Solution Manual For College English and Business Communication 10th Edition by Camp

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach
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Chapter Outline
Defining Power in Global Politics
Characteristics of Power
The Levels-of-Analysis Approach
Origins and Applicability
Individual-Level Analysis
Human Rationality and Its Limits
Cognitive Factors
Psychological Factors
Sex and Gender
Leadership
State-Level Analysis
Governmental Sources
Societal Factors
System-Level Analysis
Structural Characteristics
Power Relationships
Critical Thinking Questions
Chapter Summary
Chapter Objectives
After reading this chapter, students should be able to:
1. Understand the sources of power in global politics, as well as powers differing
characteristics
2. Comprehend the overall levels-of-analysis approach and its utility for thinking
about the distribution and use of power in global politics
Boyer, Global Politics, 1e
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distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
3. Compare, contrast, and apply the three levels of analysis: individual, state, and
systemic, as well as the key components of each level (including leadership,
sovereignty, and anarchy)
4. Evaluate the relationship between and among the three levels in assessing how power
works in contemporary global politics
5. Analyze the future of human rights and environmental issues in the face of national
resistance to international solutions.
Chapter Glossary
Anarchy A fundamental concept in the study of global politics derived from the
insights of Thomas Hobbes regarding the state of nature, which contends that
global politics is best understood as a self-help struggle for survival between and
among states and other actors given the lack of any effective overarching central
governing authority in the system.
Autarky/autarkic state A completely or nearly completely inwardly directed society
with little or no connections to the outside world.
Authoritarian A government that centralizes and exercises power and administers
society with little or no input from or participation by the governed.
Balance of power A concept that describes the degree of equilibrium (balance) or
disequilibrium (imbalance) of power in the global or regional system.
Behavioralism The study of social and political phenomena using the scientific
method including, but not limited to, hypothesis testing and empirical analysis.
Bipolar system/bipolarity A type of international system with two roughly equal
actors or coalitions of actors that divide the international system into two poles of
power centers.
Bloc Grouping of materially interdependent and (often) ideologically aligned states.
Bounded rationality A concept that suggests the rational choices of individuals are
bound or limited by time pressures, imperfect information, and biases that influence
those choices.
Bureaucracy The bulk of the states administrative structure that continues even
when political leaders change.
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whole or part.
Capabilities In global politics, the power and influence available to an actor as a

Function of its tangible power assets.
Cognitive consistency The tendency of individuals to hold fast to prevailing views
of the world, and to discount contradictory ideas and information in the process.
Cognitive dissonance A discordant psychological state in which an individual
attempts to process information contradicting her or his prevailing understanding of a
subject.
Cold War The confrontation that emerged following World War II between the
bipolar superpowers, the Soviet Union and the United States. Although no direct
conflict took place between these countries, it was an era of great tensions and global
division.
Complex interdependence A term most associated with the liberal theorists Robert
Keohane and Joseph Nye referring to the broad and deep interdependence of issues
and actors in the contemporary global political system, and the ways in which this
condition structures and conditions the conduct of global politics.
Concert of Europe A multipolar arrangement prevailing in Europe through much of
the 19th century in which the major powers committed to a loose agreement to avoid
war with one another while policing disorder and outbreaks of violence with and
among smaller actors in the region.
Credibility The power and influence available to an actor as a function of its ability
and willingness to follow through on commitments and threats.
Democratic A form of government established on the premise that the consent of the
governed is necessary to the exercise of power and administration of society and
that the governed have obligations to participate in the political system.
Frustration-aggression theory A psychologically based theory that frustrated
societies sometimes become collectively aggressive.
Fundamental attribution error (correspondence bias) Overrating personality and
disposition and underrating situational or contextual factors when explaining the
observed behavior of othersand doing the exact opposite in seeking to understand
ones own behavior.
Fungible An economic term referring to the degree of convertibility of currency or
other economic assets into a desired good or service.
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whole or part.
Gender opinion gap The difference between males and females along any one of a
number of dimensions, including foreign policy preferences.
Hard power The use or threatened use of material power assets by an actor to
compel one or more other actors to undertake a desired action, or not undertake an
undesirable one. Hard power relies on coercion
Hegemony Systemic arrangement in which one predominant actor possesses both
the material capabilities and political will to introduce, follow, and enforce a given set
of rules to lend order and structure to the global system. Also requires buy-in from
at least some other actors who stand to benefit from those rules.
Heuristic devices A range of psychological strategies that allow individuals to
simplify complex decisions.
Human development An approach to international development emphasizing the
functioning and capabilities of individuals as an improved means for assessing a
societys overall development.
Idiosyncratic analysis An individual-level analysis approach to decision making that
assumes individuals make foreign policy decisions and that different individuals are
likely to make different decisions.
Individual-level analysis An analytical approach that emphasizes the role of
individuals as either distinct personalities or biological/psychological beings.
Levels of analysis A social scientific approach to the study of global politics that
analyzes phenomena from different perspectives (system, state, individual).
Multipolar system/multipolarity A world political system in which power is
primarily held by four or more international actors.
Munich analogy A prevailing belief among many post-World War II leaders that
appeasement must be avoided at all costsa lesson derived from the concessions
made to Hitler by Britain and France at Munich in 1938.
Norms Unwritten rules, principles, or standards of behavior that create expectations
about how states and individuals ought to behave and interact in the global
community.
Operational code How an individual acts in a given situation, based on a
combination of ones understanding of the nature of politics and fundamental
worldview.
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whole or part.
Optimistic bias The psychological tendency of individualsparticularly those in

