The mid-term essay will be the development of a general threat analysis of the US using the perspective of a foreign intelligence entity or service.
Foreign Intelligence Entity (FIE) Threat Analysis
The CIA’s Counterintelligence Center Analysis Group (CIC/AG) identifies, monitors, and analyzes the efforts of FIEs against US persons, activities, and interests. CIC/AG analysts focus on two specific types of counterintelligence threats to US national security: 1. Transnational threats, such as the counterintelligence aspect of terrorism or the threats posed by emerging or changing technologies to the US Government, intelligence operations, and US Government information systems; and 2. Threats posed by FIEs and their activities.
Type: This assignment consists of a research analysis paper approximately six to eight pages in length, double-spaced (This page count does not include a title page, abstract (optional), table of contents (optional), Reference/Bibliography page(s), or Endnotes page(s) (if used)). The source material should result primarily from self-led external research of scholarly articles. In addition, the course required reading materials may be used. The paper should have six to eight pages of content which are the written results of your research efforts.
Topic: Develop a general threat analysis of a Foreign Intelligence Entity (FIE) of your choosing that is targeting the US. Examples include Russia’s SVR, Iran’s MOIS, Al Qaeda (or any of its ‘subsidiaries’), North Korea’s Reconnaissance Bureau, or Venezuela’s Bolivarian National Intelligence Service, etc.
A FIE is any known or suspected foreign organization, person, or group (public, private, or governmental) that conducts intelligence activities to acquire U.S. information, block or impair U.S. intelligence collection, influence U.S. policy, or disrupt U.S. systems and programs. This term includes a foreign intelligence and security service [FISS] and international terrorist organizations. (JP 1-02; JP 2-01.2, CI & HUMINT in Joint Operations, 16 Mar 2011; and DoDD 5240.06, CIAR, 17 May 2011)
The components of your FIE threat analysis should include a full overview of the FIE (strength, location, organizational structures (if known), whether they operate under official cover or operate under unofficial cover–inside corporations, etc.). Detail the FIE’s mission, and specific known and suspected US targets. [Do not select the People’s Republic of China (PRC – Mainland or Communist China) as your FIE, since this is the focus of the Final Essay — a paper on the PRC will not be accepted.]
Your FIE threat analysis should use the three general threat categories: low, medium, and high, to estimate the FIE’s threat against the following types of US targets:
1) personnel, installations, and facilities
2) technology, defense industry, and communications
3) sensitive military and intelligence operations, such as intelligence collection, research & development, covert action, identifying US intelligence personnel, etc.
For each of these three areas, research open sources and include specific details of that research to justify your FIE threat assessment. Use events, dates, activities, names, places, etc., to back up your analysis and conclusions.
Format: Your paper requires a Title page, citations, and a bibliography. Your paper should be in the Chicago format
20 – Focus/Thesis – Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
20 – Content/Subject Knowledge – Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
20 – Critical Thinking Skills – Student demonstrates a higher-level of critical thinking necessary for 300-400 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
20 – Organization of Ideas/Format – Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Student uses required number of academic sources or beyond.
20 – Writing Conventions (Grammar and Mechanics) – Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a thorough and extensive understanding of word usage. Student excels in the selection and development of a well-planned research assignment. Assignment is error-free and reflects student’s ability to prepare a high-quality academic assignment.
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