Pick one of the approaches of either realism, liberalism, Essay

Pick one of the approaches of either realism, liberalism, International Society or International Political Economy to show how c - Essay Example The veracity of Wendt’s positing will thus be analyzed in the ensuing discussion that is to materialize forthwith. For one, Wendt’s postulation can be seen to be true, given that it acknowledges the place of realism in international relations. Realism acknowledges the state as the most important actor in the field of diplomacy and international politics. Because of this, national governments are the most important players in international politics, in lieu of non-state actors such as international organizations (e.g., Amnesty International and the Red Cross) and eminent persons such as the Pope. Similarly, Wendt’s standpoint can also be vindicated by the credibility of constructivism in international relations. In international relations, constructivism advances the notion that important aspects of diplomacy and global politics are socially and historically contingent, rather than being inevitable consequences stemming from human nature and the dynamics of world politics. The truthfulness in Wendt’s postulation is predicated upon the fact that the state is a unitary and rational player in international relations. By being a unitary and rational player, it is meant that states speak with one voice. ... According to Jackson (2007), the standpoint immediately above validates Wendt’s postulation to the effect that the US and Soviet Union could unpredictably end the Cold War and their inimical relations because this is the very historical development that took shape. It is true that the US and the Soviet Union ended the Cold War, with the tearing down of the Berlin Wall on November 9th, 1989 and the Re-Unification of Germany on October 3rd, 1990 being done to this effect. Since then, relations between the US and members of the Soviet block have been active and relatively stable, though there have been instances of tension, as was seen in 2008 when Russia invaded Georgia, following Tbilisi’s attempts to re-exert authority and control over its breakaway regions, Abkhazia and South Ossetia. The immediately foregoing illustrates that states are the chief actors in international relations and that they are unitary and rational in their actions. The US, having its domestic acto rs such as the Congress (just as the Soviet Union) and local political games, is a matter that does not hinder it from identifying its chief national interest (Jervis & Art, 1985). The Soviet Union and the United States, having the prerogatives to end the Cold War if they had wished to, is a matter that is underscored by them being the very participants who stoked the Cold War tension against each other. This is well illustrated by the Cuban Missile Crisis, which took place between 16th and 28th of October 1962, as the most serious Cold War standoff between America and the Soviet Union. Having discovered the Soviet Union’s intention to position nuclear missiles in the Socialist Cuba, the US dispatched naval blockade to stop Soviet Union ships from varying missiles to Cuba. On

