Intelligence Studies IN 528

INTELLIGENCE PROFILING

3 Hours
16 Weeks
Prerequisite(s): NONE

INSTRUCTOR INFORMATION

Instructor: Dean C. Anderson, J.D.

Email:

Phone:(530) 863-7441 (Mobile)

Office Hours: The best way to contact me is by e-mail. I will usually respond to e-mail messages

within 24-hours.

Biography:

Professor Dean C. Anderson is best known for his big-picture perspective and desire to continually learn and teach. Political, military, business and education leaders have recognized Professor Anderson for challenging the status quo and coming up with inclusive solutions to difficult and complex problems.
The White House Office of Drug Control Policy called on Professor Anderson to facilitate the first workshop in which senior officials from federal law enforcement, intelligence and military agencies could determine how to tell the President whether his counterdrug strategies were working. /
The National Guard Bureau appointed Professor Anderson to be its senior policy advisor to the Secretary of Defense. There he balanced the Secretary’s plan to recall all military members from supporting domestic law enforcement agencies with Congressional members’ desire to continue military support to law enforcement. As the national-level director of planning and evaluation, Professor Anderson successfully united leaders from 54 States and Territories in complying with federal laws, regulations and strategic direction. California State Senate Minority Leader, Senator Kenneth L. Maddy, appointed Professor Anderson to represent him in resolving issues with leaders of local and state governments, chambers of commerce, community and industrial development agencies, agricultural bodies, universities, health care entities, social service agencies and various constituent groups.
Professor Anderson earned his Juris Doctor degree from George Mason University School of Law; a Master of Arts degree in National Security and Strategy from the Naval War College; a Master of Arts degree in National Security Affairs with an emphasis in Latin America from the Naval Postgraduate School; and a Bachelor of Arts degree in International Research.
In the military, Professor Anderson received training in the Russian language, intelligence analysis, intelligence operations, combat interrogation, strategic planning and in military sciences. He is fluent in the Spanish language and semi-fluent in Portuguese and Russian. Operationally, Professor Anderson was an undercover intelligence operative and the intelligence/operations officer for the Air Force counterdrug fighter interception operation in the Caribbean.
Teaching has always played a part in Professor Anderson’s life. In addition to teaching college as an adjunct, he has taught citizenship classes for immigrants, music to high school, middle school and elementary school children, and informal test preparation sessions in every school he has attended. Formally, he has taught international relations courses for Florida State University at its Panama campus; government and law courses for Central Texas College at its Germany and Panama campuses; corporate security administration for DeVry University Online; and an intelligence profiling course for American Military University.
Most importantly, Professor Anderson is the father of three beautiful, intelligent and talented daughters.

COURSE DESCRIPTION (CATALOG)

Students in this course will study personality profile fundamentals of foreign military and political leaders. They will study personality assessment from a psychoanalytic viewpoint, observe questions asked by intelligence agencies, study several various military and political leaders in depth.

COURSE SCOPE

Initially, we will discuss and understand the various users and uses of biographical intelligence (profiling). This will put all readings, discussions and writings in a sensible context; one that will help you apply the analytical tools to specific fact patterns.

In addition to thinking in context, biographical intelligence can only truly be useful, when you can 1) properly assess the target individual’s background, personality and propensities, and then 2) provide credible predictions of the target’s actions or responses given a particular set of circumstances. To do that, you will learn the elements of logical argument and biographical analysis.

Since biographical analysts are expected to be psychoanalysts, to some extent, you must also learn enough about psychoanalysis to apply your findings to something scientifically sound. My goal here is not to make you professional psychoanalysts, but to arm you with the basics of psychoanalysis so you can more competently perform biographical intelligence functions.

Throughout this course, you will be expected to apply these tools to specific cases.

COURSE OBJECTIVES

CO-1 Internalize the tools for biographic analysis

CO-2 Apply tools to specific fact patterns to assess a target individual’s background, personality and propensities

CO-3 Apply tools to target individual to predict how that individual might act or react to certain circumstances

CO-4 Provide a sound and valid argument (estimate) that is free from logical fallacies.

COURSE DELIVERY METHOD

This course is delivered asynchronously online. This means that you may enter the online course environment at any time. You will participate in course discussions via threaded discussion postings on the course Discussion Board. You will take your quizzes online and I will grade them online. Your assignments and final examination will be assigned online and you will submit your finished products to me electronically (specific instructions to come).

