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The development of non-gaming facilities will shape the future of Macau's gaming industry. These amenities include food and retail, which have become vital in increasing customer satisfaction and loyalty since they offer other services other than gambling. In the future, as casinos shift their strategies to focus on non-gaming aspects, it will be crucial to build detailed profiles of casino visitors based on how much they spend on non-gaming products and services. Changes in the legal framework of the gaming industry and shifts in market demand have forced casinos to turn to other forms of tourism and cultural services, address legal requirements, and minimize risk. Furthermore, external factors such as stringent gaming laws, fiscal measures, and increasing competition from other regional gambling jurisdictions, including Singapore and the Philippines, threaten the casino gaming business. In response to these threats, Macau's casinos are paying more attention to cooperation within the tourism industry and enhancing their non-gaming offers to sustain their market position and grasp new options. Therefore, the future of Macau's gaming industry will be determined by the strategic planning of its future developments, focusing on non-gaming activities, target visitors, compliance with the new laws, and the ability to overcome external challenges to ensure market competitiveness.

The current study aimed to analyse the differences in the internalising problems including anxious/depressed, withdrawn-depressed and somatic complaints, from the perspective of parents and high school students. Considering varying levels of academic achievement. Additionally, the gender differences in the level of internalising problems will also be examined. Finally, we analysed the different perspectives of parents and high school students according to internalising problems. The Achenbach System of Empirically Based Assessment (ASEBA) was used for data collection in Macao. The sample consisted of 698 high school students (316 males and 382 females). There were no significant differences in internalising problems according to three levels of academic achievement (low, average and high) from the perspective of parents and high school students. Furthermore, from the high school students' perspectives, adolescent females present more interesting problems than males. Finally, the findings indicate a low agreement between parents and students concerning internalising problems. It is suggested that parents should learn and explore different parenting styles in order to reduce their children's internalising problems.

This study investigates the factors influencing customer adoption of Internet Banking Services in Macau through a quantitative approach utilizing a customer survey. As digital banking continues to evolve, understanding the determinants of adoption is critical for financial institutions seeking to enhance their offerings and engage with diverse customer segments. A sample of over 100 respondents was surveyed, capturing essential demographic information, technological proficiency, and attitudes toward Internet banking. The analysis employed descriptive and inferential statistical techniques, including regression analysis and factor analysis, to identify key relationships and underlying factors influencing adoption. The findings reveal that perceived ease of use, security concerns, and prior banking experience significantly affect customers' likelihood of adopting Internet banking services. Additionally, demographic variables such as age, occupation, and nationality emerged as important predictors of customer attitudes toward online banking. The results of this research provide actionable insights for banks and financial institutions in Macau, highlighting the need for targeted marketing strategies and enhanced user experience to foster greater adoption of Internet banking. This study contributes to the existing literature on digital banking adoption in the region and serves as a foundation for future research in this dynamic field.

This study aims to explore the attitudes of kindergarten teachers in Macao towards early Chinese literacy. Using semi-structured interviews and purposive sampling, eight kindergarten teachers from seven different private schools in Macao were invited as study participants. Based on the interview data, the study further understands teachers' cognition, emotional experiences, and support towards early Chinese literacy, as well as their behavioral tendencies in practicing early Chinese literacy. The research findings indicate: (1) Kindergarten teachers have insufficient cognition of early Chinese literacy, mainly due to a lack of awareness and understanding of early Chinese literacy. (2) From the perspective of emotional experiences and support, all interviewed teachers support the development of early Chinese literacy at the kindergarten stage. (3) Kindergarten teachers exhibited positive, negative, and neutral emotions in the process of organizing early Chinese literacy, with emotions influenced and transformed by students' performance, from negative to positive emotions. (4) Kindergarten teachers face shortages of resources, such as teaching aids and training, in practicing early Chinese literacy. Based on the study results, recommendations were made for kindergarten teachers, the government, and schools. It is hoped that schools can provide sufficient teaching materials for early Chinese literacy and conduct relevant research activities. Kindergarten teachers should enhance their professional knowledge of early Chinese literacy. Additionally, the Macao government should formulate related policies and training courses for early literacy, enabling kindergarten teachers to design appropriate teaching curricula. 本研究旨在探討澳門幼稚園教師對中文早期讀寫的態度，研究採用半結構式訪談，透過立意取樣的方式，邀請到來自本澳七所不同的私立幼稚園的八位前線幼稚園教師作研究对象，依據訪談所獲得的資料，深入瞭解教師們對中文早期讀寫的認知，其情感體驗與支持度，以及在實踐中文早期讀寫的行為傾向。 研究結果顯示：（一）幼稚園教師對中文早期讀寫的認知不足，造成認知不足的原因主要有幼稚園教師缺乏對中文早期讀寫的認知。（二）從情感體驗及支持度來看，全部受訪教師都支持在幼稚園階段發展中文早期讀寫。（三）幼稚園教師在組織中文早期讀寫的過程，會呈現出正面、負面及中立的情緒，而情緒表現亦會受到學生的表現而發展轉變，由消極的情緒轉化為正面情緒。（四）幼稚園教師在實踐中文早期讀寫會受到資源短缺，如：缺乏教學用具，欠缺中文早期讀寫的培訓。 本研究依據研究結果，研究者對幼稚園教師，政府及學校等提出相關建議，期望學校能夠提供充足的中文早期讀寫教學材料，以及開展相關的教研活動，而幼稚園教師應提升對中文早期讀寫的專業知識。同時，澳門政府應該制定相關早期讀寫政策及培訓課程，使幼稚園教師能設計適切的教學課程。

