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Communication, Mass Communication & Journalism – Spring 2015

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PUBLIC SPEAKING The Public Speaking Playbook Teri Kwal Gamble, College of New Rochelle • Michael W. Gamble, New York Institute of Technology Coach your students to prepare, practice, and present their public speeches to their highest level. With a focus on actively building skills, Authors Teri Kwal Gamble and Michael W. Gamble train students in the fundamentals of the public speaking process using frequent interactive exercises that allow students to practice—and improve—their public speaking. Students want to put their skills into practice quickly, so the Playbook gives them the essentials in brief learning modules that focus on skill-building through independent and collaborative learning activities. As students master their skills, they are also encouraged to think critically about what it means to "play fair" in your public speaking—with a focus on diversity, ethics, and civic engagement. Spiral ISBN: 978-1-4522-9950-1 • February 2015 • 528 pages • • INTERPERSONAL COMMUNICATION Interpersonal Communication Building Connections Together Teri Kwal Gamble, College of New Rochelle • Michael W. Gamble, New York Institute of Technology Designed to promote self-refl ection and develop students' interpersonal communication skills, the book appeals to their interests in and fascination with popular culture, media, and technology, engaging them by facilitating their personal observation, processing, and analysis of how they connect interpersonally in the real world and as depicted in popular culture, the media, and online. With this strong emphasis on concepts and examples relevant to students' daily lives, each chapter of this engaging text examines how media, technology, gender, and culture affect the dynamics of relationships and self-expression. Paperback ISBN: 978-1-4522-2013-0 • ©2014 • 496 pages • online resources • PERSUASION UPDATED EDITION OF BESTSELLER! Persuasion Theory and Research, Third Edition Daniel J. O'Keefe, Northwestern University This text introduces students to the most important social-scientifi c theory and research on persuasion. The Third Edition adds two new chapters on social judgment theory and stage models, revision of the treatment of the theories of reasoned action and planned behavior, and new attention to subjects such as reactance and the use of narratives as vehicles for persuasion. The new edition also gives special attention to message adaptation along with extensive new examples and discussion throughout of new developments in research and theory. Paperback ISBN: 978-1-4522-7667-0 • March 2015 • 384 pages • online resources • ENVIRONMENTAL COMMUNICATION Environmental Confl ict Management Tracylee Clarke, California State University, Channel Islands • Tarla Rai Peterson, University of Utah Clarke and Peterson introduce students to the research and practice of environmental confl ict and provide a step-by-step process for engaging stakeholders and interested parties in the management of environmental disputes. Students will develop techniques for public involvement and community outreach, strategies for effective meeting management, approaches to negotiating options and methodologies for communicating concerns and working through differences, and outlines for implementing and evaluating strategies for sustaining positive community relations. Paperback ISBN: 978-1-4833-0303-1 • March 2015 • 240 pages • Environmental Communication and the Public Sphere Fourth Edition Robert Cox, The University of North Carolina at Chapel Hill • Phaedra C. Pezzullo, Indiana University This award-winning text remains the only comprehensive introduction to the growing fi eld of environmental communication. The updated and revised edition includes four new chapters introducing students to "Visual and Popular Culture Portrayals of the Environment," "Digital Media and Environmental Activism," "Sustainability and the Greening of Campuses and Corporations," and "Citizen's (and Nature's) 'Standing': Environmental Protection and the Law." All 14 chapters include expanded discussion of key communication concepts, new case studies, and global or international examples. Paperback ISBN: 978-1-4833-4433-1 • May 2015 • 376 pages • INTERCULTURAL COMMUNICATION UPDATED EDITION OF BESTSELLER! Introduction to Intercultural Communication Identities in a Global Community, Eighth Edition Fred E. Jandt This text prepares today's students to successfully navigate our increasingly global community. Jandt introduces essential communication skills and concepts that will empower readers to interact successfully with different cultures and ethnic groups. Each chapter integrates material on social media, as well as extensive new examples from recent international news and events. Throughout the text, Jandt reinforces the important roles that our own stories, personal experiences, and self-refl ection play in building our intercultural understanding and competence. New to the Eighth Edition • Focus on Skills: provides expanded coverage of intercultural communication in practice • Focus on Technology: illustrates the impact of news communication technology on intercultural encounters • New maps provide additional context for discussion of cultures and regions across the globe Paperback