negative. After practicing inclusive education, teachers will have different feelings about inclusive education. Emotions change. Teachers who initially had positive emotions towards inclusive education may change their acceptance of inclusive education from proactive to passive because they encounter different difficulties or problems in implementing inclusive education. On the other hand, teachers who had negative feelings towards inclusive education in the early stage have actively enrolled in courses related to inclusive education to improve themselves after practicing inclusive education. The accumulation of practical experience has enhanced their confidence in the implementation of inclusive education. There was an emotional change from passive to active. In terms of behavioral tendencies, most of the teachers interviewed will teach integrated students with personalized and targeted teaching methods. They will also adjust the teaching environment, teaching preparation, and assessment standards, and also focus on cooperation with parents and school social workers. communicate. Finally, combined with the results of this study, specific suggestions are put forward to respond to the research questions, and some reference opinions are provided for the government, schools, teachers, etc., in the hope of promoting Macao's integrated education to further progress.