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    "Painting with faces": The casting director in American theatre, cinema, and television

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    In Casting By (2012), HBO’s documentary on the casting director, Martin Scorsese praises his close working relationship with his casting director. “More than 90% of directing” he asserts, “is the right casting.” Taking as its starting point that the casting director is, as Scorsese’s enthusiasm reveals, a vital but often unrecognized part of the production team, “‘Painting with Faces’: The Casting Director in American Theatre, Cinema, and Television” offers the first extended scholarly analysis of the profession. This comparative history broadens the concept of what constitutes a decision-maker in three major culture industries by arguing that casting directors, often devalued as feminized clerical labor, exercise more control over the creative and economic aspects of production than we usually acknowledge. Chapter one, “The Pre-Professional Casting Director,” offers a pre-history of the theatrical casting processes to explain how and why the professions of casting director and talent scout emerged in the twentieth century. Examining how casting operated throughout different epochs and in diverse production practices (particularly the medieval cycle plays, the English early modern theatres, and the American stock companies), I contend that those who took on the functions of proto-casting director were, contrary to today’s perception of the casting director as “below-the-line” labor, usually the production’s most important creative personnel. Turning to the twentieth century, chapter two, “The Company Casting Director,” argues that in-house casting employees working during the golden age of Broadway, classical Hollywood, and early television eras exerted more creative influence within their respective companies than industrial scholarship allows. Seen as what one film historian calls “low-level decision-makers,” casting directors rarely figure in industry studies because these analyses typically focus on directors or producers. Archival documents such as memoirs, memos, and casting idea lists indicate, however, that casting personnel were not simply clerical workers, but, rather, by contributing to hiring decisions, among those who helped shape their respective companies’ aesthetic vision. My project’s third chapter, “The Independent Casting Director,” brings women into the historical record by explaining the rise of the female casting director and the concomitant gendering of the profession. The chapter’s first half argues that examining the major entertainment industries concurrently reveals that media scholars have profoundly misunderstood the rise of female labor in entertainment occupations such as casting. By focusing on Los Angeles and the classical Hollywood studio system, critics ignored the more permeable divisions of labor that existed in New York-based theatre and early television. The looser organizational structure of these two industries allowed women to pursue entertainment careers and produce culture on the east coast in ways they could not on the west. Also concentrating on gender, the latter half of this chapter contends that the disproportionate number of women who entered casting in the 1960s-70s led scholars, journalists, and industry professionals to devalue the profession by associating it with stereotypically feminine traits. Arlie Russell Hochschild’s theories of “emotional labor” and Vicki Mayer’s media scholarship on “nurturing,” accommodating feminized workers apply to common observations about casting directors. Whether or not casting is a service profession, certainly casting directors (male and female) perceive it as such and often use feminized language to describe what they do. Yet casting requires skills typically seen as masculine, which many industry studies theorists argue the role of decision-maker demands. For example, with production funding increasingly scarce in today’s weak economic climate, casting directors often serve as de facto producers by attaching talent to theatre and film projects to secure the necessary financing. The funding for the Oscar-winning Crash (Haggis, 2004) was cast-contingent, and that movie’s casting directors, Sarah Halley Finn and Randi Hiller, received credit for getting the film made. Chapter four, “The Digital-Age Casting Director,” explores the digital revolution’s impact on today’s casting practices. As I trace casting offices’ increased use of digital media to locate and audition actors, I argue that digital devices give casting directors more control over the decision-making process. Digital cameras and video-sharing websites, for example, allow casting directors to edit most auditions and regulate the content upon which many hiring decisions are now based. My work on casting culminates by examining the digital era’s implications for casting’s future. I contend that even those digital special effects such as vactors that could potentially limit the casting director’s creative input are unlikely to do so as most CG-manipulated characters are still modeled on live performers.U of I OnlyU of I Only Extension request made by author via Graduate Colleg

    Relationship between personality and academic motivation in education degrees students

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    p. 327-341The present study aims to understand the relationship between the big five factors of personality and academic motivation. In addition, the following variables are taken into consideration; sex, age and type of educational studies. A quantitative methodology is used, in base to a not experimental, correlational study. The sample is composed of 514 students of the Faculty of Education of Leon’s University, between the three education degrees. To gather the information, participants were asked to complete the Learning and Motivation Strategies Questionnaire (CEAM) and the Personality Questionnaire Five Factor Inventory (NEO-FFI). The results show the significant relationship between personality facets and motivation variables. It should be noted that female results were higher in the values of intrinsic motivation, motivation towards teamwork, neuroticism, and kindness, and the male results were higher in self-efficacy. Additionally, it was observed that intrinsic motivation decreases progressively from the first to the fourth year of the degree, the need for recognition decreases in the two last study years, and the openness to experiences is higher in the last year of the degree. Finally, Social Education students are those that show a higher intrinsic motivation, self-efficacy, total motivation, openness to experiences, and neuroticism, while Primary Education students’ results were higher in the need for recognition.S

