Chapter 8: Global Wealth, Poverty, and Inequality

Test Bank

Multiple Choice

1. The systematic disparities in income, wealth, health, education, access to technology, opportunity, and power between countries, communities, and households around the world are known as which concept?

a. systemic inequality

b. global inequality

c. globalized inequity

d. the global life gap

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Knowledge

Answer Location: Dimensions of Global Inequality and Poverty

Difficulty Level: Easy

2. What measure does the World Bank use to categorize countries into high income, upper-middle income, lower-middle income, and low-income economies?

a. gross domestic product

b. gross national income

c. net domestic product

d. net output

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Knowledge

Answer Location: Dimensions of Global Inequality and Poverty

Difficulty Level: Easy

3. Which of the following is a characteristic of high-income countries?

a. They are on the path to economic development.

b. They are lagging in instituting mass education.

c. They are highly industrialized.

d. They are agricultural states with rapidly growing populations.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Comprehension

Answer Location: Dimensions of Global Inequality and Poverty

Difficulty Level: Medium

4. Which of the following is an example of a high-income country?

a. India

b. Morocco

c. Japan

d. Central African Republic

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Knowledge

Answer Location: Dimensions of Global Inequality and Poverty

Difficulty Level: Easy

5. Which of the following is a characteristic of middle-income countries?

a. They lack middle-class populations.

b. They are highly industrialized.

c. They enjoy widespread mass education.

d. They are on the path to economic diversification.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Comprehension

Answer Location: Dimensions of Global Inequality and Poverty

Difficulty Level: Medium

6. In countries of which income categories do more than 70% of the world’s population live?

a. upper-middle income and lower-middle income

b. lower-middle income and low income

c. high income and upper-middle income

d. low income and high income

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Knowledge

Answer Location: Dimensions of Global Inequality and Poverty

Difficulty Level: Easy

7. Which of the following is a middle-income country?

a. United States

b. Brazil

c. Bangladesh

d. Cambodia

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Knowledge

Answer Location: Dimensions of Global Inequality and Poverty

Difficulty Level: Easy

8. Which of the following is a characteristic of low-income countries?

a. They are urbanized.

b. They are highly industrialized.

c. They are on the path to economic development.

d. The population struggles with hunger and malnutrition.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Comprehension

Answer Location: Dimensions of Global Inequality and Poverty

Difficulty Level: Medium

9. Which of the following is a low-income country?

a. Bangladesh

b. India

c. Belize

d. Canada

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Knowledge

Answer Location: Dimensions of Global Inequality and Poverty

Difficulty Level: Easy

10. Which of the following do low-income countries and high-income countries have in common?

a. They are highly industrialized.

b. They have stable middle-class populations.

c. They are generally agricultural states with rapidly growing populations.

d. They represent a relatively small portion of the global total.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Comprehension

Answer Location: Dimensions of Global Inequality and Poverty

Difficulty Level: Medium

11. What can gross national income–purchasing power parity per capita (GNI-PPP) tell us?

a. the total value of goods and services produced by a country

b. the annual economic growth of a country

c. some insight into the economic resources of a country

d. the resources of individual families in a given country

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Comprehension

Answer Location: Dimensions of Global Inequality and Poverty

Difficulty Level: Medium

12. Which of the follow describes the phenomenon of wasting?

a. being too thin

b. having a high infant mortality rate

c. suffering challenges due to armed conflict

d. wasting precious resources

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Knowledge

Answer Location: Hunger, Mortality, and Fertility in Poor Countries

Difficulty Level: Easy

13. Which of the following is an important cause of hunger at the community level?

a. lack of UN leadership

b. a global incapacity to produce enough food

c. rapid industrialization

d. political decisions or armed conflict

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Comprehension

Answer Location: Hunger, Mortality, and Fertility in Poor Countries

Difficulty Level: Medium

14. Amadi is 4 years old. Due to malnutrition, his weight is very low for his age. Which of the following is Amadi experiencing?

