ࡱ>   jobjbj *`_`_Bg' - - - - -4-4-4-8l-L.|4-F4/H|3(3334C5<5 F F F F F F F$bIL-F -54455-F - -33BF8885F -3 -3F85F88rKATA`sH5RAEXF0FAL76LAAL -B55855555-F-F7555F5555L555555555X +: ƵChicago  SEQ CHAPTER \h \r 1Department of Political Science PLSC 102: International Relations in an Age of Globalization Spring 2020 Professor: Chris Hasselmann Class: MWF, 2:45-3:35 PM Mundelein Center, Room 1410 Office Hours: Coffey Hall, Room 402 MWF, Noon 1 PM, and by appointment Email:  HYPERLINK "mailto:hasselmannc@net.elmhurst.edu" chasselmann@luc.edu This course introduces students to the study of world politics, and the approaches political scientists use to understand international relations, with a primary focus on the events of the 20th century and their implications for the 21st. There are competing explanations for most interesting puzzles in international relations, and this course is designed to help you develop a toolkit with which you can better explore and understand these alternative explanations. The goal is for you to develop the critical skills necessary to determine for yourself which explanations you find most compelling. Tagged Course This course has been tagged as part of the Peace Studies program and counts toward the minor in the Peace Studies (PAX), assuming a grade of at least a C- is achieved. For more info, see  HYPERLINK "http://www.luc.edu/peace" www.luc.edu/peace This course has also been tagged as part of the Global and International Studies program and counts towards its major or minor, assuming a grade of at least a C-. For more information, see  HYPERLINK "/gist/" /gist/. Double majors/minors in PLSC and GIST can double count this course towards both sets of degree requirements. Policy on Technology in the Classroom There is a growing  HYPERLINK "https://www.nytimes.com/2017/11/22/business/laptops-not-during-lecture-or-meeting.html?" consensus that the use of laptops, tablets, and cellphones in the classroom by students is counterproductive. First, they distract others around you by forcing them to observe your screen rather than just the lecture and class going on around them. Second, too many screen users are watching soccer matches, checking in with Snapchat, and playing the occasional game of Solitaire. Third, the use of such tech turns users into transcription zombies rather than thinkers; you are better off rephrasing the concepts in your own words than trying to create a running, verbatim transcript. These findings have all been empirical demonstrated. One of the earliest studies, the Laptop and the Lecture, took place at Cornell University in 2003. It allowed half the class unfettered access to laptops and the internet while the other half was required to keep their laptops closed and use a good old fashioned pen or pencil. The pen and pencil set did better on the post-lecture quiz. Since pop-up quizzes are not the best outcome measure, follow-up  HYPERLINK "https://journals.sagepub.com/doi/10.1177/0956797614524581" studies at Princeton and Berkeley used the same random assignment but provided the quiz a week later to give students time to review their notes. While the typists took more detailed and precise notes, they also preformed worse on the quiz. In short, the pen is mightier than the keyboard for nearly everyone. That said, some students do benefit from typing, and some students with disabilities or injuries may need to use such tech in the classroom even if only on a temporary basis. Therefore, the following rules will apply in this course; additional rules will be discussed and considered as a group on the first day of class. Rule 1: No cell phones are allowed out in class unless you are making an audio recording of the lecture, in which case you will need to place your phone up front on the desk. Besides removing temptation, you will get better audio quality from 5 feet than you will from 20. For what it is worth, I don't recommend this approach; you are better off