    Sponsorship image and value creation in E-sports

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    .E-sports games can drive the sports industry forward and sponsorship is the best way to engage consumers of this new sport. The purpose of this study is to examine the effect of sponsorship image and consumer participation in co-creation consumption activities on fans’ sponsorship response (represented by the variables interest, purchase intention and word of mouth) in e-sports. Four antecedent variables build sponsorship image (i.e., ubiquity of sport, sincerity of sponsor, attitude to sponsor and team identification). A quantitative approach is used for the purposes of this study. Some 445 questionnaires were filled in by fans who watch e-sports in Spain; these are analyzed using partial least squares structural equation modeling (PLS-SEM). The outcomes show that sponsor antecedents are crucial factors if a sponsor wants to change their sponsorship image and influence sponsorship response, and that it is also possible to use participation to improve responsesS

    How Does Reciprocity Affect Undergraduate Student Orientation towards Stakeholders?

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    5987Nowadays, students are more aware of the impact of companies on their stakeholders and the need for properly handling their expectations to operationalize corporate social responsibility. Nevertheless, little is known about how certain individual traits may relate to their stance on the issue. This exploratory research contributes to stakeholder theory by analysing the e ect of the individual’s decision-making process, including the consideration of their social preferences, on their orientation toward stakeholder management. Here, we draw upon a theoretical model for resource-allocation decision-making consisting of reciprocal and non-reciprocal components. Our data, from undergraduate students enrolled in di erent degrees, were collected through a questionnaire and two social within-subject experiments (ultimatum and dictator games). Thus, our results show that the presence of a reciprocal component when decisions are made is positively linked to an instrumental orientation toward stakeholders. In addition, a greater non-reciprocal component in the decision-making process corresponds to a more normative orientation.S

    El uso de los resultados españoles de PISA en publicaciones científicas

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    p. 183-202En la última década, el interés por los resultados de PISA ha crecido, tanto en el debate público como en el uso de los datos para la investigación. El objetivo de este estudio consiste en analizar la utilización de los resultados españoles de PISA por parte de la comunidad científica. Se realizó un análisis bibliométrico de 119 artículos científicos incluidos en las bases de datos Scopus, Eric EBSCOHost y Web of Science entre 2002 y 2019 mediante análisis de frecuencias, análisis MDS y regresiones logísticas binarias. Los resultados reflejan el creciente interés por los resultados españoles de PISA desde 2005 hasta la actualidad, perteneciendo los autores principalmente al ámbito universitario de la Educación. Respecto al uso de la información de PISA, la mayoría de los estudios emplean los datos como vía para generar conocimiento, siendo los temas socioeconómicos como la familia y la equidad los que han tenido una mayor presencia junto al rendimiento de los estudiantes. Se concluye que, a pesar de que PISA ha tardado en tener impacto entre la comunidad académica española, sus resultados son cada vez más utilizados como fuente de información primaria para la realización de estudios detallados sobre temas muy diversos. No obstante, a su vez, PISA se utiliza de forma genérica como indicador de calidad del sistema educativo, sin entrar en detalle en el análisis contextualizado del rendimiento en las competencias objeto de estudio.S

    Balancing the urban stomach: public health, food selling and consumption in London, c. 1558-1640

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    Until recently, public health histories have been predominantly shaped by medical and scientific perspectives, to the neglect of their wider social, economic and political contexts. These medically-minded studies have tended to present broad, sweeping narratives of health policy's explicit successes or failures, often focusing on extraordinary periods of epidemic disease viewed from a national context. This approach is problematic, particularly in studies of public health practice prior to 1800. Before the rise of modern scientific medicine, public health policies were more often influenced by shared social, cultural, economic and religious values which favoured maintaining hierarchy, stability and concern for 'the common good'. These values have frequently been overlooked by modern researchers. This has yielded pessimistic assessments of contemporary sanitation, implying that local authorities did not care about or prioritise the health of populations. Overly medicalised perspectives have further restricted historians' investigation and use of source material, their interpretation of multifaceted and sometimes contested cultural practices such as fasting, and their examination of habitual - and not just extraordinary - health actions. These perspectives have encouraged a focus on reactive - rather than preventative - measures. This thesis contributes to a growing body of research that expands our restrictive understandings of pre-modern public health. It focuses on how public health practices were regulated, monitored and expanded in later Tudor and early Stuart London, with a particular focus on consumption and food-selling. Acknowledging the fundamental public health value of maintaining urban foodways, it investigates how contemporaries sought to manage consumption, food production waste, and vending practices in the early modern City's wards and parishes. It delineates the practical and political distinctions between food and medicine, broadly investigates the activities, reputations of and correlations between London's guild and itinerant food vendors and licensed and irregular medical practitioners, traces the directions in which different kinds of public health policy filtered up or down, and explores how policies were enacted at a national and local level. Finally, it compares and contrasts habitual and extraordinary public health regulations, with a particular focus on how perceptions of and actual food shortages, paired with the omnipresent threat of disease, impacted broader aspects of civic life

