Xalqaro munosabatlar

2006, pp. 781–810] AUSTRIA, BULGARIA, CANADA, DENMARK or UPON STUDENT’S CHOICE
47. TASK – 2. Reflection on scholar's postulates. Provide your answer with relevant data/examples/cases
to ‘coercion’, ‘competition’, ‘learning’, and ‘emulation’ [Beth A. Simmons, Frank Dobbin, and Geoffrey
Garrett. Introduction: The International. Diffusion of Liberalism // International Organization, 60, Fall
2006, pp. 781–810] CUBA, GERMANY, INDONESIA, KAZAKHSTAN or UPON STUDENT’S CHOICE
48. TASK – 2. Reflection on scholar's postulates. Provide your answer with relevant data/examples/cases
to ‘coercion’, ‘competition’, ‘learning’, and ‘emulation’ [Beth A. Simmons, Frank Dobbin, and Geoffrey
Garrett. Introduction: The International. Diffusion of Liberalism // International Organization, 60, Fall
2006, pp. 781–810] IRELAND, KUWAIT, MALAYSIA, UNITED STATES OF AMERICA or UPON
STUDENT’S CHOICE

---

Xalqaro munosabatlar
49. TASK – 2. Reflection on scholar's postulates. Provide your answer with relevant data/examples/cases
to ‘coercion’, ‘competition’, ‘learning’, and ‘emulation’ [Beth A. Simmons, Frank Dobbin, and Geoffrey
Garrett. Introduction: The International. Diffusion of Liberalism // International Organization, 60, Fall
2006, pp. 781–810] SERBIA, PORTUGAL, YEMEN, SINGAPORE or UPON STUDENT’S CHOICE
50. TASK – 2. Reflection on scholar's postulates. Provide your answer with relevant data/examples/cases
to ‘coercion’, ‘competition’, ‘learning’, and ‘emulation’ [Beth A. Simmons, Frank Dobbin, and Geoffrey
Garrett. Introduction: The International. Diffusion of Liberalism // International Organization, 60, Fall
2006, pp. 781–810] SPAIN, SUDAN, TURKEY, UNITED KINGDOM OF GREAT BRITAIN AND
NORTHERN IRELAND or UPON STUDENT’S CHOICE