taking hand written notes at the time rather than spending another 75 or 50 minutes listening to the whole class again later. It is a highly inefficient use of your time. Rule 2: As this class includes small group and paired discussion breakouts, I will occasionally insist on a complete screens down/off approach. You are meant to engage with each other during these times, not to take notes, check your email, or surf the web. Assignments There are five assignments in this class. First, an in-class midterm will be held on February 7th and consist of four sections: short-answer identifications, true/false, multiple-choice, and matching questions. Students will be able to skipped two questions per section, providing some degree of choice within the exam. This first exam is scheduled early in the semester to give students early feed back on their progress in the course. The subject matter will focus on theories of IR. Second, another exam will be given in class on March 20th. The format will be the same as the earlier exam, but will only cover material since the previous exam (i.e., the exams are not cumulative). Third, students will download from the assignments section of  HYPERLINK "https://sakai.luc.edu/" Sakai the Article Summary Sheet, complete it electronically, and resubmit it to Sakai by February 5th. Students should also print this completed sheet and bring it to class on February 5th where we will review the articles methodology and argument in closer detail. Sakai is set up such that this assignment cannot be turned in late; failure to complete it prior to class will result in a zero for 10% of your course grade. This assignment will not be accepted after class begins on the 5th. Fourth, a review essay of an article is due on April 1st. Students will choose from one of four articles listed on the Review Article assignment page listed in  HYPERLINK "https://sakai.luc.edu/" Sakai. The review should 1) briefly summarize the central question or issue as well as the main thesis proposed, 2) identify the relative strengths and weaknesses of the arguments and/or data offered in support of that thesis, and 3) provide your own critical reflection as how compelling you found the article overall. Finally, students should address what they see as ways to generalize the findings presented and apply them elsewhere. In other words, given what this article presents, where might we go from here? The paper should be 3-5 pages in length. Finally, a final exam will be held on Friday, May 1st from 4:15-5:15 PM, or as rescheduled by the Registrar if needed. The entire  HYPERLINK "http://www.luc.edu/adaemics/schedules" academic calendar, including the HYPERLINK "http://www.luc.edu/academics/schedules/spring/exam_schedule.shtml"exam schedule, is available on-line. The final is not cumulative, and will follow the same format was the previous two exams. Assignment Weight _ Exam I 25% Exam II 25% Article Summary Sheet 10% Article Review Essay 15% Final Exam 25% Grades The following grading system will be used, with plusses and minuses added: A Excellent work, papers (essays) are well written and argued with a clear thesis that is well supported throughout. Written work is clear, concise, and devoid of errors (grammatical, lack of citation). While all papers can be revised endlessly, no immediate, obvious or quick changes would improve the caliber of the work. Participation in class discussions is consistent and thoughtful. B Good overall, although could stand minor improvement in places. Arguments typically require slightly greater elaboration or support. Written work can be unclear or vague in places, either due to a lack of conceptual clarity, or simply a writing style that is difficult to follow at times. If given a fairly short amount of time to improve the paper, the student is likely capable of making the needed improvements in the limited time allotted. In other words, a major revision is not called for, but