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Dennis Zuev* The Belt and Road Initiative (BRI) has become the largest infrastructure program in history, and has become a symbol of growing significance of China and its power.

Listening to children’s voices is still not considered an essential part of education in some schools, including many in Asian countries. The authority of schools and teachers is still highly valued under the continued influence of Confucian Heritage Culture in many Asian schools, including a significant number in Macao. Teachers in international schools in Asian countries often experience some difficulties when communicating with young children because of their low English proficiency and the traditional views supported by many parents who grew up with the Confucian Heritage Culture, which encourages children to be quiet in the classroom to be good listeners. This Action research took fifteen months between two school years, 2018- 2019 and 2019-2020, with two groups of four and five-year-old students in a kindergarten classroom. Documentation posters were created for young children to use the next morning to reflect on their learning. The pedagogy of listening and pedagogical documentation from the Reggio Emilia approach were implemented to discover and record young children’s ideas and interests, work with daily documentation posters, and help them reflect on documentation posters to improve their learning and develop their higher-order thinking skills. Photos and videos, observation notes with the children’s comments, documentation posters, and reflective discussions were used as interventions to collect the children’s ideas and record their learning activities. The children learned to use documentation posters to remember, think, share, and improve their learning. The children’s comments from Learning Centres, recess, and reflective discussions were used to examine their understanding of learning and higher-order thinking skills. During one Pilot Cycle and three structured data collection cycles, the children demonstrated improvement in learning for each learning project and development of their thinking skills both with and without the teacher’s support. The children demonstrated higher-order thinking skills more often from Learning Centres and recess when they had to solve problems. They also demonstrated higher-order thinking skills more often during the whole group reflective discussions than in small group reflections, when a bigger number of children joined or when they had enough time to think. The thinking skills when children were reflecting were observed to concentrate on remembering and understanding as they focused on remembering and sharing the previous day’s work. The children’s other higher-order thinking skills did not show an increase in frequency during reflective discussions. However, the children demonstrated active engagement and a range of higher-order thinking skills when the teacher asked openended questions and provided support and comments to help them to connect their learning to their past experiences. Findings indicated that the children’s learning from each Learning Centre showed change and improvement during their play over time according to their interests, indicated by their material use and comments. The research was limited by its small number of participants within their age group due to convenience sampling and the children’s relatively limited ability to demonstrate higher-order thinking skills. This study has shown how teachers could help children use daily documentation posters to develop their learning and thinking skills by visualizing their ideas and the teacher’s important role in supporting children’s learning with active listening and support in the classroom

This study is an attempt to understand and describe the compositional principles of Chaoshan traditional houses (CTH) through a computational space syntax. In this approach, the space syntax is used to describe and verify the compositional rules of Chaoshan houses. Chaoshan rural residence is a classical Lingnan style building in Chaoshan area of eastern Guangdong province, associated with Teo-Swa people, a Han Chinese minority. This study takes the example the prototypes existing in the village of Zhupu, Haojiang District, Shantou city as a case study, to analyse the spatial form of the residences. The Zhupu village houses date from the Qing Dynasty - Qianlong period, around 1700 AD. The hypothesis of this study is that CTH buildings are a result of a space compositional rule system that can be described and replicated through a computational design methodology. This study will establish a computational architectural syntax, and is the first stage of an extended research work on the evolution of Chaoshan residential types. The understanding of this evolution may help, as future work, to develop urban strategies for adaptation of the CTH heritage buildings to the contemporary living conditions. As the result of this study is a computational 3D graphics modelling algorithm, the ability of the system to generate the house layouts is not limited to the reconstruction of existing typologies of CTH and its variations. The same algorithm will allow the generation of new housing schemes, with adaptation to design variables extracted from a particular site and region.

This study, focusing on the China's Yao minority community, investigates the feasibility to create a generative computational method to replicate the diversity of the existing Yao traditional wood buildings, addressing the critical issues currently facing computational design methods, in the attempt to adapt genetic-generative algorithms to the study of local ancient architecture. The project develops a computational tool to generate a network of three-dimensional prototypes, or building structures, derived from traditional wood frame village houses. It studies possible housing structures that illustrate some of the key working methods available in digital systems such as ‘generating' and ‘compositing' taking as a starting point computational strategies oriented towards geometry and where a set of local variables play a decisive role: available local technologies, use of raw materials, and the dimensioning of timber components based on data collected from Yao architecture.

Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion, teachers have mainly utilized dominant western theories to plan and implement inclusive teaching. In this chapter, we draw on a non-western philosophy, a Nichiren Buddhist (Soka) philosophy, to provide a ‘kaleidoscopic’ lens through which to create inclusive educational learning spaces that engender full participation of all children. The Soka education philosophy is a humanist concept which can guide teachers when preparing to create inclusive education. The aims of this chapter are threefold: The first is an exploration of the Nichiren Buddhist (Soka) philosophy. The second aim is to highlight how this philosophy can enable teachers to unleash the unlimited potential of children in inclusive learning settings. Thirdly, we argue that grounding early childhood teacher education in this philosophy can help improve the effectiveness of inclusive educational experience for all children.

