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Climate Activism Quandaries: Eco-socialist responses to Durban's COP17
패트릭본드,김민정 경상대학교 사회과학연구원 2012 마르크스주의 연구 Vol.9 No.2
The United Nations climate negotiations have failed to address what scientists agree is the world’s greatest-ever threat to the human species and much other life on Earth. In Durban, South Africa, the December 2011 summit yet again turned to failing market mechanisms to address emissions cuts, without advancing beyond unambitious 2009 Copenhagen Conference of the Parties targets. Yet those in civil society observing the planned ‘genocide’ and ‘ecocide’, as Durban was appropriately described by the former Bolivian ambassador to the UN, were themselves (ourselves) implicated in the overall failure, insofar as inadequate analysis, strategies and tactics characterized both local and international climate activism. Logistics aside, the main problem was excessively reformist visioning that allowed a ‘C17’ broad front of civil society to emerge as the primary hosting network. Without an eco-socialist commitment, those who criticized the COP17from both inside and outside were inadequately prepared. They resembled more of a civilized society, open to cooptation, than a force for social change. It is probable that only a radical climate justice and eco-socialist regroupment at the scales of national and subnational governments (for short-term regulatory advocacy) and direct action against greenhouse gas emitters will provide better prospects for transforming the present market, state and social failures into system-wide structural change.
A Study on Utilizing Tools to Facilitate Learner Autonomy and improve TOEIC listening performance
패트릭트래블스,김현숙 한국교양교육학회 2019 교양교육연구 Vol.13 No.2
This study describes the development of an adaptive learning system (the DU-PASS training system) and its integration into the general education English program at a large private Korean University. The DU-PASS training system was designed to help learners independently improve their TOEIC listening scores. The purpose of the study is to examine the impact of the DU-PASS training system on learner’s TOEIC listening performance. In addition, the study investigates teacher and learner perceptions of the DU-PASS training system and its impact on classroom instruction and learner motivation. The study followed a mixed-methods design with pre- and post-test TOEIC listening data compared between the treatment and control group to examine potential differences in listening performance. In addition, a survey and semi-structured interviews were conducted with participating teachers and learners to gauge perceptions of the DU-PASS training system. Analysis of the pre- and post-test data revealed that the DU-PASS training system positively impacted listening performance. However, survey and interview data suggested that the DUPASS training system was not perceived favorably by teachers or learners. Teachers and learners cited poor sound quality, a cumbersome user interface, and a lack of performance feedback as the biggest disadvantages of the system. This paper concludes with suggestions for future development of the DU-PASS training system as a promising adaptive learning technology to enhance English education programs.