    Tense times for young migrants: temporality, life-course and immigration status

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    This article explores the intersection between immigration status, life-course and the experience of time. It looks at how time and life-course transitions are experienced by young people who are in constant encounter with the immigration regime in the UK. The encounters at this intersection produce a complex landscape for young people to navigate during their transitions to adulthood. What emerges from unpicking the relations of this messy and complex temporal-immigration status matrix, are distinct experiences of time and life-course transitions for young migrants. First, in dealing with the immigration regime young people are confined to a passive role of waiting that results in a sense of feeling stuck. Secondly, pre-18 young people experience a growing up too early and upon turning 18 and gaining legal independence, their situation paradoxically leads to practical dependence. And thirdly, the immigration status renewal system produces long-term uncertainty for young people’s futures

    The Idiosyncrasy of Involuntary Musical Imagery Repetition (IMIR) Experiences: The Role of Tempo and Lyrics

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    Involuntary musical imagery repetition (IMIR), colloquially known as “earworms,” is a form of musical imagery that arises involuntarily and repeatedly in the mind. A growing number of studies, based on retrospective reports, suggest that IMIR experiences are associated with certain musical features, such as fast tempo and the presence of lyrics, and with individual differences in music training and engagement. However, research to date has not directly assessed the effect of such musical features on IMIR and findings about individual differences in music training and engagement are mixed. Using a cross-sectional design (Study 1, n = 263), we examined IMIR content in terms of tempo (fast, slow) and presence of lyrics (instrumental, vocal), and IMIR characteristics (frequency, duration of episode and section) in relation to 1) the musical content (tempo and lyrics) individuals most commonly expose themselves to (music-listening habits), and 2) music training and engagement. We also used an experimental design (Study 2, n = 80) to test the effects of tempo (fast or slow) and the presence of lyrics (instrumental or vocal) on IMIR retrieval and duration. Results from Study 1 showed that the content of music that individuals are typically exposed to with regard to tempo and lyrics predicted and resembled their IMIR content, and that music engagement, but not music training, predicted IMIR frequency. Music training was, however, shown to predict the duration of IMIR episodes. In the experiment (Study 2), tempo did not predict IMIR retrieval, but the presence of lyrics influenced IMIR duration. Taken together, our findings suggest that IMIR is an idiosyncratic experience primed by the music-listening habits and music engagement of the individual

