Department of National Security, Intelligence, and Space
IN519 Collections
Spring C 2008
3 Credit Hours
16 Weeks
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline and Weekly Schedule
Course Objectives
Policies
Course Delivery Method Academic Services
Course Materials
Selected Bibliography
Instructor Information
Instructor: Dr. Jerry Gideon
(Bio at Appendix A)
Email: jg267@online.apus.edu
Phone:703 769-2649
Fax: 703 769-3797
Office Hours: 9 a.m. – 6:00 p.m., USA Eastern Time, Monday – Friday
Table of Contents
Course Description (Catalog)
IN519 Collections (3 hours)
This course is a study of intelligence collection and information gathering. It focuses on a
variety of aspects related to how both the United States and foreign nations gather and
process intelligence. The student will develop a comprehensive understanding of the role
collection plays in the intelligence community, how various policies affect collection, and
how different intelligence agencies monitor and collect intelligence.
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Course Scope
IN519 Collections (3 hours) Collections is covers a broad area of intelligence
disciplines. Much of the work and nuance of collections fall into the arcane world of
compartmented classified sources and methods. However, the general concepts of
collections, theories and approaches of collections, and the general systems of collections
can be discussed in an open forum such as a graduate seminar on collections.
The scope of class will cover collections systems and concepts of the Cold War through
the present time. The focus will be on technical collection, overhead systems, and air
breathing systems. While signals intelligence and human intelligence are part of the
world of collection, theses disciplines are covered in greater detail in other courses, so
discussion on these programs will be limited.
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Course Objectives
Course Objectives: At the conclusion of the course, students will be able to:
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Examine and discuss the emphasis on U.S. collection since the end of the Cold
War.
Evaluate the lessons the history of intelligence collection, processing, and
analysis, and apply the lessons to specific issues.
Assess and debate intelligence collection successes and failures.
Examine and evaluate intelligence technology advances.
Determine how special operations are used in intelligence collection procedures.
Describe and evaluate the current missions for intelligence gathering.
Assess how the various INTs are used in Intelligence collection and analysis.
Determine modes of intelligence collection for the 21st century.
Determine the need for better economic intelligence.
Examine and discuss critical future issues.
Write a carefully done original, graduate level historical essay and research paper in
this field; and support the statements and conclusion(s) with properly documented
evidence.
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Course Delivery Method
This course will offer the student an interactive virtual classroom. Each week’s lesson
will have a course announcement, assigned readings. At least three discussion group
questions, based on either course readings or related course topic, will complement the
course materials.
Since the student is expected to fully participate in discussions and interact with the
instructor and other students, reading assignments and assigned projects should be
completed in a timely manner.
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Course Materials
Required Texts and Readings:
Bamford, James. Body of Secrets: Anatomy of the Ultra-Secret National Security Agency.
Anchor; 1st Anchor Books ed edition (April 30, 2002).
Peebles, Curtis. Twilight Warriors: Covert Air Operations Against the USSR. Naval Institute
Press, 2000.
Tart, Larry. Price of Vigilance: Attacks on American Surveillance Flights. New York, NY:
Ballantine Publishing Group, 2001.
Temple, L. Parker, III. Shades of Gray: National Security and the Evolution of Space
Reconnaissance. AIAA Press, 2005.
“Dr. G’s Corrections Page.” This is found in the Writing Tools folder and should be used
to edit papers before submission. Pay particular attention to items (5,6,7a,16a-f, 18-20,
and 39, as these are the most common issues I see.)
Supplementary Readings and Web sites:
Cherkashin, Victor, with Gregory Feifer. Spy Handler -- Memoir of a KGB Officer: The
True Story of the Man Who Recruited Robert Hanssen & Aldrich Ames. New York:
Basic Books, 2004.
Lindgren, David. Trust but Verify: Imagery Analysis in the Cold War. Naval Institute Press,
2000.
JCS. Joint Electronic Library - WelcomeJoint Electronic Library.
http://www.dtic.mil/doctrine/s_index.html
CIA. “Electronic FOIA Reading Room.” http://www.foia.cia.gov/
CIA. “Studies in Intelligence” Index by subject, author, title.
http://www.cia.gov/csi/kent_csi/Default.htm
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Contact information and Evaluation Procedures
CONTACT
Students are expected to maintain routine contact with Professor Gideon throughout the
course. While the number of these contacts may vary according to individual student
needs, the University requires a minimum of four contacts during the semester. The
required contacts are outlined below. If the student needs to contact Dr. Gideon, at other
times, the preferred method is email. If phone conversations are desired, please arrange
times via email. Dr. Gideon’s email address is jg267@online.apus.edu, alternatively, his
secondary address is jpgideon@erols.com.
FINAL EXAMINATION POLICIES AND PROCEDURES
The final is a take home examination. Final, official grades will be issued by the
University on the grade report form. Professors have 30 days from the end of the
semester to submit their grades to the University. Students should not telephone the
University looking for grades until, at least, 30 days after the end of the semester.
FINAL GRADE BASED UPON:
TASK
Research proposal
Historical/analytical paper
Research paper (bibliography=15 pts)
Discussion participation (each=10
pts)
TOTAL POINTS
25
100
200
100
ASSIGNMENT COMPLETION:
Research proposal: The research proposal has three parts. The first part is your initial
discussion of the problem or issue you are going to research. In order to do this, one may
have to do a bit of initial research. At the graduate level, one is required to spend some
time thinking through the issues or problems one wants to explore.