COURSE MATERIALS

Textbooks:

Book Number / Author / Book Title / Publication Info / ISBN
IN528-3 / George, Victor / Hitler: The Pathology of Evil / Washington, DC: Brassey’s, 1998 / 1-57488-132-9
IN528-2 / D’Este, Carlo / Patton: A Genius for War / New York: HarperCollins, 1995 / 0-06-016455-7
IN528-4 / Mack, John E. / A Prince of Our Disorder / Cambridge, MA: Harvard University Press, 1998 / 0-674-70494-0

EVALUATION PROCEDURES

Course Requirements: You final grade is a compilation of the following:

Percent ofPointsTotal

Graded Activities Total GradePer ActivityPoints

  • Quizzes 1-3 15%50 pts each quiz150
  • Discussion Board Participation 15%10 pts each week for 15 weeks150
  • Weekly Written Exercises 30%20 pts each week for 15 weeks300
  • Final Exam 40%400 pts400

Quizzes. You will take three quizzes during the first five weeks to demonstrate your understanding of intelligence analysis tools, psychoanalysis tools, and logical argument methodology.

Discussion Board Participation. The purpose of grading discussion participation is to encourage you to communicate at a graduate level. You will earn the full ten points per week by responding to my initial discussion question with “thoughtful” postings and responding “thoughtfully” to two or more of your colleagues’ (or professor’s) other postings each week. Thoughtful responses do not include “I agree with you” unless it is followed by substantive comment that differs from the posting to which you are responding. This is a subjective grade. I will, therefore, give you the benefit of the doubt during the first two weeks of class, so you can understand my expectations. Thereafter, I will expect substantive participation in exchange for the higher scores. Make sure you earn these “easy” points.

Weekly Written Exercises. Each week, I will pose questions based on the reading assignments. These questions will require you to apply some of the analytical or argumentation tools you learned in the first few weeks. The intent of these exercises is to help you use what you are learning as we go along. I will grade the first written exercise leniently so you can see what I expect as graduate level responses. FYI, I consider graduate level responses to be the appropriate application of the tools to the appropriate set of facts in your reading. The more complete your statement of facts and analysis thereof, the higher the score.

Final Exam. The exam will test your application of the analytical and argumentation tools on a set of “collected” data on a target of interest. You will read a fact pattern with all the information necessary for you to analyze, predict and report and then prepare a cogent essay, free from challengeable fallacies.

Grading Scale

Percent / Letter / GPA / Notes
100-94 / A / 4.0 / Superior Quality Work
93-90 / A- / 3.7
89-87 / B+ / 3.3
86-84 / B / 3.0 / Above Average Work
83-80 / B- / 2.7
79-77 / C+ / 2.3
76-73 / C / 2.9 / Average Work
72-70 / C- / 1.7 / Below Average Work
69-67 / D+ / 1.3
66-64 / D / 1.0 / Unsatisfactory Work
63-60 / D- / 0.7 / Unsatisfactory Work
59-00 / F / 0.0 / Failing Work
I / Incomplete
W / Withdrawn
X / Audit

COURSE ONLINE

Specific information about readings and assignments, not appearing in this syllabus, will be posted under “Assignments” online. The first half of the course focuses on the early background of four renown figures: Adolf Hitler, George S. Patton, T. E. Lawrence, and Erwin Rommel. The second half of the course focuses on their respective professional lives.

Week / Obj / Readings / Exams / Assignments
1 / CO-1 /
  • Hitler, pgs 1-52 (52)
  • Psychoanalysis Tools
/
  • Discussion – Introduction
  • Discussion – Analytical Tools

2 / CO-1 /
  • Hitler, pgs 53-131 (78)
  • Intelligence Analysis Tools
/ Quiz 1- Psych Tools
Turn in Written Exercise Week 2 /
  • Discussion – Hitler
  • Written Exercise

3 / CO-1
CO-2 /
  • Patton, pgs 1-69 (69)
  • Logical Argument
/ Quiz 2 – Intel Tools /
  • Discussion – Intelligence Analysis
  • Discussion – Hitler
  • Written Exercise

4 /

CO-2

/
  • Patton, pgs 70-142 (72)
  • Yasir Arafat, intro
/
  • Discussion – Logical Argument
  • Discussion – Patton
  • Written Exercise

5 / CO-2 /
  • Patton, pgs 143-225 (82)
  • Yasir Arafat, Outstanding
Features / Quiz 3 – Logic Tools /
  • Discussion – Patton
  • Written Exercise

6 /
  • Catch-up
/
  • Catch-up

7 / CO-2 /
  • Lawrence, pgs xvii-xxviii (12)
  • Lawrence, pgs 1-67 (67)
/
  • Discussion – Patton
  • Written Exercise

8 / CO-2 /
  • Lawrence, pgs 68-107 (39)
  • Lawrence, pgs 415-460 (45)
/
  • Discussion – Lawrence
  • Written Exercise

9 /

CO-2

/
  • Predictions
/
  • Discussion – Lawrence
  • Written Exercise

Week / Obj / Readings / Exams / Assignments
10 / CO-3
CO-4 /
  • Hitler, pgs 133-220 (87)
/ Turn In Written Exercises Weeks 3-8 /
  • Discussion – Prediction
  • Written Exercise

