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The study builts on Bateman and Schmidt’s (2011) and Tseng’s (2009) research on film as a form of “cinematographic document,” and continues their efforts to construct a semiotic mode of film. The author recognizes the complexity of undertaking research in the domain of semiotic discourse. This study argues that as film analysis is about ways of seeing and synthesizing different cinematic styles, strategies; learnt cinematic conventions and reflective viewing is imperative. The interaction of robust multimodal resources, well-defined analytic units, based on dependable models, and conducted through a discursive process should align to produce fruitful filmic discourse. The study premised on the assumption that film is more than a “self-enclosed signification system” but a crucial “cultural practice” that “reflect and inflect culture.” Taken together, this view underscores the importance and interactivity of cinema, culture and society. To this end, the study contributes to filmic meaning making, the New Hong Kong Cinema, and finally, the present study invariably serves as a form of “social document” or “cultural artifacts” in its exploration of Hong Kong ever changing identity, culture and moods.
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"Parenting styles may have various effects on children’s development and educational outcomes, particularly a relationship with behavioral problems and academic achievement. This study examines the relationship of between parenting styles, behavioral problems and academic achievement. A cross-sectional and questionnaire-design (Parenting Style Scale (Saunders et al., 2013); Strength and Difficulties Questionnaire (Goodman & Goodman, 2009; Goodman, 1999; Goodman, 1997)) study was used with a sample total of 98 parents with the eldest child of the family aged between six to twelve. Results of the findings are mainly inconsistent with the majority of literature. Indulgent and authoritative parenting are the predominant parenting styles, yet parenting styles does not relate to academic achievement. On the other hand, the correlation between behavioral problems, specifically prosocial behaviors and academic achievement are moderate. Furthermore, there is no difference between the type of behavioral problems according to gender. In further studies, a larger sample size, teachers and students as informants, and the inclusion of the analysis of other factors that could be influencing parenting styles, behavioral problems and academic achievement are suggested to be considered. "
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