    Metodología de intervención para trabajar ODS. Educación a través de las artes

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    La Agenda 2030 presenta 17 Objetivos de Desarrollo Sostenible (ODS), con sus metas e indicadores universales que los países miembros de la ONU emplean para enmarcar sus políticas. Entre las metas del ODS 4 “educación de calidad” encontramos: “asegurar que todos los alumnos adquieran los conocimientos teóricos y prácticos necesarios para promover el desarrollo sostenible, entre otras cosas mediante la educación para el desarrollo sostenible y los estilos de vida sostenibles, los derechos humanos, la igualdad de género, la promoción de una cultura de paz y no violencia, la ciudadanía mundial y la valoración de la diversidad cultural y la contribución de la cultura al desarrollo sostenible”. La educación, se considera el motor de la Agenda 2030 porque, además de representar el centro del ODS 4, desempeña también un papel notable en la implementación de los demás, mejorando su alcance y efectividad. Así pues, entre las disciplinas que sustentan este trabajo se escogió la Educación para el Desarrollo Sostenible y la Ciudadanía Global como marco de acción y punto de partida en la formación de los ciudadanos de un futuro viable, equitativo y habitable. Se continuó investigando las oportunidades del desarrollo de la Competencia Intercultural en las relaciones humanas, aquello que diferencia a unas personas de otras puede aportar al conjunto de la sociedad y cómo la educación permitiría su aprovechamiento. Con todo ello, se planteó el marco didáctico de interacción en el cual se implementó la interculturalidad en el ejercicio educativo. Se estudió así el poder de las artes como medio de motivación e inspiración a la hora de transmitir de la manera más eficaz posible los valores considerados más arriba. El objetivo del presente estudio se centra en demostrar el potencial de las artes para fomentar las competencias comunicativas, sociales, interculturales, emocionales, de ciudadanía y sostenibilidad. Para ello, se ha realizado una investigación aplicada que deriva en una propuesta concreta de intervención con un programa educativo destinado a la enseñanza de lenguas, tanto primera como extranjera, en distintos niveles de la educación formal en Mali y en España, aplicando un método holístico basado en el paradigma interpretativo. A través de la pintura, la literatura y el cine, se plantean una serie de actividades ideadas para crear un entorno educativo integrador, favorecer el empoderamiento del alumnado y promover el pensamiento crítico, la empatía, la resiliencia, la comunicación, la cooperación y la educación intercultural, como competencias esenciales para la consecución de los 17 ODS, la construcción de un mundo transcultural sostenible y el desarrollo de una ciudadanía global preparada para los retos del siglo XXI. En la metodología de este proceso educativo innovador, multidisciplinar, flexible y adaptable, se ha empleado un análisis del proceso de investigación para monitorizarlo adecuadamente (DAFO). Cada una de las propuestas presenta una recogida de datos cualitativos (observación, rúbricas) y cuantitativos (encuestas, entrevistas) y se ofrece un análisis de contraste de los resultados finales. Con todo, se espera facilitar la exigente tarea que supone hacer consciente a la sociedad de base (desde la misma infancia; desde los niveles más bajos de la misma y en todos los niveles de la educación formal) de en qué consisten los ODS y su relevancia para hacer de todas las personas corresponsables directas en su consecución para garantizar un futuro sostenible para toda la ciudadanía global.The 2030 Agenda presents 17 Sustainable Development Goals (SDGs), with their universal targets and indicators that UN member countries use to frame their policies. Among the targets of SDG 4 “quality education,” we find the one that seeks: “to ensure that all students acquire the theoretical and practical knowledge necessary to promote sustainable development, among other things through education for sustainable development and sustainable lifestyles, human rights, gender equality, the promotion of a culture of peace and non-violence, world citizenship and the appreciation of cultural diversity and the contribution of culture to sustainable development”. Education is considered the engine of the 2030 Agenda because, in addition to representing the centre of SDG 4, it also plays a notable role in the implementation of the others, improving their scope and effectiveness. Among the disciplines that support this research, Education for Sustainable Development and Global Citizenship sets the framework for action and represents a starting point in the formation of citizens for a viable, equitable and habitable future. Global citizenship implies human relations and those and intrinsically shaped by culture. Intercultural Education and, more specifically, the development of Intercultural Competence needed to be considered. What differentiates some people from others can contribute to society as a whole and education is the means to explore and understand. For the design of a didactic framework of interaction, the power of the arts was studied as a means of motivation and inspiration when transmitting the values considered above in the most effective way possible. The objective of this study focuses on proving the potential of the arts to promote communicative, social, intercultural, emotional, citizenship and sustainability skills. For this, the theoretical research derived in a concrete intervention proposal with an educational program in language teaching, both first and foreign languages, at different levels of formal education in Mali and Spain, applying a holistic method based on the interpretive paradigm. Through painting, literature and cinema, a series of activities were designed to create an inclusive educational environment, favour the empowerment of students and promote critical thinking, empathy, resilience, communication, cooperation and intercultural education, as essential skills for the achievement of the 17 SDGs, the construction of a sustainable transcultural world and the development of global citizenship prepared for the challenges of the 21st century. In the methodology of this innovative, multidisciplinary, flexible and adaptable educational process, an analysis of the research process has been used to adequately monitor it (SWOT). Each of the proposals presents a collection of qualitative data (observation, rubrics) and quantitative data (surveys, interviews) and contrast analysis of the final results is offered. All in all, it is expected to facilitate the demanding task of making basic society aware (from childhood itself, from its lowest levels and at all levels of formal education) of what the SDGs consist of and their relevance to make all people directly co-responsible in its achievement to guarantee a sustainable future for all global citizens

    The fear of COVID-19 scale: Its structure and measurement invariance across 48 countries

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    COVID-19 has been a source of fear around the world. We asked whether the measurement of this fear is trustworthy and comparable across countries. In particular, we explored the measurement invariance and cross-cultural replicability of the widely-used Fear of COVID-19 scale (FCV-19S), testing community samples from 48 countries (N = 14,558). The findings indicate that the FCV-19S has a somewhat problematic structure, yet the one-factor solution is replicable across cultural contexts and could be used in studies that compare people who vary on gender and educational level. The validity of the scale is supported by a consistent pattern of positive correlations with perceived stress and general anxiety. However, given the unclear structure of the FCV-19S, we recommend using latent factor scores, instead of raw scores, especially in cross-cultural comparisons
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