In his recent work, Guy Standing has identified a new class which has emerged from neo-liberal restructuring with, he argues, the revolutionary potential to change the world: the "precariat." This, according to Standing, is a class-in-the-making, internally divided into angry and bitter factions consisting of a multitude of insecure people, living bits-and-pieces lives, in and out of short-term jobs, without a narrative of occupational development, including millions of frustrated educated youth, millions of women abused in oppressive labour, growing numbers of criminalised tagged for life, millions being categorised as "disabled" and migrants in their hundreds of millions around the world. They are denizens; they have a more restricted range of social, cultural, political and economic rights than citizens around them . This present book explores the nature, shape and context of precariat, evaluating the internal consistency and applications of the concept. Demonstrating the sheer breadth and depth of application, the chapters cover a wide-range of topics, from the relationships between precariat and authoritarianism, multitude (another concept to achieve popular consciousness), and place as well as the nature of precarious identities and subjectivities among those working in immaterial labour. The book concludes with a reply by Standing to reviews of "Precariat."

This book was published as a special issue of Global Discourse."

The book provides a dynamic, cross-sectional, multidisciplinary perspective and dialogue to illuminate the challenges humans face in their interactions with data in their individual postdigital contexts in local communities. It offers unique insights from real cases, collaborations, and projects to extend existing academic theories and frameworks, applied to human data interactions, disadvantage, and digital skills. The book takes the novel approach of establishing co-authorship between cross-sector practitioners from the wider community (such as local authorities, councils, policy makers, small businesses, charities, education and skills providers, and other stakeholders) with international academics and researchers who write about humans, digital skills, and data. This develops an enabling cross-sector environment throughout the book that not only furthers broader understandings concerning data, disadvantage and digital skills in postdigital society, but also shares a template to support others who may wish to adopt this approach to co-authorship and knowledge exchange. The book revisits the Human Data Interaction (HDI) framework (Mortier, Haddadi, Henderson, McAuley, and Crowcroft 2014) through many diverse cross-sectoral perspectives. These are co-authored under the HDI framework’s key tenets of: agency, legibility, negotiability and resistance. These tenets form the main sections of the book, with chapters examining these concepts through both interdisciplinary academic literature and cross-sector dialogue with individuals and agencies from the wider community who work with diverse and often disadvantaged groups.

A disturbingly realistic science-fiction horror epic, Hiroya Oku’s Gantz took Japan by storm, spawning an anime series, live action films, and video games. Shocking and explicitly adult, Gantz is not for the kids or the squeamish! Over 650 pages of carnage and craziness!

Ordinary Tokyo citizens resurrected from death by a mysterious black orb, the Gantz team is conscripted to fight bizarre, deadly aliens in a game that promises release from the game . . . or oblivion. But the game’s purpose is unclear, and the stakes are far greater than survival!

Over the last sixty years, administrators on college campuses nationwide have responded to black campus activists by making racial inclusion and inequality compatible. This bold argument is at the center of Matthew Johnson's powerful and controversial book. Focusing on the University of Michigan, often a key talking point in national debates about racial justice thanks to the contentious Gratz v. Bollinger 2003 Supreme Court case, Johnson argues that UM leaders incorporated black student dissent selectively into the institution's policies, practices, and values. This strategy was used to prevent activism from disrupting the institutional priorities that campus leaders deemed more important than racial justice. Despite knowing that racial disparities would likely continue, Johnson demonstrates that these administrators improbably saw themselves as champions of racial equity. What Johnson contends in Undermining Racial Justice is not that good intentions resulted in unforeseen negative consequences, but that the people who created and maintained racial inequities at premier institutions of higher education across the United States firmly believed they had good intentions in spite of all the evidence to the contrary. The case of the University of Michigan fits into a broader pattern at elite colleges and universities and is a cautionary tale for all in higher education. As Matthew Johnson illustrates, inclusion has always been a secondary priority, and, as a result, the policies of the late 1970s and 1980s ushered in a new and enduring era of racial retrenchment on campuses nationwide.

