A Dyadic Theory of Conflict: Power and Interests in World Politics
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Unipolarity, State Behavior, and Systemic Consequences
,QWURGXFWLRQ8QLSRODULW\6WDWH%HKDYLRUDQG6\VWHPLF &RQVHTXHQFHV *-RKQ,NHQEHUU\0LFKDHO0DVWDQGXQR:LOOLDP&:RKOIRUWK World Politics, Volume 61, Number 1, January 2009, pp. 1-27 (Article) 3XEOLVKHGE\&DPEULGJH8QLYHUVLW\3UHVV For additional information about this article http://muse.jhu.edu/journals/wp/summary/v061/61.1.ikenberry.html Access provided by Princeton University (22 Oct 2015 15:35 GMT) INTRODUCTION Unipolarity, State Behavior, and Systemic Consequences By G. JOHN IKENBErrY, MICHAEL MASTANDUNO, and WILLIAM C. WOHLFortH MEricAN primacy in the global distribution of capabilities is Aone of the most salient features of the contemporary international system. The end of the cold war did not return the world to multipolar- ity. Instead the United States—already materially preeminent—became more so. We currently live in a one superpower world, a circumstance unprecedented in the modern era. No other great power has enjoyed such advantages in material capabilities—military, economic, techno- logical, and geographical. Other states rival the United States in one area or another, but the multifaceted character of American power places it in a category of its own. The sudden collapse of the Soviet Union and its empire, slower economic growth in Japan and Western Europe during the 1990s, and America’s outsized military spending have all enhanced these disparities. While in most historical eras the distribution of capabilities among major states has tended to be multi- polar or bipolar—with several major states of roughly equal size and capability—the United States emerged from the 1990s as an unrivaled global power. It became a “unipolar” state. Not surprisingly, this extraordinary imbalance has triggered global debate. -
Second Grade C CCSS M Math Vo Ocabular Ry Word D List
Second Grade CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only—students do not need to learn them. Add To combine; put together two or more quantities. Addend Any number being added a.m. The half of the day from midnight to midday Analog clock Clock with hands: a clock that shows the time by means of hands on a dial Angle is formed by two rays with a common enndpoint (called the vertex) Array an orderly arrangement in rows and columns used in multiplication and division to show how multiplication can be shown as repeated addition and division can be shown as fair shares. *Associative Property of Addition When three or more numbers are added, the sum is the same regardless of the grouping of the addends. For example (2 + 3) + 4 = 2 + (3 + 4) Attribute A characteristic of an object such as color, shape, size, etc Bar graph A graph drawn using rectangular barrs to show how large each value is Bar Model a visual model used to solve word problems in the place of guess and check. Example: *Cardinality-- In mathematics, the cardinality of a set is a measure of the "number of elements of the set". For example, the set A = {2, 4, 6} contains 3 elements, and therefore A has a cardinality of 3. Category A collection of things sharing a common attribute Cent The smallest money value in many countries. 100 cents equals one dollar in the US. Centimeter A measure of length. There are 100 centimeters in a meter Circle A figure with no sides and no vertices. -
Long Cycles: a Bridge Between Past and Futures Professor Adrian Pop, Ph.D. Lecturer Răzvan Grigoras, Ph.D
6th International Conference on Future-Oriented Technology Analysis (FTA) – Future in the Making Brussels, 4-5 June 2018 Long Cycles: A Bridge between Past and Futures Professor Adrian Pop, Ph.D. National University of Political Science and Public Administration, Bucharest, e-mail: [email protected] Lecturer R ăzvan Grigoras, Ph.D. National Defence University “Carol I”, Bucharest, e-mail: [email protected] Abstract Developing an anti-fragile behaviour by enhancing foresight capacity is a mandatory asset in the risk society. Cycles of continuity and change are preferred topics in the fields of history, economics, and international relations. Although centred on the past, the long cycles theory in general, and George Modelski's model in particular, might offer valuable insights into probable futures that might be involved in the planning practice of international actors. By identifying recurring historical patterns, one could extrapolate future developments. However, the key assumption of the paper is that possible novel developments are bound to be influenced by a series of drivers, both trends and wild cards. Therefore, it is necessary to increase the predictive capacity of the long cycle theory by using future study methodologies. The present paper attempts to suggest some ways for doing that in a two-step progressive method. The first step is to identify the most important drivers that could trigger deviations from the extrapolation of historical patterns identified by the long cycles theory and to quantify the expected shifts in the distribution power by using four indexes: the Foreign Bilateral Influence Capacity (FBIC) Index, the Global Power Index (GPI), the Gross Domestic Product (GDP), and the State of the Future Index (SOFI). -
