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The issue of a partial or total ban on the advertising of cigarettes and/or tobacco products has been the focus of substantial public policy debate for a number of years in several countries. As far back as the early 1970s, Hamilton carefully examined the effects of the ban on electronic media cigarette advertising imposed in 1971 in the United States and concluded that the advertising ban did not have a significant effect in reducing total demand for cigarettes. Bishop and Yoo, using a more complex econometric specification, also reached essentially the same conclusion. Hamilton also examined the demand for cigarettes in eleven countries and concluded that advertising bans had little effect on cigarette demand. Finally, Boddewyn presents data from 16 countries which suggest strongly that advertising bans have not had the effects expected by those advocating their introduction.

The contingent valuation technique has been significantly refined as a method of obtaining values of goods and services in situations where market transactions are absent and now finds widespread application in the valuation of the environment, and in valuing the preservation of animal species. Applies the technique to the valuation of more conventional government services, namely the provision by the government of a range of agricultural protection services. The empirical analysis is based on contingent valuation surveys administered to a sample of Western Australian farmers.

This chapter aims to investigate how a range of emerging trends within the international community can be used to build a connective educational ecosystem based on an inclusive and universal process (Biggeri et al., 2017; Ziegler, 2017). The starting question is: how multidisciplinary teams in Italy could take action toward inclusive education?

Partnering is becoming a central system organization strategy for schools to adopt for successful innovative teams with creative educational ideas (Kelly et al., 2002), and here it is declined in the Italian context in which inclusive education was officially embraced in 1977 as a national policy (D'Alessio, 2011). National legislation (104/92 Law) made explicit the mandate that students with disabilities receive their education (to the maximum extent possible) with nondisabled peers in the general education classroom using appropriate supplemental aids and services in the least-restrictive environment (Anastasiou et al., 2015; Canevaro & de Anna, 2010).

It is crucial to encourage new forms of practice which require collaboration capabilities (Hattie, 2015; Vangrieken et al., 2015) between multidisciplinary teams that comprised general teachers, special education teachers, health professionals, school psychologists, school leaders, and the students' family (Meirink et al., 2010). These resources could be distributed across inclusive ecosystems to support all students by enabling them to prosper in an increasingly diversified and complex environment in which creativity, ability to innovate, entrepreneurship, and a commitment to continuous learning are joint and connective (EU, 2008). This creates a state of positive multiagency collaboration that promotes the well-being of students and the system.

It has become common for academics and sports marketing professionals to study and explain the heterogeneity and complexity of sports spectators' behaviours and attitudes, with numerous works addressing this topic But these surveys are more about fans of professional sports clubs (soccer, basketball, baseball, hockey, etc) who attend regular season games in their favourite teams' home stadium or arena. To our knowledge, very few studies have been conducted into spectators of national teams. It is these spectators who are of the focus of this paper.

Mobility has wide‐range impacts on the financial management of property issues, such as consumption and investment. In the literature of residential mobility, household life cycle is widely acknowledged as an important concept. An array of household demographic factors such as age has been repeatedly found to be significant in influencing mobility. Many previous researches offer few verifi able hypotheses or propositions and their results are conflicting. Some of them also suffer methodological inadequacies. This paper is an attempt to rectify this situation. There are two important contributions by the current research. One is a methodology that employs multivariate methods, which fills the gap of previous research. The second contribution is the large census dataset of Hong Kong which is rare in previous studies. The research is conducted under the framework of life cycle models with emphasis on economic and demographic variables of households. Demographic determinants are found to be more important in explaining population mobility among rental households while economic factors are more pertinent for owners. This may be explained by the different strategies adopted by renters and owners in satisfying their housing needs. Renters are envisaged to base their mobility decisions more on demographic factors. Owners, on the other hand, tend to view home buying as an investment as well and hence put more emphasis on economic factors. It is hoped that this research can shed more light on the topic of residential mobility by drawing on the experience of a large population residing in a small place, Hong Kong

International tourism is steadily growing. Some people welcome this growth which supports economic and social development. Others are suspicious and afraid of the threat which tourism could create for the tourist destinations, the loss of cultural identity and of social alienation to its society. Reality is more complex than these two contrary positions suggest. After analyzing the existent attempts to explain the social effects of tourism, this paper intends to illustrate the variability of these effects. In this regard, the globalisation of human activities and its consequences on cultural identity are taken into account.

