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Public transportation is an important component of urban infrastructure and has a significant impact on the convenience and well-being of citizens. In Macau, with rapid economic development and urbanization, an efficient land transport system is essential to support sustainable development. Previous research has primarily focused on the sustainable development of the transportation sector in Macau, with little attention given to studies concerning employees. Therefore, the purpose of this study is to examine the impact of transformational leadership on employee work performance in the land transportation sector in Macau, with a particular focus on the mediating role of employee work engagement. Through a quantitative research methodology, this study utilized an online questionnaire to collect data from 194 employees from the bus and LRT sectors in order to achieve the research objectives. Convenience sampling and snowball sampling methods were used in this study to analyze the data through SPSS software to assess the relationship between transformational leadership, employee work engagement and employee performance. The findings reveal that there is a significant positive relationship between transformational leadership and employee performance, as well as a significant positive relationship between transformational leadership and employee work engagement. In addition, employee work engagement played a partial mediating role between transformational leadership and employee performance. The findings suggest that transformational leadership not only directly enhances employee performance, but also indirectly enhances employee performance by increasing employee work engagement. These insights have important practical implications, indicating that adopting transformational leadership behaviors can effectively enhance employee engagement and performance, thereby improving organizational effectiveness. Specifically, managers in Macau's transportation sector should pay attention to and cultivate transformational leadership behaviors in order to enhance employee work engagement and performance, and thus achieve higher organizational effectiveness and building a strong team
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As the world becomes more globalized, it is now more important than ever for brands and advertisers to find effective ways to engage with consumers of different cultural backgrounds. Developing marketing that targets people of different cultural backgrounds, or multicultural marketing, carries specific nuances and complexities that may make traditional methods fall short. With this being said, there is still a lack of studies that explore the correlation between consumer's cultural background and their overall brand perception. Neuromarketing has proven to be an effective tool to understanding consumer behavior, by utilizing neuroscience tools. To employ a more sophisticated and in-depth understanding of consumer perception, the current research study makes use of neuroscience tools and aims to study the influence of cultural background in brand perception, while in a controlled environment. Using physiological neuroscience tools, namely, facial expression analysis (FEA), electrodermal activity (EDA), and eye-tracking (ET), a total of thirty-eight individuals, with ages between 19 and 50 years old, from 12 different countries and regions, participated in this research study. Findings suggest that participants of different cultural backgrounds perceive multicultural commercials as more favorable than monocultural commercials. However, future research should be done with a larger sample size, as well as include a wider variety of commercials. Research would also benefit from adopting a statistical analysis to help determine the significance of the results obtained
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What strategies did educators use to cultivate a sense of belonging, self-competence, and agency among students with Special Educational Needs (SEN)? Did educators face any challenges in implementing these strategies? Were the findings of this study specific to the inclusive school in Macau, or can they be generalised to other educational settings? This study brings to light educators' inner perspective of students' sense of belonging, self-competence, and agency. Specifically, it aims to uncover the academic and emotional needs of students with SEN and the importance that these may have in promoting a positive educational experience. By gathering the perspectives of educators in an inclusive school in Macau who work side-by-side with these students daily, we can understand how essential these elements are in contributing to their overall development. The purposive sampling approach was used in this study to further investigate various experiences and perspectives of educators within an inclusive classroom setting. The educators interviewed provided insight into an inclusive classroom with students with SEN in full-time attendance. The educators sampled in this study facilitated the search for strategies, challenges and support systems to cultivate a sense of belonging, self-competence and agency, among students with SEN. Findings showed educators' understanding of the importance of students with SEN's sense of belonging, self-competence and agency. The educators' awareness of their students' interactions with peers, and the educators themselves, was prominent, revealing how the sense of belonging for students with SEN affected these relationships. Regarding students' sense of self-competence, according to educators, students with SEN had opportunities to showcase their confidence in specific classroom areas and to exercise independence in the classroom, within the set curriculum and lesson plans. In the findings, educators illuminated the importance of agency in students with SEN. However, they were apprehensive about changes in lesson plans, cultivating a fully independent classroom setting and providing choices to students with and without SEN. The study's implications highlight the educational practices and policies that effectively supplement students with SEN's academic and social environments. The findings of this study aim to guide curriculum developers, educators and parental figures in fostering positive learning experiences for students with diverse learning needs
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