The Nazi Party Takeover of The German State †Political Science Essay

The Nazi Party Takeover of The German State – Political Science Essay Free Online Research Papers The Nazi Party Takeover of The German State Political Science Essay In his book, The Hitler State, author Martin Broszat discusses the phenomenon of the Nazi party takeover of the German state. Broszat attributes the Nazi rise to power to two key components: Hitler’s polycratic governmental system run by Nazi leaders; and Hitler’s charismatic, yet, detached governing style as leader of both the Party and state. This paper will examine how these two factors resulted in the Nazi Party takeover of the German state. The Nazi polycracy, lead by Hitler’s personal appointees, was initiated as a means of spreading Nazi influence throughout Germany’s state run organizations. Lacking in sound internal structure, Hitler’s polycracy was comprised of a horizontal network of Nazi Party institutions that appeared to mirror the organizations of the German state. The institution of these parallel state and party organizations blurred the lines of clear jurisdiction and authority. The lack of clarity surrounding the roles of these parallel organizations led quickly to conflict and intense competition between Nazi party leaders and the leaders of the German state. In his role as Fà ¼hrer, Hitler was noticeably absent from these escalating conflicts. With no sovereign intervention, the competition amongst the leaders and organizations in the â€Å"organizational jungle† of the Nazi Party escalated in intensity and violence. Darwinist realities took hold as only the strongest organizations, and, in the Nazi case, more radical, were able to overcome the wills of their competitors. Author Ian Kershaw suggests that it was Hitler’s intention to let the â€Å"weak† factions be destroyed so that the most resilient and perhaps most powerful would prevail. In explaining Hitler’s absence from these conflicts, Kershaw notes that Hitler’s â€Å"instinctive Darwinism made him unwilling and unable to take sides in a dispute til the winner emerged.† Considering the inner turmoil that existed amongst Nazi Party leaders, it is hard to imagine how this party was able to avoid complete internal breakdown. Much to the contrary, despite the escalation of internal Party conflicts, the Nazi’s succeeded at rapidly and forcefully rising to power. Many historians, including Martin Broszat, have been perplexed by the fact that the seemingly disorganized Nazi Party was able to launch such an all-encompassing takeover of the state. Broszat admittedly saw a serious â€Å"contradiction between the regime’s shapelessness and the extraordinary development of its power – all this defies any simple explanation.† The Nazi polycracy was notoriously unbureaucratic and without structure, however, it seems that the constant competition that was brought about by the blurred lines of hierarchy actually fueled the dynamic of aggression, radicalism and violence that would historically become synonymous with the Nazi Party. Amidst the chaotic internal fighting one constant remained amongst Hitler’s appointed Nazi leaders: the desire for power and for praise from the Fà ¼hrer. As Hitler continued to travel the country and make speeches in which he broadly announced the goals and objectives of the Nazi Party, leaders interpreted these speeches as a call to action. Kershaw refers to Hitler’s role in this sense as â€Å"activator† whose â€Å"vision served as a stimulant to action in the different agencies of the Nazi movement itself, where pent up energies and unfulfilled social expectations could be met by activism carried out in Hitler’s name.