International Relations, Brief Edition, 8th edition Jon C. Pevehouse , Joshua S. Goldstein Test Bank

Type:

Test Bank

Resource:

International Relations

Edition:

8th Edition

Author(s):

Jon C. Pevehouse Joshua S. Goldstein

Chapter 1: The Globalization of International Relations MULTIPLE CHOICE 1. Globalization is __________.

A) not concerned with terrorism B) focused solely on economic development C) the management of territorial conflict D) the central trend in international relations today Answer: D Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Easy Skill Level: Understand the Concepts 2. International relations revolves around the key problem of how __________.

A) to deal with the issue of global warming B) to solve global poverty C) a group can reconcile its collective and individual interests D) states can properly negotiate treaties Answer: C Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Moderate Skill Level: Understand the Concepts 3. The U.S. home mortgage market initiated the __________ of 2008–2009.

A) minor global economic spike B) international bond market C) global economic recession D) international economic competition Answer: C Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Easy Skill Level: Remember the Facts 4. The collective goods problem is particularly acute in international relations due to __________.

A) the strategy of reciprocity 1 .

B) the presence of a hegemon C) chaos D) the lack of a central authority that can enforce rules Answer: D Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Moderate Skill Level: Analyze It 5. International relations __________.

A) involves only presidents, generals, and diplomats B) influences daily life only when war occurs C) concerns the relationships among the world’s governments D) is largely concerned with bilateral relations between states Answer: C Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Easy Skill Level: Understand the Concepts 6. The collective goods problem is the problem of how to provide something that benefits __________ members of a group regardless of what each member contributes.

A) all B) most C) half of the D) the moral Answer: A Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Easy Skill Level: Understand the Concepts 7. Why are collective goods easier to provide in small groups than in large groups?

A) In a small group, the free riding of one member is harder to conceal.

B) In a small group, the free riding of one member has a smaller impact on the overall collective good.

C) Small groups tend to have a central authority to enforce rules on members.

D) Small groups want to cooperate more than large groups.

Answer: A 2 .

Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Moderate Skill Level: Analyze It 8. A current example of a collective goods problem is that __________.

A) poverty is so common around the globe B) states find it hard to cooperate on monetary policy C) states have a hard time communicating their genuine intentions D) states find it hard to cooperate to maintain global climate stability Answer: D Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Moderate Skill Level: Apply What You Know 9. In 2006, the United States warned North Korea against selling its bombs, threatening to retaliate against North Korea if any other actor used such a bomb against the United States. This strategy of the United States to prevent proliferation can be considered an example of which principle?

A) persuasion B) reciprocity C) identity D) collective goods Answer: B Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Moderate Skill Level: Apply What You Know 10. Which of the following actions would be considered a reciprocity solution to the problem of global warming?

A) The wealthiest countries reduce their greenhouse emissions substantially.

B) The international community names and shames those countries that fail to reduce greenhouse gas emissions.

C) All of the countries of the world sign a binding international agreement to reduce greenhouse gas emissions.

D) The big powers of the UN Security Council threaten to fight those countries that fail to reduce greenhouse emissions.

Answer: C 3 .

Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Difficult Skill Level: Apply What You Know 11. The two major subfields of the study of international relations are __________.

A) conflict and cooperation B) comparative politics and international security C) international security and international political economy D) international political economy and comparative politics Answer: C Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Easy Skill Level: Remember the Facts 12. How do dominance and reciprocity differ as solutions to collective goods problems?

A) Dominance relies on a power hierarchy acting as a central authority, whereas reciprocity operates without any central authority.

B) Dominance has advantages and disadvantages, whereas reciprocity has only advantages.

C) Dominance forms the basis of most institutions in the international system, whereas reciprocity has limited applications.

D) Dominance is the basis of cooperation in international relations, whereas reciprocity typically leads to conflict.

Answer: A Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Difficult Skill Level: Analyze It 13. The disadvantages of dominance as a solution to collective goods problems include __________.

A) a downward spiral as each side punishes what it believes to be negative acts by the other B) stability that comes at a cost of constant oppression of the lower-ranking members in the status hierarchy C) other groups being unlikely to challenge the top group’s power position D) fueling arms races in which members respond to other members’ buildup of weapons Answer: B Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

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Topic: Globalization, International Relations, and Daily Life Difficulty Level: Moderate Skill Level: Analyze It 14. How is the identity principle distinguished from the dominance and reciprocity principles?

A) The identity principle relies on mutually beneficial arrangements, whereas the dominance and reciprocity principles rely on members sacrificing their own interests to benefit others.

B) Contributions to development assistance or UN peacekeeping missions are better explained by the dominance and reciprocity principles than by the identity principle.

C) The identity principle plays no role in preventing nuclear proliferation, whereas the dominance and reciprocity principles do play a role.

D) The identity principle does not rely on self-interest, whereas the dominance and reciprocity principles rely on achieving individual self-interest.

Answer: D Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Difficult Skill Level: Analyze It 15. __________ is a necessary component of a state.

A) Territory B) Civil society C) Presidency D) Democracy Answer: A Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Remember the Facts 16. Among other things, a nation is a __________ share characteristics such as language and culture.

A) collection of territories that B) group of people who C) set of relationships that D) group of elected politicians who Answer: B Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Remember the Facts

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17. __________ is only informally recognized as a state, despite being a political entity often referred to as one.

A) Abkhazia B) Iraq C) Taiwan D) Western Sahara Answer: C Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Remember the Facts 18. __________ are two intergovernmental organizations.

A) Amnesty International and the Red Cross B) The WTO and the United Fruit Company C) OPEC and ISIS D) The African Union and NATO Answer: D Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Understand the Concepts 19. Which is an example of a transnational actor?

A) international diplomats guild B) national trade unions C) intergovernmental organizations D) the U.S. State Department Answer: C Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Understand the Concepts 20. There are as many as __________ NGOs and 5,000 IGOs globally.

A) 50,000 B) 20,000 C) 150,000 D) 5,000 Answer: A Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences 6 .

Difficulty Level: Easy Skill Level: Remember the Facts 21. Sovereignty is __________.

A) a state government answering to no higher authority B) a goal of international organizations in world affairs C) the ability of one country to have influence over another D) the development of participatory institutions of social life Answer: A Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Understand the Concepts 22. According to transformationalists, why is sovereignty sometimes more fluid than one might think?

A) States find it increasingly difficult to deal with contemporary problems such as refugee flows.

B) A state’s wealth is the main factor determining whether its sovereignty is respected by others.

C) Some states such as those in sub-Saharan Africa are too weak to protect their sovereignty.

D) International organizations such as the EU erode state sovereignty.

Answer: D Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Difficult Skill Level: Analyze It 23. The set of relationships among the world’s states, structured according to __________, is referred to as the international system.

A) globalization B) how power is distributed C) certain rules and patterns of interaction D) transnational trade agreements Answer: C Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Understand the Concepts 24. Because it is entirely a U.S. entity but also operates an International Trade Division to promote exports and foreign investment, the state of Ohio could be considered a(n) __________ actor.

A) governmental B) substate 7 .

C) international D) transnational Answer: B Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Apply What You Know 25. Nongovernmental organizations are __________ organizations acting as __________ actors.

A) public; transnational B) private; transnational C) private; intranational D) public; national Answer: B Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Understand the Concepts 26. Groups within states that influence the state’s __________ are called substate actors.

A) foreign policy B) political philosophy C) nongovernmental organizations D) sovereignty Answer: A Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Understand the Concepts 27. The __________ level of analysis concerns the perceptions, choices, and actions of human beings.

A) domestic B) systemic C) individual D) interstate Answer: C Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Understand the Concepts

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28. The __________ level of analysis concerns the influence of the international system on outcomes, whereas the __________ level of analysis concerns the aggregations of individuals within states that influence state actions in the international arena.

A) domestic; interstate B) systemic; individual C) individual; domestic D) interstate; domestic Answer: D Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Understand the Concepts 29. Consideration of the political organizations, government agencies, and economic sectors of states is the focus of the __________ level of analysis.

A) individual B) domestic C) interstate D) global Answer: B Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Understand the Concepts 30. Which is a domestic-level explanation for the 2003 U.S.-led war against Iraq?

A) President Bush’s desire to remove Saddam Hussein B) the rise of neoconservative policymakers in the U.S. administration C) the global distribution of power in favor of the United States D) the unwillingness of the UN Security Council to punish Iraq Answer: B Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Difficult Skill Level: Apply What You Know 31. Levels of analysis offer __________ explanations for international events.

A) military B) uniform C) different D) individual Answer: C 9 .

Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Understand the Concepts 32. According to scholars who see globalization as the fruition of liberal economic principles, what role do states play in the process of globalization?

A) They are the driving forces.

B) A handful of states dominate the process.

C) They share equal power in the process.

D) They have become obsolete as economic units.

Answer: D Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Analyze It 33. Which theorists are most likely to believe that the European Union is ultimately going to replace its individual member states?

A) liberals B) realists C) transformationalists D) globalization skeptics Answer: C Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Apply What You Know 34. A major source of conflict and war at present is the frequent mismatch between perceived __________ and actual state borders.

A) sovereign states B) non-sovereign states C) failed states D) nations Answer: D Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Understand the Concepts 35. With respect to globalization, __________.

A) its opponents are mostly united in their goals and tactics 10 .

B) policies to expand free trade are a central focus of antiglobalization protesters C) all sides agree that the North-South gap is disappearing faster than ever D) states are becoming stronger and more important actors in global politics Answer: B Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Analyze It 36. Which of the following is a major point of view on globalization?

A) Globalization diffuses authority, transforming state power to operate in new contexts.

B) The world’s major economies are more integrated today than before World War I, and the North-South gap is decreasing.

C) Globalization is changing international security more quickly and profoundly than it is changing international political economy.

D) Globalization is the fruition of conservative economic principles where a national marketplace has brought a lack of prosperity.

Answer: A Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Analyze It 37. Large states possessing massive military and economic strength and influence are called __________.

A) veto players B) rogue states C) hegemons D) great powers Answer: D Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Remember the Facts 38. The __________ relatively rich industrialized countries and relatively poor countries is called the North-South gap.

A) conflict between B) unity among C) scarcity problem among D) disparity between Answer: D 11 .

Learning Objective: 1.3 Identify at least three commonalities between states in the global North and states in the global South.

Topic: Global Geography Difficulty Level: Easy Skill Level: Understand the Concepts 39. In the global North, income levels per capita are roughly __________ times as high as in the global South.

A) three B) five C) ten D) twenty Answer: B Learning Objective: 1.3 Identify at least three commonalities between states in the global North and states in the global South.

Topic: Global Geography Difficulty Level: Moderate Skill Level: Remember the Facts 40. Given the definition of the North-South gap, which of the following states is more likely to be included in the global North?

A) Turkey B) South Korea C) South Sudan D) South Africa Answer: B Learning Objective: 1.3 Identify at least three commonalities between states in the global North and states in the global South.

Topic: Global Geography Difficulty Level: Difficult Skill Level: Analyze It 41. The Marshall Plan was a policy designed to __________.

A) create the North Atlantic Treaty Organization B) fight Nazi Germany C) rebuild European economies D) ensure détente Answer: C Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Easy Skill Level: Remember the Facts 12 .

42. What was the result of the Korean War at the time of the 1953 truce?

A) North Korea controlled more of the Korean peninsula.

B) China shifted its support to South Korea.

C) The United States shifted its support to North Korea.

D) The United States hardened its attitude toward communism.

Answer: D Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Analyze It 43. The Sino-Soviet split resulted in China becoming extremely __________ in the 1960s.

A) affluent B) militaristic C) philosophical D) independent Answer: D Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Understand the Concepts 44. In the Cold War era, just as was the case for the United States in Vietnam, the Soviet Union could not defeat rebel armies in __________.

A) Hungary B) Czechoslovakia C) Poland D) Afghanistan Answer: D Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Remember the Facts 45. When Yugoslavia fell apart, __________.

A) European countries joined forces and sent troops to defend the borders of the newly independent, sovereign states B) UN peacekeeping troops intervened and were able to keep casualties to a minimum

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C) an arms embargo was placed on heavily armed Serbia, while Bosnia was allowed to build up its arsenal so each side would be more equal D) ethnic Serbs seized parts of Croatia and Bosnia, where they killed non-Serbs or forced them from their homes Answer: D Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Remember the Facts 46. North Korea and Iran were players in recent crises involving __________.

A) arms sales to Nepal B) overthrown governments C) nuclear weapons programs D) massive oil spills Answer: C Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Easy Skill Level: Remember the Facts 47. During the Cold War, the alliance of states coordinated under the leadership of the __________ was called the North Atlantic Treaty Organization.

A) Ukraine B) European Union C) Soviet Union D) United States Answer: D Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Easy Skill Level: Understand the Concepts 48. The Berlin Wall was built by __________.

A) West Germany B) East Germany C) Russia D) the United States Answer: B 14 .

Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Easy Skill Level: Remember the Facts 49. An example of Cold War alliances between states is the __________.

A) United Nations B) Warsaw Pact C) Sino-Soviet split D) Limited Test Ban Treaty Answer: B Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Apply What You Know 50. In 1955, superpower leaders gathered in Geneva, deciding to reconstitute Austria. This type of gathering can be considered an example of a __________.

A) crisis B) summit meeting C) containment effort D) military strike Answer: B Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Apply What You Know 51. The United States backing the Ethiopian government and the Soviets backing next-door rival Somalia in the 1970s is an example of __________.

A) the Munich Agreement B) a missile crisis C) a proxy war D) globalization Answer: C Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Apply What You Know 15 .

52. In 2006, Israel fought a brief but intense war with __________ in southern Lebanon, while violent clashes between Israel and __________ continued from 2009 to 2014.

A) Hamas; Hezbollah B) Al Qaeda; Hamas C) Hezbollah; Hamas D) ISIS; Hezbollah Answer: C Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Remember the Facts 53. Which event in the post–World War II period probably brought the United States and the Soviet Union closest to nuclear war?

A) building of the Berlin Wall B) Cuban Missile Crisis C) Korean War D) U.S. involvement in Vietnam Answer: B Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Analyze It 54. The post–Cold War era is __________.

A) less complex and more predictable than the Cold War period B) less peaceful than the Cold War period C) characterized by a less global international economy D) characterized by transnational concerns such as environmental degradation and disease Answer: D Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Analyze It 55. The only great power from the global South is __________.

A) China B) Russia C) India 16 .

D) Saudi Arabia Answer: A Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Apply What You Know ESSAY 56. How do international relations affect your daily life? How do you as a college student affect international relations? Give three concrete examples of each.

Answer: The ideal answer should include: 1. Outline what international relations is and how it impacts the student’s life. Some examples might be how developments in international relations affect what students learn in school, what they watch on TV, how they vote, etc.

2. Students should touch on the role that awareness of the news, work on political campaigns, participation in the global marketplace, participation in the military, etc. also provide opportunities to participate in international relations.

3. Conclude with an evaluation of the overall impact these kinds of involvement in international relations might have.

Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Difficult Skill Level: Apply What You Know 57. How would you use the different levels of analysis to explain the causes of the 9/11 terrorist attacks? How useful is the approach of categorizing a typically very complex world in terms of simplified levels of analysis?

Answer: The ideal answer should include: 1. Describe the various levels of analysis.

2. Explain how each applicable level of analysis might be applied to the context and events of 9/11 and the “whys” behind 9/11. For instance, as the individual level of analysis concerns the perceptions, choices, and actions of individual human beings, one might argue that had John Kerry been elected rather than George W. Bush, or had Bill Clinton focused more strongly on issues of terrorism, 9/11 might never have occurred.

3. Evaluate how effective, or not, the application of levels of analysis is, and perhaps how different contexts allow for more or less effective application.

4. Offer a concise summary and effective conclusion.

Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Difficult 17 .

Skill Level: Apply What You Know 58. Distinguish among the nine global regions of the world. How (according to what criteria) were they grouped? Why are these factors important? Is there another set of criteria that should be used? Why or why not?

Answer: The ideal answer should include: 1. Provide an outline of the various regions of the world, explaining how the nine regions differ from each other.

2. Explain why factors such as the number of states a region contains and each region’s particular mix of cultures, geographical realities, and languages are important.

3. Suggest and evaluate a potential relevant additional set of criteria that might be used (religion, for example) or explain why no such additional set of criteria is applicable.

4. Provide a concise summary and effective conclusion.

Learning Objective: 1.3 Identify at least three commonalities between states in the global North and states in the global South.

Topic: Global Geography Difficulty Level: Difficult Skill Level: Analyze It 59. Would you say that the significant number of ethnic and civic conflicts that have occurred since the Cold War were essentially inevitable? What barriers might IGOs or NGOs have created in preventing such conflicts? Use key terms you have learned over the course of the chapter to aid your analysis.

Answer: The ideal answer should include: 1. Describe a couple of the particular ethnic and/or civic conflicts that have occurred since the Cold War, such as the Syrian or Yugoslav civil wars.

2. Explain the governmental and/or international institutional limitations and attitudes that could have complicated the prevention of these post–Cold War conflicts. Institutional barriers associated with international laws or norms can prove a large hindrance to the prevention of conflict.

3. Using detailed evidence from the text, assess how concepts such as international security, containment, proxy wars, nongovernmental organizations, intergovernmental organizations, sovereignty, etc. are key to issues of post–Cold War conflict.

4. Provide a succinct summary and conclusion.

Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Difficult Skill Level: Analyze It 60. What are three key events of the twentieth century that have shaped international relations today? Describe the events you choose and explain each of your choices.

Answer: The ideal answer should include: 18 .

1. Outline what it is that makes a “key” event a key event.

2. Explain why particular chosen events were significant, not just in general, or nationally, but crucial in shaping international relations. Such events might include the fall of communism/the Soviet Union, World War II, World War I, the Great Depression, etc. In turn, this shaping might include the creation of new alliances, new security or trade regimes, the moving of borders, and so on.

3. By way of explaining each choice of key event, perhaps compare and contrast these events, emphasizing the particular ways in which each event shaped international relations uniquely.

4. Provide a succinct summary and conclusion.

Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Difficult Skill Level: Apply What You Know 61. Why is countering global warming considered an example of a collective goods problem?

Based on what you have learned, in what ways could you apply the principles of dominance, identity, and reciprocity to help states reduce their greenhouse emissions?

Answer: The ideal answer should include: 1. Define a collective goods problem.

2. Explain why countering global warming is considered an example of a collective goods problem.

3. Define what the principles of dominance, identity, and reciprocity refer to, and clarify that the principles of dominance, identity, and reciprocity are proposed by realism, liberalism, and constructivism respectively.

4. Using detailed evidence from the text, discuss how realists, liberals, and constructivists would propose to counter global warming. For example, realists would focus on the use of force, dominance, and threats; liberals would underline the importance of interstate cooperation, and constructivists would mention the power of ideas, norms, and the logic of appropriateness.

5. Provide a succinct summary and conclusion.

Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Difficult Skill Level: Apply What You Know 62. One of the many problems in contemporary international relations is the North-South gap.

What are two potential causes and two potential consequences of the so-called North-South gap?

Answer: The ideal answer should include: 1. Define the global North and the global South, and explain what the North-South gap refers to.

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2. Discuss two of the potential causes of the North-South gap, such the creation of rival regional blocs in the world as a result of the economic integration of states, the uneven diffusion of technological practices, or uneven immigration patterns.

3. Elaborate on two of the potential consequences of the North-South gap, such as increasing infant mortality, deaths from preventable diseases, or political instability in the South.

4. Provide a succinct summary and conclusion.

Learning Objective: 1.3 Identify at least three commonalities between states in the global North and states in the global South.

Topic: Global Geography Difficulty Level: Difficult Skill Level: Analyze It 63. What are some of the key features of the Arab Spring uprisings? What do you consider to be one of the key causes and one of the key consequences of the uprisings?

Answer: The ideal answer should include: 1. Define the Arab Spring.

2. Explain some of the key features of the uprisings. For example, they all began with nonviolent protests in 2011, overthrew governments in Tunisia, Egypt, Libya, and Yemen, and sparked a brutal civil war in Syria.

3. Discuss one of the key causes of the uprisings in these countries. For example, the protestors wanted more democracy, more respect for the rule of law, civil rights and liberties, etc.

4. Discuss one of the key consequences of the uprisings in these countries. For example, in some countries like Tunisia and Egypt, the uprisings resulted in the overthrow of dictators and the holding of free elections. In others, such as Syria, they led to a prolonged and agonizing civil war, which in the case of Syria eventually spilled into neighboring Iraq.

5. Provide a succinct summary and conclusion.

Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Difficult Skill Level: Analyze It 64. “The Brexit vote in Great Britain and the election of President Donald Trump in the United States are examples of how globalization affects our daily lives.” Explain the rationale behind this statement, and then discuss whether you agree with it. Be sure to explain your reasoning.

Answer: The ideal answer should include: 1. Define Brexit.

2. Explain how Brexit can be considered a consequence of globalization. For example, Brexit reflects misgivings of many citizens in Great Britain about their lack of control over policies involving trade and immigration that came with membership in the European Union.

3. Explain how the election of Donald Trump can be interpreted as a consequence of globalization. For example, it demonstrates the American public’s concern over globalization,

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including job losses from trade, concern over immigration, and the desire to prioritize America’s interests over global concerns.

4. Discuss whether you agree with the statement. For example, both of these examples suggest that many individuals around the world have become uneasy with how global interconnections shape their daily lives.

5. Provide a succinct summary and conclusion.

Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Difficult Skill Level: Analyze It 65. The most important actors in international relations are considered to be states, which are defined in part by their sovereignty. Why is sovereignty considered to be important, and why is it sometimes less clear or more fluid than one might think?

Answer: The ideal answer should include: 1. Define sovereignty.

2. Explain why sovereignty is a key component of a state. For example, sovereignty is recognized by other states through diplomatic relations and usually by membership in the United Nations.

3. Discuss why sovereignty is less clear at times. For example, some scholars (e.g., transformationalists) would argue that sovereignty today is being eroded by international organizations (IOs) such as the European Union as these IOs are increasingly able to hold their member states accountable for their actions and to make decisions on behalf of their members.

4. Provide a succinct summary and conclusion.

Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Difficult Skill Level: Analyze It

21 .

Chapter 2: Realist Theories MULTIPLE CHOICE 1. Modern realist theory developed in reaction to __________.

A) the Cold War B) idealism C) Marxism D) constructivism Answer: B Learning Objective: 2.1 Identify at least three assumptions of the theory of realism.

Topic: Realism Difficulty Level: Easy Skill Level: Remember the Facts 2. Thucydides belongs to the __________ school of thought.

A) Marxist B) neoconservative C) realist D) objectivist Answer: C Learning Objective: 2.1 Identify at least three assumptions of the theory of realism.

Topic: Realism Difficulty Level: Moderate Skill Level: Remember the Facts 3. The most important feature of international relations according to a realist is __________.

A) international law B) power C) absolute gains D) morality Answer: B Learning Objective: 2.1 Identify at least three assumptions of the theory of realism.

Topic: Realism Difficulty Level: Easy Skill Level: Understand the Concepts 4. According to the text, the best single indicator of a state’s power may be the size of its __________.

A) army B) air force C) population D) total GDP 1 .

Answer: D Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Easy Skill Level: Remember the Facts 5. The ability to get another actor to do what it would not otherwise have done, or not to do what it would have done, is the definition of __________.

A) power B) anarchy C) rationality D) realism Answer: A Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Easy Skill Level: Understand the Concepts 6. With respect to power, __________.

A) it is not difficult to measure the power of another state accurately B) the relative power of a state is more important to realists than the absolute power of a state C) more powerful states will always defeat weaker states in a war D) if a state’s own values become widely shared among other states, it is harder to exercise power over them Answer: B Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Moderate Skill Level: Understand the Concepts 7. Which factor is a long-term power resource?

A) preparedness of a state’s military forces B) loyalty of a state’s politicians to their leader C) quality of a state’s bureaucracy D) credibility of a state’s commitments Answer: D Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Moderate Skill Level: Understand the Concepts 8. A short-term element of power includes the __________.

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A) reputation of a state for keeping its word B) ability of a state to shape other states’ perceptions C) capacity of a state to produce weapons quickly D) strength of a state’s scientific and technological base Answer: C Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Moderate Skill Level: Understand the Concepts 9. Specific characteristics or possessions of states—such as their sizes, levels of income, and armed forces—constitute __________.

A) the economics of power B) power as influence C) power estimation D) power as capability Answer: D Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Moderate Skill Level: Understand the Concepts 10. __________ is/are an element of power on which an actor can draw over the long term, whereas __________ is an element of power that allows an actor to exercise influence in the short term.

A) Economic capacity; geography B) Technology; reputation C) Natural resources; military force D) Government; population Answer: C Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Easy Skill Level: Understand the Concepts 11. Which of the following is a less tangible long-term element of power?

A) national borders B) education of the population C) public support for government policies D) mobility of the state’s military Answer: B Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

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Topic: Power Difficulty Level: Moderate Skill Level: Understand the Concepts 12. In 1979, Iranian students took over the U.S. embassy in Iran, holding many of its diplomats hostage for 444 days. This is an example of __________.

A) projection of military force B) chaos in international relations C) a security dilemma D) a violation of the norms of diplomacy Answer: D Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Apply What You Know 13. In the late 2000s, the Obama administration emphasized __________ approaches to international conflicts.

A) hegemonic B) isolationist C) multilateral D) realist Answer: C Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Apply What You Know 14. In 2012–2013, Japan struck military agreements with former enemies South Korea and the Philippines in response to __________.

A) China’s growing power B) the increasing unpopularity of the United States in the world C) the threat of North Korea’s nuclear proliferation D) worsening economic conditions in the United States since 2007 Answer: A Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Analyze It

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15. Anarchy in the international system refers to __________.

A) complete chaos in which every actor is on its own B) the absence of structure and rules influencing state behavior C) the presence of disruptive states triggering interstate conflicts D) the absence of a central government that can enforce rules Answer: D Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Understand the Concepts 16. The theory that focuses on the importance of the structure of the international system, rather than on the internal makeup of individual states, is known as __________.

A) neoliberal institutionalism B) the English school C) constructivism D) neorealism Answer: D Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Remember the Facts 17. The idea that the largest wars will result from challenges to the top position in the status hierarchy is referred to as the __________.

A) security dilemma B) power transition theory C) hegemonic stability theory D) strategy of deterrence Answer: B Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Remember the Facts 18. Which of the following is least likely to be persuasively explained by the hegemonic stability theory?

A) outbreak of World War I B) Great Depression of the 1930s C) outbreak of World War II 5 .

D) relative stability between the two superpowers during the Cold War Answer: D Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Apply What You Know 19. __________ are those who favor U.S. leadership and activism in world affairs.

A) Moralists B) Internationalists C) Realists D) Unilateralists Answer: B Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Remember the Facts 20. Working through international institutions to achieve foreign policy goals is the preference of __________.

A) isolationists B) unilateralists C) multilateralists D) realists Answer: C Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Remember the Facts 21. Which treaty is commonly thought of as the start of the modern international system?

A) Treaty of Versailles B) Treaty of Paris C) Treaty of Rome D) Treaty of Westphalia Answer: D Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System 6 .

Difficulty Level: Easy Skill Level: Remember the Facts 22. Realists believe that __________.

A) states are the least important actors in international relations B) states act in an international system characterized by anarchy C) absolute gains are more important than relative gains D) humans, by their very nature, are altruistic Answer: B Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Understand the Concepts 23. A security dilemma occurs when __________.

A) budget constraints do not allow for proper domestic security measures B) the actions taken by a state to ensure its own security threaten the security of other states C) governments are unable to decide on a comprehensive security strategy D) a state does not want to cooperate with another state but it is obliged to do so Answer: B Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Understand the Concepts 24. The general idea that one or more states’ power is being used to counter that of another state or group of states is called __________.

A) bandwagoning B) balance of power C) dominance D) containment Answer: B Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Remember the Facts 25. How is a middle power distinguished from a great power?

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A) Middle powers can be large geographically but not highly industrialized, whereas great powers have the world’s strongest economies to pay for military forces and other power capabilities.

B) Middle powers can be small geographically but not highly industrialized, whereas great powers cannot be small geographically.

C) Middle powers operate in a balance-of-power system, whereas great powers operate in a hegemonic system.

D) Middle powers do not have nuclear weapons, whereas great powers possess large nuclear arsenals.

Answer: A Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Apply What You Know 26. According to international relations research, a __________ power distribution appears to be best at maintaining peace.

A) unipolar B) bipolar C) tripolar D) multipolar Answer: A Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Analyze It 27. The principle of sovereignty suggests that states should not meddle in the __________ and decision processes of other states.

A) alliances B) maritime regimes C) internal affairs D) altruistic tendencies Answer: C Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Remember the Facts 28. A recent example of the principle of state sovereignty is __________.

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A) rebel strikes in Somalia B) Iraq’s invasion of Kuwait C) North Korea’s violation of the Non-Proliferation Treaty D) China’s withdrawal from the international system Answer: C Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Apply What You Know 29. Based on the logic of the balance of power, which of the following is a good example of an alliance that can be said to be currently balancing the United States?

A) North Atlantic Treaty Organization B) European Union C) North American Free Trade Agreement D) United Nations Answer: B Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Apply What You Know 30. Which of the following statements is correct about the views of the United States in the world between 2002 and 2017?

A) The decline in global opinion of the United States was not correlated with the Bush administration.

B) The U.S. war on terror led to an increase in favorability ratings among virtually all countries surveyed.

C) Global public opinion of the United States varies widely based on region.

D) Favorability ratings of the United States continued to increase throughout the Obama administration.

Answer: C Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Analyze It 31. The current constellation of power in the international system could best be described as a __________ system.

A) unipolar 9 .

B) bipolar C) tripolar D) multipolar Answer: A Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Remember the Facts 32. According to power transition theorists, who argue that the most dangerous time for major war is when power is relatively equally distributed, a war between __________ and __________ would be an example of this dynamic in action.

A) China; the United States B) Bosnia; Serbia C) Russia; the Ukraine D) Mexico; the United States Answer: A Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Apply What You Know 33. Which of the following arguments might a realist make to explain why states engage in balancing behavior?

A) States do not trust each other due to the anarchic nature of the international system.

B) States believe that a balance of power provides perpetual peace.

C) States are trying to maintain instability in the international system.

D) States believe that a balance of power ensures interstate cooperation.

Answer: A Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Analyze It 34. Realists believe that hegemony __________.

A) causes instability in the international system B) reduces anarchy and deters aggression in the international system C) enhances the sovereignty of less-powerful states D) tends to allow conflicts among middle powers or small states

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Answer: B Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Understand the Concepts 35. Which of the following factors best explains the choice of the United States to be either isolationist or internationalist in its foreign policy in the twentieth century?

A) regional economic considerations B) international hegemony considerations C) American security concerns D) international law and organizations Answer: C Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Analyze It 36. Which of the following factors best explains why the United States is ambiguous about the use of multilateralism in its foreign policy?

A) America’s superpower status B) the cost of dues to multilateral organizations such as the UN C) skepticism about the abilities and goals of national organizations D) lack of the ability to disband international organizations Answer: A Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Analyze It 37. __________ helps states ward off interference in their internal affairs.

A) The integration of global economic markets B) Election monitoring to prevent election fraud C) Increasing use of the Internet D) A strong military Answer: D Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate 11 .

Skill Level: Analyze It 38. The fluidity of alliances is underscored by __________.

A) liberals B) anarchists C) realists D) idealists Answer: C Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Moderate Skill Level: Understand the Concepts 39. After the Cold War ended, NATO forces were __________.

A) cut B) expanded C) kept stable D) attacked Answer: A Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Easy Skill Level: Remember the Facts 40. The __________ was founded as a military alliance in 1955 and disbanded in 1991.

A) North Atlantic Treaty Organization B) Warsaw Pact C) International Security Assistance Forces D) U.S.-Japanese Security Treaty Answer: B Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Easy Skill Level: Remember the Facts 41. Most modern alliances __________.

A) are formalized in written treaties B) concern economic issues C) exist for one issue at one time D) are frequently broken without consequences 12 .

Answer: A Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Easy Skill Level: Understand the Concepts 42. __________ is currently a member of NATO. A) Finland B) Sweden C) Kosovo D) Norway Answer: D Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Easy Skill Level: Remember the Facts 43. Which type of state is most likely to face a danger of being dragged into wars over relatively unimportant issues as a result of extended deterrence in an alliance?

A) great powers B) middle powers C) small powers D) client states Answer: A Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Moderate Skill Level: Analyze It 44. Which of the following is a concern connected to the recent expansion of NATO membership?

A) Consensus in decision making is becoming less difficult.

B) Enlargement may be seen by others as a threat.

C) Coordination and cooperation will become less difficult.

D) The costs of the organization will be larger for each individual member.

Answer: B Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances 13 .

Difficulty Level: Moderate Skill Level: Analyze It 45. In response to NATO expansion, one could expect Russia to __________.

A) reduce the number of joint military exercises with states such as China B) try to annex one of the most recent members of NATO such as Montenegro C) overthrow the Syrian government and consolidate its own rule in the region D) increase its military cooperation with states such as Venezuela Answer: D Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Difficult Skill Level: Analyze It 46. Plans actors use to develop and deploy capabilities to achieve their goals are known as __________.

A) foreign policy decisions B) power strategies C) bargaining decisions D) negotiating decisions Answer: B Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Easy Skill Level: Remember the Facts 47. Which theory best describes China’s policy toward Taiwan?

A) liberalism B) idealism C) realism D) Marxism Answer: C Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Moderate Skill Level: Apply What You Know 48. One implication of the assumption of rationality is that __________.

A) states are unitary actors that can think about their actions coherently and make choices B) while a state can identify its interests, putting priorities on them is nearly impossible 14 .

C) states are very rarely capable of performing a cost-benefit analysis on actions D) states’ decisions always have beneficial consequences Answer: A Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Moderate Skill Level: Understand the Concepts 49. How does a zero-sum game compare with a non-zero-sum game?

A) In a zero-sum game, one player’s gain is by definition equal to the other’s loss, whereas in a non-zero-sum game, players’ gains and losses cancel each other out.

B) In a zero-sum game, one player’s gain is by definition equal to the other’s loss, whereas in a non-zero-sum game, it is possible for both players to gain or lose.

C) In a zero-sum game, both players win, whereas in a non-zero-sum game, both players lose.

D) Zero-sum games are more typical in international political economy, whereas non-zero-sum games are more typical in international security.

Answer: B Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Moderate Skill Level: Understand the Concepts 50. The typical outcome in the Prisoner’s Dilemma is that __________.

A) neither prisoner confesses, thereby ensuring the best outcome for both B) both prisoners confess, thereby ensuring the best outcome for both C) one prisoner decides not to confess, believing he can do so later D) both prisoners confess, thereby ensuring each is worse off than if they both did not confess Answer: D Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Moderate Skill Level: Understand the Concepts 51. Some liberalists have argued that introducing communication to the Prisoner’s Dilemma in the form of a lawyer who can relay messages between both prisoners could change the payoff matrix in favor of cooperation. Applied to international relations, who or what could play the role of the “lawyer”?

A) a local neighborhood organization B) a superpower such as the United States C) a regional organization such as the South Asian Association 15 .

D) an individual such as a military officer Answer: B Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Moderate Skill Level: Apply What You Know 52. India faces which of the following concerns with its neighbor China?

A) Both claim the region of Kashmir as part of their national territory.

B) China is blamed for Islamic militant attacks in India.

C) China is a major rival in the region attempting to exert strong leadership in the region.

D) India relies on Chinese pipelines to ship oil and gas into East Asia.

Answer: C Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Easy Skill Level: Remember the Facts 53. __________ refers to a reciprocal process in which two (or more) states build up military capabilities in response to each other.

A) Compellence B) Deterrence C) An arms race D) Escalation Answer: C Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Easy Skill Level: Understand the Concepts 54. Which of the following statements is true about rationality?

A) Decision makers often lack information necessary to accurately estimate the costs of an action.

B) It is relatively easy to determine the national interest, because all states are interested in power.

C) All international relations scholars accept the assumption that states are rational actors.

D) It is easy to calculate intangible political benefits against the tangible costs of a war.

Answer: A

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Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Moderate Skill Level: Analyze It 55. One example of the concept of strategy as rational deployment of power capabilities is China __________.

A) attempting several times to invade Taiwan in the late 1990s B) threating to invade Taiwan if it declares independence C) condemning the United Nations for recognizing Taiwan as a sovereign state D) breaking diplomatic ties with the United States in the early 1990s for supporting Taiwan’s independence Answer: B Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Difficult Skill Level: Apply What You Know ESSAY 56. Realism is a theory of international relations with long and widespread intellectual roots.

While underlying assumptions have remained essentially the same, scholars and practitioners have refined the principles and rules of behavior for centuries. Trace this development, specifying who the primary contributors to realism have been and what the particular contribution of each has been.

Answer: The ideal answer should include: 1. Outline what realist theory is.

2. Compare and contrast those foundational principles of realism as they have changed or fallen out of favor over time, in the context of those that have remained constant. Such principles may relate to power, human nature, international order, and potential for peace.

3. Cite examples such as World War II and the Vietnam War from the text to illustrate the development of realism in international relations.

4. Outline the primary contributors to realism, such as Sun Tzu, Niccolò Machiavelli, and Hans Morgenthau, and their particular contributions.

5. Perhaps conclude with an evaluation of the value of the contribution of each figure.

Learning Objective: 2.1 Identify at least three assumptions of the theory of realism.

Topic: Realism Difficulty Level: Difficult Skill Level: Analyze It

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57. Define power, and identify and explain one material element and one nonmaterial element on which power depends. Then, discuss three different ways actors might exert power, using examples to illuminate your answers.

Answer: The ideal answer should include: 1. Define power. For example, power is often defined as the ability to get another actor to do what it would not otherwise have done, or not to do what it would have done.

2. Identify and explain material and nonmaterial elements of power. For example, in regard to material elements of power, states possess varying amounts of population, territory, military forces, etc. The best single indicator of a state’s power may be its total gross domestic product (GDP), which combines overall size, technological level, and wealth. However, capabilities give a state the potential to influence others only to the extent that political leaders can mobilize and deploy these capabilities effectively and strategically. This depends on nonmaterial elements of power such as national will, diplomatic skill, popular support for the government (its legitimacy), and so forth.

3. Discuss three ways actors exert power, namely dominance, reciprocity, and identity.

For example, a father who wants his toddler to stop screaming in a supermarket might threaten or actually administer a spanking (dominance), he might promise a candy bar at the checkout as a reward for good behavior (reciprocity), or he might invoke such themes as “Be a big boy/girl” or “You want to help Daddy, don’t you?” (identity).

4. Offer a concise summary and effective conclusion.

Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Difficult Skill Level: Apply What You Know 58. What are the short-term and long-term elements of power? Provide at least two examples for each category. Is it possible to have trade-offs among these elements? Explain your rationale.

Finally, discuss how realists evaluate different elements of power.

Answer: The ideal answer should include: 1. Explain elements of power that allow actors to exercise influence in the short term. For instance, military forces are perhaps the most important kind of capability, since the size, composition, and preparedness of two states’ military forces matter more in a short-term military confrontation than their respective economies or natural resources. Other short-term elements include a state’s military-industrial capacity to produce weapons quickly and the quality of its bureaucracy. Less tangible short-term elements include the support and legitimacy that an actor commands from constituents and allies and the loyalty of a nation’s army and politicians to their leader.

2. Explain long-term elements of power. Elements that an actor can draw on over the long term include total GDP, population, territory, geography, and natural resources. Less tangible long-term power resources include political culture, patriotism, education of the population, strength of the scientific and technological base, the credibility of a state’s commitments (reputation for keeping its word), and the ability of one state’s culture and values to shape the thinking of other states consistently (the power of ideas).

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3. Given the limited resources that any actor commands, trade-offs among possible capabilities always exist. For instance, building up military forces diverts resources that might be put into foreign aid, and buying a population’s loyalty with consumer goods reduces resources available for building up military capabilities.

4. Discuss how realists evaluate elements of power. For instance, students might argue that realists see military force as the most important element of national power in the short term, and other elements such as economic strength, diplomatic skill, or moral legitimacy as being important to the extent that they are fungible into military power.

5. Offer a concise summary and effective conclusion.

Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Difficult Skill Level: Analyze It 59. The concept of balance of power is fundamental in international relations. What does it mean? How meaningful can it be at the beginning of the twenty-first century, given the impact of globalization and modern warfare in which one’s opponents may not be attached to any particular state? Is it possible that it requires redefinition? If so, what should it mean? If not, why not?

Answer: The ideal answer should include: 1. Provide a satisfactory explanation of how balance of power is crucial to international relations, employing the key terms military capabilities and dominance.

2. Explain how the complexities created by globalization and modern warfare impact the significance of balance of power, noting the fluidity of alliances and policies necessary when one’s opponents may not be attached to any particular state, as well as the increasing emphasis on economic power over military power.

3. Describe the redefinition that such an evolving and evolved role of balance of power appears to demand, taking into account the details already touched upon, and perhaps those elements of future international relations that might require this redefinition.

4. If the concept of balance of power does not appear to require redefinition, a vigorous analysis of why not will be necessary.

5. Provide a concise summary and effective conclusion.

Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Analyze It 60. “The central theme of international relations is not evil but tragedy. States often share common interest, but the structure of the situation prevents them from bringing about the mutually desired situation.” (Robert Jervis) The above quote symbolizes an overwhelming problem in international relations today.

What is that problem, and why does it plague international relations in particular? What, if anything, can be done about it? Justify your response.

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Answer: The ideal answer should include: 1. Explain why Jervis might emphasize the word “tragedy,” rather than the word “evil.”

Students might refer to the concept of security dilemma and discuss how anarchy does not allow long-term cooperation even between two defensive states.

2. Describe how a more cooperation-based international community creates greater opportunity for tragedy to be created or allowed to persist.

3. Evaluate how this problem is particularly prominent in international relations, and how cooperation does not inherently have to equate to slowness of action, or lack of action altogether.

4. Provide a concise summary and effective conclusion.

Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Analyze It 61. When the United States engages in international relations, it may follow a unilateral or a multilateral approach. To what do the concepts unilateralism and multilateralism refer? Do you think the United States under the Barack Obama administration could be explained by unilateralism or multilateralism? Provide one example supporting your argument. How do you think this has changed under the Donald Trump administration? Justify your rationale by using at least one relevant example.

Answer: The ideal answer should include: 1. Define the concepts of unilateralism and multilateralism.

2. Explain in what way the Obama administration employed a multilateral approach instead of a unilateral one. For instance, during President Obama’s term in office, the NATO alliance assumed new importance in Afghanistan and in the 2011 Libya campaign, and UN dues were repaid.

3. Explain in what way the Trump administration has employed a rather unilateral approach so far. For instance, since the beginning of his term in office, President Trump has consistently expressed skepticism about the UN and about international agencies.

4. Provide a concise summary and effective conclusion.

Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Analyze It 62. “The lack of a ‘world police’ to punish states if they break an agreement makes enforcement of international agreements difficult.” What does this statement from the text actually mean?

Focusing on the recent developments in North Korea’s nuclear weapons policy, discuss whether you agree with this argument. What do you think the North Korea case implies regarding the enforcement of norms in international relations?

Answer: The ideal answer should include:

20 .

1. Discuss what the argument is referring to. For example, states seek to preserve their sovereignty in the international arena, and the anarchical system of international relations makes it difficult to impose rules on sovereign states.

2. Explain whether you agree with the argument, using North Korea’s nuclear weapons policy as an example. Students might cite North Korea’s violation of the Non-Proliferation Treaty (NPT) in the 1990s when it stopped allowing inspections of its nuclear facilities; North Korea’s withdrawal from the NPT in 2002 and its building of nuclear bombs, one of which it exploded in 2006; or North Korea’s continued work on its nuclear program and missile delivery systems in the years since, including tests of both in 2016 and 2017.

3. Discuss the implications of North Korea’s behavior in the international arena. The examples above show the difficulty of enforcing international norms in the sovereignty-based international system.

4. Provide a concise summary and effective conclusion.

Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Apply What You Know 63. Public opinion in the United States toward NATO has varied significantly since the alliance was formed in 1949. Explain what NATO is, and discuss the general levels of public support for NATO during the Cold War and in the period since the Cold War ended. How do you think the increasing criticism of NATO during the Donald Trump administration has influenced Americans’ view of the organization? What do you think would explain this recent trend in public opinion?

Answer: The ideal answer should include: 1. Define NATO, and explain why it was created.

2. Discuss the level of public support for NATO during the Cold War. Explain that during most of the Cold War, public support for NATO was strong because it served as a safety net against the communist threat.

3. Discuss the level of public support for NATO since the Cold War ended. Explain that since the end of the Cold War, the public has begun to question the value of NATO versus its cost to the United States, mostly because communism is no longer an existential threat for the United States.

4. Discuss why most Americans still have a favorable view of NATO despite increasing criticism of the alliance by the Trump administration. For example, it is possible that growing discussions about NATO are increasing support for the alliance.

5. Provide a concise summary and effective conclusion.

Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Difficult Skill Level: Analyze It

21 .

64. Discuss Prisoner’s Dilemma (PD) as a model of game theory. Explain how it is applied to the study of international relations. Then, describe an instance of PD that has occurred on the world stage. What was at stake for the players, and what were their particular interests in pursuing this “game”? Be sure to support your interpretation with empirical evidence.

Answer: The ideal answer should include: 1. Discuss the PD game. For instance, two prisoners are being questioned separately by a prosecutor. The prosecutor knows they committed a bank robbery but has only enough evidence to convict them of illegal possession of a gun unless one of them confesses. The prosecutor tells each prisoner that if he confesses and his partner doesn’t confess, he will go free. If his partner confesses and he doesn’t, he will get a long prison term for bank robbery (while the partner goes free). If both confess, they will get a somewhat reduced term. If neither confesses, they will be convicted on the gun charge and serve a short sentence. The story assumes that neither prisoner will have a chance to retaliate later, that only the immediate outcomes matter, and that each prisoner cares only about himself. This game has a single solution: Both prisoners will confess, with each reasoning that his partner is going to confess, and therefore it is better to confess too and get a slightly shorter sentence. The dilemma is that, by following their individually rational choices, both prisoners end up serving a fairly long sentence—when they could have both served a short one by cooperating (keeping their mouths shut).

2. Explain the game’s application to the study of international relations. PD captures the kind of collective goods problem common to international relations. In this situation, rational players choose moves that produce an outcome in which all players are worse off than under a different set of moves. They all could do better, but as individual rational actors, they are unable to achieve this outcome.

3. Provide a real-world example. For instance, one good example is the arms race between India and Pakistan. Both actors have to decide whether to build sizable nuclear weapons arsenals. Both have the ability to do so. Neither side can know whether the other is secretly building up an arsenal unless they reach an arms control agreement with strict verification provisions. The best outcome would be for one player to develop a nuclear arsenal while the other player does not; second best would be for neither to go nuclear; third best would be for both to develop nuclear arsenals; worst would be to forgo nuclear weapons oneself while the other player develops them. The PD model seems to predict an inevitable Indian-Pakistani nuclear arms race, although both states would do better to avoid one. In 1998, India detonated underground nuclear explosions to test weapons designs, and Pakistan promptly followed suit. In 2002, the two states nearly went to war, with projected war deaths of up to 12 million. A costly and dangerous arms race continues, and each side now has dozens of nuclear missiles, and counting.

4. Offer a concise summary and effective conclusion.

Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Difficult Skill Level: Apply What You Know

22 .

65. Explain the game of “Chicken.” In your explanation, be sure to clarify the relationship between Chicken and the concept of deterrence. When might states involve themselves in a game of Chicken? Why? Discuss how Chicken differs from the Prisoner’s Dilemma game.

Answer: The ideal answer should include: 1. Explain the game of Chicken. For example, the game represents two teenage drivers speeding toward a head-on collision. Chicken sheds light on the concept of deterrence, since each side aims to convince the other that he or she will risk crashing (fighting a war) if the other side decides not to swerve.

2. Discuss when states might play Chicken, perhaps by describing the nations that might be most likely to engage in the game, and why. Such states might include, most prominently, North Korea, Iran, Cuba, and perhaps Russia or China. Students might argue that China and Russia might engage in Chicken because they have significant power and yet not entirely stable nations, and North Korea, Iran, and Cuba might engage in Chicken because they have a relatively limited amount of power and international support, contributing to their relatively unstable regimes.

3. Explain at least one difference between Chicken and Prisoner’s Dilemma. For example, unlike Chicken, Prisoner’s Dilemma embodies a difficult collective goods problem.

4. Offer a concise summary and effective conclusion.

Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Difficult Skill Level: Apply What You Know

23 .

Chapter 3: Liberal and Social Theories MULTIPLE CHOICE 1. The first Gulf War against Iraq is considered an example of __________.

A) deterrence B) preventive war C) preemptive war D) collective security Answer: D Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Apply What You Know 2. With respect to warfare, __________.

A) the long-term trend is that there are fewer wars but more people being killed in them B) the advances in technology lead us to fear annihilation of the world more than destruction of a city C) major wars will continue regardless of trends toward fewer wars D) today’s most serious conflicts consist mainly of skirmishing rather than all-out battles Answer: D Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Understand the Concepts 3. That trade increases wealth, cooperation, global well-being, and, ultimately, peace is __________.

A) a key belief of orthodox Marxism B) an explanation by Thomas Hobbes of how peace and cooperation are possible C) a theory developed to facilitate greater sovereignty D) an explanation by Immanuel Kant of how peace and cooperation are possible Answer: D Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Understand the Concepts 4. Realists argue that one state’s reliance on another spurs __________ tensions in short-term contexts.

A) productive B) fewer 1 .

C) balanced D) more Answer: D Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Remember the Facts 5. International regimes __________.