several quick improvements could be made. Class participation is good, although not as consistent or forthcoming as from other students in the class. C The work is acceptable, however, suffers from numerous shortcomings that detract from the overall effort. Arguments are often ill supported and typically vaguely explained. Written work could stand substantial revision and improvement for clarity, basic grammar, citation/reference requirements, and overall presentation. Active participation in class discussion is often minimal, though occasionally present. D The minimum acceptable level to receive credit. Written work is weakly presented in terms of both clarity and accessibility, meaning that it is often difficult to follow or determine just what is being argued. Little to no supporting evidence is presented, and there are often large leaps of logic that raise questions as to the students understanding of the concepts under discussion. Papers often reflect serious difficulties with written English, raising concerns about the students ability to successfully graduate from college without significant improvement. Despite these weaknesses, however, the effort rises above the level needed to receive credit for the assignment. F Failure to meet the standards expected of students at ƵChicago. Final course grades reflect the weighted average of the assignments as listed above, and follow the universitys grade system as outlined in the course catalog. No extra credit is available regardless of circumstance. Barring a medical emergency or similar situation, no extensions will be granted on any assignment. Late assignments are docked 5% (5 points) for each 24-hr period after class ends on the date the assignment is due. If after ten days, no assignment has been received, a zero will be recorded instead. All students are expected to adhere to the highest standards of academic integrity. All instances of cheating or plagiarism will result in at least a failed grade on the assignment, if not the entire course. All infractions are reported to the Dean for Student Academic Affairs for further disciplinary action, which may include expulsion from Loyola University. The universitys policies related to academic integrity are list in the  HYPERLINK "http://www.luc.edu/academics/catalog/undergrad/reg.shtml" catalog. All findings of academic misconduct are entered into a students university record and may be disclosed to graduate schools, state bar examiners, and others with a legitimate reason to inquire. The exams are held during class. The two written assignment should be submitted electronically via  HYPERLINK "https://sakai.luc.edu/" Sakai. Please note that Sakai has been programmed to only accept assignments up to ten days after the due date. You will be unable to upload anything after that, and will receive a zero for the assignment. Traveling athletes, and those participating in other as university representatives, are reminded to provide me with a copy of their travel schedules and any conflicting tournaments as soon as they become available. Only officially sanctioned university events will be considered. Texts There is one required textbook for this course, which is available in the campus bookstore. Electronic links to articles are accessible via an electronic version of this syllabus that will be posted on the course home page within  HYPERLINK "https://sakai.luc.edu/" Sakai, the universitys on-line storage system for course reserves. All readings marked (ERES) are available for download from as electronic reserves from within  HYPERLINK "https://sakai.luc.edu/" Sakai. Links to other webpages are embedded in this syllabus, which again, can be downloaded. All readings marked either (JSTOR) or (Academic Search Premier) must be accessed from a Ƶserver, either on-campus, or off-campus via a proxy. Please consult the  HYPERLINK "http://libraries.luc.edu/offcampus" library if you need help doing this. All material