ISBN: 978-1-4833-4430-0 • February 2015 • 472 pages • • NEW EDITION COMING IN AUGUST 2015! Intercultural Communication Globalization and Social Justice Kathryn Sorrells, California State University, Northridge This innovative text introduces students to the complex relationships, structures, and contexts that shape intercultural communication in the age of globalization. The book examines communication among cultures within the broader geopolitical, economic, and cultural context of globalization, highlighting the signifi cance of history, power, and global institutions—political, economic, and media institutions—for the study of communication and culture. Paperback ISBN: 978-1-4129-2744-4 • ©2013 • 312 pages • online resources • Globalizing Intercultural Communication A Reader Kathryn Sorrells, California State University, Northridge • Sachi Sekimoto, Minnesota State University, Mankato This reader introduces students to intercultural communication within the global context, and equips them with the knowledge and understanding to grapple with the dynamic, interconnected and complex nature of intercultural relations in the world today. Each of the 14 chapters pairs an original research article explicating key topics, theories, or concepts with a fi rst-person narrative that brings the chapter content alive and invites students to develop and apply their knowledge of intercultural communication. Paperback ISBN: 978-1-4522-9933-4 • January 2015 • 360 pages UPDATED EDITION OF BESTSELLER! Intercultural Communication A Contextual Approach, Sixth Edition James W. Neuliep, St. Norbert College In this fully updated Sixth Edition, author James W. Neuliep provides a clear contextual model (visually depicted by a series of concentric circles) for examining communication within cultural, microcultural, environmental, sociorelational, and perceptual contexts. Beginning with the broadest context—the cultural component of the model—the book progresses chapter by chapter through the model to the most specifi c traits of communication; verbal and nonverbal messages. Highlighting values, ethnicity, physical geography, and attitudes, the book examines means of interaction, including body language, eye contact, and the exchange of words, as well as the stages of relationships, cross-cultural management, intercultural confl ict, and culture shock. Paperback ISBN: 978-1-4522-5659-7 • ©2015 • 528 pages • online resources • Request your complimentary review copy at sagepub.com or cqpress.com! Visit sagepub.com or cqpress.com TODAY and request your complimentary review copy! Bundle Sorrell's Intercultural Communication with the reader and save 20%! Bundle and Save! INTRODUCTION TO COMMUNICATION BESTSELLER! Communication in Everyday Life A Survey of Communication, Second Edition Steve W. Duck, University of Iowa • David T. McMahan, Missouri Western State University This text remains the only introductory communication book to explore fundamental concepts, theories, and skills aimed at helping readers apply the material to their personal and professional lives; with a thematic integration of the relational perspective and a focus on demonstrating its direct relevance to their own everyday communication. This book helps readers develop a strong foundation in communication concepts, theory, and research, as well as practical communication skills such as listening, critical thinking, using technology to communicate, understanding nonverbal communication, creating persuasive strategies, and managing group confl ict. Paperback ISBN: 978-1-4522-5978-9 • ©2015 • 408 pages • • BESTSELLER! Communication in Everyday Life The Basic Course Edition with Public Speaking Steve W. Duck, University of Iowa • David T. McMahan, Missouri Western State University Now with four chapters devoted to preparing and delivering effective informative, persuasive, and special occasion presentations, this text helps students develop the skills and knowledge they need to enhance their daily lives through a deeper understanding of the inseparable connection between relationships and communication. This new alternate version gives practical instruction on communicating interpersonally, in groups, and with technology; and provides unique coverage of social media and technology, and workplace communication. Paperback ISBN: 978-1-4833-4498-0 • ©2015 • 424 pages • • BESTSELLER! Communication A Critical/Cultural Introduction, Second Edition John T. Warren, Southern Illinois University Carbondale • Deanna L. Fassett, San José State University This exciting text for the hybrid course introduces communication theory, interpersonal communication, and public communication and culture through the lens of contemporary critical theory. The book focuses on public advocacy as a more meaningful way to approach public speaking through coverage of topics and issues that students are most passionate about. By situating communication concepts and theories within contemporary and engaging cultural scenes, the book is much more than a survey of ideas; it demonstrates the power of communication in our everyday lives. Paperback ISBN: 978-1-4522-1781-9 • ©2015 • 296 pages • • The Communication Age Connecting and Engaging Autumn Edwards, Western Michigan University • Chad Edwards, Western Michigan University • Shawn T. Wahl, Missouri State University • Scott A. Myers, West Virginia University This contemporary and engaging