融合教育作為當今教育改革的重要方向，旨在為所有學生提供公平的學習 機會，尤其是為特殊需求學生融入主流教育創造條件。儘管融合教育的概念已 經被廣泛認同，但在實際操作中，普通班教師在面對多樣化的學生需求時，仍 面臨著許多挑戰和困擾。目前已有的研究主要集中在融合教育的理論探討和政 策分析上，對於第一線教師在融合教育實踐中的實際困境和應對策略研究較 少，尤其是在澳門這樣一個多元文化背景下，相關的實證研究更為稀缺。因 此，深入探討一般班教師在融合教育實踐中的困擾與挑戰，不僅有助於完善融 合教育的理論體系，也能為實際教學提供強大的支持與指導。本研究旨在探討 普通班教師在融合教育實踐中的困擾與挑戰之現況，並進一步分析不同背景變 項的差異情形，為進一步推動融合教育實踐提供參考依據。本研究採用問卷調 查的方式，以自編之「小學普通班教師在融合教育實踐中之困擾問卷」進行量 化資料蒐集，以任職於澳門小學之普通班教師為研究對象，取得有效問卷數 150 份，有效回收率為 97.4%。問卷調查所得之資料以描述性統計、項目分析、 探索性因素分析、信度檢驗、獨立樣本 t 檢驗、和單因素方差分析等進行資料 分析。本研究得出以下結論： 一、普通班教師在融合教育實踐中之困擾情形為中等偏高程度，以「特教知 能」層面的教學困擾程度最高，而在「班級經營」層面的教學困擾程度最 低。 二、不同性別之普通班教師在融合教育實踐中整體教學困擾情形達顯著差異， 其中男性教師在面對融合教育的挑戰時，感受到的困擾更為強烈，男性教 師在「特教知能」、「班級經營」、「課程與教學」、「親師合作」和「支援系 統」五個層面的困擾得分都高於女性教師。 三、不同學校類型之普通班教師在融合教育實踐中整體及各分向度教學困擾情 形達顯著差異，私立學校教師在融合教育實踐中的整體及各分向度的教學 困擾皆顯著高於公立學校教師。 四、不同學校類型之普通班教師在融合教育實踐中整體及各分向度教學困擾情 形達顯著差異，私立學校教師在融合教育實踐中的整體及各分向度的教學 困擾皆顯著高於公立學校教師。 五、任教不同班級人數之普通班教師在融合教育實踐中整體教學困擾情形達顯 著差異，班級人數在20人以上的教師困擾程度高於班級人數在20人以下的 教師。 基於以上研究，本文提出以下建議：第一，加強教師特教知能培訓，幫助 教師掌握因應身心障礙學生需求的專業知識和技能；第二，增加資源和政策支 持，提升普通班教師在融合教育中的教學效能，確保所有學生都能獲得公平的 教育機會；第三，合理配置班級人數，提升整體教學品質及學生的學習效果； 第四，促進親師合作，提升教學質量，減輕教師的工作壓力；第五，完善支援 系統，政府和學校應提供全面的支援服務，確保教師在整合教育實踐中能得到 充分的支持和幫助。

The present study explored the effect of organisational culture on turnover intentions of full-time workers in financial sector in Macao, and the mediating effect of organisational commitment. The following research questions were examined in this study: (1) how do organisational cultural values affect workers’ turnover intentions? (2) what is the role of organisational commitment in the relationships between organisational cultural values and turnover intentions? A cross-sectional design was used by applying a self-response bilingual (Chinese and English) questionnaire to a sample of 123 full-time workers in the financial sector in Macao. Results show that the organisational culture factors with a stronger impact on turnover are entrepreneurial, hierarchical and team cultural values. Entrepreneurial values (ßa=-.323, p=.004), followed by team values (ßa=-.260, p=.011), show the strongest effects and a negative relationship with turnover intentions. Meanwhile, hierarchical values (ßa=.208, p=.012) show the weakest effect and a positive relationship with turnover intentions. Regarding the affective commitment in the relationships between organisational cultural values and turnover intentions, the values with the strongest impact were entrepreneurial, followed by hierarchical and team values. Affective commitment fully mediates the effects of entrepreneurial and hierarchical values and partially mediates the effect of team values on turnover intentions. Regarding theoretical implications, our findings seem consistent with the social exchange theory. Regarding practical implications, we discuss some strategies to promote entrepreneurial and team values and prevent hierarchical values as strategies to increase affective commitment and decrease turnover in the financial sector.