in this course is copyrighted by someone; students may not share course materials with anyone outside of the class without written permission of the author(s). On-line links to publicly available websites (i.e., no login required) may be shared with anyone. Required Text: Frieden, Jeffry et al. 2016. World Politics: interests, interactions, institutions, 3nd Ed. New York: W.W. Norton & Co. ISBN: 978-0-393-93809-8 (pbk.) I: Introduction & Theories of International Relations Week 1: Introduction 1/13/20 Class Introduction E-Link (NY Times):  HYPERLINK "https://www.nytimes.com/2017/11/03/education/edlife/choosing-a-college-major.html?_r=0" Selingo, Jeffrey. 2017. Six Myths Ƶ Choosing a Major, New York Times, November 3, 2017 online version. Print version, November 5, 2017, Education Life (ED) 8-9. E-Link (NY Times): HYPERLINK "http://www.nytimes.com/2010/09/07/health/views/07mind.html"  Carey, Benefict. 2010. Forget What You Know Ƶ Good Study Habits, New York Times, September 6, 2010 online version. Print version, September 7, 2010, D7. Recommended (not required): E-Link (ERES):  HYPERLINK "http://news.stanford.edu/news/2014/june/gates-commencement-remarks-061514.html" Gates, Bill and Melinda. 2014. Commencement Address, Stanford University, June 15, 2014. E-Link (ERES):  HYPERLINK "http://news.stanford.edu/2005/06/14/jobs-061505/" Jobs, Steve. 2005. Commencement Address. Stanford University, June 12, 2005. 1/15/20 Why Have a Government? Why Not Have an Intl One? E-Link (ERES): HYPERLINK "https://sakai.luc.edu/"Lowi, Theodore J, Benjamin Ginsberg and Kenneth A. Shapsle. 2006. Chapter 1, in American Government: Power and Purpose, 9th ed. New York: W.W. Norton & Company, pp. 2-23. 1/17/20 Important Concepts in International Politics Chapter 2 in Frieden et al Week 2: Theories of IR 1/20/20 No Class: University Holiday 1/22/20 Anarchy and Order in International Relations E-Link (ERES): HYPERLINK "https://sakai.luc.edu/"Waltz, Kenneth. 2005. The Anarchic Structure of World Politics, in International Politics, 7th Edition. Robert Art and Robert Jervis, Eds. New York: Longman Publishers, pp. 29-49. 1/24/20 Realism Introduction in Frieden et al. E-LINK(ERES):  HYPERLINK "https://sakai.luc.edu/" Morgenthau, Hans. 1999 (1973). Six Principles of Political Realism in Classic Readings of International Relations, 2nd ed. Phil Williams et al, Eds. Fort Worth: Harcourt Brace College Publishers, pp. 43-9. Week 3: Theories of IR continued 1/27/20 Liberalism E-Link (JSTOR):  HYPERLINK "http://www.jstor.org/stable/1149275" Walt, Stephen. 1998. International Relations: one world, many theories. Foreign Policy, 110(Special Edition): 29-32+34-46. E-Link (ERES):  HYPERLINK "https://sakai.luc.edu/" Pease, Kelly-Kate. 2003. Mainstream Approaches in International Organizations: perspectives on governance in the twenty-first century, 2nd Ed. Upper Saddle River: Prentice Hall, pp. 39-69. 1/29/20 Constructivism E-Link (JSTOR):HYPERLINK "http://www.jstor.org/stable/2706858" Wendt, Alexander. 1992. Anarchy is What States Make of it: the social construction of power politics. International Organization, 46)2): 391-425. Recommended: not required E-Link (JSTOR): HYPERLINK "http://www.jstor.org/stable/2601361"Finnemore, Martha and Kathryn Sikkink. 1998. International Norm Dynamics and Political Change. International Organization, 52(4): 887-919. 1/29/20 Why Do States Adhere to International Law? Chapter 11 in Frieden et al Week 4: Applying Theories to Practice 2/3/20 Balance of Power E-LINK ( HYPERLINK "http://www.jstor.org/stable/20026863" JSTOR): Waltz, Kenneth. 1964. The Stability of the Bipolar World, Deadalus, 93(3): 881-909. 