† As Nazi leaders scrambled to win Hitler’s favor, internal competition escalated to a dangerous level of intensity. The competitive dynamic created by this in-fighting led to increasingly radical and extreme acts of violence. It is here that one can truly witness the destructive phenomenon of the success of the Nazi polycracy. Kershaw suggests that the lack of structure within the Nazi Party contributed to the radicalization of violence and was actually a critical component of the â€Å"symbiotic relationship† that existed between the Nazi leaders and the successful pursuit of Hitler’s objectives. While this paper has examined the role of the Nazi polycracy, it has yet to fully address the role of Hitler as the seemingly untouchable leader. As previously stated, historians have long debated Hitler’s effectiveness as leader of the Nazi Party. Martin Broszat is an example of one of the many historians that would not give Hitler sole credit as the driving force behind the successful accumulation of power of the Nazi Party. Broszat argues that the achievements of the Nazi polycracy, and not the effective leadership of Hitler, were ultimately responsible for the seizure of the German state. Ian Kershaw also accepts a structuralist viewpoint, similar to Broszat, that the Nazi movement, with its polycratic structure, would have succeeded with or without Hitler. Kershaw frequently touches on Hitler’s lack of involvement with Nazi Party organization and he suggests that â€Å"a party leader and head of government less bureaucratically inclined, less a committee man or man of the machine, than Hitler is hard to imagine† . However, unlike Broszat, Kershaw is able to identify one important aspect of Hitler’s role as Fà ¼hrer that made him indispensable to the ultimate achievement of Nazi Party objectives: Hitler’s perception by the German public as the â€Å"classic charismatic leader.† Kershaw refers to Max Weber’s theories on â€Å"charismatic leaders† to devise his thesis on the importance of Hitler’s leadership role in the achievement of Nazi Party objectives. Kershaw suggests that Hitler embodied many of Weber’s â€Å"charismatic† qualifications, such as adhering to â€Å"perceptions of a heroic ‘mission’ and presumed greatness in the leader by his ‘following’† . While Hitler was not visible in the day-to-day functional methods of the Nazi Party, he was careful to frequently step in to the limelight to deliver Party propaganda to the German public. This form of visibility created the illusion, for the German people, that Hitler, as Fà ¼hrer, had complete control over the direction of the Nazi Party and the future of the German state. Kershaw attributes the mass appeal of Hitler’s charismatic leadership to his frequent and public promises of â€Å"national rebirth† . Hitler’s promises fell on the ears of those Germans still reeling from the losses sustained during WWI. The Fuhrer’s push to â€Å"unify† Germans instilled hope and became wildly popular. Hitler’s talent for conveying charisma and optimism for the future caused the German public to rally behind the Fà ¼hrer and his Nazi Party. While Hitler’s propaganda was able to win mass appeal for the Nazis and for their objectives, his abilities as the leader of a nation left much to be desired. While he promised â€Å"rebirth† Hitler was undoubtedly unsure as to how the Nazi’s would ultimately achieve this goal. With the charge to establish â€Å"national rebirth through racial purity and racial empire,† Nazi Party leaders set out to fulfill the request of their charismatic leader on their own terms. The vague nature of Hitler’s announcements resulted in the outbreak of increasingly radical acts of violence – acts that would become historically synonymous with the Nazi Party. The enthusiasm stimulated by Hitler’s public appearances had a similar effect on both Nazi Party leaders and the German public. The German public responded to Hitler’s â€Å"charisma† by attending his propaganda speeches, listening to radio broadcasts and living their day-to-day lives in conjunction with the ideals of the Nazi Party. To the Nazi leaders responsible for the function of the polycratic Nazi government, Hitler’s charisma served as the â€Å"enabling† force that acted as the â€Å"implicit backing and sanction to those whose actions, however inhumane, however radical, fell within the general and vague ideological remit of furthering the aims of the Fà ¼hrer.† The combination of the charisma of the Fà ¼hrer, with the conflicted, yet powerful Nazi polycracy, resulted in the Nazi’s violent and all encompassing takeover of the German state. Research Papers on The Nazi Party Takeover of The German State - Political Science EssayAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 EuropeQuebec and CanadaBringing Democracy to AfricaEffects of Television Violence on ChildrenOpen Architechture a white paperRelationship between Media Coverage and Social andCapital PunishmentPETSTEL analysis of IndiaMind Travel