The quiet fashion trend is becoming one of the most common fashion trends among Gen Zs. Quiet normally means not making noise. Within the fashion industry it refers to style of luxury fashion that is understated, subtle, and free from obvious branding. The study that was reported in this paper is about the factors that affect consumer preference and purchase intention towards quiet luxury fashion products, with a focus on the Gen Z population. This research is important since it will help in outlining how different factors affect consumer purchase intention and preference towards various products within the fashion industry. Thus, enabling decision-makers and marketers to make effective decisions. The research method that was used was quantitative research with primary and secondary data. The primary data was collected through a survey questionnaire, which included 300 responses. The research found that social media influencers, brand collaboration, and status value are among the factors that have a significant relationship with consumer preference and purchase intention toward the quiet luxury brand among Gen Zs. Also, the research found that sustainability value does not have a direct impact on consumer preference and purchase intention for quiet luxury products. Hence, the research concluded that social media influencers, brand collaboration, and status value are part of the factors that have a significant impact on consumer preference and purchase intention.

This research investigates the philosophical question of whether nostalgia, often viewed as irrational and unproductive, truly hampers the present. While some philosophers consider it an obstacle to progress, this study highlights its positive and hopeful aspects. With a focus on Heidegger’s existentialist philosophy, the link between nostalgia and the concept of “home” as a metaphysical sanctuary is explored. Using a phenomenological approach, this research reveals how nostalgia intertwines with hope, demonstrating that nostalgia can be an act of hope. The openness of Dasein allows humans to experience their presence in the world. Mood reveals one's current state of being, with nostalgia being one such mood. Nostalgia discloses the objects of longing, ultimately rooted in the notion of “home.” At its foundation, this exploration is fundamentally tied to the essence of hope. This leads to a renewed interpretation of nostalgia as a crucial part of growth, highlighting its significance in life. Moreover, the thesis advocates for using nostalgia as an instrument to foster hope, effectively bridging the individual with hope itself.

Inclusive preschool education in Macao is in its infancy and resource teachers (RTs) play a pivotal role in supporting kindergarten teachers. This study aimed to investigate Macao kindergarten teachers’ demand for and satisfaction of RTs’ support services in inclusive education. Using a mixed method design, the researcher administered a self-developed questionnaire (including a need scale and a satisfaction scale) to 70 kindergarten teachers and interviewed four kindergarten teachers. Based on the quantitative and qualitative data analyses, results showed that: 1) Kindergarten teachers had a high demand for RTs’ support services no matter whether they had previously received such services, and kindergarten teachers who had received RTs’ support services (N = 43) were moderately satisfied with their support services. 2) There was a moderate correlation between the demand and satisfaction scales and respective dimensions. The need level was significantly higher than the satisfaction level on all six dimensions. Teachers reported highest scores on both their need and satisfaction on the dimension of Cooperation, Interaction, and Communication. 3) Kindergarten teachers’ need level increased significantly when the number of inclusive students taught during the school year was three or more, compared to a number below three. Teachers’ satisfaction level did not differ significantly across any demographic variables. 4) Kindergarten teachers were satisfied with RTs’ support services in terms of improved classroom management by handling inclusive students’ problem behaviors, pull-out instruction, test-taking assistance, reduction of IEP workload, and the provision of professional support to parents. 5) Kindergarten teachers were dissatisfied with RTs’ support services in terms of cooperative interaction and communication, co-teaching, assessment of inclusive students’ performance, and supervision of RTs' work. Based on the kindergarten teachers’ expectations for RTs’ support services, the implications of this study were discussed to provide meaningful and evidence-based directions for the research and practice of inclusive preschool education in Macao. 澳門學前融合教育處於發展階段，資源教師在支持幼稚園教師學前融合教育中起著舉足輕重的作用。本研究旨在探究澳門幼稚園教師對資源教師支援服務的需求及滿意度情況。通過問卷調查法和半結構訪談法相結合的混合研究方法，研究者採用自編問卷調查了澳門70名幼稚園教師並訪談了4名幼稚園教師，其中問卷的需求和滿意度量表均分別由六個維度組成，包括：「專業知能」、「擬定和執行個別化教育計劃」、「教學資源與課程」、「成績評量」、「合作互動溝通」、「家長溝通」。量化及質性數據分析結果顯示：1）無論之前是否接受過資源教師的支援服務，幼稚園教師對資源教師的支援服務都有著較高的需求，而接受過資源教師支援服務的幼稚園教師（N = 43）對其支援服務的滿意度則達到一般滿意的水準；2）需求與滿意度量表及各維度之間呈現中度正相關，同時需求程度在各維度上均顯著高於滿意度；需求與滿意度得分最高的都是「合作互動溝通」維度；3）在不同的背景變量下，需求程度只有在「本學年為多少位融合生提供教學」該變量上有顯著差異，當融合生人數達到3名或以上時，教師對資源教師的需求有所增加，而滿意度在不同的背景變量下則沒有顯著差異；4）幼稚園教師對資源教師在改善融合生行為問題造成的班級影響、抽離教學、測考協助、減少IEP工作量、以專業角度向家長提供支援服務方面感到滿意；5）幼稚園教師對資源教師在合作互動溝通、合作教學模式、成績評量、對資源教師工作監管等方面感到不太滿意。最後，結合幼稚園教師對資源教師所提出的期望，筆者提出本研究的啟示，包括完善資源教師的政策規定、加強資源教師的專業化程度、拓展幼稚園教師與資源教師合作教學的模式，以及促進雙方之間的溝通與合作互動關係，為本澳學前融合教育的研究與實踐提供有意義的、循證的方向。

