University

Tourism promotional videos are known to play an important role in shaping destination image which motivates people to travel to the destination. Since destination images create expectations, marketing videos should ideally promote realistic scenarios which the tourist would experience at the destination. Failure to match the communicated destination image with reality, would only lead to tourist disappointment. Applying content analysis, we analyse the Brunei Tourism Promotional Video produced by Brunei Tourism in 2012, looking into possible areas where viewers are presented with unrealistic scenarios on Brunei’s rainforests and people. We also look into the Biocultural content of the video, to understand how the biological and cultural diversities of the country has been portrayed. The video is then compared objectively with other prominent videos from the region to generate a comparative understanding. The results show that tourism promotion videos published from Brunei and Indonesia have a significant percentage of unrealistic content.

The survey assessed the learning styles and study strategies used by 135 randomly selected Brunei secondary school students and compared them by educational level, math ability, and gender. Junior students (Forms 1-3) rely heavily on the use of the written-expressive learning style than their senior counterparts (Forms 4-5). In addition, the more able math students dominantly use the auditory-language learning style than their less able peers. Furthermore, high math achievers were better and more efficient users of the text book reading, note-taking, and memory study strategies than low achievers. Moreover, female students were more effective and superior users of the visual-language and auditory-visual-kinesthetic learning styles including the text book reading, note-taking, memory, test preparation, and concentration study strategies. These are perhaps some of the reasons why females perform better at math than males. Overall, the findings seem to have wide-ranging implications for teaching students with high support needs in mathematics.

Wars, armed combat, and military occupations are as old as humanity with conflict arising over mates, food and subsequently territory and material resources and ultimately power, control, and domination. The weapons of conflict have also evolved in sophistication, efficacy, and destructiveness with little sign of abatement. There are presently scores of conflict hotspots (of varying degree) across the globe with others simmering under the surface. This paper details examples drawn from Southeast Asia as an exploratory study to develop a compendium and potential typology set of wars and armed conflicts across the region over time. The aim is to discern patterns of occurrence, and more importantly, primary driving forces and/or ‘push’ factors that precipitated conflict in the first place. Scrutiny and analysis of discernible patterns might reveal certain conditions and situational commonalities that alert us to the need of making concerted efforts to avoid similar occurrences in the future.