The first part of the proposal will be a multi-paragraph It is this part of the proposal that
sets the tone and the parameters of your research. Remember you only have a total of 13
weeks to complete the paper, and have an analytical paper due prior to that. So your
topic has to be narrow enough so you can fully discuss and develop your idea. It must be
such to lead to a unique conclusion which will be discussed later.
Once you have described the issue or problem and set the parameters of the paper, then
you transition into the second part of the research proposal. This part lays out how you
plan on approaching the paper, the type of research you plan on conducting, and in
general, the direction the paper will take.
Finally, the most important part of the research proposal is the conclusion. Or, more
specifically, what you hope to conclude. For a thesis statement, one may refer to the
conclusion as the hypothesis, which ideally will be supported to reach a solid conclusion.
The conclusion is the whole purpose behind the paper. It is nice to do research so you,
the student can learn more about a topic, or to inform a reader about a problem and the
surrounding issues, but that is not the purpose of the paper itself. The purpose is for you
to draw a conclusion.
A conclusion may be a recommendation or recommendations based on your research for
whomever reads the paper, the lessons learned from the examples you gave, lessons that
can be applied to a current situation, or a lesson that was not learnt and therefore a
mistake had been made in either a current or past situation, or your unique opinion or
perspective on how history developed based on the research you did and your analysis.
So, the research proposal must have a working conclusion, hypothesis, in mind. The
conclusion may change based on further research, but in order to conduct research one
must have a goal in mind. Take time and think about how you want to end the paper.
A well written thesis statement can then serve as the introduction of the paper itself when
you begin writing it. But be sure that you edit the thesis statement to reflect the final
paper itself.
Once you have a working proposal, you can then develop an outline. An outline is not
elementary school work; professional writers nearly always use outlines. It not only
helps organize one’s thoughts, but helps one to focus on the topic. The more detailed the
outline the easier it will be to write the paper.
There are some writers who prefer to think through an outline and then write the thesis
statement. If this is what works best for you, then by all means follow that pattern.
Finally, with an outline and research proposal in place, you can begin to think about your
research questions. That is the questions you will need to answer, quotations you will
need, and any data that will be required for your paper. Then you can build your
requirements list. That is where to find the sources you will need find the answers to your
research questions.
Historical Essay: The historical essay is an analytical paper on a relevant incident or
concept of the student’s choice. The student may select any historical event or concept
associated with the broader concept of intelligence collection, with instructor approval.
The format is flexible, but the content must be graduate level. I am not looking for a
simple review which outlines the event or idea, but rather a paper which provides the
reader with the key points and an understanding of the importance of the event or idea.
The student will then draw a conclusion based on what he or she has developed. While
the paper is not as developed as a research paper, a bibliography and proper footnoting is
expected.
Research Paper: The research paper topic will be selected by the student with approval
of the instructor. The topic may be on any topic related to collections. There is no length
minimum or maximum. This is a graduate level course and a paper commensurate with
graduate level work is expected. The paper length is determined by the parameters the
student sets in his or her introduction and the amount of writing necessary to fully
develop the topic. All sources of information must be footnote and selected bibliography
of all sources used or referenced expected. In text citation is not acceptable.
Threaded Discussions: There will be five discussions. Active, multiple participation is
expected from all students. Each thread should be focused on a single thought. Use
multiple threads to discuss multiple ideas. Do not try to cover everything at once. If the
general topic has already addressed your basic thoughts, then there is no need to repeat
what has been stated, except perhaps for the second threaded discussion which is an
exception to this rule. Joining a discussion in progress and participating is equally has
valid as coming up with an original discussion point.
Use proper paragraphs, spelling, grammar, punctuation, etc. Use salutations so I and
your fellow students know who the thread is directed. All, To all, Class, Dr. G,
Professor, Doctor Gideon, Sam, Mike and Mary, Dr. G and Fred, are all examples of
salutations depending on who you want to address the comments to. Anyone may
respond to any thread.
The threads open about every three to four weeks, but one can always go back and
participate in older threads. They remain open all class. I usually will grade the first two
threads after I open the third or fourth threads. This way I have most if not all the
contributions for that thread.
You will earn 20 points for multiple, substantive participation. 18-19.5 points for
multiple, not as substantive participation, or minimal substantive or mixed participation.
One time participation may result in points ranging from 12-17.5. No participation earns
a zero.
The threads once opened, remain open for the entire term. I grade the first two threads
around week nine or ten, so I can assure maximum participation; but, will upgrade points
if further discussion through the end of the term warrants such upgrading. Weeks 3 – 5
will be graded the last week of the term.
Supplemental material:
Grading:
-Appendix B describes the historical paper and the weekly newsgroup
contribution requirements.
Term Paper:
-Appendix C describes the research proposal and research paper.
Table of Contents
Course Online
Wk
Dates
Primary Lesson Subject
Admin Info
1
June 02-08
Introduction to course and collections; Historical
aspects of intelligence collection
Course begins
First contact via introductory
thread
2
3
June 09-15
June 16-22
Cold war analysis
Technical and Signals Intelligence, part 1
4
5
June 23-29
June 30-July 06
Technical and Signals Intelligence, part 2
Technical and Signals Intelligence, part 3
6
7
8
9
July 07-13
July 14-20
July 21-27
July 28-August 3
10
August 4-10
11
12
13
August 11-17
August 18-24
August 25-31
14
15
16
Sept. 01 -07
Sept. 08-14
Sept. 15-21
Airborne collections, part 1
Airborne collections, part 2
Airborne collections, part 3
Human intelligence/open source collection, part
1
Human intelligence/open source collection, part
2
Overhead collection, part 1
Overhead collection, part 2
Intelligence collection management; Collections
issues and problems
The future of collections
Research and review week
Course wrap up
Historical/analytical proposal
due via discussion thread
Research proposal due
Analytical/historical paper due
Research paper due
Course ends
Table of Contents
Week 1
Introduction to Course; Historical Background; and, Introduction to Collections
Learning Outcome:
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Study how the United States organizes collection methods.