text invites you to join the conversation about today's issues and have your voice heard. It shows students how to apply foundational concepts while incorporating technology, media, and speech communication to foster civic engagement for a better future. Print + Interactive eBook ISBN: 978-1-4522-7570-3 • ©2013 • 544 pages • online resources • Contact your SAGE representative to bundle any text with an Interactive Speech Tool: sagepub.com/fi ndmyrep My Rep SpeechPlanner Plan and prepare your speech – one step at a time. Bundle with any print text for FREE! ISBN: 978-1-4522-8735-5 GoReact Recording, sharing, and evaluating student speech videos made easy – for you and your students! ISBN: 978-1-4833-6969-3 Features to Support Your Teaching Needs: 12 Chapter 1: Public Speaking and You: Building Confidence 1.3e Use Skills Training We can combat both the physical and the mental effects of speech anxiety by making a conscious effort always to • Speak on a topic about which we truly care • Prepare thoroughly for the speechmaking event; and • Keep in mind that our listeners are unlikely to perceive our signs of anxiety. Because you are training to become a better speaker, it is reasonable to expect you may still feel anxious about speaking in public—it's like under- taking any new activity. As you increase your skill level by learning how too prepare and deliver speeches, you become consciously competent and aware of your competence. e idea of public speaking actually becomes less threaten- ing. 20 Remember the fears you had going out on your first date? Remember the anxiety you felt entering a new school or moving to a new town, or beginning a new job? Once you learned to perform effectively in those situations, you were able to conquer your fears. Similarly, with skills training and with practice, you can learn to channel and control your fear of public speaking. Increased experience and practice are the keys to your success. By making your anxiety work for you, by converting it into positive energy, you learn to fear anxiety less, and you learn to like public speaking more. With experience you will learn to face the speech- maker's challenge with more confidence. conquering speech anxiety i have assessed my own feelings and fears about giving a speech. i have chosen a topic that i know and about which i feel passionate. last night, i practiced a powerful pose.—i stood tall, i leaned forward, and opened my arms to the audience, staking out a broad surface with my hands. the morning before my speech, i went for a walk, a run, or a swim. just before my speech, i took a moment to center my breathing and thoughts. i am ready to deliver my speech. Copyright © 2016 by SAGE Publications, Inc. Special printing of uncorrected page proofs. Our emphasis on active learning continues in every chapter with a series of WORKOUT EXERCISES designed to facilitate student involvement and reinforce student skill development. Always included among this section's exercises are activities focused on speech analysis, preparation, and delivery. Many exercises also include ANNOTATED SAMPLE SPEECHES for review and critique. These exercises may be used to initiate classroom discussion, facilitate groupwork, and encourage student self-review, or assigned as in-class activities or homework. We provide GAME PLANS in every chapter to highlight the essential skills and content covered in a handy checklist format that enables quick review and practical application. We designed the Game Plans for your students to use as tools for systematically conducting self- reviews conŠ rming that they are on the right track as they prepare and deliver speeches. We also make use of CHECKLISTS within the main body of the chapters to reinforce learning by prompting immediate application of important concepts and skills. These checklists can be used by instructors to support classroom discussion of key topics or steer class exercises in addition to helping students quickly identify coverage of practical tools to use throughout the speechmaking process. 118 Chapter 8: Integrating Support workout exercises: MASTERING METHODS Understanding audience positions, building credibility, using solid evidence, and helping the audience feel that the change you call for is necessary are integral to achieving your goals. Completing these training camp activities will help you accomplish that. 1. Find The Fallacy Select the transcript of a talk show from CNN.com, MSNBC. com or FOXNews.com in which the host and one or more guests discussed a timely controversial issue. Analyze the claims made, the evidence offered, and the warrants used by each party. To what extent, if any, do you think the arguments made are defensible on the basis of logic and sound principles of reasoning? Support your answer. 2. The Needs Hierarchy Use Maslow's Hierarchy of Needs to target the types of needs you will appeal to in the following situations: 1. You want to persuade an audience of high school seniors not to drink and drive. 2. You want to convince parents that the government should not regulate television content. 3. You want to persuade an audience of college students to donate blood. 4. You want to convince veterans that they should not support the passing of an amendment to ban flag burning. 