Generative Worlds. New Phenomenological Perspectives on Space and Time accounts for the phenomenological concept of generativity. In doing so, this book brings together several recent phenomenological studies on space and time. Generative studies in phenomenology propose new ways of conceiving space, time, and the relation between them. Edited by Luz Ascarate and Quentin Gailhac, the collection reveals new dimensions to topics such as the generation of life, birth, historicity, intersubjectivity, narrativity, institution, touching, and places, and in some cases, the contributors invert the classical definitions of space and time. These transformative readings are fruitful for the interdisciplinary exchange between philosophy and fields such as cosmology, psychology, and the social sciences. The contributors ask if phenomenology reaches its own concreteness through the study of generation and whether it manages to redefine certain dimensions of space and time which, in other orientations of the Husserlian method, remain too abstract and detached from the constitutive becoming of experience.

The studies in this collection seek to examine the notions of 'linguistic diversity' and 'hybridity' through the lenses of new critical theories and theoretical frameworks embedded within the broader discussion of the sociolinguistics of globalization. The chapters include critical inquiries into online/offline languages in society, language users, language learners and language teachers who may operate 'between' languages and are faced with decisions to navigate, negotiate and invent or re-invent languages, local and global and virtual spaces. The research took place in contexts that include linguistic landscapes, schools, classrooms, neighborhoods and virtual spaces of Australia, Bangladesh, Canada, Japan, Kazakhstan, Mongolia, South Korea and the USA.

The studies in this collection seek to examine the notions of 'linguistic diversity' and 'hybridity' through the lenses of new critical theories and theoretical frameworks embedded within the broader discussion of the sociolinguistics of globalization. The chapters include critical inquiries into online/offline languages in society, language users, language learners and language teachers who may operate 'between' languages and are faced with decisions to navigate, negotiate and invent or re-invent languages, local and global and virtual spaces. The research took place in contexts that include linguistic landscapes, schools, classrooms, neighborhoods and virtual spaces of Australia, Bangladesh, Canada, Japan, Kazakhstan, Mongolia, South Korea and the USA.

Transcultural Flows of English and Education in Asian Contexts examines issues concerning the potential of English learning and teaching to go beyond the classroom and affect the multicultural realities of Asian societies. Asian societies often carry long histories and traditions that influence beliefs about identities,which are changing in our globalizing world. The authors in this volume explore the synthesis that occurs when culture is shared and re-constructed in different contexts. Specifically, the authors show how English is appropriated and refashioned through language and culture exchanges both inside and outside of traditional classrooms in East Asia (i.e., Japan, South Korea, China) and Southeast Asia (e.g.., Indonesia, Thailand). Inside the classroom, transcultural flows have the potential to result in take-up, exchange, appropriation, and refashioning of language and cultural practices that can generate transcultural realities outside the classroom. Understanding transcultural flows may also require understanding circumstances outside of the classroom-for instance, transcultural exchanges that lead to friendships and professional relationships; as companies embrace English and attempt to reach a global audience; as English facilitates access to global interaction in cyberspace; and as membership to nation states, recognition, and identity often confront the politics of English as a global language. For both teachers and students of English, the impact of transcultural connections reaches far beyond the teaching and learning experience. English connects people around the globe-even after students and teachers have finished their lessons or teachers have left the country. To examine the transcultural flows that result from English learning and teaching in Asia, this book addresses the following questions: What becomes of English when it is unmoored from local, national, and regional spaces and imaginatively reconceptualized? What are new forms of global consciousness and cultural competency? How is English rediscovered and reinvented in Asian countries where there are long traditions of cultural beliefs and language practices? How are teachers and students taking up and appropriating English inside and outside classrooms? How has English learning and teaching affected social, political, and business relationships? This book will be of interest to scholars in sociolinguistics, anthropology, and education.

Designed to complement "Crime and Punishment: An Introductory History" (UCL Press, 1996), this sourcebook contains documents specifically selected to illuminate major issues raised in the textbook. In the first part of the book, extracts of laws and royal, local and church records from Anglo-Saxon England to the 18th century reveal changing patterns of crime and punishment. The first sociology of English crime (Harman's Caveat, 1566) as well as Henry Fielding's reform proposals of the mid-eighteenth century are included and the growing use of imprisonment is reflected in the later sections. The second part covers the 19th century. Documents range from commentaries on the day-to-day crimes of theft, drunkenness and assault to the sensationalism of garroting and murder. Documents charting the impressive growth of the police force are included. Criminal justice is approached through the minutiae of police charge books and newspaper column's, the personal reminiscences of magistrates, the sweeping arguments of law reformers and the pleading voices of petitioners for mercy. In a chapter on punishment, the emotions unleashed by public hanging and transportation can be compared with the r

Designed to complement "Crime and Punishment: An Introductory History" UCL Press, 1996, this sourcebook contains documents specifically selected to illuminate major issues raised in the textbook. In the first part of the book, extracts of laws and royal, local and church records from Anglo- Saxon England to the 18th century reveal changing patterns of crime and punishment. The first sociology of English crime Harman's Caveat, 1566 as well as Henry Fielding's reform proposals of the mid-eighteenth century are included and the growing use of imprisonment is reflected in the later sections.; The second part covers the 19th century. Documents range from commentaries on the day-to-day crimes of theft, drunkenness And Assault To The Sensationalism Of Garroting And Murder. Documents charting the impressive growth of the police force are included. Criminal justice is approached through the minutiae of police charge books and newspaper column's, the personal reminiscences of magistrates, the sweeping arguments of law reformers and the pleading voices of Petitioners For Mercy. In A Chapter On Punishment, The Emotions Unleashed by public hanging and transportation can be compared with the relentless monotony of prison life.