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This paper is motivated by two observations in the large civil aircraft (LCA) industry. (1) Boeing and Airbus are significantly different in the degree of offshoring. (2) The degree of offshoring also changes among different aircraft models. To offer an explanation, this paper focuses on issues related to fragmentation. Existing literature has established the tie between fragmented technology and offshoring. However, it is assumed that production can be fragmented readily and at no cost; and only exogenous global economic factors have impact on the degree of fragmentation. This model distinguishes itself from others by incorporating endogeneity in fragmentation. A final-good firm can spend on R&D specifically for its own fragmented technology. As a result, the final-good firm can optimally choose the portion of components to be offshored. A strategic trade policy model is used to show that the degree of offshoring depends on the firm's own cost of production, the host country's cost of production, the global state of technology as well as the government trade policies. In particular, export subsidy and subsidy on R&D of fragmented technology are shown to be policy substitutes. Keywords: Fragmentation; Offshoring; Outsourcing; Aircraft; Export subsidy; R&D subsidy; Boeing; Airbus JEL classification: F12; F13; F23; L13
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Under Macau Arbitration Law (MAL, art 64.1), an award shall be made in writing and shall be signed by the arbitrator or arbitrators. Furthermore, the law provides that in case of arbitral proceedings with more than one arbitrator, the signatures of the majority of all members of the arbitral tribunal shall suffice, provided that the reason for any omitted signature is stated (MAL, art 64.2).
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Nowadays, contemporary art practices have been expanding into fields outside their own borders. According to Claire Bishop (2012), this expanded field of post-studio practices currently goes under a variety of names: socially engaged art, community-based art, experimental communities, dialogic art, littoral art, interventionist art, participatory art, collaborative art, contextual art and (most recently) social practice. By engaging, artists nurture the sense of belonging and search for an identity of the place they inhabit. In Hong Kong and Macao, as well as in the Pearl River Delta and China in general, the speed of urban transformation is forcing artists to reconsider their participation in the city in order to develop a creative place making process that is according to the new identity of the place. By doing so, they are also included in what has been defined as “creative industries” that tries to build a new image of the urban fabric. Linked with this sort of collective attitude, there is also an attempt to find a sense of local identity that has been disappearing in the face of these major developments. Engaging with the city and the communities may constitute, therefore, a challenge for the young generation, especially in hybrid places such as Hong Kong and Macao, where artists find themselves in an effort to understand the core values of their fragmented identity. In this paper we will analyze some projects that artists are doing in both SAR´s, in order to create a sense of place in this state of transition.
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As societies globalize, mastery of a second or multiple languages has become an important index to enhance interaction in the society. In that English is a is a widely used medium of communication globally for engagement in international business, commerce, science, technology and governance, the benefits of an efficacious English language teaching force to facilitate the English acquisition process of students in classrooms around the world is highly valued. For the purpose of this study, the English language teacher efficacy instrument (ELTEI) was adapted to the local context to measure the professional efficacy of the English as a foreign language (EFL) teacher participants. The objective of the research was to investigate the degree of relationship between antecedent conditions and specific teacher efficacy in Macao. A mixed-method approach in a sequential phase design was adopted to explore the efficacy of English language teachers serving Chinese medium schools in a non-English speaking region in Asia. Phase-one employed a qualitative approach to contextualize the measurement instrument and to ascertain important characteristics of the target population. Phase-two ensured a quantitative approach to yield understanding regarding the influence of key antecedent conditions on the efficacy of English language teachers in Macao. As evidenced through multiple linear regressions and structural equation modeling, openness, neuroticism, and perceived school support were significant predictors for teacher’s self-efficacy in English teaching. Recommendations for the school management to enhance and sustain the efficacy of EFL teachers in Macao were discussed
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This thesis investigates the Language Learning Strategies (LLS) used by English as a Foreign Language (EFL) nursing students of higher education in Macao and the effectiveness related to students’ learning outcomes by Strategy Instruction (SI). To date there has been no literature in the area of SI among the Macao Chinese EFL higher education students on teaching all LLS groups, and on four main English skills to look at its effects on learning processes and outcomes at the same time, and this study starts to fill the gap. The research uses an embedded mixed methods research design in phase one and an embedded mixed methods quasi-experimental design in phase two. Phase one aimed to identify students’ LLS use. The findings revealed that students’ cognitive, metacognitive and compensatory strategies were used more than affective, memory-related and social strategies, and overall they used a medium to low level of LLS. In phase two, the effects of SI on students’ changes of LLS use, their proficiency and English learning processes were identified. After SI, students used LLS both more widely and frequently in all four main English skills. Most students’ motivation and self-confidence were enhanced. After SI the affective group of strategies in the treatment group statistically significantly improved, with a moderate effect size, from that of the comparison group. It was found that the widely used Strategy Inventory for Language Learning questionnaires by Oxford (1989c) had limited statistical power and some conceptual confusion. Recommendations are made for policy and practice of EFL instruction
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In recent years, the integration of Machine Learning (ML) techniques in the field of healthcare and public health has emerged as a powerful tool for improving decision-making processes [...]
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This thesis aims to explore how learning accounting for non-accounting major students could be enhanced through a comprehensive framework connecting individual attributes and learning approaches. While accounting is considered an important and mandatory discipline for business students, it is also considered a difficult subject which deters students’ engagement in the subject. Although the issue has been widely recognized, there are relatively less discussions on possible remedies. Learning accounting is a dynamic process that go beyond the traditional one-to-many learning and teaching settings, all factors revolving the students’ learning environment and process, altogether determine and affect the learning efficiencies. A meta-analysis was first performed to understand the standings of accounting education and to identify gaps within existing literatures in the field of management, accounting, tourism and general education researches. A documentary review on the curricula of all Macau HEI programs involving compulsory accounting courses was also conducted to understand the role and significance of accounting courses for non-accounting college students in Macau. Based on the literature review, this study borrows constructs from theory of planned behavior (TPB) models in its research framework. It attempts to provide a comprehensive framework to understand how students learn accounting efficiently by delving into individual learning styles of the students and their perceived helpfulness and self-efficacy, in respective to different learning techniques. Due to its exploratory nature, a mixed method of qualitative and quantitative methodology is adopted, where both focus group discussions and in-depth interviews are performed with non-accounting students to elicit understandings on student’s difficulties in learning accounting and their preferences for different learning styles. Then, a full-scale quantitative survey is conducted in a Macau higher education institute to assess the learning efficiencies of accounting in different situations. A triangulation with feedback from faculties and administrators are also elicited to provide alternate dimensions on the issues. With no surprise, there is no one best 3 teaching style or method for all students, this thesis contributes to accounting education research by provide a comprehensive diagnosis on the all-round learning stimulus and hindrance in learning accounting. At the end, recommendations are provided for accounting educators to emphasize on the uniqueness of students and to encourage a more dynamic and open environment for learning. Limitations of the studies are also discussed
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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.
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