5. You want to convince Congress to pass a law prohibiting either former members of congress or any president's cabinet from ever becoming lobbyists. istockphoto.com Play 8.3: Use Definitions Our Privacy Is Being Shredded Flash! Google glass and Big Brother are watching and listening to all of us! New uses for technology and surveillance are stripping away our privacy rights. I don't support this happening and neither should you. Our personal information should not be free for the taking. Privacy should be the law, not just an illusion. We need to take steps to protect our right to privacy. Two lawyers, Louis Brandeis and Samuel Warren, in an article written for The Harvard Law Review titled "The Right to Privacy," issued the following warning to the citizens of the United States: " . . . numerous mechanical devices threaten to make good the prediction that 'what is whispered in the closet shall be proclaimed from the house-tops.'" Though their article was written back in 1890, little did Brandeis and Warren know how prophetic their warning would become, as we now find ourselves in the midst of a new chapter in the debate that they originally began regarding which aspects of our lives should be made public and which should be kept private. My question is, how far do we want technology and the government to see into our private lives, and this should be your question too. 119 SN 20-1 The speaker uses an exclamatory statement to capture the audience's attention, and foreshadow the proposition of the speech. The speaker also introduces a speech motif, a refrain specifying what the speaker and audience should and should not support or do, that will echo throughout the speech. SN 20-2 The speaker quotes the privacy concerns of two lawyers, surprising receivers with the date of the quote—and moving the concern into the present. SN 20-3 The speaker echos the refrain motif. continued 3. Analyze The Speech: The speech that follows focuses on the primacy of privacy in this ago of surveillance. As you read it, assess if the speech succeeds in sparking your interest in the topic, explains why the subject ought to concern you, builds your belief in the speaker's credibility, and contains both solid reasoning and arguments designed to win your support. We provide highlight the essential skills and content covered in a handy checklist format that enables quick review and practical application. We designed 12 Chapter 1: Public Speaking and You: Building Confidence 1.3e Use Skills Training We can combat both the physical and the mental effects of speech anxiety by making a conscious effort always to • Speak on a topic about which we truly care • Prepare thoroughly for the speechmaking event; and • Keep in mind that our listeners are unlikely to perceive our signs of anxiety. Because you are training to become a better speaker, it is reasonable to expect you may still feel anxious about speaking in public—it's like under- taking any new activity. As you increase your skill level by learning how too prepare and deliver speeches, you become consciously competent and aware of your competence. e idea of public speaking actually becomes less threaten- ing. 20 Remember the fears you had going out on your first date? Remember the anxiety you felt entering a new school or moving to a new town, or beginning a new job? Once you learned to perform effectively in those situations, you were able to conquer your fears. Similarly, with skills training and with practice, you can learn to channel and control your fear of public speaking. Increased experience and practice are the keys to your success. By making your anxiety work for you, by converting it into positive energy, you learn to fear anxiety less, and you learn to like public speaking more. With experience you will learn to face the speech- maker's challenge with more confidence. conquering speech anxiety i have assessed my own feelings and fears about giving a speech. i have chosen a topic that i know and about which i feel passionate. last night, i practiced a powerful pose.—i stood tall, i leaned forward, and opened my arms to the audience, staking out a broad surface with my hands. the morning before my speech, i went for a walk, a run, or a swim. just before my speech, i took a moment to center my breathing and thoughts. i am ready to deliver my speech. Copyright © 2016 by SAGE Publications, Inc. Special printing of uncorrected page proofs. 115 Play 8.3: Use Definitions 8.3b How Do You Define A Word? When you take your definition from a dictionary, you invest the meaning you cite with a degree of authority and credibility. On the other hand, using an original definition could help audience members share your personal mean- ing for a word and could help make the speaker-audience connection more intense. Of course, using definitions supplied by experts also could help pre- cipitate audience understanding and acceptance. In a speech debunking the idea that the purpose of college was to train students for a job, one speaker explained why this is impossible: To train is to develop or form the habits, thoughts or behavior by disci- pline and instruction, such as—to train an unruly boy; to make proficient by instruction and practice, as in some art, profession, or work: to train soldiers; to make fit by proper exercise, diet, practice, as for an athletic performance; to discipline and instruct (an animal), as in the performance of tasks or tricks; to treat or manipulate so as to bring into some desired form, position, direction: to train one's hair to stay down. We can't be in the business of "training" you for specific jobs because those jobs won't even exist in the future. In this way, the speaker made it clear that change is a constant and as a result the educating that colleges accomplish cannot be job specific. 