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Anthropogenic noise of variable temporal patterns is increasing in aquatic environments, causing physiological stress and sensory impairment. However, scarce information exists on exposure effects to continuous versus intermittent disturbances, which is critical for noise sustainable management. We tested the effects of different noise regimes on the auditory system and behaviour in the zebrafish (Danio rerio). Adult zebrafish were exposed for 24 h to either white noise (150 ± 10 dB re 1 μPa) or silent control. Acoustic playbacks varied in temporal patterns—continuous, fast and slow regular intermittent, and irregular intermittent. Auditory sensitivity was assessed with Auditory Evoked Potential recordings, revealing hearing loss and increased response latency in all noise-treated groups. The highest mean threshold shifts (c. 13 dB) were registered in continuous and fast intermittent treatments, and no differences were found between regular and irregular regimes. Inner ear saccule did not reveal significant hair cell loss but showed a decrease in presynaptic Ribeye b protein especially after continuous exposure. Behavioural assessment using the standardized Novel Tank Diving assay showed that all noise-treated fish spent > 98% time in the bottom within the first minute compared to 82% in control, indicating noise-induced anxiety/stress. We provide first data on how different noise time regimes impact a reference fish model, suggesting that overall acoustic energy is more important than regularity when predicting noise effects.

The development of green financial products like green bonds and industry financing has gained momentum, showing positive impacts on sustainable economic development, renewable energy investment, and greenhouse gas emission reduction. As the research problem is inadequately explored, this dissertation aims to fill the research gap to evaluate the impacts of green finance on economic development. Furthermore, this study assesses the differences between Asian and non-Asian economies in the impacts of green finance on economic development. Two empirical measures are analyzed in this study.Green finance is measured with the Global Green Finance Index (GGFI), a composite index that captures over 100 instrumental variables, covering the business environment, human capital, infrastructure, and sustainability aspects of a financial center. Growth rate of gross domestic product (GDP) per capita reflects economic development. The dataset encompasses 83 international financial centers from 2018 to 2022. The regression model finds a significant negative relationship between growth rates of GGFI and GDP per capita in the full sample, the Asian subgroup, and the non-Asian subgroup. GGFI growth is confirmed to have Granger caused GDP per capita growth, but GDP per capita growth did not Granger cause GGFI growth. Combined with the insights of the previous studies, this study justifies the findings as a short-term negative impact of green finance on economic growth. However, the Asian region, with many emerging economies, could transition faster, so the regression derives a less negative coefficients for Asian financial centers. The policy implication 5 is that continued government support to improve the effectiveness of green finance is necessary for the long-term benefit of green finance to be fully realized

Nowadays, many university students (in Macau) are required to attend computer literacy courses to develop their basic skill levels and knowledge as part of their literacy foundation requirements. To be effective, such courses, which are very staff intensive and require access to expensive equipment and software, necessitate high levels of individual teaching. Evidence gathered at two study sites during this research, strongly suggests that many students may not be benefiting sufficiently from their computer literacy courses. Teachers frequently complain about the weak IT skills of many course graduates. This research proposes an innovative model for designing and delivering computer literacy courses based on constructivist principles, using peer-tutoring and blended learning to increase cost effectiveness and to improve student outcomes. Central to the model being proposed is the training and deployment of former course graduates as peer instructors and assessors. Constructivist principles provide a conceptual framework to ensure that the curriculum content, teaching strategies, learning styles and assessment procedures are properly aligned and fully understood by both the instructors and students to achieve high quality learning outcomes. An action research approach was used during the pilot and trail phases of the research to monitor the implementation of the model and evaluate its effectiveness using mixed methods. The planned two–phase action evaluation used a questionnaire to investigate the effectiveness of knowledge and skill transfer to students, and tutors’ learning progress; in-depth semi-structured interviews were used to survey, interpret and evaluate students’ and tutors’ perceptions of the new teaching and learning approach. Most respondents had a Confucian Heritage Cultural Background. For the first time, the research provides new insights into ways in which Confucian Heritage Cultural factors, interact with constructive principles in developing peer-tutoring methods in a university setting inMacau, and more widely

University students in Macao are required to attend computer literacy courses to raise their basic skills levels and knowledge as part of their literacy foundation. Still, teachers frequently complain about the weak IT skills of many students, suggesting that most of them may not be benefiting sufficiently from their computer literacy courses. This research proposes an enhanced framework based on constructivist principles by using peer-tutoring to increase cost effectiveness and to improve student outcomes. Essential to this proposed model is the training of former course graduates as peer-instructors to achieve high quality learning results. At Instituto de Formação Turistica (IFT), a case study was used to evaluate its effectiveness using a qualitative analysis. In Macao, most students have a Confucian Heritage Cultural (CHC) background and the current findings demonstrate that students share more easily their learning difficulties within their group as their interpersonal relationships improve. It is suggested that since CHC cooperative learning is primarily based on bonds, students involved in this 'relationship-first, learning-second' type shared a larger amount of knowledge and social skills, a dual positive outcome. Moreover, English language is a major barrier for the understanding of the teacher’s message to Chinese students. Meanwhile, the negative Western concept of plagiarism is replaced, under the CHC, as the ‘face giving’ and it is directly based on the relationship intensity to 'help friends'. At last, peer-tutors play a key role in the student increase internal motivation regarding the joy of the learning process.

University students in Macao are required to attend computer literacy courses to raise their basic skills levels and knowledge as part of their literacy foundation. Still, teachers frequently complain about the weak IT skills of many students, suggesting that most of them may not be benefiting sufficiently from their computer literacy courses. This research proposes an enhanced framework based on constructivist principles by using peer-tutoring to increase cost effectiveness and to improve student outcomes. Essential to this proposed model is the training of former course graduates as peer-instructors to achieve high quality learning results. At Instituto de Formação Turistica (IFT), a case study was used to evaluate its effectiveness using a qualitative analysis. In Macao, most students have a Confucian Heritage Cultural (CHC) background and the current findings demonstrate that students share more easily their learning difficulties within their group as their interpersonal relationships improve. It is suggested that since CHC cooperative learning is primarily based on bonds, students involved in this "relationship-first, learning-second" type shared a larger amount of knowledge and social skills, a dual positive outcome. Moreover, English language is a major barrier for the understanding of the teacher's message to Chinese students. Meanwhile, the negative Western concept of plagiarism is replaced, under the CHC, as the "face giving" and it is directly based on the relationship intensity to "help friends". At last, peer-tutors play a key role in the student increase internal motivation regarding the joy of the learning process. [For the complete proceedings, see ED579282.]