positions of power to overrate their own potential for success, and underrate their
own potential for failure.
Overstretch A concept developed by historians that suggests a recurring tendency of
powerful actors to overextend themselves by taking on costly foreign policy
commitments that deplete their finances and generate domestic discord.
Polarity The number of predominantly powerful actors in the global system at any
given point in time.
Political culture A societys general and fundamental practices and attitudes toward
governance and policy, based on historical experience and the values of citizens.
Population aging A scenario in which a large and increasing proportion of a given
society is approaching or at an age in which active participation in public and private
life is unlikely
Rally effect The tendency during a crisis of political and other leaders, legislators,
and the public to give strong support to a chief executive and the policy that leader
has adopted in response to the crisis.
Rational actors The assumption that individuals are prone to make informed and
self-serving choices based on a careful accumulation and weighting of all relevant
information.
Regime type The type of government prevailing in a given society.
Rogue state States that are perceived to be in noncompliance with the majority of
prevailing rules, norms, and laws in the global system and therefore constitute a threat
to order. This may mean, among other things, a state governed by authoritarian rule
that severely restricts human rights, sponsors or condones terrorism, or seeks to
obtain or promote the spread of weapons of mass destruction.
Salience/salient In public opinion research, the issues or questions that are more
meaningful and significant (or matter more) to a greater proportion of people.
Soft power The use or prospective use of material or ideational power assets by an
actor to induce another actor or actors to undertake a desired action, or not undertake
an undesirable one. Soft power relies on persuasion.
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whole or part.
State-level analysis An analytical approach that emphasizes the actions of states and
the internal (domestic) causes of their policies.
State sovereignty A central tenet of global politics that holds that the state has the
sole right to govern its territory and people, free from outside interference.
Statecraft The use of military, economic, diplomatic, and ideational tools in the
pursuit of clearly defined foreign policy interests and objectives.
System-level analysis An analytical approach that emphasizes the importance of the
impact of world conditions (economics, technology, power relationships, and so
forth) on the actions of states and other international actors.
Transaction costs Impediments to commercial or other cooperative ventures
stemming from a lack of trust between and among involved parties rooted in concerns
about the enforceability of agreements.
Transnational Social, political, economic, and cultural activities and processes that
transcend and permeate the borders and authority of states.
Treaty of Westphalia The treaty ending the Thirty Years War (1618-1648), giving
rise to the modern state-based system.
Unipolar system/unipolarity A type of international system that describes a single
country with complete global hegemony or preponderant power.
Chapter Overview and Sample Lecture Outline

This lecture provides students with the content background needed to achieve the chapter
objectives. The objectives numbers link the outline to the objective, and these topics require
detailed information.
I. Defining Power in Global Politics (Objectives 1, 4)
A. Characteristics of Power
1. Power as Asset and Aspiration
2. Hard and Soft Power
3. Absolute and Relative Power
4. Capabilities and Credibility
5. Objective and Subjective Power
6. Situational Power
II. The Levels-of-Analysis Approach (Objectives 2, 3)
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whole or part.
A. Origins and Applicability

III. Individual-Level Analysis (Objectives 3, 4, 5)
A. Human Rationality and Its Limits
1. Human Rationality and Its Limits
a. Bounded Rationality
B. Cognitive Factors
1. Cognitive Consistency
2. Optimistic Bias
3. Heuristic Devices
C. Psychological Factors
1.
Perception and Misperception
D. Sex and Gender
1. Problematizing Gender
E. Leadership
1. Personality
2. Ego and Ambition
3. Worldview and Operational Code
IV. State-Level Analysis (Objectives 3, 4, 5)
A. Governmental Sources
1. State Sovereignty
2. Governmental Authority
3. Military Capabilities
4. Economic Capacity
B. Societal Factors
1. Political Culture
2. Technological Sophistication
3. Geography
4. Demographics
5. Human Development
V. System-Level Analysis (Objectives 3, 4, 5)
A. Structural Characteristics
1. The Organization of Authority
2. Interdependence
B. Power Relationships
1. Polarity
2. Hegemony
3. Social Context
VI.
Chapter Summary
Classroom Analytical Activities And Discussion Questions

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whole or part.
Although the following activities focus on classroom activities, they also can serve as
outside assignments with slight modifications.
1.
Select a current international crisis between two or more countries. Ask students to
consider how they would handle that situation if:
the UN was a powerful world government.
a regional organization such as the EU had extensive powers in that region.
one of the states involved was part of an extensive alliance network.
the issue was one involving an international regime such as air travel or
whaling.
an intergovernmental organization such as the IMF was concerned about this
issue.
a nongovernmental organization such as the Red Cross had significant power
to address this issue.
Debrief by asking students what these different scenarios suggest about how different
types of actors with different amounts of power can influence international political
processes.
2.
Ask students to identify the concerns that theorists who study power and power transitions at the international level may have. Challenge them to support their positions
with historical examples.
3.
Select a current international situation (for instance, a conflict between two