8.3c Assess If Your Definitions Have Power Definitions are designed to clarify intended meanings of concepts. Once you are convinced they will increase listener understanding or acceptance of your ideas, there is sufficient reason to use them. By helping you explain the nature of a term or situation to your audience members, a definition may also help you inform and persuade them. You can use the following checklist to gauge the power of each definition you employ. 1. Does my definition contribute to the overall goal and purpose of my speech? 2. Is my definition easily understood? 3. Am I consistent in the way I define or explain a term or problem? 4. Will audience members readily accept my definition? CHECKLISTS within the main body of the chapters reinforce learning by prompting immediate application of important concepts and skills GAME PLANS in every chapter encourage active learning by highlighting the essential skills and content covered in a checklist format WORKOUT EXERCISES facilitate student involvement and reinforce student skill development ANNOTATED SAMPLE SPEECHES for review and critique Our emphasis on active learning continues in every chapter with a series of WORKOUT EXERCISES designed to facilitate student involvement and reinforce student skill development. Always included among this section's exercises are activities focused on speech analysis, preparation, and delivery. Many exercises also include ANNOTATED SAMPLE SPEECHES for review and critique. These exercises may be used to initiate classroom discussion, facilitate groupwork, and encourage student self-review, or assigned as in-class activities or homework. We provide GAME PLANS in every chapter to highlight the essential skills and content covered in a handy checklist format that enables quick review and practical application. We designed the Game Plans for your students to use as tools for systematically conducting self- reviews conŠ rming that they are on the right track as they prepare and deliver speeches. We also make use of CHECKLISTS within the main body of the chapters to reinforce learning by prompting immediate application of important concepts and skills. These checklists can be used by instructors to support classroom discussion of key topics or steer class exercises in addition to helping students quickly identify coverage of practical tools to use throughout the speechmaking process. 118 Chapter 8: Integrating Support workout exercises: MASTERING METHODS Understanding audience positions, building credibility, using solid evidence, and helping the audience feel that the change you call for is necessary are integral to achieving your goals. Completing these training camp activities will help you accomplish that. 1. Find The Fallacy Select the transcript of a talk show from CNN.com, MSNBC. com or FOXNews.com in which the host and one or more guests discussed a timely controversial issue. Analyze the claims made, the evidence offered, and the warrants used by each party. To what extent, if any, do you think the arguments made are defensible on the basis of logic and sound principles of reasoning? Support your answer. 2. The Needs Hierarchy Use Maslow's Hierarchy of Needs to target the types of needs you will appeal to in the following situations: 1. You want to persuade an audience of high school seniors not to drink and drive. 2. You want to convince parents that the government should not regulate television content. 3. You want to persuade an audience of college students to donate blood. 4. You want to convince veterans that they should not support the passing of an amendment to ban flag burning. 5. You want to convince Congress to pass a law prohibiting either former members of congress or any president's cabinet from ever becoming lobbyists. istockphoto.com Play 8.3: Use Definitions Our Privacy Is Being Shredded Flash! Google glass and Big Brother are watching and listening to all of us! New uses for technology and surveillance are stripping away our privacy rights. I don't support this happening and neither should you. Our personal information should not be free for the taking. Privacy should be the law, not just an illusion. We need to take steps to protect our right to privacy. Two lawyers, Louis Brandeis and Samuel Warren, in an article written for The Harvard Law Review titled "The Right to Privacy," issued the following warning to the citizens of the United States: " . . . numerous mechanical devices threaten to make good the prediction that 'what is whispered in the closet shall be proclaimed from the house-tops.'" Though their article was written back in 1890, little did Brandeis and Warren know how prophetic their warning would become, as we now find ourselves in the midst of a new chapter in the debate that they originally began regarding which aspects of our lives should be made public and which should be kept private. My question is, how far do we want technology and the government to see into our private lives, and this should be your question too. 119 SN 20-1 The speaker uses an exclamatory statement to capture the audience's attention, and