The blockbuster film based on the acclaimed novel Crazy Rich Asians provides an alternative representational space to examine how masculinities, femininities, Chinese ethnicity and networks of economic power feature in the reproduction of the gendered body-in-space and body-as-space. In the reproduction of the gendered body in cartographic space, it is argued that in the film, the projection of temperate qualities avoids incorporation of Singapore's natural environment into identity narratives of self. This resonates with wider debates about the state's masculinist ambition to ensure the longevity of the country's living standards, advanced economy and cultural products found only in the temperate world. In the reproduction of the temperate body-as-space in the tropics, the femininity of the strong mother and weak wife is embodied in food preparation processes which enact gendered boundaries that simultaneously 'speak' class and ethnicity by way of arousing feelings inside the body.

This article discusses the relationality between death and masculinity in economically prosperous Singapore. In positioning the Singaporean male conscript, spatially disciplined by the state in both life and death, this article discusses how the reproduction of militarized masculinities through National Service ( NS ) in Singapore is co-constitutive of geopolitical tensions that contour how the space of the male body is reproduced. In the aftermath of four training-related deaths, this article examines the extent to which the authoritarian state is selective in exercising necropower by denying slain military bodies their existence as bodies-as-space. Granted that bodies-as-space are generative of emotions and affects, the final section of this article discusses how the Singaporean state exercises necropower to enhance life-giving conditions. It does so by deciding which military cadavers are most worthy of communicating affects and emotions for the purposes of preventing future deaths from training and ensuring support for conscription.

This chapter uses the experiences of Chinese students at a trans-national university in China to raise questions about who actually are the "international students" in such a context, or indeed whether the term carries much analytical value in discussing student experiences. The university concerned offers "a British education", following UK quality assurance goals and procedures, and all teaching is done in English. The Chinese students – described by the university as "home" students – report experiencing similar challenges to those experienced by Chinese students in the United Kingdom or other overseas study destinations. We present data on these Chinese students' experiences based on experience and on a qualitative study of student identity development, using a cross-sectional approach combined with longitudinal elements. We show that the promised "British educational experience" is mediated by the students' own language problems, weaknesses in the university's approach and forms of "gaming" adopted by the students to deal with their own difficulties. We also raise questions about the impact on the students' identity development but recognise that this needs further research.

1. Provide a few sentences summarizing the method illustrated by the case study. Within the process of chemical risk assessment, risk characterization of non-cancer endpoints lacks an established method to account for the uncertainties associated with a point value estimate of the non-cancer hazard. The lack of an established method to provide quantitative bounds on the uncertainty associated with non-cancer hazard estimates has been a considerable limitation upon effective risk management and decision-making at waste cleanup sites since the implementation of environmental assessment and remediation programs (e.g., CERCLA, RCRA and state cleanup programs) over the past thirty-five years. The National Academy of Sciences (2009; p. 128) discusses the value of presenting hazard ranges for characterizing non-cancer hazards:

Despite the rapid increase of international students in the Chinese higher education sector, little is known about their experiences in China. This chapter explores international students' experiences within and outside the university, and how such experiences affect their perceptions of China. Nine Pakistani participants, selected after an initial questionnaire survey, were interviewed at a university in central China, through annual in-depth interviews. Drawing on Martin Buber's concepts of 'I-Thou' relationships and dialogical communication, analysis of our data reveals how Pakistani participants' interactions with their Chinese hosts failed to help generate less stereotypical understandings of China and feel themselves 'objectified' by the university.

This article seeks to establish comparability and continuity to past and present anti-Asiatic racisms in New Zealand society. In the years after 1986, the acceptance of non-European immigrants to New Zealand has drawn criticisms from both the dominant Anglo-Celtic majority in conjunction with the country’s indigenous Maori population. At a time when Asian minority subaltern existence fails to challenge the dominant discourse that has forestalled the state subvention of multiculturalism, it is hoped that this work provides conceptual clarity on the similarities and differences that exist between historical and contemporary anti-Asiatic racisms in New Zealand. There is, in other words, a shift from fears towards Asians or Orientals as an inferior ‘race’ to the current racialization involving the inscription of new forms of colonial power designed to maintain a sense of ethnocracy.

A method for determining a safety range for non-cancer risks is proposed, similar in concept to the range used for cancer in the management of waste sites. This safety range brings transparency to the chemical specific Reference Dose or Concentration by replacing their "order of magnitude" definitions with a scientifically-based range. EPA's multiple RfCs for trichloroethylene (TCE) were evaluated as a case study. For TCE, a multi-endpoint safety range was judged to be 3 mu g/m(3) to 30 mu g/m(3) based on a review of kidney effects found in NTP (1988), thymus effects found in Keil et al. (2009) and cardiac effects found in the Johnson et al. (2003) study. This multi-endpoint safety range is derived from studies for which the appropriate averaging time corresponds to different exposure durations, and, therefore, can be applied to both long- and short-term exposures with appropriate consideration of exposure averaging times. For shorter-term exposures, averaging time should be based on the time of cardiac development in humans during fetal growth, an average of approximately 20-25 days. (C) 2016 The Author(s). Published by Elsevier Inc.