countries). Have students work in small groups in class to explain how they could
resolve the situations using one of the polar systems. Allow the groups to explain their
solutions to the class, including defining the power status of the countries involved, the
rules for the polar system they chose, and why they chose that polar system.
4.
Ask students to write a two-sentence description of their foreign policy views (e.g.,
aggressive/passive; cooperative/uncooperative). Then set up several Risk boards in
a number of different configurations and ask students to discuss the alliances that
they would expect. Assign students to play in teams or as individuals, but, before
they begin, they must share their foreign policy statements with the other players.
Afterward, ask students to discuss how the statements shaped their perceptions of
other players and of the security situation. Also, discuss any differences in
perception that arise between students who played in teams (democratic structures)
and those who played as individuals (authoritarian structures).
5.
Challenge students to describe the international political system of the future. Include
types of actors and their relative strength, number of poles, power distributions among
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whole or part.
them, the norms of behavior, scope and level of interaction, and the geographic factors
that will exist.
6.
In the eighteenth century, Immanuel Kant argued that when citizens have a choice
about going to war they are not likely to fight. Ask the class if they agree with Kant.
Point out to students that war was the popular reaction in the United States to the
terrorist attacks of September 11th, and ask them whether this reaction supports or
contradicts their positions? Have students discuss whether U.S. citizens had a choice
with respect to engaging in the war on terrorism?
7.
Ask students to consider the claim that democracies are unsafe vehicles for foreign
policy formation. Ask what arguments they can make opposing or supporting the
position. Determine which arguments sides are most persuasive and why? Also, have
the students determine evidence that supports the arguments.
8.
Although democracies seem as likely as autocracies to be involved in international

conflicts, they do seem less likely to be at war with each other. Ask students how they
account for this pattern. Determine if they can identify examples of this pattern
operating today.
9.
Encourage students to consider the ways in which American political culture affects
United States foreign policy. Have them identify the aspects of history, its belief
system, and its attitude to the rest of the world that they believe have an impact upon
the making of United States foreign policy. Using this information, challenge the
students to predict elements of United States foreign policy in the postcold war era.
Assign students to follow the news during the semester and determine if any of their
predictions seem to emerge. Ad the end of the semesters, have students discuss their
findings.
10.
Ask the class to identify times they were in a group situation (for example, among
friends or in a club) where groupthink influenced a decision-making process. Ask
them which elements of groupthink are most apparent, and why?
11.
Pose the following question to the class: Do you think that U.S. foreign policy would
be different if we had a woman president and most members of Congress were
women? During class discuss, encourage the students to identify if women have
innately different values from men when it comes to foreign policy? Present the idea
that the events would force women to pursue similar that were similar to the policies of
the men if women occupied positions of power.
12.
Present the fact that some scholars suggest that the worlds situation would improve
if all inhabitants thought of themselves as citizens of the world. Ask if they agree or
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whole or part.
disagree, and explore such questions as:

How might U.S. policy toward the less developed countries be different if
the U.S. had pursued global interests rather than national interests?
How would most U.S. citizens respond to this policy?
How would citizens in Germany, Japan, or France respond if their countries
pursued a similar policy?
Out-Of-Class Activities
1.
Review several sources of news media for the past month. For each international news
item found, note the name of the major actor(s) involved, the type(s) of actor(s), the
issue at hand, the actions taken, and the outcome. Organize your results into a table.
What tentative conclusions might you draw from analyzing this information? How
would your table be different if you used news sources from the 1930s? The 1890s?
What tentative conclusions might you make about the changing nature of actors in
international politics since 1930? Since 1890?
2.
As the 1991 conflict in the Persian Gulf demonstrates, resource distribution can be a
significant factor in international politics. Obtain a list of materials regarded as
essential for U.S. industry and defense. In a table, list those materials, the sources of
them and the percentage of U.S. consumption from each source, the uses of that
material, and our strategic reserves. (Hypothetical example: Uranium; South Africa,
43%; nuclear weapons and energy; 8 months.) Using this information, identify other
world regions or countries where you expect the United States to intervene when
threatened by a hostile power. Defend your answer.
3.
Select a current U.S. foreign policy and study it. Seek to answer the following
questions:
What is its goal?
Do you agree with the goal?
What means achieved that goal?
Do you agree with the means?
Are they the most effective means?
What are the costs and benefits of this policy and the means used to achieve
them?
After reaching an informed conclusion about U.S. policy in this area, express your
support for the current policy or try to change it through whatever methods seem
most appropriate to you.
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whole or part.
4.
Research any contemporary international issue. Analyze and describe the situation from
the perspective of a(n)
Individual-level analyst
State-level analyst
System-level analyst
5.
Research current research on gender behaviors related to power and violence. Apply
this research to predict the impact on international politics of increasing numbers of
women holding elected office around the world.
6.
Gather information about the personality types (e.g., active-passive, positive-negative)

of world leaders. After analyzing the leaders, explain past behaviors and predict future
ones. How accurately does your analysis explain or predict?
Suggestions for Further Reading