2/5/20 Applied IR Theory: a case study E-Link (JSTOR):  HYPERLINK "http://www.jstor.org/stable/43282083" Findely, Michael et al. 2013. Using Field Experiments in International Relations: a randomized study of anonymous incorporation, International Organization 67(4): 657-93. Article Summary Sheet due (submit via Sakai) Print and bring a copy of this completed sheet to class 2/7/20 EXAM I II: Intl Relations as Bombs and Rockets Week 5: World War I & The Treaty of Versailles 2/10/20 WWI and the League of Nations Chapter 1 in Frieden et al., pages 14-22. E-Link (ERES): HYPERLINK "https://sakai.luc.edu/"Armstrong, David et al. 1996. The Origins of the League of Nations in From Versailles to Maastricht: international organization in the twentieth century. New York: Palgrave. 2/12/20 Renegotiating the Treaty of Versailles: an in-class exercise E-Link (web):  HYPERLINK "https://history.state.gov/milestones/1914-1920/paris-peace" Office of the Historian. 2014. The Paris Peace Conference and the Treaty of Versailles. US Department of State, Bureau of Public Affairs, Washington, DC.  2/14/20 Renegotiating the Treaty of Versailles: continued No additional reading assignments Week 6: UN & Collective Security 2/17/20 The UN System Building a Better Mouse Trap? E-Link (ERES):  HYPERLINK "https://sakai.luc.edu/" Weiss, Thomas et al. 2010. The Theory of UN Collective Security in The United Nations and Changing World Politics, 6th Ed. Philadelphia: Westview Press, 3-45. 2/19/20 Collective Security in Theory Chapter 5 in Frieden 2/21/20 Collective Security in Practice E-Link (ERES): HYPERLINK "https://sakai.luc.edu/"Stoessinger, John. 1998. The Temptations of Victory: Korea, in Why Nations Go to War, 7th ed. John Stoessinger. New York: St. Martins Press, pp. 53-79. E-Link (ERES): HYPERLINK "https://sakai.luc.edu/"Pease, Kelly-Kate. 2003. International Security in International Organizations: perspectives on governance in the twenty-first century. Upper Saddle River: Prentice Hall, pp. 104-19. Week 7: The Cold War 2/24/20 Advent of The Cold War Chapter 1 in Frieden et al, pages 22-36 E-Link (ERES):  HYPERLINK "https://sakai.luc.edu/" Mr. X [Kennan, George]. 1947. The Sources of Soviet Conduct, Foreign Affairs, 25(4): 566-76, and 581-2. 2/26/20 Nuclear Weapons and Deterance E-Link (JSTOR):  HYPERLINK "http://www.jstor.org/stable/2539273" Sagan, Scott. 1996-7. Why Do States Build Nuclear Weapons? Three models in search of a bomb. International Security 21(3): 54-86. 2/28/20 The End of the Cold War E-Link (JSTOR): HYPERLINK "http://www.jstor.org/stable/2010518"Young, Christopher. 1992. The Strategy of Political Liberalization: A Comparative View of Gorbachev's Reforms. World Politics, 45(1): 47-65. Week 8: Spring Break Week 3/2/20 No Class 3/4/20 No Class 3/6/20 No Class Week 9: The Post-Cold War Era 3/9/20 The Gulf War (1991) E-Link (ERES):  HYPERLINK "https://sakai.luc.edu/" Yetiv, Steve. 1997. Drama in the Desert: an overview of the crisis, in The Persian Gulf Crisis. Westport, CT: Greenwood Press, pp. 3-29. E-Link (ERES):  HYPERLINK "https://sakai.luc.edu/" Yetiv, Steve. 1997. War Erupts in a Storm: the continuation of diplomacy by air and on the ground, in The Persian Gulf Crisis. Westport, CT: Greenwood Press, pp. 31-46. 3/11/20 The Politics of Preemption & Terrorism Chapter 6 in Frieden et al. 3/13/20 The War in Iraq: In-class video Frontline: The War Behind Closed Doors: 2/30/3. (52 minutes) On-line:  HYPERLINK "http://www.pbs.org/wgbh/pages/frontline/shows/iraq/view/" www.pbs.org/wgbh/pages/frontline/shows/iraq/view/ No reading assignments Week 10: Contemporary IR 3/16/20 Nuclear North Korea: an in-class debate E-Link (ERES):  HYPERLINK "https://sakai.luc.edu/" James, Patrick and zgr zdamar. 2005. The United States and North Korea: avoiding the worst-case scenario, in Contemporary Cases in U.S. Foreign Policy: from terrorism to trade, 2nd Ed, ed. Ralph Carter. Washington, D.C.: CQ Press,, pp. 123-48. E-Link (BBC News):  HYPERLINK "http://news.bbc.co.uk/2/hi/asia-pacific/8066719.stm" Reynolds, Paul. 2009. North Korea: engage, appease, oppose? BBC News, on-line. May 25, 2009.  E-Link (Arms Control Assoc.).  HYPERLINK "http://www.armscontrol.org/factsheets/6partytalks" Liang, Xiaodon. 