A) can exist only when there is a concentration of power in the international system B) can exist only when there is a dispersion of power in the international system C) are stronger when embedded in permanent institutions D) are weaker when embedded in permanent institutions Answer: C Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Understand the Concepts 6. The first attempt at creating a collective security system was the __________.

A) United Nations B) League of Nations C) European Community D) North Atlantic Treaty Organization Answer: B Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Remember the Facts 7. Which statement about international regimes is true?

A) They cannot be modified once created.

B) They coordinate the behavior of states to assist them in overcoming collective goods problems.

C) They assist states in realizing their interests even when they could do so through unilateral forms of leverage.

D) They are actors that are more important in the international system than are states.

Answer: B Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

2 .

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Understand the Concepts 8. Which statement correctly describes an international regime?

A) An international regime is a set of rules on which actors agree in regard to a particular issue area.

B) An international regime can help solve gender gap problems by increasing transparency.

C) An international regime undermines the concept of sovereignty.

D) An international regime deconstructs frameworks to coordinate states’ actions.

Answer: A Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Understand the Concepts 9. Collective security refers to __________.

A) the formation of a broad alliance to oppose aggression B) a set of rules on which actors agree in regard to a particular issue C) the proposition that democracies almost never fight wars against each other D) a movement that examines how changing international norms shape the content of state interests Answer: A Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Understand the Concepts 10. How can liberal theories of international relations be distinguished from realism?

A) Realists believe that people learn from negative historical events, whereas liberalists believe people learn from positive ones.

B) Realists are less likely to believe in the unitary-actor assumption than are liberal theorists.

C) Realists see the rules of international relations as timeless and unchanging, whereas liberal theorists see the rules of international relations as evolving incrementally.

D) Realists favor absolute gains, whereas liberals favor relative gains.

Answer: C Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Difficult Skill Level: Analyze It 11. Public opinion __________.

3 .

A) has greater force in authoritarian governments than in democracies B) has greater force in democracies than in authoritarian governments C) influences foreign policy decisions but is not influenced by them D) has more effect on foreign policy than on domestic policy in democracies Answer: B Learning Objective: 3.2 Compare the influence of public opinion and interest groups on the foreign policy process.

Topic: Domestic Influences Difficulty Level: Moderate Skill Level: Understand the Concepts 12. Public support for involvement in a war typically __________.

A) starts low and increases over the long run B) starts high and decreases over the long run C) starts high and continues to remain high D) does not affect the popularity ratings of a country’s leader Answer: B Learning Objective: 3.2 Compare the influence of public opinion and interest groups on the foreign policy process.

Topic: Domestic Influences Difficulty Level: Easy Skill Level: Understand the Concepts 13. Diversionary foreign policy refers to __________.

A) trying to confuse an adversary by sending mixed policy signals B) adopting a foreign policy to distract public attention from domestic issues C) trying to influence elite opinions, which will, in turn, influence mass opinion D) lobbying foreign governments to change their foreign policy Answer: B Learning Objective: 3.2 Compare the influence of public opinion and interest groups on the foreign policy process.

Topic: Domestic Influences Difficulty Level: Easy Skill Level: Remember the Facts 14. Diplomats __________.

A) are career civil servants, not political appointees B) work in embassies and consulates abroad C) provide information that goes into making foreign policies but do not carry out those policies D) are employed by the defense ministry or department Answer: B

4 .

Learning Objective: 3.2 Compare the influence of public opinion and interest groups on the foreign policy process.

Topic: Domestic Influences Difficulty Level: Easy Skill Level: Understand the Concepts 15. Journalists serve as __________ of information passing from foreign policy elites to the public.

A) proponents B) promoters C) filters D) audiences Answer: C Learning Objective: 3.2 Compare the influence of public opinion and interest groups on the foreign policy process.

Topic: Domestic Influences Difficulty Level: Easy Skill Level: Remember the Facts 16. The Iran-Contra scandal resulted from the activities of which government agency?

A) National Security Agency B) Central Intelligence Agency C) Bureau of Intelligence and Research D) National Security Council Answer: D Learning Objective: 3.3 Explain three factors that can hamper individual decision making in an international crisis.

Topic: Making Foreign Policy Difficulty Level: Moderate Skill Level: Remember the Facts 17. Former U.S. Defense Secretary William Cohen’s statement “The unrelenting flow of information, the need to digest it on a minute-by-minute basis, is quite different from anything I’ve experienced before. . . . There’s little time for contemplation; most of it is action” reflects the concept of __________.

A) prospect theory B) satisficing C) optimizing D) groupthink Answer: B Learning Objective: 3.3 Explain three factors that can hamper individual decision making in an international crisis.

Topic: Making Foreign Policy Difficulty Level: Difficult 5 .

Skill Level: Analyze It 18. Which statement is an element of prospect theory?

A) Decision makers work to avoid future catastrophic events.

B) Decision makers attach their own feelings onto another actor.

C) Decision makers assess the value of other decision makers.

D) Decision makers use a reference point for comparison.

Answer: D Learning Objective: 3.3 Explain three factors that can hamper individual decision making in an international crisis.

Topic: Making Foreign Policy Difficulty Level: Moderate Skill Level: Understand the Concepts 19. What did Harry Truman’s sign “The buck stops here” illustrate about his role in foreign policy decision making?

A) He was not willing to waste money.

B) He was the sole decision maker.

C) Foreign policy decisions were ultimately his responsibility.

D) His opinion was more important than anyone else’s.

Answer: C Learning Objective: 3.3 Explain three factors that can hamper individual decision making in an international crisis.

Topic: Making Foreign Policy Difficulty Level: Difficult Skill Level: Analyze It 20. What aspect of a democracy makes the justification of effort especially prevalent?

A) Many actors exist to keep track of decisions made.

B) Democracies allow for the secrecy of the government.

C) Voters face an overabundance of information.

D) Politicians are judged by the electorate.

Answer: D Learning Objective: 3.3 Explain three factors that can hamper individual decision making in an international crisis.

Topic: Making Foreign Policy Difficulty Level: Difficult Skill Level: Analyze It 21. Which of the following is an example of a “mirror image” as an implication of cognitive balance?

A) the United States using the Munich analogy to rule out appeasement as an option in Vietnam B) the United States finding it difficult to admit failures in Vietnam after sending half a million troops there 6 .

C) India blaming Pakistan for aggressively building nuclear weapons to justify its own nuclear activities D) the National Security Council selling weapons to Iran in exchange for the freedom of American hostages held in Lebanon in the mid-1980s Answer: C Learning Objective: 3.3 Explain three factors that can hamper individual decision making in an international crisis.

Topic: Making Foreign Policy Difficulty Level: Difficult Skill Level: Apply What You Know 22. Constructivists argue that state identities are constructed through socialization. Based on the definition of the term, which of the following is/are likely agents of socialization?

A) philanthropic institutions B) elements of power C) education D) private discourse Answer: C Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Difficult Skill Level: Analyze It 23. Who was the revolutionary who believed that Russia should make its greatest ambition the spreading of revolution to other nations in order to build a worldwide alliance?

A) Mao Zedong B) Leon Trotsky C) Fidel Castro D) Mikhail Bulgakov Answer: B Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Easy Skill Level: Remember the Facts 24. According to Lenin’s theory, which of the following is an example of a buy off?

A) the utilization of taxes to sway the working classes at home B) industrialized countries using their profits to exploit the working classes C) third world revolutionaries breaking loose from exploitation by colonizers D) decreasing the economic gap between the rich and the poor in newly independent countries Answer: B 7 .

Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Difficult Skill Level: Apply What You Know 25. Marxist approaches to international relations hold that both international relations and domestic politics arise from unequal relationships between __________.

A) political elites B) economic classes C) governmental agencies D) economic agencies Answer: B Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Easy Skill Level: Remember the Facts 26. The theory of imperialism that argued that European capitalists were investing in colonies where they could earn big profits, and then using part of those profits to buy off the working class back home, was developed by __________.

A) Stalin B) Lenin C) Mao D) Marx Answer: B Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Easy Skill Level: Remember the Facts 27. That there is a multiplicity of experiences and perspectives that defy easy categorization rather than a solitary, objective reality is a key idea of __________.

A) Marxism B) militarism C) modernism D) postmodernism Answer: D Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories 8 .

Difficulty Level: Easy Skill Level: Remember the Facts 28. What does postmodernism fundamentally call into question altogether?

A) the concept of states as actors B) international organizations C) nuclear proliferation among developing nations D) the concept of state sovereignty Answer: A Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Moderate Skill Level: Remember the Facts 29. Which of the following do postmodernists mainly focus on when attempting to deconstruct dominant beliefs?

A) human behavior B) state behavior C) discourse D) psychology Answer: C Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Moderate Skill Level: Understand the Concepts 30. Which of the following is a critique of realism from the postmodern perspective?

A) State interests are objective.

B) A single set of values or interests applies to all states.

C) States are not the central actors in international relations.

D) International institutions are important actors in international relations.

Answer: C Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Moderate Skill Level: Understand the Concepts 31. Scholars examining the role of the European Union in socializing elites in new member states is an example of the __________ tradition in the study of international relations.

A) postmodernist 9 .

B) Marxist C) liberal D) constructivist Answer: D Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Easy Skill Level: Apply What You Know 32. For postmodernists, the breakup of the Soviet Union into 15 sovereign states is evidence of a problem with realists’ belief that states __________.

A) are the central actors in international relations B) pursue objective interests through international power politics C) have universal interests D) are unitary Answer: D Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Difficult Skill Level: Apply What You Know 33. Positive peace __________.

A) is the absence of war B) resolves the underlying reasons for war C) is the absence of war between great powers D) sets the stage for the next war Answer: B Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Easy Skill Level: Understand the Concepts 34. Which of the following describes the levels of analysis on which peace studies focus?

A) individual and interstate B) global and interstate C) individual, domestic, and global D) interstate, individual, and global Answer: C

10 .

Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Moderate Skill Level: Apply What You Know 35. Which is likely the most significant obstacle to using a strategy such as unilateral pacifism or nonviolence, given the context of the Prisoner’s Dilemma?

A) national interests B) social injustice C) lack of communication D) lack of trust Answer: D Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Difficult Skill Level: Analyze It 36. The 2017 demonstrations in London responding to U.S. President Donald Trump’s threats against North Korea provide an example of __________.

A) militarism B) mediation C) peace movements D) conflict resolution Answer: C Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Difficult Skill Level: Apply What You Know 37. In terms of their beliefs about objectivity, peace studies scholars are most comparable to __________.

A) realists B) liberalists C) Marxists D) postmodernists Answer: D Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Difficult 11 .

Skill Level: Analyze It 38. Proponents of positive peace call for which of the following?

A) emphasis on war as a method of state expansion B) the deconstruction of a global identity transcending national, ethnic, and religious divisions C) the strengthening of norms against the use of violence D) the elimination of armed forces Answer: C Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Moderate Skill Level: Analyze It 39. Scholars of peace studies emphasize the __________ level of analysis when recommending strategies for achieving peace.

A) individual B) national C) international D) global Answer: A Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Moderate Skill Level: Remember the Facts 40. The leader of India’s struggle for independence from Britain who emphasized nonviolence was __________.

A) Nelson Mandela B) Indira Gandhi C) Golda Meir D) Mahatma Gandhi Answer: D Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Easy Skill Level: Remember the Facts 41. Nonviolent approaches to social change were successfully spread in the United States during the 1960s by civil rights leader __________.

A) Karl Marx 12 .

B) Martin Luther King, Jr. C) Malcolm X D) Stokely Carmichael Answer: B Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Easy Skill Level: Remember the Facts 42. The glorification of war and military force, and the structuring of society around war, is known as __________.

A) the military-industrial complex B) national security C) militarism D) warrior cult Answer: C Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Easy Skill Level: Remember the Facts 43. A __________ feminist values the unique contributions of women as women, a __________ feminist tends to reject the assumptions about gender made by other feminists, and a __________ feminist seeks to include women more often as subjects of study.

A) liberal; constructivist; postmodern B) postmodern; revolutionary; militarist C) revolutionary; pacifist; liberal D) difference; postmodern; liberal Answer: D Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Moderate Skill Level: Understand the Concepts 44. With respect to the impact of gender on war and peace, difference feminists believe that __________.

A) men are inherently more peaceful than women B) women are inherently more peaceful than men C) neither men nor women are more peaceful than the other D) war would be less likely with more women as combatants 13 .

Answer: B Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Moderate Skill Level: Understand the Concepts 45. With respect to women in politics, __________.

A) the number of women serving in legislatures is increasing B) the number of women serving in political party leadership positions is increasing C) they tend to be softer on tough foreign policy issues than their male counterparts D) they are more peaceful and less committed to state sovereignty than male leaders Answer: A Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Easy Skill Level: Understand the Concepts 46. In order for women to have a profound influence on international relations, they need to __________.

A) adopt the realist beliefs of men B) participate as combatants in regional conflicts C) have positions as state leaders rather than in the foreign policy bureaucracy D) participate in key foreign policy positions in large numbers around the world Answer: D Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Moderate Skill Level: Analyze It 47. __________ feminists find important differences between men and women that are arbitrary and flexible, whereas __________ feminists consider those differences trivial.

A) Revolutionary; postmodern B) Postmodern; liberal C) Liberal; difference D) Difference; revolutionary Answer: B Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories 14 .

Difficulty Level: Moderate Skill Level: Understand the Concepts 48. Which of the following statements describes a feminist argument with respect to international relations?

A) Gender is typically irrelevant for understanding how international relations works because most heads of state are male.

B) Femininity is associated with private and domestic areas, whereas masculinity is associated with public and political spaces.

C) Males influence international relations more often through nonstate channels than females do.

D) The gender identity of actors does not affect their views and decision processes.

Answer: B Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Moderate Skill Level: Apply What You Know 49. __________ feminism criticizes __________ feminism for trying merely to integrate women into traditional structures of war and foreign policy.

A) Difference; postmodern B) Difference; liberal C) Postmodern; difference D) Postmodern; liberal Answer: D Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Difficult Skill Level: Analyze It 50. Difference feminists argue that realism involves assumptions of masculinity because of the principle of __________.

A) unified actors B) permanent alliances C) pursuit of local interest D) anarchic international politics and ordered domestic politics Answer: D Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Moderate Skill Level: Analyze It 15 .

51. The historical facts that Margaret Thatcher went to war to recover the Falkland Islands from Argentina, Indira Gandhi led a war against Pakistan, and Golda Meir led a war against Syria and Egypt contrast with the assumptions of which branch of feminism?

A) liberal feminism B) difference feminism C) postmodern feminism D) revolutionary feminism Answer: B Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Difficult Skill Level: Analyze It 52. How can one distinguish between difference and liberal feminism?

A) Difference feminists believe that individual women in foreign policy and the military differ from their male counterparts, whereas liberal feminists believe that women as a group do not differ.

B) Difference feminists believe that women can be just as realist as men, whereas liberal feminists believe realism reflects a masculine perception of social relations.

C) Difference feminists believe that women’s unique abilities can be used to transform the entire system of international relations, whereas liberal feminists believe that female participation in foreign policy will enhance state capabilities.

D) Difference feminists believe that a few well-placed women in key foreign policy positions can change the foundations of international relations, whereas liberal feminists believe many women participating in foreign policy decisions are necessary to change international relations.

Answer: C Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Difficult Skill Level: Analyze It 53. Power and potency are likely to be key terms for __________ feminism.

A) liberal B) difference C) postmodern D) revolutionary Answer: C Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Difficult 16 .

Skill Level: Analyze It 54. It is becoming relatively easier to compare men’s and women’s voting records on foreign policy issues in the U.S. Senate because __________.

A) there are fewer foreign policy issues being considered in the Senate B) the number of women senators has increased substantially C) women senators have become more interested in expressing opinions on foreign policy issues D) voting records were made publicly available for the first time in 2010 Answer: B Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Difficult Skill Level: Analyze It 55. With respect to women in the military, __________.

A) the evidence suggests that they perform well in a variety of military roles B) only the United States excludes them from combat roles C) the United States allows women to serve as mechanics, pilots, and on submarines D) low performance ratings in training have kept them out of combat roles Answer: A Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Easy Skill Level: Understand the Concepts ESSAY 56. Compare and contrast realist and liberal theories of international relations. What are the strengths and weaknesses of each theory? In your view, which theory represents a more accurate picture of today’s world politics? Provide examples to support your argument.

Answer: The ideal answer should include: 1. Outline the realist and liberal theories of international relations.

2. Compare and contrast the two theories. If possible, students should include discussion of nation states as main actors, the anarchy of the international system, and state self-reliance, on the one hand, and mutually beneficial cooperation, democratic peace, the building of norms, regimes, institutions, etc., on the other hand.

3. Using the key terms mentioned above, expand on the strengths and weaknesses of each theory.

4. Students should utilize the details they have explored to this point in the exercise to outline which theory provides the most accurate picture of today’s global politics.

5. Conclude with examples, which might include nations that exemplify each theory. For example, perhaps Denmark on the side of liberal theory, and/or North Korea on the side of realist theory.

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Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Difficult Skill Level: Apply What You Know 57. In the United States, public opinion of the United Nations seems to be significantly divided. Explain what the UN is, and discuss at least one argument in favor of and one argument against the UN from the U.S. perspective. Finally, how would you interpret the American public’s overall view of the UN according to the most recent public opinion research?

Answer: The ideal answer should include: 1. Define the United Nations, and explain why it was created.

2. Explain why some of the American public is against the UN. For example, one core frustration with the UN is that it does not always promote the interests of the United States.

3. Explain why some of the American public supports the UN. For example, some supporters point out that it is an independent institution, meant to serve the interests of all countries, not just those of the United States.

4. Discuss the American public’s overall view of the UN. Recent data suggest that opinion about the UN has not changed much over time, and it appears that while Americans do have some frustrations with the UN, on balance, they are still supportive of the institution and its mission.

5. Provide a concise summary and effective conclusion.

Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Difficult Skill Level: Analyze It 58. Explain the concepts of groupthink and crisis management. How are these concepts related to one another? Provide a historical example.

Answer: The ideal answer should include: 1. Define groupthink and crisis management.

2. Explain that groupthink occurs easily during crises because decision makers operate under tremendous time constraints and pressure in a crisis.

3. Provide a historical example. For instance, during the 1962 Cuban Missile Crisis, President John F. Kennedy created a small, closed group of advisers who worked together intensively for days on end, cut off from outside contact and discussion. Recognizing the danger of groupthink, Kennedy left the room from time to time—removing the authority figure from the group—to encourage free discussion and reduce the risk of groupthink.

4. Offer a compelling summary and effective conclusion.

Learning Objective: 3.3 Explain three factors that can hamper individual decision making in an international crisis.

Topic: Making Foreign Policy Difficulty Level: Difficult Skill Level: Analyze It 18 .

59. What are some postmodernist concerns with realist interpretations of reality? Discuss how postmodernism would critique the realist notion of states as the central actors in international relations.

Be sure to include at least one relevant example from international relations in support of the postmodernist critique.

Answer: The ideal answer should include: 1. Identify the key characteristics of postmodernism in international relations.

2. Describe some postmodernist concerns with realist interpretation of reality. For example, postmodern critiques of realism center on analyzing realists’ words and arguments. A central idea of postmodernism is that there is no single, objective reality but a multiplicity of experiences and perspectives that defy easy categorization.

3. Explain how postmodernists critique the realist notion of states as the central actors in international relations. For example, from a postmodern perspective, realism cannot justify its claim that states are the central actors in IR and that states operate as unitary actors with coherent sets of objective interests. Postmodern critics of realism see nothing objective about state interests, and certainly nothing universal.

4. Include at least one example supporting postmodernism in your answer. For example, realists treated the Soviet Union as a single actor with a single set of objective interests. But the Soviet Union split into 15 pieces, each containing its own fractious groups and elements. Then, it became clear that the “unitary state” called the Soviet Union had let realists ignore the divergent experiences of constituent republics, ethnic groups, and individuals.

5. Offer a concise summary and effective conclusion.

Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Difficult Skill Level: Analyze It 60. Discuss how Marxism was interpreted by V.I. Lenin, Mao Zedong, and Leon Trotsky. In your discussion, be sure to compare and contrast these three interpretations. Then, discuss how Lenin would explain North-South relations.

Answer: The ideal answer should include: 1. Define Marxism as an approach to international relations.

2. Compare and contrast Leninism, Maoism, and Trotskyism. For example, Lenin’s theory of imperialism argued that imperialist expansion could occur only at the expense of other imperialist states, leading to interimperialist competition and wars such as World War I. According to Mao, exploitation of third world countries by rich countries takes away the economic surplus of the global South and concentrates the accumulation of wealth in the rich parts of the world. By breaking free of such exploitation, third world states could retain their own surplus and begin to accumulate their own wealth.

Eventually they could generate their own self-sustaining cycles of accumulation and lift themselves out of poverty. Trotsky, on the other hand, believed that a socialist country such as Russia would never be able to build socialism alone and should make its top priority the spreading of revolution to other countries to build a worldwide alliance.

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3. Analyze Lenin’s explanation of North-South relations. For example, industrialized states still exploit poor countries (through both formal and informal colonization) and buy off their own working classes with the profits. Through this globalization of class relations, world accumulation concentrates surplus toward the rich parts of the world and away from the poor ones. Revolutions, then, would be expected in poor regions.

4. Offer a concise summary and effective conclusion.

Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Difficult Skill Level: Analyze It 61. Discuss how Marxism is still a relevant theory in the post–Cold War era. Consider recent political or armed struggles that are driven, at least in part, by significant class issues. Why might it be difficult to separate class issues from other issues that also drive political and arms struggles, such as religion, military power, or political oppression and freedom?

Answer: The ideal answer should include: 1. Define Marxism as it exists in the post–Cold War era.

2. Explain how Marxism has remained relevant to the global South, in particular. Students might use as examples the modern political struggles of Marxist leaders in Venezuela, Brazil, and elsewhere.

3. Analyze how the scarcity of capital and extremely poor labor conditions make it difficult to separate class issues from issues such as religion, military power, etc.

4. Offer a concise summary and effective conclusion.

Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Difficult Skill Level: Analyze It 62. Write an essay considering the contributions of peace studies and feminism to the study of international relations and the obstacles they have overcome. Use current and concrete examples to support your claim.

Answer: The ideal answer should include: 1. Outline the concepts of peace studies and feminism.

2. Compare and contrast the two concepts and explain how each affects study of the international system. If possible, students should cite examples—for instance, of the role of arbitration and world government, on the one hand, and the gender gap and women in the military, on the other hand—to illustrate their explanations.

3. Explain how obstacles to these two concepts have been overcome. Students should touch on particular examples, such as the integration of women into the world’s militaries.

4. Offer a concise summary and effective conclusion.

Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations; 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

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Topic: Peace Studies; Gender Theories Difficulty Level: Difficult Skill Level: Analyze It 63. President Dwight Eisenhower once said, “People want peace so much that one of these days governments had better get out of their way and let them have it.” How would scholars of peace studies interpret this statement? Explain the rationale behind your interpretation, and provide an example from recent history to support it.

Answer: The ideal answer should include: 1. Explain what Eisenhower meant by this quote. For example, he underlines the importance of individuals and groups for creating and maintaining positive peace.

2. Relate Eisenhower’s quote to peace movements. For example, the practice of international relations will change only as a result of pressures from individuals and groups. The most commonly studied method of exerting such pressure is through peace movements—people taking to the streets in protest against war and militarism.

3. Provide a recent example. For instance, in 2017 demonstrations were held in London in response to U.S. President Donald Trump’s promise to build more nuclear weapons and his threats against North Korea.

4. Offer a concise summary and effective conclusion.

Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Difficult Skill Level: Analyze It 64. Is a male-dominated global political power-structure unavoidable? Why or why not? Use terms central to the chapter’s coverage of feminism to assist your analysis.

Answer: The ideal answer should include: 1. Identify the historical events that contributed to the upholding of a male-dominated powerstructure.

2. Recall the fundamental breakthroughs women have made in becoming integrated into that power-structure, events such as the election of female government leaders, the integration of women into militaries, the founding of the Women’s Peace Party, the mandating of greater inclusion of women and attention to gender in UN peacekeeping and reconstruction, etc.

3. Explain how these breakthroughs have come about, and how the future might bode well or negatively for gender equality among the global political power structure.

4. Discuss feminist scholarship; difference, liberal, and postmodern feminism; difference and autonomy; suffrage; the gender gap, and other terms key to feminism to assist analysis.

5. Offer a concise summary and effective conclusion.

Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Difficult Skill Level: Analyze It 21 .

65. The motto of UNESCO is, “Since war begins in the minds of men, it is in the minds of men that the foundations for peace should be sought.” How would difference feminism, liberal feminism, and postmodern feminism respond to this statement? Which one, if any, do you agree with? Be sure to justify your selection.

Answer: The ideal answer should include: 1. Explain UNESCO’s motto.

2. Compare and contrast the three types of feminism and how they would interpret this motto.

For example, for difference feminists, war does indeed begin in the minds of men, but the foundations for peace would better be sought in the minds of women. For liberal feminism, there is virtually no difference between men and women when it comes to creating/maintaining peace. Hence, women may be at least as successful as men. For postmodern feminism, such differences between men and women are socially constructed and, therefore, entirely arbitrary.

3. Discuss which one of the three offers a more convincing response to the motto.

4. Offer a concise summary and effective conclusion.

Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Difficult Skill Level: Analyze It

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Chapter 4: Conflict, War, and Terrorism MULTIPLE CHOICE 1. __________ war is a war over control of the entire world order, whereas __________ war is warfare by one state waged to conquer and occupy another.

A) Total; limited B) Limited; civil C) Civil; hegemonic D) Hegemonic; total Answer: D Learning Objective: 4.1 Distinguish between two different theories of causes of war at two different levels of analysis.

Topic: The Wars of the World Difficulty Level: Easy Skill Level: Remember the Facts 2. On the individual level of analysis, __________.

A) wars may be the result of rational decisions of national leaders B) wars may be the result of decisions by government bureaucracies C) wars may be the result of how power is distributed between two countries D) the totalitarian nature of communist states makes them prone to using violence Answer: A Learning Objective: 4.1 Distinguish between two different theories of causes of war at two different levels of analysis.

Topic: The Wars of the World Difficulty Level: Moderate Skill Level: Remember the Facts 3. Theories of the causes of war at the systemic level of analysis __________.

A) are not as contradictory as at the individual or domestic levels of analysis B) provide a more accurate basis for predicting future wars than any of the other levels of analysis C) predict that war occurs when power is relatively equally distributed and a rising power is threatening to overtake a declining one D) refute the position that today’s military technology is too powerful to use in most conflicts Answer: C Learning Objective: 4.1 Distinguish between two different theories of causes of war at two different levels of analysis.

Topic: The Wars of the World Difficulty Level: Moderate Skill Level: Understand the Concepts

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4. “Democratic states are unlikely to go to war with each other.” This statement constitutes an example of a(n) __________ level of analysis of war.

A) domestic B) rational C) individual D) systemic Answer: A Learning Objective: 4.1 Distinguish between two different theories of causes of war at two different levels of analysis.

Topic: The Wars of the World Difficulty Level: Moderate Skill Level: Apply What You Know 5. Which statement is characteristic of guerrilla war?

A) Civilians often expose the guerrillas to opposing forces.

B) Civilians are often punished along with guerrilla forces.

C) Guerrilla fighters directly confront the enemy army.

D) Guerrilla fighters do not control any specific territory.

Answer: B Learning Objective: 4.1 Distinguish between two different theories of causes of war at two different levels of analysis.

Topic: The Wars of the World Difficulty Level: Easy Skill Level: Remember the Facts 6. Which group has been found to be more prone to warfare than contemporary society?

A) interstate actors B) preagricultural hunter-gatherer societies C) East Asian medieval societies D) domestic political leaders Answer: B Learning Objective: 4.1 Distinguish between two different theories of causes of war at two different levels of analysis.

Topic: The Wars of the World Difficulty Level: Easy Skill Level: Remember the Facts 7. Which of the following is a crime under the UN Genocide Convention of 1948?

A) Turkey undertaking significant military operations against the Kurds B) Hutu extremists ordering the killing of Tutsis in Rwanda C) Islamist groups in Libya, Yemen, and Egypt carrying out terrorist attacks tied to ISIS D) the United States using nuclear bombs to kill hundreds of thousands of Japanese

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Answer: B Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas Difficulty Level: Difficult Skill Level: Apply What You Know 8. The dissolving of huge multinational states such as Austria-Hungary is an example of the influence of what powerfully disruptive force?

A) nationalism B) internationalism C) socialism D) territorialism Answer: A Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas Difficulty Level: Moderate Skill Level: Apply What You Know 9. Examples of conflict resulting from states worrying about the fate of members of the same ethnic group living as a minority in a neighboring state are __________.

A) Kurdistan–Turkey and Rwanda–Zaire B) Albania–Serbia and Armenia–Azerbaijan C) Poland–Czech Republic and Albania–Serbia D) Argentina–Brazil and North Korea–South Korea Answer: B Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas Difficulty Level: Moderate Skill Level: Apply What You Know 10. Religious conflicts are difficult to resolve because __________.

A) people feel particularly vulnerable about religion B) they involve infidels C) there is something inherent in religion that creates conflict D) religions deal with core values that are held as absolute truth Answer: D Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas

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Difficulty Level: Moderate Skill Level: Analyze It 11. Which statement about Islamist movements is false?

A) Not all Islamist groups are violent.

B) Islamists reject Western-oriented secular states in favor of governments more explicitly oriented to Islamic values.

C) Sunni and Shi’ite Muslims cooperate and are mostly unified under the Islamist movement.

D) Some Islamists aspire to create a single political state encompassing most of the Middle East.

Answer: C Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas Difficulty Level: Difficult Skill Level: Analyze It 12. Which of the following has decreased American favorability ratings in the Middle East?

A) President Trump’s decision to withdraw from the Paris Agreement in 2017 B) President Obama’s decision to withdraw American troops from Iraq in 2011 C) President Obama’s call for a new beginning for the United States and the Arab world in 2009 D) President Trump’s decision to relocate the American embassy in Israel from Tel Aviv to Jerusalem in 2018 Answer: D Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas Difficulty Level: Difficult Skill Level: Analyze It 13. Which of the following is an example of ethnocentrism?

A) African American people calling each other “brother” B) present-day Japanese textbooks glossing over Japan’s crimes in World War II C) American propaganda in World War II depicting Japanese people as apes D) the German government rewriting textbooks to give an objective review of history Answer: C Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas Difficulty Level: Difficult Skill Level: Analyze It 14. The value states place on home territory __________.

A) has declined with the development of technology and trade as bases of wealth

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B) is equivalent to that of colonies C) is far beyond any economic or strategic value it holds D) is low enough that states will often exchange territory for money or other considerations Answer: C Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Moderate Skill Level: Analyze It 15. A current example of a lingering dispute is __________.

A) the Hungarian-Romanian dispute, heightened by Saami migration B) the Soviet-American conflict, fueled by the proliferation of nuclear weapons C) the Argentine-Chilean dispute, worsened by the expansion of Chilean oil exploration D) the Israeli-Palestinian conflict, fueled by the building of Jewish settlements in the West Bank Answer: D Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Easy Skill Level: Remember the Facts 16. Poor peasants in Latin America who benefit substantially, in terms of income, from the drug trade pose a challenge to the United States in its attempts to restrict __________.

A) lateral pressure B) Latin American military forces C) great wealth and power D) the trafficking of cocaine Answer: D Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Easy Skill Level: Understand the Concepts 17. An example of an action without UN approval was __________.

A) Canada conducting trade with Venezuela B) North Korea shipping nuclear weapons technology to Vietnam C) Syria invading Iraq D) Kosovo declaring independence from Serbia Answer: D Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate

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the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Easy Skill Level: Remember the Facts 18. Territorial waters traditionally are recognized to extend how far from a state’s coastline?

A) 5 miles B) 12 miles C) 100 miles D) 200 miles Answer: B Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Easy Skill Level: Understand the Concepts 19. Which of the following is a tangible interest over which conflict might occur?

A) control of governments B) religious differences C) gender differences D) military culture Answer: A Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Moderate Skill Level: Understand the Concepts 20. During the Cold War, the superpowers tried to affect the composition of the government in __________ by supporting different sides in a civil war, whereas the Soviet Union actually invaded __________ to change its government.

A) Cambodia; Nicaragua B) Iraq; Afghanistan C) Angola; Czechoslovakia D) Grenada; Iran Answer: C Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Easy Skill Level: Remember the Facts

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21. __________ is provided by satellites.

A) Surveillance B) Counterinsurgency C) Attack capability D) Early warning of asteroid incursions Answer: A Learning Objective: 4.4 Compare the trade-offs in the use of different instruments of leverage.

Topic: Conventional Forces Difficulty Level: Easy Skill Level: Understand the Concepts 22. By 2017, piracy was a growing problem in which region of the world?

A) western Mediterranean near Gibraltar B) south of the Cape of Good Hope near South Africa C) north of Venezuela and Antigua D) West Africa and East Asia Answer: D Learning Objective: 4.4 Compare the trade-offs in the use of different instruments of leverage.

Topic: Conventional Forces Difficulty Level: Easy Skill Level: Remember the Facts 23. Counterinsurgency is __________.

A) a complex type of warfare because it has both a military strategy and political goals B) less widespread today than it was during the Cold War C) not related to government public relations campaigns to convince the population to abandon the insurgency D) used extensively in warfare because it is the cheapest type of military campaign Answer: A Learning Objective: 4.4 Compare the trade-offs in the use of different instruments of leverage.

Topic: Conventional Forces Difficulty Level: Moderate Skill Level: Analyze It 24. Which statement regarding aircraft carriers is false?

A) They are instruments of power projection.

B) They are used as an instrument to imply a threat to use force.

C) They are extremely expensive.

D) Russia is the world leader in operating aircraft carriers.

Answer: D Learning Objective: 4.4 Compare the trade-offs in the use of different instruments of leverage.

Topic: Conventional Forces

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Difficulty Level: Easy Skill Level: Remember the Facts 25. Which is a true statement regarding the use of technology in the military?

A) Electronic warfare refers to the uses of the nuclear spectrum in war.

B) Naval technology uses unusual shapes in the design of aircraft, missiles, and ships to scatter enemy radar.

C) Cyberwar refers to disrupting enemy computer networks to degrade command and control.

D) War has become deadlier as a result of advancements in military technology.

Answer: C Learning Objective: 4.5 Evaluate the importance of new technologies in transforming the nature of war.

Topic: Evolving Technologies Difficulty Level: Difficult Skill Level: Analyze It 26. In what way have technological developments changed the nature of military force?

A) The resort to peace pacts now has more profound costs and consequences.

B) Military engagements now occur across greater distances.

C) Electronics now have a lesser role in command and control.

D) Allied computer networks are increasingly targeted by military forces and terrorists.

Answer: B Learning Objective: 4.5 Evaluate the importance of new technologies in transforming the nature of war.

Topic: Evolving Technologies Difficulty Level: Difficult Skill Level: Analyze It 27. Which incident describes a relatively recent cyberattack?

A) U.S.-Israeli virus targeting North Korea’s nuclear centrifuge B) U.S.-Israeli virus targeting Iran’s nuclear centrifuge C) Saudi virus targeting Turkish oil industry computers D) Iranian virus targeting Israeli military industries Answer: B Learning Objective: 4.5 Evaluate the importance of new technologies in transforming the nature of war.

Topic: Evolving Technologies Difficulty Level: Moderate Skill Level: Apply What You Know 28. Which is an accurate statement about drones?

A) Drones were never used in combat until after the September 11 terrorist attacks.

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B) Only the United States and Russia have used drones for attacks.

C) Drones are produced by China and sold to other countries in the global market.

D) Drones have dramatically decreased the cost of military operations around the world.

Answer: D Learning Objective: 4.5 Evaluate the importance of new technologies in transforming the nature of war.

Topic: Evolving Technologies Difficulty Level: Moderate Skill Level: Analyze It 29. The use of terrorist groups by states to achieve political aims is __________.

A) counterterrorism B) counterinsurgency C) possible only in wartime D) state-sponsored terrorism Answer: D Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

Topic: Terrorism Difficulty Level: Easy Skill Level: Remember the Facts 30. The main difference between war and “classic” terrorism is that the former __________.

A) has military targets, whereas the latter has civilian targets B) has political goals, whereas the latter has military goals C) utilizes nonuniformed forces, whereas the latter utilizes uniformed forces D) seeks a psychological impact, whereas the latter seeks a territorial impact Answer: A Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

Topic: Terrorism Difficulty Level: Difficult Skill Level: Analyze It 31. Terrorism __________.

A) refers to political peace acts that target civilians deliberately and indiscriminately B) aims to embolden a civilian population in order to use its discontent as an advantage C) is often an irrational, random use of violence against the target D) seeks to create a psychological effect on the target Answer: D Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

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Topic: Terrorism Difficulty Level: Easy Skill Level: Understand the Concepts 32. As of 2018, which state was a nation that the United States accused of supporting international terrorism?

A) Iraq B) Afghanistan C) Sudan D) Colombia Answer: C Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

Topic: Terrorism Difficulty Level: Easy Skill Level: Remember the Facts 33. With respect to terrorism, __________.

A) suicide bombings occur most frequently against autocracies rather than democracies B) terrorists are more willing than states are to violate international norms C) terrorist activities frequently achieve political ends D) terrorism is a relatively new phenomenon in the United States and Western Europe Answer: B Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

Topic: Terrorism Difficulty Level: Easy Skill Level: Remember the Facts 34. Which of the following is characteristic of terrorism?

A) Acts of terrorism kill hundreds of thousands of people every year.

B) Its purpose is to accomplish political goals by demoralizing a civilian population.

C) Terrorists are acting to gain leverage against nonstate actors.

D) Terrorist acts are typically random acts with no clear goal in mind.

Answer: B Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

Topic: Terrorism Difficulty Level: Moderate Skill Level: Analyze It 35. __________ missiles are small winged missiles capable of navigating across thousands of miles.

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A) Biological B) Cruise C) Ballistic D) Chemical Answer: B Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Remember the Facts 36. Causing skin blisters and lung damage, __________ was used broadly in artillery shells in World War I. A) mustard gas B) chlorine C) anthrax D) smallpox Answer: A Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Remember the Facts 37. Mutually assured destruction (MAD) is based on the __________.

A) launch on warning B) launch on impact C) first-strike capability D) second-strike capability Answer: D Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Understand the Concepts 38. The Non-Proliferation Treaty attempts to prevent the spread of __________ weapons.

A) chemical B) conventional C) nuclear D) biological

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Answer: C Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Remember the Facts 39. The Comprehensive Test Ban Treaty calls for the end to testing of which type of weapon?

A) nuclear B) chemical C) biological D) conventional Answer: A Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Remember the Facts 40. Weapons of mass destruction include __________ weapons.

A) nuclear, chemical, and biological B) nuclear, conventional, and biological C) chemical, ballistic, and biological D) biological, conventional, and chemical Answer: A Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Understand the Concepts 41. The explosive power of fission weapons is measured in __________, whereas the explosive power of fusion weapons is measured in __________.

A) kilotons; gigatons B) megatons; gigatons C) gigatons; millions D) kilotons; megatons Answer: D Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Remember the Facts

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42. Which element is fissionable material?

A) deuterium-242 B) hydrogen C) uranium-235 D) chromium-225 Answer: C Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Understand the Concepts 43. Ballistic missiles __________.

A) were replaced by airplanes as the main strategic delivery vehicles B) vary in range and throw weight, but have similar accuracy C) are extremely difficult to defend against D) must be fired from fixed sites Answer: C Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Understand the Concepts 44. The major difficulty in building a fission weapon is that __________.

A) the weapon is too technologically complex for most states to build B) large amounts of fissionable material are required C) fissionable material is difficult to acquire D) fission occurs only at extreme temperatures Answer: C Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Remember the Facts 45. Fission weapons are also known as __________, and fusion weapons are also known as __________.

A) thermonuclear bombs; atomic bombs B) hydrogen bombs; thermonuclear bombs C) atomic bombs; hydrogen bombs

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D) H-bombs; A-bombs Answer: C Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Understand the Concepts 46. In 2012 and 2014, Israel’s new Iron Dome system shot down short-range missiles fired by Hamas, which is an example of __________.

A) defense against missiles B) chemical warfare C) first-strike capability D) conventional weapons Answer: A Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Apply What You Know 47. In 2017, North Korea succeeded in testing a long-range missile with a transcontinental reach.

This represents a failure of __________.

A) the Non-Proliferation Treaty B) the Missile Technology Control Regime C) weapons proliferation efforts D) the Biological Weapons Convention Answer: B Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Apply What You Know 48. Which statement is true about weapons of mass destruction?

A) They are no different than conventional weapons in terms of their costs.

B) They are distinguished by their relative abundance of discrimination in whom they kill.

C) They prove to be more lethal than conventional weapons despite their smaller size.

D) They are primarily intended to deter conventional explosions.

Answer: C Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

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Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Remember the Facts 49. How do strategic weapons compare with tactical weapons?

A) Strategic weapons are short-range weapons, whereas tactical weapons are long-range weapons.

B) Strategic weapons are long-range weapons, whereas tactical weapons are short-range weapons.

C) Strategic weapons are integrated into air, sea, and land forces using delivery systems such as artillery shells and landmines, whereas tactical weapons are carried mainly on missiles.

D) Theft or accidents are a concern regarding strategic weapons, but not tactical weapons.

Answer: B Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Analyze It 50. Tactical nuclear weapons __________.

A) are not integrated into conventional forces because of concerns about theft or accident B) were phased out by the United States and Russia when the Cold War ended C) remain in the former Soviet republics of Ukraine and Kazakhstan D) were once carried on long-range bombers Answer: B Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Remember the Facts 51. The institution charged with inspecting the nuclear power industry in member states to prevent secret military diversions of nuclear materials is the __________.

A) IAEA B) CTBT C) SDI D) NSA Answer: A Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Remember the Facts

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52. __________ have dozens of nuclear weapons and the missiles to deliver them.

A) Argentina and Brazil B) India and Pakistan C) North Korea and South Korea D) Israel and Iran Answer: B Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Remember the Facts 53. Government leaders may decide against acquiring nuclear weapons because of the __________.

A) scientific knowledge about their construction B) norms against using conventional weapons C) fear of retaliation D) theoretical constraints Answer: C Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Analyze It 54. A new concern of activists about the sale of weapons is __________.

A) sales of fusion weapons to Middle Eastern countries B) sales of ballistic missiles to South America C) U.S. sales of biological and chemical weapons to Israel D) sales of small arms, especially assault rifles, to unstable conflict zones Answer: D Learning Objective: 4.8 Explain how tensions in civil-military relations can undermine military operations and even threaten political stability.

Topic: States and Militaries Difficulty Level: Easy Skill Level: Remember the Facts 55. Which of the following is correct about military spending?

A) Israel is the world’s biggest arms importer.

B) Most arms sales worldwide go to the global South.

C) The United States has not ratified the Arms Trade Treaty passed by the UN in 2013.

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D) China is the world’s biggest arms exporter.

Answer: B Learning Objective: 4.8 Explain how tensions in civil-military relations can undermine military operations and even threaten political stability.

Topic: States and Militaries Difficulty Level: Moderate Skill Level: Understand the Concepts ESSAY 56. “We had to destroy the village to save it.” Explain the origins of this quote. What does it mean? Under what conditions is the situation to which it refers most likely to occur? What can be done to avoid such a situation? Give a concrete example to explain this phenomenon.

Answer: The ideal answer should include: 1. Provide an explanation for the quote at hand, paying attention to its nuances.

2. Explain the context for the quote—the Vietnam War—and what it means, focusing on the difficulty guerrilla warfare creates in distinguishing civilians from enemy combatants.

3. Describe what can be done to avoid such situations, allowing for the general decrease in guerrilla warfare globally.

4. Evaluate a particular example, such as Vietnam, Iraq, or Afghanistan, in further explaining the phenomenon.

5. Provide a concise conclusion.

Learning Objective: 4.1 Distinguish between two different theories of causes of war at two different levels of analysis.

Topic: The Wars of the World Difficulty Level: Difficult Skill Level: Analyze It 57. “The norms of noninterference in the internal affairs of states are stronger than the norms against genocide.” Do you agree or disagree with this statement? Why? Provide examples to support your answer.

Answer: The ideal answer should include: 1. Define noninterference and genocide.

2. Recall the implications of self-determination, sovereignty, intervention, social norms, dehumanization, and other key concepts around the two issues.

3. Explain why you agree or disagree with the notion that norms of noninterference in internal affairs of states are stronger than the norms against genocide.

4. Discuss how relevant examples, such as Rwanda, corroborate your answer.

5. Offer a compelling summary and effective conclusion.

Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas

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Difficulty Level: Difficult Skill Level: Analyze It 58. Compare and contrast conflicts of interest and conflicts of ideas. Which of these types of conflict is more serious (i.e., difficult to prevent and likely to lead to armed conflict)?

Answer: The ideal answer should include: 1. Outline conflicts of interest and conflicts of ideas.

2. Explain how the two areas of conflict differ.

3. Investigate the effects of each area of conflict, assessing which is more and which is less difficult to prevent. Particular examples may be used to aid in this assessment.

4. Offer a compelling summary and effective conclusion.

Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict; 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Ideas; Conflicts of Interest Difficulty Level: Difficult Skill Level: Analyze It 59. A contemporary border dispute is in the Kashmir area where India, Pakistan, and China intersect. Considering the different types of conflict discussed in the text, provide two alternative explanations for the Kashmir dispute. Which one do you think offers a more convincing interpretation?

Answer: The ideal answer should include: 1. State that Kashmir is a disputed region between these three countries and that it could be considered both a territorial dispute and a religious conflict.

2. Explain why it is a territorial dispute. For example, a Line of Control divides the disputed province. Pakistan accuses India of oppressing Kashmiris and thwarting an international agreement to decide Kashmir’s future by a popular referendum.

3. Explain why it is a religious conflict. For example, the Indian-held part of Kashmir is predominantly inhabited by Muslims, a group that is the majority in Pakistan but a minority in India.

4. Discuss which one provides a better explanation.

5. Offer a concise summary and effective conclusion.

Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Difficult Skill Level: Apply What You Know 60. Trade in illegal drugs promises to remain a serious issue into the near future. Why is it considered a problem for international security? Discuss some of the causes, consequences, and possible remedies to this situation.

Answer: The ideal answer should include:

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1. Explain why illegal drugs pose a serious problem for international security. For example, as a form of illegal trade across international borders, drug trafficking is smuggling, which deprives states of revenue and violates states’ legal control of their borders.

2. Discuss some of the causes. For example, segments of the populations in several of these countries, especially in cocaine-producing regions, benefit substantially from the drug trade.

3. Discuss some of the consequences. For example, in Mexico, a major supplier of illegal drugs to the United States, deadly violence among drug gangs has spiraled out of control in the past decades, claiming tens of thousands of lives.

4. Discuss some of the possible remedies. For example, countries can work with one another’s law enforcement agencies to crack down on the cocaine trade.

5. Offer a compelling summary and effective conclusion.

Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Difficult Skill Level: Analyze It 61. Discuss two different technological developments that have changed the nature of military force. In your discussion, be sure to explain each of the new technologies you have identified, and provide at least two different ways each new technology has transformed the nature of war.

Provide a specific current example to illustrate your argument.

Answer: The ideal answer should include: 1. Describe two new technologies in warfare. For example, drones and electronic warfare.

2. Explain how these new technologies have transformed the nature of war in two different ways. For instance, in the example of drones, drone technology is fairly simple, which has raised the possibility of proliferation, and the use of armed drones to kill individuals is questioned under international law. In the example of electronic warfare, countries now use cyberattacks to disable their opponent’s military infrastructure, and countries now use cyberattacks to influence electoral outcomes.

3. Assess a specific current example. For instance, during Russia’s military conflict with Georgia in 2008, cyberattacks increased against official Georgian Web sites.

4. Offer a compelling summary and effective conclusion.

Learning Objective: 4.5 Evaluate the importance of new technologies in transforming the nature of war.

Topic: Evolving Technologies Difficulty Level: Difficult Skill Level: Analyze It 62. Terrorism is an often-discussed and not-very-well-understood issue in international relations.

Analyze what we know about terrorism and the role of state and nonstate actors in either promoting or preventing its use. What do you think the most effective means of combating terrorism might be? Why? Provide a specific current example to illustrate your argument.

Answer: The ideal answer should include:

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1. Describe what the average aware citizen knows about terrorism, and how prevention or promotion of it is carried out by state and nonstate actors.

2. Explain how terrorism might best be combated, focusing on economic development, policing activities, and organized military conflict.

3. Investigate why particular efforts at combating terrorism might best effect prevention of terrorism.

4. Assess a current example—perhaps via Afghanistan, Yemen, Iraq, Israel, the horn of Africa, ISIS, etc.

5. Offer a compelling summary and effective conclusion.

Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

Topic: Terrorism Difficulty Level: Difficult Skill Level: Analyze It 63. “The primary effect of terrorism is psychological.” What does this statement from the text actually mean? Do you agree with the statement? Why or why not? Justify your argument by using relevant examples from international relations.

Answer: The ideal answer should include: 1. Explain what the statement means. For example, the purpose of terrorism is to demoralize a civilian population in order to use its discontent as leverage on national governments or other parties to a conflict.

2. Discuss whether you agree with the statement or not. For example, the effectiveness of terrorism in capturing attention is due to the dramatic nature of the incidents, especially as shown on television news. Terrorism also gains attention because of the randomness of victims.

Although only a few dozen people may be injured by a bomb left in a market, millions of people realize “It could have been me” because they, too, shop in markets.