a. stunting

b. wasting

c. edema

d. pneumonia

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Application

Answer Location: Hunger, Mortality, and Fertility in Poor Countries

Difficulty Level: Hard

15. Which concept measures the number of deaths of infants under age 1 per 1,000 live births per year?

a. infant loss index

b. mortality expectancy rate

c. infant mortality rate

d. total fertility rate

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Knowledge

Answer Location: Hunger, Mortality, and Fertility in Poor Countries

Difficulty Level: Easy

16. A country’s infant mortality provides insight into which of the following?

a. the health of its population

b. the total fertility rate

c. the level of armed conflict

d. the marriage and divorce rate

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Comprehension

Answer Location: Hunger, Mortality, and Fertility in Poor Countries

Difficulty Level: Medium

17. Which of the following countries has a high infant mortality rate?

a. Japan

b. Canada

c. Sweden

d. Sierra Leone

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Knowledge

Answer Location: Hunger, Mortality, and Fertility in Poor Countries

Difficulty Level: Easy

18. In Cambodia, the infant mortality rate is 23 among the top fifth of income earners, but 77 among the bottom fifth of income earners. Which of the following does this data reflect?

a. Countries with low infant mortality rates are highly stratified.

b. Countries with high infant mortality rates are highly stratified.

c. Countries with low economic stratification experience highly variable health incomes.

d. Countries with high economic stratification experience highly variable health incomes.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Application

Answer Location: Hunger, Mortality, and Fertility in Poor Countries

Difficulty Level: Hard

19. Norway has a total fertility rate of 1.7. What does that mean?

a. It is the average number of children a Norwegian woman is capable of having in her lifetime.

b. It is the mean number of children a Norwegian woman is capable of having in her lifetime.

c. It is the average number of children a Norwegian woman will have in her lifetime.

d. It is the mean number of children a Norwegian woman will have in her lifetime.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Application

Answer Location: Hunger, Mortality, and Fertility in Poor Countries

Difficulty Level: Hard

20. The poorest countries tend to have which kind of total fertility rates?

a. the lowest

b. the highest

c. the most variable

d. the least predictable

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Comprehension

Answer Location: Hunger, Mortality, and Fertility in Poor Countries

Difficulty Level: Medium

21. Which of the following is a reason why total fertility rates are higher in poorer countries?

a. Families may choose to have fewer children out of fear they won’t be able to feed them.

b. Families do not tend to view children as active contributors to a family’s economic well-being.

c. Families do not always have access to safe, hygienic sanitation facilities.

d. Families may lack access to safe, effective contraceptives.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Comprehension

Answer Location: Hunger, Mortality, and Fertility in Poor Countries

Difficulty Level: Medium

22. In India, much of the population lacks access to “improved sanitation facilities.” Which of the following is a related concern?

a. Women, in particular, are vulnerable to violation and violence.

b. Economic modernization correlates with drops in fertility.

c. Children experience low rates of diarrheal diseases.

d. Girls are sometimes discouraged from attending school for economic reasons.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Comprehension

Answer Location: Safe Sanitation

Difficulty Level: Medium

23. Which of the following is true regarding school attendance?

a. Primary education is free throughout the world.

b. In most low-income countries, nearly all children complete primary school.

c. According to UNESCO, more girls attend primary school than boys.

d. School attendance is highly variable by gender.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Comprehension

Answer Location: Education Matters

Difficulty Level: Medium

24. Many children in developing countries pass into adulthood without basic literacy and numeracy skills. Which statement about this trend is true?

a. Adult illiteracy is rising across most regions of the world.

b. These skills are rarely achievable in adulthood in developing countries.

c. Most developing countries have established a tradition of adult education.

d. Most illiterate adults worldwide are men.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Comprehension

Answer Location: Education Matters

Difficulty Level: Medium

25. A farmer in a developing country prefers not to send his three sons to school so that they can help around the farm. “They’re just going to work our family’s land, anyway,” he says. “They have no use for education.” Which reply is an effective and true argument against this thinking?

a. “Education can improve skills that can be marketed for income.”

b. “Education can provide information on better farming techniques.”

c. “Education for women can improve child health outcomes.”

d. “Education can lead to lower rates of child marriage.”