The purpose of the study was to investigate the involvement and actions (co‐creation) of residents of South Africa prior to the commencement of the 2010 Soccer World Cup, which was held in South Africa during June and July 2010.

Quantitative research was conducted in the three major metropolitan centres in South Africa, using a self‐completion questionnaire among residents in South Africa, using purposive sampling. The questionnaire consisted of two sections. Data collection was supervised by trained fieldworkers.

The responses of 1,352 respondents who took part indicate significant differences between the involvement of the genders, language groups and nationalities, while in the case of actions, significant differences were found between genders and income groups. The study also found an association between the involvement and actions in the case of this mega‐event.

The research was conducted one month prior to the event, and those who had exhibited actions may have been predisposed to taking part in the event. Research was limited to three major centres in South Africa.

This has implications for the marketing of mega‐events in other countries as well as events other than sports events, specifically in the development of the marketing strategy associated with the event and more specifically the marketing communication strategy, focussed on attracting residents.

The importance of the study can be found in the scarcity of the literature that primarily investigates the role of residents in the co‐creation associated with a mega‐event.

Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers’ attitudes towards EBPs and their role in the successful implementation of EBPs for early childhood social learning.

The viewpoint draws on theoretical models of intervention implementation and innovation adoption to explore the importance of individual factors for EBPs implementation and to inform the understanding of the relationship between teachers’ attitudes and EBPs implementation in the context of early childhood social learning. Additionally, it is informed by the literature on research-informed teaching to identify novel opportunities of cultivating positive views towards EBPs for early childhood social learning.

According to implementation science, in addition to macro-level social and organisation factors, micro-level individual factors that pertain to professionals’ attitudes towards EBPs are related to successful adoption and implementation of EBPs in organisations. Hence, it is important that the investigation of the adoption and implementation of EBPs for early childhood social learning considers the role of teachers’ attitudes towards EBPs. A conceptual model is proposed to explain that research-informed teaching could contribute to fostering positive attitudes towards EBPs for early childhood social learning by raising awareness of the value and potential of research to transform pedagogy.

This viewpoint draws on EBPs implementation science to identify important factors of EBPs adoption and implementation for early childhood social learning that have not been considered extensively and offers a conceptual framework to help understand how research-informed teaching could be an innovative avenue of promoting EBPs implementation in education.

Mega-events have been the topic of unprecedented consideration within recent research. Research on the residents' perspectives, however, is still in the infancy stage, yet a key contributor to the overall legacy planning considerations and process. This research investigates resident perceptions toward a mega-event to assist with planning/execution of such events in addition to advancing knowledge within this area.

For this research, an online survey was utilized to reach out to residents in the host city during the mega-event, Solar Eclipse Weekend. Factor analysis and cluster analysis were used to analyze the results.

Using exploratory factor analysis, 305 online surveys were analyzed. Using varimax rotation, factor analysis determined four significant factors: environment, local engagement, tourism support, and infrastructure. Cluster analysis was then conducted identifying three clusters of residents labeled neutralists, supporters and enthusiasts.

The practical implications should be of assistance to professional event planners, city governments and destination marketing organizations. Through utilization of the information provided, community participation should be sought after throughout the planning phase and into the management and execution of large events to best gain resident support.

This research further explored residents' perspectives of a mega-event. While this area of research has been noted in strategic approaches to planning, managing and executing mega-events, the research on stakeholders (such as residents') perspectives is still in the infancy stage. This research contributes to advancing industry planning approaches and strategic execution, in addition to advancing academic knowledge within this area.

The purpose of this paper is to propose a theoretical framework to support the embedding of social innovation education in existing academic programmes.

By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: how can social innovation education be defined? Which learning theories best support social innovation education? How do such learning theories relate to existing models of learning in higher education? What implications does a social innovation pedagogy have for learning design?

Findings suggest that social innovation education is supported by a praxis that is grounded in critical learning theory, transformational learning theory and epistemological development. By extending Conole et al.’s (2004) model of learning theory, the present study proposes a “zone of pedagogical praxis for social innovation education” that supports learning design on a more critical plane.

The proposed model of learning may be of interest to other universities as they work towards stronger thinkers and stronger communities.

Using a theory-informed model for learning design nurtures a pedagogical praxis and underpins the development of a practical toolkit for designing social innovation education.

The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding principles of social innovation into their curricula.