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G.W. Bush and North Korea: A Levels of Analysis View
( Curtis H. Martin ) 인하대학교 국제관계연구소 2007 Pacific Focus Vol.22 No.1
This study describes and evaluates, from the perspective of pertinent system, state, and individual level theory, the unfolding of the Bush administration`s strategy for addressing the North Korea nuclear issue up to the February 2007 Beijing agreement on first steps toward denuclearization of the Korean peninsula. It will explore whether that policy has been "effective harmony of different goals," as the administration has claimed, or something far less coherent and effective. At its inception, the administration`s policy was grounded in a strong-though by no means universally held-preference for "asphyxiation" rather than "oxygen," for pressure and isolation rather than for rewards. However, this default policy was constrained at almost every turn by system and state level realities that drove the United States to eschew forceful unilateral action and to pursue its objectives through multilateral regional diplomacy. And yet throughout the years of six-party talks, the strong preference of core decision makers for isolation continued-pending what they hoped would be a more propitious environment to pursue a forward leaning policy-to rein in U.S. negotiators. As a result, U.S. policy often appeared to exhibit characteristics of "temporary appeasement," "hawk engagement" and "malign neglect" in which negotiations assume a primarily tactical role rather than a wholehearted effort to engage the DPRK. The apparent success of financial sanctions, coupled with the international shock wave that followed North Korea`s missile and nuclear tests, might have been expected to give administration hawks the long-awaited opportunity to pursue their default policy. Despite the successes enjoyed by new financial sanctions, however, U.S. policy remained as constrained as ever by the grave deterioration of the United States` position in the Middle East and the unanticipated shift of power in congress. These constraints may in part explain the dramatic about-face in the administration`s position that led ultimately to the February 13, 2007 agreement to offer the DPRK an "early harvest" in exchange for initial steps toward denuclearization.
[Keynote Speech] What is Sonic Narrative?
Curtis Roads(커티스 로즈) 한국전자음악협회 2019 에밀레 Vol.17 No.-
살아있는 인간의 정신은 지각적 경험에 의미를 부여한다: 우리가 보고 듣는 것이 무엇을 뜻하는지 어떠한 의미를 만들어준다는 것이다. 아무리 추상적인(비구체적인) 소리도 작품의 구조를 나타내고 어떤 분위기를 조성할 수 있다. 즉, 음악이 서술적 줄거리를 쓰는데 소리를 이용할 수 있다는 뜻이다. 설득력있는 음악적 서술스토리는 음악작품의 효과에 근간이 된다. 이 글은 서술의 기능, 청각적 인과관계, 비순차적 서술, 반서술적 전략, 서술적 문맥, 유머/역설/도발, 서술적 휴식, 서술 구조 듣기를 포괄하여 음향적 서술의 중요한 개념들을 탐구한다. The active human mind imbues perceptual experiences with meaning: what we see and hear signifies or represents something. Even abstract sounds can articulate structural functions and evoke moods. This means that they can be used to design a narrative structure. A compelling sonic narrative is the backbone of an effective piece of music. This paper examines the important concepts of sonic narrative, including narrative function, sonic causality, nonlinear narrative, antinarrative strategies, narrative context, humor/irony/provocation, narrative repose, and hearing narrative structure.
Liquid Textbooks: Collaborative Course Design, Dogme Instruction, and Localizing Critical Practice
Curtis Porter 영상영어교육학회 2014 영상영어교육 (STEM journal) Vol.15 No.2
This inquiry project explores the use of wikis as platforms for collaborative course design in a tertiary level conversation course for non-English majors. By overlapping Dogme instruction (Meddings & Thornbury, 2009) with critical pedagogy (Freire, 1970; Norton & Toohey, 2004; Shin, 2004; Shin & Crookes, 2005), the author experiments with digital media as a catalyst for meaningful dialog. Participants critiqued and created materials, then presented their respective chapters during one class session. Using field notes, electronic materials, questionnaires, and small group interviews, the author offers reflections based on three guiding questions: 1) What kinds of topics did learners choose to address? 2) What opportunities did the collaborative course design offer for meaningful interaction in the classroom? 3) What constraints to relevant dialog did learners experience? Results suggest that participants introduced numerous topics that could be considered controversial or politically charged. Importantly, barriers to discussion were not necessarily linked to L2 proficiency. As the semester progressed, learners’ willingness to engage with relevant topics in less conventional ways corresponded with changing perceptions of course objectives and expectations. The paper concludes by theorizing how research on language and locality informs relevant connections Dogme instruction and critical pedagogy.