Examine the importance of collection intelligence data.
Look at the shifts in balance between military and civilian intelligence
collection needs.
Analyze collection allocations
Required Readings:
Week 1:
Bamford, Chapters 1 and 2.
Temple, Chapters 1-2
O'Connor, Dr. Tom. “Intelligence Collection.” Lecture notes. Wesylan
College. http://faculty.ncwc.edu/toconnor/427/427lect02.htm A copy
is also available in documents folder in course materials.
Supplemental readings:
None.
Questions to Ponder:
 Why do changes need to occur in the balance between civilian and military
needs for intelligence collection?
 How has air reconnaissance changed over the decades?
 How was technology a great factor in gathering intelligence in the earlier part
of this century?
 Why was the desire for intelligence information in World War II so much
greater than in World War I?
 How did policy affect nations’ intelligence establishments and collection
efforts in World War I?
 How did aerial photography prove valuable?
Assignments/Turn Ins:
Week 1: Introduce yourself in the first Newsgroup. This will serve as your fist
contact.
Begin thinking about your topic for your historical and your research
papers.
Week 2: Begin active participation in the first threaded discussion.
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Week 2
Cold War Analysis
Learning Outcome:
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Compare the differences between the United States and the Soviet Union for
espionage and reconnaissance.
Study the immersion of new players into the world intelligence community,
and the affect these players had on U.S. national security.
Determine how special operations are used in intelligence gathering.
Examine the use of reconnaissance satellites and the affects of this first-time
use on world collection operations.
Required Readings:
Lindgren, Chapters 1-6.
Supplemental readings:
Kuhns, Woodrow J. “Assessing the Soviet Threat: The Early Cold War
Years” CIA. http://www.cia.gov/csi/books/coldwaryrs/
Bamford, Chapers 7 - 8
Questions to Ponder:
 How did signs of diversion among the allies affect intelligence gathering?
 How did new intelligence services play a significant role in the formulation
and implementation of their nations’ foreign and defense policies?
 What means did the United States use for conducing reconnaissance over
Soviet territory?
Assignments/Turn Ins:
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Weeks 3-5
Technical and Signals Intelligence
Learning Outcome:
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Forthcoming
Required Readings:
Week 3:
Bamford, Chapters 4-6
Week 4:
Bamford, Chapters 10, and 11, Pages 508-20
Week 5:
Bamford, 13 and 14
U.S. Congress. House of Representatives. Permanent Select Committee on
Intelligence. “IC21: The Intelligence Community in the 21st Century.
Staff Study. One Hundred Fourth Congress.
http://www.access.gpo.gov/congress/house/intel/ic21/ic21007.html
Trask, David. “MASINT Support in Support of the Global War on
Terrorism.”
http://www.onr.navy.mil/about/conferences/rd_partner/2005/docs/pa
st/2005/0507_trask_masint_rd_support_gwt.pdf A copy is also
available in documents folder in course materials.
Supplemental readings:
FAS. “Measurement and Signals Intelligence (MASINT)” C:\Documents
and
Settings\jerry.gideon\Academics\AMU\INT519\websites\masint.htm
Center for MASINT Studies and Research. [General Information on
MASINT.] http://www.afit.edu/cmsr/Default.cfm
Bamford, Chapters, 9 and the rest of 12
Assignments/Turn Ins:
Week 3: Analytical paper proposal due via discussion thread to professor.
Week 5: Research paper proposal due via assignment page to professor.
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Weeks 6-8
Airborne Collection
Learning Outcome:
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Discuss the historical use of airborne collection and apply it to lessons for
the 21st century.
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Describe and discuss the various airborne collectors.
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Describe and debate the issues surrounding the capture of the EP-3 by
China.
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Discuss and debate the merits of manned versus unmanned reconnaissance.
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Discuss the use of UAVs in a tactical and strategic role.
Required Readings:
Week 6:
Temple, chapters 3-7
Tart and Keefe: Chapters 1-5
Week 7:
Tart and Keefe: Chapters 6-12.
Week 8:
Reinhardt, James R., "Future Employment of UAVs- Issues of Jointness,"
Joint Forces Quarterly. no. 22 (Summer 99), pp. 36-41
http://www.dtic.mil/doctrine/jel/jfq_pubs/0822b.pdf
GAO. “Improved Strategic Planning Can Enhance DOD'S Unmanned
Aerial Vehicles Efforts.” Government Accounting Office Report 0318-2004 http://www.gao.gov/new.items/d05395t.pdf
U.S. Government. “Come Spy with Me -- UAV Offers a Bird's Eye View
of the Battlefield.” Transcript summary of video. A copy is also
available in documents folder in course materials.
Coffey, Timothy and Montgomery, John A. “The Emergence of Mini
UAVs for Military Applications.” Military Technology 07-01-2004
A copy is also available in documents folder in course materials.
Jacobs, Keith. “Manned and Unmanned Aerial Vehicles: Right Mix for
Future U.S. Navy Aviation.” Naval Forces. 01-01-2004 A copy is
also available in documents folder in course materials.
Supplemental readings:
UAVs Unmanned Aerial Vehicles Predator Global Hawk
http://www.danshistory.com/uav.shtml
Covert / Paramilitary Ops Secret Military Intelligence
http://www.fas.org/irp/agency/daro/jtaannex/anxtoc.html
FAS. Airborne Reconnaissance Annex.
http://www.fas.org/irp/agency/daro/jtaannex/anxtoc.html
Assignments/Turn Ins:
None.
