Juan Carlos Galeano is a poet, translator, and essayist born in the Amazon region of Colombia. He has published several books of poetry, and has translated North American poets into Spanish. Over a decade of fieldwork on symbolic narratives of riverine and forest people in the Amazon basin resulted in his production of a comprehensive collection of storytelling  (Folktales of the Amazon, ABC-CLIO, 2008) the documentary film (The Trees Have a Mother, Films for the Humanities and Sciences, 2008) His poetry inspired by Amazonian cosmologies and the modern world (Amazonia 2003, 2012, and Yakumama and other Mythical Beings, 2014), has been anthologized and published in international journals such Casa de las Américas (Cuba), The Atlantic Monthly and Ploughshares (U.S.).  He lives in Tallahassee, Florida, where he teaches Latin American poetry and Amazonian Cultures at Florida State University. He is currently the director of the FSU Service/Learning Program: Journey into Amazonia in the Peruvian Amazon rainforest.

Session 3: 9:00 – 10:45

Rochelle Davis, Associate Professor of Cultural Anthropology at the Edmund A. Walsh School of Foreign Service, Georgetown University

"Gendered Vulnerability and Forced Conscription in the War in Syria"

Moderator: Anahid Matossian, Department of Anthropology

Discussants: Diane King and Kristin Monroe, Department of Anthropology

Session 4: 11:00 – 12:30

Concluding Forum and Discussion

Moderator: Srimati Basu, Department of Gender and Women’s Studies

Session 1: 3:30 – 5:15

Purnima Bose, Associate Professor of English, Indiana University

"The Capitalist-Rescue Narrative and the War on Terror"

Moderator:  Amy Murrell Taylor, Department of History

Discussant, Francie Chassen-Lopez, Department of History

 

Session 2:  5:30- 7:15

Sue Grayzel, Professor of History and Director of the Sarah Isom Center for Women and Gender Studies, University of Mississippi

 "All are Now in the Line of Fire:" Gender and the Defence of Civilian Bodies in the Interwar British Empire

Moderator: Carmen Moreno-Nuño, Department of Hispanic Studies

Discussant: Pearl James, Department of English

There has been a Chinese population in Cambodia for more than 500 years and contact with Cambodia was first mentioned by the eminent China emissary Zhou Daguan as early as 1296 during his travels there. Despite a relatively high degree of integration into to the majority Cambodia culture, ethnic Chinese have maintained their own social organizations, news media, and schools.  The Cambodian Chinese population is organized around five Huiguan (会馆) ‘congregations’  corresponding to the southern-origin Chinese groups that comprise it: Chaozhou 潮州会馆,  Cantonese 广肇会馆，Hakka 客属会馆, Fujian 福建会馆, and Hainan 海南会馆.  Until the Khmer Rouge forced closure of Chinese schools in the mid seventies, the language of Chinese education followed the dialects of each association.  However, in recent times Mandarin has become the lingua franca of the Sino-Cambodia community, though among ethnic Chinese there are few if any native speakers of Mandarin.

Through examination of survey data and recorded interviews, this presentation sketches a picture of the contemporary Chinese community in Cambodian and outlines some of the language change occurring by contact with the majority Khmer langauge. The paper gives special attention to examples from the local Cantonese.

EVENT SCHEDULE

12:00-12:25:  Gihyun Gal   (faculty mentor: Greg Stump).

12:25- 12:50:  Aaron Mueller   (faculty mentor: Mark Lauersdorf).

1:00-1:50: Corey Meeks   (faculty mentor: Jennifer Cramer).

ABSTRACTS

Gihyun Gal

Comblending in Korean neologisms with borrowing English words

This research focuses on an interesting type of word formation process in Korean that involves the combination of different morphological processes, namely compounding, blending, abbreviation and acronym. As previously shown, both of these processes are both very productive in Korean (Jung 1992, Seo 2013, Lee 2014). 'Comblending', a term I coined to describe this new process, draws from the above-mentioned processes and seem to be on the rise on the World Wide Web and on social media like Instagram. However, although they might be argued to arise from those sources, these new forms get integrated in current speech rather than just being used on the previously mentioned platforms. More importantly, in many of those neologisms also involve borrowings from English and include an agent-like word 족[dʒok], which means 'person or group of people'.

(1) Grup dʒok 'elders who keep on living like students' > grown-ups + dʒok

(2) BMW dʒok 'Office workers using public transport' > Bus Metro Walking + dʒok

(3) Naports dʒok 'People who enjoys sports after work' > 'night' [naɪt] + sports + dʒok

(4) Eomma cri 'interrupted PC user, usually by his/her mother' > Eomma ‘mother’+crisis

(5) Chilaryman 'person who still live with his parents' > child + salaryman

Such data raise questions relating to (1) the internal structure of these new complex words (2) the order of which the different processes come into play (3) the type of analysis that would appropriately describe this peculiar process and (4) whether we have instances of phonological overlapping or not. I will here examine these newly coined words from an argue that given the derived meanings, a purely morphological approach seem favorable. When the Korean neologisms are formed by either compound process or blend process, some sub-processes would be happened such as acronym or abbreviation before the neologisms are coined completely through compound or blend processes by Korean speakers on the World Wide Web or on social media. Because those two processes would be a sort of important process in order to form of the Korean neologisms productively. Through the neologisms, it is possibly to glance some tendencies of current Korean social situations. Because most of Korean neologisms mirror of thoughts of Korean aspect such as lifestyle, a desire of education, social economy situation and characters of people.

Aaron Mueller

Lexical and Semantic Shift in the Linguistic Construction of Social Gender: A Corpus-Based Analysis of Written U.S. English

This study aims to track shifts in linguistic constructions of gender in written U.S. discourse using the Corpus of Historical American English (1810-2009). Lexical values were examined by dividing selected gender words by gender and by word type (e.g. male pronouns, female titles); per-million occurrences were observed by decade and word-type category. Semantic values were compared by decade through calculating mutual information and t-scores for select collocations. Preliminary results indicate that male words appear more frequently than female words for almost every word-type category; non-binary gender words appeared too infrequently for analysis. Semantically, men are associated with appearance, wealth, and power, and intellectual pursuits; women, mainly with appearance. Appearance was the main semantic association for all genders, though women exhibited this to a greater extent than men. Mutual information and t-scores varied less than was expected; this could suggest that linguistic constructs of these genders have changed little despite perceived sociocultural progress.

Corey Meeks

Creative production and pedagogy: Teaching and learning through documentary creation

As students and teachers transition into the modern classroom, we must understand how to teach and learn in new ways. Educators may teach the way they are taught, yet there are many reasons that suggest we cannot continue to teach as we have for the past several hundred years. Dr. Cramer experimented with the idea of teaching through creating in a class on American English (LIN/ENG 310), and she facilitated the creation of a documentary that would showcase our knowledge about dialectal variation in the United States. Ultimately, the class produced a roughly 20-minute film on the dialects of Kentucky, a topic selected and cultivated by the students themselves. Several teams did everything from scripting to video production and editing with minimal control from the instructor. By playing their roles, they were given a better reason to understand and internalize the material covered in the course compared to hearing it in a lecture or reading it from a book. We hope teachers will continue to experiment with the idea of teaching through creating, as the Italian enlightenment thinker Vico Giambattista said, "To know is to put together the elements of things."