Technological Advancements of the 19th Century essays

Technological Advancements of the 19th Century essays During the nineteenth century, many advances in technology took place. Most of these came as a result of people beginning to understand electricity. (Even though electricity had been studied and recorded for many centuries, it was only as of the nineteenth century that it had been experimented with to make life easier.) New discoveries were being announced almost daily. Around 600 B.C.E, a Greek philosopher and mathematician discovered that when he rubbed amber, it became electrically charged and small objects would be attracted to it and stick to it. Many hundreds of years later, in 1729, Benjamin Franklin walked out into a rainstorm with a kite and proved to the world that lightning is electricity. After many years of experimenting with electricity and learning how to utilize its power, technology to make life much easier began to be developed in the nineteenth century. A few of these inventions included the electric clock, the telephone, the microphone, and the first practical lights. Since the understanding of electricity was becoming widespread during the nineteenth century, people such as Thomas Edison began experimenting with electricity to make daily life easier. Probably the most important electrical invention is the light bulb and practical electric lighting. When a light bulb is hooked up to a power supply, the current of electricity heats the atoms that make up the filament, a thin metal wire to transfer electricity. When these atoms are heated to a high enough temperature, the atoms emit light. After Edison invented the light bulb, he and Joseph Swan began investigating a way to create practical lighting that could be used in everyday life for the average person. In 1880, this dream was realized, and today hundreds of electric lights in various shapes and sizes are used in our homes for anything from room lighting to lights for the computers or digital LCD clocks. Another major invention that uses elect...

Gross Negligence Personal Statement Example | Topics and Well Written Essays - 1500 words

Gross Negligence - Personal Statement Example Gross negligence in other words is an act or oversight of an aggravated nature, as eminent from the lack of ordinary care evident in negligence. According to Diana & Gill (1989) gross negligence is a cognizant and intended disregard of the requirement to employ reasonable care that is likely to result in foreseeable serious injury or harm to another person. Gross negligence is conduct that is tremendous as compared to ordinary negligence that is a mere failure to observe reasonable care. Gross negligence and ordinary negligence vary in degree of negligence while both vary from willful and reckless conduct that reasonably termed as causing injury. Gross negligence is a lack of care in wanton disregard for the wellbeing or lives of other individuals. This is immense in that it appears to be a contravention of other individual’s rights to wellbeing. It is further than straightforward inadvertence; however, it is just not far from being deliberately evil. If an individual has agre ed to take care of another's wellbeing, than gross negligence results as a failure to take care the individual would for his/her own wellbeing. Gross negligence results in the award of specific and general damages and addition punitive damages. Negligence Negligence is conduct that lacks due care and such standard would fall below the standard of care established by law. Negligence termed as the divergence from the standard of care which a reasonable person would stick to in a given set of circumstances. There is a legal obligation-requiring one to stick to that set standard of conduct (Ash et al, 2006). Negligence results when the individual does not stick to these standards of care. In negligence, the individual does not intend that the results achieved, and he has the responsibility to foresee and guard against such outcomes (Diana & Gill 1989). Negligence  normally defined as the lack of exercise of that level of care exercised by the rationally careful practitioner under the same set of circumstances as per the test of a reasonable person. Malpractice Malpractice is the absence of the required standard of care by a professional, which include the knowledge, abilities, and specialized skills of a profession. Malpractice results due to the failure of the professional to abide by the established principles of the profession. The plaintiff, in a malpractice situation, should show that the other individual did not follow the standard of his profession. Ash et al (2006, p.130) found that the expected standard of care from a professional is much higher compared to that of the other individuals. It is the failure the lack of skill to abide to a standard of care in which a rational man in the same position would have observed. In a medical malpractice situation, a plaintiff must establish appropriate care to determine the practitioners conduct and an actual breach of the required standard of care by the practitioner. A connecting link between the practitioners b reach and injury and a cognizable harm or damages must exist. The standard of care relies extremely on facts but normally recognized as the degree of care a prudent and reasonably professional practitioner would apply in similar or the same circumstances. In Joseph Benson’

