Creative Placemaking and Cultural Ecosystem Services in Northern Tourism
Bibliographic record
Abstract
This qualitative case study explores the role of cultural ecosystem services (CES) for creative placemaking and community resilience in Prince Rupert, British Columbia, Canada. It investigates the relationship between CES and tourism. It also explores how strengthening the relationship between CES and tourism might lead to advancing broader sustainable development goals for Prince Rupert. A textual analysis was applied to a total of eight documents selected through their association with the creative and cultural sector in Prince Rupert. Chosen digital documents were found through official Prince Rupert and/or regional websites. Materials selected were: (i) produced by an official organization/government body; and (ii) associated with the creative and cultural sector in Prince Rupert. Thematic analysis of the source material resulted in three major themes: (i) creativity and weather; (ii) creativity and connection to place; and (iii) First Nations’ connection to land. Findings suggest a limited existence of CES-related tourism development. Tourism brochures included some attention to nature-creativity relationships, as well as the rightful acknowledgement of local Ts’msyen peoples’ cultural connections to the land, and the existence of public murals depicting local wildlife points to an awareness of CES for placemaking. The chapter concludes by highlighting the potential of embracing CES-related tourism development that would align with other local sustainable development initiatives for the benefit of both residents and visitors, which can prove beneficial in peripheral regions like the Arctic.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".