Evaluate the effectiveness of various intelligence collection disciplines

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INTL446MasterSyllabusOct2018.docx

School of Security and Global Studies INTL446

Intelligence and Narcotics Credit Hours: 3 Length of Course: 8 Weeks Prerequisite: NONE

Table of Contents

Course Description

Evaluation Procedures

Course Scope

Grading Scale

Course Objectives

Course Outline

Course Delivery Method

Course Guidelines

Course Resources

University Policies

Course Description (Catalog)

INTL446 Intelligence and Narcotics (3 hours)

This course surveys the role of narcotics and the illicit drug trade as risks to national security, international development, and progress. The purpose is to assess both domestic and foreign intelligence gathering and analysis, with an emphasis on counter-narcotics policies and strategies. Students will be able to critically analyze, strategically assess effective intelligence collection, and evaluate the impact of current drug interdiction efforts by federal domestic and international agencies.

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Course Scope

As a 400-level course, this course provides a higher level of knowledge building on the material taught at the 300 level. The purpose and scope of this course is to enable the student to build a deeper understanding of the discipline.

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Course Objectives

After successfully completing this course, you will be able to:

CO-1 Explain the illicit drugs available in the United States and the major organizations and countries involved in production, trafficking and distribution of these drugs.

CO-2 Distinguish U.S. and international counter-narcotics policies and strategies and their objectives.

CO-3 Assess the ability of U.S. agencies and foreign partners to address coordinating counter-narcotics operations.

CO-4 Examine the links between narcotics trafficking and other crimes (including terrorism) and the effect on national security.

CO-5 Evaluate the effectiveness of various intelligence disciplines applicable to the U.S. counter-narcotics mission.

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Course Delivery Method

This course, delivered via distance learning, will enable students to complete academic work in a flexible manner, completely online.  Course resources and access to an online learning management system will be available to each student. Online assignments are due by Sunday at 11:55 pm ET and include all written assignments, examinations, and research papers submitted for grading. Weekly Forum questions (accomplished in groups in a Forum) require an initial response by Thursday at 11:55 pm ET, with all other required responses due by Sunday at 11:55 pm ET.  The assigned faculty will support the students throughout this eight-week course.

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Course Resources

· There is no required textbook for this course.

· Various resources from the APUS Library are used. Please visit

· https://www.apus.edu/apus-library/online-research/research/research-guides/guides-by-program.html

and search by the course number (ex: INTL446) to access your required resources.

· External websites and other assigned reading found in the Lessons area of the classroom.

· Weekly Lesson Notes and videos or audio files are found in the Lessons area of the classroom.

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Evaluation Procedures

Forum discussions – 25 percent

Each week, a discussion question is provided and posts should reflect an assimilation of the readings. Students are required to provide a substantive initial post by Thursday at 11:55 pm ET and respond to 2 or more classmates by Sunday 11:55 pm ET. Forum posts are graded on timeliness, relevance, knowledge of the weekly readings, and the quality of original ideas.

Assignments

Midterm assignment - 25 percent

This assignment is a take-home essay assignment of 2 questions, 3 pages each, to test knowledge and assimilation of the course objectives. The exclusive use of required texts and readings from this course is mandatory.

Progress assignment – Research Paper - 25 percent

Specialized Exercise. 8-10 pages including research and analysis.

Final assignment – 25 percent

This assignment is a take-home essay assignment of 2 questions, 3 pages each, to test knowledge and assimilation of the course objectives. The exclusive use of required texts and readings from this course is mandatory.

Grade Instruments

Percentage

Forum Discussions (8)

25

Midterm Assignment

25

Progress Assignment

25

Final Assignment

25

Total

100

Table of Contents

8 – Week Course Outline

Week 1: The Foundations of Intelligence and Narcotics

Learning Outcomes:

CO-1: Explain the illicit drugs available in the United States and the major organizations and countries involved in production, trafficking and distribution of these drugs.

Assignments: Complete all required forums.

Required Readings:

United States Department of Justice, Drug Enforcement Administration, Drugs of Abuse: A DEA Resource Guide. Washington, DC, 2011. (PDF).

Executive Office of the President of the United States, National Drug Control Strategy. Washington, DC, 2016. (Intro and Ch. 5). (PDF).

Federation of American Scientists, “The Role of Intelligence.” (PDF).

National Drug Intelligence Center, National Drug Threat Assessment. Johnstown, PA, 2018. (Pages 1-123). (PDF). Retrieved from https://www.dea.gov/sites/default/files/2018-11/DIR-032-18%202018%20NDTA%20final%20low%20resolution.pdf

Recommended Optional Material

Office of National Drug Control Policy, “Principles of Modern Drug Policy.” (PDF).