Since the collapse of the Soviet Union, considerable changes have taken place in Marxist theory, and the 21st century has seen the relevance of Marx called into question. Several wars, a global economic crisis, ecological disasters, political dysfunctions have either challenged, undermined, or strengthened various strands of leftist thought that emerged from Marxist thought. This collection of original essays by key thinkers in the field aims to update the literature on the state of Marxism today. It engages with significant areas of debates, from the political thought of Nussbaum and Zizek to the politics of development, liberalism, justice, the role of revolution, imperialism, and economic and technological determinism. A thorough investigation, it incorporates a diversity of approaches, including analytical philosophy (contribution from Norman Geras, e.g.) and postmodern influences (contributions from Ronaldo Munck or Stuart Sim). These different perspectives, which also correspond to the contrasting views on the nature of post-Marxist theory, will make this collection a valuable text for courses in political theory, Marxist studies, as well as international relations, post-colonialism, and development.

This book attempts to explore the effects of neoliberalism on particular forms of community. Guy Standing (2011) has popularised the notion of precariousness to describe the unpredictable neoliberal conditions faced by radically different people throughout the world. Members of Standing's 'precariat' lack occupational identities, treat work and other moneymaking activities instrumentally, are focused on the short-term and have no 'shadow of the future' hanging over their actions, leaving little incentive to sustain long-term relationships and productive, but unpaid, social activities. This issue presents an interdisciplinary account of the challenges faced by communities at a time in which neoliberalism seems unchecked and uncheckable by the rise of nationalist populism. At points, responses are presented, but it is perhaps reflective of the general sense of helplessness of those committed to tackling neoliberalism that the final article highlights serious deficits in an approach commonly presented as a practicable response: basic income. In the spirit of participation, each article is accompanied by a reply by a non-academic as well as an academic. This ought not to be seen as tokenism - the experience of the project has been that discussions can be advanced much more effectively through engagement with community members and professionals. The chapters in this book were originally published as a special issue of Global Discourse.

New teachers have it tough. They have a very difficult and complex job, and they must learn how to do it in front of a studio audience of unruly adolescents, anxious parents, and watchful administrators. To help new teachers navigate this daunting backdrop, Finding Success the First Year is here to act as a personal guide to the first year of teaching. This book was written by a new teacher navigating through his own first year, and it uses those experiences to serve as a foundation for a step-by-step guide on how to survive and thrive in that all important first year. With everything from answers to frequent new-teacher questions and warnings of common new teacher pitfalls to specific strategies and veteran tricks useful for clawing back precious hours of the day, Matthew Johnson gives clear tips and clear reasons for them in a straightforward, jargonless voice and a mixture of practicality and philosophy.

Limits of Computation: An Introduction to the Undecidable and the Intractable offers a gentle introduction to the theory of computational complexity. It explains the difficulties of computation, addressing problems that have no algorithm at all and problems that cannot be solved efficiently.

The book enables readers to understand:

• What does it mean for a problem to be unsolvable or to be NP-complete?
• What is meant by a computation and what is a general model of a computer?
• What does it mean for an algorithm to exist and what kinds of problems have no algorithm?
• What problems have algorithms but the algorithm may take centuries to finish?

Developed from the authors course on computational complexity theory, the text is suitable for advanced undergraduate and beginning graduate students without a strong background in theoretical computer science. Each chapter presents the fundamentals, examples, complete proofs of theorems, and a wide range of exercises."

In his recent work, Guy Standing has identified a new class which has emerged from neo-liberal restructuring with, he argues, the revolutionary potential to change the world: the precariat. This, according to Standing, is 'a class-in-the-making, internally divided into angry and bitter factions' consisting of 'a multitude of insecure people, living bits-and-pieces lives, in and out of short-term jobs, without a narrative of occupational development, including millions of frustrated educated youth..., millions of women abused in oppressive labour, growing numbers of criminalised tagged for life, millions being categorised as "disabled" and migrants in their hundreds of millions around the world. They are denizens; they have a more restricted range of social, cultural, political and economic rights than citizens around them'. This present book explores the nature, shape and context of precariat, evaluating the internal consistency and applications of the concept. Demonstrating the sheer breadth and depth of application, the chapters cover a wide-range of topics, from the relationships between precariat and authoritarianism, multitude (another concept to achieve popular consciousness), and place as well as the nature of precarious identities and subjectivities among those working in immaterial labour. The book concludes with a reply by Standing to reviews of Precariat. This book was published as a special issue of Global Discourse.