2012. The Six-Party Talks at a Glance. Arms Control Association, May 2012. 3/18/20 IR in the 21st Century Chapter 14 in Frieden et al. 3/20/20 EXAM II III: IPE & Globalization Week 11: An Intro to the Global Economy 3/23/20 The Economic Logic vs the Political Reality of International Trade Chapter 7 in Frieden et al. 3/25/20 The Role of Hegemony: the Corn Laws & their repeal Chapter 1 in Frieden et al., pages 2-14 E-Link (ERES):  HYPERLINK "https://sakai.luc.edu/" Gourevitch, Peter. 2000. International Trade, Domestic Coalitions, and Liberty: comparative responses to the crisis of 1873-1896 in International Political Economy: perspectives on global power and wealth, 4th Ed. Jeff Frieden and David Lake, Eds. Boston: Bedford/St. Martins , pp. 90-108. 3/27/20 Lessons of the Past and the Bretton Woods System E-Link (web):  HYPERLINK "http://news.bbc.co.uk/2/hi/business/7725157.stm" Schifferes, Steve. 2008. How Bretton Woods Resphade the World, The BBC. November 14, 2008. E-Link (web):  HYPERLINK "https://history.state.gov/milestones/1937-1945/bretton-woods" Office of the Historian. 2014. Milestones: 1937-1945 - Bretton Woods-GATT, 1941-1947, U.S. Department of State, Bureau of Public Affairs. Washington, DC. Week 12: Bretton Woods 3/30/20 The World Bank & the AIIB E-link (ERES): HYPERLINK "https://sakai.luc.edu/"Schaefer, Brent D. 2000. The Bretton Woods Institutions: History and Reform Proposals. Economic Freedom Project Report #00-01 Washington, DC: Heritage Foundation, Chapter 1. E-link (Vanderbilt).  HYPERLINK "https://www.vanderbilt.edu/jotl/wp-content/uploads/sites/78/7.-Chow_Paginated.pdf" Chow, Daniel. 2016. Why China Established the Asian Infrastructure Investment Bank. Vanderbilt Journal of Transnational Law, 49(5): 1255-98. Recommended (not required):  HYPERLINK "https://www.economist.com/news/asia/21646740-development-finance-helps-china-win-friends-and-influence-american-allies-infrastructure-gap https://www.economist.com/news/asia/21646740-development-finance-helps-china-win-friends-and-influence-american-allies-infrastructure-gap" E-Link (Economist): Economist. 2015. The infrastructure gap: development finance helps China win friends and influence American allies. March 19, 2005. E-Link (Economist):  HYPERLINK "https://www.economist.com/news/finance-and-economics/21701494-reasons-be-enthusiastic-about-chinas-answer-world-bank-infrastructure" Economist. 2016. The Infrastructure of power: reasons to be enthusiastic about Chinas answer to the World Bank. June 30, 2016. Article Review assignment due via Sakai 4/1/20 The IMF as Global Fire Department Chapter 8 in Frieden et al. Review Essay Due 4/3/20 GATT & The WTO E-Link (ERES): HYPERLINK "https://sakai.luc.edu/"Deardorff, Alan and Robert M. Stern. 2000. "What the Public Should Know about Globalization and the World Trade Organization," University of Michigan Discussion Paper No. 460, July 2000. E-link:  HYPERLINK "http://www.wto.org/" http://www.wto.org/ (skim the website) Week 13: Globalization 4/6/20 An in-class debate: unfettered labor migration vs border controls E-Link (JSTOR):  HYPERLINK "Carens,%20J.%20(1999).%20Reconsidering%20Open%20Borders.%20International%20Migration%20Review.%2033(1),%201082-%201097." Carens, J. 1999 A Reply to Meilaender: Reconsidering Open Borders. International Migration Review 33(4): 1082-97. E-Link (JSTOR):  HYPERLINK "http://www.jstor.org/stable/2675936" Isbister, J. 2000 A Liberal Argument for Border Controls: Reply to Carens. International Migration Review 34(2): 629-35. E-Llink (Cornell):  HYPERLINK "http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1421&context=intl" Eurofond. 2014. Labor migration in the EU: recent trends and policies. Publication Office of the European Union: Luxembourg, pp. 1-14, & 59-61; skim the reamining pages. 4/8/20 How are We Connected? Chapter 14 in Frieden et al. 4/10/20 No Class: University Holiday Week 14: Globalization continued 4/13/20 No Class: University Holiday 4/15/20 Globalization. Globalphobia, and Globaloney E-Link (ERES): HYPERLINK "https://sakai.luc.edu/"Economist. 