3. Provide an example. When the Irish Republican Army (IRA) planted bombs in London in the 1960s and 1970s, it hoped to make life miserable enough for Londoners that they would insist their government settle the Northern Ireland issue. The bombing also sought to keep the issue of Northern Ireland in the news, in the hope that the British government would then be pressured to concede to terms more favorable to the IRA than would otherwise be the case.

4. Conclude with a concise summary and effective conclusion.

Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

Topic: Terrorism Difficulty Level: Difficult Skill Level: Analyze It 64. What do you think is the primary reason that states seek nuclear proliferation? Include one example in your explanation. Then, identify and explain two different treaties designed to prevent nuclear proliferation. To what extent do you think these treaties have been successful?

Answer: The ideal answer should include:

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1. Explain the primary reason for nuclear proliferation. For example, the reason for possessing nuclear weapons is almost always to deter another state from a nuclear or conventional attack by threatening ruinous retaliation.

2. Provide an example, such as Pakistan testing its first nuclear bomb to deter India from attacking Pakistan at a nuclear level.

3. Identify and explain two different treaties designed to prevent nuclear proliferation.

For example, the Anti-Ballistic Missile (ABM) Treaty and the Non-Proliferation Treaty (NPT).

4. Discuss whether these treaties have been successful. For example, the NPT sought to control the spread of nuclear materials and expertise by charging the International Atomic Energy Agency with inspecting the nuclear power industry in member states to prevent secret military diversions of nuclear materials. However, some potential nuclear states (such as Israel) have not signed the NPT, and even states that have signed may sneak around its provisions by keeping some facilities secret (as Iraq and Iran did).

Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Difficult Skill Level: Analyze It 65. Describe one international agreement that is in place and designed to control the production and use of weapons of mass destruction. What incentives motivate compliance? What incentives motivate defiance? Who is most likely to violate this agreement?

Answer: The ideal answer should include: 1. Describe one agreement: the Anti-Ballistic Missile Treaty, Non-Proliferation Treaty, Comprehensive Test Ban Treaty, etc.

2. Explain how economics/trade, diplomacy, and military incentives may motivate compliance.

3. Evaluate the incentives that motivate defiance, including civilian perception of government, the challenging or balancing of power, hegemonic drive, etc.

4. Assess who is most likely to violate the agreement, using historical precedence to aid estimation of this—perhaps Iran, India, Pakistan, Russia, the United States, etc.

5. Offer a concise summary and effective conclusion.

Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Difficult Skill Level: Analyze It

21 .

Chapter 5: Trade and Finance MULTIPLE CHOICE 1. Applying quotas on imports is a policy that would be followed by a __________.

A) bureaucracy B) conspirator C) free-market capitalist D) protectionist state Answer: D Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Apply What You Know 2. The balance of trade is the value of a state’s imports relative to its __________.

A) budget balance B) trade status C) exchange rate D) exports Answer: D Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Easy Skill Level: Remember the Facts 3. When states specialize in producing the goods that they produce best and trading for goods that other states are better at producing, they are operating according to __________.

A) the comparative advantage B) the absolute advantage C) transaction costs D) patterns of trade Answer: A Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Easy Skill Level: Understand the Concepts 4. A state that avoids trading altogether and instead tries to produce everything it needs by itself is following a strategy of __________.

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A) mercantilism B) economic liberalism C) autarky D) comparative advantage Answer: C Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Easy Skill Level: Remember the Facts 5. __________ is/are efforts to capture unfairly a large share of world markets, or even a nearmonopoly, so that eventually a company or state can raise prices without fearing competition.

A) Dumping B) Nontariff barriers C) Predatory practices D) Protectionism Answer: C Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Easy Skill Level: Remember the Facts 6. Which policy would be followed by a protectionist state?

A) imposing tariffs B) dumping C) eliminating export duties D) disallowing quotas on imports Answer: A Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Apply What You Know 7. Autarkic states tend to exhibit what type of growth?

A) average B) high C) low D) cyclical Answer: C 2 .

Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Analyze It 8. A state will have a positive balance of trade, or trade surplus, when it __________.

A) imports a surplus of consumer goods B) exports more than it imports C) imports more than it exports D) exports progressively more over a fiscal period Answer: B Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Understand the Concepts 9. How does economic liberalism compare with mercantilism?

A) Economic liberalism is not concerned with whether one state gains more or less than another, just whether the state’s wealth is increasing in absolute terms, whereas mercantilism emphasizes that each state must protect its own interests at the expense of others.

B) Economic liberalism emphasizes conflicting interests in economic exchanges, whereas mercantilism emphasizes shared interests.

C) Economic liberalism asserts that the most important goal of economic policy is the creation of the most favorable possible distribution of wealth, whereas mercantilism asserts that the most important goal is the maximum creation of total wealth.

D) Economic liberalism advocates a role for politics in market processes, whereas mercantilism advocates for market processes to be relatively unhindered by political elements.

Answer: A Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Difficult Skill Level: Analyze It 10. Protectionism hurts an economy in which way?

A) Consumers usually pay higher prices for products.

B) Domestic industries become more efficient.

C) Domestic industries become more competitive.

D) It leads to a declining balance of trade.

Answer: A Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and 3 .

services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Analyze It 11. A __________ would agree that a government’s most useful role is to interfere in economics only to regulate markets in order to help them function efficiently. That is, politics should serve the interests of economic efficiency.

A) liberal B) mercantilist C) Marxist D) communist Answer: A Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Apply What You Know 12. “The creation of wealth underlies state power. Economics should serve politics” is a statement in line with __________.

A) economic liberalism B) mercantilism C) Marxism D) communism Answer: B Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Analyze It 13. For decades, the country of Albania chose not to participate in world markets, instead relying on a centrally planned economy. This approach to trade is an example of what strategy?

A) self-reliance B) cultural revolution C) competition D) embargo Answer: A Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate 4 .

Skill Level: Apply What You Know 14. The mercantilist approach to trade is similar to __________.

A) economic liberalism B) realism C) Marxism D) communism Answer: B Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Analyze It 15. Which topic was on the agenda of the Doha Round of WTO trade negotiations?

A) forestry B) industrial products C) electronics D) maritime treaties Answer: B Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Easy Skill Level: Remember the Facts 16. The WTO provides an overall framework for __________ trade in a worldwide market.

A) limited B) unilateral C) bilateral D) multilateral Answer: D Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Moderate Skill Level: Understand the Concepts 17. Which country has used its large supply of oil to ensure the functioning of OPEC? A) Kuwait B) Venezuela C) Saudi Arabia D) Qatar 5 .

Answer: C Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Easy Skill Level: Remember the Facts 18. Trade in services includes __________.

A) banking and insurance B) telecommunications and arms C) tourism and textiles D) aerospace and computer technology Answer: A Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Easy Skill Level: Remember the Facts 19. The leading arms-importing region of the global South is __________.

A) Africa B) South Asia C) Latin America D) the Middle East Answer: D Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Easy Skill Level: Remember the Facts 20. The General Agreement on Tariffs and Trade was replaced by the __________ in 1995.

A) International Monetary Fund B) World Bank C) International Trade Organization D) World Trade Organization Answer: D Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Easy Skill Level: Understand the Concepts 6 .

21. Enforcement of trade agreements __________.

A) takes place under universal agreement on what is fair trade B) depends on reciprocity C) usually involves the United Nations Economic and Social Council D) is ensured mostly by the United States and China Answer: B Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Moderate Skill Level: Understand the Concepts 22. The round of multinational trade negotiations that began in 2001 and was suspended in 2015 is the __________ Round.

A) Bruges B) Uruguay C) Tokyo D) Doha Answer: D Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Easy Skill Level: Remember the Facts 23. Cartels form to __________ the price of a certain product, and most often __________ production by each member so as to lower supply.

A) manipulate; inflate B) reduce; inflate C) manipulate; limit D) inflate; reduce Answer: C Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Moderate Skill Level: Understand the Concepts 24. The most prominent cartel in the international economy is the __________.

A) International Energy Agency B) Organization of the Petroleum Exporting Countries C) North American Free Trade Agreement 7 .

D) Free Trade Area of the Americas Answer: B Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Easy Skill Level: Remember the Facts 25. Retaliation for cases of dumping usually comes in the form of __________.

A) dumping in the offending state’s market B) quotas on the products being dumped C) tariffs to raise the price back to market levels D) subsidies for those companies being harmed Answer: C Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Moderate Skill Level: Understand the Concepts 26. In 2013, the WTO said Antigua and Barbuda could steal $21 million annually in U.S. intellectual property because the United States blocked the country’s online gambling sites. This WTO decision is an example of __________.

A) patenting B) retaliation C) dumping D) hegemony Answer: B Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Moderate Skill Level: Apply What You Know 27. The Industrial Revolution began in __________ in the __________ century.

A) Germany; twentieth B) Britain; eighteenth C) the United States; nineteenth D) France; eighteenth Answer: B Learning Objective: 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

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Topic: Economic Globalization Difficulty Level: Easy Skill Level: Remember the Facts 28. By the beginning of the twentieth century, __________ replaced __________ as the state with the world’s largest and most advanced economy.

A) Germany; France B) Japan; the United States C) the United States; Britain D) Britain; Germany Answer: C Learning Objective: 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Economic Globalization Difficulty Level: Easy Skill Level: Remember the Facts 29. The protectionist Smoot-Hawley Tariff Act, adopted by the United States in 1930 in response to the Great Depression, contributed to the severity of the depression by __________.

A) allowing home industries to fail B) provoking retaliation and reducing world trade C) lowering consumer prices below profitable levels D) easily allowing foreign competitors access to U.S. markets Answer: B Learning Objective: 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Economic Globalization Difficulty Level: Moderate Skill Level: Analyze It 30. The Soviet Union set prices and quotas for production and consumption of commodities, following communist principles. This approach to economics is an example of a __________ economy.

A) centrally planned B) locally planned C) stagnant D) leading Answer: A Learning Objective: 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Economic Globalization Difficulty Level: Moderate Skill Level: Apply What You Know 9 .

31. Despite a critical shift toward a(n) __________ economy, China’s government continues to follow a Marxist political line.

A) industrial B) global C) mixed D) market Answer: D Learning Objective: 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Economic Globalization Difficulty Level: Easy Skill Level: Remember the Facts 32. Economies that are changing to a market-based economy, usually from a centrally planned economy, are referred to as __________ economies.

A) mixed B) transitional C) domestic D) command Answer: B Learning Objective: 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Economic Globalization Difficulty Level: Easy Skill Level: Understand the Concepts 33. Because they contain both government control and private ownership, the industrialized economies of the West are often called __________ economies.

A) mixed B) transitional C) centrally planned D) command Answer: A Learning Objective: 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Economic Globalization Difficulty Level: Easy Skill Level: Understand the Concepts 34. For centuries, the global currency that had value in all countries was __________.

A) the U.S. dollar B) the British pound 10 .

C) precious metals D) the Special Drawing Right Answer: C Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Remember the Facts 35. What type of exchange rate system is typically utilized in the world today?

A) pegged rate system B) U.S. dollar system C) planned system D) floating rate system Answer: D Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Understand the Concepts 36. Many states will bridge the gap between floating and fixed exchange rates by periodically intervening in the currency markets, usually to promote stability. This type of intervention is called a(n) __________ system.

A) interventionist B) periodic float C) primary float D) managed float Answer: D Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Understand the Concepts 37. Though private speculators may lose out because of it, a successful intervention in __________ can make money for governments.

A) stock markets B) free markets C) large economies D) global currency markets Answer: D Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Moderate 11 .

Skill Level: Understand the Concepts 38. The largest default in IMF history was made by __________ in 2003.

A) China B) Liberia C) Argentina D) Zimbabwe Answer: C Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Remember the Facts 39. The principle determinant of the long-term value of a state’s currency is __________.

A) speculation in global currency markets B) its fiscal health during economic crises C) whether it incurs a trade surplus or deficit D) the supply and demand of the currency Answer: D Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Moderate Skill Level: Understand the Concepts 40. Central banks in industrialized countries maintain the value of the state’s currency by limiting the amount of __________ and by preventing high inflation.

A) gold on the market B) money printed C) credit D) distribution Answer: B Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Understand the Concepts 41. The system established after World War II to manage the world economy was the __________.

A) World Trade Organization B) Bretton Woods system C) International Monetary Fund D) World Bank

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Answer: B Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Remember the Facts 42. The pillars of the international monetary system continue to be the __________ and the World Bank.

A) International Monetary Fund B) International Trade Organization C) Organization of the Petroleum Exporting Countries D) World Trade Organization Answer: A Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Remember the Facts 43. The IMF established __________ as the replacement for gold as a world standard.

A) the Special Drawing Right B) silver C) floating exchange rates D) international exchange coins Answer: A Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Understand the Concepts 44. A hard currency can be __________ leading world currencies.

A) converted into B) difficult to convert into C) devalued against D) combined with Answer: A Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Understand the Concepts 45. An exchange rate is the rate at which a state’s __________ can be exchanged for a different state’s __________.

A) currency; debt 13 .

B) currency; currency C) debt; currency D) goods; goods Answer: B Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Understand the Concepts 46. __________ exchange rates exist when a government establishes official rates of exchange for its currency, whereas __________ exchange rates exist when exchange rates are determined by global currency markets.

A) Managed float; fixed B) Fixed; floating C) Floating; hard D) Hard; managed float Answer: B Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Understand the Concepts 47. International monetary relations immediately after World War II were based on __________.

A) floating exchange rates B) fixed exchange rates C) the silver standard D) managed exchange rates Answer: B Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Moderate Skill Level: Remember the Facts 48. Capital goods are products that can be used as __________ for further production.

A) extractions B) loans C) inputs D) standing Answer: C Learning Objective: 5.5 Explain three reasons why states go into debt.

Topic: State Financial Positions Difficulty Level: Easy 14 .

Skill Level: Remember the Facts 49. The __________ is basically the balance of trade, whereas __________ are foreign investments in and by a country.

A) capital account; changes in currency reserves B) current account; capital flows C) trade account; remittances D) national account; government investments Answer: B Learning Objective: 5.5 Explain three reasons why states go into debt.

Topic: State Financial Positions Difficulty Level: Easy Skill Level: Understand the Concepts 50. The summary of a state’s financial transactions with the rest of the world, including trade, foreign aid, and the remittance of income by citizens employed abroad, is known as a __________.

A) balance of payments B) gross national product C) merchandise trade D) capital flow Answer: A Learning Objective: 5.5 Explain three reasons why states go into debt.

Topic: State Financial Positions Difficulty Level: Easy Skill Level: Remember the Facts 51. Which of the following is a reason states go into debt?

A) due to a trade deficit B) due to bad investments C) borrowing to pay for government budget surpluses D) to create greater standing wealth Answer: A Learning Objective: 5.5 Explain three reasons why states go into debt.

Topic: State Financial Positions Difficulty Level: Easy Skill Level: Analyze It 52. Which statement is true about multinational corporations in international political relations?

A) They act as agents of intergovernmental organizations.

B) National governments act as agents of NGOs. C) They are “citizens of the world,” beholden to no government.

D) Their actions frequently reflect states’ national interests.

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Answer: C Learning Objective: 5.6 Identify two risks to firms that engage in foreign direct investment and two risks to countries that host foreign direct investment.

Topic: Multinational Business Difficulty Level: Moderate Skill Level: Remember the Facts 53. The most important types of multinational corporations are __________ corporations.

A) financial B) industrial C) service D) agricultural Answer: B Learning Objective: 5.6 Identify two risks to firms that engage in foreign direct investment and two risks to countries that host foreign direct investment.

Topic: Multinational Business Difficulty Level: Easy Skill Level: Remember the Facts 54. A state in which a foreign MNC operates is called the __________ country, whereas the state where the MNC has its headquarters is called the __________ country.

A) subsidiary; headquarters B) host; home C) home; host D) investor; investing Answer: B Learning Objective: 5.6 Identify two risks to firms that engage in foreign direct investment and two risks to countries that host foreign direct investment.

Topic: Multinational Business Difficulty Level: Moderate Skill Level: Understand the Concepts 55. What is the international business environment most conducive to the creation of wealth by MNCs? A) rapidly changing conditions so that no one government can exercise control over an MNC B) countries being divided into rival trading blocs so that MNCs can take advantage of bargaining C) stable international security so investments are not threatened D) policies of mercantilism Answer: C Learning Objective: 5.6 Identify two risks to firms that engage in foreign direct investment and two risks to countries that host foreign direct investment.

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Topic: Multinational Business Difficulty Level: Moderate Skill Level: Analyze It ESSAY 56. Even in a world in which the principles of free trade prevail, states frequently impose protectionist policies. Discuss the motivations for protectionist behavior in a liberal market and assess how acceptable each motivation would be in today’s world economy.

Answer: The ideal answer should include: 1. Outline the primary protectionist policies discussed in the text.

2. Compare and contrast a number of motivations for a protectionist posture, focusing on attempts to gain advantage for the state in a particular way.

3. Explain whether motivations such as the desire to cater to the political demands of domestic industries, the desire to provide established or new domestic industries room to adjust to unfamiliar or shifting market conditions, etc. are acceptable in the modern world economy.

4. Offer a concise summary and effective conclusion.

Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Difficult Skill Level: Analyze It 57. Compare and contrast mercantilism and economic liberalism. What are the assumptions of each regarding the economy and politics? What are the weaknesses of each? Provide an example from international relations for each approach.

Answer: The ideal answer should include: 1. Describe mercantilism and explain its assumptions. For example, mercantilism is an economic theory and a political ideology opposed to free trade; it shares with realism the belief that each state must protect its own interests without seeking mutual gains through international organizations. States worry about relative wealth and trade because these can be translated directly into military power.

2. Describe economic liberalism and explain its assumptions. For example, economic liberalism is an approach that generally shares the assumption of anarchy (the lack of a world government) but does not see this condition as precluding extensive cooperation to realize common gains from economic exchanges. It emphasizes absolute over relative gains and, in practice, a commitment to free trade, free capital flows, and an “open” world economy.

3. Discuss weaknesses of each approach. For example, economic liberals argue that interdependence inherently promotes peace, yet some observers saw similar trends in international interdependence just before World War I, but war occurred anyway. Mercantilism, on the other hand, declined in the nineteenth century as Britain decided it had more to gain from free trade than from protectionism.

4. Provide one example for each approach. Liberal economists believe in markets. For example, Saudi Arabia might be willing to sell a barrel of oil for $10 a barrel, while 17 .

industrialized countries are willing to pay more than $100 a barrel for the oil. Prices are determined by market competition. Mercantilists’ preferred means of making trade serve a state’s political interests is to create a favorable balance of trade. China has run a large trade surplus for years—it gets more money for the many goods it exports than it pays for raw materials and other imported goods.

5. Offer a compelling summary and effective conclusion.

Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Difficult Skill Level: Analyze It 58. Explain what is meant by the term “interdependence” with respect to world trade. What are its consequences for the international community of states?

Answer: The ideal answer should include: 1. Define economic interdependence.

2. Discuss its consequences. From a liberal perspective, interdependence inherently promotes peace. Trade-based wealth depends on international political cooperation, and violence usually does not work well in pursuing such wealth. From a mercantilist perspective, however, interdependence makes states more vulnerable.

3. Offer a compelling summary and effective conclusion.

Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Difficult Skill Level: Analyze It 59. What has been the impact of free trade agreements for various interest groups? What role has globalization had on the impact?

Answer: The ideal answer should include: 1. Identify particular interest groups impacted by free trade and outline the intersection of free trade agreements with each interest group.

2. Explain how these groups have been impacted. For example, focus might be given to the way in which unrestricted trade tends to compel countries to equalize their regulations in a variety of areas, including labor and environmental rules.

3. Discuss the global impact of the world expansion of trade, as well as the changing nature of money, business, communication, and environmental management, and the extent to which these issues impact interest groups.

4. Offer a compelling summary and effective conclusion.

Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations; 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Trade Regimes; Economic Globalization Difficulty Level: Difficult 18 .

Skill Level: Analyze It 60. Discuss economies based on state ownership as an alternative to those with private ownership. How prominent are they today? What are the pros and cons of state ownership as opposed to private ownership? Include the concepts of transitional economies and mixed economies in your discussion.

Answer: The ideal answer should include: 1. Provide a definition of both state ownership and private ownership.

2. Explain how prominent state ownership is in today’s world, providing examples of economies employing state ownership.

3. Describe transitional economies and mixed economies by providing links between them and state-ownership economies.

4. Evaluate the positives and negatives of state ownership in opposition to private ownership. Students might discuss the way in which state-owned assets can be run like jointstock corporations, with the government owning a controlling stake of the shares, and the fact that the government-owned corporation may not be required to generate a profit.

5. Provide a concise summary and effective conclusion.

Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets; 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations; 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Theories of Trade; Trade Regimes; Economic Globalization Difficulty Level: Difficult Skill Level: Analyze It 61. What role has the United States played in creating the current global economic system? How important has U.S. leadership been in the global economic system? What are some of the consequences of that leadership, both for the United States and the world?

Answer: The ideal answer should include: 1. Describe the current global economic system.

2. Explain how the United States has played a role in this system. For example, NAFTA could be used as an example of the intersection between the United States and the global economic system.

3. Discuss the nature of U.S. leadership on the General Agreement on Tariffs and Trade (GATT) and the World Trade Organization (WTO).

4. Analyze the consequences of U.S. leadership for both the world and the United States.

5. Offer a compelling summary and effective conclusion.

Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations; 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Trade Regimes; Economic Globalization Difficulty Level: Difficult Skill Level: Analyze It

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62. What are three of the most contentious areas of trade negotiations today? Explain why they are contentious, and provide an example for each area. How has the international community responded to these negotiations?

Answer: The ideal answer should include: 1. List three areas of trade negotiations today, such as the agricultural sector, the textiles and garment sector, and intellectual property rights.

2. Explain why they are contentious. For instance, intellectual property rights are the rights of creators of books, films, computer software, and similar products to receive royalties when their products are sold. It is technically easy and cheap to copy such works and sell them in violation of copyright, patent, or trademark laws.

3. Provide an example for each area. For instance, the United States has a major conflict with some states over piracy of computer software, music, films, and other creative works— products in which the United States has a strong comparative advantage globally. Because U.S. laws cannot be enforced in foreign countries, the U.S. government wants foreign governments to prevent and punish such violations. Countries that reportedly pirate large amounts of computer software and music and entertainment products include China, Taiwan, India, Thailand, and Brazil.

4. Discuss how the international community has responded. For example, the international community has developed an IGO with 186 UN member states, the World Intellectual Property Organization, which tries to regularize patent and copyright law across borders.

5. Offer a compelling summary and effective conclusion.

Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Difficult Skill Level: Analyze It 63. What are the impacts of foreign direct investment? If you were an adviser to a multinational corporation that was considering foreign direct investments, what factors would you recommend that the MNC look at in determining where to invest? Why? Answer: The ideal answer should include: 1. Outline the purpose and influences of foreign direct investment.

2. Explain the particular considerations of an MNC in determining where to invest. For example, students might discuss factories, real estate, and companies abroad that offer sizable ownership of stocks.

3. The complexities of investing in developing nations might be illuminated. For example, they offer the possibility of growth, but also instability.

4. Outline the particular characteristics of a country that should be sought by the MNC. 5. Offer a concise summary and effective conclusion.

Learning Objective: 5.6 Identify two risks to firms that engage in foreign direct investment and two risks to countries that host foreign direct investment.

Topic: Multinational Business 20 .

Difficulty Level: Difficult Skill Level: Apply What You Know 64. How might a stable international monetary regime be considered a collective good? What are the implications inherent in it being a collective good? Are there structures or influences that impel greater cooperation in monetary relations than in trade or security? Be sure to use sound logic to support your argument.

Answer: The ideal answer should include: 1. Define a stable international monetary regime.

2. Explain how such a concept might be considered a collective good, and explore its implications. For example, members of the international economy all benefit from a stable monetary regime.

3. Discuss how such a regime creates structures and influences that create expectations that states will abide by norms, because states benefit, economically and at the level of security, by abiding by such norms.

4. Offer a concise summary and effective conclusion.

Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states; 5.6 Identify two risks to firms that engage in foreign direct investment and two risks to countries that host foreign direct investment.

Topic: Globalization, Financial Markets, and the Currency System; Multinational Business Difficulty Level: Difficult Skill Level: Analyze It 65. Who would you say has benefited the most and who has benefited the least from the international economic system that was created at Bretton Woods and after? Why do you suppose that is? Is the global economic system unfair?

Answer: The ideal answer should include: 1. Identify key characteristics of Bretton Woods.

2. Compare and contrast the winners and losers of the Bretton Woods process. For example, students might argue that Western nations and Japan were the winners, as the bulk of rebuilding funds went to these nations. In addition, many would argue that it was not until much later that developing nations benefited, and even then, it was with great difficulty.

3. Explain why developing nations did not immediately benefit from the Bretton Woods process like the Western nations and Japan did.

4. Discuss the fairness, or lack thereof, of the global economic system. Students may emphasize the position of developing nations in the post–World War II era.

5. Offer a concise summary and effective conclusion.

Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states; 5.5 Explain three reasons why states go into debt; 5.6 Identify two risks to firms that engage in foreign direct investment and two risks to countries that host foreign direct investment.

Topic: Globalization, Financial Markets, and the Currency System; State Financial Positions; Multinational Business Difficulty Level: Difficult Skill Level: Analyze It 21 .

Chapter 6: International Organizations, Law, and Human Rights MULTIPLE CHOICE 1. NGOs include organizations such as __________.

A) Greenpeace and the International Olympic Committee B) Amnesty International and the Organization of the Petroleum Exporting Countries C) the International Red Cross and the European Union D) the International Political Science Association and the United Nations Answer: A Learning Objective: 6.1 Identify the contradictory forces faced by all international organizations.

Topic: Globalization and Integration Difficulty Level: Moderate Skill Level: Apply What You Know 2. National leaders can expect certain behaviors from their international counterparts. These behaviors are known as __________.

A) international covenants B) international norms C) international standards D) global expectations Answer: B Learning Objective: 6.1 Identify the contradictory forces faced by all international organizations.

Topic: Globalization and Integration Difficulty Level: Easy Skill Level: Understand the Concepts 3. The IGOs that have been more successful are ones that are __________ in scope with a __________ purpose.

A) regional; general B) regional; specific C) continental; general D) global; specific Answer: B Learning Objective: 6.1 Identify the contradictory forces faced by all international organizations.

Topic: Globalization and Integration Difficulty Level: Moderate Skill Level: Understand the Concepts 4. A current example of a regional IGO is the __________.

A) Organization of the Petroleum Exporting Countries B) Association of South East Asian Nations C) International Monetary Fund 1 .

D) United Nations Answer: B Learning Objective: 6.1 Identify the contradictory forces faced by all international organizations.

Topic: Globalization and Integration Difficulty Level: Moderate Skill Level: Apply What You Know 5. International norms are __________.

A) effective because they become irregular over time B) most effective when different states hold different expectations of what is normal C) not effective in shaping state behavior D) sometimes institutionalized through intergovernmental organizations Answer: D Learning Objective: 6.1 Identify the contradictory forces faced by all international organizations.

Topic: Globalization and Integration Difficulty Level: Moderate Skill Level: Understand the Concepts 6. Which statement can explain why regional and specific IGOs have been the most successful in international relations compared with other types of IGOs? A) Power is less concentrated.

B) States are likely less invested in the IGO. C) Interests are likely to overlap more.

D) There are fewer problems to deal with.

Answer: C Learning Objective: 6.1 Identify the differences between intergovernmental organizations (IGOs) and nongovernmental organizations (NGOs) in both form and function.

Topic: Roles of International Organizations Difficulty Level: Moderate Skill Level: Analyze It 7. The UN’s peacekeeping forces are __________.

A) a standing army ready to be deployed at a moment’s notice B) assembled by the Secretary General each time a mission is deemed necessary C) mostly led by one of the five permanent members of the Security Council D) funded out of the general UN budget Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Understand the Concepts 2 .

8. Which country is a permanent member of the UN Security Council?

A) India B) France C) Japan D) Germany Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 9. The UN peacekeeping mission in __________ took over actual control of the government after a long civil war until elections could be held to choose a new government.

A) Cambodia B) Bosnia C) Rwanda D) Haiti Answer: A Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 10. As of 2018, which region of the world has hosted the most UN peacekeeping missions?

A) South Asia B) Latin America C) Middle East D) Africa Answer: D Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 11. All UN members are represented in which institution?

A) Security Council B) Economic and Social Council C) Secretariat D) General Assembly 3 .

Answer: D Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 12. In an effort to provide longer-term support to countries after peacekeeping missions end, the United Nations has __________.

A) asked NATO, European Union, or African Union troops to replace UN peacekeepers B) installed the UN Standby High Readiness Brigade to maintain order and stability C) worked with the International Monetary Fund and the World Bank to provide funding to the countries D) created a Peacebuilding Commission to coordinate reconstruction, institution-building, and economic recovery Answer: D Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 13. According to the UN Charter, states __________.

A) are not inherently equal under international law B) have full sovereignty over their own affairs C) may have full independence and territorial integrity D) should take disputes to the International Court of Justice Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 14. How frequently do the nonpermanent members of the Security Council rotate?

A) once a year B) once every two years C) once every five years D) once a decade Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

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Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 15. What can the permanent members of the UN Security Council do that nonpermanent members cannot?

A) abstain on resolutions B) veto resolutions C) request a meeting of the Security Council D) set the agenda of the Security Council Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Understand the Concepts 16. What is one way in which the power of the UN Security Council is limited?

A) Its decisions depend entirely on the interests of its member states.

B) The UN General Assembly can override its decisions.

C) Member states adhere to Security Council resolutions.

D) Eight of the ten nonpermanent members can override a permanent member’s veto.

Answer: A Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Analyze It 17. One purpose of the UN Secretariat is to __________.

A) administer UN policy and programs B) serve as theoretical experts and military advisers on various programs and projects C) represent their respective member states at the UN D) develop national civil servants whose loyalties are at the state level Answer: A Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Understand the Concepts 18. Which function belongs to the UN General Assembly?

A) controlling embassies 5 .

B) passing binding resolutions C) electing members of certain UN agencies D) coordinating NATO programs and agencies Answer: C Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Understand the Concepts 19. Autonomous agencies affiliated with the UN, but not under its control, include the __________.

A) World Health Organization and the UN Educational, Scientific and Cultural Organization B) World Intellectual Property Organization and the Office of the UN High Commissioner for Refugees C) World Meteorological Association and the UN Children’s Fund D) International Civil Aviation Organization and the UN Environment Program Answer: A Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 20. The UN Security Council’s decisions depend entirely on the interests of its member states, and although Security Council resolutions in theory bind all UN members, member states in practice often try to evade or soften their effect. These characteristics of the Council are examples of its __________.

A) plenary sessions B) expansive influence C) disregard for nations’ sovereignty D) limited power Answer: D Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Analyze It 21. UN involvement in the Darfur region of Sudan and the Democratic Congo in 2018 were the UN’s two biggest __________ that year.

A) plenary sessions B) peace tribunals 6 .

C) rebel movements D) peacekeeping missions Answer: D Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Apply What You Know 22. With respect to UN peacekeeping, __________.

A) soldiers are typically armed with artillery and tanks B) soldiers are typically sent to a country only when a cease-fire has been arranged C) soldiers are under the joint command of generals from each of the countries represented on the peacekeeping force D) member states have accepted a proposal to upgrade forces to take on a peacemaking role Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Remember the Facts 23. In 2011, a no-fly zone was authorized in Libya. This type of action can be considered an example of which principle?

A) reciprocity B) collective security C) peace enforcement D) executive board power Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Apply What You Know 24. In 1971, in place of the nationalists in Taiwan, the delegation of the People’s Republic of China was given China’s seat in the UN. This is an example of the UN General Assembly’s power to __________.

A) administer Security Council policy and programs B) provide counsel on economic and social issues C) accredit national delegations as members of UN tribunals D) accredit national delegations as members of the UN

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Answer: D Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Analyze It 25. What is the impact of state sovereignty on the United Nations?

A) It creates a need for the UN because it provides services that no single state would.

B) It allows the UN to use armed force for humanitarian purposes.

C) It enhances the power of the UN because states rely on it.

D) It creates an opportunity for the UN to use dominance when dealing with states.

Answer: A Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Difficult Skill Level: Analyze It 26. The functions of the United Nations include __________.

A) providing a forum in which tribes can settle disputes without the use of force B) promoting oceanic and forestry development in the global South C) coordinating information and planning by international agencies and programs D) coercing states into abiding by international law Answer: C Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 27. The UN Standby High Readiness Brigade __________.

A) is controlled by the General Assembly B) is headquartered in Denmark C) is available for deployment to conflict areas in two to three months D) has not yet been used in an area of conflict Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts

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28. With respect to changes in the structure of the UN Security Council, __________.

A) Japan and Australia would like to be permanent members because they contribute a great deal of money to the UN and have a stake in a stable security climate B) Brazil developed a plan that would give permanent seats with veto power to at least six additional countries C) any expansion of permanent seats might include India, with 20 percent of the world’s population, and Indonesia, a predominantly Islamic country D) Britain and Turkey would be reluctant to give up their individual seats for one “European” seat Answer: C Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Analyze It 29. Peace operations of the United Nations include __________.

A) war regulation B) use of force to protect shipping C) supervision of elections D) intervening in ethnic conflicts to create a cease-fire Answer: C Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Apply What You Know 30. Turkey continues to seek EU membership, __________.

A) and there is increasing popular support in Turkey for EU membership B) and it is likely to achieve that goal by the year 2025 C) and Turkey’s president said in 2018 it was ready to “beg” for membership D) although Turkey’s president said in 2018 it would not “beg” for membership Answer: D Learning Objective: 6.3 Describe the growth of the EU in terms of the number of members and identify two challenges arising from the increase in membership.

Topic: The European Union Difficulty Level: Easy Skill Level: Analyze It 31. The failed attempt at an EU constitution was replaced in 2007 by the __________, an agreement that strengthened central EU authority and modified voting procedures among the EU’s expanded membership.

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A) Maastricht Treaty B) Lisbon Treaty C) Single European Act D) Treaty of Rome Answer: B Learning Objective: 6.3 Describe the growth of the EU in terms of the number of members and identify two challenges arising from the increase in membership.

Topic: The European Union Difficulty Level: Easy Skill Level: Remember the Facts 32. Which statement is true regarding the European Court of Justice?

A) The Court can overrule national law when it conflicts with EU law.

B) Cases before the Court cannot be brought by individuals or businesses.

C) The Court has no established jurisdiction.

D) The Court serves as merely a mechanism of international mediation.

Answer: A Learning Objective: 6.3 Describe the growth of the EU in terms of the number of members and identify two challenges arising from the increase in membership.

Topic: The European Union Difficulty Level: Moderate Skill Level: Analyze It 33. Which of the following is a criterion to join a single currency in the EU? A) national debt above 60 percent of GDP B) inflation no more than 10 percentage points above the average of the three lowest-inflation members C) budget deficit less than 3 percent of GDP D) balance-of-payment deficit less than 10 percent of GDP Answer: C Learning Objective: 6.3 Describe the growth of the EU in terms of the number of members and identify two challenges arising from the increase in membership.

Topic: The European Union Difficulty Level: Moderate Skill Level: Understand the Concepts 34. The European Court of Justice has actively established __________, unlike the World Court.

A) judges B) economic commissions C) an appeals process D) its jurisdiction

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Answer: D Learning Objective: 6.3 Describe the growth of the EU in terms of the number of members and identify two challenges arising from the increase in membership.

Topic: The European Union Difficulty Level: Easy Skill Level: Remember the Facts 35. International law depends on __________, collective action, and international norms for enforcement.

A) reciprocity B) organizations C) diplomatic accreditation D) courts Answer: A Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Easy Skill Level: Remember the Facts 36. Reprisals are actions that would have been __________ under international law, but which may be __________ if taken in response to the __________ actions of another state.

A) illegal; illegal; illegal B) legal; illegal; illegal C) illegal; legal; illegal D) legal; legal; illegal Answer: C Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Analyze It 37. Only states can be parties to cases before the __________.

A) World Court B) ad hoc committee C) just-war tribunal D) Secretariat Answer: A Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Easy 11 .

Skill Level: Remember the Facts 38. International customs are __________.

A) limited in their overall import on the international stage B) often a failure in peacekeeping C) a source of international law D) analogous to international constitutions Answer: C Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Understand the Concepts 39. Why is the United States a favorite jurisdiction within which to bring cases?

A) It is considered the most just system in the world.

B) It is the most effective system in the world.

C) It tends to award the largest settlements.

D) It insists on having cases brought in the United States.

Answer: C Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Analyze It 40. Which statement explains an advantage to having international cases heard in a national court?

A) Judgments are sometimes enforceable.

B) Individuals can pursue legal complaints through national courts.

C) There is a lack of choice regarding in which state the case can be heard.

D) The authority of national courts can extend beyond the state’s borders.

Answer: B Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Analyze It 41. If the United States were to ask Great Britain to arrest a suspect on British territory and hand him or her over for trial, it would be known as __________.

A) jurisdiction B) arbitration 12 .

C) extradition D) extraterritorial seizure Answer: C Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Apply What You Know 42. Most states voluntarily observe international law most of the time because __________.

A) compliance with international law requires no sacrifice of a state’s self-interest or autonomy B) states’ interests are served by the maintenance of an orderly and predictable international environment C) the permanent members of the Security Council successfully enforce international law D) international law simultaneously protects the weak against the strong and provides the rich with legally sanctioned procedures for exploiting the poor Answer: B Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Analyze It 43. What is the great weakness of the World Court?

A) It only has 15 judges to hear all the cases that come before it.

B) It cannot force states to abide by its decisions.

C) Parties to a case may not have one of their nationals as a judge.

D) The Court cannot hear a case if one side is not participating.

Answer: B Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Understand the Concepts 44. The just-war doctrine __________.

A) allows the repelling of an attack and punishment of the aggressor B) is based on the principle of nonviolence C) allows only the victim of aggression to respond D) applies only to actual aggression, not to threatened aggression Answer: A Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of 13 .

international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Understand the Concepts 45. The principle that diplomats are beyond the jurisdiction of the host country’s national courts is known as diplomatic __________.

A) recognition B) immunity C) accreditation D) freedom Answer: B Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Easy Skill Level: Understand the Concepts 46. A just war can __________.

A) be waged to change another state’s government, if it is violating human rights B) be waged for ethnic or religious reasons C) be waged only in response to aggression D) involve the use of nuclear weapons Answer: C Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Understand the Concepts 47. In 1997, diplomats from Georgia and Zaire were prosecuted by the United States and France, respectively, when those diplomats killed children by driving recklessly. These are examples of exceptions to __________.

A) diplomatic immunity B) national representation C) accreditation D) bureaucratic freedom Answer: A Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Apply What You Know 14 .

48. Within a nation’s embassy, a host country’s laws may __________.

A) be enforced in line with domestic laws of the host country B) not be enforced without the consent of the embassy’s country C) be enforced in line with international law D) not be enforced under any condition Answer: B Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Analyze It 49. Created during the Nuremberg trials after World War II, __________ were conceived as inhumane acts and persecutions against civilians on a vast scale in the pursuit of unjust ends.

A) crimes against liberty B) civil rights violations C) crimes against humanity D) militia-led violations Answer: C Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Easy Skill Level: Remember the Facts 50. According to the laws of war, __________.

A) effort needs to be made to expand warfare to the combatants and to expose civilians when possible B) leaders of government may not be killed, mistreated, or forced to disclose information beyond their name, rank, and serial number C) armed forces must respect the neutrality of the Red Cross in its support of civilians and prisoners of war during war D) states are allowed to use overwhelming force if it ends a conflict early and prevents further casualties Answer: C Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Moderate Skill Level: Analyze It

15 .

51. Despite tens of thousands of civilians being killed by their government in 2011–2018, the Syrian people were not defended by other governments. Had they been, as Libyans were in 2011, it would have been an example of __________.

A) the responsibility to protect B) immunity C) amnesty D) negative rights Answer: A Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Easy Skill Level: Apply What You Know 52. Which of the following undermines the laws of warfare?

A) increase in the issuance of declarations of war by participants B) doctrine of just war C) convening of war crimes tribunals D) increase in nonconventional warfare Answer: D Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Moderate Skill Level: Understand the Concepts 53. How is the idea of universal human rights distinguished from relativism?

A) Universal human rights have their roots in non-Western societies, whereas relativism argues that human rights are Western in origin.

B) Universal human rights are civil-political rights, whereas relativism focuses on economicsocial rights.

C) Universal human rights are the same for all people regardless of nationality or ethnicity, whereas relativism emphasizes due respect for local traditions and histories.

D) Universal human rights are based on religion, whereas relativism bases human rights on political and legal philosophy.

Answer: C Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Difficult Skill Level: Analyze It 54. The three sources from which the concept of human rights arises exclude __________.

16 .

A) religion B) political and legal philosophy C) human evolution D) national revolutions Answer: C Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Moderate Skill Level: Understand the Concepts 55. The rights of soldiers under the laws of war exclude the right to __________.

A) surrender B) abandon their roles as combatants C) become prisoners of war D) share intelligence with third parties Answer: D Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Moderate Skill Level: Understand the Concepts ESSAY 56. What are international norms? How do realism, liberalism, and constructivism explain the impact of norms in international relations? Which one, if any, of these explanations do you agree with? Justify your rationale.

Answer: The ideal answer should include: 1. Define international norms (e.g., the expectations held by participants about typical interactions among states).

2. Compare and contrast the three paradigms. Realists point out that many of the accepted norms were shaped by the powerful states in the system (the dominance principle), and these same powerful states are often responsible for their interpretation. Constructivist scholars point out that when international norms are violated, states (even the United States) go to tremendous lengths to justify behaviors that violate the norms. This suggests that strong norms do exist and are recognized by even the most powerful states. Finally, liberals point out that, contrary to what realists or constructivists maintain, it is the codification of international norms in institutions that gives norms their power. These institutions create incentives to reciprocate behavior encouraged by a norm (the reciprocity principle) while also constraining the behavior of powerful states through rules that govern behavior.

3. Discuss which one, if any, you agree with. Justify your rationale, ideally by using a relevant example from international relations. For example, to the United States, it was a moral 17 .

imperative to remove Saddam Hussein from power in 2003. But from the perspective of Arab populations, the U.S. invasion was an unjust violation of territorial sovereignty. In cases of diverging norms, morality can be a factor for misunderstanding and conflict rather than a force of stability.

4. Offer a concise summary and effective conclusion.

Learning Objective: 6.1 Identify the contradictory forces faced by all international organizations.

Topic: Globalization and Integration Difficulty Level: Moderate Skill Level: Analyze It 57. “The Security Council is the strongest institution of the United Nations.” Explain briefly the rationale behind this argument. Do you agree with it? What are two of the limitations of the UN Security Council? Be sure to justify your argument by using relevant examples from international relations.

Answer: The ideal answer should include: 1. Explain the rationale behind this argument. For instance, the Security Council is the enforcement wing of the UN. 2. Discuss whether you agree with the argument or not. For example, the Security Council can pass resolutions that are binding on each and every member of the UN. 3. Discuss two of the limitations of the Security Council. First, the Council’s decisions depend entirely on the interests of its member states. Second, although Security Council resolutions in theory bind all UN members, member states in practice often try to evade or soften their effect.

4. Provide an example. For instance, trade sanctions are difficult to enforce.

5. Offer a concise summary and effective conclusion.

Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Difficult Skill Level: Analyze It 58. Explain why the United Nations and the United States share a unique relationship. In your answer, be sure to discuss what has shaped this relationship over time and how that relationship has changed since its inception.

Answer: The ideal answer should include: 1. Identify the tension in the relationship shared by the United Nations and the United States.

2. Explain why the relationship has the character it does, illuminating the historical evolution of the relationship.

3. Discuss aspects key to the evolving relationship, including the U.S. resistance to the League of Nations, the headquartering of the UN in New York, the UN as a balancing agent against the power of the United States, and the isolationism of the United States.

4. Offer a concise summary and effective conclusion.

18 .

Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Difficult Skill Level: Analyze It 59. What is peacekeeping? How does it differ from peacebuilding? What are some of the problems associated with these tasks? Which of these tasks do you think is easiest for the UN to achieve? Justify your rationale using an example.

Answer: The ideal answer should include: 1. Compare and contrast the two concepts. Peacekeeping is the use of military peacekeepers, civilian administrators, police trainers, and similar efforts to maintain peace in a post-conflict area. Peacebuilding is the use of UN peacekeepers to sustain peace agreements and build stable, democratic governments in societies recovering from civil wars.

2. Explain some problems with these tasks. Peacekeeping forces have generally been unable to make peace, only to keep it. To go into a shooting war and suppress hostilities requires military forces far beyond those of past UN peacekeeping missions. Peacebuilding is a lengthy process given the nature of the objective.

3. Discuss which one is more likely to be successful. For instance, students might claim that peacekeeping is more likely to be successful because the consent of the warring parties is ensured before sending in the UN forces.

4. Justify your rationale using an example. For instance, the UN has had a peacekeeping presence in Cyprus since 1964 that has been mostly successful.

5. Offer a concise summary and effective conclusion.

Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Difficult Skill Level: Analyze It 60. International law is often criticized as ineffective because of the difficulty associated with enforcement. What is the issue surrounding enforcement? Explain why states often decide to comply with international law. In your discussion, examine the various sources of international law.

Answer: The ideal answer should include: 1. Outline the role of enforcement in international law.

2. Explain why enforcement of the UN’s mandatory directives can be so difficult, allowing for the impact of such directives on powerful and less powerful states.

3. Discuss why states often comply with international law, considering reciprocity, collective action, and international norms.

4. Recall the sources of international law: treaties, custom, general principles of law, and legal scholarship.

5. Offer a concise summary and effective conclusion.

19 .

Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members; 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: The United Nations; International Law Difficulty Level: Difficult Skill Level: Analyze It 61. The United Nations serves as an important international governmental organization.

Compare and contrast its strengths and weaknesses, using examples to support your claims. If the UN did not exist, would there be a need to create one? Why or why not?

Answer: The ideal answer should include: 1. Outline the role of the UN in the international system, paying close attention to international security affairs.

2. Explain the strengths and weaknesses of the UN, illuminating such points as impressive world-level maintenance, and failure in the face of state sovereignty. Examples may include, but need not be limited to: Cold War-era instances, Central America in the 1980s, U.S. involvement in Iraq, and the wars in the former Yugoslavia.

3. Discuss the necessity, or lack thereof, for a UN. 4. Analyze why there is or is not a need for an institution like the UN, utilizing information and examples above to aid in doing so.

5. Offer a concise summary and effective conclusion.

Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Difficult Skill Level: Analyze It 62. Briefly outline the current governing structure of the European Union. What are the various functions of each piece of this structure? What changes in its structure have occurred since it was first established? What future changes do you anticipate, particularly given European enlargement?

Answer: The ideal answer should include: 1. Describe the structure of the EU—the European Parliament, European Court of Justice, European Commission, etc.

2. Explain the functions of each structure. For instance, the European Commission is the executive branch of the EU. 3. Investigate the development of structures within the EU over time.

4. Assess what future changes might be expected, especially given European enlargement. The eurozone, in particular, is already under pressure due to debt crises and recession.

5. Offer a compelling summary and effective conclusion.

Learning Objective: 6.3 Describe the growth of the EU in terms of the number of members and identify two challenges arising from the increase in membership.

Topic: The European Union 20 .

Difficulty Level: Difficult Skill Level: Analyze It 63. Examine the connection among international law, diplomacy, and world order. What are the costs and benefits associated with compliance with international law? Why is it important to have rules such as those related to diplomatic relations and diplomatic immunity, among others?

Answer: The ideal answer should include: 1. Provide an outline of international law, diplomacy, and world order.

2. Explain the costs and benefits of compliance with international law, with an emphasis on the roles of economics, diplomacy, and national politics.

3. Describe the import of the relevant rules. For example, the ability to conduct diplomacy is necessary for all other kinds of relations among states, except perhaps all-out war.

4. Evaluate the consequences if such rules did not exist.

5. Provide a concise summary and effective conclusion.

Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Difficult Skill Level: Analyze It 64. What are just wars, and how are they different from wars of aggression? Discuss how international law treats these two different types of war. When is a war morally just?

Answer: The ideal answer should include: 1. Compare and contrast just wars and wars of aggression. A just war is a category in international law that defines when wars can be justly started and how they can be justly fought.

Wars of aggression are based on a violation of the sovereignty and territorial integrity of states.

2. Explain how international law treats these two types of war. For instance, international law distinguishes just wars (which are legal) from wars of aggression (which are illegal).

3. Discuss when a war is morally just. For a war to be morally just, it must be more than a response to aggression; it must be waged for the purpose of responding to aggression. The intent must be just. A state may not take advantage of another state’s aggression to wage a war that is essentially aggressive.

4. Provide a concise summary and effective conclusion.

Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Difficult Skill Level: Analyze It 65. Discuss the issue of human rights laws at the international level. How, and why, has human rights law developed? What types of rights would you add to this legal body in the twenty-first century, and why?

Answer: The ideal answer should include: 21 .

1. Define human rights law.

2. Explain the intersection of human rights law and the international system.

3. Analyze how and why human rights law developed, taking into consideration the complications sovereignty creates for enforcement, insofar as it entails interference by one state in another’s internal affairs.

4. Discuss what types of rights and/or protections might be added to human rights law in the twenty-first century, taking into account recent history and historical precedence, such as “enemy combatants” and the complicated distinction between civilian and combatant brought about by contemporary conflicts. Private military forces may also be taken into consideration, given their expanding role in contemporary military actions. Further, as food and water scarcity become more widespread, human rights issues around those problems will certainly become more prominent in the twenty-first century.

5. Provide a concise summary and effective conclusion.

Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Difficult Skill Level: Analyze It

22 .

