INTL401 Week Three Paper Format
– After reading “What Can Be Learned from the Past?” and “Soviet Deception in the Cuban Missile Crisis,” identify any cognitive shortfalls associated with individual or group perception, memory, analysis, or biases associated with “Operation Anadyr.”

General Requirements
1. Document Format.
a. MS Word document
b. One-inch (1″) margins
c. Times New Roman Font
d. Twelve (12) pitch
e. 3-4 pages, not including your title page and bibliography
2. Citation Format: The Chicago Manual of Style (CMS). This includes your citations and your bibliography.
3. Graphics are not allowed.
4. As stated in the grading rubric, students must (1) employ imaginative approaches to answer the question being asked; (2) display an impressive command of the subject matter beyond the immediately obvious; (3) demonstrate a high level of critical thinking while reflecting on current and world views, and genuine intellectual development; and (4) excel in explaining all major points using multiple examples from the course readings or individual research.

This outline is intended to help your structure your paper. You should submit a paper in a narrative format that contains the following elements:

Title Page.

(a) Title of the paper: Perception, Bias, and the Cuban Missile Crisis

(b) Student Name

(c) Course Number: INTL 401

(d) Instructor Name

(e) The date the paper was completed

Section I: Introduction.

(a) Clearly state the purpose of your paper along with the approach you’ll be taking to answer the question. Briefly summarize the key events associated with the Cuban Missile Crisis. Summarize your introduction with a clear thesis statement.

Section II: Perceiving the build-up to and eventual crisis.

(a) From the course readings/presentations, identify two specific instances where US political or military personnel mistakenly perceived the build-up to the crisis, the Soviet’s ability to successfully place nuclear weapons in Cuba, and the Soviet’s response to the crisis. Analyze why the perception was believed to be correct and its impact on the crisis.

(b) From the course readings/presentations, identify two specific instances where US political or military personnel allowed a cognitive bias to influence their assessment/judgment in relation to the build-up to the crisis, the Soviet’s ability to successfully place nuclear weapons in Cuba, and the Soviet’s response to the crisis. Analyze how the bias occurred its impact on the crisis.

(c) Identify two missed indicators you think would’ve allowed the US to prevent the Soviets from placing weapons in Cuba. Assess why you think these indicators were missed and how they could’ve altered the conflict had they been collected, identified, and recognized as such.

Section III: Bibliography formatted in CMS. You must have a bibliography in addition to your citations.

(a) Contains all sources consulted and cited in preparing your paper.

Each modern programming language provides a way of expressing character strings. For instance, in C language, there is no built-in data type for strings, but instead, they appear as null-terminated character arrays. However, there is a library named string.h that includes several predefined string-handling functions. In C++, on the other hand, there is no built-in string object, however, there is a class named string in the standard C++ library that gives way better type-safe and more functionalities compared to the C library.
Thus, in this programming assignment, students are expected to study the standard C library, namely, the string.h, and convert it to a fully-operating class. To clarify the task, let me give a simple example as in the sequel.
In C, one can write a simple two-line code to present how a string stored in one array can be copied into another one.
char s1[] = “a string”, s2[10]; strcpy(s2, s1);
Note that in the example given above, we consider the standard C library function strcpy as safe. It is the Visual Studio environment that gives the alternative version strcpy_s for it with the claim that theirs better and safer.
In an attempt to convert those lines into the object-oriented way, one can rewrite it as below:
Cstring s1(“a string”), s2; s2.strcpy(s1);
List of functions to be included into the class declaration are strlen, strcpy, strncpy, strcat, strncat, strcmp, strncmp, strchr, strrchr, strstr, and strtok. List of operators that can be overloaded for the class are the assignment, addition, shorthand assignment, is equal to, is not equal to, is greater than, is greater than or at least equal to, is less than, and is less than or at least equal to. All member functions and operators listed should work without any problems. It is the students responsibility to visit, study, try, and learn the string.h library.
The instance of Cstring class should be a dynamic object compared to the classical C-style compile-time fixed character array!
As bonus, for those finding the assignment simple, students may try to make all listed operators/functions to work with C/C++ strings. For instance,
char s1[] = “a string”; Cstring s2; s2.strcpy(s1);
or
should also work!
Students should develop an interface file, an implementation file, and a driver program to prove all functionalities included in their class declaration are working without any side-effects!