Allison, Graham T. and Philip Zelikow. 1999. Essence of Decision: Explaining the
Cuban Missile Crisis. New York: Longman. Analyzes the Cuban missile crisis from
three different perspectives. Demonstrates the importance of understanding bureaucratic
politics as an element of decision making even during a foreign policy crisis.
Axelrod, Robert. 1984. The Evolution of Cooperation. New York: Basic Books. Explains
how cooperation can emerge despite the pursuit of self-interested goals, applying a game
theory framework to interactions among states, businesses, and individuals.
Barber, James David. 1992. The Presidential Character, 4th ed. Englewood Cliffs, NJ:
Prentice Hall. The latest of Barbers studies of presidential behavior based upon the use
of psychological profiles.
Chan, Steve 1997. In Search of Democratic Peace: Problems and Promise. Mershon
International Studies Review 41(1): 59-91. A detailed review of literature and ideas
both for and against democratic peace theory.
Enloe, Cynthia. 1989. Bananas, Beaches and Bases: Making Feminist Sense of International
Politics. Berkeley and Los Angeles: University of California Press. Controversial interpretation that details the effects of the structural position of women, both individually
and as a group, on the international system of diplomacy.
George, Alexander, and Juliette George. 1956. Woodrow Wilson and Colonel House: A
Personality Study. New York: J. Day. A careful study of Woodrow Wilson and how his
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whole or part.
childhood experiences may have influenced his style of governance and his successes and
failures in office.
Gilpin, Robert. 1981. War and Change in World Politics. Cambridge, UK: Cambridge
University Press. An explication of the theory of hegemonic stability, which argues that
the dominance of world politics by one overwhelmingly powerful state will lead to the
maintenance of international stability.
Ikenberry, G. John, ed. 1989. American Foreign Policy: Theoretical Essays. Glenview, IL:
Scott, Foresman. Edited volume with essays presenting different approaches to
understanding the forces that affect U.S. foreign policy making
Jackson, Robert. 2000. The Global Covenant: Human Conduct in a World of States. New
York: Oxford University Press. A comprehensive system-level analysis of the international community that looks at the plethora of issues that influence the system.
Janis, Irving. 1982. Groupthink: Psychological Studies of Policy Decisions, 2nd ed. Boston:
Houghton Mifflin. An analysis of the ways in which peer pressure within groups can
distort decision-making and produce bad or irrational results, even in foreign policy.
Jervis, Robert. 1976. Perception and Misperception in International Politics. Princeton:
Princeton University Press. The author explores the patterns of divergence between perception and reality of foreign policy decision makers.
Lenin, V. I. 1975. Imperialism: The Highest Stage of Capitalism. Moscow: Progress
Publishers. Lenin builds on the writings of Karl Marx to explain imperialism and war as
an outcome of capitalist rivalry that will incorporate all regions of the world into one
world capitalist system.
Neustadt, Richard E., and Ernest R. May. 1986. Thinking in Time: The Uses of History for
Decision Makers. New York: The Free Press. An argument that policy makers should
make better use of historical cases to inform their decision-making, including practical
suggestions on how they can do so effectively.
Nincic, Miroslav. 1992. Democracy and Foreign Policy: The Fallacy of Political Realism.
New York: Columbia University Press. A comprehensive analysis of the links between
the democratic form of government and foreign policy decision-making.
Nye, Joseph S. Jr. 1993. Understanding International Conflicts: An Introduction to Theory
and History. New York: HarperCollins. A concise, well-written, and thoughtful overview
of the logic underlying the study of conflict in world affairs, incorporating both history
and theory.
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whole or part.
Olson, Mancur. 1982. The Rise and Decline of Nations. New Haven, CT: Yale University
Press. The author argues that there is a tendency for interest groups to become entrenched
in domestic politics when there is no war or crisis; without disruption, the state becomes
paralyzed and sclerotic and ultimately loses power relative to other states.
Organski, A.F.K., and Jacek Kugler. 1980. The War Ledger. Chicago: University of Chicago
Press. Presents and empirically tests the power transition theory that war is most likely
to occur when one state is overtaking another in power, thus explaining war as a result of
changes in the structure of the international system.
Singer, Max, and Aaron Wildavsky. 1993. The Real World Order: Zones of Peace, Zones of
Turmoil. Chatham, NJ: Chatham House. The authors divide the world into democratic
zones of peace and nondemocratic zones of turmoil, and present an argument for
multilateral efforts to promote democratic regimes in order to broaden the realm of peace
Sklair, Leslie. 1991. The Sociology of the Global System. Baltimore, MD: The Johns Hopkins
Press. A sociologist analyzes the global system as a single unit in which there exist
common transnational practices that link seemingly distinctive societies.
Starr, Harvey 1992. Democracy and War: Choice, Learning and Security Communities
Journal of Peace Research. 29(2): 207213. An application of rational utility
maximization theory to democratic peace.
Sylvester, Christine. 1994. Feminist Theory and International Relations in a Postmodern
Era. New York: Cambridge University Press. An interesting look at international
relations from a constructionist-feminist perspective.
Waltz, Kenneth. 1954. Man, the State, and War. New York: Columbia University Press. A
careful and well-written text on the different levels at which one can understand and analyze international politics.
Waltz, Kenneth. 1979. Theory of World Politics. Reading, MA: Addison-Wesley. A
modern classic in which the author attempts to develop a system-level theory of
international politics based on microeconomic models of interstate behavior.
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IM 2 | 13
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Test Bank Chapter 2
Multiple-Choice Questions
1.
a.
b.
c.
d.
Ans:
__________ is not a level of analysis?

An individual
The community
The state
The system
d
2.
Individual-level analysis studies the decision-making process of people in all of

these aspects except
as a species.
in groups.
by ethnicity.
idiosyncratically.
c
a.
b.
c.
d.
Ans:
3.
a.
b.
c.
d.
Ans:
Bounded rationality gets its name because it recognizes that

that there is no irrationality in cognitive decision making.
that cognition is more important than emotion in decision-making processes.
that there are internal and external boundaries that limit what a decision maker
knows.
bureaucracy is important in the decision making process.
c
4.
a.
b.
c.
d.
Ans:
Cognitive consistency refers to

discounting ideas and information that contradict existing views.
making decisions the same way they were made in the past.
assuming that things will work out for the best.
believing that current events are comparable to past events.
a
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whole or part.
5.
a.
b.
c.
d.
Ans:
6.
a.
b.
c.
d.
Ans:
7.
a.
b.
c.
d.
Ans:
8.
a.
b.
c.
d.
Ans:
9.
Saddam Hussein employed the __________ mental strategy in 2003 in arguing