With the rise of the awareness of human rights, students with special educational needs (SEN) are receiving more attention. As many mainstream schools adopt inclusive education, society is focusing on teachers' professional awareness and attitudes toward inclusive education. This study examines the professional awareness and attitudes of post-90s early childhood teachers in Macau regarding inclusive education, aiming to improve policies and training programs. The research employs both qualitative and quantitative methods to explore teachers' views on inclusive education. The qualitative research consists of semi- structured interviews to understand teachers' readiness, attitudes, and the challenges they face in implementing inclusive education. The quantitative aspect uses a questionnaire adapted from the ""Survey on Equal Learning Opportunities for Students with Special Educational Needs under the Hong Kong Inclusive Education System,"" tailored for Macau. By combining interview findings and data, the study analyzes and summarizes the results. The results indicate that the professional awareness of inclusive education among post-90s early childhood teachers in Macau is at a relatively low to moderate level, and their willingness to engage in inclusive education is not high. Factors influencing teachers' willingness to implement inclusive education include a lack of professional knowledge (such as development history, relevant regulations, and guidance methods), insufficient resources, and unclear attitudes from schools toward the implementation of inclusive education. 隨著人權意識的掘起，特殊教育需要學生(SEN 學生)的學習受到關注， 澳門的融合教育逐漸受到關注，許多主流學校開始實施融合教育。就著學校教 育的轉型，教師對融合教育的知識和開展的態度受到社會所關注。因此，是次 研究以質量結合的方式進行調查，為廣泛地、深入地暸解澳門 90 後新生代幼兒 教師在融合教育方面的專業認知和態度，從而對澳門融合教育政策和教師課程 提出建議，促進融合教育的發展。 質性研究以半結構性的深度訪談暸解教師對實施融合教育的預備度和態 度，並探討當中的影響因素和教師在教學中的困擾與需求。量化的研究則參考 了《香港融合教育制度下有特殊教育需要學生的平等學習機會調查》的教師問 卷，向澳門 90 後新生代幼兒教師對融合教育認知和態度作調查。研究透過結合 訪談資料與數據，對研究問題作分析、討論與歸納，並撰寫出研究結果。 研究結果指出澳門 90 後新生代幼兒教師的融合教育專業認知處中等偏低的 水平，同時對融合教育開展的意願不高。而影響教師融合教育開展意願的因素 包括教師缺乏融合教育專業知識(如:發展歷史、相關法規和輔導方式)、資 源不足和學校對融合教育開展的態度不明確。