Chapter 7: The North-South Relations MULTIPLE CHOICE 1. UNESCO defines literacy as the ability to read and write __________.

A) a simple sentence B) three paragraphs C) at the third-grade level D) at the sixth-grade level Answer: A Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Easy Skill Level: Remember the Facts 2. In the 2010 Pakistan flood, nearly __________ million acres of crops were destroyed.

A) 0.2 B) 2 C) 20 D) 200 Answer: B Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Easy Skill Level: Remember the Facts 3. Urbanization is caused by people moving from __________.

A) one country to another B) the city to the countryside C) city to city D) the countryside to the city Answer: D Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Easy Skill Level: Understand the Concepts 4. International law and/or norms __________.

A) obligate states to accept refugees who arrive at their borders B) do not distinguish between refugees and migrants

1 .

C) emphasize migrants’ economic impact on a state rather than their international security implications D) provide guidance to receiving states as to how to distinguish political motives from economic motives Answer: A Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Moderate Skill Level: Understand the Concepts 5. Recurrent epidemics and widespread diarrhea, which kill millions of children each year, are often the result of __________.

A) inadequate food supplies B) infection with hepatitis C) subsistence farming D) inadequate sanitation facilities Answer: D Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Easy Skill Level: Understand the Concepts 6. Which statement is true regarding migrants and refugees?

A) Migrants flee their country to escape war, natural disaster, or political persecution.

B) Refugees move to a new country in search of better economic opportunities.

C) States are obligated to let migrants leave for another country.

D) Refugees may be granted asylum, which allows them to stay in the new state.

Answer: D Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Moderate Skill Level: Understand the Concepts 7. With respect to poverty in the global South, which statement is true?

A) Starvation kills more people than malnutrition does.

B) People die from starvation and malnutrition because there is not enough food produced in the world to feed them.

C) About 1 billion people live in abject poverty.

D) Starvation triggered by war or drought affects more people than chronic poverty does.

2 .

Answer: C Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Moderate Skill Level: Remember the Facts 8. Right-wing nationalism has surfaced in __________, where regulations for asylum seekers have been lax and the number of immigrants has been increasing.

A) Turkey B) Australia C) Russia D) Germany Answer: D Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Easy Skill Level: Remember the Facts 9. In 2016, more than $500 billion, triple that of a decade before, was sent by migrants to relatives in their country of origin, which is an example of __________.

A) remittance B) restriction C) trafficking D) deferral Answer: A Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Easy Skill Level: Understand the Concepts 10. What group of refugees, displaced in the 1948 and 1967 Arab-Israeli wars, remains one of the most politicized groups in the world?

A) Georgians B) Egyptians C) Armenians D) Palestinians Answer: D Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South

3 .

Difficulty Level: Easy Skill Level: Remember the Facts 11. Which of the following is a possible explanation for the dramatic increase in global remittance flows?

A) Globalization is making it easier for people to live and work in different countries.

B) The cost of living has been increasingly on the rise in nations where most migrants are found.

C) As migrants assimilate they simply keep more of the money they make.

D) Global poverty is decreasing greatly.

Answer: A Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Moderate Skill Level: Analyze It 12. Conflicts among great powers, including the two world wars and the Cold War, basically result from competition among core states and regions over the right to exploit __________.

A) each other B) the periphery C) the industrial regions D) the satellites Answer: B Learning Objective: 7.2 Give examples of states that world-system theory would identify as members of the core, semiperiphery, and periphery.

Topic: Theories of Accumulation Difficulty Level: Moderate Skill Level: Understand the Concepts 13. World-system theory is based on which theoretical framework?

A) liberalism B) Marxism C) realism D) constructivism Answer: B Learning Objective: 7.2 Give examples of states that world-system theory would identify as members of the core, semiperiphery, and periphery.

Topic: Theories of Accumulation Difficulty Level: Moderate Skill Level: Understand the Concepts 14. In the world-system, the regions that mostly manufacture goods are the __________ regions.

A) middle-income

4 .

B) third world C) industrialized D) incorporated Answer: C Learning Objective: 7.2 Give examples of states that world-system theory would identify as members of the core, semiperiphery, and periphery.

Topic: Theories of Accumulation Difficulty Level: Moderate Skill Level: Understand the Concepts 15. According to world-system theory, which type of state develops most of the advanced products or quasi-monopoly goods?

A) core states B) peripheral states C) semiperipheral states D) multinational states Answer: A Learning Objective: 7.2 Give examples of states that world-system theory would identify as members of the core, semiperiphery, and periphery.

Topic: Theories of Accumulation Difficulty Level: Moderate Skill Level: Understand the Concepts 16. Basing economic growth solely on resource exports can be problematic and lead to __________.

A) mercantilism B) the resource curse C) resource dependency D) hollow growth Answer: B Learning Objective: 7.2 Give examples of states that world-system theory would identify as members of the core, semiperiphery, and periphery.

Topic: Theories of Accumulation Difficulty Level: Easy Skill Level: Understand the Concepts 17. With respect to the concept of the world-system, __________.

A) the semiperiphery acts as a buffer between the core and periphery B) states in the periphery are not active in international trade C) states in the core export light manufactures from the periphery D) there are distinct lines between core and periphery that states cannot cross Answer: A

5 .

Learning Objective: 7.2 Give examples of states that world-system theory would identify as members of the core, semiperiphery, and periphery.

Topic: Theories of Accumulation Difficulty Level: Moderate Skill Level: Analyze It 18. A lack of technical and administrative skills was one challenge faced by former colonies __________.

A) with economies stretched thin by overdevelopment B) upon winning their independence C) upon losing their independence D) with particularly effective governments Answer: B Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Easy Skill Level: Understand the Concepts 19. In a system of nationally controlled production, __________ control(s) a cycle of accumulation based on producing products for export.

A) the local population B) local peasants C) the local capitalist class D) foreign markets Answer: C Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Moderate Skill Level: Analyze It 20. North-South relations have shown how difficult it is to separate __________ from __________.

A) political economy; international security B) global terrorism; globalization C) political culture; development issues D) imperialism; political economy Answer: A Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Moderate

6 .

Skill Level: Analyze It 21. Which country pioneered the first voyages of exploration beyond Europe?

A) Britain B) Portugal C) Spain D) Germany Answer: B Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Easy Skill Level: Remember the Facts 22. In most of the territories they colonized, European empires __________ the indigenous populations of those territories, especially in Africa and Asia.

A) incorporated B) respected C) promoted D) decimated Answer: D Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Easy Skill Level: Remember the Facts 23. Nonviolent resistance to British rule was the means to independence for which British colony?

A) Malaysia B) South Africa C) India D) Nigeria Answer: C Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Easy Skill Level: Remember the Facts 24. The digging up and shipping away of the most easily accessible minerals and the use of the best farmland for export crops rather than subsistence crops exemplified the __________ colonial power.

7 .

A) environmental degradation carried out through B) economic desperation associated with C) negative economic implications of D) aggressive work ethic perpetuated through Answer: C Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Moderate Skill Level: Apply What You Know 25. By 1982, the only areas of white minority rule remaining in Africa were in __________ Africa.

A) central B) north C) south D) west Answer: C Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Easy Skill Level: Remember the Facts 26. Though it continued to control other territories, in the early 1800s, the Portuguese left power in Brazil. This is an example of __________.

A) interdependence B) democratization C) decolonization D) internationalism Answer: C Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Easy Skill Level: Apply What You Know 27. According to dependency theory, __________.

A) a dependent country is forced to export all the goods it produces B) the structure of the world-system creates economic problems for dependent countries C) the accumulation of capital cannot sustain itself within dependent countries D) dependency is a form of international interdependence between countries of relatively equal

8 .

power Answer: C Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Moderate Skill Level: Analyze It 28. The central aspect of economic development is __________.

A) rising per capita income B) capital accumulation C) increasing skills of the population D) the adoption of new technological styles Answer: B Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Easy Skill Level: Understand the Concepts 29. The newly industrializing country that has competitive electronics and other light industries but specializes in banking and trade is __________.

A) Singapore B) Thailand C) Hong Kong D) the Philippines Answer: C Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Easy Skill Level: Remember the Facts 30. __________ is a newly industrializing country that has focused primarily on trade.

A) Singapore B) South Korea C) Malaysia D) Taiwan Answer: A Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences

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Difficulty Level: Easy Skill Level: Remember the Facts 31. Antigovernment protests in China by students, workers, and some government officials took place in __________.

A) Tiananmen Square in 1989 B) Tiananmen Square in 1992 C) Shenzhen in 1989 D) Shenzhen in 1992 Answer: A Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Easy Skill Level: Remember the Facts 32. Newly industrializing countries __________.

A) are periphery states that became core states B) export heavy manufactured goods C) have achieved self-sustaining capital accumulation D) have raised income levels among a small elite Answer: C Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Understand the Concepts 33. China’s southern coastal provinces, under Deng Xiaoping, transformed into free economic zones, meaning the areas __________.

A) became open to foreign investment and were run on capitalist principles B) played host to peasants who worked collective farms C) became more dependent on local investment D) became open to foreign investment, but were still run on closed-market principles Answer: A Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Easy Skill Level: Understand the Concepts 34. According to world-system theory, the newly industrializing countries are categorized as __________ states.

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A) core B) periphery C) semiperiphery D) dependent Answer: C Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Analyze It 35. How is South Korea one of the “four tigers”?

A) It creates enough capital accumulation to raise income levels across the population broadly.

B) It has a fairly stable state industrial policy, specializing in timber and mining.

C) It creates enough capital accumulation to raise the income levels of the nation’s elite.

D) It creates enough industry to raise the expectations of the population broadly.

Answer: A Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Apply What You Know 36. In the 1970s, most of the global South prospered in regard to economic development, but in the 1980s, most of that region suffered a decrease in per capita __________.

A) distribution B) education C) GDP D) natural resources Answer: C Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Easy Skill Level: Remember the Facts 37. Which of the following is a feature of economic development?

A) technological accumulation B) falling per capita incomes C) increasing skills in the population D) switching from manufacturing to service industries Answer: C

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Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Analyze It 38. How did South Korea’s prosperous economy compare with that of Taiwan?

A) South Korea focused on electronics and computer industries, while Taiwan focused on iron, coal, steel, and automobile industries.

B) South Korea focused on iron, coal, steel, and automobile industries, while Taiwan focused on electronics and computer industries.

C) South Korea focused on copper, diamonds, and timber, while Taiwan focused on defense and entertainment industries.

D) South Korea focused on electronics and other light industries, while Taiwan focused on banking and trade.

Answer: B Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Analyze It 39. What impact has China’s economic success had on its perspective on international relations?

A) It boosted China’s foreign aid to Russia.

B) It opened China to accepting preferential loans.

C) It gave China a more regional perspective.

D) It gave China a more global perspective.

Answer: D Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Analyze It 40. How does the income level and growth rate of Ethiopia compare with that of Iran?

A) Both Ethiopia’s and Iran’s growth rates have declined as their income levels have declined.

B) Ethiopia’s growth rate has declined as its income level has also declined, while Iran’s growth rate has risen as its income level has risen.

C) Both Ethiopia’s and Iran’s growth rates have declined as their income levels have risen.

D) Ethiopia’s growth rate has risen as its income level has declined, while Iran’s growth rate has declined as its income level has risen.

Answer: D Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving

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economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Analyze It 41. How does import substitution compare with export-led growth?

A) Import substitution is effective in later phases of economic development, whereas export-led growth is effective in all phases of economic development.

B) Import substitution works best when the local industry is a service industry, whereas exportled growth works best when the exports are raw materials.

C) Import substitution has proven effective where it has been used, whereas export-led growth has had limited success.

D) Import substitution seeks to develop local industries to produce items that the country had been importing, whereas export-led growth seeks to develop local industries that can compete in specific niches in the world economy.

Answer: D Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Analyze It 42. What is a favorite starter industry for developing economies?

A) electronics B) textiles C) telecommunications D) agriculture Answer: B Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Remember the Facts 43. What are the features of microcredit?

A) small portions of money; poor people, especially women, as beneficiaries; the support of economic self-sufficiency B) large portions of money; poor people, especially men, as beneficiaries; the support of economic self-sufficiency C) small portions of money; wealthy people as beneficiaries; the support of economic selfsufficiency D) must often be refinanced or restructured Answer: A

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Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Easy Skill Level: Understand the Concepts 44. Among the most corrupt countries in the world in 2014, according to Transparency International, were __________.

A) Nigeria and Indonesia B) Sudan and Somalia C) Brazil and Chile D) Pakistan and India Answer: B Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Easy Skill Level: Remember the Facts 45. Private capital flows to the global South were approximately what amount in 2014?

A) $10 billion B) $200 billion C) $700 billion D) $2 trillion Answer: C Learning Objective: 7.5 Identify and evaluate two different strategies that developing states have used in attempting to achieve economic growth.

Topic: North-South Capital Flows Difficulty Level: Easy Skill Level: Remember the Facts 46. The group of state creditors that meets periodically to discuss the international debt situation and renegotiation is called the __________.

A) London Club B) New York Club C) Paris Club D) Frankfurt Club Answer: C Learning Objective: 7.5 Identify and evaluate two different strategies that developing states have used in attempting to achieve economic growth.

Topic: North-South Capital Flows Difficulty Level: Easy

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Skill Level: Remember the Facts 47. The main forum in which developing countries have pursued concerns about international trade has been the __________.

A) World Trade Organization B) United Nations Conference on Trade and Development C) United Nations General Assembly D) International Monetary Fund Answer: B Learning Objective: 7.5 Identify and evaluate two different strategies that developing states have used in attempting to achieve economic growth.

Topic: North-South Capital Flows Difficulty Level: Easy Skill Level: Remember the Facts 48. What is the model of development assistance by which short-term relief (food, water, and shelter) is provided to victims of natural disasters or war?

A) Oxfam B) handout C) disaster relief D) private agency Answer: C Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Easy Skill Level: Understand the Concepts 49. What are some key purposes of development assistance?

A) capitalist, humanitarian, and egalitarian B) egalitarian, political, and environmental C) capitalist, humanitarian, and the creation of future economic advantage for the receiver D) political, humanitarian, and the creation of future economic advantage for the giver Answer: D Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Moderate Skill Level: Analyze It 50. Unlike commercial loans, government-to-government development loans are often made on __________ terms, with long repayment times and low interest rates.

A) inflationary

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B) concessionary C) unfair D) righteous Answer: B Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Easy Skill Level: Understand the Concepts 51. The __________ provides U.S. volunteers for technical development assistance in states in the global South.

A) UN Development Program B) Development Assistance Committee C) Peace Corps D) Paris Club Answer: C Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Easy Skill Level: Remember the Facts 52. Foreign aid is usually used to __________.

A) promote the export of products from the donor state B) promote the export of products from the recipient state C) hinder the import of products into the donor state D) hinder the import of products into the recipient state Answer: A Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Moderate Skill Level: Analyze It 53. States from Western Europe, North America, and East Asia have joined together to form the __________, from which almost 90 percent of government assistance flows.

A) UN Development Program B) Paris Club C) Peace Corps D) Development Assistance Committee Answer: D

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Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Easy Skill Level: Remember the Facts 54. __________ has been able to meet the foreign assistance target set by the Development Assistance Committee.

A) Finland B) Sweden C) The Netherlands D) Switzerland Answer: B Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Moderate Skill Level: Apply What You Know 55. __________ is not normally included in development assistance.

A) Military aid B) Food aid C) Loan money D) Grant money Answer: A Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Easy Skill Level: Remember the Facts ESSAY 56. Globally, several children die every minute from malnutrition, and during that same timeframe millions of dollars are spent on military forces. Analyze the moral and political debates about North-South relations that are embodied in this reality.

Answer: The ideal answer should include: 1. Outline North-South relations.

2. Explain the intersection of basic human needs and military spending, keeping in mind how lack and need can create security issues.

3. Discuss the moral and political implications of basic needs going unattended to in the face of defense spending. Consider how the South might be driven to “keep up with” the North, creating complex situations.

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4. Analyze how the tension between competing needs might best be balanced, weighing the political against the moral.

5. Offer a concise summary and effective conclusion.

Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Difficult Skill Level: Analyze It 57. What are two of the formal efforts by the UN to address the problems in the global South?

What do these efforts seek to achieve specifically? How successful have they been so far?

Answer: The ideal answer should include: 1. Identify the Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs) as two formal UN efforts.

2. Explain what each effort seeks to achieve. For example, the MDGs aimed to cut in half the proportion of the world’s population living in “extreme poverty,” and the SDGs cover a wide range of subjects including poverty, hunger, education, affordable energy, reduced inequality, climate change, and economic growth.

3. Discuss whether these efforts have been successful. For instance, students might argue that the MDGs were somewhat successful since 2 billion people have gained access to improved drinking water, but over 800 million remain hungry around the world.

4. Offer a concise summary and effective conclusion.

Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Difficult Skill Level: Analyze It 58. Explain what dependency theory is and how it is related to the concept of enclave economies.

Then, discuss an alternative form of dependency.

Answer: The ideal answer should include: 1. Define dependency theory. For instance, it is a Marxist-oriented theory that explains the lack of capital accumulation in the third world as a result of the interplay between domestic class relations and the forces of foreign capital.

2. Clarify the link between dependency theory and enclave economies. Students should initially define enclave economies—in which foreign capital is invested in a third world country to extract a particular raw material in a particular place, such as a mine, oil well, or plantation— and then explain that the enclave economy is a historically important configuration of dependency.

3. Provide an alternative form of dependency. For instance, students might mention the penetration of national economies by MNCs after World War II. 4. Offer a concise summary and effective conclusion.

Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

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Topic: Imperialism Difficulty Level: Difficult Skill Level: Analyze It 59. Briefly describe the history of imperialism. What is the legacy of imperialism? Why has imperialism continued to impact international relations today?

Answer: The ideal answer should include: 1. Identify the key historical events related to imperialism.

2. Recall the basic facts related to the legacy of imperialism.

3. Discuss the economic implications of imperialism, postcolonialism, and neocolonialism.

4. Explain why imperialism has continued to have an effect on international relations today, touching on basic economic infrastructures that imperialist regimes left behind that made wealth accumulation difficult.

5. Offer a concise summary and effective conclusion.

Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Difficult Skill Level: Analyze It 60. Discuss the role of women in development. Using relevant examples, explain what obstacles they need to overcome, and describe what the international community is doing to help them.

Answer: The ideal answer should include: 1. Discuss women’s role in development. For instance, economic development in poor countries is closely tied to the status of women in those societies; women are key to efforts to improve the lot of children and reduce birthrates; and women are central to providing the basic needs of people (e.g., nutrition, education, health care, and shelter) in poor countries.

2. Explain some of the obstacles women face. For example, students might argue that women hold inferior social status to men in the countries of the South. When food is in short supply, men and boys often eat first, with women and girls getting what is left.

3. Discuss what is being done to help them. Students might mention that states and international agencies have begun to pay attention to ending discrimination in schooling, ensuring women’s access to health care and birth control, educating mothers about prenatal and child health, and generally raising women’s status in society (allowing them a greater voice in decisions).

4. Offer a concise summary and effective conclusion.

Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Difficult Skill Level: Analyze It

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61. Analyze the problems and prospects associated with postcolonial dependency. What are the obstacles to industrialization and economic development? What are the possibilities for industrialization and economic development? What tools are available to countries in the global South to achieve their development goals?

Answer: The ideal answer should include: 1. Define postcolonial dependency.

2. Explain the obstacles to economic and industrial growth and prosperity, touching on such issues as the gap in technical and administrative skill levels and the difficulty developing nations have in retaining their own educated elite.

3. Discuss the possibilities for growth in both industry and the economy, while also acknowledging concepts such as the enclave economy.

4. Analyze the tools available to achieve development goals in the global South. Consider the particular constellation of forces within a country and the alliances that are born out of such constellations.

5. Offer a concise summary and effective conclusion.

Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South; 7.5 Identify and evaluate two different strategies that developing states have used in attempting to achieve economic growth.

Topic: Imperialism; North-South Capital Flows Difficulty Level: Difficult Skill Level: Analyze It 62. What is IMF conditionality? What are three examples of politically unpopular measures that come with IMF conditionality? Why are they necessary?

Answer: The ideal answer should include: 1. Define IMF conditionality.

2. Discuss three examples of unpopular conditionality measures. For instance, students might mention decreasing state spending for welfare programs, increasing unemployment, and increasing taxes.

3. Explain why these policies are necessary. Students might argue that the IMF wants to ensure that money lent to a country is not spent for politically popular but economically unprofitable purposes (such as subsidizing food), or that the IMF wants to ensure that inflation does not eat away all progress and that the economy is stable enough to attract investment.

4. Offer a concise summary and effective conclusion.

Learning Objective: 7.5 Identify and evaluate two different strategies that developing states have used in attempting to achieve economic growth.

Topic: North-South Capital Flows Difficulty Level: Difficult Skill Level: Analyze It 63. Analyze the relationship between capitalism and democracy as it relates to the process of development. What process of development would you advocate for leaders in the global South?

What foreign policies would you support for the United States to implement, in light of this?

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Answer: The ideal answer should include: 1. Outline the intersection of capitalism and democracy and its consequences for development.

2. Suggest the best process of development for the global South. The evidence would seem to support fighting corruption, support of a theory of comparative advantage, and an emphasis on export-led growth, rather than import substitution.

3. Explain what foreign policies the United States should implement, in light of this, taking into consideration foreign investment, foreign aid, relief models, and more.

4. Offer a concise summary and effective conclusion.

Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development; 7.5 Identify and evaluate two different strategies that developing states have used in attempting to achieve economic growth; 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Development Experiences; North-South Capital Flows; Foreign Assistance Difficulty Level: Difficult Skill Level: Apply What You Know 64. Foreign investment has been called both a blessing and a curse for developing countries.

Explain how this can be the case. What has to happen for foreign investment to be considered more consistently as a blessing? Provide concrete examples in your answer.

Answer: The ideal answer should include: 1. Define foreign investment.

2. Discuss how foreign investment can be both a positive and a negative, touching on such harmful issues as governmental loss of control that may come with foreign investments by MNCs, and beneficial aspects such as the expansion and creation of industry.

3. Explain how foreign investment can become a consistent benefit, touching on the need for a stable local labor supply, economic growth in the host country that will sustain demand for goods, and consistent local productivity growth.

4. Discuss particular examples of direct investment as a blessing—China, South Korea, Taiwan, Hong Kong, Turkey, Argentina, Ecuador, etc.

5. Offer a concise summary and effective conclusion.

Learning Objective: 7.5 Identify and evaluate two different strategies that developing states have used in attempting to achieve economic growth.

Topic: North-South Capital Flows Difficulty Level: Difficult Skill Level: Understand the Concepts 65. What is the UN Development Program, and why is it important? What are three advantages UN programs have in promoting economic development? What do you think is a major disadvantage of these programs?

Answer: The ideal answer should include: 1. Define the UN Development Program.

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2. Explain why it is important. For instance, it is a major source of foreign assistance to developing countries.

3. Discuss three advantages. For example, students might argue that the global South tends to perceive the UN as a friend, not as a threat; that UN workers tend to be more sensitive to local conditions; and that the UN can organize its assistance on a global scale.

4. State a major disadvantage. For instance, students might mention that UN development programs are funded largely through voluntary contributions by rich states, who can cut off aid if they are displeased with the program.

5. Offer a concise summary and effective conclusion.

Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Difficult Skill Level: Analyze It

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Chapter 8: Environment and Technology MULTIPLE CHOICE 1. Epistemic communities are transnational communities of experts and policy makers concerned with particular __________ issues.

A) international B) sustainable development C) environmental D) enclosure Answer: C Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Easy Skill Level: Understand the Concepts 2. In global environmental politics, it is hard to manage collective goods problems because of the __________.

A) large number of international agreements B) large number of actors C) small number of actors D) small number of international agreements Answer: B Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Moderate Skill Level: Understand the Concepts 3. The 1992 Earth Summit established the __________, which monitors states’ compliance with the promises they made at the Earth Summit.

A) International Whaling Commission B) UN Environment Program C) High-Level Political Forum on Sustainable Development D) Commission on Sustainable Development Answer: D Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Easy Skill Level: Remember the Facts

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4. The metaphor known as the “tragedy of the commons” is widely used to explain the impact of human behavior on __________ systems.

A) political B) ecological C) social D) economic Answer: B Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Easy Skill Level: Understand the Concepts 5. What state currently dominates the world in the production of solar panels?

A) United States B) Norway C) United Kingdom D) China Answer: D Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Easy Skill Level: Remember the Facts 6. In its drive for rapid economic growth, Beijing had smog levels in early 2013 that were far above levels considered dangerous, and its citizens who went outside experienced burning lungs and stinging eyes. This illustrates the debate over __________.

A) sustainable development B) the ozone layer C) collective goods D) the UN Environment Program Answer: A Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Easy Skill Level: Apply What You Know 7. “Sustainable” economic development means development that __________.

A) can serve as the sole basis for industrial economies B) is supported by the domestic economy and does not involve international trade C) is popular with citizens and does not threaten the stability of the government 2 .

D) uses resources in a way that gives them a chance to replenish Answer: D Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Easy Skill Level: Understand the Concepts 8. The “tragedy of the commons” metaphor suggests that __________.

A) national interests should be defined in zero-sum terms B) the pursuit of self-interest will result in the greatest good for the greatest number C) solutions to national problems will lead automatically to the solution of international problems D) if individuals act out of short-term self-interest, all may suffer in the long run Answer: D Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Moderate Skill Level: Analyze It 9. Which of the following is an example of a poor state with large rain forests?

A) Colombia B) Nigeria C) Madagascar D) India Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 10. Air pollution and water pollution are more often __________ problems than __________ problems.

A) global; bilateral B) global; unilateral C) regional; global D) long-term; short-term Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

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Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Analyze It 11. Chlorofluorocarbons (CFCs) are a major contributor to the destruction of __________.

A) carbon dioxide B) the ozone layer C) tropical tuna D) healthy soils Answer: B Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 12. In the 1980s, the __________ on CFCs was the most important success in international negotiations to protect the global environment to date.

A) Copenhagen Convention B) Earth Summit C) Kyoto Protocol D) Montreal Protocol Answer: D Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 13. The most common cause of the extinction of species is __________.

A) overhunting B) disease C) overfishing D) loss of habitat Answer: D Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 14. Which of the following is the greenhouse gas that accounts for most of global warming?

A) carbon dioxide 4 .

B) methane C) chlorofluorocarbons D) nitrous oxide Answer: A Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 15. How do greenhouse gases bring about global warming?

A) They heat the surface of the earth as they become heated by the sun.

B) They allow solar radiation to reach the earth’s surface.

C) They trap heat waves given off by the sun.

D) They create holes in the atmosphere, allowing in more ultraviolet radiation.

Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Analyze It 16. Which country has been most reluctant to agree to a treaty calling for specific reductions in greenhouse gas emissions by a certain target date?

A) Germany B) Ukraine C) Japan D) United States Answer: D Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 17. As early as the late 1980s, states had success in negotiating agreements and developing regimes to manage __________.

A) increased levels of whaling B) global warming C) melting of the polar ice caps D) the ozone layer Answer: D 5 .

Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 18. The major emitters of greenhouse gases today are __________.

A) industrialized countries B) countries in the global South C) countries of the former Soviet Union D) Eastern European countries Answer: A Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Understand the Concepts 19. Rain forests __________.

A) are home to as many as half the world’s total species and slow down global warming B) exist primarily in wealthy states C) are frequently protected from agricultural use D) are located within the borders of states and are therefore domestic private goods rather than collective goods Answer: A Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Understand the Concepts 20. Nonterritorial waters are called __________.

A) open ocean B) high seas C) unclaimed seas D) disputed waters Answer: B Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts

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21. According to the 1997 __________, there are binding penalties for failure to reduce emissions as specified.

A) Kyoto Protocol B) Framework Convention on Climate Change C) UN Environment Program D) Montreal Protocol Answer: A Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 22. The __________ Sea was one of the world’s largest inland seas until it was decimated by the diversion of its water sources to irrigate crops.

A) Caspian B) Black C) Aral D) Arctic Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 23. The potential opening of new shipping lanes as a result of melting polar ice north of Canada and Russia is an example of climate change creating __________ for some regions.

A) complications B) benefits C) conflict D) new markets Answer: B Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Apply What You Know 24. __________ are examples of fossil fuels.

A) Oil and nuclear power B) Wind and solar energy C) Coal and natural gas 7 .

D) Wood and hydroelectric power Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Apply What You Know 25. The use of entirely new technology to reduce levels of __________ is a challenge presented by efforts to reduce global warming.

A) fossil fuels B) greenhouse gases C) ozone D) ultraviolet radiation Answer: B Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Analyze It 26. Compared to global warming, addressing the hole in the ozone layer is __________.

A) more complex, because the costs of solving the problem are higher B) about the same, because in either case the costs to states’ economies are very high C) simpler, because the consequences of ozone depletion are better understood D) more time-consuming, because of disagreement about the nature of the problem Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Analyze It 27. Preserving the oceans is a difficult collective goods problem, but it has been solved in part by __________.

A) bilateral negotiations between neighboring states B) the dictation of ocean management regulations by global naval powers C) “enclosing” more of the ocean in territorial waters through the 200-mile limit D) securing economic rights related to ocean resources Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

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Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Analyze It 28. The UN Convention on the Law of the Sea treaty __________.

A) established rules on territorial waterways such as the Suez Canal B) has never been signed by the United States C) created a mechanism for sharing the wealth gained by extracting minerals on the ocean floor D) provides a dispute resolution mechanism for territorial water conflicts Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Remember the Facts 29. Several regional agreements seek to limit acid rain, caused by __________.

A) pesticides B) agricultural fertilizers C) water pollution D) air pollution Answer: D Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Understand the Concepts 30. In 2017, the Trump administration announced that the United States would no longer remain a member of the __________.

A) Paris Climate Agreement B) Kyoto Protocol C) Montreal Protocol D) UN Environment Program Answer: A Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 31. __________ is the aim of an international treaty on biodiversity.

A) Diversification of local economies 9 .

B) Reduced carbon dioxide emissions C) Reduced destruction of local ecosystems D) Limitations on acid rain Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Understand the Concepts 32. Why did Arab states decide to cut off oil exports to the United States in 1973?

A) to punish the United States for its support of Israel during an Arab-Israeli war B) to achieve a better bargaining position on other trade issues C) to demonstrate their power in order to gain leverage over other states that import oil D) to increase the price of oil to match its value in the world economy Answer: A Learning Objective: 8.3 Describe three ways in which the need for natural resources can create international conflict.

Topic: Natural Resources Difficulty Level: Moderate Skill Level: Analyze It 33. In the late 1990s, which region emerged as a new source of oil, despite its lack of a stable route for oil pipelines?

A) Caspian Sea B) Southeast Asia C) Black Sea D) West Africa Answer: A Learning Objective: 8.3 Describe three ways in which the need for natural resources can create international conflict.

Topic: Natural Resources Difficulty Level: Easy Skill Level: Remember the Facts 34. Which of the following countries is the most energy efficient?

A) Canada B) Saudi Arabia C) Japan D) Russia Answer: C Learning Objective: 8.3 Describe three ways in which the need for natural resources can create 10 .

international conflict.

Topic: Natural Resources Difficulty Level: Moderate Skill Level: Remember the Facts 35. The largest oil-exporting country in the world is __________.

A) Russia B) Qatar C) Saudi Arabia D) the United Arab Emirates Answer: C Learning Objective: 8.3 Describe three ways in which the need for natural resources can create international conflict.

Topic: Natural Resources Difficulty Level: Easy Skill Level: Remember the Facts 36. What is a key feature of natural resources that shapes their role in international conflict?

A) They are required in the operation of a technological economy.

B) States rarely actually go to war to control the territories from which they are sourced.

C) They tend to be unevenly distributed.

D) They tend to be evenly distributed.

Answer: C Learning Objective: 8.3 Describe three ways in which the need for natural resources can create international conflict.

Topic: Natural Resources Difficulty Level: Moderate Skill Level: Analyze It 37. __________ is an example of one of the most important minerals to industrialized economies.

A) Platinum B) Tin C) Uranium D) Iron Answer: D Learning Objective: 8.3 Describe three ways in which the need for natural resources can create international conflict.

Topic: Natural Resources Difficulty Level: Easy Skill Level: Understand the Concepts 38. Iraq’s objection to Syria’s diversion of the Euphrates is an example of the concept of 11 .

__________.

A) rare earth supplies B) water disputes C) dominance principles D) maritime politics Answer: B Learning Objective: 8.3 Describe three ways in which the need for natural resources can create international conflict.

Topic: Natural Resources Difficulty Level: Moderate Skill Level: Apply What You Know 39. Which of the following is characteristic of the beginning of demographic transition?

A) increasing birthrates B) declining birthrates C) slow population growth D) declining death rates Answer: D Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Moderate Skill Level: Apply What You Know 40. The end of demographic transition is characterized by __________.

A) slow population growth B) decreasing birthrates C) high death rates D) increasing birthrates Answer: A Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Moderate Skill Level: Apply What You Know 41. Which statement explains the relationship between population growth and per capita income?

A) Raising per capita income slows population growth.

B) Rapid population growth brings about an increase in per capita income.

C) Increasing per capita income generates population growth.

D) Lowering per capita income brings about a decline in population.

Answer: A 12 .

Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Moderate Skill Level: Analyze It 42. Which area of the globe, barring the global South and the global North, has the largest number of HIV infections?

A) Africa B) China C) South Asia D) Middle East Answer: A Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Easy Skill Level: Remember the Facts 43. A(n) __________ in Pakistan was cut short in 2012 after Taliban militants killed health workers whom they claimed were using medicine to carry out a Western plot to sterilize Muslim children.

A) infectious disease study B) vaccination drive C) democratic transition D) political conflict Answer: B Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Easy Skill Level: Remember the Facts 44. The world population is currently growing by __________ million each year.

A) 10 B) 50 C) 80 D) 100 Answer: C Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Easy 13 .

Skill Level: Remember the Facts 45. In a 2007 speech at Columbia University, the president of Iran claimed there were no gay people in Iran. This is indicative of __________.

A) a view commonly shared between those in the secular West and those connected to Islamic states in regard to issues concerning AIDS B) the idiosyncratic vision of a particular world leader as concerns issues related to AIDS C) the explicit differences between the secular West and Islamic states around issues concerning AIDS D) the way in which culture has little influence on the handling of issues of health and disease Answer: C Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Moderate Skill Level: Apply What You Know 46. With respect to pronatalist population policies, __________.

A) they encourage childbearing but still allow free access to contraception B) governments adopted these policies because population was seen as an element of power C) increasing population is seen as a problem in essentially every country D) most developing countries have strongly pronatalist policies in place Answer: B Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Moderate Skill Level: Analyze It 47. How does the population of a country at the end of demographic transition compare to what it was at the beginning?

A) The average age is about the same.

B) The average age is younger.

C) The average age is older.

D) The average age is difficult to measure.

Answer: C Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Moderate Skill Level: Analyze It

14 .

48. Most developing countries __________ the demographic transition and have rapid population growth.

A) are in the middle of B) are in the early stages of C) are about to begin D) have completed Answer: A Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Moderate Skill Level: Understand the Concepts 49. That the world had over 7.5 billion cell phone subscriptions in 2017—nearly as many as people and far outnumbering the 1 billion landlines—is an example of __________.

A) an unaffordable technology B) a bid to expand cell phones’ U.S. audience C) the empowering of ordinary citizens D) the infrastructure for Internet sales Answer: C Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Moderate Skill Level: Apply What You Know 50. Technology, especially information technology, is shifting power from __________ to __________.

A) governments; transnational actors B) substate actors; individuals C) individuals; states D) governments; individuals Answer: D Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Moderate Skill Level: Analyze It 51. Information technology __________.

A) gives repressive governments less power to keep track of dissidents B) makes it harder for governments to gather and store information C) makes it harder for governments to hide information from each other 15 .

D) is desired by only advanced, industrialized countries Answer: C Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Easy Skill Level: Understand the Concepts 52. After the Soviet Union collapsed, leaders of the Soviet Union’s former republics asked the U.S. secretary of state, __________.

A) “How do I get CNN?” B) “Where is our financial assistance?”

C) “How does the Internet work?”

D) “Will you assist in our demilitarization?”

Answer: A Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Easy Skill Level: Remember the Facts 53. Recent trends appear to be progressing in the direction of a more __________.

A) culturally imperialistic world culture B) multilateral world culture C) technologically limited culture D) unilateral global system Answer: B Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Moderate Skill Level: Analyze It 54. Qatar has introduced a potent force in Middle East politics, which is __________.

A) an all-news satellite TV network B) an extensive 4G cell phone network C) digital video cameras in all college classrooms D) a pan-Arab military force Answer: A Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information 16 .

Difficulty Level: Easy Skill Level: Understand the Concepts 55. In about a decade, sub-Saharan Africa saw cell phone subscribers __________ by 2017.

A) increase to over 750 million B) increase to over 2.5 billion C) decrease by almost 97 percent D) decrease by almost 50 percent Answer: A Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Easy Skill Level: Remember the Facts ESSAY 56. Sustainable development is a major theme in many conferences on the international environment. Define sustainable development as it relates to the issue of environmental protection. Explain at least one international effort at promoting sustainable development, and discuss to what extent this effort has been successful. Be sure to use examples in your discussion.

Answer: The ideal answer should include: 1. Define sustainable development. The student should provide a definition that relates to ecosystems.

2. Explain at least one sustainability effort by the international community. For instance, students might describe the 1992 Earth Summit, which established the Commission on Sustainable Development to monitor states’ compliance with the promises they made at the summit.

3. Discuss the effectiveness of these attempts. For example, students might use as case studies the United States, which is withdrawing from the Paris Climate Agreement under the Trump administration, or China, which suffered an air pollution crisis in 2013.

4. Offer a concise summary and effective conclusion.

Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Difficult Skill Level: Analyze It 57. Two atmospheric problems have become major international issues—global warming and depletion of the ozone layer. Explain the causes of these problems, and then compare and contrast the international management of each. What has led to success or failure in managing these problems? What might be done to overcome the failures? In your answer, consider the logic of the “tragedy of the commons.”

17 .

Answer: The ideal answer should include: 1. Define both global warming and ozone layer depletion.

2. Explain the causes of both global warming and depletion of the ozone layer, such as the burning of fossil fuels, deforestation, and use of CFCs. Compare and contrast international attempts to curb these problems.

3. Discuss the paths to success and failure in managing the two problems; for instance, treaties have been more successful at curbing ozone depletion than controlling greenhouse gases.

4. Analyze what might be done to transcend these failures, considering the logic of the “tragedy of the commons” in the process of doing so.

5. Offer a concise summary and effective conclusion.

Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue; 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Interdependence and the Environment; Managing the Environment Difficulty Level: Difficult Skill Level: Analyze It 58. Global warming presents states with a triple dilemma. Initially, define global warming and explain what existing scientific evidence suggests about its future impact. Then, explain what the triple dilemma refers to and discuss one factor that contributes to the dilemma. Be sure to use at least one example in your discussion.

Answer: The ideal answer should include: 1. Define global warming.

2. State that growing and compelling evidence shows that global warming is a real problem, that it is caused by the emission of carbon dioxide and other gases, and that it will get much worse in the future.

3. Explain the triple dilemma. First, there is the dilemma of short-term (and predictable) costs to gain long-term (and less predictable) benefits. Second, specific constituencies such as oil companies and industrial workers pay the costs, whereas the benefits are distributed more generally across domestic societies and international states. Third, a collective goods dilemma exists among states: Benefits are shared globally, but costs must be extracted from each state individually.

4. Discuss one factor contributing to the dilemma. For instance, the North-South divide complicates the collective goods dilemma since greenhouse gases are produced by each state roughly in proportion to its industrial activity, but the most severe impacts of global warming are likely to be felt in the global South. In densely populated countries such as Bangladesh, hundreds of millions of people stand to lose their homes and farmland under a rising sea.

5. Offer a concise summary and effective conclusion.

Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Difficult Skill Level: Analyze It

18 .

59. Three primary international agreements aimed at mitigating global warming are the 1992 Framework Convention on Climate Change, the 1997 Kyoto Protocol, and the 2015 Paris Climate Agreement. Explain what each of these agreements aims to achieve. Then, discuss some of their shortcomings. Do you think the Paris Climate Agreement is any more likely to be successful than its predecessors? Why or why not?

Answer: The ideal answer should include: 1. Explain the goals of the 1992 Framework Convention on Climate Change. For instance, it set a nonbinding goal to limit greenhouse emissions to 1990 levels by the year 2000.

2. Explain the goals of the 1997 Kyoto Protocol. For instance, it adopted a complex formula for reducing greenhouse gas emissions to 1990 levels in the global North over about a decade.

3. Explain the goals of the 2015 Paris Climate Agreement. For instance, it calls on states to limit the global rise in temperatures to above 2 degrees Celsius below preindustrial temperatures.

4. Discuss the shortcomings of each agreement. For instance, students might state that the 1992 treaty did not commit the signatory states to meet target levels of greenhouse emissions by a particular date because of U.S. objections to such a commitment, or that the United States signed the Kyoto Agreement, but Congress would not ratify it.

5. Discuss whether the Paris Climate Agreement is likely to achieve its goals. In their discussion, students might mention that the Trump administration in 2017 announced that the United States would withdraw from the agreement, a move that was condemned by the global community.

6. Offer a concise summary and effective conclusion.

Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Difficult Skill Level: Analyze It 60. Unlike climate change negotiations, international bargaining on the preservation of rain forests has made considerable progress. Explain why this collective action problem has been easier to address, using examples to bolster your argument. Then, discuss whether it has been easier or more difficult to overcome the collective goods problem regarding the use of oceans.

Answer: The ideal answer should include: 1. Explain why international bargaining on the preservation of rain forests has made considerable progress. For example, most rain forests belong to a few states, which have the power to speed up or slow down the destruction of forests. Rich states have an interest in protecting rain forests, so they are using development assistance as leverage to induce poorer states to protect their forests rather than exploit them.

2. Provide examples. For instance, in 2006, the U.S. government and NGOs helped Guatemala cancel more than $20 million in debts in exchange for expanded conservation programs.

3. Discuss whether it has been easier or more difficult to overcome the collective goods problem regarding the use of oceans. For instance, students might argue that unlike rain forests, 19 .

oceans belong to no state but are a global commons, which makes the collective goods problem more difficult because no authority exists to enforce regulations.

4. Offer a concise summary and effective conclusion.

Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Difficult Skill Level: Analyze It 61. Explain the relationship between the environment and international security. What role does the environment play in this equation? What evidence do we have that there is any relationship at all? Is it significant enough to warrant the attention of international relations scholars and practitioners? Why or why not?

Answer: The ideal answer should include: 1. Define the relationship between the environment and international security.

2. Explain the role the environment plays in this equation. For instance, environmental degradation can lead to collective goods problems among large numbers of states, and competition for territory and resources can create conflicts among smaller groups of states.

3. Discuss what proof we have that there is any connection, and whether the relationship is worthy of attention. Scholars and researchers have done a great deal of work on the intersection of the environment and international security.

4. Analyze why the evidence for such a connection is worthy of consideration by international relations scholars and researchers.

5. Provide a succinct summary and effective conclusion.

Learning Objective: 8.3 Describe three ways in which the need for natural resources can create international conflict.

Topic: Natural Resources Difficulty Level: Difficult Skill Level: Analyze It 62. Discuss the demographic transition and explain the various factors involved. In your discussion, be sure to explain why people in poor countries tend to have more children, whereas the rich choose to have fewer children. Finally, explore what is meant by the dilemma of the demographic transition.

Answer: The ideal answer should include: 1. Define the demographic transition.

2. Explain the dynamics of demographic transition. For instance, in the early stages, death rates fall as food supplies increase and access to health care expands. Later, birthrates fall as people become educated, more secure, and more urbanized, and as the status of women in society rises. At the end of the transition, as at the beginning, birthrates and death rates are fairly close to each other, and population growth is limited. But during the transition, when death rates have fallen more than birthrates, population grows rapidly.

20 .

3. Discuss the link between wealth and number of children in a family. Students might mention that under harsh poverty, a child’s survival is not assured, and having many children helps ensure that some survive.

4. Explain the dilemma of the demographic transition. For example, rapid population growth and a child-heavy population are powerful forces lowering per capita income. Yet the best way to slow population growth is to raise per capita income. Population growth thus contributes to a vicious cycle in many poor states. Where population rises at the same rate as overall wealth, the average person is no better off over time. Even when the economy grows faster than the population, so that the average income rises, the total number of poor people may increase.

5. Provide a succinct summary and effective conclusion.

Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Difficult Skill Level: Analyze It 63. What are the historical trends in population growth? What impact does population growth have on resources and international conflict? What policies have states adopted to deal with population growth? Analyze the success of those policies and whether there are other approaches that might be more successful.

Answer: The ideal answer should include: 1. Outline the historical trends in population growth, taking into account the mechanistic continuing expansion of the global population.

2. Explain how resources and international conflict are impacted by population growth.

For instance, not only will water resources potentially dwindle, they will, in turn, be fought over.

3. Discuss policies, such as China’s “one child” policy, adopted by states to deal with population growth.

4. Explore how well those policies have worked, and/or present alternative approaches.

For example, China’s “one child” policy, and the citizenry’s preference for male children, has created a context in which there is a marked gender imbalance, with men finding that there are too few women with whom they might couple.

5. Offer a concise summary and effective conclusion.

Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Difficult Skill Level: Analyze It 64. According to the text, “New international political possibilities arise from technological developments.” What exactly does this statement mean? What are the implications of advancing technology—pros and cons? What are the costs and benefits of these developments for states and citizens?

Answer: The ideal answer should include: 21 .

1. Outline the meaning of “new international political possibilities.”

2. Explain how such possibilities arise out of technological developments such as communications via telephones, television, films, the Internet, etc.

3. Describe the positive and negative implications of progressing technology, such as varying government viewpoints on the purpose of the Internet.

4. Evaluate the costs and benefits of these developments for states and citizens, such as the ways in which citizens in the Middle East and North Africa benefited from telephones and text messaging in furthering the Arab Spring revolutions.

5. Provide a concise summary and effective conclusion.

Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Difficult Skill Level: Analyze It 65. What does cultural imperialism mean? Who should be concerned about its consequences?

What, if anything, should be done about it? If nothing should be done about it, why not? Support your answer with empirical and logical evidence.

Answer: The ideal answer should include: 1. Define cultural imperialism.

2. Explain who should be concerned about its consequences, such as the introduction of Western values and goods to the detriment of local cultures and local markets.

3. Evaluate what should be done about the spread of cultural imperialism—for instance, acceptance of particular values, such as social openness and tolerance, combined with repulsion of others.

4. Offer a concise summary and effective conclusion.

Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Difficult Skill Level: Analyze It

22 .

Table of Contents

Chapter 1

The Globalization of International Relations ......................1

Chapter 2

Realist Theories ...............................................................22

Chapter 3

Liberal and Social Theories ..............................................45

Chapter 4

Conflict, War, and Terrorism ............................................67

Chapter 5

Trade and Finance ...........................................................88

Chapter 6

International Organizations, Law, and Human Rights ....109

Chapter 7

The North-South Relations .............................................131

Chapter 8

Environment and Technology ........................................153

Test Bank For

International Relations, Brief Edition Eighth Edition Jon C. W. Pevehouse University of Wisconsin–Madison Joshua S. Goldstein American University, Washington, DC University of Massachusetts Amherst Prepared by Mert Kartal, St. Lawrence University

___________________________________________________________________________________ Copyright © 2020, 2017, 2014 by Pearson Education, Inc. or its affiliates. All Rights Reserved. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions Department, please visit www.pearsoned.com/permissions/.

ISBN-10: 0135230136 ISBN-13: 9780135230138

ii .

Table of Contents

Chapter 1

The Globalization of International Relations ......................1

Chapter 2

Realist Theories .............................................................. 22

Chapter 3

Liberal and Social Theories ............................................. 45

Chapter 4

Conflict, War, and Terrorism ........................................... 67

Chapter 5

Trade and Finance .......................................................... 88

Chapter 6

International Organizations, Law, and Human Rights ... 109

Chapter 7

The North-South Relations ............................................ 131

Chapter 8

Environment and Technology........................................ 153

iii .

Chapter 1: The Globalization of International Relations MULTIPLE CHOICE 1. Globalization is __________.

A) not concerned with terrorism B) focused solely on economic development C) the management of territorial conflict D) the central trend in international relations today Answer: D Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Easy Skill Level: Understand the Concepts 2. International relations revolves around the key problem of how __________.

A) to deal with the issue of global warming B) to solve global poverty C) a group can reconcile its collective and individual interests D) states can properly negotiate treaties Answer: C Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Moderate Skill Level: Understand the Concepts 3. The U.S. home mortgage market initiated the __________ of 2008–2009.

A) minor global economic spike B) international bond market C) global economic recession D) international economic competition Answer: C Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Easy Skill Level: Remember the Facts 4. The collective goods problem is particularly acute in international relations due to __________.

A) the strategy of reciprocity 1 .

B) the presence of a hegemon C) chaos D) the lack of a central authority that can enforce rules Answer: D Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Moderate Skill Level: Analyze It 5. International relations __________.

A) involves only presidents, generals, and diplomats B) influences daily life only when war occurs C) concerns the relationships among the world’s governments D) is largely concerned with bilateral relations between states Answer: C Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Easy Skill Level: Understand the Concepts 6. The collective goods problem is the problem of how to provide something that benefits __________ members of a group regardless of what each member contributes.

A) all B) most C) half of the D) the moral Answer: A Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Easy Skill Level: Understand the Concepts 7. Why are collective goods easier to provide in small groups than in large groups?

A) In a small group, the free riding of one member is harder to conceal.