Journal Article Analysis Essay Example for Free

Journal Article Analysis Essay Current views of the world, desires, dreams, goals, and the demands placed upon society are constantly transformed by present epistemological beliefs. Schommer-Aikens and Hutter (2002) investigated the relationship between an individuals’ belief about knowledge, learning or epistemological beliefs and how this relates to average conversational issues (Schommer-Aikens , Hutter, 2002). Using a study group of 174 adults ranging in age from 17 to 71, Schommer-Aikens and Hutter (2002) posed questions assessing beliefs of knowledge and the speed control of learning. Feldman addressed how assumptions become scientific knowledge by stating â€Å"Sometimes we know things by reasoning or inference. When we know some facts and see that those facts support some further fact, we can come to know that further fact. Scientific knowledge, for example, seems to arise from inferences from observational data† (Feldman, 2003, p. 3). Understanding how assumptions move into scientific knowledge it becomes apparent how these assumptions are qualified in research. The authors used regression analysis to quantify the assumptions of the participants as they relate to knowledge, learning, multiple perspectives, and ultimately the development of epistemological beliefs. This analysis will further identify philosophical assumptions underlying the research; explain the practical significance of these assumptions and their effect on its applicability to other authors and post-positive thinkers. Philosophical Assumptions Underlying the Research Feldman (2003) stated that epistemology, the theory of knowledge is a philosophy that looks into the questions about knowledge and rational. Epistemologist`s tend to focus or concentrate on questions of principal aspects involving knowledge and how those beliefs regulate coherent belief. Those within the field are less concerned about the validity of knowledge or  coherent belief, be it correct or incorrect but focus more on causes (Feldman, 2003, p. 1). To that extent Schommer-Aikens and Hutter (2002) conducted a survey of 174 participants, including 120 women and 54 men. The ages of the participants ranged from 17 to 71 years of age and included various personal and educational backgrounds. Through the Schommer epistemological questioner participants, including chemical engineers, clerks, homemakers, factory workers, pharmacists, and teachers of both genders. These participants were asked a number of questions that incorporated religious, educational, societal and personal belief s. Questions were ranked in a likert- type scale ranging from strongly disagrees to strongly agree (Schommer-Aiker, Hutter, 2002). Philosophical Assumptions Schommer-Aikens and Hutter state â€Å"The results coming from epistemological research suggest that individual`s beliefs about the nature of knowledge and learning are linked to their comprehension, metacomprehension, interpretation of information and persistence in working on difficult academic tasks† (Schommer-Aikens, Hutter, 2002, p. 6). The authors contend that individuals who believe knowledge is isolated into segmented bits and not taken as a sum total perform more poorly in the compression of mathematical, physiological, and medical textbooks (Schommer-Aikens, Hutter, 2002). This statement confirms that knowledge or epistemological commitments are a collection of data and understanding and not segmented or isolated bits of information. The assumption is those who tend to segregate knowledge and who do not attain a higher degree of education have difficulty in their own epistemological commitments. This is further evident in the writings of Quine and Kuhn as these authors beleive science is a continuation of common-sense (Delanty Strydom, 2003, p. 22). According to these authors common, everyday decisions made by the common man and woman play a significant role in the creation of science. Whereas the purpose of the epistemological study was to extend epistemological beliefs to an individual’s everyday life, it was also designed to reflect on academic studies. This particular article using the Schommer epistemological belief survey makes several assumptions. Those assumptions state those with a higher level of education are more likely to take on multiple perspectives,  withhold decisions until information was available, acknowledge the complexity of everyday issues and were willing to modify thought processes or thinking (Schommer-Aikens, Hutter, 2002). The inference is those who take knowledge as a collection of data, not as segmented bits along with the attaining of a higher level of education were equipped for complex or critical thinking. This enabled each to understand the complexity of life, make crucial decisions, understand varying viewpoints and able to adapt as understanding grew. These assumptions have a practical significance and affect research. The Practical Significance of Assumptions and Their Effect on Research Inferences and practical assumptions are drawn during the research of this article, and one could argue some of the assumptions made were drawn before the research study ever began. Through personal epistemological beliefs society has long held the conviction those who attain a higher level of education are able to deal with the complexities of life. The practical significance of assumptions and their effect on the research conducted are visible in the work of Johnson and Duberley as they state â€Å"both within and outside of our organizations our behavior is internally motivated, and internally justified, by what we believe about â€Å"the World† (Johnson Duberley, 2000, p. 2). Often in preparing for such a survey the focus group of participants used along with the questions themselves distort the data and thus the results to achieve a desired result. While in this case the participants have diverse backgrounds and have achieved differing degrees of education, making such assertions could distort data. Assumptions and Research Methodology Kuhn preferred historical science and by building upon prior knowledge Kuhn (2012) believes this research and evidence was already available enabling that data to be tested using deferring mechanisms to either prove or disprove a current or prior theory. While not opposed to the empirical testing, it was his belief that details must be obtained for research. It is through this historical science and data that assumptions within society and within science about our understanding of epistemological belief have come into existence. Popper states the empirical method makes good use of a  criticized approach to the method (Delanty Strydom, 2003). The empirical method tests each system ensuring the best system moves forward after all methods have been tried, tested, and proved. Schommer-Aikens and Hutter (2000) used questions, including â€Å"You never know what a book means unless you know the intent of the author† and â€Å"Its a waste of time to work on problems which have no possibility of coming out with clear-cut and unambiguous answers† (Schommer-Aikens, Hutter, 2000). These answers along with others were used as a measurement in epistemological belief comparing their answers and their level of education to gauge how those answers compared with historical norms (Schommer-Aikens, Hutter, 2000). This data was then taken and a regression model developed to extract the stated research and ultimately assumptions made. Schommer-Aikens and Hutter (2000) in turn came to the same assumptions and epistemological commitments already held within social and physical science to date. The research quantified and validated the assumptions held by historical science that one’s epistemological beliefs are shaped and re-shaped by the ability to link through learning, multiple perspectives, and ultimately the development of epistemological beliefs. The ability for humans to use successfully address complex issues, attain paradigm shifts in their understanding of the world and develop are inevitably linked with thought processes and knowledge gained through high er education. Conclusion A person’s thoughts, feelings, emotion, and beliefs often shape ones decision-making process. Other components, including perception, memory, introspection, and reasoning also assist in the formation of opinions, shape our knowledge, and transform an individual’s viewpoint (Feldman, 2003, p. 3). Perception is how one sees the world around them, the sights, sounds, smells, and other senses creates an understanding of the external environment creating a mental image and often places an attachment to it. Through their research Schommer-Aikens and Hutter (2002) investigated the relationship between and individuals’ belief about knowledge, learning or epistemological beliefs and how this relates to average conversational issues (Schommer-Aikens , Hutter,2002). Using the regression model the authors quantified the beliefs and assumptions the conclusion of which is a culmination of historical science supported by this recent research. While  post-positive thinking like Kuhn, Quine, and Popper may differ in view about the empirical method, testing, and paradigm shifts as theories change over time the core belief of epistemological commitment remain comparable. A sentence sums up this article and the accompanying research as it pertains to epistemological belief. Those with a higher level of education are more likely to take on multiple perspectives, withhold decisions until information was available, acknowledge the complexity of everyday issues and were willing to modify thought processes or thinking (Schommer-Aikens, Hutter, 2002). References Delanty, G. Strydom, P. (Eds). (2003). Philosophies of Social Science: The Classic and Contemporary readings. Philadelphia, Pa: Mcgraw-Hill. https://ecampus.phoenix.edu/content/eBookLibrary2/content Feldman, R. (2003). Epistemology. Prentice Hall. The University of Phoenix. https://ecampus.phoenix.edu/content/eBookLibrary2/content. Kuhn, T. (2012). The Structure of Scientific Revolutions. Chicago, Il. University of Chicago Press .https://ecampus.phoenix.edu/content/eBookLibrary2/content. Schommer-Aikins, M., Hutter, R. (2002). Epistemological Beliefs and Thinking About Everyday Controversial Issues. Journal Of Psychology, 136(1), 5.https://ecampus.phoenix.edu/content/eBookLibrary2/content. Johnson, P. Duberley, J. (2000). Understanding Management Research: An Introduction to Epistemology. Thousand Oaks CA. Sage Publishing. Prentice Hall. https://ecampus.phoenix.edu/content/eBookLibrary2/content.