Week 2: Understanding the Players: DTOs and Their Methods

Learning Outcomes:

CO-1: Explain the illicit drugs available in the United States and the major organizations and countries involved in production, trafficking and distribution of these drugs.

Assignments: Complete all required forums.

Required Readings:

National Gang Intelligence Center. 2011 National Gang Threat Assessment – Emerging Trends. Washington DC, 2011. (Pages 17, 26-29, 39-41). (PDF).

Beittel, June S. Mexico’s Drug Trafficking Organizations: Source and Scope of the Rising Violence. Congressional Research Service, Washington, DC, 2011. (Pages 1-12). (PDF).

Benson, Rodney G. “Is Merida Antiquated? Part Two: Updating US Policy to Counter Threats of Insurgency and Narco-Terrorism.” Congressional Testimony, Washington DC, October 4, 2011. (Pages 1-7). (PDF).

United Nations Office on Drugs and Crime, Transnational Organized Crime in Central America and the Caribbean: A Threat Assessment. September 2012. (Pages 11-13, 31-44). (PDF).

United Nations Office on Drugs and Crime, World Drug Report 2012. Vienna, Austria. (Pages 26-57). (PDF)

United States Department of Justice, National Drug Intelligence Center, National Drug Threat Assessment. Washington, DC, 2011. (Pages 7-23). (PDF).

Week 3: U.S. Response: Policy and Law

Learning Outcomes:

CO-2: Distinguish U.S. and international counter-narcotics policies and strategies and their objectives.

Assignments: Complete all required forums and the midterm assignment.

Required Readings:

United States Department of Justice, Drug Enforcement Administration, Drugs of Abuse: A DEA Resource Guide. Washington, DC, 2011. (Pages 8-27). (PDF).

United Nations’ Treaties on Drug Policy. http://www.unodc.org/unodc/en/treaties/index.html (Website).

Week 4: U.S. Response: Agency Roles

Learning Outcomes:

CO-3: Assess the ability of U.S. agencies and foreign partners to address coordinating counter-narcotics operations.

Assignments: Complete all required forums.

Required Readings:

Drug Enforcement Agency. “DEA Fact Sheet.” Washington, DC, March 2013. (PDF).

United States Navy. “Office of Naval Intelligence Fact Sheet.” (PDF).

United States Department of Justice, Drug Enforcement Administration, “Intelligence Topics at DEA.” Washington, DC. (Word document).

United States Coast Guard. “Drug Interdiction.” (Word document).

Executive Office of the President of the United States. “High Intensity Drug Trafficking Areas (HIDTA) Program.” (Word document).

Government Accountability Office. “Drug Control: An Overview of U.S. Counterdrug Intelligence Activities. Washington, DC, June 1998. (Pages 24-58). (PDF).

Federal Law Enforcement Intelligence. Law Enforcement Intelligence: A Guide for State, Local, and Tribal Law Enforcement Agencies. (PDF).

 

Week 5: U.S. Response: Intelligence Methods

Learning Outcomes:

CO-5: Evaluate the effectiveness of various intelligence disciplines applicable to the U.S. counter-narcotics mission.

Assignments: Complete all required forums.

Required Readings:

Office of National Drug Control Policy, National Southwest Border Counter-Narcotics Strategy. Washington, DC, 2011. (Pages 1-30, 43-46, 59-94). (PDF).

Office of the Director of National Intelligence. “ODNI FAQ.” (PDF).

Executive Office of the President of the United States, National Drug Control Policy. “Transit Zone Operations.” Washington, DC. (PDF).

Freedberg Jr., Sydney J. “Sequester Means $1 Billion More of Cocaine Floods into US: Coast Guard.” Breaking Defense. May 22, 2013. (Word document).

Week 6: U.S. Response: International Cooperation

Learning Outcomes:

CO-2 Distinguish U.S. and international counter-narcotics policies and strategies and their objectives.

CO-3 Assess the ability of U.S. agencies and foreign partners to address coordinating counter-narcotics operations.

Assignments: Complete all required forums and the progress assignment.

Required Readings:

Interpol, Drugs and Interpol’s Response. (Word document).

Executive Office of the President of the United States, National Drug Control Strategy. Washington, DC, 2013. (Pages 6, 49-54). (PDF).

Department of State, International Narcotics Control Strategy Report. Washington, DC, 2013. (Pages 5-14, 16-18, 40-45, specific country pages). (PDF).

Beittel, June S. Mexico’s Drug Trafficking Organizations: Source and Scope of the Rising Violence. Congressional Research Service, Washington, DC, 2011. (Pages 12-26). (PDF).

