CLIL-Multiliteracies-Multiple Literacies Theory:

Bradley,Joff P. N. Hunt,James R. Cole,David R. 영상영어교육학회 2017 영상영어교육 (STEM journal) Vol.18 No.2

In dialogic and speculative fashion, the paper challenges some of the formulaic tendencies to using film in the language classroom. It undertakes this task by, on the one hand, questioning some of the theoretical approaches applied to the use of film in language classes, and, on the other, demonstrating the paucity of practical evidence for the efficacy of content-driven language learning. To counter this trend, a practicotheoretical and experimental method is proffered which has proved efficacious in the teaching of critical thought through film in the foreign language classroom. The transcript below was delivered by Bradley and Hunt during an hour-long research presentation at The Japan Association for Language Teaching (JALT) international conference in 2016 in Nagoya, Japan. It was later transcribed and edited by Bradley and then used as a basis for lengthy dialogues and discussions with Bradley, Hunt and Cole using email, telephone, face-to-face discussion and Skype from October to December 2016. The paper endeavors to explain how to use “movie maps” effectively in the classroom as a means to scaffold Content and Language Integrated Learning(CLIL) classes and to move from “active viewing” to what we designate as “active filmmaking”.

The Legalization of Legal Ethics : An Historical Perspective from the United States

W. Bradley Wendel 東亞大學校 法學硏究所 2005 東亞法學 Vol.- No.36

법률가 직업윤리의 법규화 : 미국에서의 역사적 경험을 중심으로

W. Bradley Wendel 東亞大學校 法學硏究所 2005 東亞法學 Vol.- No.36

CLIL-Multiliteracies-Multiple Literacies Theory: On the Passage From Active Viewing to Active Filmmaking

Bradley, Joff P. N.,Hunt, James R.,Cole, David R. 영상영어교육학회 2017 영상영어교육 (STEM journal) Vol.18 No.2

In dialogic and speculative fashion, the paper challenges some of the formulaic tendencies to using film in the language classroom. It undertakes this task by, on the one hand, questioning some of the theoretical approaches applied to the use of film in language classes, and, on the other, demonstrating the paucity of practical evidence for the efficacy of content-driven language learning. To counter this trend, a practico-theoretical and experimental method is proffered which has proved efficacious in the teaching of critical thought through film in the foreign language classroom. The transcript below was delivered by Bradley and Hunt during an hour-long research presentation at The Japan Association for Language Teaching (JALT) international conference in 2016 in Nagoya, Japan. It was later transcribed and edited by Bradley and then used as a basis for lengthy dialogues and discussions with Bradley, Hunt and Cole using email, telephone, face-to-face discussion and Skype from October to December 2016. The paper endeavors to explain how to use “movie maps” effectively in the classroom as a means to scaffold Content and Language Integrated Learning (CLIL) classes and to move from “active viewing” to what we designate as “active filmmaking”.

From Which Point Do We Begin? On Combining the Multiliteral and Multiperspectival

Bradley, Joff P. N.,Cabell, Charles,Cole, David R.,Kennedy, David H.,Poje, Joseph 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.2

This text below transcribes a hypothetical and ’pataphysical dialogue by a group of interlocutors inquiring into the “what and how” of multimodal, Content and Language Integrated Learning (CLIL) methodology. It builds on a unique research paradigm concerned with combining CLIL and multiliteracies theory in the Japanese tertiary education context (Bradley, 2015; Bradley & Cole, 2016; Bradley, Hunt, & Cole, 2017). Synthesizing research on CLIL methodology and multiliteracies theory, the paper simultaneously manifests and explores a dialogic “thinking model” for examining complex philosophical and ethical issues with students at beginning or intermediate English levels. Faced with the Japanese government demand to offer more content courses or content-based-instruction (CBI) solely in English, we explore the potential of a CLIL-inspired multiliteracies approach, analyzing numerous examples taken from actual classroom experiences that illustrate how such an approach can overcome the lack of critical thinking and critical media literacy among students. This paper contributes to research on CLIL (Coyle, 2008; Koike, 2016) by demonstrating the applicability of a thinking model for teachers working with low-to-intermediate English. It is presented in a dialogic, ’pataphysical format as a way to question the “point of view” of academic research and indeed to transform the practice of academic writing itself.

From Which Point Do We Begin? On Combining the Multiliteral and Multiperspectival

Bradley. Joff P. N. . Cabell. Charles,Cole. David R. . Kennedy,David H. . Poje. Joseph 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.2

This text below transcribes a hypothetical and ’pataphysical dialogue by a group of interlocutors inquiring into the “what and how” of multimodal, Content and Language Integrated Learning (CLIL) methodology. It builds on a unique research paradigm concerned with combining CLIL and multiliteracies theory in the Japanese tertiary education context (Bradley, 2015; Bradley & Cole, 2016; Bradley, Hunt, & Cole, 2017). Synthesizing research on CLIL methodology and multiliteracies theory, the paper simultaneously manifests and explores a dialogic “thinking model” for examining complex philosophical and ethical issues with students at beginning or intermediate English levels. Faced with the Japanese government demand to offer more content courses or content-based-instruction (CBI) solely in English, we explore the potential of a CLIL-inspired multiliteracies approach, analyzing numerous examples taken from actual classroom experiences that illustrate how such an approach can overcome the lack of critical thinking and critical media literacy among students. This paper contributes to research on CLIL (Coyle, 2008; Koike, 2016) by demonstrating the applicability of a thinking model for teachers working with low-tointermediate English. It is presented in a dialogic, ’pataphysical format as a way to question the “point of view” of academic research and indeed to transform the practice of academic writing itself.

