This collection opens the geospatiality of "Asia" into an environmental framework called "Oceania" and pushes this complex regional multiplicity towards modes of trans-local solidarity, planetary consciousness, multi-sited decentering, and world belonging. At the transdisciplinary core of this "worlding" process lies the multiple spatial and temporal dynamics of an environmental eco-poetics, articulated via thinking and creating both with and beyond the Pacific and Asia imaginary.

The role that race and religion play in American presidential elections is attracting national attention like never before. The 2008 presidential candidates reached out to an unprecedented number of racial and religious voting constituencies including African Americans, Latinos, Muslims, Mainline Protestants, Catholics, Evangelicals, Jews, women, the non-religious, and more. Religion, Race, and the American Presidency focuses on the roles of these racial and religious groups in presidential elections over the last forty years, and in elections since 2000 in particular. Drawing upon survey data, interviews, and case studies of recent presidents, the contributors examine the complicated relationships between American presidents and key racial and religious groups. The paperback edition features a new capstone chapter on the 2008 elections. Contributions by Brian Robert Calfano, David G. Dalin, Paul A. Djupe, Gaston Espinosa, John C. Green, Melissa V. Harris-Lacewell, Lyman A. Kellstedt, So Young Kim, David C. Leege, Laura R. Olson, Corwin Smidt, Katherine E. Stenger, and Adam L. Warber.

This collection opens the geospatiality of “Asia” into an environmental framework called "Oceania" and pushes this complex regional multiplicity towards modes of trans-local solidarity, planetary consciousness, multi-sited decentering, and world belonging. At the transdisciplinary core of this “worlding” process lies the multiple spatial and temporal dynamics of an environmental eco-poetics, articulated via thinking and creating both with and beyond the Pacific and Asia imaginary.

Offering the most comprehensive analysis of Korean cinema from its early history to the present, and including the films of Park Chan-wook, Bong Joon-ho and Kim Ki-young, Korean Cinema in Global Contexts: Postcolonial Phantom, Blockbuster and Trans-Cinema situates itself in the local, Inter-Asian, and transnational contexts by mobilizing the critical frameworks of feminism, postcolonial critique and comparative film studies. It is attentive to an enmeshment of the cinematic, aesthetics, politics and cultural history.

Media do not simply portray places that already exist; they actually produce them. In exploring how world populations experience "place" through media technologies, the essays included here examine how media construct the meanings of home, community, work, nation, and citizenship.

Tracing how media reconfigure the boundaries between public and private-and global and local-to create "electronic elsewheres," the essays investigate such spaces and identities as the avatars that women are creating on Web sites, analyze the role of satellite television in transforming Algerian neighborhoods, inquire into the roles of radio and television in Israel and India, and take a skeptical look at the purported novelty of the "new media home."

Contributors: Asu Aksoy, Istanbul Bilgi U; Charlotte Brunsdon, U of Warwick; Ratiba Hadj-Moussa, York U (Toronto); Tamar Liebes-Plesner, Hebrew U; David Morley, Goldsmiths, U of London; Lisa Nakamura, U of Illinois; Arvind Rajagopal, New York U; Kevin Robins, Goldsmiths, U of London; Jeffrey Sconce, Northwestern U; Marita Sturken, New York U; and Shunya Yoshimi, U of Tokyo.

The acquisition of intersubjectivity, as the result of semiotic mediation and social mediation, is the critical issue in moral education. As Vygotsky lamented, morality is beginning to acquire an increasingly temporal character, therefore, the essence of moral education can not be found in unnecessary debate on moral stages or instruments. Rather, it should be concerned with how individuals improve their ability to think about one moral issue from multiple perspectives, and how young adults can learn to respect the different perspectives, with the assistance of semiotic and social mediation. This project returns to the basics of human development, which are semiotic mediation and social mediation, and uses open text and group activity to facilitate moral semiosis. The results suggest that, if reality is open to multiple perspectives, instructional texts and activities for moral competency should also be open for learners. This study provides alternative perspectives of semiotics and sociocultural development theory applied to moral educators as well as instructional designers and learning scientists.