that Iraq would be able to repel a U.S. invasion.
wishful thinking
stereotyping
sacrificing
cognitive consistency
a
A Mental shortcut that helps one make decisions more easily by allowing her or
him to skip the effort of gathering considerable information and analyzing it
thoroughly are known as
stereotypes.
heuristic devices.
groupthink.
wishful thinking.
b
Making decisions by drawing comparisons between new situations and past
situations is the use of
stereotypes.
analogies.
cognitive consistency.
groupthink.
b
The Munich analogy refers to comparisons between current events and the
political weakening of Munich in the process of building the German state.
appeasement of Hitler by France and Great Britain at the 1938 Munich Conference.
dissatisfaction Germany faced with the peace agreement ending World War I.
overextension of the Roman Empire as it struggled to conquer what is today
southern Germany.
b
a.
b.
c.
d.
Ans:
__________ would not be considered a biological explanation for imperfect

rationality in foreign policy.
Gender
Instinct
Innate emotional responses
Territoriality
a
10.
a.
b.
c.
d.
Which biological trait has been linked to causes of war?

the fight or flight response
physical differences in appearance
territoriality
the need to protect ones offspring
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whole or part.
Ans:
11.
a.
b.
c.
d.
Ans:
The public support that President Bush received for the use of military force to fight
terrorism following the September 11 attacks is known as a
crisis response.
rally effect.
leader-citizen opinion gap.
state-level response.
b
12.
a.
b.
c.
d.
Ans:
Evidence of gender differences related to foreign policy can be seen in

groupthink.
perceptions.
gender stereotypes.
the gender opinion gap.
d
13.
a.
b.
c.
d.
Ans:
When it comes to war, research shows that

men and women have an unfavorable view of war.
women hold a more favorable view of war than men hold.
men and women hold a favorable view of war.
men hold a more favorable view of war than women hold.
d
14.
Each of the following is an important factor related to the operation of political

systems except
norms.
economic realities.
election structure.
power relationships.
c
a.
b.
c.
d.
Ans:
15.
a.
b.
c.
d.
Ans:
16.
a.
b.
c.
d.
Former Secretary of State Henry Kissinger described the foreign policy making
process as
a calm, cerebral process.
a clash of ideas and a test of political power.
an irrational unintelligible mess.
a tough but orderly debate between important actors.
c
__________ assumes that individuals make foreign policy decisions and different
individuals are likely to make different decisions.
Structural analysis
Idiosyncratic analysis
Bipolar analysis
None of the above is correct.
IM 2 | 17
whole or part.
Ans:
17.
How an individual acts in a given situation, based on a combination of ones

understanding of the nature of politics and fundamental worldview is called a(n)
operational bias.
operational code.
optimistic bias.
b
a.
b.
c.
d.
Ans:
18.
a.
b.
c.
d.
Ans:
19.
a.
b.
c.
d.
Ans:
20.
a.
b.
c.
d.
Ans:
A state governed by authoritarian rule that severely restricts human rights and
sponsors or condones terrorism may be called a(n)
rogue state
antagonistic state
non-compliant state
All the above are correct
a
Operational code analysis allows diplomats to assess how a leaders propensities
for choosing __________ can help diplomats understand the leaders decisions and
actions.
rewards
threats
force
All the above are correct.
d
Thinking about the ability of the state to control information flow is an example
of
system-level analysis.
individual-level analysis.
state-level analysis.
None of the above are correct.
c
21.
The idiosyncratic analysis
a.
places an emphasis on groupthink.
b.
assumes that all leaders will react in the same way to certain situations.
c.
assumes that different leaders will react differently to similar situations.
d.
emphasizes the effect of role on individual behavior.
Ans: c
Page: 62
22.
a.
b.
Barbers __________ personality type describes President Clinton.

active-negative
active-positive
IM 2 | 18
whole or part.
c.
d.
Ans:
passive-negative
passive-positive
b
23.
a.
b.
c.
d.
Ans:
Negative personality types are prone to see opponents as

enemies.
potential allies.
irrelevant
weak.
a
24.
a.
b.
c.
d.
Ans:
Bill Clinton is a prime example of

active-negative personality.
active-positive personality.
passive-positive personality.
passive-negative personality.
b
25.
a.
b.
c.
d.
Ans:
The more active a leader is in seeking and using power, the

criticism s/he is likely to encounter.
more popular support s/he is likely to receive.
less popular support s/he is likely to receive.
more criticism s/he is likely to encounter.
d
26.
a.
b.
c.
d.
Ans:
The use of military, economic, diplomatic, and ideational tools by in the pursuit
of foreign policy interests and objectives is called
diplomacy.
statecraft.
strategic planning.
b
27.
a.
b.
c.
d.
Ans:
The type of government prevailing in a given society is labeled as a

state-level analysis.
regime type.
authoritarian regime.
b
28.
a.
b.
c.
d.
Ans:
An authoritarian government is more likely than a democratic government to have

foreign policy centered in a narrow segment of the government.
more open input from legislators, the media, and public opinion.
more foreign policies.
more issue areas.
a
IM 2 | 19
whole or part.
29.
a.
b.
c.
d.
Ans:
In public opinion research, the issues or questions that matter more to people
are called
hot button issues.
kitchen-table issues
salient issues.
c
30.
a.
b.
c.
d.
Ans:
During a crisis situation, public support of a leader tends to

depend on how the public views the leaders decisions.
increase regardless of political party affiliation.
decrease regardless of political party affiliation.
remain split by political party affiliation.
b
31.
In a _____, the administrative structure will continues even when political leaders
change.
system-level analysis
bureaucracy
government
b
a.
b.
c.
d.
Ans:
32.
a.
b.
c.
d.
Ans:
The tendency of individuals to hold fast to prevailing views of the world, and to
discount contradictory ideas and information in the process is called
psychological balance.
cognitive distress.
cognitive consistency.
c
33.
a.
b.
c.
d.
Ans:
The American belief that American society is in some way superior is known as
American Exceptionalism.
Arrogant Americanism.
Sinocentrism.
Missonaryism.
a
34.
Optimistic bias is the psychological tendency of individuals particularly those