C&B (u2 ip&db) Essay Example | Topics and Well Written Essays - 500 words

C&B (u2 ip&db) - Essay Example In addition, out-of-pocket expenses are likely to be less than they would be for other types of programs. Fourth, co-payments are very low or nothing. Fifth, anything that is not covered under Medicare may be available at a small fee or for nothing. Sixth, there is virtually no paperwork. Finally, â€Å"You will not need Medigap insurance to supplement your Medicare coverage because the plan provides you with all or most of the same benefits at no additional cost. Unlike Medigap insurers who in some cases can refuse to sell you a policy if you have a health problem, plans generally must accept all Medicare applicants† (U.S. Department of Health and Human Services, 2008). There are only a few disadvantages to the program, and given the chance, I would definitely enroll. This is mainly because I have gone so long without insurance that these benefits sound amazing to me. The only disadvantages I could find were that enrollees must use pre-determined, plan physicians, hospitals, or care providers; certain services require pre-approval from the enrollee’s primary care physician; and that it can take up to 30 days to leave the program if you so choose (U.S. Department of Health and Human Services). Medicare Managed Care. (2008). U.S. Department of Health and Human Services. Retrieved August 1, 2008, from http://www.pueblo.gsa.gov/cic_text/fed_prog/mm_care/medcare.htm#What%20are%20the%20Advantages Medicaid is a program that can make it possible for those who would not otherwise be able to afford healthcare coverage to obtain it, get healthy, and stay healthy. According to the Centers for Medicare and Medicaid Services (2008, pg. 1), â€Å"Medicaid is available only to certain low-income individuals and families who fit into an eligibility group that is recognized by federal and state law. Medicaid does not pay money to you; instead, it sends payments directly to your health care providers. Depending on your states

