Concern over high and persistent levels of poverty and inequality have focused attention on the broader issue of social disadvantage in Hong Kong. The social exclusion framework provides a new perspective that shifts the focus away from purely economic causes to the social processes that prevent people from participating, although conceptual and definitional ambiguities present conceptual and practical challenges to empirical research on exclusion. This paper presents results from a comprehensive survey that allows the extent and nature of social exclusion in Hong Kong to be estimated for the first time. Attention focuses on examining the broad profile of exclusion, and on the association between social exclusion and a series of indicators of subjective well-being (SWB). The overlap between social exclusion and poverty is also examined, the results showing that the two are different and are associated with different levels of well-being.
Copyright of Journal of Asian Public Policy is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/17516234.2013.873338

The theory of planned behaviour (TPB) claims that behaviour can be predicted by behavioural intention and perceived behavioural control, while behavioural intention is a function of attitude towards the behaviour, subjective norm, and perceived behavioural control. This study aims at providing explanation and prediction of teachers' inclusive education intentions and behaviour under TPB. The main components of TPB were implemented in a survey of 841 teachers from Hong Kong schools in the context of inclusive education. The structural equation modelling results show that TPB fitted the data well (X2/df = 2.84; RMSEA = 0.054; GFI = 0.92; CFI = 0.92; and TLI = 0.91). Identified attributes, including teachers' attitude towards inclusive education, feeling social pressure from important others to carry out inclusive education, and confidence on professional training for involved staff, were found to exert significant predictive power on teachers' intention to implement inclusive education. This intention, together with the confidence on professional training for involved staff, predicts their actual inclusive practice. Teachers' perception of social pressure and adequacy of professional training greatly contribute to predict their intention and behaviour towards inclusive education, respectively. TPB appears to be a sound theoretical framework for understanding teachers' inclusive practice. The results have strong implications for teacher empowerment and professional training in inclusive education.
[Copyright of International Journal of Inclusive Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13603116.2012.757811]

This study examines whether and how political party support shapes interpersonal political discussion. Drawing upon existing research, party support is hypothesized to lead to more frequent political discussion and lower levels of disagreement within discussion networks. Party support is also hypothesized to moderate the relationship between news consumption and discussion frequency and the relationship between discussion frequency and disagreement. The analysis further explores if the impact of party support varies according to the parties being supported. The hypotheses and research question were examined using data from representative surveys conducted in Hong Kong and Taiwan. The findings illustrate the importance of political party support in structuring citizens' interpersonal political discussions in the consolidated democracy of Taiwan and, though to a lesser extent, in the semi-democratic environment of Hong Kong. In Taiwan, the impact of discussion frequencies on disagreement in discussion network varies according to the party being supported. Implications of the findings are discussed..
[Copyright of Asian Journal of Communication is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01292986.2013.827731]