The purpose of this study is to examine the current situation of work stress and school support among teachers in integrated schools in Macau, to analyze the differences and correlations between work stress and school support among different background variables. This study utilized the questionnaire survey method as the research method, with secondary, primary and kindergarten teachers of integrated schools in Macau as the research subjects. The research instrument was a self-administered questionnaire on the relationship between work stress and school support among teachers of integrated schools in Macau, which was filled out in the form of an electronic questionnaire. A total of 253 questionnaires were collected and 253 questionnaires were usable, with a usability rate of 100%. The collected data were analyzed by descriptive statistics, independent sample t-test, single factor analysis of variance, and Pearson's cumulative difference correlation analysis, among other statistical methods. Based on the analysis, the following conclusions are as follows: (1) The overall work stress of Macau's integrated teachers is moderately high, and the mean values of each level are ranked from highest to lowest as workload, professional knowledge, and administrative cooperation, among which workload and professional knowledge belong to the medium-high level, and administrative cooperation belongs to the medium level. (2) The overall school support of Macau's integrated teachers is of medium-high level, with the mean values of each level ranked from high to low as family and friends' support, peer support, parents' support and administrative support, among which family and friends' support, peer support and parents' support are of medium-high level, while administrative support is of medium-low level. (3) The overall work stress of Macau's integrated teachers varies significantly across the highest level of education and stages of education. (4) The overall school support of Macau's integrated teachers varies significantly by marital status, highest academic qualification, years of teaching experience, position held, integrated education courses pursued, number of students in the classroom, and the size of the school. (5) The relationship between total work stress and total school support of Macau's integrated teachers was found to be low and negative. In Macau, there are no systematic research has been conducted on these two topics. Through this study, the authors localize these existing research findings, explore their applicability in Macau, and make recommendations for the education sector, school units, and integration teachers respectively, based on the actual situation in Macau. 本文旨在探討澳門融合學校教師的工作壓力及學校支持之現況，分析不同教師背景變項在工作壓力及學校支持的差異情況及兩者之間的相關性。 本研究以問卷調查法為研究方法，以澳門融合學校的中、小、幼教師為研究對象。研究工具為自編的澳門融合學校教師工作壓力與學校支持關係之研究問卷，以電子問卷的方式進行填寫。共回收問卷253份，可用問卷為253份，可用率為100%，回收的數據以描述性統計、獨立樣本t檢定、單因數變異數分析法、皮爾遜積差相關分析等統計方法進行分析。 根據分析所得結論如下：（一）澳門融合學校教師總體工作壓力屬於中等偏高程度，在各個層面平均值由高至低排列為工作負荷、專業知能及行政配合，其中工作負荷及專業知能屬於中高水準，行政配合屬中等水準。（二）澳門融合學校教師總體學校支持屬於中等偏高程度，在各個層面平均值由高至低排列為親朋支持、同儕支持、家長支持及行政支持，其中親朋支持、同儕支持及家長支持屬於中高水準，行政支持屬中低水準。（三）澳門融合教師總體工作壓力在不同學歷及任教教育階段有顯著差異。（四）澳門融合教師總體學校支持在不同婚姻狀態、學歷、教學年資、擔任職務、融合教育課程進修、任教班級學生數目及校部規模有顯著差異。（五）澳門融合教師總體工作壓力與總體學校支持兩者之間的關係為顯著低度負相關。 在澳門地區，目前尚未進行過針對這兩個主題相關的系統性研究。作者透過本研究，將已有的研究成果進行本土化，探索它們在澳門環境下的適用性，結合當地的實際情況，分別為教育部門、學校單位及融合教師提出建議。

The peacock blenny Salaria pavo is notorious for its extreme male sexual polymorphism, with large males defending nests and younger reproductive males mimicking the appearance and behavior of females to parasitically fertilize eggs. The lack of a reference genome has, to date, limited the understanding of the genetic basis of the species phenotypic plasticity. Here, we present the first reference genome assembly of the peacock blenny using PacBio HiFi long-reads and Hi-C sequencing data. The final assembly of the S. pavo genome spanned 735.90 Mbp, with a contig N50 of 3.69 Mbp and a scaffold N50 of 31.87 Mbp. A total of 98.77% of the assembly was anchored to 24 chromosomes. In total, 24,008 protein-coding genes were annotated, and 99.0% of BUSCO genes were fully represented. Comparative analyses with closely related species showed that 86.2% of these genes were assigned to orthogroups. This high-quality genome of S. pavo will be a valuable resource for future research on this species’ reproductive plasticity and evolutionary history.

<jats:p> This work compares the performance of different algorithms — quantum Fourier transform, Gaussian–Newton method, hyperfast, metropolis-adjusted Langevin algorithm, and nonparametric classification and regression trees — for the classification of fetal health states from FHR signals. In the conducted research, the effectiveness of each algorithm was measured using confusion matrices, which gave information about class precision, recall, and total accuracy in three classes: Normal, Suspect, and Pathological. The QFT algorithm gives an overall accuracy of 90%, where it is highly reliable in recognizing Normal (94% F1-score) and Pathological states (91% F1-score), but performs poorly regarding the Suspect cases, at 58% F1-score. On the other hand, using the GNM method gives an accuracy of 88%, whereby it performed well on Normal cases, at 93% F1-score, and poor performance with Suspect, at 50% F1-score, and Pathological classifications, at 82% F1-score. The hyperfast algorithm yielded an accuracy of 89%, thus performing well on Normal classifications with an F1-score of 93%, but less well on the Suspect states with an F1-score of 56%. The MALA algorithm outperformed all other algorithms tested in this study, giving an overall accuracy of 91% and adequately classifying Normal, Suspect, and Pathological states with corresponding F1-scores of 94%, 63%, and 90%, respectively; therefore, the algorithm is quite robust and reliable for fetal health monitoring. The NCART algorithm achieved an accuracy of 89%, thus showing great capability for classification in Normal cases with 94% F1-score and in Pathological cases with 88% F1-score; this is moderate for Suspect cases with 53% F1-score. Overall, while all algorithms exhibit potential for fetal health classification, MALA stands out as the most effective, offering reliable classification across all health states. These findings highlight the need for further refinement, particularly in enhancing the detection of Suspect conditions, to ensure comprehensive and accurate fetal health monitoring. </jats:p>