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Weeks 9-10
HUMINT/OSINT
Learning Outcome:

Compare, contrast, and discuss human intelligence (HUMINT) collection
and its relation to other collection methods;

Assess, evaluate, and describe lessons learnt from historical examples of
HUMINT;
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Debate the role of HUMINT in 21st century collection;

Discuss how open source intelligence (OSINT) differs from secret
intelligence and discuss the value OSINT has for intelligence collection.
Required Readings:
Week 9:
Peebles, Chapters 1-5.
Barnett, Gary G. “HUMINT Collection During Peace Operations.”
Military Intelligence Professional Bulletin, Jan-Sept, 2001.
http://www.cia.gov/csi/index.html A copy is also available in
documents folder in course materials.
Week 10:
Peebles, Chapter 6-9.
Mercado, Stephen. “Reexamining the Distinction Between Open
Information and Secrets.” Studies in Intelligence. VOL. 49, NO. 2,
2005 http://www.cia.gov/csi/index.html A copy is also available in
documents folder in course materials.
Supplemental readings:
Cherkashin, Victor, with Gregory Feifer. Spy Handler -- Memoir of a KGB
Officer: The True Story of the Man Who Recruited Robert Hanssen &
Aldrich Ames. New York: Basic Books, 2004.
Joscelyn, Thomas. “No Human Intelligence.” Blog. March 30, 2006.
http://thomasjoscelyn.blogspot.com/2006/03/no-human-intelligence.html
A copy is also available in documents folder in course materials.
Steury, Donald. “How the CIA Missed Stalin's Bomb.” Studies in
Intelligence. Vol. 49, No.1, 2005. A copy is also available in documents
folder in course materials.
CIA. “Studies in Intelligence” Index by subject, author, title.
http://www.cia.gov/csi/kent_csi/Default.htm
CIA. “Value of Attaché Reporting.” Studies of Intelligence. Stud. Intel.
V4:2-1-6 PDF; Stud. Intel. V4:3-79-83 PDF
CIA. “Clandestine Collection Requirements Process.” Studies of
Intelligence. Stud. Intel. V4:4-43-61 PDF
Assignments/Turn Ins:
Analytical paper due.
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Weeks 10-11
Overhead Collection
Learning Outcome:
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Discuss and evaluate the historical lessons from the early space
reconnaissance programs;
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Assess and discuss how overhead collection impacted on U.S. policy
decisions;

Assess the future of overhead systems.
Required Readings:
Week 10:
Temple Chapters, 8-11.
NRO. “Corona.” http://www.nro.gov/corona/facts.html et. al.
Week 11:
Temple, Chapters 12-14.
Global Security. “Integrated Overhead SIGINT Architecture [IOSA].”
http://www.globalsecurity.org/intell/systems/iosa.htm
Hughes, Suzanne. NRO. “Architecting for the Future.” March 5, 2003.
http://sunset.usc.edu/GSAW/gsaw2003/s7/hughes.pdf A copy is also
available in documents folder in course materials.
Supplemental readings:
McGruther, Kenneth, "Satellite Reconnaissance of the Future." Joint Forces
Quarterly. Spring 98. pp. 23-30. A copy is available in documents folder
in course materials.
Eshel, Tamir “Spy in the Sky.” Military Technology. January 1, 2005 A copy
is also available in documents folder in course materials.
Nitschke, Stefan. “THE LATEST IN ELECTRO-OPTICS.” Naval Forces
January 1, 2004. A copy is also available in documents folder in course
materials.
CIA. “Studies in Intelligence” Index by subject, author, title.
http://www.cia.gov/csi/kent_csi/Default.htm
FAS. “Military Space Programs.”
http://www.fas.org/spp/military/program/imint/
Assignments/Turn Ins:
None.
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Week 12
Intelligence Collection Management
Learning Outcome:

Describe and explain the importance of collection in the intelligence cycle;

Assess and develop concepts surrounding intelligence collection.
Required Readings:
U.S. Intelligence Community. “Collection.” http://www.intelligence.gov/2business_cycle2.shtml
Best, Richard. Intelligence Issues for Congress. Congressional Research
Service. IB10012. January 11, 2006.
http://fpc.state.gov/documents/organization/61485.pdf A copy is also
available in documents folder in course materials.
JCS. National Intelligence Support to Joint Operations. JP2-02. 1998.
Chapters VIII, IX, and X. A copy is available in documents folder in
course materials.
Grebe, Carl Major. HQ ARRC Journal. April 2003.
http://www.arrc.nato.int/journal/april03/inteligence.htm A copy is also
available in documents folder in course materials.
FAS. “Joint Collection Management Tools.”
http://www.fas.org/irp/program/task/jcmt.htm
Supplemental readings:
CIA. “Studies in Intelligence” Index by subject, author, title.
http://www.cia.gov/csi/kent_csi/Default.htm
Assignments/Turn Ins:
None.
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Week 13
Issues and Problems
Learning Outcome:

Demonstrate the ability to discuss and assess collection issues and
formulate cogent lessons learnt, and apply those lessons to real world and
hypothetical situations.
Required Readings:
Temple, chapters 15-17.
Shelby, Senator Richard. “SHELBY ADDRESSES THE 26TH MEETING
OF THE 'PUMPKIN PAPERS IRREGULARS'.” Press Release. October
30, 2003. Http://shelby.senate.gov/news/record.cfm?id=214447 A copy is
also available in documents folder in course materials.
