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This study examines the relationship between food experience, emotion, place attachment, and tourists' revisit behavioral intention. A survey questionnaire is conducted on-site in Lukang and distributed to 408 tourists. The dimensions of food experience are established through factor analysis, and a hypothesized model of the relationships between the constructs is tested using structural equation modeling (SEM). The results indicate that tourists' food experiences included local flavor, media recommendation, local learning, life transfer, and interpersonal sharing. In addition, food experience has a significant impact on emotion and place attachment, and emotion has a substantial effect on place attachment. Finally, place attachment significantly impacts tourists' revisit behavioral intention. The study makes a significant theoretical contribution by identifying food experience, emotion, and place attachment as the salient predictors of heritage tourists' revisit intention. Furthermore, the study suggests that food experiences enhance effective bonding at tourism destinations.

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.

Literature has recognised entrepreneurship education as the main conduit through which entrepreneurial behaviours, attitudes and actions can be built, enacted and delivered. Since the founding of new ventures is largely a resourceful founder-driven enterprise, entrepreneurship education has largely centred on galvanising and shifting the mindsets and cognition of the entrepreneur. Yet, despite over 60 years of delivering entrepreneurship education programmes, hard evidence of the generation of high-growth-oriented and sustainable ventures has been scarce as student entrepreneurship intentions do not always translate into successful venture creation. This is largely because of the complexities of the practicality of entrepreneurial education particularly, the dissonance between acquired education in business schools and the knowledge and competencies needed in the entrepreneurial field. Such dissonance can be attributed to the lack of clarity on the pedagogical approach that most resonates with entrepreneurial action, the diversity in assessment methods and the scholarly illusion pertaining to how pedagogical approaches can be channelled to the generation of growth-oriented ventures. Drawing on Girox's concepts of transformative critical pedagogy (including pedagogy of repression), Socratic dialogue, Hegelian dialectic and Yrjö Engeström's transformative expansive agency, I demonstrate how a flipped transformative critical pedagogy can be harnessed in digitally enhanced learning environments to create new entrepreneurial possibilities for facilitating critical inquiry, complex problem-solving, innovation for the market and fostering tolerance for failure in ambiguous entrepreneurial contexts.

Entrepreneurship Education (EE) has received substantial attention, both in the popular press, as well as in academia, owing to the socio-economic impact it holds. However, while the importance of entrepreneurship is universally acknowledged, specific higher-order outcomes EE aim to achieve have not received the same level of attention. This study aims to fill this void by analysing teaching and learning approaches to EE in Africa, as well as the competencies that these EE initiatives aim to build. The study makes use of a qualitative research approach in the form of a systematic review of EE studies conducted in Africa. The systematic review aimed to uncover which approaches and competencies EE initiatives apply. Results indicated that teaching and learning of EE in Africa are mainly focussed on learning for and about entrepreneurship, and to a lesser degree through entrepreneurship. The study therefore proposes the development of higher-order competencies in the form of envisioning and constructing. The study contributes in practice by proposing a shift in the approach to EE by building competencies in the areas of visionary thinking and market expansion, rather than gaining market share. The study also makes a theoretical contribution by critically reviewing teaching and learning approaches on EE and developed competencies, and expands the role that EE can play in market development and opportunity creation.

Consistent with international trends, various policy initiatives have been proposed in South Africa to reform education practices and equip learners with the ability to become critical-thinking citizens. One such reform was the inclusion of Economic and Management Sciences (EMS) as a subject in the curriculum in the late 1990s. EMS, a uniquely South African creation, was introduced to address a particular agenda, enabling learners to understand the wealth creation process and develop entrepreneurial dispositions. Accordingly, the programmed curriculum evident in the EMS textbooks was designed to meet these official curriculum objectives that would create an entrepreneurial culture, which, in turn, would stimulate economic growth. Considering that textbooks are carriers of more than content information and reflect specific values and ideologies, it is of particular importance to examine these textbooks and the messaging communicated to young people about entrepreneurs, as these adolescents themselves start forming their own identities.

Purpose: This study analyses the mediating effect of parasocial interaction (PSI) in the link between hedonic motivation and impulsive buying intention (IBI) in fashion vlogging about sustainable cosmetics.

Need for the Study: Due to the mass popularity of YouTube, vlogging has led to an augmented level of PSI of vloggers with consumers, which strongly impacts a consumer’s behavioural consequences and persuades consumers to indulge in impulsive buying. Thus, marketers need to comprehend the changing behavioural patterns, including sustainable products, as this new communication medium serves the future of promotion and advertising.

Methodology: Online questionnaires were administered to 349 Gen Z female fashion vlog followers. Structural equation modelling and Hayes Process macros were employed to test the model relationships.

Findings: Results indicate that PI with the fashion vlogger partially mediates between hedonic motivation and impulse buying intention for sustainable cosmetic products. Fashion consciousness (FC) was also established as a significant moderator between all the model relationships.

Practical Implications: The findings of the study would be helpful for fashion brands in the content development of visual marketing communications, which would tap the female Gen Z consumer. Improving the PSI between the follower and the fashion vlogger can be easily enhanced by delivering the right content through the vlogger’s videos.

This chapter presents a spiritual or wisdom-based approach to development, its rationale, conceptualization, methods and examples of applications. The politics of being proposes that societies explicitly make the fulfillment (‘being’) of all its members – humans and non-humans – their main goal, which should guide the development and implementation of public policies. It stands in opposition to the current development paradigm focused on economic growth or ‘having’, and rooted in a set of modern western values – individualism, materialism, reductionism, anthropocentrism, etc. By nourishing our relational nature, the politics of being can address the root causes of the meta crisis the world is facing, reconciling human flourishing with sustainability and supporting the cultural evolution that is needed. It proposes a dialogue between wisdom and science, the two main areas of knowledge, to guide its design and implementation. It conceptualizes ‘being’ as the actualization of our truest ‘being’ and our highest ‘being’. This means that societies should provide the right conditions for their human members to express themselves and fulfil their healthy aspirations, as well as to develop human virtues and qualities. Wisdom traditions and spiritual teachings offer relevant insights into the nature of human fulfilment and the process of spiritual evolution that can be applied to societies. They emphasize the cultivation of spiritual values and qualities such as love, peace, happiness, life, mindfulness, mystery and the understanding of interconnectedness. In recent decades, these qualities have become areas of scientific research and been at the core of social change and development initiatives. Together they can serve as the foundations of the politics of being and allow to identify actionable public policy agendas in many sectors mainly based on existing examples.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.