Accurate classification of brain tumors from MRI is critical for effective diagnosis and treatment. In this study, we introduce Trans-EffNet, a hybrid model combining pre-trained EfficientNet architectures with a transformer encoder to enhance brain tumor classification accuracy. By leveraging EfficientNet's deep CNN capabilities for localized feature extraction and the transformer encoder for capturing global contextual relationships, our model improves the identification of intricate tumor characteristics. Fine-tuned with ImageNet-derived weights and utilizing extensive data augmentation, Trans-EffNet was validated on both multi-class and binary datasets. Trans-EffNetB1 achieved 99.49 % accuracy on the multi-class dataset, while Trans-EffNetB2 recorded 99.83 % accuracy on the binary dataset, with perfect precision, recall, and F1-Score. These results underscore Trans-EffNet's robustness and potential as a significant advancement in brain tumor detection and classification.

<jats:title>Abstract</jats:title> <jats:p>Under the agreement signed with Portugal, which defined the terms of the handover to China, Macau became a Special Administrative Region on 20 December 1999. China undertook to maintain the way of life, the rights and freedoms of the residents and the essence of the laws previously in force, and guarantee the inapplicability of the socialist system. Events in Hong Kong since 2019 and the concerns of the Central Government have led to changes in the national security law and electoral laws which, among other things, have imposed political screening on candidates for the Legislative Assembly and Chief Executive, which can lead to their exclusion without appeal, while criminalising calls for blank votes, null votes, and abstentions. This article answers the question of whether these changes are compatible with the guarantees provided, the Luso-Chinese Joint Declaration and Macau’s Basic Law.</jats:p>

Having navigated up to two years of online course delivery worldwide as a result of the Covid-19 pandemic. Education systems are now in a better position to leverage the benefits of technology in facilitating the language acquisition process more effectively. Regardless of the student population served, there is no longer a concern as to whether students have access to facilities necessary for online delivery as the smartphone has become a standard household necessity. This conceptual literature review introduces a potential model for second language instruction utilizing a flipped classroom approach based on evidence gained through empirical research interpreted through the lens of present reality. Technology enables learners to explore the form and structure of language through the use of online autonomous learning units with no limitation of time or accessibility, while scheduled classroom engagement allows opportunity for authentic language practice and refinement. The implications of this study add value to second and foreign language instruction, providing language teachers with a pragmatic approach to enhance their instructional delivery. © 2025 selection and editorial matter, Leung Sze Ming and Chan Sin-wai; individual chapters, the contributors.

In the virtual space of the Internet, the boundaries of countries tend to be blurred, and the harmful results caused by criminal acts committed thousands of miles away may very likely be close at hand, and criminal acts committed in the territory of a country may be widespread all over the world, which can be said to be a global plague in the Internet era. As a starting point for the criminalisation of cyberspace crimes, Criminal jurisdiction, which is an important form of national sovereignty exercised by a state, is an important prerequisite for a state to exercise its penal power over cyberspace crimes. Many states, out of a desire to maximise their own national interests, have made constant efforts to expand the jurisdictional scope of application of their domestic laws, resulting in circumstances of positive conflict between two or more states. Exploring possible paths to solving the conflict of criminal jurisdiction over transnational cybercrime should begin by identifying why traditional criminal law is not well suited when entering cyberspace, and by examining the strengths and weaknesses of the legislative practices of more advanced jurisdictions with regard to criminal jurisdiction over transnational cybercrime, the shortcomings of the relevant international law and the generally adopted jurisdictional principles, and the feasibility of the new international theories regarding the establishment of jurisdiction over cybercrime, as the main aspects of this study to disentangle the reasons behind the conflict in establishing criminal jurisdiction over transnational cybercrime.

