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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
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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
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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
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The primary research focus of this dissertation revolves around the concept of a "plugin" program. It raises a fundamental question about whether a building can attain long-term usability through metabolic flexibility (plugin units and their reconfigurable space), promoting adaptability (accommodating various program transfers), and meeting sustainable future criteria. Specifically, this dissertation inquires whether this "plugin" building design, with its reconfigurable units and metabolic system, can adapt to different spatial programs and become sustainable architecture
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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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