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Home > News > In the News > Understanding Film-Induced Tourism's impact on Rural areas with HyperRESEARCH

Tom Mordue of the University of Teesside used HyperRESEARCH in his study of "Television, Tourism, and Rural Life."  The article appears in the February 2009 issue of the Journal of Travel Research (Vol.47, No. 3, pp 332-345). From the abstract, "This article analyzes the relationship among dramaturgy, tourism, and rurality. Through an ethnographic study of Goathland in North Yorkshire—the filming location for the U.K. television drama series Heartbeat—the rural is shown to be a cultural performance that invokes certain lifestyle preferences that are both reliant and counterpoised to urban society. However, when urban viewers exchange the virtuality of television viewing for the corporeality of visiting the rural scenes that have become a familiar part of their cultural landscapes, the consequences are much more profound, nuanced, and complex than the demarcation of positive or negative impacts reified in certain managerialist discourses. Moreover, the article shows how the public and private spaces of the rural are being fundamentally transformed by the types of global consumption and mobility that film-induced tourism represents." The article can be viewed here.

Last Updated (Monday, 21 June 2010 16:36)

 
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Internet Videoconferencing for Music Lessons Examined with HyperRESEARCH

Utilizing HyperRESEARCH's rich multimedia source material support, Richard J. Dammers (Rowan University, Glassboro, NJ) conducted a qualitative study to explore "Utilizing Internet-Based Videoconferencing for Instrumental Music Lessons." Published in Applications of Research in Music Education, Vol. 28, No. 1, pp 17-24 (Nov 2009), the article is an "exploration of online applied music lessons focused on nine trumpet lessons between Jeremy, a college trumpet professor on the East Coast, and Kate, an eighth-grade trumpet player in the Midwest. These lessons followed an entry-level videoconferencing approach using personal computers, Web cams, and Skype videoconferencing software. These lessons demonstrated that the format was functional on a basic level. Jeremy was able to provide helpful feedback and Kate showed progress. However, the limitations of video delay and limited visual controls presented sufficient challenges so that this format appears to be only a supplement for face-to-face lessons at the current time. In this study some unique features of online lessons are addressed and recommendations are made for future practice." The full article can be accessed here.

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