Xalqaro munosabatlar

data/examples/cases. Actors of IR (groups of interest in IR): «NETWORK COMMUNITIES» or UPON
STUDENT’S CHOICE
38. 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] ALGERIA, BANGLADESH, CHINA, EGYPT or UPON STUDENT’S CHOICE
39. 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] AFGHANISTAN, ARGENTINA, FINLAND, GREECE or UPON STUDENT’S CHOICE

---

Xalqaro munosabatlar
40. 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] EU, BRAZIL, HUNGARY, IRAQ or UPON STUDENT’S CHOICE
41. 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] INDIA, JAPAN, KYRGYZSTAN, MOROCCO or UPON STUDENT’S CHOICE
42. TASK – 2. Reflection on scholar's postulates. Provide your answer with relevant data/examples/cases