The politics of the twenty-first century is marked by dissent, tumult and calls for radical change, whether through food riots, anti-war protests, anti-government tirades, anti-blasphemy marches, anti-austerity demonstrations, anti-authoritarian movements and anti-capitalist occupations. Interestingly, contemporary political protests are borne of both the Right and Left and are staged in both the Global North and South. Globally, different instances of protest have drawn attention to the deep fissures which challenge the idea of globalisation as a force for peace. Given the diversity of these protests, it is necessary to examine the particular nature of grievances, the sort of change which is sought and the extent to which localised protest can have global implications. The contributions in this book draw on the theoretical work of Hardt and Negri, David Graeber and Judith Butler, among others, in order explore the nature of hegemony, the Occupy movement, the Arab Spring, the responses of authorities to protest and emotion and public performance in, and representation of, protest. The book concludes with David Graeber's reply to reviews of his recent The Democracy Project: A History, A Crisis, A Movement. This book was published as a special issue of Global Discourse.

In this engaging book Matthew Johnson looks Behind the Castle Gate to discover the truth about castles in England at the end of the Middle Ages.
Traditional studies have seen castles as compromises between the needs of comfort and of defence, and as statements of wealth or power or both. By encouraging the reader to view castles in relation to their inhabitants, Matthew Johnson uncovers a whole new vantage point. He shows how castles functioned as stage-settings against which people played out roles of lord and servant, husband and wife, father and son. Building, rebuilding and living in a castle was as complex an experience as a piece of medieval art.
Behind the Castle Gate brings castles and their inhabitants alive. Combining ground-breaking scholarship with fascinating narratives it will be read avidly by all with an interest in castles.

In this engaging book Matthew Johnson looks Behind the Castle Gate to discover the truth about castles in England at the end of the Middle Ages.
Traditional studies have seen castles as compromises between the needs of comfort and of defence, and as statements of wealth or power or both. By encouraging the reader to view castles in relation to their inhabitants, Matthew Johnson uncovers a whole new vantage point. He shows how castles functioned as stage-settings against which people played out roles of lord and servant, husband and wife, father and son. Building, rebuilding and living in a castle was as complex an experience as a piece of medieval art.
Behind the Castle Gate brings castles and their inhabitants alive. Combining ground-breaking scholarship with fascinating narratives it will be read avidly by all with an interest in castles.

New teachers have it tough. They have a very difficult and complex job, and they must learn how to do it in front of a studio audience of unruly adolescents, anxious parents, and watchful administrators. To help new teachers navigate this daunting backdrop, Finding Success the First Year is here to act as a personal guide to the first year of teaching. This book was written by a new teacher navigating through his own first year, and it uses those experiences to serve as a foundation for a step-by-step guide on how to survive and thrive in that all important first year. With everything from answers to frequent new-teacher questions and warnings of common new teacher pitfalls to specific strategies and veteran tricks useful for clawing back precious hours of the day, Matthew Johnson gives clear tips and clear reasons for them in a straightforward, jargonless voice and a mixture of practicality and philosophy.

Michael Oakshott described conservatism as a non-ideological preference for the familiar, tried, actual, limited, near, sufficient, convenient and present. Historically, conservatives have been associated with attempts to sustain social harmony between classes and groups within an organic, hierarchical order grounded in collective history and cultural values. Yet, in recent decades, conservatism throughout the English-speaking world has been associated with radical social and economic policy, often championing free-market models which substitute the free movement of labour and forms of competition and social mobility for organic hierarchy and noblesse oblige. The radical changes associated with such policies call into question the extent to which contemporary conservatism is conservative, rather than ideological. This book seeks to explore contemporary conservative political thought with regard to such topics as, 'One Nation' politics and Big Society, sovereignty, multiculturalism and international blocs, paternalism and negative liberty with regard to narcotics, pornography and education, regional and international development, and public faith, establishment and religious diversity. This book will be published as a special issue of Global Discourse.

