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This book explains the complex regional affairs of the South Caucasus states which have faced many conflicts. Beyond providing the cost-benefit analysis of the application of three major IR theories for the region, there is a policy perspective enlightening scholars and policymakers. This easy reading book is understandable for students too.

Machine generated contents note: pt. I FOUNDATIONS OF INTERCULTURAL COMMUNICATION IN A GLOBAL SOCIETY -- Introduction: Assessing Your Knowledge of Intercultural Communication -- 1.The Significance of Intercultural Communication in a Global Community -- Views of Our Global Community -- What's the Difference between Multicultural and Intercultural? -- What Is Intercultural Communication? -- Do We Live in a Global Society? -- Why Is Intercultural Communication Important? -- How Do We Study Intercultural Communication? -- The Role of Mindfulness in Intercultural Communication -- An Overview of This Book -- References -- 2.Core Concepts of Intercultural Communication in a Global Community -- Defining "Culture" Today -- Dominant Intercultural Communication Theories Today -- Thinking about Reality and Perception -- Identity and Communication -- The Interplay of Personal and Group Identity -- Differing Perspectives and Communication -- Technology's Impact -- The Media's Impact -- Considering Ethics -- References --

This book compares and contrasts the foreign relations strategies of China, Cuba, and Iran in the first decade of their post-revolutionary periods. Among a variety of explanatory variables, leadership, particularly the type of revolutionary leaders, played a significant role in explaining the outcome of the policymaking process in each case. Three distinct patterns of foreign relations strategies are evident among all three revolutionary regimes in the ten-year period: Two-Track, Conflictual, and Conciliatory. This book is a valuable source for both experts and non-experts alike in providing i

In teaching Middle East Politics (MEP) courses, instructors speak of many challenges, particularly students' typical uninformed and misleading preconceived notions about the region. Based on extensive experience in teaching MEP classes, my observations suggest that using Information Fluency (IF) principles, along with the application of internet technology, significantly improves course effectiveness for both students and faculty. The following essay is based on a study of the results of teaching MEP using an IF-inspired assignment in both the face-to-face and on-line course formats. To enhance the classroom environment, I use WebCT technology to deliver, supplement, and assess my MEP classes. Along with this discussion, I have appended relevant information from the syllabus for my course, CPO 3403 Politics of the Middle East. The complete syllabus can be accessed from my website: http://www.cas.ucf.edu/politicalscience/main.php?URL=sadri.