On the Redirection of Destructive Drives: Slave Rebellion in Modern Science Fiction

Bradley, Joff P. N. 문학과영상학회 2021 문학과영상 Vol.22 No.2

As 2017 saw the remakes of Michael Crichton’s Westworld (1973) and Ridley Scott’s Blade Runner (1982), it is timely to reflect on the political redirection of the narrative techniques in these seminal science fiction works. Closely comparing the original Westworld with HBO’s Westworld TV series (2016), and Denis Villeneuve’s Blade Runner 2049 with Ridley Scott’s work (itself adopted from Philip K. Dick’s 1968 novel Do Androids Dream of Electric Sheep), this paper will address two principal considerations regarding the trope of the robot: 1) the redirection of sexual violence toward robots in science fiction cinema and literature [read through Bernard Stiegler’s work on the redirection of the libido in drive-based capitalism]; 2) whether the robot can be construed as a reduction to mere bare life or zoê, in other words, a modern form of slavery, according to Giorgio Agamben’s philosophy. In terms of the second, I shall ask whether the ‘robot’ as such can be construed as a new form of lumpenproletariat (Bradley & Lee, 2018). More than this, I shall ask whether the depiction of robots qua slaves functions to expose the disindividuation of consumers in hyper-capitalist societies. Here I am interested in thinking how the lumpenproletariat can inform new perspectives and redirections in science fiction and vice versa. I shall ask whether there is expressed in the above science fictions the idea that the lumpenproletariat can be understood as a new revolutionary configuration. In general, I am arguing that the perceivable robot or slave rebellion at work in modern science fiction sheds light on the passivity of human neurolivestock or cyberlivestock (Châtelet, 2014) and possible paths beyond it. Guiding these reflections are philosophical responses from Marx, Guattari, Stiegler, Laruelle among others.

A Convergence of Mobile Device Application Use and Smart Tourism: A Comparison of Korean and Non-Korean Smart Tourists

Bradley S. Brennan 한국인터넷전자상거래학회 2020 인터넷전자상거래연구 Vol.20 No.4

This paper aims to identify mobile device(smartphone) application(apps) usage by Korean and non-Korean tourists within South Korea(Korea); to classify these applications into a taxonomy of mobile device apps used by tourists; to better understand how these tourists utilize these apps while traveling; and to gain insight that can create actionable recommendations for which destinations can use to increase tourist satisfaction. A qualitative methodology approach was used for this paper; consisting of an online electronic survey instrument which asked open-ended questions on which mobile device applications were used. Those results were counted, coded, and then sorted; providing actionable insights to increase tourist satisfaction in pre-departure destination research, online purchases of transportation, accommodation, and entertainment, and tourism spending. Furthermore, valuable tourist trends were identified which could be utilized for eCommerce, smart tourism destinations, and destination marketing organizations(DMOs) to increase tourist satisfaction. A key finding included a significant increase in the use of Korean domestically created apps such as Naver (maps, navigation, transactional, and information), Kakao(maps, social, navigation, communication, taxi, banking, and entertainment), and several other Korean branded apps used by both Korean and non-Korean tourists. Another key finding showed that Koreans are using Facebook and Twitter less and, conversely, Instagram, YouTube, and TikTok, more than before. Therefore, smart destinations and cities must engage and embrace smart tourists on these platforms to promote their destinations to increase tourist satisfaction and intention to revisit and promote Korea as a travel destination.

[제36회 성서학 심포지움 발제2]신약성서에 나타난 복음전도

Bradley H,McLean 장로회신학대학교 성서학연구원 2003 성서학 연구원 저널 Vol.36 No.-

ROI Evaluation Effectiveness of a Sales Meeting: A Conceptual Case Study on XYZ Laboratories

Bradley S. Brennan,배경미 사단법인 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.12

This conceptual research paper aims to examine the effectiveness of an ROI evaluation conducted by meeting planners for a pharmaceutical company’s sales meeting from the perspective of the Meeting, Incentive, Convention, and Exhibition (MICE) industry. A multinational healthcare company, XYZ Laboratories, held an international sales meeting to educate sales staff about products of two newly acquired biotech firms. The meeting also focused on integrating the freshly merged employees into XYZ Laboratories to welcome them to the XYZ family of over 75,000 employees. Another goal of the conference was to present a new corporate sales strategy for current and newly merged sales employees for the upcoming year. J. J. Phillip’s Return on Investment (ROI) methodology is utilized to evaluate the XYZ Laboratories 2017 Sales Meeting Event. Data includes an in-depth pre-meeting survey questionnaire employing a sales meeting profile worksheet as well as comprehensive surveys conducted by meeting planners immediately post-meeting and twelve months after. Meeting organizers held thirty-six training sessions during the three-day event, simultaneously surveyed electronically by participants who wore smart-badges that helped organizers to track participation in training sessions. Finding shows the real Level 5 ROI percentage was realized only after including the final intangible costs.