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Shaquanna Edwards

APUS

February 25, 2024

Homeland Security Capstone Research Assignment

Introduction

In the modern-day homeland security landscape, the intelligence division is a fundamental building and it stands as a strong pillar for the protection against a wide range of threats (Andreeva, 2022). This system is the core instrument that is used to exchange accurate information and intelligence which is very critical between different agencies and all other security stakeholders. The mechanism thus enables to management of the risks that cover terrorism, natural disasters, and cyber threats by being proactive and effective. The effectiveness of intelligence sharing is the most critical factor that affects the ability of a government to proactively (or respond to) a security threat (Letts, 2021). Hence, one of the major roles of policymakers, practitioners, and researchers is to recognize and understand the fundamental features and complexities of intelligence sharing. This understanding, thus, underpins the building and roll-out of strategies for national and community resilience against bi, tri, etc. threats (Richards, 2021). Intelligence sharing has become so pivotal in national security and devising the right strategies and ways for intelligence sharing becomes a necessity to grasp the concept of preparedness and response. Through exploring the intricate aspects of intelligence sharing, policymakers can have actionable intelligence, practitioners can design functional operational policies, and researchers can conduct invaluable research on how security can be enhanced. Thus, an in-depth examination of intelligence-sharing systems and mechanisms makes for a better level of competence of homeland security authorities and smarter and more flexible security architectures in a world of dynamic and integrated power structures.

Statement of the Problem

The increased complexity of security concerns nowadays, the times of a globalized world, underlines the significance of intelligence exchange as one of the catalysts of homeland security preparedness and reaction. Considering the complex nature of the problem, a thorough investigation of intelligence-sharing techniques that are the determining factors in this area is needed.

Purpose Statement

The key area of the present investigation is the analysis of the intelligence input-output models with an emphasis on operational efficiency in the overall homeland threat mitigation. The research employs the concept of tracing the data flow between the agencies and groups to know the exact criterion of intelligence sharing and to what extent it aids in the forecasting, prevention, and minimization of security assails (Markusen, 2021).

Research Question

How do the intelligence-sharing mechanisms advance the capabilities of national homeland security preparedness and response?

Literature Review

The existing research on intelligence sharing in homeland security is rich and multifaceted, presenting a robust knowledge base on the topic’s complexity, benefits, and best practices (Spracher, 2021). The collection represents the changing character of security challenges and the growing relevance of cooperation between diverse stakeholders that have vested interests in the matter.

Richards (2021) participates in the discussion that intelligence sharing is one of the critical issues during remote warfare, offering the interpreted unique opportunities and challenges in modern military affairs. In the case of remote warfare, where missions are not carried out in the same physical areas and involve various actors, intelligence sharing becomes a key element that is critical for maintaining a thorough understanding of the situation and ensuring a synchronized response to developing threats. The essence of Richards' research is based on the logistics of implementing innovative tech and communications systems that help military and allies make exchanges of intelligence smoother.

The function of intelligence fusion centers in the homeland security domain is well presented by Gardner (2020). The sub-topic is also examined by the author through their look at how intelligence fusion centers can function as information and intelligence collection and analysis hubs. Through merging heads of law enforcers, intelligence bodies, and other bodies in a fusion center, a forum for improving the understanding of security issues and integrating the approach to suggested measures. The demonstration of research done by Gardner understood the operating process of the fusion centers which he described as the most efficient application of Intelligence sharing and analysis.

Bernabe (2023) article takes a quite deep look at the complexities of intelligence sharing in the context of counterterrorism efforts within the European Union (EU), underlining the obstacles that the coordination of intelligence operations across different states and agencies causes. Because terrorism is a threat that goes beyond national borders, the necessity of information sharing and collaboration among EU member states is of primary importance to prevent, minimize, and mitigate security risks. Bernabe's study finds critical barriers to information sharing within the EU framework and suggests measures meant to improve commonality and coordination among member states.

Letts (2021) explains the legal and ethical aspects of intelligence sharing among coalition forces raising the complexity of sharing classified information within the framework of the laws and ethical/moral codes respectively. Intelligent sharing is critical to the success of joint military operations especially in multinational settings where interoperability and coordination between forces from different countries is required. Letts' research analyses the legal systems securing intelligence sharing among coalition members and notes the existing issues and possible ways of optimizing information exchange.

Markusen (2021) frames the issue of national security from a local-level viewpoint, stressing the need to blur the boundary between central government agencies and local authorities in the sphere of intelligence sharing. Markusen notes that by enabling local communities and boosting their capabilities to gather, examine, and disseminate intelligence, governments can take their overall security stance to a whole new level, and become harder to be outfoxed by emerging threats. This research examines the importance of local initiatives and partnerships as a means to improve a collaborative approach to homeland security.