11 / CO-3
CO-4 /
  • Patton, pgs 810-820 (10)
  • Patton, pgs 521-563 (42)
  • Patton, pgs 583-605 (22)
/
  • Discussion – Hitler
  • Written Exercise

12 / CO-3
CO-4 /
  • Patton, pgs 645-658 (13)
  • Patton, pgs 674-702 (28)
  • Patton, pgs 733-782 (49)
  • Yasir Arafat, Strategic
Analysis /
  • Discussion – Patton
  • Written Exercise

13 / CO-3

CO-4

/
  • Lawrence, pgs 175-242
  • Lawrence, pgs 332-354
/
  • Discussion – Patton
  • Written Exercise

14 / CO-3
CO-4 /
  • No Reading Assignment
/
  • Discussion – Lawrence
  • Written Exercise

15 / CO-3
CO-4 /
  • Review
/ Turn In Written Exercises Weeks 9-15 /
  • Discussion – Rommel
  • Review
  • Written Exercise

16 / CO-4 / Final Exam

POLICIES

Academic Dishonesty: Plagiarism And Cheating

The University System supports and promotes academic honesty and personal integrity. Cheating can take the following forms:

  • Submitting another person's work
  • Writing a paper for someone else Working in a group effort without faculty consent
  • Buying a paper from a research service
  • Getting outside help or giving outside help without a teacher's expressed permission
  • Submitting the same work for credit without approval (e.g. submitting the same assignment twice for different courses)

The Web & Plagiarism Note: The Web has made it quite easy to copy and insert materials into a paper. Studentsmust be careful to properly attribute materials found on the Web. In a collegiate setting, attribution typically relies on a formal academic style manual for its citation models (See Citation and ReferenceStyle). Such models describe how to append footnotes and endnotes, when:

  • Quoting another’s exact words, you are obviously expected to name the author and place the words in quotation marks or in indented text blocks. The citation number is placed immediately at the end of the quotation.
  • Acknowledging background sources to your own descriptions--. The citation number is normally placed at the end of the paragraph.

Note: The University offers tools in its Online Library Research Center to help you analyze your papers for possible plagiarism violations and for instructors to uncover such activities.

WRITING EXPECTATIONS

All written submissions should be submitted in a font and page set-up that is readable and neat. It is recommended that students try to adhere to a consistent format, which is described below.

  • Typewritten in double-spaced format with a readable style and font and submitted inside the electronic classroom (unless classroom access is not possible and other arrangements have been approved by the professor).
  • Arial 11 or 12-point font or Times New Roman styles.
  • Page margins Top, Bottom, Left Side and Right Side = 1 inch, with reasonable accommodation being made for special situations and online submission variances.

CITATION AND REFERENCE STYLE

Assignments completed in a narrative essay or composition format must follow Turabian guidelines. This course will require students to use the citation and reference style established in Kate L. Turabian’s AManual for Writers (Fifth Edition or later). Or use the Internet site: Turabian & Chicago Styles Guide

COURSE EXTENTIONS

Students who find they will be unable to complete their program requirements by the programs deadline may request a ONE YEAR extension by emailing the Admissions Office at . Students MUST request the extension BEFORE the deadline is reached. If the program deadline extension is approved, the new deadline will be one year from the date of the original deadline.

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. 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 may result in points deducted from your final course grade

DISABILITY ACCOMODATIONS

This institution complies with the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and the World Wide Web Consortium’s (W3C) Universal Access Guidelines. Students with special needs should inform their individual instructors and the University’s student services staff.

NETIQUETTE

Online universities promote the advance of knowledge through positive and constructive debate--both inside and outside the classroom. Discussions 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 fun and excitement of learning that does not include descent to personal attacks, or student attempts to stifle the discussion of others.

  • 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 Educator 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: ;-), : ), 

DISCLAIMER STATEMENT

Course content may vary from the outline to meet the needs of this particular group.

ACADEMIC SERVICES

Online Library Research Center & Learning Resources

The Online Library Resource Center 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 Center provides access to special learning resources, which the University has contracted to assist with your studies. Questions can be directed to .

  • 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.
  • Turnitin.com: Turnitin.com is a tool to improve student research skills that also detect plagiarism. Turnitin.com provides resources on developing topics and assignments that encourage and guide students in producing papers that are intellectually honest, original in thought, and clear in expression. This tool helps ensure a culture of adherence to the University's standards for intellectual honesty. Turnitin.com also reviews students' papers for matches with Internet materials and with thousands of student papers in its database, and returns an Originality Report to instructors and/or students.
  • Smarthinking: Students have access to 10 free hours of tutoring service per year through Smarthinking. Tutoring is available in the following subjects: math (basic math through advanced calculus), science (biology, chemistry, and physics), accounting, statistics, economics, Spanish,writing, grammar, and more. Additional information is located in the Online Research Center. From the ORC home page, click on either the “Writing Center” or “Tutoring Center” and then click “Smarthinking.” All login information is available.