In Macao, the curriculum guidance based on games as the basic learning method in early childhood education, that has been in place for almost 10 years. In recent years, there are many studies in Macao which have proved the positive impacts of implementing gamification for children's learning. Under gamification for learning education policy implemented by the government, the purpose of this study is to explore the teachers’ current situation of implementing gamification for children’s learning in an inclusive classroom. This study focuses on Macau kindergarten teachers to explore their current situation of implementing gamification for children’s learning in an inclusive classroom. The research is divided into four aspects to conduct the explanation and elaboration: firstly, the aspect of teachers’ cognition of gamification for children’s learning, secondly, the aspect of their attitude towards the implementation of gamification for children’s learning in an inclusive classroom, thirdly, the aspect of the challenges or difficulties encountered in practices, and fourthly, the teachers’ strategies to cope with challenges. Through the method of semi-structured in-depth interviews of qualitative research, are the perspectives and opinions of 14 kindergarten teachers, from 10 schools that provide inclusive education services in Macao. The results are as follows: Firstly, the teachers have a clear understanding of the connotation of gamification for children’s learning in general. They understand that the games must be designed, based on the teaching objectives and teaching content. The teachers also recognize that gamification for learning has two characteristics of both education and pleasure. Secondly, regarding the attitude of teachers, most of them hold a positive attitude towards this approach, which can be attributed to the positive impact of gamification for learning on students with special educational needs, the school’s supporting system, parents’ trust, and the accumulation of practical experiences. However, one of the teachers does not agree with the implementation of gamification for student’s learning in an inclusive classroom, and holds a negative attitude of passive acceptance, which can be attributed to the lack of teaching strategies to support students with special educational needs as they participate in games, the relevant training experiences are not helpful, and unfavorable with school policies. Thirdly, in regards to the challenges faced by teachers implementing this approach, there are six aspects: firstly, it is challenge to support the whole class students participation in a gamification activity; secondly, it is difficult to design the playing method of games; thirdly, the negativity influence of gamification for learning increases the burden of classroom management; fourthly, it is necessary to support students with special educational needs to participate in games; fifthly, there might be some misunderstandings of gamification for learning from peer teachers or parents; sixthly, classrooms are limited with space and the resources of schools are insufficient. Fourthly, as for teachers’ strategies to cope with challenges, the strategies used by teachers are related to their attitudes. When teachers have a positive attitude to the approach, they are willing to try and solve the difficulties while implementing gamification for children’s learning with positive strategies. Vice versa, if teachers have a passive acceptance attitude, they may struggle to establish effective coping strategies. Finally, according to the results of this study, the researcher summarized the issues that need to be further addressed, and made several specific suggestions for the government, schools and teachers to implement gamification for children’s learning in future. At the same time, according to this study, the researcher would also like to make some suggestions for a future study, which can provide some references for the scholars of the related research field. 澳門幼兒教育階段以遊戲為基本學習方式的課程指引將近有10年時間，近年本土也有不少研究證實遊戲教學法應用於孩子的學習上，能帶來正面的影響。在政府推行遊戲為本的教育方針下，本研究目的旨在探討幼稚園教師對應用遊戲教學法於融合教育班的現況。 本研究以澳門幼稚園教師為焦點，探討其對遊戲教學法應用於融合教育班的實踐現況，分為四方面論述，一是教師對遊戲教學法的認知層面，二是其對遊戲教學法應用於融合教育班的態度，三是其實踐過程遇到的挑戰或困難，四是其應對挑戰的策略。透過質性研究的半結構式深度訪談法，了解來自本澳10所有參與融合教育學校的14位幼稚園教師之想法及意見。研究結果如下： 第一，整體教師能釐清遊戲教學法的內涵，明白遊戲活動須按從教學目標及教學內容為依據，其普遍認同遊戲教學法兼具教育性與愉悅性的特色。 第二，關於教師態度方面，大部份教師抱持積極正向的態度，歸其原因包括肯定遊戲教學法對特殊教育需要學生的正面影響、校方支持體系、家長的信任、實踐經驗的累積；同時，亦有個別教師是不贊成遊戲教學法應用於融合教育班，抱持被動接納的負向態度，歸其原因包括缺乏支援特殊需要學生參與遊戲的策略、相關培訓經歷幫助不大、學校政策的不利因素。 第三，關於教師面對的挑戰，包括六方面，一是遊戲活動需支持全班參與，二是難以構思遊戲活動的形式；三是遊戲教學負面的影響造成課堂管理的負擔；四是需要支援特殊需要學生在遊戲活動的狀況；五是同儕教師或家長對遊戲教學的誤解；六是教室空間狹窄以及學校資源配備不足。 第四，關於教師應對挑戰的策略，教師使用的策略與教師態度相關，當教師抱有積極正向的態度，便具信心，並會嘗試以正向的策略解決遊戲教學的困難；反之亦然，若教師產生被動接納的態度，便會感到退縮，未能建立有效的應對策略。 最後，根據本研究的結果，研究者總結出需進一步解決的問題，藉此對政府、學校及教師提出具體的建議，供日後推行遊戲化教學參考。同時依據本研究，提出研究展望，供未來進行相關研究領域的學者提供一些意見。

