On a cold November night in 1993, Wanda Lopez was stabbed to death while she worked at a Corpus Cristi Texas gas station. 21 year old Carlos DeLuna was arrested, and over the next six years, through his trial and subsequent imprisonment he protested his innocence, declaring that it was another Carlos who committed the crime. The prosecution insisted that this other Carlos was a “phantom’ and didn’t exist. 　　Through illuminating interviews with witnesses, Carlos’ family members, and legal experts the film asks, for the first time since 1993, if the judicial system executed an innocent man, examining key evidence that calls into question whether or not Carlos DeLuna was right about the other Carlos. Was he a phantom after all, or was he a brutal killer, and did a poor Hispanic young man have any chance within a justice system and a society that by it's actions seemed to regard him as disposable? —Deborah Rudolph

On a cold November night in 1993, Wanda Lopez was stabbed to death while she worked at a Corpus Cristi Texas gas station. 21 year old Carlos DeLuna was arrested, and over the next six years, through his trial and subsequent imprisonment he protested his innocence, declaring that it was another Carlos who committed the crime. The prosecution insisted that this other Carlos was a “phantom’ and didn’t exist. 　　Through illuminating interviews with witnesses, Carlos’ family members, and legal experts the film asks, for the first time since 1993, if the judicial system executed an innocent man, examining key evidence that calls into question whether or not Carlos DeLuna was right about the other Carlos. Was he a phantom after all, or was he a brutal killer, and did a poor Hispanic young man have any chance within a justice system and a society that by it's actions seemed to regard him as disposable? —Deborah Rudolph

在瑞典一个下雪的圣诞节期间，心理学家兼侧写师英格·约翰·维克（Inger Johanne Vik）发现自己，而且她的自闭症女儿也卷入了对一些令人不安的死亡事件的调查，通过这些调查，她遇到了斯德哥尔摩警察局的侦探英格瓦·尼曼（Ingvar Nymann）。尼曼被派往乌普萨拉调查令人震惊的平安夜谋杀主教伊丽莎白·林格伦。在斯德哥尔摩，尸体不断出现 - 尽管死因各不相同。但不久之后，英格·约翰开始注意到一种模式。MODUS是一个惊心动魄的故事，提出了关于宗教，人权和爱本身本质的问题。它超越了传统的犯罪，并在故事中加入了炙手可热的政治问题和批评不容忍。

A female teacher's lesbian desires are reawakened with one of her students.

Art historian James Fox explores how the power of images has transformed the modern world.

Art historian James Fox explores how the power of images has transformed the modern world.

《图像研究》是一部桌面录屏作品，一幅罗兰·巴特抽烟的照片窗口缩小后，旋即弹出的窗口中是一段由电脑的前置摄像头所拍摄下的卷烟教学视频。与“如何去卷一根完美的香烟”同时出现在电脑桌面上的，是“如何去制作一副完美的图像，在这个窗口中，艺术家挪用了不同影像中的“教学片段”：从 Youtube上的 Photoshop教学，到哈伦・法罗基所拍摄下的《花花公子》杂志封面的制作过程，再到电影《放大》中商业影棚的拍摄场景……与这些不同的“如何去……”所对应的，是艺术家本人在作品中所做出的声明：“我，除非在万不得已的情况下，才会使用摄影机”，他的意思大概是在景观社会永远在场的现今，我们已无需生产出更多新的图像去制作一部影片。（OCAT 上海馆）

《图像研究》是一部桌面录屏作品，一幅罗兰·巴特抽烟的照片窗口缩小后，旋即弹出的窗口中是一段由电脑的前置摄像头所拍摄下的卷烟教学视频。与“如何去卷一根完美的香烟”同时出现在电脑桌面上的，是“如何去制作一副完美的图像，在这个窗口中，艺术家挪用了不同影像中的“教学片段”：从 Youtube上的 Photoshop教学，到哈伦・法罗基所拍摄下的《花花公子》杂志封面的制作过程，再到电影《放大》中商业影棚的拍摄场景……与这些不同的“如何去……”所对应的，是艺术家本人在作品中所做出的声明：“我，除非在万不得已的情况下，才会使用摄影机”，他的意思大概是在景观社会永远在场的现今，我们已无需生产出更多新的图像去制作一部影片。（OCAT 上海馆）

Kiarostami presents two cases for talking heads to evaluate in terms of morality, rights and responsibilities. Case One: Your son is in class, sitting in the back row. His teacher is writing on the board. A restless student in the back row makes a lot of noise. Not knowing who the culprit is, the teacher makes all the children sitting in the last two rows stay outside of the class until the weekend, unless they tell him who made the noise. After a few days spent outside of the classroom, your son relents and tattles on the boy who made the noise, so he can go back in and continue learning. Was he in the right? Case Two: The other students from the back row wait out the rest of the week outside of the class, before returning. Were they in the right?

Kiarostami presents two cases for talking heads to evaluate in terms of morality, rights and responsibilities. Case One: Your son is in class, sitting in the back row. His teacher is writing on the board. A restless student in the back row makes a lot of noise. Not knowing who the culprit is, the teacher makes all the children sitting in the last two rows stay outside of the class until the weekend, unless they tell him who made the noise. After a few days spent outside of the classroom, your son relents and tattles on the boy who made the noise, so he can go back in and continue learning. Was he in the right? Case Two: The other students from the back row wait out the rest of the week outside of the class, before returning. Were they in the right?