The conventions of a soap Essay Example for Free

The conventions of a soap Essay To deal with the following issues : The conventions of a soap, the Genre, the target audiences, sound and editing as well as the camera objectives. After initial problems in setting up a group, a selection of four students including myself were grouped together. Deadlines were given and this made it even more constraining. The soap is intended to be targeted to a mainly black/white working class audience mainly but also to a middle class, but not equally proportional. Targeting also a 16 -30 age group though preferably to 16-18 as thats the student audience, but is viewable by all other age groups. The time slot chosen is 19:00 so that it doesnt rival with the other television channels soaps at 19:30, 20:00 and 20:30 respectively. Also at this time most working parents and students would have been back at home whether it be that they perform a 9-5 occupation or unskilled late laborious work. This prequel to the soap is not an easy showing. It has taken a lot of weeks to design the script alone, and to gather characters is still yet an ongoing process. The concept of the soap involves a teacher, a main student as a lead character and then other students are merely extras with exceptions to two other female students who will have a major role in the soap. My responsibility is to be a main actor as the Teacher and to ensure that the soap gets produced, thus I am a quality assurancer which means that the work produced is looked over by myself for quality and then passed onto Taio who happens to be the director to ensure that it is viewable and acceptable for evening time television viewing as well as creating the storyboard from the scripts. Natalie who works in the group is the main script writer whilst Eastern is the associate camera man as opposed to all of us sharing roles as the camera man from time to time. I myself tried to be the camera man for a two-day shooting scene. Unfortunately, it was not at all good. Learning from this mistake I just kept to my role as an actor and both supporting the group when there and looking/editing the work. The first stage in the production process is the creation of the script. This determines not only the dialogue of a piece, but lays down the basis of the soaps plot. In modern television before a soap episode goes into production it is probable that its script has gone through a series of treatments and re-writes. Once a script is completed it is given to a producer whos job is to realise the script. When devising a script, it has come to the attention that it will need a lot of re-writes and perhaps complete changes altogether. Each member of the group has something to co-ordinate with the group as a whole on. We all have individual roles, but due to the shortages in the group of members we all help one another, thus there is no set positions. When developing the soap opera a lot of research was conducted by the group where a discussion of the characters and their personality profiles was viewed. Gender and euthanasia research was amongst the top on the list of the discussions within the group. Age and race was important as it had to show the racial and age ration being portrayed in the college and also what would be socially acceptable. We did not want this to be similar in anyway to grange hill but a real life soap scene. As it had to define possible events that occur in real life with a thrill to keep its viewers hooked. All the characters will have different traits to their personality, one of which will posses traits similar to that of dumbo type person whilst another will be superficially intelligent. The teacher character will play an important role as our research concluded that the teacher would be prejudice to students who are not similar to his norms. The settings and social issues will take place within the Bromley College Facilities and the plot will cover a teacher having taught a class and replacing a previous teacher. Due to stress of his students and how the students support the teacher and how the teacher deals with bullying as an issue. As a girl/boy relationship broken up by a girl having a relationship with an elder man from outside the college and all round arguments and troubled issues relating studies. The characters are from 16-20 in age with exception to the teacher whose age will be mid 30s. Channel 5 does not currently have an active soap and it was the prime selection especially for its informality in presenting shows of interest. The technical aspects of this soap have yet to be performed, although all the roles have been established camera recording has not been fully completed and is still in the draft basis. Evaluation The purpose of this evaluation is to analyse the project of creating a soap and all the practical aspects into the development of such a production. This is after completion of the final practical production. There were many problems associated with the production as there many advantageous developments. To create this production took time and, unfortunately as I had entered the group quite late did not have a stable role as such. Members of my original group had left the college, and thus joined another g roup before that individual was on the verge of being asked to leave the course. Thereby, I progressed into another group, which is currently the group now. However they had started to create the scenes and at the time of joining they had completed the script. Upon joining the group, it was already decided that Taio was the director, Natalie was the scriptwriter and co-director whiles Chris was the editor and Easten was the producer and cameraman. I started to assist as the cameraman, however, unfortunately it seems that it did not work out well. I was zooming too much into the picture frame similar to zooming pan shots in the movies. Although I did not get to see the footage I had taken, the group members informed me that it was bad. I was however still eager to help the group and although they had a different timetable to mine, I still came through. There were more problems as due to the class times of different lessons, not everyone from the team was available to assist in the filming. However, I made myself available or offered to help in all instances of their filming. On some instances, my help was not required as they had enough people to do it. I centred on my acting instead for the group and my role as the teacher. These were actually sub-categorised into two main scenes but were divided into at least 5 or more sub scenes. One recollective event is when filming the corridor scene where Evans played the bullied student, the scene was performed after the 4th repeated time of filming. This was because, at one point security within the college thought that an actual pupil was being bullied, and that on another ocassion the class room scene, it needed to be re-recorded again and again as our postures were incorrect. Taio being the director corrected the problems as and when they occurred and ensured that it was completed. Equipment Used: VHS Cameras for film capture Video Suite for Editing DV to VHS and VHS to DV convertors Tripods Microphones Room Microphones Natural Lighting Zoom Lenses Characters References : Source Materials Soap Operas Unveiled Terrence and Higgins Information on how to create soaps Ins and Outs of Soap Operas J.L.Kenzo Scenes and Practical aspects of soaps Media 1 Stanley Thornes Text Book for Media AS Dyer, Richard et al. 1981: Coronation Street. London: BFI Geraghty, Christine [1991]: Women and Soap Opera. Cambridge Political Press Goodwin, Andrew and Gary Whannel [Eds] [1990]: Understanding TV. London: Routledge Kilborn, Richard [1992]: Television Soaps. London: Batsford Livingstone, Sonia [1990]: Making Sense of Television. Butterworth Heinemann The Media Donated by my teacher Sean Stammers Information on the Media www.brookside.com Official Soap site for Brookside entailing character information www.channel4.com Tallent Information on creating scripts and soaps www.channel5.com Channel where soap should be aired and tv guide listing http://www.aber.ac.uk/media/Modules/TF33120/bucking1.html