Economic Equality and Victory in War: an Empirical Investigation
Economic Equality and Victory in War: An Empirical Investigation James K. Galbraith, Corwin Priest, & George Purcell The University of Texas Inequality Project The University of Texas at Austin Austin, Texas 78712 UTIP Working Paper #37 June 13, 2006 Abstract: This paper tests a simple hypothesis: that given the occurrence of war between two countries, the country that is more egalitarian at the moment of military decision is likely to emerge the victor. First, we examine cases where comparative economic inequality can be measured directly, using the nearly comprehensive global data-sets of the University of Texas Inequality Project for the years 1963-1999. Second, we examine cases where reasonable inferences about comparative economic inequality may be drawn by analogy to UTIP measurements or from other political and economic evidence, including both bi-national wars and larger wars where there existed clear pair-wise fronts. Third, we discuss selected cases where inferences may be drawn from literary or historical sources. We find, all in all, that the evidence for an egalitarian victory proposition is remarkably strong. Corresponding author: James K. Galbraith, [email protected] Comments welcome. 1 Introduction This paper tests a simple hypothesis: that given the occurrence of war between two countries, the country that is more egalitarian at the moment of military decision is likely to emerge the victor. In pioneering work, Reiter and Stam (2002) argue that political democracies have a “fourth virtue”: victory in war. They attribute this primarily to better choices of when to initiate wars, to better military leadership and to better morale and stronger commitment among the fighting men. -
Ground and Explanation in Mathematics
volume 19, no. 33 ncreased attention has recently been paid to the fact that in math- august 2019 ematical practice, certain mathematical proofs but not others are I recognized as explaining why the theorems they prove obtain (Mancosu 2008; Lange 2010, 2015a, 2016; Pincock 2015). Such “math- ematical explanation” is presumably not a variety of causal explana- tion. In addition, the role of metaphysical grounding as underwriting a variety of explanations has also recently received increased attention Ground and Explanation (Correia and Schnieder 2012; Fine 2001, 2012; Rosen 2010; Schaffer 2016). Accordingly, it is natural to wonder whether mathematical ex- planation is a variety of grounding explanation. This paper will offer several arguments that it is not. in Mathematics One obstacle facing these arguments is that there is currently no widely accepted account of either mathematical explanation or grounding. In the case of mathematical explanation, I will try to avoid this obstacle by appealing to examples of proofs that mathematicians themselves have characterized as explanatory (or as non-explanatory). I will offer many examples to avoid making my argument too dependent on any single one of them. I will also try to motivate these characterizations of various proofs as (non-) explanatory by proposing an account of what makes a proof explanatory. In the case of grounding, I will try to stick with features of grounding that are relatively uncontroversial among grounding theorists. But I will also Marc Lange look briefly at how some of my arguments would fare under alternative views of grounding. I hope at least to reveal something about what University of North Carolina at Chapel Hill grounding would have to look like in order for a theorem’s grounds to mathematically explain why that theorem obtains. -
M.EE.4.NF.1-2 Subject: Mathematics Number and Operations—Fractions (NF) Grade: 4
Mini-Map for M.EE.4.NF.1-2 Subject: Mathematics Number and Operations—Fractions (NF) Grade: 4 Learning Outcome DLM Essential Element Grade-Level Standard M.EE.4.NF.1-2 Identify models of one half (1/2) and one fourth M.4.NF.1 Explain why a fraction a/b is equivalent to a fraction (1/4). (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. M.4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Linkage Level Descriptions Initial Precursor Distal Precursor Proximal Precursor Target Successor Communicate Divide familiar shapes, Divide familiar shapes, Identify the model that Identify the area model understanding of such as circles, such as circles, squares, represents one half or that is divided into "separateness" by triangles, squares, and/or rectangles, into one fourth of a familiar halves or fourths. recognizing objects that and/or rectangles, into two or more equal shape or object. are not joined together. two or more distinct parts. Communicate parts. These parts may understanding of or may not be equal. -
Instructional Routines for Mathematic Intervention-Modules 1-23
