title: Interpretation, film language and tourist destinations: a case study of hibiscus town, China

authors: Hao, Xiaofei

subjects: film tourism

abstract: The link between films and destination promotion has been well established. Less well examined is the role of ‘film language’ in the subsequent reconstruction of tourist destinations. This paper suggests that the way a film ‘speaks’ to its audience helps both shape tourists’ imaginaries of place, and the ways a place is reconstructed to meet tourist perceptions. For film tourism, ‘film language’ acts as a guidebook describing first the spaces where the film plots happened, second, shaping images of the places in an audience’s mind, and third, serving as a blueprint for the physical reconstruction of spaces to replicate the place representation shown in the film. This both meets and reinforces the perceptions held by audiences. Therefore, this paper suggests interpretation of ‘film language’ is a key to the promotion of destination image and transformation of a place. Based on the case study of the Chinese film Hibiscus Town (Xie Jin, 1986), some key parts of its ‘film language’ are interpreted with reference to the visual, and a relationship between film language and place reconstruction is discussed.

text: Interpretation, film language and tourist destinations: a case study of hibiscus town, China The link between films and destination promotion has been well established. Less well examined is the role of ‘film language’ in the subsequent reconstruction of tourist destinations. This paper suggests that the way a film ‘speaks’ to its audience helps both shape tourists’ imaginaries of place, and the ways a place is reconstructed to meet tourist perceptions. For film tourism, ‘film language’ acts as a guidebook describing first the spaces where the film plots happened, second, shaping images of the places in an audience’s mind, and third, serving as a blueprint for the physical reconstruction of spaces to replicate the place representation shown in the film. This both meets and reinforces the perceptions held by audiences. Therefore, this paper suggests interpretation of ‘film language’ is a key to the promotion of destination image and transformation of a place. Based on the case study of the Chinese film Hibiscus Town (Xie Jin, 1986), some key parts of its ‘film language’ are interpreted with reference to the visual, and a relationship between film language and place reconstruction is discussed.

year: 2013

title: Non-market valuation of urban ecosystem services in Penang, Malaysia

authors: Koay, Chia Chia

subjects: Urban green space

abstract: This thesis explores the non-market values of ecosystem services in Penang's urban green spaces, addressing threats posed by urbanization. Utilizing non-market valuation techniques, this study aims to provide a comprehensive understanding of the contributions of urban green spaces to the local economy. The first topic assesses urban residents' preferences using the best-worst scaling method, highlighting air quality as crucial but revealing inconsistencies in preferences. The second topic applies the travel cost method to analyse visit preferences and behaviours, emphasizing the significance of incorporating time-related costs for understanding travel patterns. The third topic employs a discrete choice experiment to reveal trade-offs between green space characteristics and travel distance, emphasizing the high value placed on improved air quality. The fourth topic uses a Seemingly Unrelated Regression model to explore the impact of spatial data on willingness to pay, showing insights into how spatial characteristics influence preferences. The fifth topic employs a simulation framework to assess the economic benefits of attribute changes in Penang's urban green spaces, emphasizing increased consumer surplus with improvements. Overall, these findings contribute valuable insights into resident preferences, spatial influences, and economic implications, offering guidance for sustainable urban development to local policymakers.

text: Non-market valuation of urban ecosystem services in Penang, Malaysia This thesis explores the non-market values of ecosystem services in Penang's urban green spaces, addressing threats posed by urbanization. Utilizing non-market valuation techniques, this study aims to provide a comprehensive understanding of the contributions of urban green spaces to the local economy. The first topic assesses urban residents' preferences using the best-worst scaling method, highlighting air quality as crucial but revealing inconsistencies in preferences. The second topic applies the travel cost method to analyse visit preferences and behaviours, emphasizing the significance of incorporating time-related costs for understanding travel patterns. The third topic employs a discrete choice experiment to reveal trade-offs between green space characteristics and travel distance, emphasizing the high value placed on improved air quality. The fourth topic uses a Seemingly Unrelated Regression model to explore the impact of spatial data on willingness to pay, showing insights into how spatial characteristics influence preferences. The fifth topic employs a simulation framework to assess the economic benefits of attribute changes in Penang's urban green spaces, emphasizing increased consumer surplus with improvements. Overall, these findings contribute valuable insights into resident preferences, spatial influences, and economic implications, offering guidance for sustainable urban development to local policymakers.

year: 2024

title: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context

authors: Te Arihi, Kylie

subjects: English Reading Skills

abstract: One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

text: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

year: 2014