Xalqaro munosabatlar

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] NETHERLANDS, OMAN, REPUBLIC OF KOREA, SAUDI ARABIA or UPON
STUDENT’S CHOICE
43. 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] PAKISTAN, NORWAY, JORDAN, ISRAEL or UPON STUDENT’S CHOICE
44. 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] LEBANON, ITALY, IRAN (ISLAMIC REPUBLIC OF), FRANCE or UPON STUDENT’S
CHOICE
45. 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] ARMENIA, BAHRAIN, BELGIUM, BELARUS or UPON STUDENT’S CHOICE
46. 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