Find largest digit in c program

Find largest digit in c program mumbers (positive,nagative,integer,double numbers) from the keyboard and prints area,largest number,negcount,reverse,average.*/ //including header file #include using namespace std; // main declaration void main() { //declaring variables int num; int sum1=0; float sum2=0; int negcount=0; int i=0; int largest; int smallest; float average=0.0; int temp1=0; int temp2=0; float area=0.0; int radius; int large; int small; int temp3; int b; int temp4; int temp; int poscount=0; float pi=3.14; for(i=0; i { //Reading numbers from user cout cin >> num; if(i==0) { largest=num; smallest=num; temp=num; } if(i==1) temp3=num; if( num > 0 )//Considering positive numbers { if(poscount==0) { large=num; small=num; } sum1= sum1+num; poscount++; } else { // considering negative numbers if(negcount==0) temp1=num; if(negcount==1) temp2=num; if(temp2 sum2=temp1+temp2; average = sum2/2; negcount++; } // checking the largest number of given 8 numbers if ( num { smallest = num; } if ( num > largest ) { largest = num; } //checking the smallest positive number if(num>0) { if ( num { Find largest digit in c program small = num; } if ( num >= large ) { large = num; } radius=small; area=pi*(radius*radius);//calculating the area of the circle } // reversing the first two numbers entred b=temp-((temp/10)*10); temp4=b; } //printing outputs for given inputs cout cout cout cout cout cout cout cout }