INCLUSION IN TEXAS Instructional Routines for Mathematics Intervention The purpose of these mathematics instructional routines is to provide educators with materials to use when providing intervention to students who experience difficulty with mathematics. The routines address content included in the grades 2-8 Texas Essential Knowledge and Skills (TEKS). There are 23 modules that include routines and examples – each focused on different mathematical content. Each of the 23 modules include vocabulary cards and problem sets to use during instruction. These materials are intended to be implemented explicitly with the aim of improving mathematics outcomes for students. Copyright © 2021. Texas Education Agency. All Rights Reserved. Notwithstanding the foregoing, the right to reproduce the copyrighted work is granted to Texas public school districts, Texas charter schools, and Texas education service centers for non- profit educational use within the state of Texas, and to residents of the state of Texas for their own personal, non-profit educational use, and provided further that no charge is made for such reproduced materials other than to cover the out-of-pocket cost of reproduction and distribution. No other rights, express or implied, are granted hereby. For more information, please contact [email protected]. Instructional Routines for Mathematics Intervention MODULE 15 Division of Rational Numbers Module 15: Division of Rational Numbers Mathematics Routines A. Important Vocabulary with Definitions Term Definition algorithm A procedure or description of steps that can be used to solve a problem. computation The action used to solve a problem. decimal A number based on powers of ten. denominator The term in a fraction that tells the number of equal parts in a whole. -
8Ratio and Percentages
8 Ratio and percentages 1 Ratio A ratio is a comparison of two numbers. We generally separate the two numbers in the ratio with a colon (:) or as a fraction. Suppose we want to write the ratio of 8 and 12. We can write this as 8:12 or as 8/12, and we say the ratio is eight to twelve . Examples: Janet has a bag with 4 pens, 3 sweets, 7 books, and 2 sandwiches. 1. What is the ratio of books to pens? Expressed as a fraction, the answer would be 7/4. Two other ways of writing the ratio are 7 to 4, and 7:4. 2. What is the ratio of sweets to the total number of items in the bag? There are 3 candies, and 4 + 3 + 7 + 2 = 16 items total. The answer can be expressed as 3/16, 3 to 16, or 3:16. 2 Comparing Ratios To compare ratios, write them as fractions. The ratios are equal if they are equal when written as fractions. We can find ratios equivalent to other ratios by multiplying/ dividing both sides by the same number. Example: Are the ratios 2 to 7 and 4:14 equal? The ratios are equal because 2/7 = 4/14. The process of finding the simplest form of a ratio is the same as the process of finding the simplest form of a fraction. 1 : 3.5 or 2 : 7 could be given as more simple forms of the ratio 4 : 14. 1 I.E.S. “Andrés de Vandelvira” Sección Europea Mathematics Exercise 1 Simplify the following ratios: 3:6 25:50 40:100 9:21 11:121 For some purposes the best is to reduce the numbers to the form 1 : n or n : 1 by dividing both numbers by either the left hand side or the right-hand side number. -
An Applied Perspective of Theoretical Constructs on China's Advent As
International Journal of Arts and Humanities, Vol. 1(1) pp 1-5, November, 2013 Copyright © 2013 Spring Journals Review China’s Advent on Global Superpower Scene:An Applied Perspective of Power Transition Theory Dr Sheo Nandan Pandey and Prof. Hem Kusum Villa No. 62, Block 5, Charmwood Village, Eros Garden, Faridabad, India Corresponding Author’s E-mail: [email protected] Accepted 4th November, 2013 China rise theory’ has of late attracted a large number of scholarships. There is a common refrain to foretell shift of power pole with rather cataclysmic aftermath to the long established world order. The paper dwells on the soundness of the proposition. On methodological plane, critically applying the very tenets of Organski's Power Transition Theory in general and Modelski’s Long Cycle Theory in particular, the paper holds out that the shift of power pole at a point of time and/ or a status quo for another epoch of time was squarely contingent on the relative capability of the challenger ‘great power’ to ‘drive out’ and defending ‘dominant power’ to ‘force back’. An upshot on one and the other count was not enough. Startling performance of the PRC on economic front could thus, be a harbinger but not a sure shot raison d'être for the stride to the top of the pyramid. In the run up, conceding the veracity of Huntington’s precepts of ‘Uni-multipolar’ world in making, the paper foresees dawn of an epoch where the 'hegemonic power' of yesterday, the US and all others including the PRC in the fray would get to a slot of ‘more an ordinary normal major power’. -
The Power Transition: a Retrospective and Prospective Evaluation