2011. The case against globaloney. The Economist, April 23, pp. 72. E-Link (ERES):  HYPERLINK "https://sakai.luc.edu/" Rodrik, Dani. 1997. Implications, in Has Globalization Gone too Far? Washington, D.C.: Institute for International Economics, pp. 69-85. 4/17/20 Populism and the Future of Globalization E-Link (ERES):  HYPERLINK "https://sakai.luc.edu/" Viseth, Michael. 2010. The Future of Globalization in Globaloney 2.0: the crash of 2008 and the future of globalization. Lanham: Roman & Littlefield, pp. 181-200. Week 15: Global Environmental Politics 4/20/20 The Tragedy of the Commons E-Link (ERES):  HYPERLINK "https://sakai.luc.edu/" Simon, Julian. 2008. The Infinite Supply of Natural Resources in International Politics: enduring concepts and contemporary issues, 9th Ed. Robert Art & Robert Jervis, Eds., New York: Pearson Longman, pp. 531-38. E-Link (ERES):  HYPERLINK "https://sakai.luc.edu/" Homer-Dixon, Thomas. 2008. Cornucopias and Neo-Malthusians in International Politics: enduring concepts and contemporary issues, 9th Ed. Robert Art & Robert Jervis, Eds., New York: Pearson Longman, pp. 539-41. 4/22/20 The Politics of Climate Change Chapter 13 in Frieden et al. Recommended (not required): E-Link (NY Magazine):  HYPERLINK "http://nymag.com/daily/intelligencer/2017/07/climate-change-earth-too-hot-for-humans-annotated.html" Wallace-Wells, David. 2017. The Uninhabitable Earth, Annotated Edition, NY Magazine, July 14, 2007. On-line edition. 4/24/20 The Climate Accords: Kyoto, Montreal, and Paris E-Link (ERES): HYPERLINK "https://sakai.luc.edu/"Barrett, Scott. 2016. Why Have Climate Negotiations Proved So Disappointing? in Essential Readings in World Politics, 6th Ed. Karen Mingst and Jack Snyder, Eds. New York: W.W. 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Fhttp://libraries.luc.edu/offcampusDyK yK https://www.nytimes.com/2017/11/03/education/edlife/choosing-a-college-major.html?_r=0DyK yK vhttp://www.nytimes.com/2010/09/07/health/views/07mind.htmlDyK yK http://news.stanford.edu/news/2014/june/gates-commencement-remarks-061514.htmlDyK yK bhttp://news.stanford.edu/2005/06/14/jobs-061505/DyK yK .https://sakai.luc.edu/DyK yK .https://sakai.luc.edu/DyK yK .https://sakai.luc.edu/DyK yK Hhttp://www.jstor.org/stable/1149275DyK yK .https://sakai.luc.edu/DyK yK Hhttp://www.jstor.org/stable/2706858DyK yK Hhttp://www.jstor.org/stable/2601361DyK yK Jhttp://www.jstor.org/stable/20026863DyK yK Jhttp://www.jstor.org/stable/43282083DyK yK .https://sakai.luc.edu/DyK yK https://history.state.gov/milestones/1914-1920/paris-peaceyX;H,]ą'cDyK yK Fhttps://sakai.luc.edu/yX;H,]ą'cDyK yK .https://sakai.luc.edu/DyK yK .https://sakai.luc.edu/DyK yK .https://sakai.luc.edu/DyK yK Hhttp://www.jstor.org/stable/2539273DyK yK Hhttp://www.jstor.org/stable/2010518DyK yK .https://sakai.luc.edu/DyK yK .https://sakai.luc.edu/DyK yK rhttp://www.pbs.org/wgbh/pages/frontline/shows/iraq/view/DyK yK .https://sakai.luc.edu/DyK yK hhttp://news.bbc.co.uk/2/hi/asia-pacific/8066719.stmDyK yK dhttp://www.armscontrol.org/factsheets/6partytalksDyK yK .https://sakai.luc.edu/DyK yK `http://news.bbc.co.uk/2/hi/business/7725157.stmDyK yK zhttps://history.state.gov/milestones/1937-1945/bretton-woodsDyK yK .https://sakai.luc.edu/DyK yK https://www.vanderbilt.edu/jotl/wp-content/uploads/sites/78/7.-Chow_Paginated.pdfDyK yK 2https://www.economist.com/news/asia/21646740-development-finance-helps-china-win-friends-and-influence-american-allies-infrastructure-gap%20%20https://www.economist.com/news/asia/21646740-development-finance-helps-china-win-friends-and-influence-american-allies-infrastructure-gapyDyK yK https://www.economist.com/news/finance-and-economics/21701494-reasons-be-enthusiastic-about-chinas-answer-world-bank-infrastructureDyK yK .https://sakai.luc.edu/DyK yK (http://www.wto.org/DyK FbCarens, J. 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