B) In a small group, the free riding of one member has a smaller impact on the overall collective good.

C) Small groups tend to have a central authority to enforce rules on members.

D) Small groups want to cooperate more than large groups.

Answer: A 2 .

Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Moderate Skill Level: Analyze It 8. A current example of a collective goods problem is that __________.

A) poverty is so common around the globe B) states find it hard to cooperate on monetary policy C) states have a hard time communicating their genuine intentions D) states find it hard to cooperate to maintain global climate stability Answer: D Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Moderate Skill Level: Apply What You Know 9. In 2006, the United States warned North Korea against selling its bombs, threatening to retaliate against North Korea if any other actor used such a bomb against the United States. This strategy of the United States to prevent proliferation can be considered an example of which principle?

A) persuasion B) reciprocity C) identity D) collective goods Answer: B Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Moderate Skill Level: Apply What You Know 10. Which of the following actions would be considered a reciprocity solution to the problem of global warming?

A) The wealthiest countries reduce their greenhouse emissions substantially.

B) The international community names and shames those countries that fail to reduce greenhouse gas emissions.

C) All of the countries of the world sign a binding international agreement to reduce greenhouse gas emissions.

D) The big powers of the UN Security Council threaten to fight those countries that fail to reduce greenhouse emissions.

Answer: C 3 .

Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Difficult Skill Level: Apply What You Know 11. The two major subfields of the study of international relations are __________.

A) conflict and cooperation B) comparative politics and international security C) international security and international political economy D) international political economy and comparative politics Answer: C Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Easy Skill Level: Remember the Facts 12. How do dominance and reciprocity differ as solutions to collective goods problems?

A) Dominance relies on a power hierarchy acting as a central authority, whereas reciprocity operates without any central authority.

B) Dominance has advantages and disadvantages, whereas reciprocity has only advantages.

C) Dominance forms the basis of most institutions in the international system, whereas reciprocity has limited applications.

D) Dominance is the basis of cooperation in international relations, whereas reciprocity typically leads to conflict.

Answer: A Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Difficult Skill Level: Analyze It 13. The disadvantages of dominance as a solution to collective goods problems include __________.

A) a downward spiral as each side punishes what it believes to be negative acts by the other B) stability that comes at a cost of constant oppression of the lower-ranking members in the status hierarchy C) other groups being unlikely to challenge the top group’s power position D) fueling arms races in which members respond to other members’ buildup of weapons Answer: B Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

4 .

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Moderate Skill Level: Analyze It 14. How is the identity principle distinguished from the dominance and reciprocity principles?

A) The identity principle relies on mutually beneficial arrangements, whereas the dominance and reciprocity principles rely on members sacrificing their own interests to benefit others.

B) Contributions to development assistance or UN peacekeeping missions are better explained by the dominance and reciprocity principles than by the identity principle.

C) The identity principle plays no role in preventing nuclear proliferation, whereas the dominance and reciprocity principles do play a role.

D) The identity principle does not rely on self-interest, whereas the dominance and reciprocity principles rely on achieving individual self-interest.

Answer: D Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Difficult Skill Level: Analyze It 15. __________ is a necessary component of a state.

A) Territory B) Civil society C) Presidency D) Democracy Answer: A Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Remember the Facts 16. Among other things, a nation is a __________ share characteristics such as language and culture.

A) collection of territories that B) group of people who C) set of relationships that D) group of elected politicians who Answer: B Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Remember the Facts

5 .

17. __________ is only informally recognized as a state, despite being a political entity often referred to as one.

A) Abkhazia B) Iraq C) Taiwan D) Western Sahara Answer: C Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Remember the Facts 18. __________ are two intergovernmental organizations.

A) Amnesty International and the Red Cross B) The WTO and the United Fruit Company C) OPEC and ISIS D) The African Union and NATO Answer: D Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Understand the Concepts 19. Which is an example of a transnational actor?

A) international diplomats guild B) national trade unions C) intergovernmental organizations D) the U.S. State Department Answer: C Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Understand the Concepts 20. There are as many as __________ NGOs and 5,000 IGOs globally.

A) 50,000 B) 20,000 C) 150,000 D) 5,000 Answer: A Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences 6 .

Difficulty Level: Easy Skill Level: Remember the Facts 21. Sovereignty is __________.

A) a state government answering to no higher authority B) a goal of international organizations in world affairs C) the ability of one country to have influence over another D) the development of participatory institutions of social life Answer: A Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Understand the Concepts 22. According to transformationalists, why is sovereignty sometimes more fluid than one might think?

A) States find it increasingly difficult to deal with contemporary problems such as refugee flows.

B) A state’s wealth is the main factor determining whether its sovereignty is respected by others.

C) Some states such as those in sub-Saharan Africa are too weak to protect their sovereignty.

D) International organizations such as the EU erode state sovereignty.

Answer: D Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Difficult Skill Level: Analyze It 23. The set of relationships among the world’s states, structured according to __________, is referred to as the international system.

A) globalization B) how power is distributed C) certain rules and patterns of interaction D) transnational trade agreements Answer: C Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Understand the Concepts 24. Because it is entirely a U.S. entity but also operates an International Trade Division to promote exports and foreign investment, the state of Ohio could be considered a(n) __________ actor.

A) governmental B) substate 7 .

C) international D) transnational Answer: B Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Apply What You Know 25. Nongovernmental organizations are __________ organizations acting as __________ actors.

A) public; transnational B) private; transnational C) private; intranational D) public; national Answer: B Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Understand the Concepts 26. Groups within states that influence the state’s __________ are called substate actors.

A) foreign policy B) political philosophy C) nongovernmental organizations D) sovereignty Answer: A Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Understand the Concepts 27. The __________ level of analysis concerns the perceptions, choices, and actions of human beings.

A) domestic B) systemic C) individual D) interstate Answer: C Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Understand the Concepts

8 .

28. The __________ level of analysis concerns the influence of the international system on outcomes, whereas the __________ level of analysis concerns the aggregations of individuals within states that influence state actions in the international arena.

A) domestic; interstate B) systemic; individual C) individual; domestic D) interstate; domestic Answer: D Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Understand the Concepts 29. Consideration of the political organizations, government agencies, and economic sectors of states is the focus of the __________ level of analysis.

A) individual B) domestic C) interstate D) global Answer: B Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Understand the Concepts 30. Which is a domestic-level explanation for the 2003 U.S.-led war against Iraq?

A) President Bush’s desire to remove Saddam Hussein B) the rise of neoconservative policymakers in the U.S. administration C) the global distribution of power in favor of the United States D) the unwillingness of the UN Security Council to punish Iraq Answer: B Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Difficult Skill Level: Apply What You Know 31. Levels of analysis offer __________ explanations for international events.

A) military B) uniform C) different D) individual Answer: C 9 .

Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Understand the Concepts 32. According to scholars who see globalization as the fruition of liberal economic principles, what role do states play in the process of globalization?

A) They are the driving forces.

B) A handful of states dominate the process.

C) They share equal power in the process.

D) They have become obsolete as economic units.

Answer: D Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Analyze It 33. Which theorists are most likely to believe that the European Union is ultimately going to replace its individual member states?

A) liberals B) realists C) transformationalists D) globalization skeptics Answer: C Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Apply What You Know 34. A major source of conflict and war at present is the frequent mismatch between perceived __________ and actual state borders.

A) sovereign states B) non-sovereign states C) failed states D) nations Answer: D Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Understand the Concepts 35. With respect to globalization, __________.

A) its opponents are mostly united in their goals and tactics 10 .

B) policies to expand free trade are a central focus of antiglobalization protesters C) all sides agree that the North-South gap is disappearing faster than ever D) states are becoming stronger and more important actors in global politics Answer: B Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Analyze It 36. Which of the following is a major point of view on globalization?

A) Globalization diffuses authority, transforming state power to operate in new contexts.

B) The world’s major economies are more integrated today than before World War I, and the North-South gap is decreasing.

C) Globalization is changing international security more quickly and profoundly than it is changing international political economy.

D) Globalization is the fruition of conservative economic principles where a national marketplace has brought a lack of prosperity.

Answer: A Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Moderate Skill Level: Analyze It 37. Large states possessing massive military and economic strength and influence are called __________.

A) veto players B) rogue states C) hegemons D) great powers Answer: D Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Easy Skill Level: Remember the Facts 38. The __________ relatively rich industrialized countries and relatively poor countries is called the North-South gap.

A) conflict between B) unity among C) scarcity problem among D) disparity between Answer: D 11 .

Learning Objective: 1.3 Identify at least three commonalities between states in the global North and states in the global South.

Topic: Global Geography Difficulty Level: Easy Skill Level: Understand the Concepts 39. In the global North, income levels per capita are roughly __________ times as high as in the global South.

A) three B) five C) ten D) twenty Answer: B Learning Objective: 1.3 Identify at least three commonalities between states in the global North and states in the global South.

Topic: Global Geography Difficulty Level: Moderate Skill Level: Remember the Facts 40. Given the definition of the North-South gap, which of the following states is more likely to be included in the global North?

A) Turkey B) South Korea C) South Sudan D) South Africa Answer: B Learning Objective: 1.3 Identify at least three commonalities between states in the global North and states in the global South.

Topic: Global Geography Difficulty Level: Difficult Skill Level: Analyze It 41. The Marshall Plan was a policy designed to __________.

A) create the North Atlantic Treaty Organization B) fight Nazi Germany C) rebuild European economies D) ensure détente Answer: C Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Easy Skill Level: Remember the Facts 12 .

42. What was the result of the Korean War at the time of the 1953 truce?

A) North Korea controlled more of the Korean peninsula.

B) China shifted its support to South Korea.

C) The United States shifted its support to North Korea.

D) The United States hardened its attitude toward communism.

Answer: D Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Analyze It 43. The Sino-Soviet split resulted in China becoming extremely __________ in the 1960s.

A) affluent B) militaristic C) philosophical D) independent Answer: D Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Understand the Concepts 44. In the Cold War era, just as was the case for the United States in Vietnam, the Soviet Union could not defeat rebel armies in __________.

A) Hungary B) Czechoslovakia C) Poland D) Afghanistan Answer: D Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Remember the Facts 45. When Yugoslavia fell apart, __________.

A) European countries joined forces and sent troops to defend the borders of the newly independent, sovereign states B) UN peacekeeping troops intervened and were able to keep casualties to a minimum

13 .

C) an arms embargo was placed on heavily armed Serbia, while Bosnia was allowed to build up its arsenal so each side would be more equal D) ethnic Serbs seized parts of Croatia and Bosnia, where they killed non-Serbs or forced them from their homes Answer: D Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Remember the Facts 46. North Korea and Iran were players in recent crises involving __________.

A) arms sales to Nepal B) overthrown governments C) nuclear weapons programs D) massive oil spills Answer: C Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Easy Skill Level: Remember the Facts 47. During the Cold War, the alliance of states coordinated under the leadership of the __________ was called the North Atlantic Treaty Organization.

A) Ukraine B) European Union C) Soviet Union D) United States Answer: D Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Easy Skill Level: Understand the Concepts 48. The Berlin Wall was built by __________.

A) West Germany B) East Germany C) Russia D) the United States Answer: B 14 .

Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Easy Skill Level: Remember the Facts 49. An example of Cold War alliances between states is the __________.

A) United Nations B) Warsaw Pact C) Sino-Soviet split D) Limited Test Ban Treaty Answer: B Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Apply What You Know 50. In 1955, superpower leaders gathered in Geneva, deciding to reconstitute Austria. This type of gathering can be considered an example of a __________.

A) crisis B) summit meeting C) containment effort D) military strike Answer: B Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Apply What You Know 51. The United States backing the Ethiopian government and the Soviets backing next-door rival Somalia in the 1970s is an example of __________.

A) the Munich Agreement B) a missile crisis C) a proxy war D) globalization Answer: C Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Apply What You Know 15 .

52. In 2006, Israel fought a brief but intense war with __________ in southern Lebanon, while violent clashes between Israel and __________ continued from 2009 to 2014.

A) Hamas; Hezbollah B) Al Qaeda; Hamas C) Hezbollah; Hamas D) ISIS; Hezbollah Answer: C Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Remember the Facts 53. Which event in the post–World War II period probably brought the United States and the Soviet Union closest to nuclear war?

A) building of the Berlin Wall B) Cuban Missile Crisis C) Korean War D) U.S. involvement in Vietnam Answer: B Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Analyze It 54. The post–Cold War era is __________.

A) less complex and more predictable than the Cold War period B) less peaceful than the Cold War period C) characterized by a less global international economy D) characterized by transnational concerns such as environmental degradation and disease Answer: D Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Analyze It 55. The only great power from the global South is __________.

A) China B) Russia C) India 16 .

D) Saudi Arabia Answer: A Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Moderate Skill Level: Apply What You Know ESSAY 56. How do international relations affect your daily life? How do you as a college student affect international relations? Give three concrete examples of each.

Answer: The ideal answer should include: 1. Outline what international relations is and how it impacts the student’s life. Some examples might be how developments in international relations affect what students learn in school, what they watch on TV, how they vote, etc.

2. Students should touch on the role that awareness of the news, work on political campaigns, participation in the global marketplace, participation in the military, etc. also provide opportunities to participate in international relations.

3. Conclude with an evaluation of the overall impact these kinds of involvement in international relations might have.

Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Difficult Skill Level: Apply What You Know 57. How would you use the different levels of analysis to explain the causes of the 9/11 terrorist attacks? How useful is the approach of categorizing a typically very complex world in terms of simplified levels of analysis?

Answer: The ideal answer should include: 1. Describe the various levels of analysis.

2. Explain how each applicable level of analysis might be applied to the context and events of 9/11 and the “whys” behind 9/11. For instance, as the individual level of analysis concerns the perceptions, choices, and actions of individual human beings, one might argue that had John Kerry been elected rather than George W. Bush, or had Bill Clinton focused more strongly on issues of terrorism, 9/11 might never have occurred.

3. Evaluate how effective, or not, the application of levels of analysis is, and perhaps how different contexts allow for more or less effective application.

4. Offer a concise summary and effective conclusion.

Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Difficult 17 .

Skill Level: Apply What You Know 58. Distinguish among the nine global regions of the world. How (according to what criteria) were they grouped? Why are these factors important? Is there another set of criteria that should be used? Why or why not?

Answer: The ideal answer should include: 1. Provide an outline of the various regions of the world, explaining how the nine regions differ from each other.

2. Explain why factors such as the number of states a region contains and each region’s particular mix of cultures, geographical realities, and languages are important.

3. Suggest and evaluate a potential relevant additional set of criteria that might be used (religion, for example) or explain why no such additional set of criteria is applicable.

4. Provide a concise summary and effective conclusion.

Learning Objective: 1.3 Identify at least three commonalities between states in the global North and states in the global South.

Topic: Global Geography Difficulty Level: Difficult Skill Level: Analyze It 59. Would you say that the significant number of ethnic and civic conflicts that have occurred since the Cold War were essentially inevitable? What barriers might IGOs or NGOs have created in preventing such conflicts? Use key terms you have learned over the course of the chapter to aid your analysis.

Answer: The ideal answer should include: 1. Describe a couple of the particular ethnic and/or civic conflicts that have occurred since the Cold War, such as the Syrian or Yugoslav civil wars.

2. Explain the governmental and/or international institutional limitations and attitudes that could have complicated the prevention of these post–Cold War conflicts. Institutional barriers associated with international laws or norms can prove a large hindrance to the prevention of conflict.

3. Using detailed evidence from the text, assess how concepts such as international security, containment, proxy wars, nongovernmental organizations, intergovernmental organizations, sovereignty, etc. are key to issues of post–Cold War conflict.

4. Provide a succinct summary and conclusion.

Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Difficult Skill Level: Analyze It 60. What are three key events of the twentieth century that have shaped international relations today? Describe the events you choose and explain each of your choices.

Answer: The ideal answer should include: 18 .

1. Outline what it is that makes a “key” event a key event.

2. Explain why particular chosen events were significant, not just in general, or nationally, but crucial in shaping international relations. Such events might include the fall of communism/the Soviet Union, World War II, World War I, the Great Depression, etc. In turn, this shaping might include the creation of new alliances, new security or trade regimes, the moving of borders, and so on.

3. By way of explaining each choice of key event, perhaps compare and contrast these events, emphasizing the particular ways in which each event shaped international relations uniquely.

4. Provide a succinct summary and conclusion.

Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Difficult Skill Level: Apply What You Know 61. Why is countering global warming considered an example of a collective goods problem?

Based on what you have learned, in what ways could you apply the principles of dominance, identity, and reciprocity to help states reduce their greenhouse emissions?

Answer: The ideal answer should include: 1. Define a collective goods problem.

2. Explain why countering global warming is considered an example of a collective goods problem.

3. Define what the principles of dominance, identity, and reciprocity refer to, and clarify that the principles of dominance, identity, and reciprocity are proposed by realism, liberalism, and constructivism respectively.

4. Using detailed evidence from the text, discuss how realists, liberals, and constructivists would propose to counter global warming. For example, realists would focus on the use of force, dominance, and threats; liberals would underline the importance of interstate cooperation, and constructivists would mention the power of ideas, norms, and the logic of appropriateness.

5. Provide a succinct summary and conclusion.

Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Difficult Skill Level: Apply What You Know 62. One of the many problems in contemporary international relations is the North-South gap.

What are two potential causes and two potential consequences of the so-called North-South gap?

Answer: The ideal answer should include: 1. Define the global North and the global South, and explain what the North-South gap refers to.

19 .

2. Discuss two of the potential causes of the North-South gap, such the creation of rival regional blocs in the world as a result of the economic integration of states, the uneven diffusion of technological practices, or uneven immigration patterns.

3. Elaborate on two of the potential consequences of the North-South gap, such as increasing infant mortality, deaths from preventable diseases, or political instability in the South.

4. Provide a succinct summary and conclusion.

Learning Objective: 1.3 Identify at least three commonalities between states in the global North and states in the global South.

Topic: Global Geography Difficulty Level: Difficult Skill Level: Analyze It 63. What are some of the key features of the Arab Spring uprisings? What do you consider to be one of the key causes and one of the key consequences of the uprisings?

Answer: The ideal answer should include: 1. Define the Arab Spring.

2. Explain some of the key features of the uprisings. For example, they all began with nonviolent protests in 2011, overthrew governments in Tunisia, Egypt, Libya, and Yemen, and sparked a brutal civil war in Syria.

3. Discuss one of the key causes of the uprisings in these countries. For example, the protestors wanted more democracy, more respect for the rule of law, civil rights and liberties, etc.

4. Discuss one of the key consequences of the uprisings in these countries. For example, in some countries like Tunisia and Egypt, the uprisings resulted in the overthrow of dictators and the holding of free elections. In others, such as Syria, they led to a prolonged and agonizing civil war, which in the case of Syria eventually spilled into neighboring Iraq.

5. Provide a succinct summary and conclusion.

Learning Objective: 1.4 Explain at least two differences between the Cold War era and the post– Cold War era.

Topic: The Evolving International System Difficulty Level: Difficult Skill Level: Analyze It 64. “The Brexit vote in Great Britain and the election of President Donald Trump in the United States are examples of how globalization affects our daily lives.” Explain the rationale behind this statement, and then discuss whether you agree with it. Be sure to explain your reasoning.

Answer: The ideal answer should include: 1. Define Brexit.

2. Explain how Brexit can be considered a consequence of globalization. For example, Brexit reflects misgivings of many citizens in Great Britain about their lack of control over policies involving trade and immigration that came with membership in the European Union.

3. Explain how the election of Donald Trump can be interpreted as a consequence of globalization. For example, it demonstrates the American public’s concern over globalization,

20 .

including job losses from trade, concern over immigration, and the desire to prioritize America’s interests over global concerns.

4. Discuss whether you agree with the statement. For example, both of these examples suggest that many individuals around the world have become uneasy with how global interconnections shape their daily lives.

5. Provide a succinct summary and conclusion.

Learning Objective: 1.1 Describe the properties of the collective action problem and how each core principle addresses the problem.

Topic: Globalization, International Relations, and Daily Life Difficulty Level: Difficult Skill Level: Analyze It 65. The most important actors in international relations are considered to be states, which are defined in part by their sovereignty. Why is sovereignty considered to be important, and why is it sometimes less clear or more fluid than one might think?

Answer: The ideal answer should include: 1. Define sovereignty.

2. Explain why sovereignty is a key component of a state. For example, sovereignty is recognized by other states through diplomatic relations and usually by membership in the United Nations.

3. Discuss why sovereignty is less clear at times. For example, some scholars (e.g., transformationalists) would argue that sovereignty today is being eroded by international organizations (IOs) such as the European Union as these IOs are increasingly able to hold their member states accountable for their actions and to make decisions on behalf of their members.

4. Provide a succinct summary and conclusion.

Learning Objective: 1.2 Evaluate whether states are still the key actors in international relations.

Topic: Actors and Influences Difficulty Level: Difficult Skill Level: Analyze It

21 .

Chapter 2: Realist Theories MULTIPLE CHOICE 1. Modern realist theory developed in reaction to __________.

A) the Cold War B) idealism C) Marxism D) constructivism Answer: B Learning Objective: 2.1 Identify at least three assumptions of the theory of realism.

Topic: Realism Difficulty Level: Easy Skill Level: Remember the Facts 2. Thucydides belongs to the __________ school of thought.

A) Marxist B) neoconservative C) realist D) objectivist Answer: C Learning Objective: 2.1 Identify at least three assumptions of the theory of realism.

Topic: Realism Difficulty Level: Moderate Skill Level: Remember the Facts 3. The most important feature of international relations according to a realist is __________.

A) international law B) power C) absolute gains D) morality Answer: B Learning Objective: 2.1 Identify at least three assumptions of the theory of realism.

Topic: Realism Difficulty Level: Easy Skill Level: Understand the Concepts 4. According to the text, the best single indicator of a state’s power may be the size of its __________.

A) army B) air force C) population D) total GDP 22 .

Answer: D Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Easy Skill Level: Remember the Facts 5. The ability to get another actor to do what it would not otherwise have done, or not to do what it would have done, is the definition of __________.

A) power B) anarchy C) rationality D) realism Answer: A Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Easy Skill Level: Understand the Concepts 6. With respect to power, __________.

A) it is not difficult to measure the power of another state accurately B) the relative power of a state is more important to realists than the absolute power of a state C) more powerful states will always defeat weaker states in a war D) if a state’s own values become widely shared among other states, it is harder to exercise power over them Answer: B Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Moderate Skill Level: Understand the Concepts 7. Which factor is a long-term power resource?

A) preparedness of a state’s military forces B) loyalty of a state’s politicians to their leader C) quality of a state’s bureaucracy D) credibility of a state’s commitments Answer: D Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Moderate Skill Level: Understand the Concepts 8. A short-term element of power includes the __________.

23 .

A) reputation of a state for keeping its word B) ability of a state to shape other states’ perceptions C) capacity of a state to produce weapons quickly D) strength of a state’s scientific and technological base Answer: C Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Moderate Skill Level: Understand the Concepts 9. Specific characteristics or possessions of states—such as their sizes, levels of income, and armed forces—constitute __________.

A) the economics of power B) power as influence C) power estimation D) power as capability Answer: D Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Moderate Skill Level: Understand the Concepts 10. __________ is/are an element of power on which an actor can draw over the long term, whereas __________ is an element of power that allows an actor to exercise influence in the short term.

A) Economic capacity; geography B) Technology; reputation C) Natural resources; military force D) Government; population Answer: C Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Easy Skill Level: Understand the Concepts 11. Which of the following is a less tangible long-term element of power?

A) national borders B) education of the population C) public support for government policies D) mobility of the state’s military Answer: B Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

24 .

Topic: Power Difficulty Level: Moderate Skill Level: Understand the Concepts 12. In 1979, Iranian students took over the U.S. embassy in Iran, holding many of its diplomats hostage for 444 days. This is an example of __________.

A) projection of military force B) chaos in international relations C) a security dilemma D) a violation of the norms of diplomacy Answer: D Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Apply What You Know 13. In the late 2000s, the Obama administration emphasized __________ approaches to international conflicts.

A) hegemonic B) isolationist C) multilateral D) realist Answer: C Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Apply What You Know 14. In 2012–2013, Japan struck military agreements with former enemies South Korea and the Philippines in response to __________.

A) China’s growing power B) the increasing unpopularity of the United States in the world C) the threat of North Korea’s nuclear proliferation D) worsening economic conditions in the United States since 2007 Answer: A Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Analyze It

25 .

15. Anarchy in the international system refers to __________.

A) complete chaos in which every actor is on its own B) the absence of structure and rules influencing state behavior C) the presence of disruptive states triggering interstate conflicts D) the absence of a central government that can enforce rules Answer: D Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Understand the Concepts 16. The theory that focuses on the importance of the structure of the international system, rather than on the internal makeup of individual states, is known as __________.

A) neoliberal institutionalism B) the English school C) constructivism D) neorealism Answer: D Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Remember the Facts 17. The idea that the largest wars will result from challenges to the top position in the status hierarchy is referred to as the __________.

A) security dilemma B) power transition theory C) hegemonic stability theory D) strategy of deterrence Answer: B Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Remember the Facts 18. Which of the following is least likely to be persuasively explained by the hegemonic stability theory?

A) outbreak of World War I B) Great Depression of the 1930s C) outbreak of World War II 26 .

D) relative stability between the two superpowers during the Cold War Answer: D Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Apply What You Know 19. __________ are those who favor U.S. leadership and activism in world affairs.

A) Moralists B) Internationalists C) Realists D) Unilateralists Answer: B Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Remember the Facts 20. Working through international institutions to achieve foreign policy goals is the preference of __________.

A) isolationists B) unilateralists C) multilateralists D) realists Answer: C Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Remember the Facts 21. Which treaty is commonly thought of as the start of the modern international system?

A) Treaty of Versailles B) Treaty of Paris C) Treaty of Rome D) Treaty of Westphalia Answer: D Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System 27 .

Difficulty Level: Easy Skill Level: Remember the Facts 22. Realists believe that __________.

A) states are the least important actors in international relations B) states act in an international system characterized by anarchy C) absolute gains are more important than relative gains D) humans, by their very nature, are altruistic Answer: B Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Understand the Concepts 23. A security dilemma occurs when __________.

A) budget constraints do not allow for proper domestic security measures B) the actions taken by a state to ensure its own security threaten the security of other states C) governments are unable to decide on a comprehensive security strategy D) a state does not want to cooperate with another state but it is obliged to do so Answer: B Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Understand the Concepts 24. The general idea that one or more states’ power is being used to counter that of another state or group of states is called __________.

A) bandwagoning B) balance of power C) dominance D) containment Answer: B Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Remember the Facts 25. How is a middle power distinguished from a great power?

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A) Middle powers can be large geographically but not highly industrialized, whereas great powers have the world’s strongest economies to pay for military forces and other power capabilities.

B) Middle powers can be small geographically but not highly industrialized, whereas great powers cannot be small geographically.

C) Middle powers operate in a balance-of-power system, whereas great powers operate in a hegemonic system.

D) Middle powers do not have nuclear weapons, whereas great powers possess large nuclear arsenals.

Answer: A Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Apply What You Know 26. According to international relations research, a __________ power distribution appears to be best at maintaining peace.

A) unipolar B) bipolar C) tripolar D) multipolar Answer: A Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Analyze It 27. The principle of sovereignty suggests that states should not meddle in the __________ and decision processes of other states.

A) alliances B) maritime regimes C) internal affairs D) altruistic tendencies Answer: C Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Remember the Facts 28. A recent example of the principle of state sovereignty is __________.

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A) rebel strikes in Somalia B) Iraq’s invasion of Kuwait C) North Korea’s violation of the Non-Proliferation Treaty D) China’s withdrawal from the international system Answer: C Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Apply What You Know 29. Based on the logic of the balance of power, which of the following is a good example of an alliance that can be said to be currently balancing the United States?

A) North Atlantic Treaty Organization B) European Union C) North American Free Trade Agreement D) United Nations Answer: B Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Apply What You Know 30. Which of the following statements is correct about the views of the United States in the world between 2002 and 2017?

A) The decline in global opinion of the United States was not correlated with the Bush administration.

B) The U.S. war on terror led to an increase in favorability ratings among virtually all countries surveyed.

C) Global public opinion of the United States varies widely based on region.

D) Favorability ratings of the United States continued to increase throughout the Obama administration.

Answer: C Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Analyze It 31. The current constellation of power in the international system could best be described as a __________ system.

A) unipolar 30 .

B) bipolar C) tripolar D) multipolar Answer: A Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Easy Skill Level: Remember the Facts 32. According to power transition theorists, who argue that the most dangerous time for major war is when power is relatively equally distributed, a war between __________ and __________ would be an example of this dynamic in action.

A) China; the United States B) Bosnia; Serbia C) Russia; the Ukraine D) Mexico; the United States Answer: A Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Apply What You Know 33. Which of the following arguments might a realist make to explain why states engage in balancing behavior?

A) States do not trust each other due to the anarchic nature of the international system.

B) States believe that a balance of power provides perpetual peace.

C) States are trying to maintain instability in the international system.

D) States believe that a balance of power ensures interstate cooperation.

Answer: A Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Analyze It 34. Realists believe that hegemony __________.

A) causes instability in the international system B) reduces anarchy and deters aggression in the international system C) enhances the sovereignty of less-powerful states D) tends to allow conflicts among middle powers or small states

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Answer: B Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Understand the Concepts 35. Which of the following factors best explains the choice of the United States to be either isolationist or internationalist in its foreign policy in the twentieth century?

A) regional economic considerations B) international hegemony considerations C) American security concerns D) international law and organizations Answer: C Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Analyze It 36. Which of the following factors best explains why the United States is ambiguous about the use of multilateralism in its foreign policy?

A) America’s superpower status B) the cost of dues to multilateral organizations such as the UN C) skepticism about the abilities and goals of national organizations D) lack of the ability to disband international organizations Answer: A Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate Skill Level: Analyze It 37. __________ helps states ward off interference in their internal affairs.

A) The integration of global economic markets B) Election monitoring to prevent election fraud C) Increasing use of the Internet D) A strong military Answer: D Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Moderate 32 .

Skill Level: Analyze It 38. The fluidity of alliances is underscored by __________.

A) liberals B) anarchists C) realists D) idealists Answer: C Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Moderate Skill Level: Understand the Concepts 39. After the Cold War ended, NATO forces were __________.

A) cut B) expanded C) kept stable D) attacked Answer: A Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Easy Skill Level: Remember the Facts 40. The __________ was founded as a military alliance in 1955 and disbanded in 1991.

A) North Atlantic Treaty Organization B) Warsaw Pact C) International Security Assistance Forces D) U.S.-Japanese Security Treaty Answer: B Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Easy Skill Level: Remember the Facts 41. Most modern alliances __________.

A) are formalized in written treaties B) concern economic issues C) exist for one issue at one time D) are frequently broken without consequences 33 .

Answer: A Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Easy Skill Level: Understand the Concepts 42. __________ is currently a member of NATO. A) Finland B) Sweden C) Kosovo D) Norway Answer: D Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Easy Skill Level: Remember the Facts 43. Which type of state is most likely to face a danger of being dragged into wars over relatively unimportant issues as a result of extended deterrence in an alliance?

A) great powers B) middle powers C) small powers D) client states Answer: A Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Moderate Skill Level: Analyze It 44. Which of the following is a concern connected to the recent expansion of NATO membership?

A) Consensus in decision making is becoming less difficult.

B) Enlargement may be seen by others as a threat.

C) Coordination and cooperation will become less difficult.

D) The costs of the organization will be larger for each individual member.

Answer: B Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances 34 .

Difficulty Level: Moderate Skill Level: Analyze It 45. In response to NATO expansion, one could expect Russia to __________.

A) reduce the number of joint military exercises with states such as China B) try to annex one of the most recent members of NATO such as Montenegro C) overthrow the Syrian government and consolidate its own rule in the region D) increase its military cooperation with states such as Venezuela Answer: D Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Difficult Skill Level: Analyze It 46. Plans actors use to develop and deploy capabilities to achieve their goals are known as __________.

A) foreign policy decisions B) power strategies C) bargaining decisions D) negotiating decisions Answer: B Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Easy Skill Level: Remember the Facts 47. Which theory best describes China’s policy toward Taiwan?

A) liberalism B) idealism C) realism D) Marxism Answer: C Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Moderate Skill Level: Apply What You Know 48. One implication of the assumption of rationality is that __________.

A) states are unitary actors that can think about their actions coherently and make choices B) while a state can identify its interests, putting priorities on them is nearly impossible 35 .

C) states are very rarely capable of performing a cost-benefit analysis on actions D) states’ decisions always have beneficial consequences Answer: A Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Moderate Skill Level: Understand the Concepts 49. How does a zero-sum game compare with a non-zero-sum game?

A) In a zero-sum game, one player’s gain is by definition equal to the other’s loss, whereas in a non-zero-sum game, players’ gains and losses cancel each other out.

B) In a zero-sum game, one player’s gain is by definition equal to the other’s loss, whereas in a non-zero-sum game, it is possible for both players to gain or lose.

C) In a zero-sum game, both players win, whereas in a non-zero-sum game, both players lose.

D) Zero-sum games are more typical in international political economy, whereas non-zero-sum games are more typical in international security.

Answer: B Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Moderate Skill Level: Understand the Concepts 50. The typical outcome in the Prisoner’s Dilemma is that __________.

A) neither prisoner confesses, thereby ensuring the best outcome for both B) both prisoners confess, thereby ensuring the best outcome for both C) one prisoner decides not to confess, believing he can do so later D) both prisoners confess, thereby ensuring each is worse off than if they both did not confess Answer: D Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Moderate Skill Level: Understand the Concepts 51. Some liberalists have argued that introducing communication to the Prisoner’s Dilemma in the form of a lawyer who can relay messages between both prisoners could change the payoff matrix in favor of cooperation. Applied to international relations, who or what could play the role of the “lawyer”?

A) a local neighborhood organization B) a superpower such as the United States C) a regional organization such as the South Asian Association 36 .

D) an individual such as a military officer Answer: B Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Moderate Skill Level: Apply What You Know 52. India faces which of the following concerns with its neighbor China?

A) Both claim the region of Kashmir as part of their national territory.

B) China is blamed for Islamic militant attacks in India.

C) China is a major rival in the region attempting to exert strong leadership in the region.

D) India relies on Chinese pipelines to ship oil and gas into East Asia.

Answer: C Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Easy Skill Level: Remember the Facts 53. __________ refers to a reciprocal process in which two (or more) states build up military capabilities in response to each other.

A) Compellence B) Deterrence C) An arms race D) Escalation Answer: C Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Easy Skill Level: Understand the Concepts 54. Which of the following statements is true about rationality?

A) Decision makers often lack information necessary to accurately estimate the costs of an action.

B) It is relatively easy to determine the national interest, because all states are interested in power.

C) All international relations scholars accept the assumption that states are rational actors.

D) It is easy to calculate intangible political benefits against the tangible costs of a war.

Answer: A

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Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Moderate Skill Level: Analyze It 55. One example of the concept of strategy as rational deployment of power capabilities is China __________.

A) attempting several times to invade Taiwan in the late 1990s B) threating to invade Taiwan if it declares independence C) condemning the United Nations for recognizing Taiwan as a sovereign state D) breaking diplomatic ties with the United States in the early 1990s for supporting Taiwan’s independence Answer: B Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Difficult Skill Level: Apply What You Know ESSAY 56. Realism is a theory of international relations with long and widespread intellectual roots.

While underlying assumptions have remained essentially the same, scholars and practitioners have refined the principles and rules of behavior for centuries. Trace this development, specifying who the primary contributors to realism have been and what the particular contribution of each has been.

Answer: The ideal answer should include: 1. Outline what realist theory is.

2. Compare and contrast those foundational principles of realism as they have changed or fallen out of favor over time, in the context of those that have remained constant. Such principles may relate to power, human nature, international order, and potential for peace.

3. Cite examples such as World War II and the Vietnam War from the text to illustrate the development of realism in international relations.

4. Outline the primary contributors to realism, such as Sun Tzu, Niccolò Machiavelli, and Hans Morgenthau, and their particular contributions.

5. Perhaps conclude with an evaluation of the value of the contribution of each figure.

Learning Objective: 2.1 Identify at least three assumptions of the theory of realism.

Topic: Realism Difficulty Level: Difficult Skill Level: Analyze It

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57. Define power, and identify and explain one material element and one nonmaterial element on which power depends. Then, discuss three different ways actors might exert power, using examples to illuminate your answers.

Answer: The ideal answer should include: 1. Define power. For example, power is often defined as the ability to get another actor to do what it would not otherwise have done, or not to do what it would have done.

2. Identify and explain material and nonmaterial elements of power. For example, in regard to material elements of power, states possess varying amounts of population, territory, military forces, etc. The best single indicator of a state’s power may be its total gross domestic product (GDP), which combines overall size, technological level, and wealth. However, capabilities give a state the potential to influence others only to the extent that political leaders can mobilize and deploy these capabilities effectively and strategically. This depends on nonmaterial elements of power such as national will, diplomatic skill, popular support for the government (its legitimacy), and so forth.

3. Discuss three ways actors exert power, namely dominance, reciprocity, and identity.

For example, a father who wants his toddler to stop screaming in a supermarket might threaten or actually administer a spanking (dominance), he might promise a candy bar at the checkout as a reward for good behavior (reciprocity), or he might invoke such themes as “Be a big boy/girl” or “You want to help Daddy, don’t you?” (identity).

4. Offer a concise summary and effective conclusion.

Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Difficult Skill Level: Apply What You Know 58. What are the short-term and long-term elements of power? Provide at least two examples for each category. Is it possible to have trade-offs among these elements? Explain your rationale.

Finally, discuss how realists evaluate different elements of power.

Answer: The ideal answer should include: 1. Explain elements of power that allow actors to exercise influence in the short term. For instance, military forces are perhaps the most important kind of capability, since the size, composition, and preparedness of two states’ military forces matter more in a short-term military confrontation than their respective economies or natural resources. Other short-term elements include a state’s military-industrial capacity to produce weapons quickly and the quality of its bureaucracy. Less tangible short-term elements include the support and legitimacy that an actor commands from constituents and allies and the loyalty of a nation’s army and politicians to their leader.

2. Explain long-term elements of power. Elements that an actor can draw on over the long term include total GDP, population, territory, geography, and natural resources. Less tangible long-term power resources include political culture, patriotism, education of the population, strength of the scientific and technological base, the credibility of a state’s commitments (reputation for keeping its word), and the ability of one state’s culture and values to shape the thinking of other states consistently (the power of ideas).

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3. Given the limited resources that any actor commands, trade-offs among possible capabilities always exist. For instance, building up military forces diverts resources that might be put into foreign aid, and buying a population’s loyalty with consumer goods reduces resources available for building up military capabilities.

4. Discuss how realists evaluate elements of power. For instance, students might argue that realists see military force as the most important element of national power in the short term, and other elements such as economic strength, diplomatic skill, or moral legitimacy as being important to the extent that they are fungible into military power.

5. Offer a concise summary and effective conclusion.

Learning Objective: 2.2 Describe two different ways to conceptualize and measure power.

Topic: Power Difficulty Level: Difficult Skill Level: Analyze It 59. The concept of balance of power is fundamental in international relations. What does it mean? How meaningful can it be at the beginning of the twenty-first century, given the impact of globalization and modern warfare in which one’s opponents may not be attached to any particular state? Is it possible that it requires redefinition? If so, what should it mean? If not, why not?

Answer: The ideal answer should include: 1. Provide a satisfactory explanation of how balance of power is crucial to international relations, employing the key terms military capabilities and dominance.

2. Explain how the complexities created by globalization and modern warfare impact the significance of balance of power, noting the fluidity of alliances and policies necessary when one’s opponents may not be attached to any particular state, as well as the increasing emphasis on economic power over military power.

3. Describe the redefinition that such an evolving and evolved role of balance of power appears to demand, taking into account the details already touched upon, and perhaps those elements of future international relations that might require this redefinition.

4. If the concept of balance of power does not appear to require redefinition, a vigorous analysis of why not will be necessary.

5. Provide a concise summary and effective conclusion.

Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Analyze It 60. “The central theme of international relations is not evil but tragedy. States often share common interest, but the structure of the situation prevents them from bringing about the mutually desired situation.” (Robert Jervis) The above quote symbolizes an overwhelming problem in international relations today.

What is that problem, and why does it plague international relations in particular? What, if anything, can be done about it? Justify your response.

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Answer: The ideal answer should include: 1. Explain why Jervis might emphasize the word “tragedy,” rather than the word “evil.”

Students might refer to the concept of security dilemma and discuss how anarchy does not allow long-term cooperation even between two defensive states.

2. Describe how a more cooperation-based international community creates greater opportunity for tragedy to be created or allowed to persist.

3. Evaluate how this problem is particularly prominent in international relations, and how cooperation does not inherently have to equate to slowness of action, or lack of action altogether.

4. Provide a concise summary and effective conclusion.

Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Analyze It 61. When the United States engages in international relations, it may follow a unilateral or a multilateral approach. To what do the concepts unilateralism and multilateralism refer? Do you think the United States under the Barack Obama administration could be explained by unilateralism or multilateralism? Provide one example supporting your argument. How do you think this has changed under the Donald Trump administration? Justify your rationale by using at least one relevant example.

Answer: The ideal answer should include: 1. Define the concepts of unilateralism and multilateralism.

2. Explain in what way the Obama administration employed a multilateral approach instead of a unilateral one. For instance, during President Obama’s term in office, the NATO alliance assumed new importance in Afghanistan and in the 2011 Libya campaign, and UN dues were repaid.

3. Explain in what way the Trump administration has employed a rather unilateral approach so far. For instance, since the beginning of his term in office, President Trump has consistently expressed skepticism about the UN and about international agencies.

4. Provide a concise summary and effective conclusion.

Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Analyze It 62. “The lack of a ‘world police’ to punish states if they break an agreement makes enforcement of international agreements difficult.” What does this statement from the text actually mean?

Focusing on the recent developments in North Korea’s nuclear weapons policy, discuss whether you agree with this argument. What do you think the North Korea case implies regarding the enforcement of norms in international relations?

Answer: The ideal answer should include:

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1. Discuss what the argument is referring to. For example, states seek to preserve their sovereignty in the international arena, and the anarchical system of international relations makes it difficult to impose rules on sovereign states.

2. Explain whether you agree with the argument, using North Korea’s nuclear weapons policy as an example. Students might cite North Korea’s violation of the Non-Proliferation Treaty (NPT) in the 1990s when it stopped allowing inspections of its nuclear facilities; North Korea’s withdrawal from the NPT in 2002 and its building of nuclear bombs, one of which it exploded in 2006; or North Korea’s continued work on its nuclear program and missile delivery systems in the years since, including tests of both in 2016 and 2017.

3. Discuss the implications of North Korea’s behavior in the international arena. The examples above show the difficulty of enforcing international norms in the sovereignty-based international system.

4. Provide a concise summary and effective conclusion.

Learning Objective: 2.3 Define anarchy and explain its importance in preventing international cooperation.

Topic: The International System Difficulty Level: Difficult Skill Level: Apply What You Know 63. Public opinion in the United States toward NATO has varied significantly since the alliance was formed in 1949. Explain what NATO is, and discuss the general levels of public support for NATO during the Cold War and in the period since the Cold War ended. How do you think the increasing criticism of NATO during the Donald Trump administration has influenced Americans’ view of the organization? What do you think would explain this recent trend in public opinion?

Answer: The ideal answer should include: 1. Define NATO, and explain why it was created.

2. Discuss the level of public support for NATO during the Cold War. Explain that during most of the Cold War, public support for NATO was strong because it served as a safety net against the communist threat.

3. Discuss the level of public support for NATO since the Cold War ended. Explain that since the end of the Cold War, the public has begun to question the value of NATO versus its cost to the United States, mostly because communism is no longer an existential threat for the United States.

4. Discuss why most Americans still have a favorable view of NATO despite increasing criticism of the alliance by the Trump administration. For example, it is possible that growing discussions about NATO are increasing support for the alliance.

5. Provide a concise summary and effective conclusion.

Learning Objective: 2.4 Explain the purpose of the North Atlantic Treaty Organization (NATO) alliance and how the purpose has changed over the history of the alliance.

Topic: Alliances Difficulty Level: Difficult Skill Level: Analyze It

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64. Discuss Prisoner’s Dilemma (PD) as a model of game theory. Explain how it is applied to the study of international relations. Then, describe an instance of PD that has occurred on the world stage. What was at stake for the players, and what were their particular interests in pursuing this “game”? Be sure to support your interpretation with empirical evidence.

Answer: The ideal answer should include: 1. Discuss the PD game. For instance, two prisoners are being questioned separately by a prosecutor. The prosecutor knows they committed a bank robbery but has only enough evidence to convict them of illegal possession of a gun unless one of them confesses. The prosecutor tells each prisoner that if he confesses and his partner doesn’t confess, he will go free. If his partner confesses and he doesn’t, he will get a long prison term for bank robbery (while the partner goes free). If both confess, they will get a somewhat reduced term. If neither confesses, they will be convicted on the gun charge and serve a short sentence. The story assumes that neither prisoner will have a chance to retaliate later, that only the immediate outcomes matter, and that each prisoner cares only about himself. This game has a single solution: Both prisoners will confess, with each reasoning that his partner is going to confess, and therefore it is better to confess too and get a slightly shorter sentence. The dilemma is that, by following their individually rational choices, both prisoners end up serving a fairly long sentence—when they could have both served a short one by cooperating (keeping their mouths shut).

2. Explain the game’s application to the study of international relations. PD captures the kind of collective goods problem common to international relations. In this situation, rational players choose moves that produce an outcome in which all players are worse off than under a different set of moves. They all could do better, but as individual rational actors, they are unable to achieve this outcome.

3. Provide a real-world example. For instance, one good example is the arms race between India and Pakistan. Both actors have to decide whether to build sizable nuclear weapons arsenals. Both have the ability to do so. Neither side can know whether the other is secretly building up an arsenal unless they reach an arms control agreement with strict verification provisions. The best outcome would be for one player to develop a nuclear arsenal while the other player does not; second best would be for neither to go nuclear; third best would be for both to develop nuclear arsenals; worst would be to forgo nuclear weapons oneself while the other player develops them. The PD model seems to predict an inevitable Indian-Pakistani nuclear arms race, although both states would do better to avoid one. In 1998, India detonated underground nuclear explosions to test weapons designs, and Pakistan promptly followed suit. In 2002, the two states nearly went to war, with projected war deaths of up to 12 million. A costly and dangerous arms race continues, and each side now has dozens of nuclear missiles, and counting.

4. Offer a concise summary and effective conclusion.

Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Difficult Skill Level: Apply What You Know

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65. Explain the game of “Chicken.” In your explanation, be sure to clarify the relationship between Chicken and the concept of deterrence. When might states involve themselves in a game of Chicken? Why? Discuss how Chicken differs from the Prisoner’s Dilemma game.

Answer: The ideal answer should include: 1. Explain the game of Chicken. For example, the game represents two teenage drivers speeding toward a head-on collision. Chicken sheds light on the concept of deterrence, since each side aims to convince the other that he or she will risk crashing (fighting a war) if the other side decides not to swerve.

2. Discuss when states might play Chicken, perhaps by describing the nations that might be most likely to engage in the game, and why. Such states might include, most prominently, North Korea, Iran, Cuba, and perhaps Russia or China. Students might argue that China and Russia might engage in Chicken because they have significant power and yet not entirely stable nations, and North Korea, Iran, and Cuba might engage in Chicken because they have a relatively limited amount of power and international support, contributing to their relatively unstable regimes.

3. Explain at least one difference between Chicken and Prisoner’s Dilemma. For example, unlike Chicken, Prisoner’s Dilemma embodies a difficult collective goods problem.

4. Offer a concise summary and effective conclusion.

Learning Objective: 2.5 Describe the Prisoner’s Dilemma game, and explain how it is an analogy for the international system.

Topic: Strategy Difficulty Level: Difficult Skill Level: Apply What You Know

44 .

Chapter 3: Liberal and Social Theories MULTIPLE CHOICE 1. The first Gulf War against Iraq is considered an example of __________.

A) deterrence B) preventive war C) preemptive war D) collective security Answer: D Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Apply What You Know 2. With respect to warfare, __________.

A) the long-term trend is that there are fewer wars but more people being killed in them B) the advances in technology lead us to fear annihilation of the world more than destruction of a city C) major wars will continue regardless of trends toward fewer wars D) today’s most serious conflicts consist mainly of skirmishing rather than all-out battles Answer: D Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Understand the Concepts 3. That trade increases wealth, cooperation, global well-being, and, ultimately, peace is __________.

A) a key belief of orthodox Marxism B) an explanation by Thomas Hobbes of how peace and cooperation are possible C) a theory developed to facilitate greater sovereignty D) an explanation by Immanuel Kant of how peace and cooperation are possible Answer: D Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Understand the Concepts

45 .

4. Realists argue that one state’s reliance on another spurs __________ tensions in short-term contexts.

A) productive B) fewer C) balanced D) more Answer: D Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Remember the Facts 5. International regimes __________.

A) can exist only when there is a concentration of power in the international system B) can exist only when there is a dispersion of power in the international system C) are stronger when embedded in permanent institutions D) are weaker when embedded in permanent institutions Answer: C Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Understand the Concepts 6. The first attempt at creating a collective security system was the __________.

A) United Nations B) League of Nations C) European Community D) North Atlantic Treaty Organization Answer: B Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Remember the Facts 7. Which statement about international regimes is true?

A) They cannot be modified once created.

B) They coordinate the behavior of states to assist them in overcoming collective goods problems.

C) They assist states in realizing their interests even when they could do so through unilateral forms of leverage.

46 .

D) They are actors that are more important in the international system than are states.

Answer: B Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Understand the Concepts 8. Which statement correctly describes an international regime?

