Poli-243 Second Midterm Winter 2006

Poli-243 Second - material they do not require any specific knowledge of the countries or substantive issues referred to in the questions 1 Between

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
Prof. Brawley Poli 243 McGill University Winter 2006 SECOND MIDTERM EXAMINATION Directions: The exam must be completed in the time allotted for class (i.e. between 9:35 and 10:25). The room must be vacated before 10:30, so exams will not be accepted after that time. Include the name of your TA on the cover of your exam booklet. If you write the exam in French, please also mark this on the outside of the exam. Students may retain this question sheet. Part I. IDENTIFICATIONS (worth 5% of the total course mark) Answer any TWO . Each item below represents an important concept, example, or contributor to international political economy. Briefly explain what the significance of the item or person is for this class. CPR ISI ecu Uruguay Round Delors Committtee Part II. ESSAY (worth 20% of the total course mark) Answer ONE . Be sure to answer all parts of the question. Readings should be cited where appropriate. Remember that these questions are hypothetical, and designed to test your knowledge of abstract
Background image of page 1
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: material; they do not require any specific knowledge of the countries or substantive issues referred to in the questions. 1. Between 1879 and 1896, the National Policy served the Tories well. How? How would you explain the success of this policy, in political terms? Why didn’t the Liberals dump the National Policy when they came into office? 2. It is often said system-level theories represent a trade-off between generalizability and accuracy. What can system-level theories tell us about Canada’s decision to pursue a bilateral free trade deal with the U.S. in the 1980s? To get the most accurate description, what other level of analysis would you turn to? 3. When South Korea switched to EOI, did it have a choice? Do we need to include lower levels of analysis in a broad description of this decision, or did system-level forces merely dictate the switch in development strategies?...
View Full Document

This note was uploaded on 02/27/2012 for the course BUSINESS 101 taught by Professor All during the Spring '09 term at McGill.

Ask a homework question - tutors are online