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Application

Answer Location: Education Matters

Difficulty Level: Hard

26. Which of the following helps workers avoid exploitation and better advocate for their interests?

a. education

b. improved sanitary facilities

c. lower total fertility rates

d. lower infant mortality rates

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Knowledge

Answer Location: Education Matters

Difficulty Level: Easy

27. Research has noted a positive correlation between maternal education and ______.

a. increased negative health outcomes

b. decreased income

c. increased total fertility rates

d. decreased risk of child mortality

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Comprehension

Answer Location: Education Matters

Difficulty Level: Medium

28. Which of the following is true of early marriage for girls?

a. Many families lose money when they marry their young daughters.

b. Armed conflict tends to reduce the number of child brides.

c. There are an increasing number of child brides.

d. There are fewer child brides than in the past.

Learning Objective: 8.2: Explain the relationship between armed conflict and poverty.

Cognitive Domain: Comprehension

Answer Location: Child Brides in a Time of Crisis

Difficulty Level: Medium

29. Which of the following is true of Yemen?

a. Young wives are likely to receive schooling.

b. Yemen has a low maternal mortality rate.

c. Before the civil war began, activists had made progress toward ending the practice of child marriage.

d. A new law officially bans marriage for girls under 18, but the practice persists due to entrenched tradition.

Learning Objective: 8.2: Explain the relationship between armed conflict and poverty.

Cognitive Domain: Comprehension

Answer Location: Child Brides in a Time of Crisis

Difficulty Level: Medium

30. How has war in Yemen set back efforts to eradicate child marriage?

a. Yemeni laws preventing child marriage are not enforced during times of war.

b. Many families think their young daughters will be better cared for in marriage.

c. Many families are coerced by opposition forces into giving young daughters in marriage.

d. Many families are seeking to acquire resources or pay debts by giving young daughters in marriage for a bride price.

Learning Objective: 8.2: Explain the relationship between armed conflict and poverty.

Cognitive Domain: Comprehension

Answer Location: Child Brides in a Time of Crisis

Difficulty Level: Medium

31. In most cases, refugees and migrants from war-ravaged and impoverished countries flee to which of the following?

a. nations with low populations

b. other struggling states

c. the United States

d. high-income countries

Learning Objective: 8.2: Explain the relationship between armed conflict and poverty.

Cognitive Domain: Comprehension

Answer Location: Refugees and Refuges

Difficulty Level: Medium

32. The influx of refugees from war-ravaged countries often ______.

a. displaces residents of neighboring countries

b. strains already-scarce economic resources

c. benefits neighboring countries

d. reduces regional political tensions

Learning Objective: 8.2: Explain the relationship between armed conflict and poverty.

Cognitive Domain: Comprehension

Answer Location: Refugees and Refuges

Difficulty Level: Medium

33. Syria has had 6 in 10 of its pre-conflict population displaced due to ______.

a. civil war

b. epidemics

c. drought

d. fires

Learning Objective: 8.2: Explain the relationship between armed conflict and poverty.

Cognitive Domain: Knowledge

Answer Location: Refugees and Refuges

Difficulty Level: Easy

34. Which of the following is true of displaced Syrians?

a. Most are seeking shelter in the United States.

b. Most are asylum seekers in Europe.

c. Most are refugees in Turkey, Lebanon, Jordan, Iraq, and North Africa.

d. Most are internally displaced within Syria.

Learning Objective: 8.2: Explain the relationship between armed conflict and poverty.

Cognitive Domain: Comprehension

Answer Location: Refugees and Refuges

Difficulty Level: Medium

35. As of 2016, Uganda was home to over 1 million African refugees. What effect has this had on Uganda?

a. It has led to lower unemployment.

b. It has skewed the population older.

c. It has made the country even poorer.

d. It has lowered the total fertility rate.

Learning Objective: 8.2: Explain the relationship between armed conflict and poverty.