in positions of power to
underrate their own potential for success and underrate their own potential for
failure.
overrate their own potential for success and overrate their own potential for
failure.
overrate their own potential for success and underrate their own potential for
a.
b.
c.
IM 2 | 20
whole or part.
d.
Ans:
35.
failure.
c
a.
b.
c.
d.
Ans:
The Chinese belief that China is the political and cultural center of the world is
known as
Shiism.
Sinocentrism.
Absolutism.
Maoism.
b
36.
a.
b.
c.
d.
Ans:
Stereotypes are one type of

cognitive dissonance.
worldview.
heuristic device.
c
37.
a.
b.
c.
d.
Ans:
A psychological state in which an individual attempts to process information

that contradicts their prevailing understanding of a subject is called
cognitive stress
conflict
cognitive dissonance.
c
38.
a.
b.
c.
d.
Ans:
A prevailing belief that appeasement must be avoided at all costs is called the
Paris analogy.
Munich analogy.
London analogy.
b
39.
a.
b.
c.
d.
Ans:
System-level analysis adopts a

top-down approach to studying world politics.
bottom-up approach to studying world politics.
subjective approach to studying world politics.
normative approach to studying world politics.
a
40.
a.
b.
c.
Frustration-aggression theory states that

frustrated societies have more higher crime rates.
frustrated societies sometimes become less aggressive.
frustrated societies sometimes become collectively aggressive.
IM 2 | 21
whole or part.
d.
Ans:

c
41.
a.
b.
c.
d.
Ans:
Overrating personality and disposition and underrating situational or contextual

factors when explaining the observed behavior of others is called
fundamental attribution error.
correspondence bias.
disproportionate weighting.
a and b are correct.
d
42.
a.
b.
c.
d.
Ans:
The traditional concept of sovereignty means that states

must conform to international behavior.
answer to the U.N. over domestic behavior.
have the sole right to govern its people and territory.
have the authority to rule by anarchy.
c
43.
An anarchic system means that states have
a.
international authorities to settle disputes.
b.
broken away from the world government created after World

War I.
c.
no overarching authority to make rules, settle disputes, and

provide protection.
d.
autonomy, but report to sovereign organizations like the United Nations,

International Monetary Fund, and International Criminal Court.
c
Ans:
44.
a.
b.
c.
d.
Ans:
45.
a.
b.
c.
d.
In 2006, the World Trade Organization (WTO) ruled in favor of a U.S. allegation
that the European Union (EU) was violating trade rules. Such procedures by IGOs
provide evidence for the
anarchical nature of the international system.
increasingly horizontal authority structure.
increase of sovereignty.
decline of sovereignty.
d
By-products of fundamental attribution error include a
tendency to perceive opponents as more threatening than they are.
tendency to perceive the behavior of others as more planned and coordinated than
ours.
difficulty in understanding others perceptions.
IM 2 | 22
whole or part.
Ans:
46.
a.
b.
c.
d.
Ans:
Because of economic interdependence

countries no longer need to trade.
weak countries are becoming dependent on strong countries.
even strong countries are dependent upon trade.
the frequency of international interactions is decreasing.
c
47.
a.
b.
c.
d.
Ans:
Increased interdependence has been advanced by all of the following except.

financial interactions.
modern telecommunications.
increased foreign travel.
increased international conflict.
d
48.
a.
b.
c.
d.
Ans:
__________ would not be a pole in an international system?

A single powerful state
An alliance of states
A global or regional IGO
Two powerful and competitive countries
d
49.
a.
b.
c.
d.
Ans:
How many poles would be present if a world government governed the

international system?
one
two
three
four or more
a
50.
a.
b.
c.
d.
Ans:
Cold war hostility between the USSR and the United States is an example of a
unipolar system.
bipolar system.
tripolar system.
multipolar system.
b
51.
Some scholars believe that the number of power poles in existence at any one
time
does not significantly affect the international system.
helps determine how the market is likely to act.
helps determine how countries are likely to act.
helps predict environmental policy.
c
a.
b.
c.
d.
Ans:
IM 2 | 23
whole or part.
52.
a.
b.
c.
d.
Ans:
Some scholars believe that a unipolar system will be peaceful only if

the hegemonic power acts like a hegemonic power.
all countries disarm.
a policy of free trade exists.
a policy of fair trade exists
a
53.
a.
b.
c.
The rules of the game in a unipolar system suggest

that lesser powers never try to escape dominance.
that lesser powers try to escape dominance.
the greater power may gradually attempt to lessen or eliminate the autonomy of
the lesser powers.
b and c are correct.
d
d.
Ans:
54.
a.
b.
c.
d.
Ans:
55.
a.
b.
c.
d.
Ans:
The power and influence of individuals in world politics is the worldview and
__________ of influential leaders.
position
operational code
strategy
b
__________ emphasizes the characteristics of states and how they make foreign
policy choices and implement them.
State-level analysis
Individual-level analysis
System-level analysis.
a
56.
If the United States were to impose tariff hikes and other sanctions on Beijing, both the
Chinese and the U.S. economy would be damaged. This economic reality provides an
example of
a.
a two-level game.
b.
norms.
c.
state analysis.
d.
interdependence.
Ans: d
57.
a.
b.
c.
d.
At the systemic level, considerations of powerful actors in the system, as well as

__________ heavily influence the practice of global politics at any point in time.
rituals and functions.
context and personality.
dominant norms and ideas.
IM 2 | 24
whole or part.
Ans:
58.
a.
b.
c.
d.
Ans:
A __________ describes a single country with complete global hegemony or

preponderant power.
unipolar system
bipolar system
polar system
a
59.
a.
b.
c.
d.
Ans:
Norms exert __________ in the international system.

little power
variable power
significant constraint on state behavior
a universally accepted set of rules
c
60.
a.
b.
c.
d.
Ans:
__________ likely kept the United States from using nuclear weapons in Iraq?
Norms
Groupthink
Biopolitics
Ethology
a
True/False Questions
61.
Ans:
A stereotype is a type of heuristic device.