Through the above, a profound knowledge of the system of intelligence sharing in homeland security in the modern context is developed, and indisputable collaboration, resilience, and innovation of the system are highlighted in the light of ever-changing threats (Cross, 2023). Through examining the operational activities, challenges, and good practices regarding intelligence sharing, researchers can help in the policymaking, strategic planning, and homeland security academic field.

Theoretical Framework

The conceptual model of the study is based on concepts such as collaboration, information exchange, and interoperability (Splacher, 2021). The study integrates organizational theory and network analysis to investigate the structural and functioning dimensions of information-sharing mechanisms and the roles they play in homeland security preparedness and response. The framework helps to focus the analysis on the complexity of the relationships and processes involved with intelligence sharing and expose those factors that are significant for the cooperation of different agents in the security domain.

Research Design

According to the research question, several different researches were conducted including literature review, comparison analysis, and case study (Bernabe, 2023). The literature review will consist of a thorough evaluation of diverse studies, reports, and papers that are related to intelligence sharing in the homeland security context (Gardner, 2020). This comparative analysis will evaluate several types of intelligence-sharing models and mechanisms that are used in different countries or regions, to identify what both influences and helps the success of these approaches (Richards, 2021). Ultimately, case studies will be used as empirical evidence to demonstrate how our collaboration affects security outcomes in specific circumstances (Cross, 2023).

Through the integration of the viewpoints from these various stakeholders and the use of mixed-method research, this study contributes to a better insight into the intelligence-sharing processes as an instrument of homeland security preparedness and emergency response improvement. The research is carried out by applying scientific methods to collect and evaluate information, and then its findings will help in decision-making on policy, operation, and research in the field of homeland security.

References

Bernabe, E. (2023). A Central Counterterrorism Coalition: An Analysis of Intelligence Sharing and the Challenges it Faces in the European Union.  Minn. J. Int'l L.32, 241.

Cross, M. K. D. (2023). Counter-terrorism & the intelligence network in Europe.  International journal of law, crime and justice72, 100368.

Gardner, J. V. (2020). Intelligence Fusion Centers.

Letts, D. (2021). Intelligence sharing among coalition forces: Some legal and ethical challenges and potential solutions. In  National Security Intelligence and Ethics (pp. 123-138). Routledge.

Markusen, M. (2021). Local Solutions to National Security Challenges: Bridging the Center-Periphery Information Sharing Gap.

Richards, J. (2021). Intelligence Sharing in Remote Warfare.  Remote Warfare, 48.

Spracher, W. C. (2021). Homeland Security and Intelligence.  American Intelligence Journal38(1), 70-86.

LESSON PLAN

Integrated Subject: Art SubJect Area: Reading Grade: 1st Specific Topic: Comprehension

Scenario: This lesson plan is designed for a small group of 4 students with disabilities. Since the students are in first grade, they are all diagnosed as developmentally delayed. However, one is visually impaired (has partial sight), another shows signs of ASD and has difficulty with comprehension, and 2 have ADHD wtth difficulty focusing and in organizational skills.

Goal: The students will demonstrate comprehension of a story by identifying the different story elements.

Objectives: •l The students will be able to retell a story including characters, setting, problem, and

solution with 70% accuracy. •l Given a first-grade level fictional story, the students will be able to answer questionsl

on the sequence of events with 70% accuracy.l Standards:

•l LAFS.1.RL.1.2 Retell stories, including key details, and demonstrate understanding ofl their central message or lesson.l

•l LAFS.1.Rl.1.1 Ask and answer questions about key details in a text.l FEAP:

•l 1.a.1: a - Aligns instruction with state-adopted standards at the appropriate level ofl rigor.l

ESOL: •l Domain2, Standard 1: Teachers will demonstrate understanding of language as al

system, including phonology, morphology, syntax, semantics and pragmatics; supportl Ells' acquisition of English in order to learn to read, write, and communicate orally inl Enqlish.l

Materials: •l Whiteboardl •l Markersl •l The Little Yellow Chicken bookl •l Story elements dicel •l Sequence of events graphic organizerl

Accommodations: •l Written and verbal examples provided.l •l Real-world connections.l •l Manipulatives to help retell the story.l •l Peer learning activities.l •l Opportunity to draw instead of write sequence of events.l •l Opportunities to verbally show comprehension instead of written.l •l Use of graphic organizers.l •l Use of movement in the class.l

Set: The teacher will ask the students what they would do if they were planning a party and .flGne of their friends wanted to help. The teacher will tell the students that thex spent days working on the party, decorating; and niaking the cake all by themselves. But then when it came time for the party; their friends all wanted a piece of cake that no one helped to make. The teacher will allow all the stude'nts to share their opinions.