Cognitive Domain: Comprehension

Answer Location: Refugees and Refuges

Difficulty Level: Medium

36. Which of the following is a main reason African refugees are drawn to Uganda?

a. It is one of the wealthier countries in Africa.

b. It has an older population, so younger refugees are needed to fill out the population.

c. It permits refugees to work.

d. It has enough medical professionals to take care of those who are ailing.

Learning Objective: 8.2: Explain the relationship between armed conflict and poverty.

Cognitive Domain: Comprehension

Answer Location: Refugees and Refuges

Difficulty Level: Medium

37. People in India and China are more likely to have ______ than access to toilets in their homes.

a. a car

b. indoor sources of drinking water

c. a cell phone

d. a computer

Learning Objective: 8.3: Discuss the role of technology in economic development across the globe.

Cognitive Domain: Knowledge

Answer Location: Technology: The Great Equalizer?

Difficulty Level: Easy

38. What effect has mobile phone usage had on health care in Africa?

a. It has reduced the accuracy of government health databases.

b. It has allowed real-time data on vaccine availability or deficits in clinics to reach suppliers.

c. It has allowed residents of remote areas to access on-the-spot diagnostics.

d. It has allowed scientists and doctors to predict future health issues.

Learning Objective: 8.3: Discuss the role of technology in economic development across the globe.

Cognitive Domain: Comprehension

Answer Location: Technology: The Great Equalizer?

Difficulty Level: Medium

39. What effect has mobile phone usage had on literacy across the globe?

a. It has reduced literacy.

b. It has had relatively little impact on literacy.

c. It has increased literacy.

d. It has generally made people less interested in reading print books.

Learning Objective: 8.3: Discuss the role of technology in economic development across the globe.

Cognitive Domain: Comprehension

Answer Location: Technology: The Great Equalizer?

Difficulty Level: Medium

40. Which of the following is true of the effect of the mobile phone on agriculture in Africa?

a. It has had little effect on agriculture, but technology experts see promise in the coming years as technologies advance.

b. It has little effect on agriculture, because farmers largely reject new technologies in favor of tradition.

c. It has allowed farmers increased access to information about weather, economics, animal breeding, and planting.

d. It has been helpful for large farms, but less so for small family farms.

Learning Objective: 8.3: Discuss the role of technology in economic development across the globe.

Cognitive Domain: Comprehension

Answer Location: Technology: The Great Equalizer?

Difficulty Level: Medium

41. What does the viral Twitter campaign #BringBackOurGirls reflect?

a. Technology has brought to the developing world a new platform for social activism.

b. The international community is largely unaware of the kidnapping of the Chibok schoolgirls in 2014.

c. Boko Haram has been eradicated in large part due to the influence of mobile technology.

d. Mobile phones have played an important role in many events in Kenya.

Learning Objective: 8.3: Discuss the role of technology in economic development across the globe.

Cognitive Domain: Comprehension

Answer Location: Technology: The Great Equalizer?

Difficulty Level: Medium

42. Modernization theory is oriented toward what?

a. markets

b. class conflict

c. relationships

d. functionalism

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Knowledge

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Easy

43. Which of the following questions does the modernization perspective ask?

a. Why are some countries poor?

b. Why are some countries rich?

c. How do wealthy countries exploit poor countries?

d. How do powerful economic actors favor their own class interests?

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Comprehension

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Medium

44. Which of the following does modernization theory assume?

a. Economically underdeveloped states are hampered by an exploitative relationship with more prosperous states.

b. Economically underdeveloped states cannot progress if they adopt Western practices.

c. The historical norm in states has been poverty.

d. The historical norm in states has been prosperity.

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Comprehension

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Medium

45. According to Rostow, which of the following is a hindrance to development?

a. powerful economic actors

b. technology

c. market-oriented perspectives

d. traditional values

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Comprehension

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Medium

46. Rostow used which analogy to illustrate his key ideas regarding modernization theory?

a. ants working together to gather food

b. bees building a hive

c. Sisyphus rolling a boulder uphill

d. an airplane taking flight

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Knowledge

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Easy

47. Which of the following is true of countries in the traditional stage of development according to Rostow’s modernization theory?

a. These countries are actively seeking new models of economic and political behavior.

b. These countries embrace tradition over innovation.

c. These countries are limited by a work orientation that elevates ambition over subsistence.

d. Many of these countries still exist today.