Michael Oakshott described conservatism as a non-ideological preference for the familiar, tried, actual, limited, near, sufficient, convenient and present. Historically, conservatives have been associated with attempts to sustain social harmony between classes and groups within an organic, hierarchical order grounded in collective history and cultural values. Yet, in recent decades, conservatism throughout the English-speaking world has been associated with radical social and economic policy, often championing free-market models which substitute the free movement of labour and forms of competition and social mobility for organic hierarchy and noblesse oblige. The radical changes associated with such policies call into question the extent to which contemporary conservatism is conservative, rather than ideological. This book seeks to explore contemporary conservative political thought with regard to such topics as, 'One Nation' politics and Big Society, sovereignty, multiculturalism and international blocs, paternalism and negative liberty with regard to narcotics, pornography and education, regional and international development, and public faith, establishment and religious diversity. This book will be published as a special issue of Global Discourse.

The politics of the twenty-first century is marked by dissent, tumult and calls for radical change, whether through food riots, anti-war protests, anti-government tirades, anti-blasphemy marches, anti-austerity demonstrations, anti-authoritarian movements and anti-capitalist occupations. Interestingly, contemporary political protests are borne of both the Right and Left and are staged in both the Global North and South. Globally, different instances of protest have drawn attention to the deep fissures which challenge the idea of globalisation as a force for peace. Given the diversity of these protests, it is necessary to examine the particular nature of grievances, the sort of change which is sought and the extent to which localised protest can have global implications. The contributions in this book draw on the theoretical work of Hardt and Negri, David Graeber and Judith Butler, among others, in order explore the nature of hegemony, the Occupy movement, the Arab Spring, the responses of authorities to protest and emotion and public performance in, and representation of, protest. The book concludes with David Graeber's reply to reviews of his recent The Democracy Project: A History, A Crisis, A Movement. This book was published as a special issue of Global Discourse.

This book attempts to explore the effects of neoliberalism on particular forms of community. Guy Standing (2011) has popularised the notion of precariousness to describe the unpredictable neoliberal conditions faced by radically different people throughout the world. Members of Standing's 'precariat' lack occupational identities, treat work and other moneymaking activities instrumentally, are focused on the short-term and have no 'shadow of the future' hanging over their actions, leaving little incentive to sustain long-term relationships and productive, but unpaid, social activities. This issue presents an interdisciplinary account of the challenges faced by communities at a time in which neoliberalism seems unchecked and uncheckable by the rise of nationalist populism. At points, responses are presented, but it is perhaps reflective of the general sense of helplessness of those committed to tackling neoliberalism that the final article highlights serious deficits in an approach commonly presented as a practicable response: basic income. In the spirit of participation, each article is accompanied by a reply by a non-academic as well as an academic. This ought not to be seen as tokenism - the experience of the project has been that discussions can be advanced much more effectively through engagement with community members and professionals. The chapters in this book were originally published as a special issue of Global Discourse.

Are there better ways to address community challenges than expending funds on international service-learning? In attempting to wed learning and service, are we are exploiting the "other" for new, or recycled, aims? As these questions attest, of all types of service-learning, international service-learning (ISL) most starkly illuminates the tensions between the liberatory and oppressive potentials of practice. This book explores the ramifications of realizing a new age of service-learning that pushes beyond single episodic course-based projects to rebalance student learning and community outcome priorities, and provides insight into what it looks like in its execution. In describing eleven international programs designed to achieve reciprocal, sustained relationships in which learning is co-created, the contributors reveal their struggles to change the balance of power relationships and move to a more transformative practice. Common themes are the developmental nature of this work; the recognition that it takes multiple attempts, often over years, for an individual or an institution to get this work even nearly right; that resolving the challenges of unequal resources, power, and privilege can never be completely erased; and that attention has to be given to the micro-level details. What emerge are seven guiding principles that define the nature of partnerships in liberatory practice, and that apply to all forms of service learning. They must be: strategic--linked to the mission and expertise of the institution; long-term; multifaceted--allowing both partners to play a multiplicity of roles; developmental in building capacities; contextualized in historic and cultural understanding; fully reciprocal; and create the potential for community-driven change. In addressing the problematic nature of ISL, and of service-learning in general, this book interrogates whether its experiences create the necessary conditions for the formation of individual values, convictions, and action; and whether their pivotal teaching and learning moments are indeed replicable and transferable across individual, institutional and even cultural contexts. Its conclusions and insights will be of intense interest to administrators and practitioners alike.