Introduction You are about to begin your study of economics. Before we start discussing particular topics in economics, we think it best to give you an overview of what economics is and of some of the key concepts in economics. These key concepts can be compared to musical notes: just as musical notes repeat themselves in any song (you hear the musical note G over and over again), so do the key concepts in economics repeat themselves. Some of the key concepts we discuss include scarcity, opportunity cost, efficiency, marginal decision making, and exchange.

Globalization as an area of scholarly inquiry has generated a voluminous literature (Berger and Huntington, 2002; Bhagwati, 2007; Held and McGrew, 2007; Scholte, 2005; Steger, 2003). So too has human rights (Davies, 1988; Freeman, 2002; Griffin, 2008; Power and Allison, 2006), a vast field with an even longer history (Hunt, 2007; Ishay, 2004). It comes as somewhat of a surprise, therefore, to discover that relatively few books have explicitly focused on the interrelationship of globalization and human rights.1 Perhaps the lack of works on globalization and human rights might be explained by the ubiquitous and often imprecise use of the term “globalization.” As might be expected when large numbers of people discuss an issue by employing a word that can mean “anything, everything and nothing” (Munck, 2000, p. 84), not all that has been written on globalization is informative or insightful. In fact, some critics have gone so far as to dismiss debates on globalization as “globaloney” (Veseth, 2006), “global babble” (Abu-Lughod, 1997), and intellectual “folly” (Rosenberg, 2002). But if much theorizing on globalization has been vague or unhelpful, this in itself does not offer sufficient justification for jettisoning the term. Indeed, as Scholte (2005) observes, it could suggest the reverse—that much more work remains to be done in terms of refining concepts and gathering evidence to assess the meaning and implications of globalization (p. xvii). In spite of its contested nature, globalization remains a useful term for describing a process that commenced around the sixteenth century CE. Since the time of Columbus’ first explorations, all the world’s major regions have been increasingly drawn into a global system of commercial, cultural, and ecological exchanges that has drastically transformed how human beings live and view the world around them.

Thomas Buergenthal is Professor of Law at the George Washington University National Law Center in the U.S.A., where he is an international human rights scholar. As a young boy he lived through the Auschwitz Death March. He recounts how in January 1945, as a boy who had already survived the Polish Ghetto of Kielce and the Auschwitz concentration camp, he was marched in frigid weather to a train bound for another concentration camp in Sachsenhausen, Germany. The march left him with frostbite. He witnessed beatings and shootings, ate snow and grasped for scraps of bread to survive. His toes were later amputated. Having suffered through these experiences, and then having gone on to become one of the world’s leading international law scholars, Buergenthal is able to provide us with an invaluable perspective on the meaning and significance of human rights and the consequences of their violation. On the occasion of a U.S. Holocaust Museum commemoration in 1995, he reflected that while some small relief had come to him over the years through the fading of his childhood memories, they were regularly restored by television images of various atrocities toward the end of the last century: the hollow faces of children starving in Africa, the tormented ones of Bosnian children. He implores us to embrace a universalistic and empathetic commitment to human rights.

We created this Test Bank to provide a variety of exam questions for instructors using the Fourth Edition of Principles of Human Physiology, by Cindy L. Stanfield. For each chapter, we developed five styles of questions, which are rated for difficulty on a scale of 2 though 9. The question styles are: • Multiple Choice • True/False • Matching • Essay • Short Answer The Test Bank provides instructors with a variety of questions for each chapter in the textbook. The range of difficulty is based, for the most part, on the extent of integration required of the student to answer the questions. The Test Bank is available in electronic format through the TestGen software, which provides instructors with an intuitive, user‐friendly interface with maximum flexibility in the development of exams. The software provided to instructors is the same as that used to generate the Test Bank. Therefore, instructors have several options for developing their exams: they can use the questions provided in the Test Bank, edit the questions from the Test Bank, or generate new questions that can be added to the Test Bank. An interactive Macintosh and Windows CD‐ROM version of the Test Bank is available, which will allow you to easily alter the questions provided or add new questions to fit. Visit the Addison Wesley/Benjamin Cumming catalog page to download the electronic version of this printed Test Bank and other available instructor supplements at www.aw‐bc.com. I appreciate any feedback from instructors using the Test Bank. In particular, I am interested in feedback on potential revisions to Test Bank questions and difficulty ratings, as well as any new questions instructors might suggest. Please send these to me in care of the publisher.