T
62.
Ans:
Territorial disputes between neighboring countries are a common cause of war.

T
63.
Ans:
Women and men differ in their attitudes toward the use of military force.
T
64.
Ans:
There is a possibility that some differences in political behavior are related to

gender.
T
65.
Ans:
The worst combination of personality types for a leader is passive-negative.

F
66.
Domestic factors cannot, by definition, play a role in determining the shape of the
international system.
F
Ans:
IM 2 | 25
whole or part.
67.
Ans:
68.
Ans:
69.
Ans:
70.
Ans:
State-level analysis is mostly concerned with how the international system affects
states.
F
Authoritarian governments are more likely to control foreign policy from within a
small group of people.
T
The international system would best be characterized as having a horizontal
authority structure.
T
Public opinion can act as a constraint on the policy-making power of the chief
executive.
T
71.
A system-level analyst would argue that a system operates with a degree of

regularity based on structural characteristics.
Ans: T
Page: 69-70
72.
Ans:
The current system can be described as a state-centric system.

T
73.
Ans:
The United States is heavily dependent on other countries for sources of products
that it needs and as markets for products that it sells.
T
74.
Ans:
Bipolar systems are characterized by acute hostility between poles.

T
75.
Values and norms are becoming less important to international conduct and are
growing more disparate.
F
Ans:
Short Answer Questions

76.
Ans:
List the three levels of analysis.

Individual-level, state-level, and system-level
77.
Ans:
List three ways of coping with cognitive limits.

Seeking cognitive consistency; relying on wishful thinking; using heuristic devices
78.
Ans:
Name two ways in which gender might affect international relations.

Gender opinion gap, female leaders and fewer incidents of conflict
IM 2 | 26
whole or part.
79.
Ans:
Name two presidents of the U.S. who were active-negative personalities.

Richard M. Nixon; Lyndon B. Johnson
80.
Ans:
List some tendencies of active-negative personalities.

Symptoms of delusion; striking out at enemies; bunker mentalities
81.
Name the five basic personal characteristics that can influence individual decision
makers.
Personality, physical and mental health, ego and ambition, political history
and personal experiences, and perceptions
Ans:
82.
Ans:
What are the main foci for state-level analysts?

State-level analysts emphasize national states and their internal processes as the
primary determinants of world affairs; they emphasize the characteristics of
states and how they make foreign policy choices and implement them.
83.
Ans:
List characteristics of a rogue state.

Governed by authoritarian rule; restricts human rights; sponsors or condones
terrorism; seeks to obtain or promote the spread of weapons of mass
destruction.
84.
List two reasons why President Bush received overwhelming support to fight
terrorism
The nation was faced with a crisis situation; the rally effect led to increased
public support; the legislature displayed a unified front.
Ans:
85.
Ans:
Outline the differences in foreign policy decision making between authoritarian and
democratic governments.
In authoritarian states foreign policy is centered in a narrow segment of the
government. Democracies have more inputs for many aspects of society,
(legislatures, interest groups and bureaucracies.)
86.
Ans:
Name three of the system level characteristics that determine how systems operate.
Power relationships, economic realities, norms, and structural characteristics
87.
Define the difference between a vertical authority structure and a horizontal

authority structure.
Provide an example of each.
Vertical: subordinate units are substantially regulated by higher levels of
authority (e.g. the classroom). Horizontal: a system with only a few or no higher
authorities and power is fragmented (e.g. the international system).
Ans:
88.
Ans:
Why is the international system considered a state-centric system?

The international system has a horizontal authority structure based on the
sovereignty of states. No overarching authority exists above the states.
IM 2 | 27
whole or part.
89.
Ans:
90.
Ans:
Define what is meant by power pole. List two types of actors that can be power
poles.
An actor that has considerable strength in the international system and plays a role
in determining the rules and operation of the system. Types include 1) a single
country or empire, 2) an alliance, 3) a global IGO, and 4) a regional IGO.
Name two economic realities that help shape the behavior of the international
system, and provide an example of how each has affected international politics.
Level of economic interdependence (U.S. policy toward China); where natural
resources are produced and consumed (United States and others acting to
protect Kuwaits oil supplies).
Essay Questions
91.
Ans:
92.
Ans:
93.
Ans:
94.
Ans:
Explain what is meant by the individual level of analysis in world politics. What
international phenomena does this level help us to understand? Include examples of
circumstances or events that are most appropriately addressed at the individual
level.
The answer should focus on distinguishing the individual level of analysis,
mentioning all three approaches discussed in the text. It should also discuss the utility
of the individual level when state- or system-level analysis cannot help explain
the behavior.
What are heuristic devices and why are they used? In your answer be sure to give
examples of such devices as they are used in politics today.
Heuristic devices are one tool that humans use to deal with their cognitive
limitations. More specifically, these are mental shortcuts that help us make
decisions more easily by allowing us to skip the effort of gathering considerable
information and analyzing it thoroughly. Two examples of heuristics devices are
stereotypes and analogies. Since September 11, 2001, Islam has been
stereotypically (and inaccurately) linked to terrorism. We have also heard recent
analogies analyzing the war in Iraq as another Vietnam. Students may mention
the Munich analogy from the textbook.
Discuss whether President George W. Bush was active-positive or positivepassive.
One assessment is an activepositive personality who like the job, showed energy,
and focused on issues; the other assessment is positive-passive who showed energy,
like the job, but delegated authority to members of his administration
Describe the characteristics of individual leaders that can influence their behavior
and decisions.
The answer should discuss personality, physical and mental health, ego and
ambition, sense of political history and personal experiences, and
perceptions. A strong answer will provide illustrations based on actual leaders.
IM 2 | 28
whole or part.
95.
Ans:
Discuss the nature of state-level analysis.