A) An international regime is a set of rules on which actors agree in regard to a particular issue area.

B) An international regime can help solve gender gap problems by increasing transparency.

C) An international regime undermines the concept of sovereignty.

D) An international regime deconstructs frameworks to coordinate states’ actions.

Answer: A Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Understand the Concepts 9. Collective security refers to __________.

A) the formation of a broad alliance to oppose aggression B) a set of rules on which actors agree in regard to a particular issue C) the proposition that democracies almost never fight wars against each other D) a movement that examines how changing international norms shape the content of state interests Answer: A Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Moderate Skill Level: Understand the Concepts 10. How can liberal theories of international relations be distinguished from realism?

A) Realists believe that people learn from negative historical events, whereas liberalists believe people learn from positive ones.

B) Realists are less likely to believe in the unitary-actor assumption than are liberal theorists.

C) Realists see the rules of international relations as timeless and unchanging, whereas liberal theorists see the rules of international relations as evolving incrementally.

D) Realists favor absolute gains, whereas liberals favor relative gains.

Answer: C 47 .

Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Difficult Skill Level: Analyze It 11. Public opinion __________.

A) has greater force in authoritarian governments than in democracies B) has greater force in democracies than in authoritarian governments C) influences foreign policy decisions but is not influenced by them D) has more effect on foreign policy than on domestic policy in democracies Answer: B Learning Objective: 3.2 Compare the influence of public opinion and interest groups on the foreign policy process.

Topic: Domestic Influences Difficulty Level: Moderate Skill Level: Understand the Concepts 12. Public support for involvement in a war typically __________.

A) starts low and increases over the long run B) starts high and decreases over the long run C) starts high and continues to remain high D) does not affect the popularity ratings of a country’s leader Answer: B Learning Objective: 3.2 Compare the influence of public opinion and interest groups on the foreign policy process.

Topic: Domestic Influences Difficulty Level: Easy Skill Level: Understand the Concepts 13. Diversionary foreign policy refers to __________.

A) trying to confuse an adversary by sending mixed policy signals B) adopting a foreign policy to distract public attention from domestic issues C) trying to influence elite opinions, which will, in turn, influence mass opinion D) lobbying foreign governments to change their foreign policy Answer: B Learning Objective: 3.2 Compare the influence of public opinion and interest groups on the foreign policy process.

Topic: Domestic Influences Difficulty Level: Easy Skill Level: Remember the Facts 14. Diplomats __________.

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A) are career civil servants, not political appointees B) work in embassies and consulates abroad C) provide information that goes into making foreign policies but do not carry out those policies D) are employed by the defense ministry or department Answer: B Learning Objective: 3.2 Compare the influence of public opinion and interest groups on the foreign policy process.

Topic: Domestic Influences Difficulty Level: Easy Skill Level: Understand the Concepts 15. Journalists serve as __________ of information passing from foreign policy elites to the public.

A) proponents B) promoters C) filters D) audiences Answer: C Learning Objective: 3.2 Compare the influence of public opinion and interest groups on the foreign policy process.

Topic: Domestic Influences Difficulty Level: Easy Skill Level: Remember the Facts 16. The Iran-Contra scandal resulted from the activities of which government agency?

A) National Security Agency B) Central Intelligence Agency C) Bureau of Intelligence and Research D) National Security Council Answer: D Learning Objective: 3.3 Explain three factors that can hamper individual decision making in an international crisis.

Topic: Making Foreign Policy Difficulty Level: Moderate Skill Level: Remember the Facts 17. Former U.S. Defense Secretary William Cohen’s statement “The unrelenting flow of information, the need to digest it on a minute-by-minute basis, is quite different from anything I’ve experienced before. . . . There’s little time for contemplation; most of it is action” reflects the concept of __________.

A) prospect theory B) satisficing C) optimizing 49 .

D) groupthink Answer: B Learning Objective: 3.3 Explain three factors that can hamper individual decision making in an international crisis.

Topic: Making Foreign Policy Difficulty Level: Difficult Skill Level: Analyze It 18. Which statement is an element of prospect theory?

A) Decision makers work to avoid future catastrophic events.

B) Decision makers attach their own feelings onto another actor.

C) Decision makers assess the value of other decision makers.

D) Decision makers use a reference point for comparison.

Answer: D Learning Objective: 3.3 Explain three factors that can hamper individual decision making in an international crisis.

Topic: Making Foreign Policy Difficulty Level: Moderate Skill Level: Understand the Concepts 19. What did Harry Truman’s sign “The buck stops here” illustrate about his role in foreign policy decision making?

A) He was not willing to waste money.

B) He was the sole decision maker.

C) Foreign policy decisions were ultimately his responsibility.

D) His opinion was more important than anyone else’s.

Answer: C Learning Objective: 3.3 Explain three factors that can hamper individual decision making in an international crisis.

Topic: Making Foreign Policy Difficulty Level: Difficult Skill Level: Analyze It 20. What aspect of a democracy makes the justification of effort especially prevalent?

A) Many actors exist to keep track of decisions made.

B) Democracies allow for the secrecy of the government.

C) Voters face an overabundance of information.

D) Politicians are judged by the electorate.

Answer: D Learning Objective: 3.3 Explain three factors that can hamper individual decision making in an international crisis.

Topic: Making Foreign Policy 50 .

Difficulty Level: Difficult Skill Level: Analyze It 21. Which of the following is an example of a “mirror image” as an implication of cognitive balance?

A) the United States using the Munich analogy to rule out appeasement as an option in Vietnam B) the United States finding it difficult to admit failures in Vietnam after sending half a million troops there C) India blaming Pakistan for aggressively building nuclear weapons to justify its own nuclear activities D) the National Security Council selling weapons to Iran in exchange for the freedom of American hostages held in Lebanon in the mid-1980s Answer: C Learning Objective: 3.3 Explain three factors that can hamper individual decision making in an international crisis.

Topic: Making Foreign Policy Difficulty Level: Difficult Skill Level: Apply What You Know 22. Constructivists argue that state identities are constructed through socialization. Based on the definition of the term, which of the following is/are likely agents of socialization?

A) philanthropic institutions B) elements of power C) education D) private discourse Answer: C Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Difficult Skill Level: Analyze It 23. Who was the revolutionary who believed that Russia should make its greatest ambition the spreading of revolution to other nations in order to build a worldwide alliance?

A) Mao Zedong B) Leon Trotsky C) Fidel Castro D) Mikhail Bulgakov Answer: B Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Easy 51 .

Skill Level: Remember the Facts 24. According to Lenin’s theory, which of the following is an example of a buy off?

A) the utilization of taxes to sway the working classes at home B) industrialized countries using their profits to exploit the working classes C) third world revolutionaries breaking loose from exploitation by colonizers D) decreasing the economic gap between the rich and the poor in newly independent countries Answer: B Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Difficult Skill Level: Apply What You Know 25. Marxist approaches to international relations hold that both international relations and domestic politics arise from unequal relationships between __________.

A) political elites B) economic classes C) governmental agencies D) economic agencies Answer: B Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Easy Skill Level: Remember the Facts 26. The theory of imperialism that argued that European capitalists were investing in colonies where they could earn big profits, and then using part of those profits to buy off the working class back home, was developed by __________.

A) Stalin B) Lenin C) Mao D) Marx Answer: B Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Easy Skill Level: Remember the Facts 27. That there is a multiplicity of experiences and perspectives that defy easy categorization rather than a solitary, objective reality is a key idea of __________.

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A) Marxism B) militarism C) modernism D) postmodernism Answer: D Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Easy Skill Level: Remember the Facts 28. What does postmodernism fundamentally call into question altogether?

A) the concept of states as actors B) international organizations C) nuclear proliferation among developing nations D) the concept of state sovereignty Answer: A Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Moderate Skill Level: Remember the Facts 29. Which of the following do postmodernists mainly focus on when attempting to deconstruct dominant beliefs?

A) human behavior B) state behavior C) discourse D) psychology Answer: C Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Moderate Skill Level: Understand the Concepts 30. Which of the following is a critique of realism from the postmodern perspective?

A) State interests are objective.

B) A single set of values or interests applies to all states.

C) States are not the central actors in international relations.

D) International institutions are important actors in international relations.

Answer: C 53 .

Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Moderate Skill Level: Understand the Concepts 31. Scholars examining the role of the European Union in socializing elites in new member states is an example of the __________ tradition in the study of international relations.

A) postmodernist B) Marxist C) liberal D) constructivist Answer: D Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Easy Skill Level: Apply What You Know 32. For postmodernists, the breakup of the Soviet Union into 15 sovereign states is evidence of a problem with realists’ belief that states __________.

A) are the central actors in international relations B) pursue objective interests through international power politics C) have universal interests D) are unitary Answer: D Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Difficult Skill Level: Apply What You Know 33. Positive peace __________.

A) is the absence of war B) resolves the underlying reasons for war C) is the absence of war between great powers D) sets the stage for the next war Answer: B Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Easy Skill Level: Understand the Concepts 54 .

34. Which of the following describes the levels of analysis on which peace studies focus?

A) individual and interstate B) global and interstate C) individual, domestic, and global D) interstate, individual, and global Answer: C Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Moderate Skill Level: Apply What You Know 35. Which is likely the most significant obstacle to using a strategy such as unilateral pacifism or nonviolence, given the context of the Prisoner’s Dilemma?

A) national interests B) social injustice C) lack of communication D) lack of trust Answer: D Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Difficult Skill Level: Analyze It 36. The 2017 demonstrations in London responding to U.S. President Donald Trump’s threats against North Korea provide an example of __________.

A) militarism B) mediation C) peace movements D) conflict resolution Answer: C Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Difficult Skill Level: Apply What You Know 37. In terms of their beliefs about objectivity, peace studies scholars are most comparable to __________.

A) realists B) liberalists 55 .

C) Marxists D) postmodernists Answer: D Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Difficult Skill Level: Analyze It 38. Proponents of positive peace call for which of the following?

A) emphasis on war as a method of state expansion B) the deconstruction of a global identity transcending national, ethnic, and religious divisions C) the strengthening of norms against the use of violence D) the elimination of armed forces Answer: C Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Moderate Skill Level: Analyze It 39. Scholars of peace studies emphasize the __________ level of analysis when recommending strategies for achieving peace.

A) individual B) national C) international D) global Answer: A Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Moderate Skill Level: Remember the Facts 40. The leader of India’s struggle for independence from Britain who emphasized nonviolence was __________.

A) Nelson Mandela B) Indira Gandhi C) Golda Meir D) Mahatma Gandhi Answer: D

56 .

Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Easy Skill Level: Remember the Facts 41. Nonviolent approaches to social change were successfully spread in the United States during the 1960s by civil rights leader __________.

A) Karl Marx B) Martin Luther King, Jr. C) Malcolm X D) Stokely Carmichael Answer: B Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Easy Skill Level: Remember the Facts 42. The glorification of war and military force, and the structuring of society around war, is known as __________.

A) the military-industrial complex B) national security C) militarism D) warrior cult Answer: C Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Easy Skill Level: Remember the Facts 43. A __________ feminist values the unique contributions of women as women, a __________ feminist tends to reject the assumptions about gender made by other feminists, and a __________ feminist seeks to include women more often as subjects of study.

A) liberal; constructivist; postmodern B) postmodern; revolutionary; militarist C) revolutionary; pacifist; liberal D) difference; postmodern; liberal Answer: D Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories 57 .

Difficulty Level: Moderate Skill Level: Understand the Concepts 44. With respect to the impact of gender on war and peace, difference feminists believe that __________.

A) men are inherently more peaceful than women B) women are inherently more peaceful than men C) neither men nor women are more peaceful than the other D) war would be less likely with more women as combatants Answer: B Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Moderate Skill Level: Understand the Concepts 45. With respect to women in politics, __________.

A) the number of women serving in legislatures is increasing B) the number of women serving in political party leadership positions is increasing C) they tend to be softer on tough foreign policy issues than their male counterparts D) they are more peaceful and less committed to state sovereignty than male leaders Answer: A Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Easy Skill Level: Understand the Concepts 46. In order for women to have a profound influence on international relations, they need to __________.

A) adopt the realist beliefs of men B) participate as combatants in regional conflicts C) have positions as state leaders rather than in the foreign policy bureaucracy D) participate in key foreign policy positions in large numbers around the world Answer: D Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Moderate Skill Level: Analyze It 47. __________ feminists find important differences between men and women that are arbitrary and flexible, whereas __________ feminists consider those differences trivial.

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A) Revolutionary; postmodern B) Postmodern; liberal C) Liberal; difference D) Difference; revolutionary Answer: B Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Moderate Skill Level: Understand the Concepts 48. Which of the following statements describes a feminist argument with respect to international relations?

A) Gender is typically irrelevant for understanding how international relations works because most heads of state are male.

B) Femininity is associated with private and domestic areas, whereas masculinity is associated with public and political spaces.

C) Males influence international relations more often through nonstate channels than females do.

D) The gender identity of actors does not affect their views and decision processes.

Answer: B Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Moderate Skill Level: Apply What You Know 49. __________ feminism criticizes __________ feminism for trying merely to integrate women into traditional structures of war and foreign policy.

A) Difference; postmodern B) Difference; liberal C) Postmodern; difference D) Postmodern; liberal Answer: D Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Difficult Skill Level: Analyze It 50. Difference feminists argue that realism involves assumptions of masculinity because of the principle of __________.

A) unified actors B) permanent alliances 59 .

C) pursuit of local interest D) anarchic international politics and ordered domestic politics Answer: D Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Moderate Skill Level: Analyze It 51. The historical facts that Margaret Thatcher went to war to recover the Falkland Islands from Argentina, Indira Gandhi led a war against Pakistan, and Golda Meir led a war against Syria and Egypt contrast with the assumptions of which branch of feminism?

A) liberal feminism B) difference feminism C) postmodern feminism D) revolutionary feminism Answer: B Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Difficult Skill Level: Analyze It 52. How can one distinguish between difference and liberal feminism?

A) Difference feminists believe that individual women in foreign policy and the military differ from their male counterparts, whereas liberal feminists believe that women as a group do not differ.

B) Difference feminists believe that women can be just as realist as men, whereas liberal feminists believe realism reflects a masculine perception of social relations.

C) Difference feminists believe that women’s unique abilities can be used to transform the entire system of international relations, whereas liberal feminists believe that female participation in foreign policy will enhance state capabilities.

D) Difference feminists believe that a few well-placed women in key foreign policy positions can change the foundations of international relations, whereas liberal feminists believe many women participating in foreign policy decisions are necessary to change international relations.

Answer: C Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Difficult Skill Level: Analyze It 53. Power and potency are likely to be key terms for __________ feminism.

60 .

A) liberal B) difference C) postmodern D) revolutionary Answer: C Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Difficult Skill Level: Analyze It 54. It is becoming relatively easier to compare men’s and women’s voting records on foreign policy issues in the U.S. Senate because __________.

A) there are fewer foreign policy issues being considered in the Senate B) the number of women senators has increased substantially C) women senators have become more interested in expressing opinions on foreign policy issues D) voting records were made publicly available for the first time in 2010 Answer: B Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Difficult Skill Level: Analyze It 55. With respect to women in the military, __________.

A) the evidence suggests that they perform well in a variety of military roles B) only the United States excludes them from combat roles C) the United States allows women to serve as mechanics, pilots, and on submarines D) low performance ratings in training have kept them out of combat roles Answer: A Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Easy Skill Level: Understand the Concepts ESSAY 56. Compare and contrast realist and liberal theories of international relations. What are the strengths and weaknesses of each theory? In your view, which theory represents a more accurate picture of today’s world politics? Provide examples to support your argument.

Answer: The ideal answer should include: 61 .

1. Outline the realist and liberal theories of international relations.

2. Compare and contrast the two theories. If possible, students should include discussion of nation states as main actors, the anarchy of the international system, and state self-reliance, on the one hand, and mutually beneficial cooperation, democratic peace, the building of norms, regimes, institutions, etc., on the other hand.

3. Using the key terms mentioned above, expand on the strengths and weaknesses of each theory.

4. Students should utilize the details they have explored to this point in the exercise to outline which theory provides the most accurate picture of today’s global politics.

5. Conclude with examples, which might include nations that exemplify each theory. For example, perhaps Denmark on the side of liberal theory, and/or North Korea on the side of realist theory.

Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Difficult Skill Level: Apply What You Know 57. In the United States, public opinion of the United Nations seems to be significantly divided.

Explain what the UN is, and discuss at least one argument in favor of and one argument against the UN from the U.S. perspective. Finally, how would you interpret the American public’s overall view of the UN according to the most recent public opinion research?

Answer: The ideal answer should include: 1. Define the United Nations, and explain why it was created.

2. Explain why some of the American public is against the UN. For example, one core frustration with the UN is that it does not always promote the interests of the United States.

3. Explain why some of the American public supports the UN. For example, some supporters point out that it is an independent institution, meant to serve the interests of all countries, not just those of the United States.

4. Discuss the American public’s overall view of the UN. Recent data suggest that opinion about the UN has not changed much over time, and it appears that while Americans do have some frustrations with the UN, on balance, they are still supportive of the institution and its mission.

5. Provide a concise summary and effective conclusion.

Learning Objective: 3.1 Distinguish between two different theories to explain why democracies do not wage war on one another.

Topic: Liberal Traditions Difficulty Level: Difficult Skill Level: Analyze It 58. Explain the concepts of groupthink and crisis management. How are these concepts related to one another? Provide a historical example.

Answer: The ideal answer should include: 1. Define groupthink and crisis management.

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2. Explain that groupthink occurs easily during crises because decision makers operate under tremendous time constraints and pressure in a crisis.

3. Provide a historical example. For instance, during the 1962 Cuban Missile Crisis, President John F. Kennedy created a small, closed group of advisers who worked together intensively for days on end, cut off from outside contact and discussion. Recognizing the danger of groupthink, Kennedy left the room from time to time—removing the authority figure from the group—to encourage free discussion and reduce the risk of groupthink.

4. Offer a compelling summary and effective conclusion.

Learning Objective: 3.3 Explain three factors that can hamper individual decision making in an international crisis.

Topic: Making Foreign Policy Difficulty Level: Difficult Skill Level: Analyze It 59. What are some postmodernist concerns with realist interpretations of reality? Discuss how postmodernism would critique the realist notion of states as the central actors in international relations. Be sure to include at least one relevant example from international relations in support of the postmodernist critique.

Answer: The ideal answer should include: 1. Identify the key characteristics of postmodernism in international relations.

2. Describe some postmodernist concerns with realist interpretation of reality. For example, postmodern critiques of realism center on analyzing realists’ words and arguments. A central idea of postmodernism is that there is no single, objective reality but a multiplicity of experiences and perspectives that defy easy categorization.

3. Explain how postmodernists critique the realist notion of states as the central actors in international relations. For example, from a postmodern perspective, realism cannot justify its claim that states are the central actors in IR and that states operate as unitary actors with coherent sets of objective interests. Postmodern critics of realism see nothing objective about state interests, and certainly nothing universal.

4. Include at least one example supporting postmodernism in your answer. For example, realists treated the Soviet Union as a single actor with a single set of objective interests. But the Soviet Union split into 15 pieces, each containing its own fractious groups and elements. Then, it became clear that the “unitary state” called the Soviet Union had let realists ignore the divergent experiences of constituent republics, ethnic groups, and individuals.

5. Offer a concise summary and effective conclusion.

Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Difficult Skill Level: Analyze It 60. Discuss how Marxism was interpreted by V.I. Lenin, Mao Zedong, and Leon Trotsky. In your discussion, be sure to compare and contrast these three interpretations. Then, discuss how Lenin would explain North-South relations.

63 .

Answer: The ideal answer should include: 1. Define Marxism as an approach to international relations.

2. Compare and contrast Leninism, Maoism, and Trotskyism. For example, Lenin’s theory of imperialism argued that imperialist expansion could occur only at the expense of other imperialist states, leading to interimperialist competition and wars such as World War I. According to Mao, exploitation of third world countries by rich countries takes away the economic surplus of the global South and concentrates the accumulation of wealth in the rich parts of the world. By breaking free of such exploitation, third world states could retain their own surplus and begin to accumulate their own wealth. Eventually they could generate their own selfsustaining cycles of accumulation and lift themselves out of poverty. Trotsky, on the other hand, believed that a socialist country such as Russia would never be able to build socialism alone and should make its top priority the spreading of revolution to other countries to build a worldwide alliance.

3. Analyze Lenin’s explanation of North-South relations. For example, industrialized states still exploit poor countries (through both formal and informal colonization) and buy off their own working classes with the profits. Through this globalization of class relations, world accumulation concentrates surplus toward the rich parts of the world and away from the poor ones. Revolutions, then, would be expected in poor regions.

4. Offer a concise summary and effective conclusion.

Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Difficult Skill Level: Analyze It 61. Discuss how Marxism is still a relevant theory in the post–Cold War era. Consider recent political or armed struggles that are driven, at least in part, by significant class issues. Why might it be difficult to separate class issues from other issues that also drive political and arms struggles, such as religion, military power, or political oppression and freedom?

Answer: The ideal answer should include: 1. Define Marxism as it exists in the post–Cold War era.

2. Explain how Marxism has remained relevant to the global South, in particular.

Students might use as examples the modern political struggles of Marxist leaders in Venezuela, Brazil, and elsewhere.

3. Analyze how the scarcity of capital and extremely poor labor conditions make it difficult to separate class issues from issues such as religion, military power, etc.

4. Offer a concise summary and effective conclusion.

Learning Objective: 3.4 Illustrate how social theories could explain two countries moving from rivalry to alliance.

Topic: Social Theories Difficulty Level: Difficult Skill Level: Analyze It

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62. Write an essay considering the contributions of peace studies and feminism to the study of international relations and the obstacles they have overcome. Use current and concrete examples to support your claim.

Answer: The ideal answer should include: 1. Outline the concepts of peace studies and feminism.

2. Compare and contrast the two concepts and explain how each affects study of the international system. If possible, students should cite examples—for instance, of the role of arbitration and world government, on the one hand, and the gender gap and women in the military, on the other hand—to illustrate their explanations.

3. Explain how obstacles to these two concepts have been overcome. Students should touch on particular examples, such as the integration of women into the world’s militaries.

4. Offer a concise summary and effective conclusion.

Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations; 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Peace Studies; Gender Theories Difficulty Level: Difficult Skill Level: Analyze It 63. President Dwight Eisenhower once said, “People want peace so much that one of these days governments had better get out of their way and let them have it.” How would scholars of peace studies interpret this statement? Explain the rationale behind your interpretation, and provide an example from recent history to support it.

Answer: The ideal answer should include: 1. Explain what Eisenhower meant by this quote. For example, he underlines the importance of individuals and groups for creating and maintaining positive peace.

2. Relate Eisenhower’s quote to peace movements. For example, the practice of international relations will change only as a result of pressures from individuals and groups. The most commonly studied method of exerting such pressure is through peace movements—people taking to the streets in protest against war and militarism.

3. Provide a recent example. For instance, in 2017 demonstrations were held in London in response to U.S. President Donald Trump’s promise to build more nuclear weapons and his threats against North Korea.

4. Offer a concise summary and effective conclusion.

Learning Objective: 3.5 Describe the ways in which mediation can be used to resolve conflict in international relations.

Topic: Peace Studies Difficulty Level: Difficult Skill Level: Analyze It 64. Is a male-dominated global political power-structure unavoidable? Why or why not? Use terms central to the chapter’s coverage of feminism to assist your analysis.

Answer: The ideal answer should include: 65 .

1. Identify the historical events that contributed to the upholding of a male-dominated power-structure.

2. Recall the fundamental breakthroughs women have made in becoming integrated into that power-structure, events such as the election of female government leaders, the integration of women into militaries, the founding of the Women’s Peace Party, the mandating of greater inclusion of women and attention to gender in UN peacekeeping and reconstruction, etc.

3. Explain how these breakthroughs have come about, and how the future might bode well or negatively for gender equality among the global political power structure.

4. Discuss feminist scholarship; difference, liberal, and postmodern feminism; difference and autonomy; suffrage; the gender gap, and other terms key to feminism to assist analysis.

5. Offer a concise summary and effective conclusion.

Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Difficult Skill Level: Analyze It 65. The motto of UNESCO is, “Since war begins in the minds of men, it is in the minds of men that the foundations for peace should be sought.” How would difference feminism, liberal feminism, and postmodern feminism respond to this statement? Which one, if any, do you agree with? Be sure to justify your selection.

Answer: The ideal answer should include: 1. Explain UNESCO’s motto.

2. Compare and contrast the three types of feminism and how they would interpret this motto. For example, for difference feminists, war does indeed begin in the minds of men, but the foundations for peace would better be sought in the minds of women. For liberal feminism, there is virtually no difference between men and women when it comes to creating/maintaining peace.

Hence, women may be at least as successful as men. For postmodern feminism, such differences between men and women are socially constructed and, therefore, entirely arbitrary.

3. Discuss which one of the three offers a more convincing response to the motto.

4. Offer a concise summary and effective conclusion.

Learning Objective: 3.6 Identify two global issues in international relations where gender is an important factor in understanding or solving the problems.

Topic: Gender Theories Difficulty Level: Difficult Skill Level: Analyze It

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Chapter 4: Conflict, War, and Terrorism MULTIPLE CHOICE 1. __________ war is a war over control of the entire world order, whereas __________ war is warfare by one state waged to conquer and occupy another.

A) Total; limited B) Limited; civil C) Civil; hegemonic D) Hegemonic; total Answer: D Learning Objective: 4.1 Distinguish between two different theories of causes of war at two different levels of analysis.

Topic: The Wars of the World Difficulty Level: Easy Skill Level: Remember the Facts 2. On the individual level of analysis, __________.

A) wars may be the result of rational decisions of national leaders B) wars may be the result of decisions by government bureaucracies C) wars may be the result of how power is distributed between two countries D) the totalitarian nature of communist states makes them prone to using violence Answer: A Learning Objective: 4.1 Distinguish between two different theories of causes of war at two different levels of analysis.

Topic: The Wars of the World Difficulty Level: Moderate Skill Level: Remember the Facts 3. Theories of the causes of war at the systemic level of analysis __________.

A) are not as contradictory as at the individual or domestic levels of analysis B) provide a more accurate basis for predicting future wars than any of the other levels of analysis C) predict that war occurs when power is relatively equally distributed and a rising power is threatening to overtake a declining one D) refute the position that today’s military technology is too powerful to use in most conflicts Answer: C Learning Objective: 4.1 Distinguish between two different theories of causes of war at two different levels of analysis.

Topic: The Wars of the World Difficulty Level: Moderate Skill Level: Understand the Concepts

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4. “Democratic states are unlikely to go to war with each other.” This statement constitutes an example of a(n) __________ level of analysis of war.

A) domestic B) rational C) individual D) systemic Answer: A Learning Objective: 4.1 Distinguish between two different theories of causes of war at two different levels of analysis.

Topic: The Wars of the World Difficulty Level: Moderate Skill Level: Apply What You Know 5. Which statement is characteristic of guerrilla war?

A) Civilians often expose the guerrillas to opposing forces.

B) Civilians are often punished along with guerrilla forces.

C) Guerrilla fighters directly confront the enemy army.

D) Guerrilla fighters do not control any specific territory.

Answer: B Learning Objective: 4.1 Distinguish between two different theories of causes of war at two different levels of analysis.

Topic: The Wars of the World Difficulty Level: Easy Skill Level: Remember the Facts 6. Which group has been found to be more prone to warfare than contemporary society?

A) interstate actors B) preagricultural hunter-gatherer societies C) East Asian medieval societies D) domestic political leaders Answer: B Learning Objective: 4.1 Distinguish between two different theories of causes of war at two different levels of analysis.

Topic: The Wars of the World Difficulty Level: Easy Skill Level: Remember the Facts 7. Which of the following is a crime under the UN Genocide Convention of 1948?

A) Turkey undertaking significant military operations against the Kurds B) Hutu extremists ordering the killing of Tutsis in Rwanda C) Islamist groups in Libya, Yemen, and Egypt carrying out terrorist attacks tied to ISIS D) the United States using nuclear bombs to kill hundreds of thousands of Japanese

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Answer: B Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas Difficulty Level: Difficult Skill Level: Apply What You Know 8. The dissolving of huge multinational states such as Austria-Hungary is an example of the influence of what powerfully disruptive force?

A) nationalism B) internationalism C) socialism D) territorialism Answer: A Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas Difficulty Level: Moderate Skill Level: Apply What You Know 9. Examples of conflict resulting from states worrying about the fate of members of the same ethnic group living as a minority in a neighboring state are __________.

A) Kurdistan–Turkey and Rwanda–Zaire B) Albania–Serbia and Armenia–Azerbaijan C) Poland–Czech Republic and Albania–Serbia D) Argentina–Brazil and North Korea–South Korea Answer: B Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas Difficulty Level: Moderate Skill Level: Apply What You Know 10. Religious conflicts are difficult to resolve because __________.

A) people feel particularly vulnerable about religion B) they involve infidels C) there is something inherent in religion that creates conflict D) religions deal with core values that are held as absolute truth Answer: D Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas

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Difficulty Level: Moderate Skill Level: Analyze It 11. Which statement about Islamist movements is false?

A) Not all Islamist groups are violent.

B) Islamists reject Western-oriented secular states in favor of governments more explicitly oriented to Islamic values.

C) Sunni and Shi’ite Muslims cooperate and are mostly unified under the Islamist movement.

D) Some Islamists aspire to create a single political state encompassing most of the Middle East.

Answer: C Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas Difficulty Level: Difficult Skill Level: Analyze It 12. Which of the following has decreased American favorability ratings in the Middle East?

A) President Trump’s decision to withdraw from the Paris Agreement in 2017 B) President Obama’s decision to withdraw American troops from Iraq in 2011 C) President Obama’s call for a new beginning for the United States and the Arab world in 2009 D) President Trump’s decision to relocate the American embassy in Israel from Tel Aviv to Jerusalem in 2018 Answer: D Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas Difficulty Level: Difficult Skill Level: Analyze It 13. Which of the following is an example of ethnocentrism?

A) African American people calling each other “brother” B) present-day Japanese textbooks glossing over Japan’s crimes in World War II C) American propaganda in World War II depicting Japanese people as apes D) the German government rewriting textbooks to give an objective review of history Answer: C Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas Difficulty Level: Difficult Skill Level: Analyze It 14. The value states place on home territory __________.

A) has declined with the development of technology and trade as bases of wealth 70 .

B) is equivalent to that of colonies C) is far beyond any economic or strategic value it holds D) is low enough that states will often exchange territory for money or other considerations Answer: C Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Moderate Skill Level: Analyze It 15. A current example of a lingering dispute is __________.

A) the Hungarian-Romanian dispute, heightened by Saami migration B) the Soviet-American conflict, fueled by the proliferation of nuclear weapons C) the Argentine-Chilean dispute, worsened by the expansion of Chilean oil exploration D) the Israeli-Palestinian conflict, fueled by the building of Jewish settlements in the West Bank Answer: D Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Easy Skill Level: Remember the Facts 16. Poor peasants in Latin America who benefit substantially, in terms of income, from the drug trade pose a challenge to the United States in its attempts to restrict __________.

A) lateral pressure B) Latin American military forces C) great wealth and power D) the trafficking of cocaine Answer: D Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Easy Skill Level: Understand the Concepts 17. An example of an action without UN approval was __________.

A) Canada conducting trade with Venezuela B) North Korea shipping nuclear weapons technology to Vietnam C) Syria invading Iraq D) Kosovo declaring independence from Serbia Answer: D Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate 71 .

the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Easy Skill Level: Remember the Facts 18. Territorial waters traditionally are recognized to extend how far from a state’s coastline?

A) 5 miles B) 12 miles C) 100 miles D) 200 miles Answer: B Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Easy Skill Level: Understand the Concepts 19. Which of the following is a tangible interest over which conflict might occur?

A) control of governments B) religious differences C) gender differences D) military culture Answer: A Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Moderate Skill Level: Understand the Concepts 20. During the Cold War, the superpowers tried to affect the composition of the government in __________ by supporting different sides in a civil war, whereas the Soviet Union actually invaded __________ to change its government.

A) Cambodia; Nicaragua B) Iraq; Afghanistan C) Angola; Czechoslovakia D) Grenada; Iran Answer: C Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Easy Skill Level: Remember the Facts

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21. __________ is provided by satellites.

A) Surveillance B) Counterinsurgency C) Attack capability D) Early warning of asteroid incursions Answer: A Learning Objective: 4.4 Compare the trade-offs in the use of different instruments of leverage.

Topic: Conventional Forces Difficulty Level: Easy Skill Level: Understand the Concepts 22. By 2017, piracy was a growing problem in which region of the world?

A) western Mediterranean near Gibraltar B) south of the Cape of Good Hope near South Africa C) north of Venezuela and Antigua D) West Africa and East Asia Answer: D Learning Objective: 4.4 Compare the trade-offs in the use of different instruments of leverage.

Topic: Conventional Forces Difficulty Level: Easy Skill Level: Remember the Facts 23. Counterinsurgency is __________.

A) a complex type of warfare because it has both a military strategy and political goals B) less widespread today than it was during the Cold War C) not related to government public relations campaigns to convince the population to abandon the insurgency D) used extensively in warfare because it is the cheapest type of military campaign Answer: A Learning Objective: 4.4 Compare the trade-offs in the use of different instruments of leverage.

Topic: Conventional Forces Difficulty Level: Moderate Skill Level: Analyze It 24. Which statement regarding aircraft carriers is false?

A) They are instruments of power projection.

B) They are used as an instrument to imply a threat to use force.

C) They are extremely expensive.

D) Russia is the world leader in operating aircraft carriers.

Answer: D Learning Objective: 4.4 Compare the trade-offs in the use of different instruments of leverage.

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Difficulty Level: Easy Skill Level: Remember the Facts 25. Which is a true statement regarding the use of technology in the military?

A) Electronic warfare refers to the uses of the nuclear spectrum in war.

B) Naval technology uses unusual shapes in the design of aircraft, missiles, and ships to scatter enemy radar.

C) Cyberwar refers to disrupting enemy computer networks to degrade command and control.

D) War has become deadlier as a result of advancements in military technology.

Answer: C Learning Objective: 4.5 Evaluate the importance of new technologies in transforming the nature of war.

Topic: Evolving Technologies Difficulty Level: Difficult Skill Level: Analyze It 26. In what way have technological developments changed the nature of military force?

A) The resort to peace pacts now has more profound costs and consequences.

B) Military engagements now occur across greater distances.

C) Electronics now have a lesser role in command and control.

D) Allied computer networks are increasingly targeted by military forces and terrorists.

Answer: B Learning Objective: 4.5 Evaluate the importance of new technologies in transforming the nature of war.

Topic: Evolving Technologies Difficulty Level: Difficult Skill Level: Analyze It 27. Which incident describes a relatively recent cyberattack?

A) U.S.-Israeli virus targeting North Korea’s nuclear centrifuge B) U.S.-Israeli virus targeting Iran’s nuclear centrifuge C) Saudi virus targeting Turkish oil industry computers D) Iranian virus targeting Israeli military industries Answer: B Learning Objective: 4.5 Evaluate the importance of new technologies in transforming the nature of war.

Topic: Evolving Technologies Difficulty Level: Moderate Skill Level: Apply What You Know 28. Which is an accurate statement about drones?

A) Drones were never used in combat until after the September 11 terrorist attacks.

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B) Only the United States and Russia have used drones for attacks.

C) Drones are produced by China and sold to other countries in the global market.

D) Drones have dramatically decreased the cost of military operations around the world.

Answer: D Learning Objective: 4.5 Evaluate the importance of new technologies in transforming the nature of war.

Topic: Evolving Technologies Difficulty Level: Moderate Skill Level: Analyze It 29. The use of terrorist groups by states to achieve political aims is __________.

A) counterterrorism B) counterinsurgency C) possible only in wartime D) state-sponsored terrorism Answer: D Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

Topic: Terrorism Difficulty Level: Easy Skill Level: Remember the Facts 30. The main difference between war and “classic” terrorism is that the former __________.

A) has military targets, whereas the latter has civilian targets B) has political goals, whereas the latter has military goals C) utilizes nonuniformed forces, whereas the latter utilizes uniformed forces D) seeks a psychological impact, whereas the latter seeks a territorial impact Answer: A Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

Topic: Terrorism Difficulty Level: Difficult Skill Level: Analyze It 31. Terrorism __________.

A) refers to political peace acts that target civilians deliberately and indiscriminately B) aims to embolden a civilian population in order to use its discontent as an advantage C) is often an irrational, random use of violence against the target D) seeks to create a psychological effect on the target Answer: D Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

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Topic: Terrorism Difficulty Level: Easy Skill Level: Understand the Concepts 32. As of 2018, which state was a nation that the United States accused of supporting international terrorism?

A) Iraq B) Afghanistan C) Sudan D) Colombia Answer: C Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

Topic: Terrorism Difficulty Level: Easy Skill Level: Remember the Facts 33. With respect to terrorism, __________.

A) suicide bombings occur most frequently against autocracies rather than democracies B) terrorists are more willing than states are to violate international norms C) terrorist activities frequently achieve political ends D) terrorism is a relatively new phenomenon in the United States and Western Europe Answer: B Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

Topic: Terrorism Difficulty Level: Easy Skill Level: Remember the Facts 34. Which of the following is characteristic of terrorism?

A) Acts of terrorism kill hundreds of thousands of people every year.

B) Its purpose is to accomplish political goals by demoralizing a civilian population.

C) Terrorists are acting to gain leverage against nonstate actors.

D) Terrorist acts are typically random acts with no clear goal in mind.

Answer: B Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

Topic: Terrorism Difficulty Level: Moderate Skill Level: Analyze It 35. __________ missiles are small winged missiles capable of navigating across thousands of miles.

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A) Biological B) Cruise C) Ballistic D) Chemical Answer: B Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Remember the Facts 36. Causing skin blisters and lung damage, __________ was used broadly in artillery shells in World War I. A) mustard gas B) chlorine C) anthrax D) smallpox Answer: A Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Remember the Facts 37. Mutually assured destruction (MAD) is based on the __________.

A) launch on warning B) launch on impact C) first-strike capability D) second-strike capability Answer: D Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Understand the Concepts 38. The Non-Proliferation Treaty attempts to prevent the spread of __________ weapons.

A) chemical B) conventional C) nuclear D) biological

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Answer: C Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Remember the Facts 39. The Comprehensive Test Ban Treaty calls for the end to testing of which type of weapon?

A) nuclear B) chemical C) biological D) conventional Answer: A Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Remember the Facts 40. Weapons of mass destruction include __________ weapons.

A) nuclear, chemical, and biological B) nuclear, conventional, and biological C) chemical, ballistic, and biological D) biological, conventional, and chemical Answer: A Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Understand the Concepts 41. The explosive power of fission weapons is measured in __________, whereas the explosive power of fusion weapons is measured in __________.

A) kilotons; gigatons B) megatons; gigatons C) gigatons; millions D) kilotons; megatons Answer: D Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Remember the Facts 78 .

42. Which element is fissionable material?

A) deuterium-242 B) hydrogen C) uranium-235 D) chromium-225 Answer: C Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Understand the Concepts 43. Ballistic missiles __________.

A) were replaced by airplanes as the main strategic delivery vehicles B) vary in range and throw weight, but have similar accuracy C) are extremely difficult to defend against D) must be fired from fixed sites Answer: C Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Understand the Concepts 44. The major difficulty in building a fission weapon is that __________.

A) the weapon is too technologically complex for most states to build B) large amounts of fissionable material are required C) fissionable material is difficult to acquire D) fission occurs only at extreme temperatures Answer: C Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Remember the Facts 45. Fission weapons are also known as __________, and fusion weapons are also known as __________.

A) thermonuclear bombs; atomic bombs B) hydrogen bombs; thermonuclear bombs C) atomic bombs; hydrogen bombs

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D) H-bombs; A-bombs Answer: C Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Understand the Concepts 46. In 2012 and 2014, Israel’s new Iron Dome system shot down short-range missiles fired by Hamas, which is an example of __________.

A) defense against missiles B) chemical warfare C) first-strike capability D) conventional weapons Answer: A Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Apply What You Know 47. In 2017, North Korea succeeded in testing a long-range missile with a transcontinental reach.

This represents a failure of __________.

A) the Non-Proliferation Treaty B) the Missile Technology Control Regime C) weapons proliferation efforts D) the Biological Weapons Convention Answer: B Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Apply What You Know 48. Which statement is true about weapons of mass destruction?

A) They are no different than conventional weapons in terms of their costs.

B) They are distinguished by their relative abundance of discrimination in whom they kill.

C) They prove to be more lethal than conventional weapons despite their smaller size.

D) They are primarily intended to deter conventional explosions.

Answer: C Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

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Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Remember the Facts 49. How do strategic weapons compare with tactical weapons?

A) Strategic weapons are short-range weapons, whereas tactical weapons are long-range weapons.

B) Strategic weapons are long-range weapons, whereas tactical weapons are short-range weapons.

C) Strategic weapons are integrated into air, sea, and land forces using delivery systems such as artillery shells and landmines, whereas tactical weapons are carried mainly on missiles.

D) Theft or accidents are a concern regarding strategic weapons, but not tactical weapons.

Answer: B Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Analyze It 50. Tactical nuclear weapons __________.

A) are not integrated into conventional forces because of concerns about theft or accident B) were phased out by the United States and Russia when the Cold War ended C) remain in the former Soviet republics of Ukraine and Kazakhstan D) were once carried on long-range bombers Answer: B Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Remember the Facts 51. The institution charged with inspecting the nuclear power industry in member states to prevent secret military diversions of nuclear materials is the __________.

A) IAEA B) CTBT C) SDI D) NSA Answer: A Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Remember the Facts 81 .

52. __________ have dozens of nuclear weapons and the missiles to deliver them.

A) Argentina and Brazil B) India and Pakistan C) North Korea and South Korea D) Israel and Iran Answer: B Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Easy Skill Level: Remember the Facts 53. Government leaders may decide against acquiring nuclear weapons because of the __________.

A) scientific knowledge about their construction B) norms against using conventional weapons C) fear of retaliation D) theoretical constraints Answer: C Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Moderate Skill Level: Analyze It 54. A new concern of activists about the sale of weapons is __________.

A) sales of fusion weapons to Middle Eastern countries B) sales of ballistic missiles to South America C) U.S. sales of biological and chemical weapons to Israel D) sales of small arms, especially assault rifles, to unstable conflict zones Answer: D Learning Objective: 4.8 Explain how tensions in civil-military relations can undermine military operations and even threaten political stability.

Topic: States and Militaries Difficulty Level: Easy Skill Level: Remember the Facts 55. Which of the following is correct about military spending?

A) Israel is the world’s biggest arms importer.

B) Most arms sales worldwide go to the global South.

C) The United States has not ratified the Arms Trade Treaty passed by the UN in 2013.

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D) China is the world’s biggest arms exporter.

Answer: B Learning Objective: 4.8 Explain how tensions in civil-military relations can undermine military operations and even threaten political stability.

Topic: States and Militaries Difficulty Level: Moderate Skill Level: Understand the Concepts ESSAY 56. “We had to destroy the village to save it.” Explain the origins of this quote. What does it mean? Under what conditions is the situation to which it refers most likely to occur? What can be done to avoid such a situation? Give a concrete example to explain this phenomenon.

Answer: The ideal answer should include: 1. Provide an explanation for the quote at hand, paying attention to its nuances.

2. Explain the context for the quote—the Vietnam War—and what it means, focusing on the difficulty guerrilla warfare creates in distinguishing civilians from enemy combatants.

3. Describe what can be done to avoid such situations, allowing for the general decrease in guerrilla warfare globally.

4. Evaluate a particular example, such as Vietnam, Iraq, or Afghanistan, in further explaining the phenomenon.

5. Provide a concise conclusion.

Learning Objective: 4.1 Distinguish between two different theories of causes of war at two different levels of analysis.

Topic: The Wars of the World Difficulty Level: Difficult Skill Level: Analyze It 57. “The norms of noninterference in the internal affairs of states are stronger than the norms against genocide.” Do you agree or disagree with this statement? Why? Provide examples to support your answer.

Answer: The ideal answer should include: 1. Define noninterference and genocide.

2. Recall the implications of self-determination, sovereignty, intervention, social norms, dehumanization, and other key concepts around the two issues.

3. Explain why you agree or disagree with the notion that norms of noninterference in internal affairs of states are stronger than the norms against genocide.

4. Discuss how relevant examples, such as Rwanda, corroborate your answer.

5. Offer a compelling summary and effective conclusion.

Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict.

Topic: Conflicts of Ideas

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Difficulty Level: Difficult Skill Level: Analyze It 58. Compare and contrast conflicts of interest and conflicts of ideas. Which of these types of conflict is more serious (i.e., difficult to prevent and likely to lead to armed conflict)?

Answer: The ideal answer should include: 1. Outline conflicts of interest and conflicts of ideas.

2. Explain how the two areas of conflict differ.

3. Investigate the effects of each area of conflict, assessing which is more and which is less difficult to prevent. Particular examples may be used to aid in this assessment.

4. Offer a compelling summary and effective conclusion.

Learning Objective: 4.2 Identify at least four different international conflicts where religion plays a role in creating or exacerbating the conflict; 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Ideas; Conflicts of Interest Difficulty Level: Difficult Skill Level: Analyze It 59. A contemporary border dispute is in the Kashmir area where India, Pakistan, and China intersect. Considering the different types of conflict discussed in the text, provide two alternative explanations for the Kashmir dispute. Which one do you think offers a more convincing interpretation?

Answer: The ideal answer should include: 1. State that Kashmir is a disputed region between these three countries and that it could be considered both a territorial dispute and a religious conflict.

2. Explain why it is a territorial dispute. For example, a Line of Control divides the disputed province. Pakistan accuses India of oppressing Kashmiris and thwarting an international agreement to decide Kashmir’s future by a popular referendum.

3. Explain why it is a religious conflict. For example, the Indian-held part of Kashmir is predominantly inhabited by Muslims, a group that is the majority in Pakistan but a minority in India.

4. Discuss which one provides a better explanation.

5. Offer a concise summary and effective conclusion.

Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Difficult Skill Level: Apply What You Know 60. Trade in illegal drugs promises to remain a serious issue into the near future. Why is it considered a problem for international security? Discuss some of the causes, consequences, and possible remedies to this situation.

Answer: The ideal answer should include: 84 .

1. Explain why illegal drugs pose a serious problem for international security. For example, as a form of illegal trade across international borders, drug trafficking is smuggling, which deprives states of revenue and violates states’ legal control of their borders.

2. Discuss some of the causes. For example, segments of the populations in several of these countries, especially in cocaine-producing regions, benefit substantially from the drug trade.

3. Discuss some of the consequences. For example, in Mexico, a major supplier of illegal drugs to the United States, deadly violence among drug gangs has spiraled out of control in the past decades, claiming tens of thousands of lives.

4. Discuss some of the possible remedies. For example, countries can work with one another’s law enforcement agencies to crack down on the cocaine trade.

5. Offer a compelling summary and effective conclusion.

Learning Objective: 4.3 Summarize two different international territorial disputes and evaluate the prospects for their peaceful settlement.

Topic: Conflicts of Interest Difficulty Level: Difficult Skill Level: Analyze It 61. Discuss two different technological developments that have changed the nature of military force. In your discussion, be sure to explain each of the new technologies you have identified, and provide at least two different ways each new technology has transformed the nature of war.

Provide a specific current example to illustrate your argument.

Answer: The ideal answer should include: 1. Describe two new technologies in warfare. For example, drones and electronic warfare.

2. Explain how these new technologies have transformed the nature of war in two different ways. For instance, in the example of drones, drone technology is fairly simple, which has raised the possibility of proliferation, and the use of armed drones to kill individuals is questioned under international law. In the example of electronic warfare, countries now use cyberattacks to disable their opponent’s military infrastructure, and countries now use cyberattacks to influence electoral outcomes.

3. Assess a specific current example. For instance, during Russia’s military conflict with Georgia in 2008, cyberattacks increased against official Georgian Web sites.

4. Offer a compelling summary and effective conclusion.

Learning Objective: 4.5 Evaluate the importance of new technologies in transforming the nature of war.

Topic: Evolving Technologies Difficulty Level: Difficult Skill Level: Analyze It 62. Terrorism is an often-discussed and not-very-well-understood issue in international relations.

Analyze what we know about terrorism and the role of state and nonstate actors in either promoting or preventing its use. What do you think the most effective means of combating terrorism might be? Why? Provide a specific current example to illustrate your argument.

Answer: The ideal answer should include: 85 .

1. Describe what the average aware citizen knows about terrorism, and how prevention or promotion of it is carried out by state and nonstate actors.

2. Explain how terrorism might best be combated, focusing on economic development, policing activities, and organized military conflict.

3. Investigate why particular efforts at combating terrorism might best effect prevention of terrorism.

4. Assess a current example—perhaps via Afghanistan, Yemen, Iraq, Israel, the horn of Africa, ISIS, etc.

5. Offer a compelling summary and effective conclusion.

Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

Topic: Terrorism Difficulty Level: Difficult Skill Level: Analyze It 63. “The primary effect of terrorism is psychological.” What does this statement from the text actually mean? Do you agree with the statement? Why or why not? Justify your argument by using relevant examples from international relations.

Answer: The ideal answer should include: 1. Explain what the statement means. For example, the purpose of terrorism is to demoralize a civilian population in order to use its discontent as leverage on national governments or other parties to a conflict.

2. Discuss whether you agree with the statement or not. For example, the effectiveness of terrorism in capturing attention is due to the dramatic nature of the incidents, especially as shown on television news. Terrorism also gains attention because of the randomness of victims.