CHAPTER 7 The Power Transition: A Retrospective and Prospective Evaluation Jacek Kugler Vanderbib.Uniuersity A. F. K. Organski Uniuersity of Micbigan INTRODUCTION The power transition theory was introduced in 1958 (Organski 1958)' and 30 ylars seems an appropriate period for an initial evaluation of the scientific worth and staying power of a new idea. In such an evaluation, one can use the Lakatos criteria: A scientific theory T is fatsified if and only if another theory T' has been proposed with the following characteristics: (1) T'has excess empirical content over T: that is, it predicts nouel facrs, that is, facts improbable in the light of or even forbidden, by T; (2) T' explains the previous success of T, that is, all the unrefuted content of T is included (within the limits of observable error) in the content of T'; and (3) some of the excess content of T' is corroborated. [Lakatos 1978,321 ln such an evaluation rwo sets of things must be asked. Has the new construct, model, idea, or theory provided an explanation more powerful and more parsimonious than what existed previously? Has this way of looking at the problem proven more valid than the alternatives? One can add questions to the ones already posed. Has the new idea influenced the .re"tiott of other ideas and the undertaking of new work? Are such extensions successful? It should be kept in mind that the set of ideas that has Eualuation 173 1,72 HANDBooK ol'wAR sruDtES Tbe Power Transition: A Retrospectiue and Prospectiue were inferior to the net benefits; conflict survived the test of time is a very biased sample. -
Ethnic Violence in the Former Soviet Union Richard H
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2011 Ethnic Violence in the Former Soviet Union Richard H. Hawley Jr. (Richard Howard) Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF SOCIAL SCIENCES ETHNIC VIOLENCE IN THE FORMER SOVIET UNION By RICHARD H. HAWLEY, JR. A Dissertation submitted to the Political Science Department in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Fall Semester, 2011 Richard H. Hawley, Jr. defended this dissertation on August 26, 2011. The members of the supervisory committee were: Heemin Kim Professor Directing Dissertation Jonathan Grant University Representative Dale Smith Committee Member Charles Barrilleaux Committee Member Lee Metcalf Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the dissertation has been approved in accordance with university requirements. ii To my father, Richard H. Hawley, Sr. and To my mother, Catherine S. Hawley (in loving memory) iii AKNOWLEDGEMENTS There are many people who made this dissertation possible, and I extend my heartfelt gratitude to all of them. Above all, I thank my committee chair, Dr. Heemin Kim, for his understanding, patience, guidance, and comments. Next, I extend my appreciation to Dr. Dale Smith, a committee member and department chair, for his encouragement to me throughout all of my years as a doctoral student at the Florida State University. I am grateful for the support and feedback of my other committee members, namely Dr. -
Znaczenie Plebiscytu Na Warmii, Mazurach I Powiślu Dla Formowania Nacjonalistycznego Frontu Antypolskiego W Niemczech
Fiedor, Karol Znaczenie plebiscytu na Warmii, Mazurach i Powiślu dla formowania nacjonalistycznego frontu antypolskiego w Niemczech Komunikaty Mazursko-Warmińskie nr 3, 427-447 1970 KAROL FIEDOR ZNACZENIE PLEBISCYTU NA WARMII, MAZURACH I POWIŚLU DLA FORMOWANIA NACJONALISTYCZNEGO FRONTU ANTYPOLSKIEGO W NIEMCZECH W lipcu 1933 r. na ramach „JohannisBurger Zeitung” ukazały się ko lejne wspomnienia jednego z aktywnych działaczy pleBiscytowych z te renu piskiego — adwokata von Lojewskiego. Stwierdzał on m.in., że już od początku grudnia 1918 r. wśród ludności niemieckiej w Prusach Wschodnich krążyły pogłoski, iż Polska zamierza wcielić te ziemie w swoje granice. Wiadomości te z kolei rozdmuchiwała miejscowa prasa. W lutym 1919 r. o wkroczeniu wojsk polskich do Prus Wschodnich mó wiło się już powszechnie h WyBuch powstania wielkopolskiego w grud niu 1918 r. oraz plany przerzucenia „Błękitnej armii” Józefa Hallera do Polski przez Gdańsk miały stanowić ewidentny przykład owych za miarów. Przytoczone relacje wymagają krótkiego wyjaśnienia. Faktem jest, iż na przełomie 1918/1919 r. niektóre polskie koła wysuwały słusz nie w swoich programach politycznych żądanie wcielenia części Powiśla, Mazur i Warmii do nowo powstałego państwa polskiego. Jako uzasad nienie tych żądań podawano konieczność zaBezpieczenia dostępu Polski do morza i jej północnych granic, ponadto spełnienia sprawiedliwości dzie jowej, czyli przekreślenia dzieła rozBiorów. Dodajmy, iż oficjalnie plany te zostały zaniechane po ogłoszeniu postanowień traktatu wersalskiego w czerwcu 1919. Tymczasem nacjonalistyczne ugrupowania niemieckie w swojej pracy propagandowej w następnych latach powoływały się ciągle r.a owe plany i wykorzystywały je umiejętnie jako jeden z ele mentów moBilizujących zarówno czynniki państwowe, jak i partie poli tyczne do przeciwdziałania polskiej ekspansji. Sygnalizowały ówczesnej Europie, że to właśnie Polska jest tym państwem, które dąży do zaBoru oBcych ziem.