![]() ![]() “Le Monde discussion fora ?, by contrast.” I did not proofread these chapters, but I did notice a typo on page 1.3.2 in the sidebar. I did not encounter problems with interface Since many instructors supplement the textbook with additional readings and assign chapter reading differently than the text, I do not see the overall organization of chapters to be an issue. Key terms in the text that are also in the glossary are highlighted for easy finding. I disliked the numbering system in the modules and find old-fashioned page numbers more useful. I applaud that attention is paid to social media in this text. This area of social media interface is coming into focus in communication textbooks. His discussions of social media and some of the solutions need updating and expansion. I would rethink the discussion of identity, which leaves out religion, geography, and class. ![]() This book is online and simplifies that process. I think updating the text would not be difficult since many of the issues like refugees and the textbook’s descriptions of the slavery experience are not going away soon. Salzman's definitions of tribalism are all harmful, forgetting that during this time no centralized government took care of widows and orphans and that tribes also reflect linguistic differences with people not understanding a neighboring Berber language. Generally, we refer to the groups in the Maghrib as Berbers rather than Bedouins. Trade and political events also fed into its spread. ![]() I wondered because it continues the myth of Islam’s spread only by the sword. He writes for a small conservative newspaper in Northern Virginia. On page 2.2.2 I wondered whether Salzman in the sidebar was an anthropologist or sociologist. When shopping kids identify their mothers by their footwear! In other Middle Eastern countries and Indonesia, most women wear just the hijab which covers a woman's hair for the most part. The Gulfies and many Shias also wear the abaya which covers their whole body. Veiling usually refers to wearing the niqab and hijab in the Gulf. On page 5.2.3 there seems to be some confusion in the text and picture caption. (I team-taught a course on the Arab Spring.) This was the case with reports on the fruit/vegetable vendor in Tunisia and the reports on some of the events in Egypt. On 1.2.7 where he explains citizen journalism, I think he should emphasize the inaccuracies they perpetrate and that they often have a hidden agenda. Armenians were the victims of this endeavor. I believe that the genocide was in Turkey, not Armenia. On page 1.2.5 the author refers to twentieth-century genocides and gives three examples. In general, the text is accurate I found a few errors. I also find that the author of a given textbook has journal articles that are the most useful explanation of his or her thoughts, but these are not used for this text. Teachers and students would have access to journals but would be less likely to have access to these textbooks. I am concerned about the author’s heavy reliance on secondary as opposed to primary sources. Some chapters have further reading and films listed. The text does supply at the end of each chapter, a list of the sources used, a glossary, a helpful list of activities, and TED talks. The first things I look for in a textbook are the table of contents and the bibliography. It is most suited for lower-level and community college classes. This book is indeed a primer and covers the fundamental theories, but not in depth. Reviewed by Fran Hassencahl, Associate professor, Old Dominion University on 7/27/23
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