The answer should emphasize the primacy of the state and the role of its
subnational actors. It also should describe the influence of regime type, domestic
factors, gender, and the type of situation and issue.
96.
How does a countrys political culture influence the foreign policy decisions of
that state?
Eachcountrysforeignpolicytendstoreflectitspoliticalculture.Thisconcept
representsasocietyswidelyheld,traditionalvaluesthatreflectanational
historicalexperienceandnationalbeliefsystem.Leaderstendtoformulate
policiesthatarecompatiblewiththeirsocietyspoliticalculturebecausethe
leaderssharemanyorallofthosevalues.Eveniftheydonotshareaparticular
value,leaderswanttoavoidthebacklashthatadoptingpoliciescountertothe
politicalculturemightcause.Toanalyzeanycountryspoliticalculture,you
wouldlookintosuchthingsashowapeoplefeelaboutthemselvesandtheir
country,howtheyviewothers,whatroletheythinktheircountryshouldplayin
theworld,andwhattheyseeasmoralbehavior.
Ans:
97. Describe how the type of issue area determine the constrains faced by political executives
Ans: The answer should argue that some issues draw very little public attention and
have few interest groups that would be concerned with the policy. Thus, when
no domestic actors are concerned with the policy a leader has greater ability
to shape a policy. A good answer will include references to intermestic policies
and will give examples.
98. Describe the nature of system-level analysis. In your answer, compare system-level
analysis with other levels of analysis, including a discussion of the advantages and
disadvantages of examining international political phenomena from the system
level.
Ans: The answer should discuss a system as a set of interacting parts and should
describe the important components of systems, such as actors and power
distribution. Advantages of system-level analysis include prediction and the big
picture viewpoint, but often with the loss of detail and insight that comes from
individual- and state-levels of analysis.
99. Discuss the position of the United States as the hegemonic power in a unipolar system.
Does this system provide stability or instability?
Ans: A good answer will describe the hegemonic position and address both sides of the
debate, citing reasons that the unipolar system may lead to more violence or will
have consequent positive effects.
100. Why are norms an important feature of the international system? Do they remain
constant over time?
Ans: Norms are standards and/or values that help to define moral, ethical, and socially
appropriate behavior in a given society. They are the unwritten rules of human
IM 2 | 29
whole or part.
interaction at all levels, personally, nationally, and even globally, and they often
are backed by international treaties and conventions, and such internationally
backed norms become important in anarchic systems. Inthissense,normshelpto
createsomedegreeofpredictabilityinthesystem.Norms,however,arenotstatic
andcanchange.ManynonWesterncountries,forinstance,arechallengingsome
ofthecurrentnormsofthesystem,mostofwhicharerootedinWesternculture.
Somecurrentlychallengedconcepts,forexample,includetheWesternnotion
ofdemocracyandhumanrights.
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Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

FOR MORE OF THIS COURSE AND ANY

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

Boyer, Global Politics, 1e

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

Capabilities In global politics, the power and influence available to an actor as a

Boyer, Global Politics, 1e

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

Optimistic bias The psychological tendency of individualsparticularly those in

Boyer, Global Politics, 1e

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

Chapter Overview and Sample Lecture Outline

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

A. Origins and Applicability

Classroom Analytical Activities And Discussion Questions

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

Select a current international situation (for instance, a conflict between two

Boyer, Global Politics, 1e

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

Although democracies seem as likely as autocracies to be involved in international

Boyer, Global Politics, 1e

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

disagree, and explore such questions as:

Boyer, Global Politics, 1e

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

Gather information about the personality types (e.g., active-passive, positive-negative)

Suggestions for Further Reading

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

Boyer, Global Politics, 1e

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

Hi, hope you are having a great day

Boyer, Global Politics, 1e

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

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Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

FOR MORE OF THIS COURSE AND ANY

__________ is not a level of analysis?

Individual-level analysis studies the decision-making process of people in all of

Bounded rationality gets its name because it recognizes that

Cognitive consistency refers to

Boyer, Global Politics, 1e

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

Saddam Hussein employed the __________ mental strategy in 2003 in arguing

__________ would not be considered a biological explanation for imperfect

Which biological trait has been linked to causes of war?

Boyer, Global Politics, 1e

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

Evidence of gender differences related to foreign policy can be seen in

When it comes to war, research shows that

Each of the following is an important factor related to the operation of political

Boyer, Global Politics, 1e

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

How an individual acts in a given situation, based on a combination of ones

Barbers __________ personality type describes President Clinton.

Boyer, Global Politics, 1e

Chapter 2: Interpreting Power: A Levels-of-Analysis Approach

Negative personality types are prone to see opponents as

Bill Clinton is a prime example of