Curating Arts on the Edge of an Unstable Society

The curatorial practice and research of Project 7½ in Korea and Indonesia, from 2014 to 2019, aimed to consider the value of art in humanistic and existential terms, with the exhibitions and events seeking to positively impact the lives of local communities. In this respect, the commentary reflects how Project 7½ has been received and understood by audiences unfamiliar with contemporary artworks, exhibitions, and art institutions and on what kinds of projects can foster new dialogues and understandings between different social groups. Project 7½’s strategy of taking art outside the institution has sought to explore the role of socially collaborative art projects; it also underpinned its methodology of bringing artists, audiences, and other stakeholders into a dialogic or a ‘Third Space’ (Kester, 2004, 2011; Bhabha, 2004) to encourage all to openly discuss their different perspectives, including their understandings of art and its function/s. However, the forms of relational social engagement and their cooperative structures have followed different trajectories in the separate contexts of Korea and Indonesia. Project 7½’s approach to socially engaged art and collaboration aims to redress what the art world neglects when it operates in socially exclusive ways. Therefore, recognising ‘the collaborative turn’ and ‘collaborative identities’ of contemporary art, along with its inherent complications and potential agency, the commentary also emphasises the need to discuss the purpose of collaboration (Lind, 1999; 2005; 2007; 2009, Kester, 2006; 2011). The processes and outcomes of the projects demonstrate that socially engaged art activities intersect with other, non-artistic forms of cultural production, and along a scale from curatorial practice to social activism to radical pedagogy (Kester, 2006; 2015). The commentary argues that the development of dialogical situations, as part of collaborative processes involving targeted groups of people who do not usually attend art events, can make a significant methodological contribution to the success of a socially collaborative art project and its social value, particularly in Korea and Indonesia

This and These in Korean Graduate Students Academic Writing

This study examines the use of the demonstratives this/these in Korean graduate studentsresearch papers in Applied Linguistics. The focus of analysis is on the frequency of their occurrence as determiners and pronouns, the linguistic contexts in which each demonstrative type occurs, and the identification of inappropriate uses. The findings are discussed in comparison with published authorsuse of these demonstratives in the same academic field (Gray & Cortes 2011). The results of the study reveal both similarities and differences between the two groups and disclose typical misuses by the students. The implications of these results for teaching academic writing are considered with some examples of useful exercises

The projective cover of tableau-cyclic indecomposable Hn(0)H_n(0)-modules

Let $\alpha$ be a composition of $n$ and $\sigma$ a permutation in $\mathfrak{S}_{\ell(\alpha)}$. This paper concerns the projective covers of $H_n(0)$-modules $\mathcal{V}_\alpha$, $X_\alpha$ and $\mathbf{S}^\sigma_{\alpha}$, which categorify the dual immaculate quasisymmetric function, the extended Schur function, and the quasisymmetric Schur function when $\sigma$ is the identity, respectively. First, we show that the projective cover of $\mathcal{V}_\alpha$ is the projective indecomposable module $\mathbf{P}_\alpha$ due to Norton, and $X_\alpha$ and the $\phi$-twist of the canonical submodule $\mathbf{S}^{\sigma}_{\beta,C}$ of $\mathbf{S}^\sigma_{\beta}$ for $(\beta,\sigma)$'s satisfying suitable conditions appear as $H_n(0)$-homomorphic images of $\mathcal{V}_\alpha$. Second, we introduce a combinatorial model for the $\phi$-twist of $\mathbf{S}^\sigma_{\alpha}$ and derive a series of surjections starting from $\mathbf{P}_\alpha$ to the $\phi$-twist of $\mathbf{S}^{\mathrm{id}}_{\alpha,C}$. Finally, we construct the projective cover of every indecomposable direct summand $\mathbf{S}^\sigma_{\alpha, E}$ of $\mathbf{S}^\sigma_{\alpha}$. As a byproduct, we give a characterization of triples $(\sigma, \alpha, E)$ such that the projective cover of $\mathbf{S}^\sigma_{\alpha, E}$ is indecomposable.Comment: 41 page

Discourse-Oriented Tense-Aspect Research in SLA

2007This paper critically reviews those studies which have approached the phenomenon of second language acquisition of tense and aspect from a discourse perspective, in hopes of diagnosing the current state of the field and helping to take further steps in the future. First, early discourse-oriented research in the 1980s is reviewed, followed by the assessment of concept-oriented research in Europe. Further developments of discourse-oriented research in the 1990s are discussed in detail, with special reference to Bardovi-Harlig and Andersens studies. Examination of non-narrative discourse as well as more varied narratives is suggested for future research in order to discover the role of discourse type in second language tense-aspect distribution and analyze more varied tense-aspect use by the learners