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Knowledge

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Easy

48. According to Rostow’s modernization theory, countries in which stage are moving away from tradition and embracing economic development?

a. traditional stage

b. takeoff stage

c. progress stage

d. in-flight stage with technological progress and cultural modernity

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Knowledge

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Easy

49. Which of the following is true of the countries in the flight with technological progress and cultural modernity stage of development according to Rostow’s modernization theory?

a. These countries embrace tradition over ambition.

b. These countries are affluent, with a sizable population with disposable income.

c. These countries have a population with soaring consumer ambitions.

d. These countries experience higher fertility rates.

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Comprehension

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Medium

50. Which of the following is the final stage of development according to Rostow’s modernization theory?

a. the stage of cultural modernity

b. the stage of soaring consumer ambitions

c. the stage of affluence and consumption

d. the stage of high mass consumption and high living standards

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Knowledge

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Easy

51. Which of the following theories argues that the poverty in some countries is the result of exploitation by wealthy countries?

a. capitalist theory

b. dependency theory

c. modernization theory

d. global capital theory

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Comprehension

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Medium

52. According to dependency theory, how does exploitation continue in postcolonial countries?

a. through multinational corporations that reap profits from cheap labor

b. through taxes that are paid in a higher proportion by poor residents

c. through oppressive rulers who limit freedom of speech

d. through the false promise of social mobility

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Comprehension

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Medium

53. Which of the following theories argues that a few powerful economic actors have constructed the global economic system in such a way that favors their class interests?

a. world systems theory

b. modernization theory

c. global theory

d. capitalist theory

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Analysis

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Medium

54. Immanuel Wallerstein, a pioneer of world systems theory, wrote that the global capitalist economic system had been shaped by a few powerful economic actors in their own class interests. This statement suggests that world systems theory has roots in what sociological paradigm?

a. labeling theory

b. symbolic interactionism

c. functionalism

d. conflict theory

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Analysis

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Medium

55. According to world systems theory, which countries are economically advanced, technologically sophisticated, and well educated?

a. central

b. peripheral

c. semiperipheral

d. core

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Comprehension

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Medium

56. Which of the following would be considered a core country?

a. Japan

b. Ghana

c. China

d. Brazil

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Application

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Hard

57. According to world systems theory, which countries have low national incomes and low levels of technological and industrial development?

a. central

b. peripheral

c. semi-peripheral

d. core

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Comprehension

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Medium

58. Which of the following countries would be considered a peripheral country?

a. New Zealand

b. Sudan

c. Canada

d. Spain

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Application

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Hard

59. According to world systems theory, which countries share characteristics with core and peripheral countries?

a. middle countries

b. semicore countries

c. semiperipheral countries

d. semidependent countries

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Knowledge

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Easy

60. Which of the following would be considered a semiperipheral country?

a. United States

b. India

c. Nigeria

d. Britain

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Application

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Hard

61. An international class of individuals with large amounts of wealth and money with considerable amount of political power are the ______.

a. global elite

b. worldwide capitalists

c. upper class

d. global royalty

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Knowledge

Answer Location: Who Are the Global Elite?

Difficulty Level: Easy

62. Which of the following is true of the global elite?

a. Most of them have inherited their money.

b. They all live in developed countries.

c. Most have made their fortunes in business, media, or technology.

d. Their wealth is growing in large part due to newly created businesses.

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Comprehension

Answer Location: Who Are the Global Elite?

Difficulty Level: Medium

63. Most of the wealth of the world’s global elite has grown due to which factor?

a. a rising stock market

b. newly created businesses

c. real estate investments

d. high stakes gambling

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Knowledge

Answer Location: Who Are the Global Elite?

Difficulty Level: Easy

64. According to Zygmunt Bauman, the “losers” of modernity are those who are characterized by which factors?

a. They are rooted in place and denied geographic and economic mobility.

b. They are enabled by education, economic resources, and social networks.

c. They have the means to seek out both personal pleasures and professional opportunities globally.

d. They are enabled by transportation and communication technologies.

