...Iran and Israel have long been enigmatic players on the international stage, belonging to the Middle East but not quite identifying with the majority of its inhabitants. For the sole majority-ethnic Persian state in the Middle East and one of the few Shiite Muslim ones, friction and tension have been constant features of its relations with the predominantly Arab and Sunni Middle Eastern states. If Iran is somewhat of an outcast in the region, this is even more the case for Israel as the only ethnically and religiously Jewish state, not only in the region but in the world at large. Aside from Turkey, which is really the only other significant non-Arab state actor in the region, Iran and Israel represent deviations from the norm of mostly Sunni Muslim and ethnically Arab states in the Middle East. Still, what stands out as truly unique in the modern Middle East is the Iranian-Israeli connection, a facet of international politics unparalleled elsewhere in terms of Persian-Jewish contact and cooperation spanning thousands of years, overall international interdependence, and the abrupt switch from amity to enmity as of 1979. While the international media has cast an ever-stronger spotlight on the Iranian-Israeli relationship in the past five or ten years, it has long deserved closer scrutiny. For two countries to be as intertwined at the political, military, economic and societal levels – like Iran and Israel from the 1950s through to the 1970s – and then to become and remain bitter...
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... * Content of geopolitical codes. * Popular and elite codes. * Scale of geopolitical codes. * Modelski’s World Leadership. * Critiques. * Regional power. * Regional power hierarchies. * Regional power characteristics. * Components of power: * Indicators of military power. * Indicators of economic power. * Importance of economic power. * Indicators of demographic power. * Indicators off soft power. * Indicators of willingness to act. * Yalta February 1945. * Post-war geopolitical representations. * Kennan on containment. * Truman doctrine. * Soviet geopolitical representations > American imperialism. * Confining national discourses. Session 3 * Confining national discourses. * Domino theory. * US interventionism. * US cold war interventionism. * Soviet interventionism. * Proxy wars. * Cold war= bloody war. * Political realism and institutions. * Security Dilemma. * National security states. *...
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...Relating Hard and Soft Power Power is not black and white. Power is a shade of gray. What is power to one individual or state may not be considered power to another individual or state. Each international relations theory provides its own unique, largely ambiguous definition of power. Realism says that power is derived from military capabilities and to a lesser extent a state’s potential military abilities embodied in population size and economic resources available for conversion into military assets. (Shirk, “Realism” 2014) Liberalism and constructivism agree that while military and economic power are certainly important, a state’s economic power is not merely a mechanism to potentially strengthen military capacity but an influential factor that can be used to weaken an adversary. Likewise, a state’s international standing in well-established institutions like the World Trade Organization or the United Nations can greatly influence relations between states and should be considered a form of power. (Shirk, “Liberalism” 2014) Realism’s definition of power is more concerned with hard power, or a state’s ability to force another to behave in a manor it otherwise would not through military or economic means. Liberalism and constructivism’s definitions of power, though different, largely focus on soft power, or one state’s ability to convince another state that it wants what the first state wants too. (Shirk, “Power” 2014) Both kinds of power, hard and soft, do exist and...
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...INDIA’S REGIONAL DIPLOMACY: NEW IMPERATIVES “The supreme art of war is to subdue the enemy without fighting.” -Sun Tzu, The Art of War “Diplomacy is the art of telling people to go to hell in such a way that they ask for directions.” -Winston Churchill Introduction 1. India's regional policy, like its economic and international policies, has been facing continuous adverse criticism. Without well-defined and transparent national interests, a national aim and a proper doctrine to support these, it has ended up with vague and blurred goals. Besides, it has remained geared to the doctrine of nonalignment- a philosophy based on wishful thinking, self righteousness, a convenient substitute for hard thinking and decisions. 2. The old order based on a bipolar world achieved the objective of peace, or limiting the extent of conflicts after the Second World War. However, justice and prosperity eluded the old order because of international interests of superpowers. Presently, the world is experiencing transition to a New World Order, with no super power as the centre of the power hub. What then will the new order seek, now that ‘geo-economics’ has overtaken geo-politics. It is therefore imperative for us to know as to what is the role of India in Asian context, and how India’s regional diplomacy will affect the overall politico-military role of the country. Background 3. India being the largest democracy and the second most populous nation in the...
