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Over the past few years, the gaming industry has changed the face of Macao and the lives of its citizens. The liberalisation of casino licensing in 2002 and the implementation of the Chinese government's new visa regulations in 2003, which permitted many mainland Chinese to travel to Hong Kong and Macao on an individual basis, triggered an economic boom. Foreign investment increased dramatically as international companies began to build casinos and hotels. By 2006, gaming revenues had reached a record annual high of US$10.33 billion, far exceeding the US$6.6 billion made on the Las Vegas strip (Gaming Inspection and Coordination Bureau, 2008). Tourist numbers more than doubled from 11 million in 2002 to 21.7 million in 2009 (Statistics and Census Service, 2009a). Rapid economic growth has come at a price, however. There have been many social dislocations and challenges for public policy that can be attributed to the expansion of the gaming industry. A particular issue is land, a fundamental factor of production and an essential component of the gaming industry's success but in short supply in Macao. The tension between casino requirements for land and public needs spills over into debates on matters as diverse as building height restrictions, heritage protection, green space, the opaqueness of government decisions and its lack of consultative mechanisms. © 2011 by The Hong Kong University Press, HKU. All rights reserved.
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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.
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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.
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The aims of the present study are to investigate the level of work engagement of the inclusive teachers in Macau and what potential factors would contribute to the increase of their level of work engagement. In this research, the framework of the self-determination theory developed by Ryan and Deci in 2000 was partially employed. I suggested the inclusive teachers’ self-efficacy and perceived autonomy to act as the independent variables, while perceived organisational support was involved as the mediating variable. Quantitative method was applied in this study by using an online self-response questionnaire (N= 150). The stratified sampling strategy was applied as well in order to ensure the representativeness. No gender difference of work engagement level was found among Macau inclusive teachers. Positive correlations were found among all variables. Besides, perceived organisational support was expressing positive mediating effects on the relationships between independent and dependent variables under some specific circumstances. For example, the relationship between efficacy to use inclusive instructions and emotional and physical work engagement; the relationship between perceived autonomy and cognitive, emotional, and physical work engagement. Theoretical and practical implications for the non-tertiary schools and inclusive teachers can be found in this study. Future studies should be continued to investigate the limitations and suggestions of this field of research
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