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Knowledge

Answer Location: Who Are the Global Elite?

Difficulty Level: Easy

65. The richest 1% of the globe’s population owns ______ of the world’s wealth.

a. nearly half

b. the vast majority

c. a small minority

d. about a quarter

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Knowledge

Answer Location: Who Are the Global Elite?

Difficulty Level: Easy

66. According to sociologist Leslie Sklair, the rise of the modern global elite has led to a decline in the significance of which of the following?

a. mass media

b. transportation and communication technology

c. nations and borders

d. plutocrats

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Comprehension

Answer Location: Who Are the Global Elite?

Difficulty Level: Medium

67. According to Sklair, the members of the transnational capitalist class share which of the following characteristics?

a. They are focused on local interests.

b. They do not seek influence but have it due to their vast wealth.

c. They see themselves as citizens of the world.

d. They all head transnational corporations.

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Comprehension

Answer Location: Who Are the Global Elite?

Difficulty Level: Medium

68. Zygmunt Bauman describes a space war in which the “winners” of globalization can do which of the following?

a. advance aerospace technology

b. purchase the most land

c. make the most money possible

d. move across the globe, creating value and meaning

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Comprehension

Answer Location: Who Are the Global Elite?

Difficulty Level: Medium

69. According to Zygmunt Bauman, who are the “losers” of globalization?

a. those who lose elections

b. those who fail in their efforts to build multinational corporations

c. those who are tied to locations that have been devastated by globalization

d. those who live in developing countries

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Comprehension

Answer Location: Who Are the Global Elite?

Difficulty Level: Medium

70. Fatima is a poor economic migrant from Libya trying to build a new life in Europe. Zygmunt Bauman would consider her a ______.

a. space warrior

b. tourist

c. vagabond

d. hitchhiker

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Application

Answer Location: Who Are the Global Elite?

Difficulty Level: Hard

True/False

1. Low-income countries do not have wealthy groups of elites, but they do have stable middle-class populations.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Knowledge

Answer Location: Dimensions of Global Inequality and Poverty

Difficulty Level: Easy

2. The world has the capacity to produce enough food for all of its inhabitants.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Knowledge

Answer Location: Hunger, Mortality, and Fertility in Poor Countries

Difficulty Level: Easy

3. In most developing countries, nearly all young people complete primary school.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Knowledge

Answer Location: Education Matters

Difficulty Level: Easy

4. In most cases, refugees and migrants are fleeing to find refuge in other struggling states.

Learning Objective: 8.2: Explain the relationship between armed conflict and poverty.

Cognitive Domain: Knowledge

Answer Location: Refugees and Refuges

Difficulty Level: Easy

5. The influx of Uganda’s refugee population has strained the countries resources.

Learning Objective: 8.2: Explain the relationship between armed conflict and poverty.

Cognitive Domain: Knowledge

Answer Location: Refugees and Refuges

Difficulty Level: Easy

6. According to modernization theory, the poverty of some countries is a consequence of their exploitation by wealthy states.

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Knowledge

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Easy

7. Dependency theory implies that there is a direct relationship between the affluence of one country and the poverty of another country.

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Knowledge

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Easy

8. Many peripheral countries still depend on agriculture.

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Knowledge

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Easy

9. Leslie Sklair theorized that the modern economic order is still hampered by national borders.

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Knowledge

Answer Location: Who Are the Global Elite?

Difficulty Level: Easy

10. There has been a marked decline in the gap between the world’s economic elites and everyone else.

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Knowledge

Answer Location: Who Are the Global Elite?

Difficulty Level: Easy

Short Answer

1. Explain what GNI-PPP is and how it is used.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Comprehension

Answer Location: Dimensions of Global Inequality and Poverty

Difficulty Level: Medium

2. Global health indicators, such as infant and child mortality rates, are linked not only to income differences between countries but also to income stratification within countries. Explain what is meant by this statement. How might infant and child mortality rates be stratified in the United States?

