This contribution addresses fieldwork as an anthropological method. It discusses the surprising lack of a systematic conversation between anthropology and performance as well as theatre research since the ‘performative turn’. Seeking to clarify terminological distinctions between ethnography, fieldwork, and method, Jonas Tinius draws upon his fieldwork with a theatre in the western German Ruhr region to discusses how a complex understanding of the field and the commitments we make to fieldwork may offer possibilities for working across anthropology, performance, and theatre. It concludes with a sketch of three practical ways to think about the mixing of anthropological methods in performance research.

Chapter 2 asks how one constructs a tradition and transforms an available genre in the absence of one’s own. An essay on the flower “jasmine,” triggered by a remark that in the tropics one did not know what the daffodils in Wordsworth’s heavily anthologized poem meant, is the starting point of this chapter. How to connect language to thought and how to reconcile a language with an absent tradition takes Naipaul to a search for an appropriate genre that would function as creative structural plinths to his Trinidadian social comedies. At Oxford he had translated the picaresque novel Lazarillo de Tormes but had failed to find a publisher for it. Now he turns to the picaresque genre and its more immediate expressions in Joyce and Steinbeck as a vehicle for his representation of an essentially Trinidadian picaroon society. In the act, Naipaul consciously deconstructs the regulatory nature of the law of genre with its very opposite, its tendency towards disorder. The chapter examines Naipaul’s early works beginning with Miguel Street (1959), his first written work albeit third published, as well as the cinematic adaptation of The Mystic Masseur.

In this chapter we investigate the local limit of the configuration model, we identify when it has a giant component and find its size and degree structure. We give two proofs, one based on a “the giant is almost local” argument, and another based on a continuous-time exploration of the connected components in the configuration model. Further results include its connectivity transition.

Existing research on the rise of precarious forms of employment has paid little attention to gender and diversity challenges. Yet precarious work has damaging effects for vulnerable demographics, with women, ethnic minorities, and people with disabilities more considerably affected. This volume unpacks this research and offers insights into the role of organisations in fostering inclusive change.

In the first two books of his massive commentary on Aristotle’s Physics (in the third and final redaction), Buridan pays ample attention to the composition of natural substances. Natural substances are composed of matter and (substantial) form. But what exactly does Buridan mean by the notions of “matter” and “(substantial) form”? Does matter possess some kind of being of its own? Is it pure potency? Does matter somehow possess a disposition (or “appetite”) to receive substantial forms, and what precisely are such forms? Buridan also offers a detailed account of the relation between natural substances and artificial things. How do artificial things (such as houses, tables, and axes) relate to the natural substances of which they are (somehow) made? What kind of change is involved in making an artifact and what kind of form makes an artifact the thing it is?

Chapter 8 presents a new empirical study to illustrate how CL insights can help inform L2 teaching and learning of Chinese modal verbs. It offers a study that compared the effectiveness of a newly designed CL-based instructional method with that of the traditional instruction used in a mainstream Chinese textbook in the United States. The proposed CL-based instruction taps learners’ analytical abilities to see connections between the root and extended meanings of modal verbs as well as the subtle distinctions among them. The chapter suggests sample focus-on-form communicative tasks that simulate real-life scenarios. By following up these tasks with CL-based explicit explanation, teachers of Chinese can ensure long-term retention and automation in L2 acquisition of modal verbs.