The physiological mechanisms underlying variation in aggression in fish remain poorly understood. One possibly confounding variable is the lack of standardization in the type of stimuli used to elicit aggression. The presentation of controlled stimuli in videos, a.k.a. video playback, can provide better control of the fight components. However, this technique has produced conflicting results in animal behaviour studies and needs to be carefully validated. For this, a similar response to the video and an equivalent live stimulus needs to be demonstrated. Further, different physiological responses may be triggered by live and video stimuli and it is important to demonstrate that video images elicit appropriate physiological reactions. Here, the behavioural and endocrine response of male Siamese fighting fish Betta splendens to a matched for size conspecific fighting behind a one-way mirror, presented live or through video playback, was compared. The video playback and live stimulus elicited a strong and similar aggressive response by the focal fish, with a fight structure that started with stereotypical threat displays and progressed to overt attacks. Post-fight plasma levels of the androgen 11-ketotestosterone were elevated as compared to controls, regardless of the type of stimuli. Cortisol also increased in response to the video images, as previously described for live fights in this species. These results show that the interactive component of a fight, and its resolution, are not needed to trigger an endocrine response to aggression in this species. The study also demonstrates for the first time in a fish a robust endocrine response to video stimuli and supports the use of this technique for researching aggressive behaviour in B. splendens.

China’s economy has entered a critical period of structural adjustment. The developing green industries and the transforming traditional industries have increasing demand for finance, making ""green finance"" increasingly essential. While China's green finance is in the development stage, some newly developed zones serve as pilots for the launch of green financial products. An example is Tongzhou District of Beijing, which aims to expand Beijing’s space, promote the coordinated development of Beijing-Tianjin-Hebei, and explore the optimal development mode of the densely populated economic areas. This thesis aims to study consumer acceptance of green financial technology (fintech) in the case of Tongzhou District. This thesis extended the commonly applied theoretical model for the problem of study, the Energy Augmented Technology Acceptance Model (EA-TAM), to analyze the impacts of perceived usefulness, perceived ease of use, attitude toward use, intention, usage intention, environmental awareness, and green knowledge on the acceptance of green fintech in Tongzhou District. The survey collected 403 valid responses from people that had been active in Tongzhou District. The quantitative analysis is based on structural equation modeling techniques, including reliability analysis, validity analysis, standard method deviation test, and hypothesis testing. The analytical results show that all the hypothesized factors are significant. In addition, the sample is divided into different gender groups and education groups, so that the impacts of the socio-demographic characteristics can be explored. Males’ environmental awareness and green knowledge are insignificant in determining their acceptance of green fintech. The low-educated group’s acceptance of green fintech does not significantly depend on environmental awareness and perceived usefulness

The present study aimed to analyse the differences in the internalising problems (anxiety, depression, somatic complaints), assessed by different informants (teachers and students), according to the level of academic achievement and school adaptation level in secondary students. Furthermore, we examine the gender difference in the level of internalising symptoms. Finally, we analyzed the differences between teacher-rated and adolescents' self-reported internalising symptoms. The Achenbach System of Empirically Based Assessment (ASEBA) was used for collecting informants’ data. The sample consisted of 882 secondary students (349 males and 473 females), while 50 came from public schools and 772 from private schools. No significant differences are found in internalising problems according to the level of academic achievement from both teachers’ and students’ perspectives. Generally, students who are well-adapted to the school context have the least symptoms of internalising problems compared to average and less-adapted groups from the teachers' perspective. In addition, from students’ perspectives, adolescent females present more internalising problems than males. Finally, teachers rated fewer internalising problems when compared to the students. In conclusion, the low level of awareness of teachers towards the internalising problems of students arouse attention. It is suggested that teachers should attend professional development programs in order to address to students’ internalising problems

Teacher turnover is a global issue that has not received much research attention in Macau despite studies indicating that teachers in the region experience high levels of stress and burnout. Given that private school teachers account for a significant proportion (88.6%) of the non-tertiary education system in Macau, this qualitative study focused on this specific group who voluntarily resigned from their positions. Through in-depth interviews with 13 former teachers from different kindergartens, primary, and secondary schools, the research identified 50 reasons categorized into 15 factors under three categories. Although schoolrelated factors account for the most, personal reasons were found to be the primary driver. The findings of the study highlight the complex nature of teacher turnover which can be attributed to both single and multiple factors, in both direct and indirect forms. The factors could also interplay in both unidirectional and mutual relationships. A conceptual framework for teacher turnover in Macau was developed to address the 15 contributing factors and the complex interplay of these factors. This study could fill the gap in the literature and serve as a valuable resource for policymakers and school leaders seeking to reduce teacher attrition rates in the region

By using the Hamiltonian formulation, we demonstrate that the Merton-Garman equation emerges naturally from the Black-Scholes equation after imposing invariance (symmetry) under local (gauge) transformations over changes in the stock price. This is the case because imposing gauge symmetry implies the appearance of an additional field, which corresponds to the stochastic volatility. The gauge symmetry then imposes some constraints over the free-parameters of the Merton-Garman Hamiltonian. Finally, we analyze how the stochastic volatility gets massive dynamically via Higgs mechanism.

By using the Hamiltonian formulation, we demonstrate that the Merton-Garman equation emerges naturally from the Black-Scholes equation after imposing invariance (symmetry) under local (gauge) transformations over changes in the stock price. This is the case because imposing gauge symmetry implies the appearance of an additional field, which corresponds to the stochastic volatility. The gauge symmetry then imposes some constraints over the free parameters of the Merton-Garman Hamiltonian. Finally, we analyze how the stochastic volatility gets massive dynamically via Higgs mechanism.