隨著教育理念的不斷發展，融合教育作為一種包容性強的教育模式，逐漸受到全球教育界的關注。在澳門，融合教育的實踐也逐步展開，而學生輔導員作為教育團隊中的重要一員，在融合教育工作中扮演著舉足輕重的角色。然而，在融合教育的實施過程中，學生輔導員也面臨著諸多挑戰，並因而需要不斷進行改正和完善。本文正是圍繞這些內容對澳門融合教育過程中學生輔導員角色作用的發揮方面的相關課題通過訪談調查等方法進行研究分析。 論文認為，從澳門學生輔導員對融合教育的認知與態度看，他們普遍認同融合教育的理念，認為這是一種促進學生全面發展、提升教育質量的有效途徑。然而，在融合教育的實際操作中，他們也深感責任重大，需要不斷學習和提升自己的專業能力，以更好地滿足融合生的多樣化需求。 在融合教育的實踐過程中，學生輔導員面臨著多方面的挑戰。一方面，他們需要識別融合生的多樣性與教育需求，制定個性化的教育計劃，並確保這些計劃的有效實施。這需要他們具備深厚的專業知識、豐富的實踐經驗和敏銳的觀察力。另一方面，他們還需要與教育團隊、家長以及社會資源進行有效的溝通和協作，共同為融合生創造一個良好的學習環境。 論文認為，當前澳門學生輔導員在融合教育的實踐中已經形成了一些有效的策略。例如，他們注重個性化教育計劃的制定與執行，通過多維度的輔導與激勵，激發學生的學習興趣和積極性；同時，他們也積極尋求家校合作與社會資源的整合，為融合生提供更多的支援和幫助。然而，學生輔導員在融合教育中仍然面臨著一些挑戰。首先，融合教育對學生輔導員的角色定位提出了更高的要求，他們需要不斷適應角色多樣性的挑戰，同時保持專業能力的提升。其次，融合教育中的特殊技能需求也讓學生輔導員感到壓力，他們需要在日常工作中不斷學習和提 升。最後，外部支持的不足也是學生輔導員面臨的一大挑戰，他們需要更多的政策支援和資源保障來更好地開展融合教育工作。 針對以上挑戰，澳門教育部門和學生輔導員團隊需要共同努力，明確學生輔導員的定位和職責，提升他們的專業能力和水準，並增強外部支援和保障。只有這樣，才能確保融合教育在澳門順利實施，為所有學生創造一個公平、包容、和諧的學習環境。 "With the continuous development of educational ideologies, inclusive education, as a highly inclusive educational model, has gradually garnered attention from the global education community. In Macau, the practice of inclusive education has also gradually expanded, and student counselors, as vital members of the educational team, play a pivotal role in the implementation of inclusive education. However, during the implementation process, student counselors face numerous challenges and are required to continually make improvements and enhancements. This paper focuses on these aspects and conducts research and analysis on the role of student counselors in Macau's inclusive education through methods such as interviews and surveys. The paper argues that from the perspective of Macau student counselors' cognition and attitudes towards inclusive education, they generally agree with the concept of inclusive education, believing it to be an effective way to promote students' comprehensive development and enhance the quality of education. Nevertheless, in the practical operation of inclusive education, they also feel a significant sense of responsibility and need to continuously learn and upgrade their professional skills to better meet the diverse needs of students with special educational needs. In the practical process of inclusive education, student counselors confront multifaceted challenges. On the one hand, they need to identify the diversity and educational needs of students with special needs, develop individualized educational plans, and ensure their effective implementation. This requires profound professional knowledge, rich practical experience, and keen observation skills. On the other hand, they must communicate and collaborate effectively with educational teams, parents, and social resources to create a favorable learning environment for these students. The paper posits that currently, Macau student counselors have developed some effective strategies in the practice of inclusive education. For instance, they emphasize the formulation and execution of individualized educational plans, stimulate students' interest and motivation through multidimensional counseling and incentives, and actively seek home-school cooperation and integration of social resources to provide more support and assistance to students with special needs. Nevertheless, student counselors still face challenges in inclusive education. Firstly, inclusive education imposes higher demands on the role positioning of student counselors, requiring them to continuously adapt to the challenges of role diversity while maintaining professional competence. Secondly, the special skill requirements in inclusive education create pressure for student counselors, who need to continually learn and improve in their daily work. Lastly, insufficient external support is also a significant challenge faced by student counselors, who require more policy support and resource guarantees to better carry out inclusive education work. In response to these challenges, the Macau education sector and student counselor teams need to work together to clarify the positioning and responsibilities of student counselors, enhance their professional capabilities and standards, and strengthen external support and guarantees. Only in this way can we ensure the smooth implementation of inclusive education in Macau, creating a fair, inclusive, and harmonious learning environment for all students. "