Pfiffner, James P. “Did President Bush Mislead the Country in His Arguments
for War with Iraq?” Presidential Studies Quarterly March 1, 2004 A
copy is also available in documents folder in course materials.
Supplemental readings:
CIA. “Studies in Intelligence” Index by subject, author, title.
http://www.cia.gov/csi/kent_csi/Default.htm
Assignments/Turn Ins:
None.
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Weeks 14-15
Collection in the 21st Century; Research and Review
Learning Outcome:

Evaluate the historical lessons and apply them to the 21st century;

Speculate on future collection issues and programs and discuss the possible
outcomes.
Required Readings:
Week 14:
Temple, Chapter 16.
Lindgren, Chapter 7.
Pfiffner, James P. “Did President Bush Mislead the Country in His
Arguments for War with Iraq?” Presidential Studies Quarterly 03-012004 A copy is also available in documents folder in course materials.
“Jumper: Military Must Reorganize UAV Efforts.” Defense Daily 0429-2005 A copy is also available in documents folder in course
materials
Week 15:
None.
Supplemental readings:
None.
Assignments/Turn Ins:
Week 15: Research paper is due.
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Week 16
Wrap up
Learning Outcome:

Demonstrate mastery of the historical concepts of collection and their
application.
Required Readings:
None.
Supplemental readings:
None.
Assignments/Turn Ins:
All work is due to the professor NLT than Wednesday following the end of the
course.
Polices
Plagiarism and Academic Cheating
Dr. Gideon endeavors to develop the creative instincts in his students and help them
effectively communicate their ideas. To this end, he has an obligation to maintain high
academic standards and will not tolerate plagiarism.
Plagiarism results when a student fails to document or cite sources of information used in
essays, reports, papers or any other type of academic presentations. This includes "cutting
and pasting" from the Internet and CD-Rom reference material without acknowledging
the source.
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
There are three pillars to an university education – the major, cognitive skill
development, and communication skills development. The difference between a degree
and a diploma or vocational school certificate is in the latter two pillars. Students find
this hard to fathom, but in the real world, employers are not hiring individuals or
promoting them because of one’s major. Employers expect individuals with a degree to
be able to take information, digest it, and make decisions that one has confidence in; then,
be able to communicate that information effectively, usually in writing.
The research paper and essays are designed to help students learn proper research skills,
how to select information that is relevant to the argument(s) he or she is making, and
have confidence in their choices. The papers further develop ones ability to organize
material, fully develop and discuss ideas in one’s own words by using the research
conducted, and utilize direct quote and data to support one’s arguments.
I leave topic selection to the student. I do so for several reasons. Certainly I can assign
topics, but what would you, the student, learn? By selecting one’s own topic, a student is
developing the process of making choices, and choices that one has confidence in. I have
also found that if the student truly finds a topic he or she is interested in, there is a better
chance the research will be done and that there will be a unique conclusion at the end.
Good research is not conducted in a weekend. Research is something that is begun in
week one and continues until one is ready to begin writing the final draft. Too many
students never learned this. The belief is one has a topic then just goes and finds books,
or internet sites, or articles related to the topic, and then writes. This is like deciding to
build a table out of the scraps of wood one has in the garage or backyard. One can build
a table, but is it something one is proud of?
In order to build a paper, once must first have a plan. This is the reason of research
proposal. The proposal has several underlying purposes. The first is for me to approve
the topic and to assure the topic is proper for the course. The second reason is to assist
the student in focusing the direction of the paper. The third reason, and the most critical,
is for the student to begin thinking about how he or she is going to approach the paper,
conduct the research, and reach a conclusion.
The first two reasons can be discussed quickly and together. Each course is unique and
has certain parameters of acceptable topics. The research paper must be consistent with
course content. The paper must also be unique to the student and to the class. That is it
cannot be plagiarized, or be a paper that had been turned in and graded in another course.
The latter is also plagiarism. I have, on occasion checked with previous professors when
I thought this was the case. Fortunately, it does not happen very often.
Plagiarism is another serious issue. I have written two articles on the subject. I have,
unfortunately dozens of stories. I take no pleasure in discovering plagiarism – either
deliberate or inadvertent – from my students. I blame some of the plagiarism I have
found on my peers, who in many cases are my worst enemies, for allowing students to
have previously gotten away with it.
I have had students who have told me professors in the past have stated, “as long as you
footnote or document the information from the internet you are not plagiarizing.” I
suspect the context in which the statements are made refer to direct quotes which support,
enhance, or corroborate information, not wholesale cutting and pasting of paragraphs or
sections of work.
I will illustrate this by going to an extreme and then stepping it down. Is buying a paper
from a paper mill, and putting your name on it, plagiarism? Yes, because it is someone
else’s work you are claiming credit for? Well, what if you take the paper, and footnote
the title, letting the reader know where exactly you got the paper? Is this plagiarism, after
all you footnoted the source. I hope you got the correct answer, yes, it is still plagiarism,
as it is still not your own work.
What is the difference then if one cuts whole paragraphs or sections of work? There is
none, it is a matter of degree, not kind. Footnoting verbatim, or near verbatim, text at
least demonstrates to be that the student understands the basic concept of plagiarism
avoidance. This is what I refer to as inadvertent plagiarism. I deal with this one on one,
and help students who write this way to improve by explaining the importance of original
work.
I find that students who do resort to blatant or intentional plagiarism are usually the ones
who do not do the research proposal or just do it because it is assigned. I want students to
do their best and give me their best effort in the research proposal. I would rather have a
student be honest and write, “Dr. Gideon, I don’t want to put the effort into the research
proposal and don’t care.”; then to turn in something just for the sake of turning something
in.