Using ethnographic data gleaned from a foreign-managed Christian school in Indonesia, this article situates the ethnic prejudices of Indonesian Chinese parents and students toward Filipino teachers within the organizational and cultural politics of private schooling. It is argued that the commoditization of education as a form of market consumption alongside the masculinized international curriculum help shape the feminization of teachers from the Philippines. Catering to the aspirations of the country’s minority ethnic Chinese, privately managed schools actively recruit trained teachers from the Philippines, many of whom are female and are perceived by students and their parents as exhibiting negative symbolic capital. In the process of their employment, they encounter occasional moments of less than complete success and challenges in their jobs. This article situates this prejudice within the cultural politics of masculinized Chinese schooling in Indonesia, while seeking to shed light on the role of Filipino work migrancy in Indonesia’s formal employment sector.

In Asian societies, the framing of contemporary masculinities and femininities remains under-theorised. This article critically examines the interplay between schooling, Indonesian Chinese ethnicity and the (re)production of male entrepreneurial masculinities manifested in teenage boys’ sexual/gender subjectivities and identity formation. The qualitative data obtained from an anonymous Chinese-Christian majority international school in Indonesia’s capital city, Jakarta, illustrate how patrimonial practice, in conjunction with repudiations and identifications in an elite educational environment shape gender and specific ways of being male that also “speak” Chineseness. This exploratory case study aims to contribute a theoretically-led empirical intervention which locates Chinese ethnicity and masculinity within their socio-cultural schooling specificities as a prelude to discussing new directions for researching gendered ethnicity and education in Indonesia.

and he astutely uses a great number of citations which buttress his arguments. The book does have some minor shortcomings. For example, the chapter on regional cooperation (pp. 109–113) is too brief and does not fully address India’s role and membership in other regional organisations. On the other hand, the chapter on the Indian economy (pp. 53–74) should have been shorter, as this is not the actual focus of the book. Africa’s role for India’s foreign policy should also have received more attention, especially considering its relevance in terms of resources and energy supply. But these points apart, the book offers a sophisticated, highly readable account of India’s foreign policy and this makes the work attractive for journalists, policy makers and members of academia. This book is bound to become the new standard textbook on Indian foreign policy.

In Asian societies, the framing of contemporary masculinities and femininities remains under-theorised. This article critically examines the interplay between schooling, Indonesian Chinese ethnicity and the (re)production of male entrepreneurial masculinities manifested in teenage boys' sexual/gender subjectivities and identity formation. The qualitative data obtained from an anonymous Chinese-Christian majority international school in Indonesia's capital city, Jakarta, illustrate how patrimonial practice, in conjunction with repudiations and identifications in an elite educational environment shape gender and specific ways of being male that also "speak" Chineseness. This exploratory case study aims to contribute a theoretically-led empirical intervention which locates Chinese ethnicity and masculinity within their socio-cultural schooling specificities as a prelude to discussing new directions for researching gendered ethnicity and education in Indonesia.

The number of international students in China is increasing rapidly, but their experiences in China remain largely unknown. This article reports an intensive longitudinal multiple case study that explores eight American students’ intercultural experiences and the impacts of such experiences on individual identity during their study in a Chinese university in 2010. Data come from monthly interviews and diaries that the students kept. Findings support Kim’s depiction of the processes by which intercultural identity emerges, notably the stress–adaptation–growth cycle and the concurrent processes of acculturation and deculturation. These findings reveal the journey of participants from cultural naivety to an emergent intercultural awareness and cultural critical capacity. Despite considerable ignorance and misunderstanding about China as an exotic “other” at the beginning of the program, all participants underwent some degree of cultural identity shift toward the more “open-ended . . . self–other orientation” of Kim’s “intercultural identity.”

In light of biculturalism's place in New Zealand's history, any attempts to establish a state-sponsored project of multiculturalism have always been treated with suspicion and controversy. This article provides a contemporary understanding of the conceptual ambiguities found in the country's configuration of multiculturalism that governs cultural diversity through the market. As a prelude to establishing the need for a new citizenship research agenda through cosmopolitanism developed in consultation with Maori, it is argued that the strictures of New Zealand's unofficial policy of commercial multi-culturalism need to be transcended before Asians and other non-European migrants to the country can contribute successfully.