Although only a few dozen people may be injured by a bomb left in a market, millions of people realize “It could have been me” because they, too, shop in markets.

3. Provide an example. When the Irish Republican Army (IRA) planted bombs in London in the 1960s and 1970s, it hoped to make life miserable enough for Londoners that they would insist their government settle the Northern Ireland issue. The bombing also sought to keep the issue of Northern Ireland in the news, in the hope that the British government would then be pressured to concede to terms more favorable to the IRA than would otherwise be the case.

4. Conclude with a concise summary and effective conclusion.

Learning Objective: 4.6 Assess potential advantages and disadvantages to two different approaches to counterterrorism.

Topic: Terrorism Difficulty Level: Difficult Skill Level: Analyze It 64. What do you think is the primary reason that states seek nuclear proliferation? Include one example in your explanation. Then, identify and explain two different treaties designed to prevent nuclear proliferation. To what extent do you think these treaties have been successful?

Answer: The ideal answer should include:

86 .

1. Explain the primary reason for nuclear proliferation. For example, the reason for possessing nuclear weapons is almost always to deter another state from a nuclear or conventional attack by threatening ruinous retaliation.

2. Provide an example, such as Pakistan testing its first nuclear bomb to deter India from attacking Pakistan at a nuclear level.

3. Identify and explain two different treaties designed to prevent nuclear proliferation.

For example, the Anti-Ballistic Missile (ABM) Treaty and the Non-Proliferation Treaty (NPT).

4. Discuss whether these treaties have been successful. For example, the NPT sought to control the spread of nuclear materials and expertise by charging the International Atomic Energy Agency with inspecting the nuclear power industry in member states to prevent secret military diversions of nuclear materials. However, some potential nuclear states (such as Israel) have not signed the NPT, and even states that have signed may sneak around its provisions by keeping some facilities secret (as Iraq and Iran did).

Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Difficult Skill Level: Analyze It 65. Describe one international agreement that is in place and designed to control the production and use of weapons of mass destruction. What incentives motivate compliance? What incentives motivate defiance? Who is most likely to violate this agreement?

Answer: The ideal answer should include: 1. Describe one agreement: the Anti-Ballistic Missile Treaty, Non-Proliferation Treaty, Comprehensive Test Ban Treaty, etc.

2. Explain how economics/trade, diplomacy, and military incentives may motivate compliance.

3. Evaluate the incentives that motivate defiance, including civilian perception of government, the challenging or balancing of power, hegemonic drive, etc.

4. Assess who is most likely to violate the agreement, using historical precedence to aid estimation of this—perhaps Iran, India, Pakistan, Russia, the United States, etc.

5. Offer a concise summary and effective conclusion.

Learning Objective: 4.7 Contrast the effectiveness of the global regime to prevent the spread of nuclear weapons with that of the global regime to prevent the spread of chemical weapons.

Topic: Weapons of Mass Destruction Difficulty Level: Difficult Skill Level: Analyze It

87 .

Chapter 5: Trade and Finance MULTIPLE CHOICE 1. Applying quotas on imports is a policy that would be followed by a __________.

A) bureaucracy B) conspirator C) free-market capitalist D) protectionist state Answer: D Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Apply What You Know 2. The balance of trade is the value of a state’s imports relative to its __________.

A) budget balance B) trade status C) exchange rate D) exports Answer: D Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Easy Skill Level: Remember the Facts 3. When states specialize in producing the goods that they produce best and trading for goods that other states are better at producing, they are operating according to __________.

A) the comparative advantage B) the absolute advantage C) transaction costs D) patterns of trade Answer: A Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Easy Skill Level: Understand the Concepts 4. A state that avoids trading altogether and instead tries to produce everything it needs by itself is following a strategy of __________.

88 .

A) mercantilism B) economic liberalism C) autarky D) comparative advantage Answer: C Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Easy Skill Level: Remember the Facts 5. __________ is/are efforts to capture unfairly a large share of world markets, or even a nearmonopoly, so that eventually a company or state can raise prices without fearing competition.

A) Dumping B) Nontariff barriers C) Predatory practices D) Protectionism Answer: C Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Easy Skill Level: Remember the Facts 6. Which policy would be followed by a protectionist state?

A) imposing tariffs B) dumping C) eliminating export duties D) disallowing quotas on imports Answer: A Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Apply What You Know 7. Autarkic states tend to exhibit what type of growth?

A) average B) high C) low D) cyclical Answer: C 89 .

Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Analyze It 8. A state will have a positive balance of trade, or trade surplus, when it __________.

A) imports a surplus of consumer goods B) exports more than it imports C) imports more than it exports D) exports progressively more over a fiscal period Answer: B Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Understand the Concepts 9. How does economic liberalism compare with mercantilism?

A) Economic liberalism is not concerned with whether one state gains more or less than another, just whether the state’s wealth is increasing in absolute terms, whereas mercantilism emphasizes that each state must protect its own interests at the expense of others.

B) Economic liberalism emphasizes conflicting interests in economic exchanges, whereas mercantilism emphasizes shared interests.

C) Economic liberalism asserts that the most important goal of economic policy is the creation of the most favorable possible distribution of wealth, whereas mercantilism asserts that the most important goal is the maximum creation of total wealth.

D) Economic liberalism advocates a role for politics in market processes, whereas mercantilism advocates for market processes to be relatively unhindered by political elements.

Answer: A Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Difficult Skill Level: Analyze It 10. Protectionism hurts an economy in which way?

A) Consumers usually pay higher prices for products.

B) Domestic industries become more efficient.

C) Domestic industries become more competitive.

D) It leads to a declining balance of trade.

Answer: A Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and 90 .

services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Analyze It 11. A __________ would agree that a government’s most useful role is to interfere in economics only to regulate markets in order to help them function efficiently. That is, politics should serve the interests of economic efficiency.

A) liberal B) mercantilist C) Marxist D) communist Answer: A Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Apply What You Know 12. “The creation of wealth underlies state power. Economics should serve politics” is a statement in line with __________.

A) economic liberalism B) mercantilism C) Marxism D) communism Answer: B Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Analyze It 13. For decades, the country of Albania chose not to participate in world markets, instead relying on a centrally planned economy. This approach to trade is an example of what strategy?

A) self-reliance B) cultural revolution C) competition D) embargo Answer: A Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate 91 .

Skill Level: Apply What You Know 14. The mercantilist approach to trade is similar to __________.

A) economic liberalism B) realism C) Marxism D) communism Answer: B Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Moderate Skill Level: Analyze It 15. Which topic was on the agenda of the Doha Round of WTO trade negotiations?

A) forestry B) industrial products C) electronics D) maritime treaties Answer: B Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Easy Skill Level: Remember the Facts 16. The WTO provides an overall framework for __________ trade in a worldwide market.

A) limited B) unilateral C) bilateral D) multilateral Answer: D Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Moderate Skill Level: Understand the Concepts 17. Which country has used its large supply of oil to ensure the functioning of OPEC? A) Kuwait B) Venezuela C) Saudi Arabia D) Qatar 92 .

Answer: C Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Easy Skill Level: Remember the Facts 18. Trade in services includes __________.

A) banking and insurance B) telecommunications and arms C) tourism and textiles D) aerospace and computer technology Answer: A Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Easy Skill Level: Remember the Facts 19. The leading arms-importing region of the global South is __________.

A) Africa B) South Asia C) Latin America D) the Middle East Answer: D Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Easy Skill Level: Remember the Facts 20. The General Agreement on Tariffs and Trade was replaced by the __________ in 1995.

A) International Monetary Fund B) World Bank C) International Trade Organization D) World Trade Organization Answer: D Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Easy Skill Level: Understand the Concepts 93 .

21. Enforcement of trade agreements __________.

A) takes place under universal agreement on what is fair trade B) depends on reciprocity C) usually involves the United Nations Economic and Social Council D) is ensured mostly by the United States and China Answer: B Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Moderate Skill Level: Understand the Concepts 22. The round of multinational trade negotiations that began in 2001 and was suspended in 2015 is the __________ Round.

A) Bruges B) Uruguay C) Tokyo D) Doha Answer: D Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Easy Skill Level: Remember the Facts 23. Cartels form to __________ the price of a certain product, and most often __________ production by each member so as to lower supply.

A) manipulate; inflate B) reduce; inflate C) manipulate; limit D) inflate; reduce Answer: C Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Moderate Skill Level: Understand the Concepts 24. The most prominent cartel in the international economy is the __________.

A) International Energy Agency B) Organization of the Petroleum Exporting Countries C) North American Free Trade Agreement 94 .

D) Free Trade Area of the Americas Answer: B Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Easy Skill Level: Remember the Facts 25. Retaliation for cases of dumping usually comes in the form of __________.

A) dumping in the offending state’s market B) quotas on the products being dumped C) tariffs to raise the price back to market levels D) subsidies for those companies being harmed Answer: C Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Moderate Skill Level: Understand the Concepts 26. In 2013, the WTO said Antigua and Barbuda could steal $21 million annually in U.S. intellectual property because the United States blocked the country’s online gambling sites. This WTO decision is an example of __________.

A) patenting B) retaliation C) dumping D) hegemony Answer: B Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Moderate Skill Level: Apply What You Know 27. The Industrial Revolution began in __________ in the __________ century.

A) Germany; twentieth B) Britain; eighteenth C) the United States; nineteenth D) France; eighteenth Answer: B Learning Objective: 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

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Topic: Economic Globalization Difficulty Level: Easy Skill Level: Remember the Facts 28. By the beginning of the twentieth century, __________ replaced __________ as the state with the world’s largest and most advanced economy.

A) Germany; France B) Japan; the United States C) the United States; Britain D) Britain; Germany Answer: C Learning Objective: 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Economic Globalization Difficulty Level: Easy Skill Level: Remember the Facts 29. The protectionist Smoot-Hawley Tariff Act, adopted by the United States in 1930 in response to the Great Depression, contributed to the severity of the depression by __________.

A) allowing home industries to fail B) provoking retaliation and reducing world trade C) lowering consumer prices below profitable levels D) easily allowing foreign competitors access to U.S. markets Answer: B Learning Objective: 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Economic Globalization Difficulty Level: Moderate Skill Level: Analyze It 30. The Soviet Union set prices and quotas for production and consumption of commodities, following communist principles. This approach to economics is an example of a __________ economy.

A) centrally planned B) locally planned C) stagnant D) leading Answer: A Learning Objective: 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Economic Globalization Difficulty Level: Moderate Skill Level: Apply What You Know 96 .

31. Despite a critical shift toward a(n) __________ economy, China’s government continues to follow a Marxist political line.

A) industrial B) global C) mixed D) market Answer: D Learning Objective: 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Economic Globalization Difficulty Level: Easy Skill Level: Remember the Facts 32. Economies that are changing to a market-based economy, usually from a centrally planned economy, are referred to as __________ economies.

A) mixed B) transitional C) domestic D) command Answer: B Learning Objective: 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Economic Globalization Difficulty Level: Easy Skill Level: Understand the Concepts 33. Because they contain both government control and private ownership, the industrialized economies of the West are often called __________ economies.

A) mixed B) transitional C) centrally planned D) command Answer: A Learning Objective: 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Economic Globalization Difficulty Level: Easy Skill Level: Understand the Concepts 34. For centuries, the global currency that had value in all countries was __________.

A) the U.S. dollar B) the British pound 97 .

C) precious metals D) the Special Drawing Right Answer: C Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Remember the Facts 35. What type of exchange rate system is typically utilized in the world today?

A) pegged rate system B) U.S. dollar system C) planned system D) floating rate system Answer: D Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Understand the Concepts 36. Many states will bridge the gap between floating and fixed exchange rates by periodically intervening in the currency markets, usually to promote stability. This type of intervention is called a(n) __________ system.

A) interventionist B) periodic float C) primary float D) managed float Answer: D Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Understand the Concepts 37. Though private speculators may lose out because of it, a successful intervention in __________ can make money for governments.

A) stock markets B) free markets C) large economies D) global currency markets Answer: D Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Moderate 98 .

Skill Level: Understand the Concepts 38. The largest default in IMF history was made by __________ in 2003.

A) China B) Liberia C) Argentina D) Zimbabwe Answer: C Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Remember the Facts 39. The principle determinant of the long-term value of a state’s currency is __________.

A) speculation in global currency markets B) its fiscal health during economic crises C) whether it incurs a trade surplus or deficit D) the supply and demand of the currency Answer: D Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Moderate Skill Level: Understand the Concepts 40. Central banks in industrialized countries maintain the value of the state’s currency by limiting the amount of __________ and by preventing high inflation.

A) gold on the market B) money printed C) credit D) distribution Answer: B Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Understand the Concepts 41. The system established after World War II to manage the world economy was the __________.

A) World Trade Organization B) Bretton Woods system C) International Monetary Fund D) World Bank

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Answer: B Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Remember the Facts 42. The pillars of the international monetary system continue to be the __________ and the World Bank.

A) International Monetary Fund B) International Trade Organization C) Organization of the Petroleum Exporting Countries D) World Trade Organization Answer: A Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Remember the Facts 43. The IMF established __________ as the replacement for gold as a world standard.

A) the Special Drawing Right B) silver C) floating exchange rates D) international exchange coins Answer: A Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Understand the Concepts 44. A hard currency can be __________ leading world currencies.

A) converted into B) difficult to convert into C) devalued against D) combined with Answer: A Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Understand the Concepts 45. An exchange rate is the rate at which a state’s __________ can be exchanged for a different state’s __________.

A) currency; debt 100 .

B) currency; currency C) debt; currency D) goods; goods Answer: B Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Understand the Concepts 46. __________ exchange rates exist when a government establishes official rates of exchange for its currency, whereas __________ exchange rates exist when exchange rates are determined by global currency markets.

A) Managed float; fixed B) Fixed; floating C) Floating; hard D) Hard; managed float Answer: B Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Easy Skill Level: Understand the Concepts 47. International monetary relations immediately after World War II were based on __________.

A) floating exchange rates B) fixed exchange rates C) the silver standard D) managed exchange rates Answer: B Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states.

Topic: Globalization, Financial Markets, and the Currency System Difficulty Level: Moderate Skill Level: Remember the Facts 48. Capital goods are products that can be used as __________ for further production.

A) extractions B) loans C) inputs D) standing Answer: C Learning Objective: 5.5 Explain three reasons why states go into debt.

Topic: State Financial Positions Difficulty Level: Easy 101 .

Skill Level: Remember the Facts 49. The __________ is basically the balance of trade, whereas __________ are foreign investments in and by a country.

A) capital account; changes in currency reserves B) current account; capital flows C) trade account; remittances D) national account; government investments Answer: B Learning Objective: 5.5 Explain three reasons why states go into debt.

Topic: State Financial Positions Difficulty Level: Easy Skill Level: Understand the Concepts 50. The summary of a state’s financial transactions with the rest of the world, including trade, foreign aid, and the remittance of income by citizens employed abroad, is known as a __________.

A) balance of payments B) gross national product C) merchandise trade D) capital flow Answer: A Learning Objective: 5.5 Explain three reasons why states go into debt.

Topic: State Financial Positions Difficulty Level: Easy Skill Level: Remember the Facts 51. Which of the following is a reason states go into debt?

A) due to a trade deficit B) due to bad investments C) borrowing to pay for government budget surpluses D) to create greater standing wealth Answer: A Learning Objective: 5.5 Explain three reasons why states go into debt.

Topic: State Financial Positions Difficulty Level: Easy Skill Level: Analyze It 52. Which statement is true about multinational corporations in international political relations?

A) They act as agents of intergovernmental organizations.

B) National governments act as agents of NGOs. C) They are “citizens of the world,” beholden to no government.

D) Their actions frequently reflect states’ national interests.

102 .

Answer: C Learning Objective: 5.6 Identify two risks to firms that engage in foreign direct investment and two risks to countries that host foreign direct investment.

Topic: Multinational Business Difficulty Level: Moderate Skill Level: Remember the Facts 53. The most important types of multinational corporations are __________ corporations.

A) financial B) industrial C) service D) agricultural Answer: B Learning Objective: 5.6 Identify two risks to firms that engage in foreign direct investment and two risks to countries that host foreign direct investment.

Topic: Multinational Business Difficulty Level: Easy Skill Level: Remember the Facts 54. A state in which a foreign MNC operates is called the __________ country, whereas the state where the MNC has its headquarters is called the __________ country.

A) subsidiary; headquarters B) host; home C) home; host D) investor; investing Answer: B Learning Objective: 5.6 Identify two risks to firms that engage in foreign direct investment and two risks to countries that host foreign direct investment.

Topic: Multinational Business Difficulty Level: Moderate Skill Level: Understand the Concepts 55. What is the international business environment most conducive to the creation of wealth by MNCs? A) rapidly changing conditions so that no one government can exercise control over an MNC B) countries being divided into rival trading blocs so that MNCs can take advantage of bargaining C) stable international security so investments are not threatened D) policies of mercantilism Answer: C Learning Objective: 5.6 Identify two risks to firms that engage in foreign direct investment and two risks to countries that host foreign direct investment.

103 .

Topic: Multinational Business Difficulty Level: Moderate Skill Level: Analyze It ESSAY 56. Even in a world in which the principles of free trade prevail, states frequently impose protectionist policies. Discuss the motivations for protectionist behavior in a liberal market and assess how acceptable each motivation would be in today’s world economy.

Answer: The ideal answer should include: 1. Outline the primary protectionist policies discussed in the text.

2. Compare and contrast a number of motivations for a protectionist posture, focusing on attempts to gain advantage for the state in a particular way.

3. Explain whether motivations such as the desire to cater to the political demands of domestic industries, the desire to provide established or new domestic industries room to adjust to unfamiliar or shifting market conditions, etc. are acceptable in the modern world economy.

4. Offer a concise summary and effective conclusion.

Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Difficult Skill Level: Analyze It 57. Compare and contrast mercantilism and economic liberalism. What are the assumptions of each regarding the economy and politics? What are the weaknesses of each? Provide an example from international relations for each approach.

Answer: The ideal answer should include: 1. Describe mercantilism and explain its assumptions. For example, mercantilism is an economic theory and a political ideology opposed to free trade; it shares with realism the belief that each state must protect its own interests without seeking mutual gains through international organizations. States worry about relative wealth and trade because these can be translated directly into military power.

2. Describe economic liberalism and explain its assumptions. For example, economic liberalism is an approach that generally shares the assumption of anarchy (the lack of a world government) but does not see this condition as precluding extensive cooperation to realize common gains from economic exchanges. It emphasizes absolute over relative gains and, in practice, a commitment to free trade, free capital flows, and an “open” world economy.

3. Discuss weaknesses of each approach. For example, economic liberals argue that interdependence inherently promotes peace, yet some observers saw similar trends in international interdependence just before World War I, but war occurred anyway. Mercantilism, on the other hand, declined in the nineteenth century as Britain decided it had more to gain from free trade than from protectionism.

4. Provide one example for each approach. Liberal economists believe in markets. For example, Saudi Arabia might be willing to sell a barrel of oil for $10 a barrel, while 104 .

industrialized countries are willing to pay more than $100 a barrel for the oil. Prices are determined by market competition. Mercantilists’ preferred means of making trade serve a state’s political interests is to create a favorable balance of trade. China has run a large trade surplus for years—it gets more money for the many goods it exports than it pays for raw materials and other imported goods.

5. Offer a compelling summary and effective conclusion.

Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Difficult Skill Level: Analyze It 58. Explain what is meant by the term “interdependence” with respect to world trade. What are its consequences for the international community of states?

Answer: The ideal answer should include: 1. Define economic interdependence.

2. Discuss its consequences. From a liberal perspective, interdependence inherently promotes peace. Trade-based wealth depends on international political cooperation, and violence usually does not work well in pursuing such wealth. From a mercantilist perspective, however, interdependence makes states more vulnerable.

3. Offer a compelling summary and effective conclusion.

Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets.

Topic: Theories of Trade Difficulty Level: Difficult Skill Level: Analyze It 59. What has been the impact of free trade agreements for various interest groups? What role has globalization had on the impact?

Answer: The ideal answer should include: 1. Identify particular interest groups impacted by free trade and outline the intersection of free trade agreements with each interest group.

2. Explain how these groups have been impacted. For example, focus might be given to the way in which unrestricted trade tends to compel countries to equalize their regulations in a variety of areas, including labor and environmental rules.

3. Discuss the global impact of the world expansion of trade, as well as the changing nature of money, business, communication, and environmental management, and the extent to which these issues impact interest groups.

4. Offer a compelling summary and effective conclusion.

Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations; 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Trade Regimes; Economic Globalization Difficulty Level: Difficult 105 .

Skill Level: Analyze It 60. Discuss economies based on state ownership as an alternative to those with private ownership. How prominent are they today? What are the pros and cons of state ownership as opposed to private ownership? Include the concepts of transitional economies and mixed economies in your discussion.

Answer: The ideal answer should include: 1. Provide a definition of both state ownership and private ownership.

2. Explain how prominent state ownership is in today’s world, providing examples of economies employing state ownership.

3. Describe transitional economies and mixed economies by providing links between them and state-ownership economies.

4. Evaluate the positives and negatives of state ownership in opposition to private ownership. Students might discuss the way in which state-owned assets can be run like jointstock corporations, with the government owning a controlling stake of the shares, and the fact that the government-owned corporation may not be required to generate a profit.

5. Provide a concise summary and effective conclusion.

Learning Objective: 5.1 Describe three policies that interfere with the free trade of goods and services in international markets; 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations; 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Theories of Trade; Trade Regimes; Economic Globalization Difficulty Level: Difficult Skill Level: Analyze It 61. What role has the United States played in creating the current global economic system? How important has U.S. leadership been in the global economic system? What are some of the consequences of that leadership, both for the United States and the world?

Answer: The ideal answer should include: 1. Describe the current global economic system.

2. Explain how the United States has played a role in this system. For example, NAFTA could be used as an example of the intersection between the United States and the global economic system.

3. Discuss the nature of U.S. leadership on the General Agreement on Tariffs and Trade (GATT) and the World Trade Organization (WTO).

4. Analyze the consequences of U.S. leadership for both the world and the United States.

5. Offer a compelling summary and effective conclusion.

Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations; 5.3 Describe at least two ways in which countries or individual citizens are resisting global trade.

Topic: Trade Regimes; Economic Globalization Difficulty Level: Difficult Skill Level: Analyze It

106 .

62. What are three of the most contentious areas of trade negotiations today? Explain why they are contentious, and provide an example for each area. How has the international community responded to these negotiations?

Answer: The ideal answer should include: 1. List three areas of trade negotiations today, such as the agricultural sector, the textiles and garment sector, and intellectual property rights.

2. Explain why they are contentious. For instance, intellectual property rights are the rights of creators of books, films, computer software, and similar products to receive royalties when their products are sold. It is technically easy and cheap to copy such works and sell them in violation of copyright, patent, or trademark laws.

3. Provide an example for each area. For instance, the United States has a major conflict with some states over piracy of computer software, music, films, and other creative works— products in which the United States has a strong comparative advantage globally. Because U.S. laws cannot be enforced in foreign countries, the U.S. government wants foreign governments to prevent and punish such violations. Countries that reportedly pirate large amounts of computer software and music and entertainment products include China, Taiwan, India, Thailand, and Brazil.

4. Discuss how the international community has responded. For example, the international community has developed an IGO with 186 UN member states, the World Intellectual Property Organization, which tries to regularize patent and copyright law across borders.

5. Offer a compelling summary and effective conclusion.

Learning Objective: 5.2 Identify at least one factor behind the current impasse in World Trade Organization (WTO) negotiations.

Topic: Trade Regimes Difficulty Level: Difficult Skill Level: Analyze It 63. What are the impacts of foreign direct investment? If you were an adviser to a multinational corporation that was considering foreign direct investments, what factors would you recommend that the MNC look at in determining where to invest? Why? Answer: The ideal answer should include: 1. Outline the purpose and influences of foreign direct investment.

2. Explain the particular considerations of an MNC in determining where to invest. For example, students might discuss factories, real estate, and companies abroad that offer sizable ownership of stocks.

3. The complexities of investing in developing nations might be illuminated. For example, they offer the possibility of growth, but also instability.

4. Outline the particular characteristics of a country that should be sought by the MNC. 5. Offer a concise summary and effective conclusion.

Learning Objective: 5.6 Identify two risks to firms that engage in foreign direct investment and two risks to countries that host foreign direct investment.

Topic: Multinational Business 107 .

Difficulty Level: Difficult Skill Level: Apply What You Know 64. How might a stable international monetary regime be considered a collective good? What are the implications inherent in it being a collective good? Are there structures or influences that impel greater cooperation in monetary relations than in trade or security? Be sure to use sound logic to support your argument.

Answer: The ideal answer should include: 1. Define a stable international monetary regime.

2. Explain how such a concept might be considered a collective good, and explore its implications. For example, members of the international economy all benefit from a stable monetary regime.

3. Discuss how such a regime creates structures and influences that create expectations that states will abide by norms, because states benefit, economically and at the level of security, by abiding by such norms.

4. Offer a concise summary and effective conclusion.

Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states; 5.6 Identify two risks to firms that engage in foreign direct investment and two risks to countries that host foreign direct investment.

Topic: Globalization, Financial Markets, and the Currency System; Multinational Business Difficulty Level: Difficult Skill Level: Analyze It 65. Who would you say has benefited the most and who has benefited the least from the international economic system that was created at Bretton Woods and after? Why do you suppose that is? Is the global economic system unfair?

Answer: The ideal answer should include: 1. Identify key characteristics of Bretton Woods.

2. Compare and contrast the winners and losers of the Bretton Woods process. For example, students might argue that Western nations and Japan were the winners, as the bulk of rebuilding funds went to these nations. In addition, many would argue that it was not until much later that developing nations benefited, and even then, it was with great difficulty.

3. Explain why developing nations did not immediately benefit from the Bretton Woods process like the Western nations and Japan did.

4. Discuss the fairness, or lack thereof, of the global economic system. Students may emphasize the position of developing nations in the post–World War II era.

5. Offer a concise summary and effective conclusion.

Learning Objective: 5.4 Summarize the three types of exchange rate systems adopted by states; 5.5 Explain three reasons why states go into debt; 5.6 Identify two risks to firms that engage in foreign direct investment and two risks to countries that host foreign direct investment.

Topic: Globalization, Financial Markets, and the Currency System; State Financial Positions; Multinational Business Difficulty Level: Difficult Skill Level: Analyze It 108 .

Chapter 6: International Organizations, Law, and Human Rights MULTIPLE CHOICE 1. NGOs include organizations such as __________.

A) Greenpeace and the International Olympic Committee B) Amnesty International and the Organization of the Petroleum Exporting Countries C) the International Red Cross and the European Union D) the International Political Science Association and the United Nations Answer: A Learning Objective: 6.1 Identify the contradictory forces faced by all international organizations.

Topic: Globalization and Integration Difficulty Level: Moderate Skill Level: Apply What You Know 2. National leaders can expect certain behaviors from their international counterparts. These behaviors are known as __________.

A) international covenants B) international norms C) international standards D) global expectations Answer: B Learning Objective: 6.1 Identify the contradictory forces faced by all international organizations.

Topic: Globalization and Integration Difficulty Level: Easy Skill Level: Understand the Concepts 3. The IGOs that have been more successful are ones that are __________ in scope with a __________ purpose.

A) regional; general B) regional; specific C) continental; general D) global; specific Answer: B Learning Objective: 6.1 Identify the contradictory forces faced by all international organizations.

Topic: Globalization and Integration Difficulty Level: Moderate Skill Level: Understand the Concepts 4. A current example of a regional IGO is the __________.

A) Organization of the Petroleum Exporting Countries B) Association of South East Asian Nations C) International Monetary Fund 109 .

D) United Nations Answer: B Learning Objective: 6.1 Identify the contradictory forces faced by all international organizations.

Topic: Globalization and Integration Difficulty Level: Moderate Skill Level: Apply What You Know 5. International norms are __________.

A) effective because they become irregular over time B) most effective when different states hold different expectations of what is normal C) not effective in shaping state behavior D) sometimes institutionalized through intergovernmental organizations Answer: D Learning Objective: 6.1 Identify the contradictory forces faced by all international organizations.

Topic: Globalization and Integration Difficulty Level: Moderate Skill Level: Understand the Concepts 6. Which statement can explain why regional and specific IGOs have been the most successful in international relations compared with other types of IGOs? A) Power is less concentrated.

B) States are likely less invested in the IGO. C) Interests are likely to overlap more.

D) There are fewer problems to deal with.

Answer: C Learning Objective: 6.1 Identify the differences between intergovernmental organizations (IGOs) and nongovernmental organizations (NGOs) in both form and function.

Topic: Roles of International Organizations Difficulty Level: Moderate Skill Level: Analyze It 7. The UN’s peacekeeping forces are __________.

A) a standing army ready to be deployed at a moment’s notice B) assembled by the Secretary General each time a mission is deemed necessary C) mostly led by one of the five permanent members of the Security Council D) funded out of the general UN budget Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Understand the Concepts 110 .

8. Which country is a permanent member of the UN Security Council?

A) India B) France C) Japan D) Germany Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 9. The UN peacekeeping mission in __________ took over actual control of the government after a long civil war until elections could be held to choose a new government.

A) Cambodia B) Bosnia C) Rwanda D) Haiti Answer: A Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 10. As of 2018, which region of the world has hosted the most UN peacekeeping missions?

A) South Asia B) Latin America C) Middle East D) Africa Answer: D Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 11. All UN members are represented in which institution?

A) Security Council B) Economic and Social Council C) Secretariat D) General Assembly 111 .

Answer: D Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 12. In an effort to provide longer-term support to countries after peacekeeping missions end, the United Nations has __________.

A) asked NATO, European Union, or African Union troops to replace UN peacekeepers B) installed the UN Standby High Readiness Brigade to maintain order and stability C) worked with the International Monetary Fund and the World Bank to provide funding to the countries D) created a Peacebuilding Commission to coordinate reconstruction, institution-building, and economic recovery Answer: D Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 13. According to the UN Charter, states __________.

A) are not inherently equal under international law B) have full sovereignty over their own affairs C) may have full independence and territorial integrity D) should take disputes to the International Court of Justice Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 14. How frequently do the nonpermanent members of the Security Council rotate?

A) once a year B) once every two years C) once every five years D) once a decade Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

112 .

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 15. What can the permanent members of the UN Security Council do that nonpermanent members cannot?

A) abstain on resolutions B) veto resolutions C) request a meeting of the Security Council D) set the agenda of the Security Council Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Understand the Concepts 16. What is one way in which the power of the UN Security Council is limited?

A) Its decisions depend entirely on the interests of its member states.

B) The UN General Assembly can override its decisions.

C) Member states adhere to Security Council resolutions.

D) Eight of the ten nonpermanent members can override a permanent member’s veto.

Answer: A Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Analyze It 17. One purpose of the UN Secretariat is to __________.

A) administer UN policy and programs B) serve as theoretical experts and military advisers on various programs and projects C) represent their respective member states at the UN D) develop national civil servants whose loyalties are at the state level Answer: A Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Understand the Concepts 18. Which function belongs to the UN General Assembly?

A) controlling embassies 113 .

B) passing binding resolutions C) electing members of certain UN agencies D) coordinating NATO programs and agencies Answer: C Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Understand the Concepts 19. Autonomous agencies affiliated with the UN, but not under its control, include the __________.

A) World Health Organization and the UN Educational, Scientific and Cultural Organization B) World Intellectual Property Organization and the Office of the UN High Commissioner for Refugees C) World Meteorological Association and the UN Children’s Fund D) International Civil Aviation Organization and the UN Environment Program Answer: A Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 20. The UN Security Council’s decisions depend entirely on the interests of its member states, and although Security Council resolutions in theory bind all UN members, member states in practice often try to evade or soften their effect. These characteristics of the Council are examples of its __________.

A) plenary sessions B) expansive influence C) disregard for nations’ sovereignty D) limited power Answer: D Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Analyze It 21. UN involvement in the Darfur region of Sudan and the Democratic Congo in 2018 were the UN’s two biggest __________ that year.

A) plenary sessions B) peace tribunals 114 .

C) rebel movements D) peacekeeping missions Answer: D Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Apply What You Know 22. With respect to UN peacekeeping, __________.

A) soldiers are typically armed with artillery and tanks B) soldiers are typically sent to a country only when a cease-fire has been arranged C) soldiers are under the joint command of generals from each of the countries represented on the peacekeeping force D) member states have accepted a proposal to upgrade forces to take on a peacemaking role Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Remember the Facts 23. In 2011, a no-fly zone was authorized in Libya. This type of action can be considered an example of which principle?

A) reciprocity B) collective security C) peace enforcement D) executive board power Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Apply What You Know 24. In 1971, in place of the nationalists in Taiwan, the delegation of the People’s Republic of China was given China’s seat in the UN. This is an example of the UN General Assembly’s power to __________.

A) administer Security Council policy and programs B) provide counsel on economic and social issues C) accredit national delegations as members of UN tribunals D) accredit national delegations as members of the UN

115 .

Answer: D Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Analyze It 25. What is the impact of state sovereignty on the United Nations?

A) It creates a need for the UN because it provides services that no single state would.

B) It allows the UN to use armed force for humanitarian purposes.

C) It enhances the power of the UN because states rely on it.

D) It creates an opportunity for the UN to use dominance when dealing with states.

Answer: A Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Difficult Skill Level: Analyze It 26. The functions of the United Nations include __________.

A) providing a forum in which tribes can settle disputes without the use of force B) promoting oceanic and forestry development in the global South C) coordinating information and planning by international agencies and programs D) coercing states into abiding by international law Answer: C Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts 27. The UN Standby High Readiness Brigade __________.

A) is controlled by the General Assembly B) is headquartered in Denmark C) is available for deployment to conflict areas in two to three months D) has not yet been used in an area of conflict Answer: B Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Easy Skill Level: Remember the Facts

116 .

28. With respect to changes in the structure of the UN Security Council, __________.

A) Japan and Australia would like to be permanent members because they contribute a great deal of money to the UN and have a stake in a stable security climate B) Brazil developed a plan that would give permanent seats with veto power to at least six additional countries C) any expansion of permanent seats might include India, with 20 percent of the world’s population, and Indonesia, a predominantly Islamic country D) Britain and Turkey would be reluctant to give up their individual seats for one “European” seat Answer: C Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Analyze It 29. Peace operations of the United Nations include __________.

A) war regulation B) use of force to protect shipping C) supervision of elections D) intervening in ethnic conflicts to create a cease-fire Answer: C Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Moderate Skill Level: Apply What You Know 30. Turkey continues to seek EU membership, __________.

A) and there is increasing popular support in Turkey for EU membership B) and it is likely to achieve that goal by the year 2025 C) and Turkey’s president said in 2018 it was ready to “beg” for membership D) although Turkey’s president said in 2018 it would not “beg” for membership Answer: D Learning Objective: 6.3 Describe the growth of the EU in terms of the number of members and identify two challenges arising from the increase in membership.

Topic: The European Union Difficulty Level: Easy Skill Level: Analyze It 31. The failed attempt at an EU constitution was replaced in 2007 by the __________, an agreement that strengthened central EU authority and modified voting procedures among the EU’s expanded membership.

117 .

A) Maastricht Treaty B) Lisbon Treaty C) Single European Act D) Treaty of Rome Answer: B Learning Objective: 6.3 Describe the growth of the EU in terms of the number of members and identify two challenges arising from the increase in membership.

Topic: The European Union Difficulty Level: Easy Skill Level: Remember the Facts 32. Which statement is true regarding the European Court of Justice?

A) The Court can overrule national law when it conflicts with EU law.

B) Cases before the Court cannot be brought by individuals or businesses.

C) The Court has no established jurisdiction.

D) The Court serves as merely a mechanism of international mediation.

Answer: A Learning Objective: 6.3 Describe the growth of the EU in terms of the number of members and identify two challenges arising from the increase in membership.

Topic: The European Union Difficulty Level: Moderate Skill Level: Analyze It 33. Which of the following is a criterion to join a single currency in the EU? A) national debt above 60 percent of GDP B) inflation no more than 10 percentage points above the average of the three lowest-inflation members C) budget deficit less than 3 percent of GDP D) balance-of-payment deficit less than 10 percent of GDP Answer: C Learning Objective: 6.3 Describe the growth of the EU in terms of the number of members and identify two challenges arising from the increase in membership.

Topic: The European Union Difficulty Level: Moderate Skill Level: Understand the Concepts 34. The European Court of Justice has actively established __________, unlike the World Court.

A) judges B) economic commissions C) an appeals process D) its jurisdiction

118 .

Answer: D Learning Objective: 6.3 Describe the growth of the EU in terms of the number of members and identify two challenges arising from the increase in membership.

Topic: The European Union Difficulty Level: Easy Skill Level: Remember the Facts 35. International law depends on __________, collective action, and international norms for enforcement.

A) reciprocity B) organizations C) diplomatic accreditation D) courts Answer: A Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Easy Skill Level: Remember the Facts 36. Reprisals are actions that would have been __________ under international law, but which may be __________ if taken in response to the __________ actions of another state.

A) illegal; illegal; illegal B) legal; illegal; illegal C) illegal; legal; illegal D) legal; legal; illegal Answer: C Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Analyze It 37. Only states can be parties to cases before the __________.

A) World Court B) ad hoc committee C) just-war tribunal D) Secretariat Answer: A Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Easy 119 .

Skill Level: Remember the Facts 38. International customs are __________.

A) limited in their overall import on the international stage B) often a failure in peacekeeping C) a source of international law D) analogous to international constitutions Answer: C Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Understand the Concepts 39. Why is the United States a favorite jurisdiction within which to bring cases?

A) It is considered the most just system in the world.

B) It is the most effective system in the world.

C) It tends to award the largest settlements.

D) It insists on having cases brought in the United States.

Answer: C Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Analyze It 40. Which statement explains an advantage to having international cases heard in a national court?

A) Judgments are sometimes enforceable.

B) Individuals can pursue legal complaints through national courts.

C) There is a lack of choice regarding in which state the case can be heard.

D) The authority of national courts can extend beyond the state’s borders.

Answer: B Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Analyze It 41. If the United States were to ask Great Britain to arrest a suspect on British territory and hand him or her over for trial, it would be known as __________.

A) jurisdiction B) arbitration 120 .

C) extradition D) extraterritorial seizure Answer: C Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Apply What You Know 42. Most states voluntarily observe international law most of the time because __________.

A) compliance with international law requires no sacrifice of a state’s self-interest or autonomy B) states’ interests are served by the maintenance of an orderly and predictable international environment C) the permanent members of the Security Council successfully enforce international law D) international law simultaneously protects the weak against the strong and provides the rich with legally sanctioned procedures for exploiting the poor Answer: B Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Analyze It 43. What is the great weakness of the World Court?

A) It only has 15 judges to hear all the cases that come before it.

B) It cannot force states to abide by its decisions.

C) Parties to a case may not have one of their nationals as a judge.

D) The Court cannot hear a case if one side is not participating.

Answer: B Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Understand the Concepts 44. The just-war doctrine __________.

A) allows the repelling of an attack and punishment of the aggressor B) is based on the principle of nonviolence C) allows only the victim of aggression to respond D) applies only to actual aggression, not to threatened aggression Answer: A Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of 121 .

international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Understand the Concepts 45. The principle that diplomats are beyond the jurisdiction of the host country’s national courts is known as diplomatic __________.

A) recognition B) immunity C) accreditation D) freedom Answer: B Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Easy Skill Level: Understand the Concepts 46. A just war can __________.

A) be waged to change another state’s government, if it is violating human rights B) be waged for ethnic or religious reasons C) be waged only in response to aggression D) involve the use of nuclear weapons Answer: C Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Understand the Concepts 47. In 1997, diplomats from Georgia and Zaire were prosecuted by the United States and France, respectively, when those diplomats killed children by driving recklessly. These are examples of exceptions to __________.

A) diplomatic immunity B) national representation C) accreditation D) bureaucratic freedom Answer: A Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Apply What You Know 122 .

48. Within a nation’s embassy, a host country’s laws may __________.

A) be enforced in line with domestic laws of the host country B) not be enforced without the consent of the embassy’s country C) be enforced in line with international law D) not be enforced under any condition Answer: B Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Moderate Skill Level: Analyze It 49. Created during the Nuremberg trials after World War II, __________ were conceived as inhumane acts and persecutions against civilians on a vast scale in the pursuit of unjust ends.

A) crimes against liberty B) civil rights violations C) crimes against humanity D) militia-led violations Answer: C Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Easy Skill Level: Remember the Facts 50. According to the laws of war, __________.

A) effort needs to be made to expand warfare to the combatants and to expose civilians when possible B) leaders of government may not be killed, mistreated, or forced to disclose information beyond their name, rank, and serial number C) armed forces must respect the neutrality of the Red Cross in its support of civilians and prisoners of war during war D) states are allowed to use overwhelming force if it ends a conflict early and prevents further casualties Answer: C Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Moderate Skill Level: Analyze It

123 .

51. Despite tens of thousands of civilians being killed by their government in 2011–2018, the Syrian people were not defended by other governments. Had they been, as Libyans were in 2011, it would have been an example of __________.

A) the responsibility to protect B) immunity C) amnesty D) negative rights Answer: A Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Easy Skill Level: Apply What You Know 52. Which of the following undermines the laws of warfare?

A) increase in the issuance of declarations of war by participants B) doctrine of just war C) convening of war crimes tribunals D) increase in nonconventional warfare Answer: D Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Moderate Skill Level: Understand the Concepts 53. How is the idea of universal human rights distinguished from relativism?

A) Universal human rights have their roots in non-Western societies, whereas relativism argues that human rights are Western in origin.

B) Universal human rights are civil-political rights, whereas relativism focuses on economicsocial rights.

C) Universal human rights are the same for all people regardless of nationality or ethnicity, whereas relativism emphasizes due respect for local traditions and histories.

D) Universal human rights are based on religion, whereas relativism bases human rights on political and legal philosophy.

Answer: C Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Difficult Skill Level: Analyze It 54. The three sources from which the concept of human rights arises exclude __________.

124 .

A) religion B) political and legal philosophy C) human evolution D) national revolutions Answer: C Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Moderate Skill Level: Understand the Concepts 55. The rights of soldiers under the laws of war exclude the right to __________.

A) surrender B) abandon their roles as combatants C) become prisoners of war D) share intelligence with third parties Answer: D Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Moderate Skill Level: Understand the Concepts ESSAY 56. What are international norms? How do realism, liberalism, and constructivism explain the impact of norms in international relations? Which one, if any, of these explanations do you agree with? Justify your rationale.

Answer: The ideal answer should include: 1. Define international norms (e.g., the expectations held by participants about typical interactions among states).

2. Compare and contrast the three paradigms. Realists point out that many of the accepted norms were shaped by the powerful states in the system (the dominance principle), and these same powerful states are often responsible for their interpretation. Constructivist scholars point out that when international norms are violated, states (even the United States) go to tremendous lengths to justify behaviors that violate the norms. This suggests that strong norms do exist and are recognized by even the most powerful states. Finally, liberals point out that, contrary to what realists or constructivists maintain, it is the codification of international norms in institutions that gives norms their power. These institutions create incentives to reciprocate behavior encouraged by a norm (the reciprocity principle) while also constraining the behavior of powerful states through rules that govern behavior.

3. Discuss which one, if any, you agree with. Justify your rationale, ideally by using a relevant example from international relations. For example, to the United States, it was a moral 125 .

imperative to remove Saddam Hussein from power in 2003. But from the perspective of Arab populations, the U.S. invasion was an unjust violation of territorial sovereignty. In cases of diverging norms, morality can be a factor for misunderstanding and conflict rather than a force of stability.

4. Offer a concise summary and effective conclusion.

Learning Objective: 6.1 Identify the contradictory forces faced by all international organizations.

Topic: Globalization and Integration Difficulty Level: Moderate Skill Level: Analyze It 57. “The Security Council is the strongest institution of the United Nations.” Explain briefly the rationale behind this argument. Do you agree with it? What are two of the limitations of the UN Security Council? Be sure to justify your argument by using relevant examples from international relations.

Answer: The ideal answer should include: 1. Explain the rationale behind this argument. For instance, the Security Council is the enforcement wing of the UN. 2. Discuss whether you agree with the argument or not. For example, the Security Council can pass resolutions that are binding on each and every member of the UN. 3. Discuss two of the limitations of the Security Council. First, the Council’s decisions depend entirely on the interests of its member states. Second, although Security Council resolutions in theory bind all UN members, member states in practice often try to evade or soften their effect.

4. Provide an example. For instance, trade sanctions are difficult to enforce.

5. Offer a concise summary and effective conclusion.

Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Difficult Skill Level: Analyze It 58. Explain why the United Nations and the United States share a unique relationship. In your answer, be sure to discuss what has shaped this relationship over time and how that relationship has changed since its inception.

Answer: The ideal answer should include: 1. Identify the tension in the relationship shared by the United Nations and the United States.

2. Explain why the relationship has the character it does, illuminating the historical evolution of the relationship.

3. Discuss aspects key to the evolving relationship, including the U.S. resistance to the League of Nations, the headquartering of the UN in New York, the UN as a balancing agent against the power of the United States, and the isolationism of the United States.

4. Offer a concise summary and effective conclusion.

126 .

Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Difficult Skill Level: Analyze It 59. What is peacekeeping? How does it differ from peacebuilding? What are some of the problems associated with these tasks? Which of these tasks do you think is easiest for the UN to achieve? Justify your rationale using an example.

Answer: The ideal answer should include: 1. Compare and contrast the two concepts. Peacekeeping is the use of military peacekeepers, civilian administrators, police trainers, and similar efforts to maintain peace in a post-conflict area. Peacebuilding is the use of UN peacekeepers to sustain peace agreements and build stable, democratic governments in societies recovering from civil wars.

2. Explain some problems with these tasks. Peacekeeping forces have generally been unable to make peace, only to keep it. To go into a shooting war and suppress hostilities requires military forces far beyond those of past UN peacekeeping missions. Peacebuilding is a lengthy process given the nature of the objective.

3. Discuss which one is more likely to be successful. For instance, students might claim that peacekeeping is more likely to be successful because the consent of the warring parties is ensured before sending in the UN forces.

4. Justify your rationale using an example. For instance, the UN has had a peacekeeping presence in Cyprus since 1964 that has been mostly successful.

5. Offer a concise summary and effective conclusion.

Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Difficult Skill Level: Analyze It 60. International law is often criticized as ineffective because of the difficulty associated with enforcement. What is the issue surrounding enforcement? Explain why states often decide to comply with international law. In your discussion, examine the various sources of international law.

Answer: The ideal answer should include: 1. Outline the role of enforcement in international law.

2. Explain why enforcement of the UN’s mandatory directives can be so difficult, allowing for the impact of such directives on powerful and less powerful states.

3. Discuss why states often comply with international law, considering reciprocity, collective action, and international norms.

4. Recall the sources of international law: treaties, custom, general principles of law, and legal scholarship.

5. Offer a concise summary and effective conclusion.

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Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members; 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: The United Nations; International Law Difficulty Level: Difficult Skill Level: Analyze It 61. The United Nations serves as an important international governmental organization.

Compare and contrast its strengths and weaknesses, using examples to support your claims. If the UN did not exist, would there be a need to create one? Why or why not?

Answer: The ideal answer should include: 1. Outline the role of the UN in the international system, paying close attention to international security affairs.

2. Explain the strengths and weaknesses of the UN, illuminating such points as impressive world-level maintenance, and failure in the face of state sovereignty. Examples may include, but need not be limited to: Cold War-era instances, Central America in the 1980s, U.S. involvement in Iraq, and the wars in the former Yugoslavia.

3. Discuss the necessity, or lack thereof, for a UN. 4. Analyze why there is or is not a need for an institution like the UN, utilizing information and examples above to aid in doing so.

5. Offer a concise summary and effective conclusion.

Learning Objective: 6.2 Describe the structure and rules of the UN Security Council, including identification of the five permanent members.

Topic: The United Nations Difficulty Level: Difficult Skill Level: Analyze It 62. Briefly outline the current governing structure of the European Union. What are the various functions of each piece of this structure? What changes in its structure have occurred since it was first established? What future changes do you anticipate, particularly given European enlargement?

Answer: The ideal answer should include: 1. Describe the structure of the EU—the European Parliament, European Court of Justice, European Commission, etc.

2. Explain the functions of each structure. For instance, the European Commission is the executive branch of the EU. 3. Investigate the development of structures within the EU over time.

4. Assess what future changes might be expected, especially given European enlargement. The eurozone, in particular, is already under pressure due to debt crises and recession.

5. Offer a compelling summary and effective conclusion.

Learning Objective: 6.3 Describe the growth of the EU in terms of the number of members and identify two challenges arising from the increase in membership.

Topic: The European Union 128 .

Difficulty Level: Difficult Skill Level: Analyze It 63. Examine the connection among international law, diplomacy, and world order. What are the costs and benefits associated with compliance with international law? Why is it important to have rules such as those related to diplomatic relations and diplomatic immunity, among others?

Answer: The ideal answer should include: 1. Provide an outline of international law, diplomacy, and world order.

2. Explain the costs and benefits of compliance with international law, with an emphasis on the roles of economics, diplomacy, and national politics.

3. Describe the import of the relevant rules. For example, the ability to conduct diplomacy is necessary for all other kinds of relations among states, except perhaps all-out war.

4. Evaluate the consequences if such rules did not exist.

5. Provide a concise summary and effective conclusion.

Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Difficult Skill Level: Analyze It 64. What are just wars, and how are they different from wars of aggression? Discuss how international law treats these two different types of war. When is a war morally just?

Answer: The ideal answer should include: 1. Compare and contrast just wars and wars of aggression. A just war is a category in international law that defines when wars can be justly started and how they can be justly fought.