Homological properties of 0-Hecke modules for dual immaculate quasisymmetric functions

Let $n$ be a nonnegative integer. For each composition $\alpha$ of $n$, Berg $\textit{et al.}$ introduced a cyclic indecomposable $H_n(0)$-module $\mathcal{V}_\alpha$ with a dual immaculate quasisymmetric function as the image of the quasisymmetric characteristic. In this paper, we study $\mathcal{V}_\alpha$'s from the homological viewpoint. To be precise, we construct a minimal projective presentation of $\mathcal{V}_\alpha$ and a minimal injective presentation of $\mathcal{V}_\alpha$ as well. Using them, we compute ${\rm Ext}^1_{H_n(0)}(\mathcal{V}_\alpha, {\bf F}_\beta)$ and ${\rm Ext}^1_{H_n(0)}( {\bf F}_\beta, \mathcal{V}_\alpha)$, where ${\bf F}_\beta$ is the simple $H_n(0)$-module attached to a composition $\beta$ of $n$. We also compute ${\rm Ext}_{H_n(0)}^i(\mathcal{V}_\alpha,\mathcal{V}_{\beta})$ when $i=0,1$ and $\beta \le_l \alpha$, where $\le_l$ represents the lexicographic order on compositions.Comment: 44 pages, to be published in Forum of Math: Sigm

Temperature dependence of Mott transition in VO_2 and programmable critical temperature sensor

The temperature dependence of the Mott metal-insulator transition (MIT) is studied with a VO_2-based two-terminal device. When a constant voltage is applied to the device, an abrupt current jump is observed with temperature. With increasing applied voltages, the transition temperature of the MIT current jump decreases. We find a monoclinic and electronically correlated metal (MCM) phase between the abrupt current jump and the structural phase transition (SPT). After the transition from insulator to metal, a linear increase in current (or conductivity) is shown with temperature until the current becomes a constant maximum value above T_{SPT}=68^oC. The SPT is confirmed by micro-Raman spectroscopy measurements. Optical microscopy analysis reveals the absence of the local current path in micro scale in the VO_2 device. The current uniformly flows throughout the surface of the VO_2 film when the MIT occurs. This device can be used as a programmable critical temperature sensor.Comment: 4 pages, 3 figure

Native speaker and nonnative speaker identities in repair practices of English conversation

Within the theoretical and methodological framework of Conversation Analysis, the present study explores the nature of the native speaker (NS) and nonnative speaker (NNS) identities in repair practices of English conversation. It has identified and analyzed in detail repair sequences in the data and has also conducted quantitative analyses in order to investigate the relationship between NS/NNS identities and repair practices. The results show that the categories of NS and NNS identities are social products that are invoked during and through the participants ongoing interaction. First of all, the participants did not invariably make their NS/NNS identities relevant to their repair work; specifically, more than half of the repair practices were irrelevant to these identities. Secondly, when the participants NS/NNS identities were made relevant to repair, both the NS and the NNS participants initiated repair in order to solve interactional problems that had resulted from the NNS participants insufficient linguistic abilities. The participants orientation to their NS/NNS identities was frequently triggered by the NNS participants repair-initiation while the NS participants invoked these linguistic identities only in a limited range of interactional environments. The findings of this study provide a further empirical basis for arguing the importance of an emic approach to NS-NNS interactions and the potential to learn new vocabulary through repair.OAIID:oai:osos.snu.ac.kr:snu2013-01/102/0000031138/1SEQ:1PERF_CD:SNU2013-01EVAL_ITEM_CD:102USER_ID:0000031138ADJUST_YN:NEMP_ID:A076162DEPT_CD:707CITE_RATE:0FILENAME:bae&oh_2013_ns and nns identities in repair practices of english conversation.pdfDEPT_NM:영어교육과CONFIRM:

Korean EFL Learners Metadiscourse Use as an Index of L2 Writing Proficiency

The current research investigated the correlation between L2 writing proficiency and metadiscourse use in argumentative texts. Metadiscourse is recognized as one of the key strategies for building interaction between a writer and an audience in written discourse. In order to explore the effect of proficiency on the use of metadiscourse markers, the study analyzed two corpora of argumentative essays written by three different proficiency groups of Korean EFL learners and native speakers of English. The focus of analysis was the frequency and range of two main subcategories of metadiscourse, i.e., interactive and interactional resources. The findings revealed marked variations in both quantitative and qualitative aspects of metadiscourse use across different proficiency levels. As proficiency develops, writers showed less reliance on the interactive resources, more balanced use of interactional resources (i.e., hedges and boosters), and expansion in the range of metadiscourse markers used. The findings provide some useful insights into teaching and learning of metadiscourse in persuasive writing which serve to increase a dialogic sense of interaction and audience involvement