Cal Ripken :: essays research papers

The relationship that this book has with psychology is a very familiar one. One would not expect to look at this book with a psychological view, unless you look into the deeper meanings of Ripken and what his thought process is. The book allows you to see what a boy’s point of view of a family that grew up in a modest fashion, with baseball being prevalent throughout his life.   Ã‚  Ã‚  Ã‚  Ã‚  After reading the book and asking myself what Mr. Ripken was thinking during his life and the content of the book I find myself relating it to Psychology. You can see how Ripken developed into a player from his point of view and how he handled himself mentally. You can see how he his family, mostly his dad has influenced him throughout his younger days and all the way through his professional career. By reading of what his mind interpreted and the sights and sounds of the way he perceived things made this a highly psychological book. You can almost analyze Ripken by reading through the book and seeing first hand what he was thinking and personal details to what he thought was important.   Ã‚  Ã‚  Ã‚  Ã‚  The thesis of the book lies directly in the title. I remember reading through the whole book, wondering what the whole purpose in writing, or what was the motivation for the book other that to better understand the consecutive game streak that Ripken now holds. Doing the only thing that I know how to do. This simple statement is the thesis of the book. At first this is hard to believe, but the whole book describes it perfectly.   Ã‚  Ã‚  Ã‚  Ã‚  While growing up Ripken only two things: baseball and traveling. Hard work and games were part of his life. Ripken learns at an early age that he is not rich, not specifically talented, but a hard worker. He takes this attitude and applies it to baseball, following the example of his father. The simple for reason, which is also the thesis, is because this is the only way that he knew how.   Ã‚  Ã‚  Ã‚  Ã‚  The treatment that Ripken gets is a very familiar one. He is the oldest of four children, so this automatically put him in leadership role. This derives from his father being gone so often playing in the extensive list of minor leagues that Cal Ripken Sr. played up and down the East Coast. Since his father was away many times, this put Jr.

Babbage Charles :: Essays Papers

Babbage Charles Charles Babbage was born at Walworth, Surrey England in December 26,1791. He achieved many great feats and belonged to many very distinguished groups before he died in October 18, 1871. Many people consider him to be the grandfather of computer science due to his great works with his Difference Engine (1821), which printed tables of polynomials, and his Analytical Engine (1856), which was intended as a general symbol manipulator. Babbage grew up with a fascination with the way mechanical objects worked and was an excellent mathematician. This was discovered at an early age when he employed a tutor only to find out he knew more about math than the tutor did. He was home schooled for most of his early education mainly on account of his invalid health. Babbage eventually enrolled in Cambridge University in 1810, an institution where he would later hold the position of Lucasian chair of mathematics from 1828 to 1839. He was involved in many different fields of science. He was the first person to be presented the Gold Medal award given by the Astronomical Society, and a key figure in the founding of the Astronomical Society in 1820, the British Association for the Advancement of Science in 1831, and the Statistical Society of London in 1834. He authored the very influential book On the Economy of Machinery and Manufactures, as well as a series of papers on varied topics such as optics and cryptology. Charles Babbage had a fascination with numbers and statistics. He was obsessed with quantifying everything observable in nature. Babbage delighted in the thought of having a daily account of food consumed by zoo animals, or the "proportion of sexes amongst our poultry". He proposed tables to calculate the amount of wood (elm or oak) a man would saw in 10 hours, or how much an ox or camel could plow or mow in a day. In Mechanics Magazine in 1857 Babbage published a "Table of the Relative Frequency of the Causes of Breaking of Plate Glass Windows" detailing 464 breakages, of which "drunken men, women, or boys" were responsible for 14. Babbage thought the table would be "of value in many respects", and might "induce others to furnish more extensive collections of similar and related facts". In Babbage’s early years he was a popular and well-liked socialite. In fact, he was known for extravagant dinner parties where many famous and prominent people would be in attendance.