I have found some students turned to cheating because of personal issues, such as deaths
in the family, accidents, work load, course load, etc. Rather than coming to me and
request additional time, or for me to work something out with the student, the student
chose to cheat. These are very unfortunate circumstances, and I deal with these students
one on one. But it would have been so much easier if the students came to me first,
rather than ask reconsideration later.
The bottom line is I am here to help you succeed. Original work is important, and doing
the research properly is a real world skill. So how does one begin? The process starts
with the research proposal.
So what is a research proposal? The research proposal has three parts. The first part is
your initial discussion of the problem or issue you are going to research. In order to do
this, one has to do a bit of initial research. This can be done by perusing the textbook and
finding a topic that “jumps out” at you. You may find several, and then doing as little as
an hour or two of research, narrow down your choice.
The first part of the thesis can be as little as a single paragraph, or several paragraphs.
For upper level classes it should always be multi-paragraphed. It is this part of the
statement that sets the parameters of your research. Remember you only have a total of
nine weeks to complete the paper at the maximum. Eight weeks is the goal, though. So
your topic has to be narrow enough so you can fully discuss and develop your idea.
Don’t try and cover too much in a single paragraph or the paper itself. For example, I
had a student who wanted to cover the history of music from prehistoric times to the
present, from Asia to Europe, from Africa to the Americas and then make comparisons
and contrasts. This couldn’t be done in a book, much less a research paper. I suggested
she take a single ancient culture and compare it with one modern type of music. She did
so and had an excellent paper.
Once you have described the issue and set the parameters of the paper, then you transition
into the second part of the research proposal. This part lays out how you plan on
approaching the paper. In a single paragraph, write how you plan on conducting the
research.
Finally, the most important part of the research proposal is the conclusion. Or, more
specifically, what you hope to conclude. The conclusion is the whole purpose behind the
paper. It is nice to do research so you, the student can learn more about a topic, but that
is not the purpose of the paper itself. The purpose is for you to draw a conclusion
A conclusion may be a recommendation or recommendations based on your research for
whomever reads the paper, the lessons learned from the examples you gave, lessons that
can be applied to a current situation, or a lesson that was not learnt and therefore a
mistake had been made in either a current or past situation, or your opinion on how
history developed because of the research you did.
A conclusion is more than just one or two lines. For most papers, the conclusion will be
several paragraphs long. Generally, one has one paragraph of concluding thoughts for
every two to three pages of text in the research paper. The conclusion is unique, has no
new ideas, and is based upon the material presented in the body of the paper.
So, the research proposal must have a working conclusion in mind. The conclusion may
change based on further research, but in order to conduct research one must have a goal
in mind. Take time and think about how you want to end the paper. The conclusion will
generally be at least one paragraph, perhaps two, in the research proposal.
A well written research proposal can then serve as the introduction of the paper itself
when you begin writing it. But be sure that you edit the research proposal to reflect the
final paper itself.
Once you have a working research proposal, you can then develop an outline. An outline
is not elementary school work; professional writers nearly always use outlines. It not
only helps organize one’s thoughts, but helps one to focus on the topic. The more
detailed the outline the easier it will be to write the paper.
If, for example, you are a poor writer – a writer who has not written much before. If you
can spend time developing your outline, and this can be done over several days, or even
weeks, you will be able to fully develop ideas for a paper. For if you can write one or
two paragraphs for each point on the outline, the longer paper literally writes itself.
Once you have the outline, then you can begin your research. For each point of the
research you make a requirements list, or shopping list. You do this by asking research
questions. What information do I need to make this point? Do I need background
information, government information, historical information? Do I need a quote for this
section? Do I get the quote from an expert who agrees or disagrees? Etc. Once you
know the questions, then you seek to find the answers and only the answers that you
require to make the points you need to in order to support your conclusion.
Because each topic is unique, there can be no length requirement for the paper. The
length of a paper is dependent upon the topic, the amount of information required to
make the points you need to make for the conclusion to make sense, and the time and
effort one puts into the paper. Certainly a paper can be too short if the paper does not
fully cover the topic; but in academics it can only be too long if one rambles and strays
from the topic.
Professors who set arbitrary numbers do so for one of two reasons. One is that the
professor is trying to teach a specific skill. If so, he or she should explain this. For
example, if I am trying to teach the skill of brevity in expressing an opinion, I may have a
word or page limit. But for a research paper, the skill is in developing confidence in ones
ability to do research and present the information without restriction.
The second reason is the professor doesn’t like grading papers, or doesn’t believe his or
her students are capable of writing proper research papers. Generally, professors who
don’t like to read papers, or have a negative view of students abilities set arbitrary limits
of 2-5 pages; professors who set very high limits, also generally believe students must be
forced to write. But arbitrary limits do a disservice to the students.
First, since each topic is different and each class has students with varying writing skills,
low arbitrary numbers serve to punish those students who have well developed ideas and
communications skills; higher numbers serve to hurt students who have very narrowly
defined topics or students who are still in the process of developing those skills. But
most importantly from my perspective, arbitrary numbers provide a minimum standard
for which some students will shoot for.
I will not set minimum standards. I am serious when I write I want my students to excel
and do their very best. How can I expect this if I were to set minimum standards? The
bottom line the paper is yours to do with as you choose. I expect a certain amount of
angst from my students. It is not easy to venture into unknown territory. It is certainly
easier if the professor spoon feeds directions, topics, length requirements, etc. But where
is the learning.