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...foreign policy blunder which endangered the lives of American soldiers while exhausting trillions of dollars. The Iraq war lead to the unification of outraged individuals from distinctive states to adopt a violent form of jihad. Before the invasion, the violent jihadist doctrine was comparatively contained, but afterward, it swiftly spread across continents....
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...Conflict in Realist and Materialist Terms Kofi Adu Frimpong Kholmati Kholik Global Political Economy Global Political Economy 33423968 33420343 kadfrimpong@yahoo.com kkholik@gmail.com 15/03/2016 Abstract The so called Euromaidan revolution – Ukraine’s struggle to move one step further to closer ties with Europe by liberating itself from the Russian orbit, have created the Russia-Ukraine Crisis. It has re-established and heightened the tensions between Russia and West. Realism has been on the fore front of the academic discussion in explaining the crisis as the power competition between Russia and the West. Alternatively, Materialism has provided a different yet deeper analytical perspective on the conflict by attributing it to the broadening of the transnational class capitalism. This paper will seek to explain and scrutinize the analytical differences in conceptualizing this crisis in Realist and Materialist terms. Keywords: Ukraine crisis, Realism, Security, Materialism, Lockean heartland, Contender states Table of Contents 1 Introduction 4 2 Theoretical framework 5 2.1 Theoretical underpinnings of the Realist school of thought 5 2.2 Theoretical underpinnings of Materialism: Amsterdam School Approach 7 2.2.1 The Lockean Heartland 8 2.2.2 Contender States 9 2.2.3 Ex-contender states, aspirant states, and capitalist class fraction 10 3 The Russia-Ukraine conflict 12 3.1 Russia-Ukraine conflict in Realist terms 12 3.1...
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...International Security Lecture 1 March 30th, 2015 The politics of security knowledge What is international security? We could start thinking about the security council of the UN But also about the invasion of Afghanistan (chapter 7 UN in order to secure the international security) We can also think about security in terms of the invasion of Iraq in 2003. This was a unilateral act of war, but sure it can also mean other things We can think of the national security agency, the agency in charge of spying all the signals and communications to a certain extent. What’s interesting about the NSA, it is seen as a threat to the security of the privacy. Lately, with the reports of the UN development programme, we start talking about HUMAN security (not military security, but rather the security of individuals, having a livelihood that’s acceptable). Whether security is international or not, it can be a rather confusing word The protection of values we hold dear. We search for it, we pursue it, we achieve it, we deny it to others. * what is to be secured? Is it the security of states? Or individuals? * What is the actual threat that we’re facing? Primarily to be dealing with military threats, or are there other types of threats we are facing. Essentially contested concept A concept that ‘inevitably’ involves endless disputes about their proper uses on the part of their users – Walter Gallie There can be ambiguity (one persons freedom-fighter is the other’s...
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...that evil, was in the form of the USSR, and was getting the upper hand. To Reagan and his advisers, examples of Soviet treachery, including support for Marxist movements around the globe, were numerous; moreover, Soviet adventurism, from the Horn of Africa in the 1970s to Central America in the 1980s, showed no signs of lessening. Reagan was intent on stopping that trend—a trend, he believed, that President Carter had done little to reverse. Therefore, he adopted the vocabulary of the early Cold War, advocating policies equally aggressive and bold in range (Foreign Affairs). Reagan presented his vision at his State of the Union Address on February 6, 1985. "We must not break faith," he declared, "with those who are risking their lives—on every continent from Afghanistan to Nicaragua—to defy Soviet-supported aggression and secure rights which have been ours from birth." The president went on to compare anticommunist forces with American colonists who had fought the revolutionary war, relating those early patriots as "freedom fighters" for democracy. Providing aid to those groups was not only ethically just but geopolitically sensible. "Support for freedom fighters," Reagan declared, "is self-defense." It would be months before those declarations would take form as a permanent statement of policy. In the short-term, a further promise to support "freedom fighters," made on February 22 by Secretary of State George Shultz to the Commonwealth Club in San Francisco, lent added weight...