foreshadow the proposition of the speech. The speaker also introduces a speech motif, a refrain specifying what the speaker and audience should and should not support or do, that will echo throughout the speech. SN 20-2 The speaker quotes the privacy concerns of two lawyers, surprising receivers with the date of the quote—and moving the concern into the present. SN 20-3 The speaker echos the refrain motif. continued 3. Analyze The Speech: The speech that follows focuses on the primacy of privacy in this ago of surveillance. As you read it, assess if the speech succeeds in sparking your interest in the topic, explains why the subject ought to concern you, builds your belief in the speaker's credibility, and contains both solid reasoning and arguments designed to win your support. We provide highlight the essential skills and content covered in a handy checklist format that enables quick review and practical application. We designed 12 Chapter 1: Public Speaking and You: Building Confidence 1.3e Use Skills Training We can combat both the physical and the mental effects of speech anxiety by making a conscious effort always to • Speak on a topic about which we truly care • Prepare thoroughly for the speechmaking event; and • Keep in mind that our listeners are unlikely to perceive our signs of anxiety. Because you are training to become a better speaker, it is reasonable to expect you may still feel anxious about speaking in public—it's like under- taking any new activity. As you increase your skill level by learning how too prepare and deliver speeches, you become consciously competent and aware of your competence. e idea of public speaking actually becomes less threaten- ing. 20 Remember the fears you had going out on your first date? Remember the anxiety you felt entering a new school or moving to a new town, or beginning a new job? Once you learned to perform effectively in those situations, you were able to conquer your fears. Similarly, with skills training and with practice, you can learn to channel and control your fear of public speaking. Increased experience and practice are the keys to your success. By making your anxiety work for you, by converting it into positive energy, you learn to fear anxiety less, and you learn to like public speaking more. With experience you will learn to face the speech- maker's challenge with more confidence. conquering speech anxiety i have assessed my own feelings and fears about giving a speech. i have chosen a topic that i know and about which i feel passionate. last night, i practiced a powerful pose.—i stood tall, i leaned forward, and opened my arms to the audience, staking out a broad surface with my hands. the morning before my speech, i went for a walk, a run, or a swim. just before my speech, i took a moment to center my breathing and thoughts. i am ready to deliver my speech. Copyright © 2016 by SAGE Publications, Inc. Special printing of uncorrected page proofs. 115 Play 8.3: Use Definitions 8.3b How Do You Define A Word? When you take your definition from a dictionary, you invest the meaning you cite with a degree of authority and credibility. On the other hand, using an original definition could help audience members share your personal mean- ing for a word and could help make the speaker-audience connection more intense. Of course, using definitions supplied by experts also could help pre- cipitate audience understanding and acceptance. In a speech debunking the idea that the purpose of college was to train students for a job, one speaker explained why this is impossible: To train is to develop or form the habits, thoughts or behavior by disci- pline and instruction, such as—to train an unruly boy; to make proficient by instruction and practice, as in some art, profession, or work: to train soldiers; to make fit by proper exercise, diet, practice, as for an athletic performance; to discipline and instruct (an animal), as in the performance of tasks or tricks; to treat or manipulate so as to bring into some desired form, position, direction: to train one's hair to stay down. We can't be in the business of "training" you for specific jobs because those jobs won't even exist in the future. In this way, the speaker made it clear that change is a constant and as a result the educating that colleges accomplish cannot be job specific. 8.3c Assess If Your Definitions Have Power Definitions are designed to clarify intended meanings of concepts. Once you are convinced they will increase listener understanding or acceptance of your ideas, there is sufficient reason to use them. By helping you explain the nature of a term or situation to your audience members, a definition may also help you inform and persuade them. You can use the following checklist to gauge the power of each definition you employ. 1. Does my definition contribute to the overall goal and purpose of my speech? 2. Is my definition easily understood? 3. Am I consistent in the way I define or explain a term or problem? 4. Will audience members readily accept my definition? Bundle A Student Workbook for Public Speaking for only $5 more! Build your students' practical public speaking skills when you bundle A Student Workbook for Public Speaking: Speak from the Heart with Communication: A Critical/Cultural Introduction, Second Edition. BUNDLE ISBN: 978-1-4833-4554-3 Bundle and Save!

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