Looking Below the Surface of Hamlet Essay -- GCSE Coursework Shakespea

     Ã‚   The mystery of Shakespeare’s Hamlet is a phantom that has haunted students throughout the centuries. Hamlet is a complete enigma; a puzzle students have tried to piece together since his introduction into the school curriculum. Throughout the course of Hamlet, the student is constantly striving to rationalize Hamlet’s odd behavior, through the play’s written text. In doing so, many students mistakenly draw their conclusions based on the surface content of Hamlet’s statements and actions. When drawing into question Hamlet’s actions as well as his reasons for acting, many assume that Hamlet himself is fully aware of his own motives. This assumption in itself produces the very matter in question. Take for example Hamlet’s hesitation to kill the king. Hamlet believes that his desire to kill King Claudius is driven by his fathers’ demand for revenge. If this were true, Hamlet would kill Claudius the moment he has the chance, if not the moment he knows for sure that Claudius is guilty of murdering his father. Why does Hamlet hesitate? One must call into question what Hamlet holds to be true. If Hamlet’s given motivation for killing the king is legitimate, then Claudius should die at about Act 3. Because Hamlet’s actions do not correspond with his given reasoning, one is forced to look for an alternate explanation for Hamlet’s behavior. In doing so, one will come to the conclusion that Hamlet is driven by forces other than what is o bvious to the reader, as well as Hamlet himself. Given this example, one must denounce the assumption that Hamlet is aware of the forces that motivate him, and understand that Hamlet’s true motivation is unconscious This unconscious force is the true reason behind Hamlet’s mysterious behavior. In n... ...hree characters, his step-father being one. Thus, by digging into Hamlet’s unconscious, his true unconscious motives have been unveiled. In overlooking the obvious, the true force behind Hamlet’s actions and inaction has been revealed, resulting in a final product that is an extensive comprehension of Hamlet’s character, and is, as Gertrude would say "more matter than art".      Works cited:   Shakespeare, William. The Tradegy of Hamlet Prince of Denmark.   New York: Washington Square Press, 1992   Hall, Calvin s. A Primer of Freudian Psychology   New York: Harper and Row, 1954   Jones, Ernest. Hamlet and Oedipus. Newyork: W W Norton and company, 1976   Platania, John. Jung for Beginners. New York: Writers and Readers Publishing inc., 1997   Weiten, Wayne. Psychology: Themes and Variations, Fourth Editon. Boston: Brooks/Cole Publishing Co., 1998