Benson, Rodney G. “Is Merida Antiquated? Part Two: Updating US Policy to Counter Threats of Insurgency and Narco-Terrorism.” Congressional Testimony, Washington DC, October 4, 2011. (Pages 7-13). (PDF).

Seelke, Clare R., Lianan Sun Wyler and June S. Beittel. “Latin America and the Caribbean: Illicit Drug Trafficking and U.S. Counterdrug Programs. Congressional Research Service, Washington, DC, April 30, 2010. (Pages 1-12). (PDF).

Sim, Philip. “The USA and Plan Colombia: The War on Drugs on Foreign Soil.” May 5, 2010. (Word document).

 

Week 7: Crime/Terrorism Nexus

Learning Outcomes:

CO-4 Examine the links between narcotics trafficking and other crimes (including terrorism) and the effect on national security.

Assignments: Complete all required forums.

Required Readings:

Bjelopera, Jerome P. and Kristin M. Finklea. “Organized Crime: An Evolving Challenge for U.S. Law Enforcement. Congressional Research Service, Washington, DC, January 6, 2012. (Pages 1-10). (PDF).

Blanchard, Christopher M. “Afghanistan: Narcotics and U.S. Policy. Congressional Research Service, Washington, DC, August 12, 2009. (Pages 11-21, 37-46) (PDF).

Corti, Daniela and Ashok Swain. “War on Drugs and War on Terror: Case of Afghanistan.” Peace and Conflict Review, Volume 3, Issue 2 (Spring 2009), 41-53. (Word document).

De Amicis, Albert. “Los Zetas and La Familia Michoacana Drug Trafficking Organizations (DTOs).” Master’s Thesis, University of Pittsburg, November 27, 2010. (PDF)

Hartelius, Jonas. Narcoterrorism. Swedish Carnegie Institute, Stockholm, Sweden, 2008. (PDF).

Singh, Amar. “Narco-Terrorism: A Case Study of Afghanistan.” Scholar’s Voice, Volume 2, No. 1 (Jan-Jun 2011), 75-88. (PDF).

Sullivan, John P. and Adam Elkus. “Cartel v. Cartel: Mexico’s Criminal Insurgency.” Small Wars Journal. 2009. (PDF).

Week 8: Challenges to Combatting the Threat

Learning Outcomes:

CO-5 Evaluate the effectiveness of various intelligence disciplines applicable to the U.S. counter-narcotics mission.

Assignments: Complete all required forums and the final assignment.

Required Readings:

United Nations Office on Drugs and Crime, World Drug Report 2012. Vienna, Austria. (Pages 86-93). (PDF)

Bjelopera, Jerome P. and Kristin M. Finklea. “Organized Crime: An Evolving Challenge for U.S. Law Enforcement. Congressional Research Service, Washington, DC, January 6, 2012. (Pages 13-30, 38-39). (PDF).

Brands, Hal. “Mexico’s Narco-Insurgency and U.S. Counterdrug Policy.” Strategic Studies Institute, May 2009. (PDF).

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Course Guidelines

Citation and Reference Style

Attention Please: Students will follow Chicago Style as the sole citation and reference style used within this course.

All written submissions should be submitted in Times New Roman 12pt font with 1” margins, typewritten in double-spaced format unless otherwise noted within the assignment section of the course. Graduate-level work is expected to be free of grammar, usage, and style errors.

Academic Dishonesty

Academic dishonesty incorporates more than plagiarism, which is using the work of others without citation. Academic dishonesty includes any use of content published or retrieved from web services such as CourseHero.com, as well as submitting the same assignment or forum/discussion post multiple times. Additionally, allowing your work to be placed on such web services is academic dishonesty, as it is enabling the dishonesty of others. The copy and pasting of content from any web page, without citation as a direct quote, is academic dishonesty. When in doubt, do not copy/paste, and always cite. At this level of education it is the students responsibility to know proper citation protocols and the academic integrity policies of the university. "I didn't know" is not a viable excuse for plagiarism in this course, or within this program. If you have questions about how to properly cite something make sure you review the instructions within the most recent writing manual in use within your couse (in this case the Chicago Manual of Style), if further questions remain, reach out to your instructor. Failure to do so before you submit your paper may result in an academic integrity violation.

Late Assignments

Students are expected to submit classroom assignments by the posted due date and to complete the course according to the published class schedule. As adults, students, and working professionals, I understand you must manage competing demands on your time. Should you need additional time to complete an assignment, please contact me before the due date so we can discuss the situation and determine an acceptable resolution. Routine submission of late assignments is unacceptable and will result in a point loss of 5% per day late.