Why I Hate Montclair

When I first stepped onto the campus of Montclair State University, I knew it was a place for me. It was so beautiful and walking past the gorgeous, blooming flowers, in the middle of spring was breathtaking. I could imagine what being a student in the school would feel like and how quickly I could become accustom to it. Unfortunately, I had to face the fact that it was all a dream and nothing was perfect as it seems. Even though Montclair State University has many great aspects, it also has negative aspects as well.The three most significant aspects of Montclair State University that I believe can be improved are parking, the shuttle bus, and the registration arrangement. One of the most important negative aspects that I dislike about Montclair State University is the parking system. Most students at the University are aware that parking is indeed very difficult and can be extremely stressful at times. The worst part is that freshman and sophomores are required to park at the transi t deck which is about a ten to fifteen minute walk. Parking in the transit deck is very time-consuming, and usually the reason most students are late to their first class.Finding a good parking spot takes a lot of effort, and takes even more effort at certain times throughout the day. For example, if a student has an 8:30 class, it is extremely difficult to find a parking spot in the first, second, and even third floor. A student must circle around each floor and sometimes drive around the same floor of the deck twice in case they missed a spot. It is nearly impossible to find a perfect spot, so the only thing a person can do is to get the first spot available to them even if it is located in one of the highest floors.One must leave their house or apartment extra early especially if they have a morning class just to find parking. Truly, it does take a lot of time, and even worse when it is packed. All in all, parking is one of the aspects of Montclair that I was not expecting, but i t is something that I must adapt to in order to continue making the most out of my college experience. Another aspect of Montclair State University which I truly dislike is the shuttle buses. These buses take freshman and sophomores from the transit deck to certain areas of the campus to save the ten to fifteen minute walk.Although that seems fair and organized, it actually is not. I can honestly say that sometimes walking is actually much faster and less time-consuming than actually taking the bus to campus. The bus is never accurate in its schedule and never comes when it’s supposed to. Sometimes students must wait at the shuttle bus stop from a range of five minutes to an hour for a shuttle to come. Therefore, on some days it is actually better to walk the mile rather than wait for a shuttle and be late to your next class.Taking a shuttle bus is the worst part of my day because not only do I have to wake up extra early in order to catch a shuttle bus and get to class on ti me, but I also have to wait for a shuttle bus after class ends. After a long day of classes, the first thing I think about is going home to take a nap. However, by the time I get home, it is usually too late to do anything because I have work to complete for the next day. All in all, shuttle buses are not as advantageous as they are supposed to be. Last but not least, the registration arrangement during registration time is something that I hate but try to understand.During the registration process, seniors get first pick and can choose from any courses they want. The next day, juniors get to pick from whatever courses are not closed and anything that the seniors did not take. The sophomores then follow the same arrangement and so on. The freshman or class of 2014 gets last pick and can only choose from whatever courses that may still be open, and are not closed by the seniors , juniors, and sophomores. The freshmen, like myself, not only get to pick last but find it impossible to m ake the perfect schedule.Most times, freshman must forget about their own preference and just take what they can get because unfortunately there are not many choices left by the time it is their turn. Therefore, there is not only competition of courses between freshman and the upperclassman, but also between freshman and themselves. By the end of the last day, students must choose from whatever classes are open even if it means they do not want or need that class. The registration arrangement makes the freshman’s year even more difficult by trying to find open classes to match their preferences.In conclusion, Montclair State University is kan excellent school which I am glad that I have the opportunity to attend. One of the things that I dislike about Montclair is the parking system. Another thing that I cannot stand is the shuttle buses. The shuttle buses can definitely be improved to be a more effective system and an easier system for all students. Finally, the registration arrangement is another thing that I loathe about Montclair. With that being said, Montclair State University is an exceptional school, but, like any other school, has room for improvement