International Relations: Important Theories

Realism makes four basic assumptions about international relations: * The state is the most important actor in international relations. This means that national governments are the most important player in the game of international politics–interest groups like Amnesty International or individual figures like the pope have no effect on how nations relate to one another. * The state is a unitary and rational actor. Unitary means that â€Å"the state speaks with one voice;† although members of a nation may have many different views on the best approach to a situation, only one approach will be enacted. Rational means that the state is capable of â€Å"identifying goals and preferences and determining their relative importance. † * International relations are essential conflictual because of anarchy. In this case, anarchy does not mean chaos–instead it refers to the absence of a higher authority to prevent aggression or arbitrate disputes. Just as men might run amok and attack one another without the government to punish them, nations will attack one another so long as they believe it in their best interest. Anarchy also compels states to arm themseves in order to feel secure. The stockpiling of arms and the building of a military, however, are provocative actions which prompt neighbouring states to feel insecure and build up their own weapons. * Security and strategic issues, known as high politics, dominate the international agenda. This means that states' paramount goal is to maximize their power in the international community, and that they are primarily concerned with military power. An example of a nation operating according to this maxim is North Korea in the early 90s–the downfall of the Soviet Union left them without Communist allies, so they began a nuclear weapons development program and threw out UN observers. They believed that if their government gained nuclear power, it would survive in the international community because other countries would fear them. Liberalism * Liberal international relations theories are based on the idea that humans are PERFECTABLE. In contrast to the greedy man of realism or even he survival man of realism, liberal theories tend to see man as rational as well as learning, striving, and improving over time. Liberals believe in PROGRESS. * Liberals believe that humans can learn to COOPERATE to improve their lives PEACE is seen as a preferred condition and therefore ways should be found to foster peace among states. This allows man to focus on the substantive things that make up the good life: food, art, culture, literature, farming, families. Everything but weapons and the fighting of war. Liberals believe that war stems from INADEQUATE INSTITUTIONS OR MISUNDERSTANDINGS, so we prevent war by crafting better institutions and eliminating the possibility of misunderstanding through education and discussion. * War stems from misery, POVERTY, INEQUALITY. * Liberal approaches often also see man as tied to fellow man by a COMMON HUMANITY. Therefore, the limits imposed by state boundaries are artificial. This leads to ideas such as the pursuit of human rights violators across state boundaries, seeking to engage in development assistance. League of Nations and UN Charters have strains of this type of liberal idealism: making peaceful settlement of disputes a new norm. Overcome past international conflict through institutionalized collective security mechanisms. * Some influential liberal ideas today: INTERDEPENDENCE and the rise of NON-STATE ACTORS. * Interdependence: Economic linkages, communication technologies finally making possible one world with one common humanity. All linked together, can’t go to war without causing hardship to all. This has been developed further in the 1990s to a school of thought which sees globalization as rendering war among major powers as impossible, would impoverish everyone, no one has an incentive to rock the globalization boat. * Rise of non-state actors: new non-state actors becoming more influential than the old states of realist international relations discourse: multinational companies many of which have greater annual turnover than developing countries’ GDPs, new cross-national issue groups: the Greens, Greenpeace, Amnesty International. These corporations and organizations are breaking down the state, establishing common interests across borders. Generally, foster peace. * Also, recently re-in vogue in the liberal camp is the DEMOCRATIC PEACE THESIS, the idea that democracies do not fight one another. * Liberal approaches have fostered much of the growth of INTERNATIONAL ORGANIZATIONS (neo-liberalism with emphasis on institutions). International organizations are seen as ways of mediating conflict among states, establishing bases of cooperation, establishing rational-legalistic codes of conduct under which all will be better off. Some liberal internationalists see the evolution of international organizations, the development of international law, the growth of cross-national civil society groups as evidence that the state is being transgressed, or at least having its capacity for war-generating action reduced. * ANALOGY TO DOMESTIC STATE at international level. As in the domestic state where the government provides some order to relations among citizens, so international organizations (while not a world government) can provide some stability, security, and predictability to inter-state interactions. Can prevent states from being trapped in the SECURITY DILEMMA (need force to protect self, arms build up scares others into thinking you are going to attack, they build up their forces, they scare you, endless cycle of build-up ultimately leading to violence. By making self more secure through arms, make self less secure by compelling arms acquisition on neighbour/rival), can foster and build on areas where cooperation helpful to solve mutual interests, cooperation reinforcing. States can learn through international organizations/cooperation and change their preferences and behaviors. * IRAQ WAR: Liberals would certainly see Saddam Hussein as a problem: authoritarian, had shown proclivity to invade others. Marxism Marxism is one of the basic theories of international relations. According to Marxists, both realism and liberalism/idealism are simply self-serving ideologies introduced by the economic elites to defend and justify global inequality. Instead, Marxists argue, class is the fundamental unit of analysis of international relations, and the international system has been constructed by the upper classes and the wealthiest nations in order to protect and defend their interests. The various Marxist theories of international relations agree that the international state system was constructed by capitalists and therefore serves the interests of wealthy states and corporations, which seek to protect and expand their wealth. According to Marxist theory the â€Å"First World† and â€Å"Third World† are merely components of a larger world system which originated in 16th-century European colonialism. Instead, these states actually make up the â€Å"core† and â€Å"periphery† of the world system — respectively, the central wealthy states which own and chiefly benefit from the mechanisms of production, and the impoverished â€Å"developing† countries which supply most of the human labour and natural resources exploited by the rich. States which do not fit either class, but lie somewhere in the middle of the model, are referred to as â€Å"semi-peripheral. † The core-periphery thesis of world-systems theory is based upon another body of work, dependency theory, which argues that the basis of international politics is the transfer of natural resources from peripheral developing countries to core wealthy states, mostly the Western industrialized democracies. The poor countries of the world, like the poor classes of the world, are said to provide inexpensive human and natural capital, while the wealthy countries' foreign policies are devoted to creating and maintaining this system of inequality. International economic law (such as the World Trade Organization) and other such systems are seen as means by which this is done. To combat these systems of inequality, traditional Marxists and dependency theorists have argued that poor countries should adopt economic control policies that can break them out of the prison of international economic controls, such as import substitution (government assistance to domestic producers and barriers to wealthy international corporations attempting to flood the market with mass-produced imports) rather than the export-based models usually favoured by international economic organizations such as the World Bank and International Monetary Fund.