An examination of the foreign policy of Ronald Reagan with regard to Nicaragua and its relation to the theory of offensive realism espoused by John Mearsheimer

An examination of the foreign policy of Ronald Reagan with regard to Nicaragua and its relation to the theory of offensive realism espoused by John Mearsheimer

Hamburg, Universiẗat, Diss., 1998. / Dateiformat:zip, Dateien in unterschiedlichen Formaten.

Universiẗat, Diss., 2001--Kassel. / Lizenzpflichtig.

Doct.--Droit--Université de Paris, 1957. / La date de 1957 a été deduite de la concordance entre la date de la thèse et celle de la dédicace manuscrite du livre ; l'éditeur néerlandais n'ayant pas daté ce livre. Index.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 327-358). Available also in a digital version from Dissertation Abstracts.

Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-02

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The thesis examines the utility of a pre-developed conceptual framework for learning about the human resource development (HRD) needs in a national context. The literature review focuses on knowledge-building within the main development theories and paradigms, two mainstream approaches to building knowledge about HRD and education sectors in developing countries, namely the systems approach and the strategic approach, and the role of the researcher and expert-sources of data in the knowledge-building process in research related to HRD and educational policy. The methodology involved carrying out a case study on HRD in Nicaragua using a conceptual framework, and then studying its role in the process of learning about the subject. The data for the study of the learning process were generated through self-reflection in journal writing, textual analysis of the HRD case study, and common-sense. The conclusions are that (1) a researcher cannot know with certainty about the quality of his or her knowledge of the subject in conducting this type of research, (2) a conceptual framework can absorb the complexity of the process and make a researcher sound more authoritative than he or she might actually be about the subject, (3) researchers tend not to deal adequately with this lack of certainty and complexity in their discussions on the limitations of their work, (4) the sources of data directly affect the quality of learning, (5) a conceptual framework brings greater efficiency to the research act, (6) a conceptual framework reduces distortion and allows better communication between the research and the human sources of data, and (7) a conceptual framework adds greater value to the process of managing the research act than it does to learning about the subject.