You are much better off with me trying something new, then to try an play it safe. I
recognize the difference and grade accordingly. If you want to avoid plagiarism do
research. The more sources of information once consults, and each should be listed in the
bibliography, the less likely one is to plagiarize. The more reading, the more one is
familiar with the topic, the easier it is to write ones own description and then include
direct quotes. The few the sources, the more one assumes there is only one way to write
something, and this is where one usually cuts and pastes whole sections.
The above may sound like a lot of work, and for a novice it may well be. But if one puts
only a half hour or more into research each week, one will have a great paper. The more
time, the better the effort. After all it is your education, why settle for just good enough,
when your best effort should always be your goal.
CITATION AND REFERENCE STYLE
Assignments completed in a narrative essay or composition format should follow
Turabian Citation Style guidelines. This will require students to use the citation and
reference style established by Kate Turabian in her A Manual for Writers of Term Papers,
Theses, and Dissertations, 6th or 7th editions. Use the footnote standard, not in text
standard. Here is a quick link description how to use Turabian style:
http://www.liunet.edu/cwis/cwp/library/workshop/cittur.htm
I will accept MLA style as long as footnoting is used.
I provide quite a bit of material to include examples in the course materials section of the
course. Refer to my corrections page document before submission of any papers as it
provides specific proofreading guidelines.
COURSE EXTENSIONS
Students must determine the need for their first Course Extension and submit their
"Request Course Extension" form (located inside the student Campus in the FORMS
MENU) before the end of the course. Students must include a realistic plan for
completion of the course with their request. Coursework must be completed within the
time limit of the extension. Students must notify instructor by email any time they upload
assignments to the classroom while on an extension. Any subsequent extension requests
must be submitted online prior to the expiration of the current extension. With instructor
approval, courses may be extended in 30-day intervals for a maximum of 90 days.
Students who will be prevented from participating in a course due to extenuating
circumstances may be eligible for a Deployment and/or Special Circumstances
extension. Students wishing to discuss this option may contact the Registrar's Office
at registrar@apus.edu or 877-468-6268, ext. 3600.
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
I consider it a courtesy for my students to use proper email etiquette. While it seems
proper letter writing is no longer taught in schools, and few businesses and others have no
standards for emails, I do.
I do have standards, not only because it helps me to better address my students'
concerns, but because I care about my students. In the 21st century, email communication
is sometimes the only thing a client, co-worker, business associate, or professor has to
make an impression about the sender of the email.
Using shortcuts or abbreviations, improper grammar, punctuation, spelling,
capitalization, no paragraph structure, pronouns without clear antecedents speaks
volumes about the writer. So do emails that only have a "message" but no salutation, a
developed body that helps the reader understand the email, or a signature.
When writing to family or friends, shortcuts and lack of structure may be fine. If
using email as "instant chat" among co-workers who are very familiar with the topic lack
of structure may also be appropriate. But the rest of the time, what one writes reflects the
individual and belies one's education.
An employer, supervisor, client, or professor may not say anything when he or she
reads poorly constructed emails, but it is noted. It is also noted when an employee or
client, or student, takes the time to construct properly formatted, addressed, and
grammatically proper email messages. I guarantee, in the 21st century, those employees
who write well will be nearer to the top of management lists than those who are not as
careful in their writing.
When contacting the professor please include the course number in the subject line, or in
the body of the email, along with any description you wish. Also, always use proper
writing etiquette. Have a salutation, use proper grammar, spelling, and punctuation, and
“sign” your email. I average more than 90 students each term, and while I try to get to
know each name, I cannot take time to try and guess names from email addresses.
Students use aliases, other people’s emails, or have email names that are difficult, if not
impossible to decipher.
DISCLAIMER STATEMENT
Course content may vary from the outline to meet the needs of this particular group.
Table of Contents
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 orc@apus.edu.

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.
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.
Table of Contents
Appendix A – Professor’s bio
Appendix A
Professor Biography
Jerry Gideon was born in Hollywood, California on November 9, 1952. He
holds a Bachelor of Arts in History (Russian Studies) from the University of
Maryland, 1980, and a Master of Arts and Ph.D. in International Relations
from the University of Southern Californian (1981, 1987). His major areas of
study were Defense and Strategic Studies, Soviet Foreign Policy, U.S./Soviet
Relations within the Third World and Diplomatic History.
Dr. Gideon is the Senior Director, Management and Policy, Office of the
Inspector General, at Amtrak. While completing his graduate program, Dr. Gideon
worked as a teaching assistant for undergraduate seminars on Soviet Foreign Policy and a
graduate seminar on Diplomatic History. Subsequent to graduation he has guest lectured
at several graduate seminars on a range of topics dealing with National Security,
Intelligence, Foreign Policy and the Congress. He has participated in numerous public
debates, panels, forums, round-table discussions and lectures and appeared on dozens of
radio and television programs as a guest commentator. He has published more than 30
articles, op/ed pieces, book reviews and letters; and is currently editing the first volume
of his book The Eagle Lay Bare on U.S. strategic defense policy during the early Cold
War era. After serving as Dean, Outreach Division, and Dean, Manassas campus at
Strayer University, he returned as Chair, of the Arts and Sciences Department for the
university and as Professor of Sociology and Government at the Alexandria campus, and
served as campus dean for the King of Prussia, PA campus. In his last assignment with
Strayer, Dr. Gideon served the Dean, Arlington Campus, Strayer University. He was
adjunct professor at the Joint Military Intelligence College for more than a decade. In
addition to his teaching assignments, Dr. Gideon consults on legislative issues, strategic
management, public relations and government affairs.