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...Essay Questions 1. How do the different actors in international system affect international relations? How do the different theories explain the role of these actors in the international system. The actors consist of state actors and non-state actors. Non-state actors and terrorism work outside the westphalian system and take power away from state sovereignty. They consist of terrorist groups, IGO’s like the European Union, NGO’s like multinational corporations. NGO’s increase interdependence and globalization. IGO’s bring about peace and spread democracy and war is not realistic. NGO’s even have the ability to remove state governments through public support and pressure placed on high ranking officials as shown in -----. They also have the power to hinder development of countries as shown in the Global South, but at the same time they provide many jobs for the economy. For state actors, the actions and decisions of states can effect profoundly the international because of polarity, hegemony, and economy. The Liberalist view would see non-state actors as a positive because they are bringing countries allowing them to work together through institutions increasing interdependence and globalization. Realists would say that these non-state actors are only out for self interest in profit and will use up resources taking advantage of wages whenever possible. Constructivist view would see terrorist groups specifically as falling under Samuel Huntington’s Clash of Civilizations...
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...Theories of International Relations Third edition Scott Burchill, Andrew Linklater, Richard Devetak, Jack Donnelly, Matthew Paterson, Christian Reus-Smit and Jacqui True Theories of International Relations This page intentionally left blank Theories of International Relations Third edition Scott Burchill, Andrew Linklater, Richard Devetak, Jack Donnelly, Matthew Paterson, Christian Reus-Smit and Jacqui True Material from 1st edition © Deakin University 1995, 1996 Chapter 1 © Scott Burchill 2001, Scott Burchill and Andrew Linklater 2005 Chapter 2 © Jack Donnelly 2005 Chapter 3 © Scott Burchill, Chapters 4 and 5 © Andrew Linklater, Chapters 6 and 7 © Richard Devetak, Chapter 8 © Christian Reus-Smit, Chapter 9 © Jacqui True, Chapter 10 © Matthew Paterson 2001, 2005 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright...
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...ANDREAS JOHNSON Host Country Effects of Foreign Direct Investment ANDREAS JOHNSON Host Country Effects of Foreign Direct Investment The Case of Developing and Transition Economies JIBS Dissertation Series No. 031 JIBS Dissertation Series No. 031 ANDREAS JOHNSON Host Country Effects of Foreign Direct Investment The Case of Developing and Transition Economies This thesis consists of four individual essays and an introductory chapter. While independent from each other, these essays share some common properties. They are all empirical and focus on the interaction between inflows of foreign direct investment (FDI) and host country characteristics. The primary focus of the thesis lies in how inflows of FDI affect developing and transition economies. Macro-level data are used in all essays. The first essay analyses the FDI inflows that the transition economies of Eastern Europe have attracted and tries to find determinants of these inflows. The following two essays compare the effect of FDI between developing and developed economies. The second essay studies the relationship between corruption in the host country and the volume of FDI inflows. The third essay explores the effect of FDI inflows on host country economic growth. The fourth and final essay analyses the relationship between FDI and trade, focusing on the link between FDI flows and host country exports in eight East Asian economies. ISSN 1403-0470 ISBN 91-89164-64-4 ANDREAS JOHNSON Host Country Effects...
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...JAMES JOYCE -AN IRISH MODERNIST MODERN FICTION GROUP NUMBER 4 GROUP MEMBERS : HAFSA SHAHID R CONTENTS: Introduction to James Joyce Modernism and James Joyce A portrait of an Artist as aYoung Man Ulysses Themes and Style of Joyce's two Works a) Mythological Allusions b) Kunslerroman c)Stream of conciousness c)Focus on inner time rather than outer time d)Search for identity e)Treatment of religion f)Treatment of sexuality Conclusion James Joyce (from February 2, 1882 to January 13, 1941) was one of the most preeminent Irish authors of the 20th century. He is known for his literary innovation strictly focused narrative and indirect style. James Joyce matriculated from University College of Dublin in 1903. After moving to Paris, Joyce planned on studying medicine. The lectures were conducted in a technical French but Joyce’s education had not prepared him for it. Despite his mother’s attempts to get him to return to Catholic Church, Joyce remained unmoved even after her death. Joyce studied at Clongowes Wood College from 1888 until 1892. When the family’s financial state devolved, Joyce had to leave the school. After a brief time at Christian Brothers School, Joyce was enrolled at Belvedere College in 1893. In 1898, Joyce began studying Italian, English and French at University College Dublin. At this time, Joyce also began his entry into the artistic...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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