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Analysis

Answer Location: Hunger, Mortality, and Fertility in Poor Countries

Difficulty Level: Medium

3. Explain the relationship between gender equality and various measures of global inequality. That is, how is addressing the rights of women and their equal access to education, technology, work, and control of their bodies tied to the overall health of a particular country or society?

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Analysis

Answer Location: Hunger, Mortality, and Fertility in Poor Countries

Difficulty Level: Medium

4. Although early marriage is on the decline, it still occurs in low-income countries such as Yemen. Explain this phenomenon.

Learning Objective: 8.2: Explain the relationship between armed conflict and poverty.

Cognitive Domain: Comprehension

Answer Location: Child Brides in a Time of Crisis

Difficulty Level: Medium

5. Briefly discuss how surrounding countries of nations at war and conflict are impacted.

Learning Objective: 8.2: Explain the relationship between armed conflict and poverty.

Cognitive Domain: Comprehension

Answer Location: Refugees and Refuges

Difficulty Level: Medium

6. How has technology transformed the continent of Africa?

Learning Objective: 8.3: Discuss the role of technology in economic development across the globe.

Cognitive Domain: Analysis

Answer Location: Technology: The Great Equalizer?

Difficulty Level: Medium

7. How does modernization theory reflect an ethnocentric point of view?

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Application

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Hard

8. Discuss the role of the Peace Corps from the modernization theory perspective.

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Comprehension

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Medium

9. Explain the differences between a tourist and a vagabond as outlined by Zygmunt Bauman.

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Analysis

Answer Location: Who Are the Global Elite?

Difficulty Level: Medium

10. What are the four categories of the transnational capitalist class?

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Comprehension

Answer Location: Who Are the Global Elite?

Difficulty Level: Medium

Essay

1. Distinguish between high-income, upper-middle income, lower-middle income, and low-income countries. Describe the characteristics of countries at these income levels.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Analysis

Answer Location: Dimensions of Global Inequality and Poverty

Difficulty Level: Medium

2. Identify and explain three major sociological factors that might explain differences in fertility rates.

Learning Objective: 8.1: Describe quantitative and qualitative dimensions of global wealth, poverty, and inequality.

Cognitive Domain: Analysis

Answer Location: Hunger, Mortality, and Fertility in Poor Countries

Difficulty Level: Medium

3. Analyze the relationship between education and technology and global inequality. How can technology and education help reduce inequality?

Learning Objective: 8.3: Discuss the role of technology in economic development across the globe.

Cognitive Domain: Analysis

Answer Location: Technology: The Great Equalizer?

Difficulty Level: Medium

4. How has technology brought a new platform to social activism?

Learning Objective: 8.3: Discuss the role of technology in economic development across the globe.

Cognitive Domain: Application

Answer Location: Technology: The Great Equalizer?

Difficulty Level: Hard

5. From a modernization theory perspective, discuss how Nigeria’s vast oil resources are negatively impacted by international affairs with core states.

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Application

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Hard

6. Explain the key differences between core, peripheral, and semiperipheral countries as outlined in world systems theory. Include a discussion of the relationships and integration among these three types.

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Analysis

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Medium

7. Compare and contrast modernization theory, dependency theory, and world systems theory. Evaluate one weaknesses of each theory.

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Application

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Hard

8. Outline the four stages a country may go through according to modernization theory.

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Analysis

Answer Location: Theoretical Perspectives on Global Inequality

Difficulty Level: Medium

9. Provide characteristics of the global elite and discuss their relationship to wealth, power, and influence.

Learning Objective: 8.5: Describe characteristics of the global elite.

Cognitive Domain: Comprehension

Answer Location: Who Are the Global Elite?

Difficulty Level: Medium

10. How is the COVID-19 pandemic expected to impact global inequality?

Learning Objective: 8.4: Apply theoretical perspectives to analyze the existence and persistence of global inequality.

Cognitive Domain: Analysis

Answer Location: What’s Next? Global Inequality and COVID-19

Difficulty Level: Medium