69,718 research outputs found

    Living with Nkrumahism: Nation, state, and pan-Africanism in Ghana

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    This dissertation explores the construction of the pan-Africanist and socialist discourse of Kwame Nkrumah’s government—Ghana’s first independent government—during the nation-building project of the 1950s and 1960s. In 1957, when Ghana became independent, the country’s transition to self-rule emerged as a watershed moment in African and world history as this small West African country challenged an international community rooted in the political and institutional framework of the territorial nation-state with a radical program of pan-African liberation and global socialist development. By 1958, the Nkrumah government’s commitment to this radical program had resulted in supra-territorial federations with Guinea-Conakry and later Mali, while, at home, Nkrumah and his Convention People’s Party (CPP) presented the nascent nation as a model for a new form of modern, disciplined, and continental citizenship. Based on eighteen months of oral and archival research in Ghana, this dissertation reconstructs the development and performance of Nkrumah’s program of pan-African liberation and socialist development in the Ghanaian public sphere. In doing so, it interrogates the role of pan-Africanism and global socialism in shaping a vision of a growing modern, disciplined, and socialist citizenry within the Nkrumahist state. Moreover, through an examination of the press, youth, women’s, and workers’ organizations, this dissertation traces how key groups of both “elite” and “ordinary” Ghanaians embedded aspects of Nkrumahist ideology into existing idioms of power, corruption, and progress in their communities as they sought to negotiate the increasingly volatile realities associated with life in postcolonial Africa. As a result, I argue that, through the institutional framework of Nkrumah-era pan-Africanist and socialist politics, an interactive debate developed within Nkrumah’s Ghana whereby an eclectic array of Ghanaian men and women came together to debate and contest their changing places, roles, and responsibilities in the postcolonial nation. Such an analysis, I contend, provides a framework for understanding decolonization and nation-building in Africa not as the elite program of political re-organization that most scholars have portrayed it as, but as part of a dynamic set of local and transnational imaginings and contestations aimed at addressing the challenges and inequities associated with Africa’s transition to self-rule.U of I Only2 year U of I Access extension requested by author and approved by Emily Wuchner. Embargo applied by [email protected] 2019-05-16

    "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

    Crime and Prejudice: Ming Criminal Justice as Seen in 16th Century Spanish Sources

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    胡安•冈萨雷斯•德•门多萨于1585年出版的 《中华大帝国史》第一次以西班牙语和葡萄 牙语全面整理了有关中国的记述。该书正面 记录了中国明朝司法制度,并探讨了这些司 法制度与当代西班牙和墨西哥司法制度之间 的巨大差别。其中包括对法律和公共框架的 曲解,公众对证人的质疑,多层面不同形式 的惩罚,经济上的惩罚以及死刑的场景。作 者在书中强调通过奖励和惩罚双重方式对各 级官员、下属大臣进行严格控制,以保证对 各级官员的选拔任用标准,这一点也曾在蒙 田对明代官员的评价中得到过体现。此外, 胡安•冈萨雷斯•德•门多萨还十分崇敬守护印 第安人的拉斯卡萨斯,他决定从他的文献中 删掉那些为对抗中国而向强硬派提供的所谓 正当权利的论辩,如洛阿尔卡所目睹的邪恶 和杜拉埃尼亚所描述的死刑等。 González de Mendoza’s book on China, published in 1585, compiled all the first narratives about China, both Portuguese and Spanish. It contains a highly positive account of Ming criminal justice in which he emphasizes those elements of Chinese justice that deeply contrasts with Spanish and Mexican practices: the legal and public frame of torture, the public questioning of witnesses, the multilayered revisions of penalties, the public placing of the monetary fines, and the mise en scène of the death penalty. He insistently highlights the strict control upon every layer of officers and inferior ministers through a double procedure of rewards and punishments that guarantees the high standing of Chinese officials, an appraisal that Montaigne would pick up in his extremely rare allusions to China. At the same time, González de Mendoza, a thorough admirer of father Las Casas, the defender of Indians, decided to omit from his sources those elements that could provide the hardliners with arguments, the just title, to confront China, such as the nefandous sin witnessed by Loarca and the death by a thousand cuts described by Dueñas

