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This study examined responses from 508 full-time teachers working in inclusive schools in Macao (SAR). The intention was to understand the teachers’ perceptions about their roles and how they responded to inclusive practices in their school. Teachers’ perceived levels of emotional exhaustion and cognitive work engagement were assessed in relation to several professional competencies (self-efficacy with using inclusive instruction, collaborating with parents and paraprofessionals, and managing disruptive behaviours), as well as the organisational variable of role understanding. Regression analysis showed that teachers’ self-efficacy with using inclusive instruction was found to be the most powerful negative predictor of emotional exhaustion; while self-efficacy for managing disruptive behaviours was a positive predictor of teachers’ cognitive work engagement. Teachers’ level of understanding of their role and that of their schools was a negative predictor of emotional exhaustion and a positive predictor of cognitive work engagement. Moreover, it further confirmed that the concept of co-existence between work engagement and burnout can be applied to inclusive teachers. Results were interpreted in relation to management in inclusive schools in Macao and were followed by a discussion on the implications of enhancing inclusive education.

Abstract As the population of Chinese immigrants has been growing rapidly in the United States, it has been understudied on the parenting behaviours as well as the roles parental stress and social support playing in parenting in this group. This study investigated whether parental stress was associated with parenting and whether this relationship was mediated by social support in a sample of 255 Chinese immigrant parents from the Survey of Asian American Families in New York City. Regression analyses with a rich array of control variables found that a higher level of parental stress and the presence of one or more stressors such as unemployment, low income, and low education were positively associated with the use of harsh discipline and parent?child conflicts and negatively associated with positive parenting practices. Social support functioned as a significant mediator in the relationships between parental stress and positive parenting practices but not in the relationships of parental stress with parent?child conflict or the use of harsh discipline.

In the past decades, the field of cinema has undergone several transformations. The digital turn increasingly called for new forms of production, distribution, and exhibition, which imply different ways of thinking, doing, and experimenting cinema. These new forms also reduced the gap between cinema to other so-called visual arts. If cinema and visual arts were already in the process of merging, the last years forced the naturalization of thinking in similar theoretical grounds. This special issue aims to be a forum for the discussion of new practices of researching cinema, and the changes in cinema’s forms of experience and production.

The study examined the factor structure, reliability and validity of a Chinese version of the Constructivist Learning Environment Survey (C-CLES), an instrument for assessing students’ perceptions of the extent of constructivist approaches prevalent in classrooms. A convenience sample of 967 students in Secondary Three (Grade 9) in Hong Kong participated in this study by completing a self-administered questionnaire in their class time. Exploratory and confirmatory factor analyses supported the hypothesised factor structure, indicating five theoretical constructivist environment dimensions that showed goodness-of-fit to 25 items: Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation. Criterion-related validity, involving evidence based on relations to other variables, was assessed by correlations between the constructivist environment dimensions and cognitive strategies and academic ability. Most correlations were statistically significant and in the positive direction. The C-CLES with 25 items provides a useful measure for educational practice and research among school students.

The use of learning analytics (LA) in real-world educational applications is growing very fast as academic institutions realize the positive potential that is possible if LA is integrated in decision making. Education in schools on public health need to evolve in response to the new knowledge and th...

Crowdsensing exploits the sensing abilities offered by smart phones and users' mobility. Users can mutually help each other as a community with the aid of crowdsensing. The potential of crowdsensing has yet to be fully realized for improving public health. A protocol based on gamification to encoura...

This paper aims to report a case study of exploring the effect of ?assessment for learning? on improving student learning and facilitating teachers? professional development in the examination-oriented context of Hong Kong. By adopting Variation Theory of the Lesson Study approach, data were collected through pre- and post-tests, interviews with students and teacher participants and observation field-notes in order to help diagnose students? learning difficulties and provide evidence for teachers to refine their teaching strategies to enhance students? learning effectiveness. The students? improvement in learning performance informed the teacher participants of the usefulness of ?assessment for learning? in the classroom.

