|Name: _________________________||Period: ___________________|
This test consists of 15 multiple choice questions and 5 short answer questions.
Multiple Choice Questions
1. Under what condition would the population not be constrained by a mathematical identity after the youngest ten percent of a population moved away?
(a) The remaining people would have to fill in the work the youngest people had done.
(b) The young people would not be able to come back for visits.
(c) The remaining people would have to be the same age.
(d) The people would still have to live within a reasonable distance.
2. What continuous variable does Schelling say parents could select for?
(b) Eye color.
(c) Left versus right-handedness.
3. What does Schelling say are discrete variables?
(a) Height, weight and eye color.
(b) Education, certifications and career.
(c) Sex, race and religion.
(d) History, ethnicity and tradition.
4. What does Schelling say would be at risk in a culture where parents preferred male children?
(a) Cultural traditions.
(d) Monogamous marriage.
5. What is an externality?
(a) When additional factors change the terms of the binary choice.
(b) When another person's actions affect your decision.
(c) A consequence unrelated to the choice, but one that proceeds from it and has to be considered.
(d) A factor that the social scientist has to include to balance the appearance of bias in his model.
6. What does Schelling say would be the downside to chromosomal modification?
(a) Unforeseen medical problems might emerge.
(b) People could argue that traits result more from nurture.
(c) The concept of human-ness might be diminished.
(d) Parents would feel pressure to compete by giving their children the modification.
7. What is the central issue in the case Schelling presents regarding hockey helmets?
(a) The validity of safety statistics.
(b) The reasonableness of the decision.
(c) How many people make the choice.
(d) The authority of the league.
8. What does Schelling say is the importance of segregation and integration models?
(a) They help us build conceptual models of more complex behavior like dating and marriage.
(b) They provide the tools for influencing population distribution
(c) They identify an important phenomenon.
(d) They are useful in certain mathematical applications.
9. What aspect of the history of nuclear weapons does Schelling describe?
(a) Treaties regulating them.
(b) Evolving detonation technology.
(c) Changing attitudes toward them.
(d) Their increasing power.
10. What does Schelling say about the "closed model"?
(a) It considers more than age.
(b) It describes the factors that pull people out of a community.
(c) It predicts who will leave.
(d) It considers age alone.
11. What example does Schelling use to illustrate decisions of the majority that can be known?
(a) Whether people are vaccinated.
(b) How to dress for an office environment.
(c) Whether people are only children.
(d) What language people speak.
12. How does Schelling predict nations will behave with regard to nuclear arms control?
(a) If one decides to limit arms, the price of arms will go up.
(b) If one leads the others will follow.
(c) If arms are limited, other weapons will experience arms races.
(d) If there are terrorists anywhere in the world, nations will still maintain nuclear arsenals.
13. What does Schelling say will be necessary to satisfy people with a closed model?
(a) An arbitray limit on the time period.
(b) A correction for young people.
(c) An imposed division.
(d) An additional regression model.
14. Why does Schelling say the U.S. did not have to use nuclear weapons in Kuwait?
(a) They were bound by treaty not to.
(b) They had promised the United Nations not to.
(c) They overwhelmed the Iraqis so easily.
(d) They did not find weapons of mass destruction there.
15. What does Schelling say might disappear if parents had the ability to choose their children's traits?
(c) Undesirable traits.
(d) Minority cultures.
Short Answer Questions
1. What is the source of the final chapter in Micromotives and Macrobehavior?
2. What does Schelling say about the results of segregation and integration models?
3. What has to happen before hockey players will accept the requirement to wear helmets, in Schelling's analysis?
4. What does Schelling say would a density enhancement add to a closed model? Improved distribution modeling. Room for more factors to be included. Relief from certain mathematical constraints.
5. Why does Schelling say hockey players resist wearing helmets, when they already know they are safer?
This section contains 741 words
(approx. 3 pages at 300 words per page)