Applying the Strategic Perspective, 4e
Solution Manual
Introduction
Exercise I1.
Objective:
Distinguish between theory assumptions and frequent research topics; make inferences
about theoretical foundations of works from their titles.
a
)
L
e
)
N
R
b) C
f) see below
c
)
N
R
g
)
N
R
d) C
h) C
["State Power and International Trade," for example, draws responses of L from students who see
the topic as being 'trade', which is a frequent topic for liberal scholars. Liberals, however, would not
expect power to matter in trade, so the 'State Power' component should trigger NR (neorealist).
Item f ("Between Regimes and Realism  Transnational Agenda Setting: Soviet Compliance with
CSCE Human Rights Norms") is intentionally inserted as an ambiguous case; it allows excellent
discussion of how the theories may complement one another. The latter nicely previews Exercise I
3.
Instructors should note
that the book's treatment of liberalism primarily addresses regimes,
cooperation, and international law; it does not explicitly address the underlying assumptions about
absolute gains, but it does note that liberalism assumes hierarchy as a structural element.]
Exercise I2.
Objective:
Apply core propositions of strategic perspective to current or familiar events.
Answers will vary.
Exercise I3.
Objective:
Identify roles for power, perceptions, and preferences in actual and hypothetical situations.
Answers will vary.
Chapter 1
Notes:
Exercise 3 contains a Challenge problem. In the early part of the term, encourage all
students to try the Challenges. None are particularly hard, but they usually do require taking one
logically straightforward step beyond what the student has already been explicitly told or taught to
do. Early success coupled with positive reinforcement will significantly increase students' confidence
about the mathematical approach to studying politics; this will be particularly true for many women.
This chapter contains three exercises designed to increase student comfort with mathematical
notation. In these exercises I also introduce notation elements and conventions, and briefly review
math concepts, as appropriate. Some instructors will wish to assign only one or two of these for
grading convenience; in terms of relative importance to later concepts, I recommend assigning
Exercise 2 first and Exercise 3 next. Exercise 1 is least important conceptually but it will be a
confidence builder for many hesitant students and those with visual learning styles.
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View Full DocumentExercise 11.
Objective:
Derive the relationship between the size of W and the value of private goods.
a) W
≤
S
b) r = f + n + ty
[Students may not grasp the reason for multiplying the tax rate times the output.
You may also wish to inform them of the convention in economics to denote national output with
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 Spring '06
 MAOZ
 Game Theory, Utility, World War II, Cold War

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