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Purpose: The purpose of the present study is to synthesize and organize existing literature on contagious diseases and tourism. This systematic mapping of the literature helps to identify various mature and emerging themes around the research domain in the literature.

Design/Methodology/Approach: The study uses systematic methodology along with bibliometric and content analysis. Using a combination of electronic database searching and forward and backward references searching, the study identifies 160 suitable published studies.

Findings: Initial bibliometric analysis reveals that Tourism Geographies and Tourism Management are most influential journals and Law and Lee are most influential authors working on this field. The Hong Kong Polytechnic University and Universiti Sains Malaysia are among the top contributing educational and research organizations. Further, the content analysis reveals that literature on contagious diseases and tourism industry revolves around three prominent themes namely SARS and other contagious diseases, crisis management and tourism forecasting.

Research Limitations/Implications: The study does not consider ‘grey literature’ and conference proceedings.

Originality and Value: Present study is one of the early attempts that analyzes the literature on contagious diseases and tourism using bibliometric analysis and contributes to the literature by identifying various mature and emerging on contagious diseases and tourism literature. These insights provide a robust map for future investigation in this field and also offer implications for practitioners.

The overall goal of this chapter is twofold. First, the authors aim to identify indigenous phenomena that influence employee turnover and retention in the Chinese context. Second, the authors link these phenomena to the contextualization of job embeddedness theory. To achieve the goal, the authors begin by introducing three macro-level forces (i.e., political, economic, and cultural forces) in China that help scholars analyze contextual issues in turnover studies. The authors then provide findings in the literature research on employee retention studies published in Chinese academic journals. Next, the authors discuss six indigenous phenomena (i.e., hukou, community in China, migrant workers, state-owned companies, family benefit prioritization, and guanxi) under the three macro-level forces and offer exploratory propositions illustrating how these phenomena contribute to understanding employee retention in China. Finally, the authors offer suggestions on how contextualized turnover studies shall be conducted in China.

Special education in China has lagged behind regular education for many years, however, the past few decades, the government has made considerable efforts to develop and improve the special education system. While the citizens of China have had a generic moral interest in disability since ancient times, the development of special education schools did not occur until American and European missionaries started schools for the visually and hearing impaired in the 19th century. The next major influence in the development of the special education system occurred with China’s Cultural Revolution in 1978. Interestingly, there is not any exclusive legislation on special education but in the 1980s, the government started Learning in Regular Classrooms (LRC), which is China’s version of inclusion. LRC has progressed rapidly the past two decades; however, the quality of instruction is low due to a lack of specialists, a shortage of personnel, inadequate funding, and limited technology as well as other barriers that are delineated in the chapter. The chapter emphasizes the government’s recent efforts in in-service teacher training, the preparation of preservice teachers, working with families, developing community rehabilitation training programs, and implementing evidence-based practices. Special education in China today is at a good place but it has quite a way from the ideal situation.

Rapid technological change in the transport sector is leading to a growing range of potential and actual ‘business models’ deployable for the movement of goods and people. Two key uncertainties arise from this proliferation: first, concerning which ones can be economically viable, and, second, whether they can be both simultaneously economically viable and contribute to the imperatives of more sustainable mobility. The present chapter reviews and appraises the emergence of these new business models, drawing on both literature review and empirical research with entrepreneurs involved in the new mobility sector. Specifically, the potential of the UN Sustainable Development Goals (SDGs) (UN, n.d.) as a device to structure and frame the debate about what constitutes a valuable contribution to sustainable mobility is considered. A framework is developed which captures how mobility and transport have dependencies with the SDGs. From this analysis, key sustainability concepts are derived which have either a subsistence function (maintaining the basics of human life) or an enhancement function (enabling citizens to realise their potential whilst reducing impacts on the planet). Five different innovations involving mobility sector business entrepreneurship are then characterised using this framework to exemplify its ability to deconstruct and test claims that ‘smart mobility’ is also good for sustainability as well as good for business. It is concluded that the framework could contribute to a wider architecture of sustainability interrogation. It could promote discourse around a wide range of actors, posing questions and surfacing tensions and contingencies effectively, whilst providing a holistic, strategic assessment to inform more targeted, scientific evaluations of sustainability metrics.

The kindergarten curriculum in mainland China has evolved through four periods and the current reform began in the end of 1980s. The reform aimed to transform kindergarten practice by shaping ideologies including respect for individual child, active learning, and play-based integrated curriculum. This review of research literatures shows that compared with the practice before the reform, many kindergarten teachers organize classrooms in learning centers, provide more play materials, pay time, and freedom for free play, and pay more attention to individuals. But indoor space organized in rice-seedling-bed model, teacher-led group instruction and teacher-controlled interactions are still often observed after three decades of reform efforts; there still exist great variations among kindergartens of different sponsoring bodies and in different regions. The problems resulted from the innate deficiencies of the top-down and value-priority reform, the conflicts between the advocated value and the traditional Chinese culture with emphasis on Ming-Fen, testing, and the value of children for the whole family and nation, and the unequal distribution of public resources decided by the educational institutions. Therefore, the curriculum reform is not a separate endeavor from other social changes, but a comprehensive and systematic change. To guarantee the success of the curriculum reform, the Chinese society needs cultural transformation and institutional reconstruction.