Wars of aggression are based on a violation of the sovereignty and territorial integrity of states.

2. Explain how international law treats these two types of war. For instance, international law distinguishes just wars (which are legal) from wars of aggression (which are illegal).

3. Discuss when a war is morally just. For a war to be morally just, it must be more than a response to aggression; it must be waged for the purpose of responding to aggression. The intent must be just. A state may not take advantage of another state’s aggression to wage a war that is essentially aggressive.

4. Provide a concise summary and effective conclusion.

Learning Objective: 6.4 Evaluate the arguments over the effectiveness or ineffectiveness of international law in restraining state behavior.

Topic: International Law Difficulty Level: Difficult Skill Level: Analyze It 65. Discuss the issue of human rights laws at the international level. How, and why, has human rights law developed? What types of rights would you add to this legal body in the twenty-first century, and why?

Answer: The ideal answer should include: 129 .

1. Define human rights law.

2. Explain the intersection of human rights law and the international system.

3. Analyze how and why human rights law developed, taking into consideration the complications sovereignty creates for enforcement, insofar as it entails interference by one state in another’s internal affairs.

4. Discuss what types of rights and/or protections might be added to human rights law in the twenty-first century, taking into account recent history and historical precedence, such as “enemy combatants” and the complicated distinction between civilian and combatant brought about by contemporary conflicts. Private military forces may also be taken into consideration, given their expanding role in contemporary military actions. Further, as food and water scarcity become more widespread, human rights issues around those problems will certainly become more prominent in the twenty-first century.

5. Provide a concise summary and effective conclusion.

Learning Objective: 6.5 Contrast the effectiveness of international law, NGOs, and states in advancing the cause of human rights around the globe.

Topic: Human Rights Difficulty Level: Difficult Skill Level: Analyze It

130 .

Chapter 7: The North-South Relations MULTIPLE CHOICE 1. UNESCO defines literacy as the ability to read and write __________.

A) a simple sentence B) three paragraphs C) at the third-grade level D) at the sixth-grade level Answer: A Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Easy Skill Level: Remember the Facts 2. In the 2010 Pakistan flood, nearly __________ million acres of crops were destroyed.

A) 0.2 B) 2 C) 20 D) 200 Answer: B Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Easy Skill Level: Remember the Facts 3. Urbanization is caused by people moving from __________.

A) one country to another B) the city to the countryside C) city to city D) the countryside to the city Answer: D Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Easy Skill Level: Understand the Concepts 4. International law and/or norms __________.

A) obligate states to accept refugees who arrive at their borders B) do not distinguish between refugees and migrants 131 .

C) emphasize migrants’ economic impact on a state rather than their international security implications D) provide guidance to receiving states as to how to distinguish political motives from economic motives Answer: A Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Moderate Skill Level: Understand the Concepts 5. Recurrent epidemics and widespread diarrhea, which kill millions of children each year, are often the result of __________.

A) inadequate food supplies B) infection with hepatitis C) subsistence farming D) inadequate sanitation facilities Answer: D Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Easy Skill Level: Understand the Concepts 6. Which statement is true regarding migrants and refugees?

A) Migrants flee their country to escape war, natural disaster, or political persecution.

B) Refugees move to a new country in search of better economic opportunities.

C) States are obligated to let migrants leave for another country.

D) Refugees may be granted asylum, which allows them to stay in the new state.

Answer: D Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Moderate Skill Level: Understand the Concepts 7. With respect to poverty in the global South, which statement is true?

A) Starvation kills more people than malnutrition does.

B) People die from starvation and malnutrition because there is not enough food produced in the world to feed them.

C) About 1 billion people live in abject poverty.

D) Starvation triggered by war or drought affects more people than chronic poverty does.

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Answer: C Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Moderate Skill Level: Remember the Facts 8. Right-wing nationalism has surfaced in __________, where regulations for asylum seekers have been lax and the number of immigrants has been increasing.

A) Turkey B) Australia C) Russia D) Germany Answer: D Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Easy Skill Level: Remember the Facts 9. In 2016, more than $500 billion, triple that of a decade before, was sent by migrants to relatives in their country of origin, which is an example of __________.

A) remittance B) restriction C) trafficking D) deferral Answer: A Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Easy Skill Level: Understand the Concepts 10. What group of refugees, displaced in the 1948 and 1967 Arab-Israeli wars, remains one of the most politicized groups in the world?

A) Georgians B) Egyptians C) Armenians D) Palestinians Answer: D Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South 133 .

Difficulty Level: Easy Skill Level: Remember the Facts 11. Which of the following is a possible explanation for the dramatic increase in global remittance flows?

A) Globalization is making it easier for people to live and work in different countries.

B) The cost of living has been increasingly on the rise in nations where most migrants are found.

C) As migrants assimilate they simply keep more of the money they make.

D) Global poverty is decreasing greatly.

Answer: A Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Moderate Skill Level: Analyze It 12. Conflicts among great powers, including the two world wars and the Cold War, basically result from competition among core states and regions over the right to exploit __________.

A) each other B) the periphery C) the industrial regions D) the satellites Answer: B Learning Objective: 7.2 Give examples of states that world-system theory would identify as members of the core, semiperiphery, and periphery.

Topic: Theories of Accumulation Difficulty Level: Moderate Skill Level: Understand the Concepts 13. World-system theory is based on which theoretical framework?

A) liberalism B) Marxism C) realism D) constructivism Answer: B Learning Objective: 7.2 Give examples of states that world-system theory would identify as members of the core, semiperiphery, and periphery.

Topic: Theories of Accumulation Difficulty Level: Moderate Skill Level: Understand the Concepts 14. In the world-system, the regions that mostly manufacture goods are the __________ regions.

A) middle-income 134 .

B) third world C) industrialized D) incorporated Answer: C Learning Objective: 7.2 Give examples of states that world-system theory would identify as members of the core, semiperiphery, and periphery.

Topic: Theories of Accumulation Difficulty Level: Moderate Skill Level: Understand the Concepts 15. According to world-system theory, which type of state develops most of the advanced products or quasi-monopoly goods?

A) core states B) peripheral states C) semiperipheral states D) multinational states Answer: A Learning Objective: 7.2 Give examples of states that world-system theory would identify as members of the core, semiperiphery, and periphery.

Topic: Theories of Accumulation Difficulty Level: Moderate Skill Level: Understand the Concepts 16. Basing economic growth solely on resource exports can be problematic and lead to __________.

A) mercantilism B) the resource curse C) resource dependency D) hollow growth Answer: B Learning Objective: 7.2 Give examples of states that world-system theory would identify as members of the core, semiperiphery, and periphery.

Topic: Theories of Accumulation Difficulty Level: Easy Skill Level: Understand the Concepts 17. With respect to the concept of the world-system, __________.

A) the semiperiphery acts as a buffer between the core and periphery B) states in the periphery are not active in international trade C) states in the core export light manufactures from the periphery D) there are distinct lines between core and periphery that states cannot cross Answer: A 135 .

Learning Objective: 7.2 Give examples of states that world-system theory would identify as members of the core, semiperiphery, and periphery.

Topic: Theories of Accumulation Difficulty Level: Moderate Skill Level: Analyze It 18. A lack of technical and administrative skills was one challenge faced by former colonies __________.

A) with economies stretched thin by overdevelopment B) upon winning their independence C) upon losing their independence D) with particularly effective governments Answer: B Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Easy Skill Level: Understand the Concepts 19. In a system of nationally controlled production, __________ control(s) a cycle of accumulation based on producing products for export.

A) the local population B) local peasants C) the local capitalist class D) foreign markets Answer: C Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Moderate Skill Level: Analyze It 20. North-South relations have shown how difficult it is to separate __________ from __________.

A) political economy; international security B) global terrorism; globalization C) political culture; development issues D) imperialism; political economy Answer: A Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Moderate 136 .

Skill Level: Analyze It 21. Which country pioneered the first voyages of exploration beyond Europe?

A) Britain B) Portugal C) Spain D) Germany Answer: B Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Easy Skill Level: Remember the Facts 22. In most of the territories they colonized, European empires __________ the indigenous populations of those territories, especially in Africa and Asia.

A) incorporated B) respected C) promoted D) decimated Answer: D Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Easy Skill Level: Remember the Facts 23. Nonviolent resistance to British rule was the means to independence for which British colony?

A) Malaysia B) South Africa C) India D) Nigeria Answer: C Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Easy Skill Level: Remember the Facts 24. The digging up and shipping away of the most easily accessible minerals and the use of the best farmland for export crops rather than subsistence crops exemplified the __________ colonial power.

137 .

A) environmental degradation carried out through B) economic desperation associated with C) negative economic implications of D) aggressive work ethic perpetuated through Answer: C Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Moderate Skill Level: Apply What You Know 25. By 1982, the only areas of white minority rule remaining in Africa were in __________ Africa.

A) central B) north C) south D) west Answer: C Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Easy Skill Level: Remember the Facts 26. Though it continued to control other territories, in the early 1800s, the Portuguese left power in Brazil. This is an example of __________.

A) interdependence B) democratization C) decolonization D) internationalism Answer: C Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Easy Skill Level: Apply What You Know 27. According to dependency theory, __________.

A) a dependent country is forced to export all the goods it produces B) the structure of the world-system creates economic problems for dependent countries C) the accumulation of capital cannot sustain itself within dependent countries D) dependency is a form of international interdependence between countries of relatively equal

138 .

power Answer: C Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Moderate Skill Level: Analyze It 28. The central aspect of economic development is __________.

A) rising per capita income B) capital accumulation C) increasing skills of the population D) the adoption of new technological styles Answer: B Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Easy Skill Level: Understand the Concepts 29. The newly industrializing country that has competitive electronics and other light industries but specializes in banking and trade is __________.

A) Singapore B) Thailand C) Hong Kong D) the Philippines Answer: C Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Easy Skill Level: Remember the Facts 30. __________ is a newly industrializing country that has focused primarily on trade.

A) Singapore B) South Korea C) Malaysia D) Taiwan Answer: A Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences 139 .

Difficulty Level: Easy Skill Level: Remember the Facts 31. Antigovernment protests in China by students, workers, and some government officials took place in __________.

A) Tiananmen Square in 1989 B) Tiananmen Square in 1992 C) Shenzhen in 1989 D) Shenzhen in 1992 Answer: A Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Easy Skill Level: Remember the Facts 32. Newly industrializing countries __________.

A) are periphery states that became core states B) export heavy manufactured goods C) have achieved self-sustaining capital accumulation D) have raised income levels among a small elite Answer: C Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Understand the Concepts 33. China’s southern coastal provinces, under Deng Xiaoping, transformed into free economic zones, meaning the areas __________.

A) became open to foreign investment and were run on capitalist principles B) played host to peasants who worked collective farms C) became more dependent on local investment D) became open to foreign investment, but were still run on closed-market principles Answer: A Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Easy Skill Level: Understand the Concepts 34. According to world-system theory, the newly industrializing countries are categorized as __________ states.

140 .

A) core B) periphery C) semiperiphery D) dependent Answer: C Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Analyze It 35. How is South Korea one of the “four tigers”?

A) It creates enough capital accumulation to raise income levels across the population broadly.

B) It has a fairly stable state industrial policy, specializing in timber and mining.

C) It creates enough capital accumulation to raise the income levels of the nation’s elite.

D) It creates enough industry to raise the expectations of the population broadly.

Answer: A Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Apply What You Know 36. In the 1970s, most of the global South prospered in regard to economic development, but in the 1980s, most of that region suffered a decrease in per capita __________.

A) distribution B) education C) GDP D) natural resources Answer: C Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Easy Skill Level: Remember the Facts 37. Which of the following is a feature of economic development?

A) technological accumulation B) falling per capita incomes C) increasing skills in the population D) switching from manufacturing to service industries Answer: C 141 .

Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Analyze It 38. How did South Korea’s prosperous economy compare with that of Taiwan?

A) South Korea focused on electronics and computer industries, while Taiwan focused on iron, coal, steel, and automobile industries.

B) South Korea focused on iron, coal, steel, and automobile industries, while Taiwan focused on electronics and computer industries.

C) South Korea focused on copper, diamonds, and timber, while Taiwan focused on defense and entertainment industries.

D) South Korea focused on electronics and other light industries, while Taiwan focused on banking and trade.

Answer: B Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Analyze It 39. What impact has China’s economic success had on its perspective on international relations?

A) It boosted China’s foreign aid to Russia.

B) It opened China to accepting preferential loans.

C) It gave China a more regional perspective.

D) It gave China a more global perspective.

Answer: D Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Analyze It 40. How does the income level and growth rate of Ethiopia compare with that of Iran?

A) Both Ethiopia’s and Iran’s growth rates have declined as their income levels have declined.

B) Ethiopia’s growth rate has declined as its income level has also declined, while Iran’s growth rate has risen as its income level has risen.

C) Both Ethiopia’s and Iran’s growth rates have declined as their income levels have risen.

D) Ethiopia’s growth rate has risen as its income level has declined, while Iran’s growth rate has declined as its income level has risen.

Answer: D Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving 142 .

economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Analyze It 41. How does import substitution compare with export-led growth?

A) Import substitution is effective in later phases of economic development, whereas export-led growth is effective in all phases of economic development.

B) Import substitution works best when the local industry is a service industry, whereas exportled growth works best when the exports are raw materials.

C) Import substitution has proven effective where it has been used, whereas export-led growth has had limited success.

D) Import substitution seeks to develop local industries to produce items that the country had been importing, whereas export-led growth seeks to develop local industries that can compete in specific niches in the world economy.

Answer: D Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Analyze It 42. What is a favorite starter industry for developing economies?

A) electronics B) textiles C) telecommunications D) agriculture Answer: B Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Moderate Skill Level: Remember the Facts 43. What are the features of microcredit?

A) small portions of money; poor people, especially women, as beneficiaries; the support of economic self-sufficiency B) large portions of money; poor people, especially men, as beneficiaries; the support of economic self-sufficiency C) small portions of money; wealthy people as beneficiaries; the support of economic selfsufficiency D) must often be refinanced or restructured Answer: A 143 .

Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Easy Skill Level: Understand the Concepts 44. Among the most corrupt countries in the world in 2014, according to Transparency International, were __________.

A) Nigeria and Indonesia B) Sudan and Somalia C) Brazil and Chile D) Pakistan and India Answer: B Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development.

Topic: Development Experiences Difficulty Level: Easy Skill Level: Remember the Facts 45. Private capital flows to the global South were approximately what amount in 2014?

A) $10 billion B) $200 billion C) $700 billion D) $2 trillion Answer: C Learning Objective: 7.5 Identify and evaluate two different strategies that developing states have used in attempting to achieve economic growth.

Topic: North-South Capital Flows Difficulty Level: Easy Skill Level: Remember the Facts 46. The group of state creditors that meets periodically to discuss the international debt situation and renegotiation is called the __________.

A) London Club B) New York Club C) Paris Club D) Frankfurt Club Answer: C Learning Objective: 7.5 Identify and evaluate two different strategies that developing states have used in attempting to achieve economic growth.

Topic: North-South Capital Flows Difficulty Level: Easy

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Skill Level: Remember the Facts 47. The main forum in which developing countries have pursued concerns about international trade has been the __________.

A) World Trade Organization B) United Nations Conference on Trade and Development C) United Nations General Assembly D) International Monetary Fund Answer: B Learning Objective: 7.5 Identify and evaluate two different strategies that developing states have used in attempting to achieve economic growth.

Topic: North-South Capital Flows Difficulty Level: Easy Skill Level: Remember the Facts 48. What is the model of development assistance by which short-term relief (food, water, and shelter) is provided to victims of natural disasters or war?

A) Oxfam B) handout C) disaster relief D) private agency Answer: C Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Easy Skill Level: Understand the Concepts 49. What are some key purposes of development assistance?

A) capitalist, humanitarian, and egalitarian B) egalitarian, political, and environmental C) capitalist, humanitarian, and the creation of future economic advantage for the receiver D) political, humanitarian, and the creation of future economic advantage for the giver Answer: D Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Moderate Skill Level: Analyze It 50. Unlike commercial loans, government-to-government development loans are often made on __________ terms, with long repayment times and low interest rates.

A) inflationary 145 .

B) concessionary C) unfair D) righteous Answer: B Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Easy Skill Level: Understand the Concepts 51. The __________ provides U.S. volunteers for technical development assistance in states in the global South.

A) UN Development Program B) Development Assistance Committee C) Peace Corps D) Paris Club Answer: C Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Easy Skill Level: Remember the Facts 52. Foreign aid is usually used to __________.

A) promote the export of products from the donor state B) promote the export of products from the recipient state C) hinder the import of products into the donor state D) hinder the import of products into the recipient state Answer: A Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Moderate Skill Level: Analyze It 53. States from Western Europe, North America, and East Asia have joined together to form the __________, from which almost 90 percent of government assistance flows.

A) UN Development Program B) Paris Club C) Peace Corps D) Development Assistance Committee Answer: D 146 .

Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Easy Skill Level: Remember the Facts 54. __________ has been able to meet the foreign assistance target set by the Development Assistance Committee.

A) Finland B) Sweden C) The Netherlands D) Switzerland Answer: B Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Moderate Skill Level: Apply What You Know 55. __________ is not normally included in development assistance.

A) Military aid B) Food aid C) Loan money D) Grant money Answer: A Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Easy Skill Level: Remember the Facts ESSAY 56. Globally, several children die every minute from malnutrition, and during that same timeframe millions of dollars are spent on military forces. Analyze the moral and political debates about North-South relations that are embodied in this reality.

Answer: The ideal answer should include: 1. Outline North-South relations.

2. Explain the intersection of basic human needs and military spending, keeping in mind how lack and need can create security issues.

3. Discuss the moral and political implications of basic needs going unattended to in the face of defense spending. Consider how the South might be driven to “keep up with” the North, creating complex situations.

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4. Analyze how the tension between competing needs might best be balanced, weighing the political against the moral.

5. Offer a concise summary and effective conclusion.

Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Difficult Skill Level: Analyze It 57. What are two of the formal efforts by the UN to address the problems in the global South?

What do these efforts seek to achieve specifically? How successful have they been so far?

Answer: The ideal answer should include: 1. Identify the Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs) as two formal UN efforts.

2. Explain what each effort seeks to achieve. For example, the MDGs aimed to cut in half the proportion of the world’s population living in “extreme poverty,” and the SDGs cover a wide range of subjects including poverty, hunger, education, affordable energy, reduced inequality, climate change, and economic growth.

3. Discuss whether these efforts have been successful. For instance, students might argue that the MDGs were somewhat successful since 2 billion people have gained access to improved drinking water, but over 800 million remain hungry around the world.

4. Offer a concise summary and effective conclusion.

Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Difficult Skill Level: Analyze It 58. Explain what dependency theory is and how it is related to the concept of enclave economies.

Then, discuss an alternative form of dependency.

Answer: The ideal answer should include: 1. Define dependency theory. For instance, it is a Marxist-oriented theory that explains the lack of capital accumulation in the third world as a result of the interplay between domestic class relations and the forces of foreign capital.

2. Clarify the link between dependency theory and enclave economies. Students should initially define enclave economies—in which foreign capital is invested in a third world country to extract a particular raw material in a particular place, such as a mine, oil well, or plantation— and then explain that the enclave economy is a historically important configuration of dependency.

3. Provide an alternative form of dependency. For instance, students might mention the penetration of national economies by MNCs after World War II. 4. Offer a concise summary and effective conclusion.

Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

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Topic: Imperialism Difficulty Level: Difficult Skill Level: Analyze It 59. Briefly describe the history of imperialism. What is the legacy of imperialism? Why has imperialism continued to impact international relations today?

Answer: The ideal answer should include: 1. Identify the key historical events related to imperialism.

2. Recall the basic facts related to the legacy of imperialism.

3. Discuss the economic implications of imperialism, postcolonialism, and neocolonialism.

4. Explain why imperialism has continued to have an effect on international relations today, touching on basic economic infrastructures that imperialist regimes left behind that made wealth accumulation difficult.

5. Offer a concise summary and effective conclusion.

Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South.

Topic: Imperialism Difficulty Level: Difficult Skill Level: Analyze It 60. Discuss the role of women in development. Using relevant examples, explain what obstacles they need to overcome, and describe what the international community is doing to help them.

Answer: The ideal answer should include: 1. Discuss women’s role in development. For instance, economic development in poor countries is closely tied to the status of women in those societies; women are key to efforts to improve the lot of children and reduce birthrates; and women are central to providing the basic needs of people (e.g., nutrition, education, health care, and shelter) in poor countries.

2. Explain some of the obstacles women face. For example, students might argue that women hold inferior social status to men in the countries of the South. When food is in short supply, men and boys often eat first, with women and girls getting what is left.

3. Discuss what is being done to help them. Students might mention that states and international agencies have begun to pay attention to ending discrimination in schooling, ensuring women’s access to health care and birth control, educating mothers about prenatal and child health, and generally raising women’s status in society (allowing them a greater voice in decisions).

4. Offer a concise summary and effective conclusion.

Learning Objective: 7.1 Identify at least four basic human needs and describe how at least one region in the global South is meeting those needs.

Topic: The State of the South Difficulty Level: Difficult Skill Level: Analyze It

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61. Analyze the problems and prospects associated with postcolonial dependency. What are the obstacles to industrialization and economic development? What are the possibilities for industrialization and economic development? What tools are available to countries in the global South to achieve their development goals?

Answer: The ideal answer should include: 1. Define postcolonial dependency.

2. Explain the obstacles to economic and industrial growth and prosperity, touching on such issues as the gap in technical and administrative skill levels and the difficulty developing nations have in retaining their own educated elite.

3. Discuss the possibilities for growth in both industry and the economy, while also acknowledging concepts such as the enclave economy.

4. Analyze the tools available to achieve development goals in the global South. Consider the particular constellation of forces within a country and the alliances that are born out of such constellations.

5. Offer a concise summary and effective conclusion.

Learning Objective: 7.3 Compare three different effects of colonialism and explain how these effects have led to problems with economic development in the global South; 7.5 Identify and evaluate two different strategies that developing states have used in attempting to achieve economic growth.

Topic: Imperialism; North-South Capital Flows Difficulty Level: Difficult Skill Level: Analyze It 62. What is IMF conditionality? What are three examples of politically unpopular measures that come with IMF conditionality? Why are they necessary?

Answer: The ideal answer should include: 1. Define IMF conditionality.

2. Discuss three examples of unpopular conditionality measures. For instance, students might mention decreasing state spending for welfare programs, increasing unemployment, and increasing taxes.

3. Explain why these policies are necessary. Students might argue that the IMF wants to ensure that money lent to a country is not spent for politically popular but economically unprofitable purposes (such as subsidizing food), or that the IMF wants to ensure that inflation does not eat away all progress and that the economy is stable enough to attract investment.

4. Offer a concise summary and effective conclusion.

Learning Objective: 7.5 Identify and evaluate two different strategies that developing states have used in attempting to achieve economic growth.

Topic: North-South Capital Flows Difficulty Level: Difficult Skill Level: Analyze It 63. Analyze the relationship between capitalism and democracy as it relates to the process of development. What process of development would you advocate for leaders in the global South?

What foreign policies would you support for the United States to implement, in light of this?

150 .

Answer: The ideal answer should include: 1. Outline the intersection of capitalism and democracy and its consequences for development.

2. Suggest the best process of development for the global South. The evidence would seem to support fighting corruption, support of a theory of comparative advantage, and an emphasis on export-led growth, rather than import substitution.

3. Explain what foreign policies the United States should implement, in light of this, taking into consideration foreign investment, foreign aid, relief models, and more.

4. Offer a concise summary and effective conclusion.

Learning Objective: 7.4 Compare and contrast the experiences of China and India in achieving economic development; 7.5 Identify and evaluate two different strategies that developing states have used in attempting to achieve economic growth; 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Development Experiences; North-South Capital Flows; Foreign Assistance Difficulty Level: Difficult Skill Level: Apply What You Know 64. Foreign investment has been called both a blessing and a curse for developing countries.

Explain how this can be the case. What has to happen for foreign investment to be considered more consistently as a blessing? Provide concrete examples in your answer.

Answer: The ideal answer should include: 1. Define foreign investment.

2. Discuss how foreign investment can be both a positive and a negative, touching on such harmful issues as governmental loss of control that may come with foreign investments by MNCs, and beneficial aspects such as the expansion and creation of industry.

3. Explain how foreign investment can become a consistent benefit, touching on the need for a stable local labor supply, economic growth in the host country that will sustain demand for goods, and consistent local productivity growth.

4. Discuss particular examples of direct investment as a blessing—China, South Korea, Taiwan, Hong Kong, Turkey, Argentina, Ecuador, etc.

5. Offer a concise summary and effective conclusion.

Learning Objective: 7.5 Identify and evaluate two different strategies that developing states have used in attempting to achieve economic growth.

Topic: North-South Capital Flows Difficulty Level: Difficult Skill Level: Understand the Concepts 65. What is the UN Development Program, and why is it important? What are three advantages UN programs have in promoting economic development? What do you think is a major disadvantage of these programs?

Answer: The ideal answer should include: 1. Define the UN Development Program.

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2. Explain why it is important. For instance, it is a major source of foreign assistance to developing countries.

3. Discuss three advantages. For example, students might argue that the global South tends to perceive the UN as a friend, not as a threat; that UN workers tend to be more sensitive to local conditions; and that the UN can organize its assistance on a global scale.

4. State a major disadvantage. For instance, students might mention that UN development programs are funded largely through voluntary contributions by rich states, who can cut off aid if they are displeased with the program.

5. Offer a concise summary and effective conclusion.

Learning Objective: 7.6 Describe three reasons why countries might provide foreign aid to countries of the global South.

Topic: Foreign Assistance Difficulty Level: Difficult Skill Level: Analyze It

152 .

Chapter 8: Environment and Technology MULTIPLE CHOICE 1. Epistemic communities are transnational communities of experts and policy makers concerned with particular __________ issues.

A) international B) sustainable development C) environmental D) enclosure Answer: C Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Easy Skill Level: Understand the Concepts 2. In global environmental politics, it is hard to manage collective goods problems because of the __________.

A) large number of international agreements B) large number of actors C) small number of actors D) small number of international agreements Answer: B Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Moderate Skill Level: Understand the Concepts 3. The 1992 Earth Summit established the __________, which monitors states’ compliance with the promises they made at the Earth Summit.

A) International Whaling Commission B) UN Environment Program C) High-Level Political Forum on Sustainable Development D) Commission on Sustainable Development Answer: D Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Easy Skill Level: Remember the Facts

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4. The metaphor known as the “tragedy of the commons” is widely used to explain the impact of human behavior on __________ systems.

A) political B) ecological C) social D) economic Answer: B Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Easy Skill Level: Understand the Concepts 5. What state currently dominates the world in the production of solar panels?

A) United States B) Norway C) United Kingdom D) China Answer: D Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Easy Skill Level: Remember the Facts 6. In its drive for rapid economic growth, Beijing had smog levels in early 2013 that were far above levels considered dangerous, and its citizens who went outside experienced burning lungs and stinging eyes. This illustrates the debate over __________.

A) sustainable development B) the ozone layer C) collective goods D) the UN Environment Program Answer: A Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Easy Skill Level: Apply What You Know 7. “Sustainable” economic development means development that __________.

A) can serve as the sole basis for industrial economies B) is supported by the domestic economy and does not involve international trade C) is popular with citizens and does not threaten the stability of the government 154 .

D) uses resources in a way that gives them a chance to replenish Answer: D Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Easy Skill Level: Understand the Concepts 8. The “tragedy of the commons” metaphor suggests that __________.

A) national interests should be defined in zero-sum terms B) the pursuit of self-interest will result in the greatest good for the greatest number C) solutions to national problems will lead automatically to the solution of international problems D) if individuals act out of short-term self-interest, all may suffer in the long run Answer: D Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Moderate Skill Level: Analyze It 9. Which of the following is an example of a poor state with large rain forests?

A) Colombia B) Nigeria C) Madagascar D) India Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 10. Air pollution and water pollution are more often __________ problems than __________ problems.

A) global; bilateral B) global; unilateral C) regional; global D) long-term; short-term Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

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Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Analyze It 11. Chlorofluorocarbons (CFCs) are a major contributor to the destruction of __________.

A) carbon dioxide B) the ozone layer C) tropical tuna D) healthy soils Answer: B Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 12. In the 1980s, the __________ on CFCs was the most important success in international negotiations to protect the global environment to date.

A) Copenhagen Convention B) Earth Summit C) Kyoto Protocol D) Montreal Protocol Answer: D Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 13. The most common cause of the extinction of species is __________.

A) overhunting B) disease C) overfishing D) loss of habitat Answer: D Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 14. Which of the following is the greenhouse gas that accounts for most of global warming?

A) carbon dioxide 156 .

B) methane C) chlorofluorocarbons D) nitrous oxide Answer: A Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 15. How do greenhouse gases bring about global warming?

A) They heat the surface of the earth as they become heated by the sun.

B) They allow solar radiation to reach the earth’s surface.

C) They trap heat waves given off by the sun.

D) They create holes in the atmosphere, allowing in more ultraviolet radiation.

Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Analyze It 16. Which country has been most reluctant to agree to a treaty calling for specific reductions in greenhouse gas emissions by a certain target date?

A) Germany B) Ukraine C) Japan D) United States Answer: D Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 17. As early as the late 1980s, states had success in negotiating agreements and developing regimes to manage __________.

A) increased levels of whaling B) global warming C) melting of the polar ice caps D) the ozone layer Answer: D 157 .

Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 18. The major emitters of greenhouse gases today are __________.

A) industrialized countries B) countries in the global South C) countries of the former Soviet Union D) Eastern European countries Answer: A Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Understand the Concepts 19. Rain forests __________.

A) are home to as many as half the world’s total species and slow down global warming B) exist primarily in wealthy states C) are frequently protected from agricultural use D) are located within the borders of states and are therefore domestic private goods rather than collective goods Answer: A Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Understand the Concepts 20. Nonterritorial waters are called __________.

A) open ocean B) high seas C) unclaimed seas D) disputed waters Answer: B Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts

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21. According to the 1997 __________, there are binding penalties for failure to reduce emissions as specified.

A) Kyoto Protocol B) Framework Convention on Climate Change C) UN Environment Program D) Montreal Protocol Answer: A Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 22. The __________ Sea was one of the world’s largest inland seas until it was decimated by the diversion of its water sources to irrigate crops.

A) Caspian B) Black C) Aral D) Arctic Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 23. The potential opening of new shipping lanes as a result of melting polar ice north of Canada and Russia is an example of climate change creating __________ for some regions.

A) complications B) benefits C) conflict D) new markets Answer: B Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Apply What You Know 24. __________ are examples of fossil fuels.

A) Oil and nuclear power B) Wind and solar energy C) Coal and natural gas 159 .

D) Wood and hydroelectric power Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Apply What You Know 25. The use of entirely new technology to reduce levels of __________ is a challenge presented by efforts to reduce global warming.

A) fossil fuels B) greenhouse gases C) ozone D) ultraviolet radiation Answer: B Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Analyze It 26. Compared to global warming, addressing the hole in the ozone layer is __________.

A) more complex, because the costs of solving the problem are higher B) about the same, because in either case the costs to states’ economies are very high C) simpler, because the consequences of ozone depletion are better understood D) more time-consuming, because of disagreement about the nature of the problem Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Analyze It 27. Preserving the oceans is a difficult collective goods problem, but it has been solved in part by __________.

A) bilateral negotiations between neighboring states B) the dictation of ocean management regulations by global naval powers C) “enclosing” more of the ocean in territorial waters through the 200-mile limit D) securing economic rights related to ocean resources Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

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Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Analyze It 28. The UN Convention on the Law of the Sea treaty __________.

A) established rules on territorial waterways such as the Suez Canal B) has never been signed by the United States C) created a mechanism for sharing the wealth gained by extracting minerals on the ocean floor D) provides a dispute resolution mechanism for territorial water conflicts Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Remember the Facts 29. Several regional agreements seek to limit acid rain, caused by __________.

A) pesticides B) agricultural fertilizers C) water pollution D) air pollution Answer: D Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Understand the Concepts 30. In 2017, the Trump administration announced that the United States would no longer remain a member of the __________.

A) Paris Climate Agreement B) Kyoto Protocol C) Montreal Protocol D) UN Environment Program Answer: A Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Easy Skill Level: Remember the Facts 31. __________ is the aim of an international treaty on biodiversity.

A) Diversification of local economies 161 .

B) Reduced carbon dioxide emissions C) Reduced destruction of local ecosystems D) Limitations on acid rain Answer: C Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Moderate Skill Level: Understand the Concepts 32. Why did Arab states decide to cut off oil exports to the United States in 1973?

A) to punish the United States for its support of Israel during an Arab-Israeli war B) to achieve a better bargaining position on other trade issues C) to demonstrate their power in order to gain leverage over other states that import oil D) to increase the price of oil to match its value in the world economy Answer: A Learning Objective: 8.3 Describe three ways in which the need for natural resources can create international conflict.

Topic: Natural Resources Difficulty Level: Moderate Skill Level: Analyze It 33. In the late 1990s, which region emerged as a new source of oil, despite its lack of a stable route for oil pipelines?

A) Caspian Sea B) Southeast Asia C) Black Sea D) West Africa Answer: A Learning Objective: 8.3 Describe three ways in which the need for natural resources can create international conflict.

Topic: Natural Resources Difficulty Level: Easy Skill Level: Remember the Facts 34. Which of the following countries is the most energy efficient?

A) Canada B) Saudi Arabia C) Japan D) Russia Answer: C Learning Objective: 8.3 Describe three ways in which the need for natural resources can create 162 .

international conflict.

Topic: Natural Resources Difficulty Level: Moderate Skill Level: Remember the Facts 35. The largest oil-exporting country in the world is __________.

A) Russia B) Qatar C) Saudi Arabia D) the United Arab Emirates Answer: C Learning Objective: 8.3 Describe three ways in which the need for natural resources can create international conflict.

Topic: Natural Resources Difficulty Level: Easy Skill Level: Remember the Facts 36. What is a key feature of natural resources that shapes their role in international conflict?

A) They are required in the operation of a technological economy.

B) States rarely actually go to war to control the territories from which they are sourced.

C) They tend to be unevenly distributed.

D) They tend to be evenly distributed.

Answer: C Learning Objective: 8.3 Describe three ways in which the need for natural resources can create international conflict.

Topic: Natural Resources Difficulty Level: Moderate Skill Level: Analyze It 37. __________ is an example of one of the most important minerals to industrialized economies.

A) Platinum B) Tin C) Uranium D) Iron Answer: D Learning Objective: 8.3 Describe three ways in which the need for natural resources can create international conflict.

Topic: Natural Resources Difficulty Level: Easy Skill Level: Understand the Concepts 38. Iraq’s objection to Syria’s diversion of the Euphrates is an example of the concept of 163 .

__________.

A) rare earth supplies B) water disputes C) dominance principles D) maritime politics Answer: B Learning Objective: 8.3 Describe three ways in which the need for natural resources can create international conflict.

Topic: Natural Resources Difficulty Level: Moderate Skill Level: Apply What You Know 39. Which of the following is characteristic of the beginning of demographic transition?

A) increasing birthrates B) declining birthrates C) slow population growth D) declining death rates Answer: D Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Moderate Skill Level: Apply What You Know 40. The end of demographic transition is characterized by __________.

A) slow population growth B) decreasing birthrates C) high death rates D) increasing birthrates Answer: A Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Moderate Skill Level: Apply What You Know 41. Which statement explains the relationship between population growth and per capita income?

A) Raising per capita income slows population growth.

B) Rapid population growth brings about an increase in per capita income.

C) Increasing per capita income generates population growth.

D) Lowering per capita income brings about a decline in population.

Answer: A 164 .

Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Moderate Skill Level: Analyze It 42. Which area of the globe, barring the global South and the global North, has the largest number of HIV infections?

A) Africa B) China C) South Asia D) Middle East Answer: A Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Easy Skill Level: Remember the Facts 43. A(n) __________ in Pakistan was cut short in 2012 after Taliban militants killed health workers whom they claimed were using medicine to carry out a Western plot to sterilize Muslim children.

A) infectious disease study B) vaccination drive C) democratic transition D) political conflict Answer: B Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Easy Skill Level: Remember the Facts 44. The world population is currently growing by __________ million each year.

A) 10 B) 50 C) 80 D) 100 Answer: C Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Easy 165 .

Skill Level: Remember the Facts 45. In a 2007 speech at Columbia University, the president of Iran claimed there were no gay people in Iran. This is indicative of __________.

A) a view commonly shared between those in the secular West and those connected to Islamic states in regard to issues concerning AIDS B) the idiosyncratic vision of a particular world leader as concerns issues related to AIDS C) the explicit differences between the secular West and Islamic states around issues concerning AIDS D) the way in which culture has little influence on the handling of issues of health and disease Answer: C Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Moderate Skill Level: Apply What You Know 46. With respect to pronatalist population policies, __________.

A) they encourage childbearing but still allow free access to contraception B) governments adopted these policies because population was seen as an element of power C) increasing population is seen as a problem in essentially every country D) most developing countries have strongly pronatalist policies in place Answer: B Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Moderate Skill Level: Analyze It 47. How does the population of a country at the end of demographic transition compare to what it was at the beginning?

A) The average age is about the same.

B) The average age is younger.

C) The average age is older.

D) The average age is difficult to measure.

Answer: C Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Moderate Skill Level: Analyze It

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48. Most developing countries __________ the demographic transition and have rapid population growth.

A) are in the middle of B) are in the early stages of C) are about to begin D) have completed Answer: A Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Moderate Skill Level: Understand the Concepts 49. That the world had over 7.5 billion cell phone subscriptions in 2017—nearly as many as people and far outnumbering the 1 billion landlines—is an example of __________.

A) an unaffordable technology B) a bid to expand cell phones’ U.S. audience C) the empowering of ordinary citizens D) the infrastructure for Internet sales Answer: C Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Moderate Skill Level: Apply What You Know 50. Technology, especially information technology, is shifting power from __________ to __________.

A) governments; transnational actors B) substate actors; individuals C) individuals; states D) governments; individuals Answer: D Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Moderate Skill Level: Analyze It 51. Information technology __________.

A) gives repressive governments less power to keep track of dissidents B) makes it harder for governments to gather and store information C) makes it harder for governments to hide information from each other 167 .

D) is desired by only advanced, industrialized countries Answer: C Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Easy Skill Level: Understand the Concepts 52. After the Soviet Union collapsed, leaders of the Soviet Union’s former republics asked the U.S. secretary of state, __________.

A) “How do I get CNN?” B) “Where is our financial assistance?”

C) “How does the Internet work?”

D) “Will you assist in our demilitarization?”

Answer: A Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Easy Skill Level: Remember the Facts 53. Recent trends appear to be progressing in the direction of a more __________.

A) culturally imperialistic world culture B) multilateral world culture C) technologically limited culture D) unilateral global system Answer: B Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Moderate Skill Level: Analyze It 54. Qatar has introduced a potent force in Middle East politics, which is __________.

A) an all-news satellite TV network B) an extensive 4G cell phone network C) digital video cameras in all college classrooms D) a pan-Arab military force Answer: A Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information 168 .

Difficulty Level: Easy Skill Level: Understand the Concepts 55. In about a decade, sub-Saharan Africa saw cell phone subscribers __________ by 2017.

A) increase to over 750 million B) increase to over 2.5 billion C) decrease by almost 97 percent D) decrease by almost 50 percent Answer: A Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Easy Skill Level: Remember the Facts ESSAY 56. Sustainable development is a major theme in many conferences on the international environment. Define sustainable development as it relates to the issue of environmental protection. Explain at least one international effort at promoting sustainable development, and discuss to what extent this effort has been successful. Be sure to use examples in your discussion.

Answer: The ideal answer should include: 1. Define sustainable development. The student should provide a definition that relates to ecosystems.

2. Explain at least one sustainability effort by the international community. For instance, students might describe the 1992 Earth Summit, which established the Commission on Sustainable Development to monitor states’ compliance with the promises they made at the summit.

3. Discuss the effectiveness of these attempts. For example, students might use as case studies the United States, which is withdrawing from the Paris Climate Agreement under the Trump administration, or China, which suffered an air pollution crisis in 2013.

4. Offer a concise summary and effective conclusion.

Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue.

Topic: Interdependence and the Environment Difficulty Level: Difficult Skill Level: Analyze It 57. Two atmospheric problems have become major international issues—global warming and depletion of the ozone layer. Explain the causes of these problems, and then compare and contrast the international management of each. What has led to success or failure in managing these problems? What might be done to overcome the failures? In your answer, consider the logic of the “tragedy of the commons.”

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Answer: The ideal answer should include: 1. Define both global warming and ozone layer depletion.

2. Explain the causes of both global warming and depletion of the ozone layer, such as the burning of fossil fuels, deforestation, and use of CFCs. Compare and contrast international attempts to curb these problems.

3. Discuss the paths to success and failure in managing the two problems; for instance, treaties have been more successful at curbing ozone depletion than controlling greenhouse gases.

4. Analyze what might be done to transcend these failures, considering the logic of the “tragedy of the commons” in the process of doing so.

5. Offer a concise summary and effective conclusion.

Learning Objective: 8.1 Illustrate the collective action problem facing the international community by focusing on one global environmental issue; 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Interdependence and the Environment; Managing the Environment Difficulty Level: Difficult Skill Level: Analyze It 58. Global warming presents states with a triple dilemma. Initially, define global warming and explain what existing scientific evidence suggests about its future impact. Then, explain what the triple dilemma refers to and discuss one factor that contributes to the dilemma. Be sure to use at least one example in your discussion.

Answer: The ideal answer should include: 1. Define global warming.

2. State that growing and compelling evidence shows that global warming is a real problem, that it is caused by the emission of carbon dioxide and other gases, and that it will get much worse in the future.

3. Explain the triple dilemma. First, there is the dilemma of short-term (and predictable) costs to gain long-term (and less predictable) benefits. Second, specific constituencies such as oil companies and industrial workers pay the costs, whereas the benefits are distributed more generally across domestic societies and international states. Third, a collective goods dilemma exists among states: Benefits are shared globally, but costs must be extracted from each state individually.

4. Discuss one factor contributing to the dilemma. For instance, the North-South divide complicates the collective goods dilemma since greenhouse gases are produced by each state roughly in proportion to its industrial activity, but the most severe impacts of global warming are likely to be felt in the global South. In densely populated countries such as Bangladesh, hundreds of millions of people stand to lose their homes and farmland under a rising sea.

5. Offer a concise summary and effective conclusion.

Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Difficult Skill Level: Analyze It

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59. Three primary international agreements aimed at mitigating global warming are the 1992 Framework Convention on Climate Change, the 1997 Kyoto Protocol, and the 2015 Paris Climate Agreement. Explain what each of these agreements aims to achieve. Then, discuss some of their shortcomings. Do you think the Paris Climate Agreement is any more likely to be successful than its predecessors? Why or why not?

Answer: The ideal answer should include: 1. Explain the goals of the 1992 Framework Convention on Climate Change. For instance, it set a nonbinding goal to limit greenhouse emissions to 1990 levels by the year 2000.

2. Explain the goals of the 1997 Kyoto Protocol. For instance, it adopted a complex formula for reducing greenhouse gas emissions to 1990 levels in the global North over about a decade.

3. Explain the goals of the 2015 Paris Climate Agreement. For instance, it calls on states to limit the global rise in temperatures to above 2 degrees Celsius below preindustrial temperatures.

4. Discuss the shortcomings of each agreement. For instance, students might state that the 1992 treaty did not commit the signatory states to meet target levels of greenhouse emissions by a particular date because of U.S. objections to such a commitment, or that the United States signed the Kyoto Agreement, but Congress would not ratify it.

5. Discuss whether the Paris Climate Agreement is likely to achieve its goals. In their discussion, students might mention that the Trump administration in 2017 announced that the United States would withdraw from the agreement, a move that was condemned by the global community.

6. Offer a concise summary and effective conclusion.

Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Difficult Skill Level: Analyze It 60. Unlike climate change negotiations, international bargaining on the preservation of rain forests has made considerable progress. Explain why this collective action problem has been easier to address, using examples to bolster your argument. Then, discuss whether it has been easier or more difficult to overcome the collective goods problem regarding the use of oceans.

Answer: The ideal answer should include: 1. Explain why international bargaining on the preservation of rain forests has made considerable progress. For example, most rain forests belong to a few states, which have the power to speed up or slow down the destruction of forests. Rich states have an interest in protecting rain forests, so they are using development assistance as leverage to induce poorer states to protect their forests rather than exploit them.

2. Provide examples. For instance, in 2006, the U.S. government and NGOs helped Guatemala cancel more than $20 million in debts in exchange for expanded conservation programs.

3. Discuss whether it has been easier or more difficult to overcome the collective goods problem regarding the use of oceans. For instance, students might argue that unlike rain forests, 171 .

oceans belong to no state but are a global commons, which makes the collective goods problem more difficult because no authority exists to enforce regulations.

4. Offer a concise summary and effective conclusion.

Learning Objective: 8.2 Evaluate the roadblocks to achieving a successful international agreement to address the problem of global warming.

Topic: Managing the Environment Difficulty Level: Difficult Skill Level: Analyze It 61. Explain the relationship between the environment and international security. What role does the environment play in this equation? What evidence do we have that there is any relationship at all? Is it significant enough to warrant the attention of international relations scholars and practitioners? Why or why not?

Answer: The ideal answer should include: 1. Define the relationship between the environment and international security.

2. Explain the role the environment plays in this equation. For instance, environmental degradation can lead to collective goods problems among large numbers of states, and competition for territory and resources can create conflicts among smaller groups of states.

3. Discuss what proof we have that there is any connection, and whether the relationship is worthy of attention. Scholars and researchers have done a great deal of work on the intersection of the environment and international security.

4. Analyze why the evidence for such a connection is worthy of consideration by international relations scholars and researchers.

5. Provide a succinct summary and effective conclusion.

Learning Objective: 8.3 Describe three ways in which the need for natural resources can create international conflict.

Topic: Natural Resources Difficulty Level: Difficult Skill Level: Analyze It 62. Discuss the demographic transition and explain the various factors involved. In your discussion, be sure to explain why people in poor countries tend to have more children, whereas the rich choose to have fewer children. Finally, explore what is meant by the dilemma of the demographic transition.

Answer: The ideal answer should include: 1. Define the demographic transition.

2. Explain the dynamics of demographic transition. For instance, in the early stages, death rates fall as food supplies increase and access to health care expands. Later, birthrates fall as people become educated, more secure, and more urbanized, and as the status of women in society rises. At the end of the transition, as at the beginning, birthrates and death rates are fairly close to each other, and population growth is limited. But during the transition, when death rates have fallen more than birthrates, population grows rapidly.

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3. Discuss the link between wealth and number of children in a family. Students might mention that under harsh poverty, a child’s survival is not assured, and having many children helps ensure that some survive.

4. Explain the dilemma of the demographic transition. For example, rapid population growth and a child-heavy population are powerful forces lowering per capita income. Yet the best way to slow population growth is to raise per capita income. Population growth thus contributes to a vicious cycle in many poor states. Where population rises at the same rate as overall wealth, the average person is no better off over time. Even when the economy grows faster than the population, so that the average income rises, the total number of poor people may increase.

5. Provide a succinct summary and effective conclusion.

Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Difficult Skill Level: Analyze It 63. What are the historical trends in population growth? What impact does population growth have on resources and international conflict? What policies have states adopted to deal with population growth? Analyze the success of those policies and whether there are other approaches that might be more successful.

Answer: The ideal answer should include: 1. Outline the historical trends in population growth, taking into account the mechanistic continuing expansion of the global population.

2. Explain how resources and international conflict are impacted by population growth.

For instance, not only will water resources potentially dwindle, they will, in turn, be fought over.

3. Discuss policies, such as China’s “one child” policy, adopted by states to deal with population growth.

4. Explore how well those policies have worked, and/or present alternative approaches.

For example, China’s “one child” policy, and the citizenry’s preference for male children, has created a context in which there is a marked gender imbalance, with men finding that there are too few women with whom they might couple.

5. Offer a concise summary and effective conclusion.

Learning Objective: 8.4 Explain the demographic transition and why some states are vulnerable to rapid population growth.

Topic: Population Difficulty Level: Difficult Skill Level: Analyze It 64. According to the text, “New international political possibilities arise from technological developments.” What exactly does this statement mean? What are the implications of advancing technology—pros and cons? What are the costs and benefits of these developments for states and citizens?

Answer: The ideal answer should include: 173 .

1. Outline the meaning of “new international political possibilities.”

2. Explain how such possibilities arise out of technological developments such as communications via telephones, television, films, the Internet, etc.

3. Describe the positive and negative implications of progressing technology, such as varying government viewpoints on the purpose of the Internet.

4. Evaluate the costs and benefits of these developments for states and citizens, such as the ways in which citizens in the Middle East and North Africa benefited from telephones and text messaging in furthering the Arab Spring revolutions.

5. Provide a concise summary and effective conclusion.

Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Difficult Skill Level: Analyze It 65. What does cultural imperialism mean? Who should be concerned about its consequences?

What, if anything, should be done about it? If nothing should be done about it, why not? Support your answer with empirical and logical evidence.

Answer: The ideal answer should include: 1. Define cultural imperialism.

2. Explain who should be concerned about its consequences, such as the introduction of Western values and goods to the detriment of local cultures and local markets.

3. Evaluate what should be done about the spread of cultural imperialism—for instance, acceptance of particular values, such as social openness and tolerance, combined with repulsion of others.

4. Offer a concise summary and effective conclusion.

Learning Objective: 8.5 Explain two ways in which information can be a tool for governments and two ways in which information can be a tool used against governments.

Topic: The Power of Information Difficulty Level: Difficult Skill Level: Analyze It

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