Dr. Gideon served in the U.S. Army Intelligence and Security Command, 1975-81
as a voice intercept operator and analyst serving nearly five years in Germany. Following
a short bout as a civilian, Dr. Gideon accepted his commission in the Naval Reserve in
December 1986. His assignments in the Naval Reserve have included: Iran/Iraq air
analyst, World Navies Department, Naval Operational Intelligence Command (NOIC);
South African regional analyst (NOIC), OPINTEL, Soviet Pacific Fleet Department,
NOIC; and, senior adjudicator, Special Security Office, ONI; Reserve Affairs Advisor,
JMIC; Assistant to the Director of Naval Intelligence for Legislative Affairs; and,
Assistant Deputy Director for Intelligence, National Military Joint Intelligence Center,
J2. CDR Gideon was on presidential recall as senior collections officer with the Defense
Collections Coordination Center, National Military Command Center at the Pentagon
until September 2003. His personal awards include the Defense Meritorious Service
Medal with Oak Leaf Cluster, the Joint Service Commendation Medal with two Oak Leaf
Cluster, the Army Commendation Medal, Good Conduct Medal, National Defense Medal
with star, Military Outstanding Volunteer Service Medal, Armed Forces Reserve Medal
with three "M" devices, and Navy Expert Rifle and Pistol Medals. He retired from the
active reserve in 2007.
Dr. Gideon is active in his local community. He has served as a member and vice
chairman of the Arlington County Board of Education Advisory Council on Instruction;
member of the executive board, Wakefield High School; former chairman, Arlington
County Social Studies Advisory Committee; former chairman, O'Connell High School
Grad Night Committee. He has recently served as chairman, Arlington County
Vocational, Career and Adult Education Advisory Committee; Commissioner, Arlington
County Fiscal Affairs Commission. Among the civic activities he is still involved, he is a
delegate, Arlington Civic Federation; board member, Arlington Citizen's Crime
Prevention Council; President, Alcova Heights Citizens Association; Columbia Pike
Revitalization Organization; lector, and Eucharistic minister, St. Thomas More
Cathedral; volunteer instructor, U.S. Tae Kwon Do College; life member, Naval Reserve
Association; member, National Military Intelligence Association; and, the American
Legion, post 139; King of Prussia Players; Methacton Community Theater.
Dr. Gideon is married to the former Amanda Sierra-Rincon and they have two
children--Nadina, a 1997 graduate of George Mason University, a former staff assistant
to Congressman John Doolittle of California, and senior Clerk, House Subcommittee on
National Parks, Committee on Resources, she now teaches 6th grade Social Studies in
Alexandria. His son Peter is, a 1996 graduate of Wakefield High School is an assistant
manager at Shopper's Food Warehouse. He is currently completing his B.S. in Web Page
Design at Strayer University.
Table of Contents
Appendix B – Newsgroup Postings
Basic rules:
1. Everyone participates. This is one of the distinct advantages of Newsgroups.
Those who think fast are at no greater advantage than those who prefer to process
awhile or those who tend to keep quiet and not participate during physical classroom
discussions. (You get nine of ten possible points each week for posting to the weekly
Newsgroup.)
2. Attack ideas...DO NOT attack people. For example, please don’t say, “You’re
stupid” in response to a threaded discussion. Instead, please say something like, “I
disagree with your point.” (You get one of ten possible points each week for
replying to another student’s posting to the weekly Newsgroup.)
3. I will participate, but note that I will often use the Socratic method: I will ask
questions to stimulate your thinking and the discussion. The result will be that I may
sound conservative at times and liberal at others. Don’t try to second-guess what I
want, which is, simply, an honest and forthright discussion.
4. ADMIN NOTES:


Use proper paragraph form – one idea or thought, one paragraph. Increase the
readability of your online Newsgroup postings by double-spacing between
paragraphs. And please note that a paragraph should rarely require the reader
to scroll down to the next screen.
Do not paraphrase the textbooks. If you provide an internet link, be sure to
give full citations. URLs alone tell the reader nothing.
Table of Contents
Appendix C – Research Paper and Proposal
>>>>>>>>>>>>>>>>>>> AMU Online Research Center
<<<<<<<<<<<<<<<<<<<<
Here is how to use the Online Research Center on the e-campus and find the
sources you will use to critically analyze the three key points you gleaned from your
book review.
-
Logoff if you are in the classroom
o OR- when you first login (but before you click “enter classroom”).
Click on “Online Research Center” in one of the left frame links.
Click on the “Library Resources” tab at the top of the screen.
CIAO (most likely your second best source)
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Click on the “e-databases” on the left side link or in the body of the screen.
Scroll down.
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Click on the “CIAO” icon.
Search using the left side table of contents style of links or the right side
search function.
Ebsco (most likely your best source)
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Click on the “e-databases” on the left side link or in the body of the screen.
Scroll down.
Click on the “Ebsco Host” icon.
Make certain the check is in the box for the Military & Government
collection.
Click the “continue” button.
Search by keyword, subject or publication through the tabs at top.
ProQuest
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Click on the “e-databases” on the left side link or in the body of the screen.
Scroll down.
Click on the “ProQuest” icon.
Search by keyword, subject or publication through the tabs at top.
ebrary
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Click on the “e-books” on the left side link or in the body of the screen.
Click on the “e-books” link in the body of the new screen.
Click on the “ebrary” icon.
Suggest searching through the “advanced tab.”
Search terms: If you are getting too few results, try “counterintelligence.” Then
skim the abstracts to see if the subject you want is included.
Internet sources are discouraged unless they are government or academic
institutions. Why? Anyone can put anything on the Internet, regardless of truth or
validity. You really must learn to use sources that have been screened by an editor
and/or a review panel.
Table of Contents