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This work is intended to ascertain whether Putnam’s internal realism is actually a realist doctrine. Putnam has opposed internal realism, which maintains that truth is an epistemic notion (specifically, idealised rational acceptability), to metaphysical realism, which holds that truth is a non-epistemic notion (in particular, a correspondence relationship between sentences and extra-linguistic facts). Putnam has argued that, even if metaphysical realism is untenable, realism is still defensible, for internal realism is a form of realism. In my work, I leave aside the question of the correctness of Putnam’s arguments against metaphysical realism and I directly focus upon internal realism. I first present this position and I set out its realist characteristics: Putnam’s position can be characterised as one that originated in an attempt to develop Dummett’s anti-realist notion of truth in a realist direction. I show that this effort is in part successful. Next, I raise objections against internal realism and I show that, despite its merits, Putnam’s position is not a form of realism. This is so mainly because internal realism may collapse into relativism, which – I argue – is not realism, and because the internal realist cannot explain how the world, which is causally independent of our minds, makes statements true or false. Since Putnam’s probably constitutes the best possible attempt to produce an epistemic view of truth compatible with realism, I conclude that truth conceived as an epistemic notion is incompatible with realism. I finally suggest that realism can be restored if Putnam’s arguments against metaphysical realism can be shown to be incorrect, so that a non-epistemic notion of truth can be rehabilitated.

This research explores the deep meaning land holds for Anishinabeg culture through the presentation of an Indigenous methodology described as research by and for Indigenous Peoples using techniques and methods drawn from the traditions and knowledge of those people. The research attempts to apply an Indigenous worldview, known as holism, in the field of Peace and Conflict Studies by critically considering research as a process of violence towards Aboriginal peoples. This assertion is based on the placement of higher level education within an institution designed to perpetuate norms in the broad interest of settler society founded on European views of the world. The resulting ontological violence or cognitive imperialism propagates cultural violence towards resident Indigenous populations. If we assume research and peace building are synonymous in Aboriginal contexts, then the solution to addressing the violence lies in designing research with the groups we are attempting to assist. This requires a paradigm shift from the traditional methods of research design to one that is more nuanced and flexible in its approach. This approach must consider two fundamental truths of an Aboriginal worldview: First, that change is constant and therefore, it is the rate and direction of change that is critical to consider; and two, one cannot begin to move towards peaceful relations without first moving towards peace within. The questions considered in this work are essential for any academic discipline or organization and speaks to the purpose of higher level education and the ways in which we acquire, contest, and negotiate knowledge development. Violence, as with peace, are cultural constructs and each academic discipline has its own culture similar to ethnic or organizational culture. The process of learning ─ the ways in which we acquire knowledge, is also a process of acculturation. Thus, when we learn to conduct research, we are being acculturated into the culture of the academy and our specific academic discipline. In traditional cultures that are founded on land based life ways, the symbols for knowledge transfer and processes for learning are found within narratives about the land because the natural world holds the symbols of knowledge transfer. / February 2017

A methodology for the implementation of Zippo, a patternless intrusion detection system is presented in this thesis. This methodology approaches the implementation in a holistic manner to include the administrative and operational tasks necessary for ensuring proper preparation for Zippo's use. Prior to implementing and using Zippo, a basic understanding of TCP/IP and intrusion detection systems is needed and these topics are presented in broad detail. The origin of Zippo starts with the creation of Therminator, which is discussed in detail. The architecture and configuration of Zippo are based on those of Therminator and understanding the ideas of buckets and balls, thermal canyons and towers, decision trees, slidelength and windowlength and initial and boundary conditions are paramount to understanding the Zippo application. To successfully implement Zippo, other network factors must be attended to including the topology, organizational policies and the security plan. Once these factors are addressed, Zippo can be optimally configured to successfully be installed on a network. Finally, previous research done on Zippo yielded decision trees and thermal canyons pertaining to protocol specific threats that are presented to familiarize the reader with Zippo's visual representation of malicious or anomalous behavior.

The Joint Rapid Acquisition Cell (JRAC) was established to assist, determine, monitor, and track the fulfillment of Immediate Warfighter Needs (IWN's). This thesis has a primary goal to investigate whether the JRAC and its processes are value added to the DoD acquisition process, and a secondary goal to document the JRAC process and analyze its usage to date. Analysis such as this thesis may be used to determine if the Joint Rapid Acquisition Cell is the correct model for rapid acquisition and if it should be institutionalized for the Global War on Terror and beyond. The thesis assesses the JRACs value against a base line of existing service rapid acquisition processes. Value centers derived from Knowledge Value Added (KVA) methodologies form the basis of the assessment. The thesis concludes with recommendations for JRAC institutionalization.

This thesis analyzes the retention of Marine Corps aviators before and after 9/11/2001. The retention analysis utilizes data from the Marine Corps' Total Force Data Warehouse (TFDW), the Defense Manpower Data Center (DMDC) PERSTEMPO file, and Aviation Information Resources (AIR), Inc. The retention analysis focuses on how the increased operational tempo resulting from the Global War on Terror has affected the retention behavior of Marine aviators. Results indicate that the deployments resulting from the increased operational tempo post-9/11 have a negative effect on the retention of Marine aviators, as compared to the period before 9/11. The post-9/11 analysis reveals that as the number of deployments increases, non-hostile or hostile, the likelihood of retention decreases. Whereas Pre-9/11 aviators were not affected by deployments, the GWOT aviators have an increasingly negative response to deployments. This thesis provides several recommendations for reducing the effect of increased deployments on retention.

Teaching with case studies has expanded extensively, and it is shown that this methodology is a very good manner for the learner to maintain the given knowledge, but also challenge themselves in more than one way. Teaching with cases opens up the walls of curiosity of decision making, problem solving, discussions and more. The case methodology is rich in detail which let the apprentices learn not only theoretical concepts, but practical concepts in different case situations.

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