Validation of the Teachers’ Sense of Efficacy Scale (TSES) for use with teachers in Macao (SAR) was undertaken to determine its usefulness as a measure of teacher self-efficacy for inclusive education. This paper discusses the results found by analyzing various versions of the TSES and TSES-C in a Chinese format with 200 pre-service teachers in Macao (SAR).  Psychometric analyses were undertaken to investigate the validity of the existing scales and the three and two factor solutions. The results indicated a preferred 9-item version that produced improved factor loadings and reliabilities. The use of a relatively quick and short scale to measure such a complex phenomenon as teacher self-efficacy is discussed. Issues are raised regarding generalizability of scales and the impact of culture, demographics, and edifying issues that may impact on the usefulness of such scales.

Exposure to continuous moderate noise levels is known to impair the auditory system leading to Noise-Induced Hearing Loss (NIHL) in animals including humans. The mechanism underlying noise-dependent auditory Temporary Threshold Shifts (TTS) is not fully understood. In fact, only limited information is available on vertebrates such as fishes, which share homologous inner ear structures to mammals and have the ability to regenerate hair cells. The zebrafish Danio rerio is a well-established model in hearing research providing an unmatched opportunity to investigate the molecular and physiological mechanisms of NIHL at the sensory receptor level. Here we investigated for the first time the effects of noise exposure on TTS and functional recovery in zebrafish, as well as the associated morphological damage and regeneration of the inner ear saccular hair cells. Adult specimens were exposed for 24h to white noise at various amplitudes (130, 140 and 150 dB re. 1 μPa) and their auditory sensitivity was subsequently measured with the Auditory Evoked Potential (AEP) recording technique. Sensory recovery was tested at different times post-treatment (after 3, 7 and 14 days) and compared to individuals kept under quiet lab conditions. Results revealed noise level-dependent TTS up to 33 dB and increase in response latency. Recovery of hearing function occurred within 7 days for fish exposed to 130 and 140 dB noise levels, while fish subject to 150 dB only returned to baseline thresholds after 14 days. Hearing impairment was accompanied by significant loss of hair cells only at the highest noise treatment. Full regeneration of the sensory tissue (number of hair cell receptors) occurred within 7 days, which was prior to functional recovery. We provide first baseline data of NIHL in zebrafish and validate this species as an effective vertebrate model to investigate the impact of noise exposure on the structure and function of the adult inner ear and its recovery process.

It is plausible to assume that the component waves in ECG signals constitute a unique human characteristic because morphology and amplitudes of recorded beats are governed by multiple individual factors. According to the best of our knowledge, the issue of automatically classifying different ’identities’ of QRS morphology has not been explored within the literature. This work proposes five alternative mathematical models for representing different QRS morphologies providing the extraction of a set of features related to QRS shape. The technique incorporates mechanisms of combining the mathematical functions Gaussian, Mexican-Hat and Rayleigh probability density function and also a mechanism for clipping the waveform of those functions. The searching for the optimal parameters which minimize the normalized RMS error between each mathematical model and a given QRS search window enables to find an optimal model. Such modeling behaves as a robust alternative for delineating heartbeats, classifying beat morphologies, detecting subtle and anomalous changes, compression of QRS complex windows among others. The validation process evaluates the ability of each model to represent different QRS morphology classes within 159 full ECG signal records from QT database and 584 QRS search windows from MIT-BIH Arrhythmia database. From the experimental results, we rank the winning rates for which each mathematical model best models and also discriminates the most predominant QRS morphologies Rs, rS, RS, qR, qRs, R, rR’s and QS. Furthermore, the average time errors computed for QRS onset and offset locations when using the corresponding winner mathematical models for delineation purposes were, respectively, 12.87±8.5 ms and 1.47±10.06 ms.

Design for Classroom Units: A Collaborative Multicultural Studio Development with Chinese Students

Education for learners with special education needs has become one of the major concerns of education policies in every corner of the world. In Macau, however, the transformation of schools into inclusive environments is reported to be slow because many teachers in Macau have not accepted the key values of inclusive education and possess little knowledge of their responsibilities as inclusive education teachers. Despite being nonempirical, the aim of this article is twofold: to inform inclusive education teachers, especially those in Macau and other developing regions, of the necessary knowledge, skills and strategies of working collaboratively with parents of children with SEN and provide policy makers concerned with practical ideas of designing effective professional development programmes for teachers working in the inclusive environment. The ultimate aim is to ensure that children with SEN benefit from an education process that includes quality learning opportunities.