Tutoring

Tutor.com offers online homework help and learning resources by connecting students to certified tutors for one-on-one help. AMU and APU students are eligible up to 10 free hours of tutoring provided by APUS. Tutors are available 24 hours a day, 7 days a week unless otherwise noted. Tutor.com also has a SkillCenter Resource Library offering educational resources, worksheets, videos, websites, and career help. Accessing these resources does not count against tutoring hours and is also available 24/7. Please visit the APUS Library and search for "Tutor" to create an account.

Netiquette

Online universities promote the advancement of knowledge through positive and constructive debate – both inside and outside the classroom. Forums on the Internet, however, can occasionally degenerate into needless insults and “flaming.” Such activity and the loss of good manners are not acceptable in a university setting – basic academic rules of good behavior and proper “Netiquette” must persist. Remember that you are in a place for the rewards and excitement of learning which does not include descent to personal attacks or student attempts to stifle the forum discussion of others.

Forum discussions are the heart of the peer collaboration in this course. The more engaged and lively the exchanges, the more interesting and fun the course will be. Only substantive comments that reference the material and reflect academic discourse will receive credit. Although there is a final posting after which the instructor will grade comments, it is not sufficient to wait until the last day to contribute your comments/questions on the discussion thread. The purpose of the forum discussions is to actively participate in an on-going discussion about the assigned content. "Substantive" means comments that contribute something new and hopefully important to the discussion. Thus a message that simply says "I agree" is not substantive. A substantive comment contributes a new idea or perspective, a good follow-up question to a point made, offers a response to a question (with backing by the literature), provides an example or illustration of a key point, points out an inconsistency in an argument, and etc. As a class, if we run into conflicting view points, we must respect each individual's own opinion. Hateful and hurtful comments towards individuals, students, groups, peoples, and/or societies will not be tolerated, and may be reported to the Office of Student Conduct.

· Technology Limitations: While you should feel free to explore the full-range of creative composition in your formal papers, keep e-mail layouts simple. The Sakai classroom may not fully support MIME or HTML encoded messages, which means that bold face, italics, underlining, and a variety of color-coding or other visual effects will not translate in your e-mail messages.

· Humor Note: Despite the best of intentions, jokes and especially satire can easily get lost or taken seriously. If you feel the need for humor, you may wish to add “emoticons” to help alert your readers: ;-), : )

Online Library

The Online Library is available to enrolled students and faculty from inside the electronic campus. This is your starting point for access to online books, subscription periodicals, and Web resources that are designed to support your classes and generally not available through search engines on the open Web. In addition, the Online Library provides access to special learning resources, which the University has contracted to assist with your studies. Questions can be directed to [email protected].

· Charles Town Library and Inter Library Loan: The University maintains a special library with a limited number of supporting volumes, collection of our professors’ publication, and services to search and borrow research books and articles from other libraries.

· Electronic Books: You can use the online library to uncover and download over 50,000 titles, which have been scanned and made available in electronic format.

· Electronic Journals: The University provides access to over 12,000 journals, which are available in electronic form and only through limited subscription services.

· Tutor.com: AMU and APU Civilian & Coast Guard students are eligible for 10 free hours of tutoring provided by APUS. Tutor.com connects you with a professional tutor online 24/7 to provide help with assignments, studying, test prep, resume writing, and more. Tutor.com is tutoring the way it was meant to be. You get expert tutoring whenever you need help, and you work one-to-one with your tutor in your online classroom on your specific problem until it is done.

Request a Library Guide for your course (http://apus.libguides.com/index.php)

The AMU/APU Library Guides provide access to collections of trusted sites on the Open Web and licensed resources on the Deep Web. The following are specially tailored for academic research at APUS:

· Program Portals contain topical and methodological resources to help launch general research in the degree program. To locate, search by department name, or navigate by school.

· Course Lib-Guides narrow the focus to relevant resources for the corresponding course. To locate, search by class code (e.g., SOCI111), or class name.

If a guide you need is not available yet, please email the APUS Library: [email protected] .

Turnitin.com

Faculty require assignments be submitted to Turnitin.com. Turnitin.com will analyze a paper and report instances of potential plagiarism for the student to edit before submitting it for a grade. The instructor will post information in the classroom on student procedures.

Turnitin.com

Faculty require assignments be submitted to Turnitin.com. Turnitin.com will analyze a paper and report instances of potential plagiarism for the student to edit before submitting it for a grade. The instructor will post information in the classroom on student procedures.

University Policies

The mission of American Public University System is to provide high quality higher education with emphasis on educating the nation’s military and public service communities by offering respected, relevant, accessible, affordable, and student-focused online programs that prepare students for service and leadership in a diverse, global society.

See electronic syllabus within the course for links to:

Student Handbook

· Drop/Withdrawal policy

· Extension Requests

· Academic Probation

· Appeals

· Disability Accommodations

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