    Fear of death and its relationship to resilience in nursing students: A longitudinal study

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    .Aim Taking a corpus of nursing students enrolled in the 2017−2021 nursing degree, we aim to analyse how students' levels of resilience and fear of death evolve in the first three years of the degree and whether there are differences between students based on age and gender. In addition, we aim to describe the relationship between resilience and fear of deathS

    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

    Identification of Hindbrain Neural Substrates for Motor Initiation in the hatchling Xenopus laevis Tadpole

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    Animal survival profoundly depends on the ability to detect stimuli in the environment, process them and respond accordingly. In this respect, motor responses to a sensory stimulation evolved into a variety of coordinated movements, which involve the control of brain centres over spinal locomotor circuits. The hatchling Xenopus tadpole, even in its embryonic stage, is able to detect external sensory information and to swim away if the stimulus is considered noxious. To do so, the tadpole relies on well-known ascending sensory pathway, which carries the sensory information to the brain. When the stimulus is strong enough, descending interneurons are activated, leading to the excitation of spinal CPG neurons, which causes the undulatory movement of swimming. However, the activation of descending interneurons that marks the initiation of motor response appears after a long delay from the sensory stimulation. Furthermore, the long-latency response is variable in time, as observed in the slow-summating excitation measured in descending interneurons. These two features, i.e. long-latency and variability, cannot be explained by the firing time and pattern of the ascending sensory pathway of the Xenopus tadpole. Therefore, a novel neuronal population has been proposed to lie in the hindbrain of the tadpole, and being able to 'hold' the sensory information, thus accounting for the long and variable delay of swim initiation. In this work, the role of the hindbrain in the maintenance of the long and variable response to trunk skin stimulation is investigated in the Xenopustadpole at developmental stage 37/38. A multifaceted approach has been used to unravel the neuronal mechanisms underlying the delayed motor response, including behavioural experiments, electrophysiology analysis of fictive swimming, hindbrain extracellular recordings and imaging experiments. Two novel neuronal populations have been identified in the tadpole's hindbrain, which exhibit activation patterns compatible with the role of delaying the excitation of the spinal locomotor circuit. Future work on cellular properties and synaptic connections of these newly discovered populations might shed light on the mechanism of descending control active at embryonic stage. Identifying supraspinal neuronal populations in an embryonic organism could aid in understanding mechanisms of descending motor control in more complex vertebrates

    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

    Blackstar theory : the last works of David Bowie

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    Blackstar Theory dives deep into Bowie's ambitious last works: the surprise ‘comeback’ project The Next Day (2013), the off-Broadway musical Lazarus (2015) and the album that preceded the artist’s death in 2016 by two days, ★ (pronounced Blackstar). The book explores the swirl of themes that orbit these projects from a starting point in musical analysis and features new interviews with key collaborators from the period: producer Tony Visconti, graphic designer Jonathan Barnbrook, musical director Henry Hey, saxophonist Donny McCaslin and assistant sound engineer Erin Tonkon. Together, these works tackle the biggest of ideas: identity, creativity, chaos, transience and immortality. Their themes entangle realities and fictions across space and time; a catalogue of sound, vision, music and myth spanning more than 50 years is subjected to the cut-up; we get to the end only to find signposts directing us back to the very start. They enact a process of individuation for the Bowie meta-persona and invite us to consider what happens when a star dies. In our universe, dying stars do not disappear - they transform into new stellar objects, remnants and gravitational forces. The radical potential of the Blackstar is demonstrated in the rock star supernova that creates a singularity resulting in cultural iconicity. It is how a man approaching his own death can create art that illuminates the immortal potential of all matter in the known universe

    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
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