Associate Degree in Nursing Essay

Healthcare systems and the way safe, quality health care is delivered are continually changing to better serve patients and communities. Professional nursing practice is a large component in the healthcare system today. Back in the 1960s, professional nursing leaders tried to adopt the bachelor degree programs as the only educational track to become a registered nurse (Creasia & Friberg, 2011). Due to nursing shortages and demands this motive did not hold fast. Individuals entering the nursing profession today must first decide which educational pathway to take to become a Registered Nurse (RN). Although there are studies that suggest nurses with a higher level of education have better overall outcomes, there still exist different educational pathways one can take to become a registered nurse. The two most popular educational programs today are the Associate Degree in Nursing (ADN) and the Bachelor of Science in Nursing (BSN). Both programs prepare students to sit for the state’s NCLEX exam and obtain a registered nurse license. Each educational pathway poses different advantages and disadvantages. The associate level degree can be obtained in two to three years and offered through community colleges and technical schools. Because the length of the program is shorter than the BSN program, this can be viewed as an advantage, saving both time and money. ADN nurses are typically educated to be direct care providers, usually employed by hospitals and long term care facilities. The course of study includes general education and clinical nursing classes (Creasia & Friberg, 2011). Technical skills are emphasized in the ADN programs, leaving little time for critical thinking skills. According to the American Association of College of Nursing (AACN), ADN nurses are better suited to work at the bedside in less complicated plans of care (Baccalaureate Degree, 2000). The associate degree nurse does possess good technical skills. The bachelor level degree can be obtained in four years by attending a college or university. Obviously, the BSN program will take more time and money over the ADN program. Although most colleges and universities offer traditional four year nursing programs, some offer accelerated programs. It will usually cost the same, however you are able to enter the nursing profession sooner. Unlike the ADN program, â€Å"the BSN nurse is better prepared to practice in all health care settings – critical care, outpatient, public health, and mental health† (Baccalaureate Degree, 2000, para. 8). In addition to the content taught in ADN programs, the humanistic BSN education encompasses more of the physical and social sciences (Impact of Education, 2011). The BSN nurse is better prepared to work more independently, therefore is well qualified to practice in healthcare systems outside of the hospital. Bachelor programs â€Å"prepare professional nurse generalists for acute care settings, community-based practice, and beginning leadership /management positions† (Creasia & Friberg, 2011, p. 32). This course of study is crucial to the delivery of good, safe, quality patient care. There have been several research studies completed to see if there is a correlation between higher RN education level and better patient outcomes. Several studies concluded there is decrease in mortality rates within hospitals that employee a greater percentage of bachelor prepared nurses (Creating a More, 2011). There are several patient care situations within hospitals in which a BSN nurse would be better qualified to create and manage a patient’s plan of care. Suppose a 28 year old American Indian female was admitted for preterm labor at 32 works gestation with a history of non-compliant diabetes since age 15. Both the ADN and BSN nurse could clinically perform a thorough assessment of the patient, monitor fetal condition and uterine activity, and administer medications. This patient needs more than just acute clinical care; she needs education and resources on how to maintain a healthy lifestyle for her and for the child she will soon be raising. A BSN practitioner has extensive training in cultural, social, and economic areas and would be a much better provider of care than the ADN nurse. Both ADN and BSN nurses will usually start at the same salary in the hospital or long term care facility, the ADN nurse will be limited to career advancements and opportunities. Charge nurse positions may be available in some organizations; however any position of higher level will almost always require an advanced education. Years of experience will sometimes be of relevance for a higher level position, but ultimately, these positions go to individuals who hold a bachelors and/or masters degree. As healthcare settings and delivery of care change, more nursing positions require the Bachelors of Science degree to be hired (Baccalaureate Degree, 2000). Overall, studies and research have proven the BSN nurse to be better prepared professionally for the ever changing healthcare systems of our world today and tomorrow. There have been great strides by nursing leaders and organizations around the nation to increase the number of bachelor degree nurses from 50% to 80% by the year 2020 (Employment of New Nurse, 2011). Even though deciding which educational pathway to take now is still up to the individual, research points to the BSN program. Choosing the BSN educational pathway over the ADN not only provides a broader spectrum of education to better serve patients and communities, but also opens many doors of opportunity for growth and advancement.