Body (Procedures):

•l Modeled Instruction,! Demonstrate: The teacher will write on the board "Setting,l events, characters, problem, solution, and message." She will explain that every storyl has all these elements. The teacher will then go through each one and explain whatl they are (Setting is where the story takes place, events are what happens in the story,l characters are who is in the story, the problem and how they solve it, and thel message is what they learned from the story). The teacher will give real-worldl examples of each. Their current setting is the classroom, the characters are thel students and teacher, the events include teaching the lesson and completingl activities, and the message would include whatever they learned from the lesson. Shel will explain that today, they will be reading a story and identifying these elements inl the story.l

•l Shared Instruction: The teacher will read the Little Yellow Chicken to the students.l She will stop at certain places to ask questions (on the title page "Who is the author?l Illustrator?" On page 9, "Why do you think his friends didn't want to help the chicken?"l On page 12, "What do you think the chicken is going to do?"). At the end of the story,l the students will have an opportunity to discuss it by sharing what their favorite partl was and why.l

•l Guided Practice I Collaborative Learning: The teacher will explain that they will bel doing an activity with story elements dice. There are 2 dice, each with the differentl elements of a story. One dice has characters, setting, problem, solution, events, andl message. The second dice has who, what, when, where, why, and how. The studentsl will be placed in groups of 2. Each individual student will get 3 opportunities to throwl the dice, but they may work together in their groups to come up with an answer to thel question on their dice. The students will be able to move around the class to throw thel dice.l

•l Independent Practice I Independent Learning: The students will each receive al sequence of events graphic organizer. The organizer has a space for them to writel down what happens at the beginning, middle, and end of the story (The little yellowl chicken is planning a party and none of his friends help. Then his friends want to bel invited in to the party. Next, the chicken calls his grandmother for help. Finally, thel chicken decides to let them in). The organizer also has a space for the students tol draw a picture of the sequence of events.l

Closure: The teacher will ask the students what they would do if they were in the place of the little yellow chicken. Would they allow the friends to go to the party? Why and why not?

Formative Assessment:

• After reading the book The Little Yellow Chicken, the students will retell the sequence of events including the characters, setting, problem, solution, and 3 events with 70%

accuracy .

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LESSON PLAN CLASS SCENARIOS

Scenario 1

Your class is comprised of 25 students you are the exceptional student education support facilitator in the class. This means that you go into the class several times a day for specific content areas (e.g., Science). There are 21 typically developing students in the class and 4 students with a-typical development. Although most typically developing students are at grade level, some are not and they often need assistance with vocabulary. Also the ESE students consist of a child with specific learning disabilities (SLD) who is functioning two years below and has difficulty with phonics. A student with Autism who is on grade level phonetically but has difficulty with comprehension and wanting to go to the computer. There are also two students with Other Health Impairment (OHI) due to ADHD; they are on grade level for comprehension but have difficulty initiating or completing tasks.You have been asked by the classroom teacher to create a lesson plan for next week.

Scenario 2 There are 22 students in your designated “Inclusion” class. The designation of inclusion means that although there are two teachers (general education and ESE teacher) in class close to 50% of the students have a disability. The disabilities include 4 students with SLD; two having difficulty with phonics and two with comprehension. There are 3 students with ADHD; two having significant memory difficulties and one having difficulty with organizational skills. One two has intellectual disabilities and is on a modified curriculum. He is on an access point curriculum. Your co teacher asks that you develop lesson plan for coming week. Scenario 3 Although you are the resource ESE teacher at your school , in the afternoon you are the coteacher for Science class. There are 28 students in that class. Three are students with SLD; one having difficulty with phonics and the other two with abstract comprehension (e.g., making inferences). There are two OHI students; one with Epilepsy who has seizure activity weekly and this has impacted his comprehension. The other student is ADHD and Gifted. He has difficulty completing tasks and projects. It is your responsibility to develop the lesson plan for the coming week.

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Shaquanna Edwards

APUS

Homeland Security Capstone: Research Assignment 1

Introduction

In a quite complicated security of homeland setting, the intelligence-sharing mechanisms act as the chassis to protect against a multitude of risks (Andreeva, 2022). These mechanisms support the fast transfer of important data and intelligence among the ageless squads and other field operatives (Spracher, 2021). It is crucial to foster this type of collaboration to be able to proactively and adequately manage the security risks that range from mere terrorism to the devastating effects of natural disasters and the emergence of cyberattacks all over the world. It can’t be emphasized enough that intelligence sharing and its optimization the crucial thing because this is the element that determines if the government authorities can predict, prevent, or respond to security challenges. Delving into the mechanisms and grounds for the functions of these systems is of utmost importance for policymakers, practitioners, and researchers alike, paving the way for effective compliance with home security endeavors through designing and implementing strategies that ensure the strength and resilience of nations and communities in the face of multifarious threats (Letts, 2021).

Purpose Statement

The research objective includes critically examining the effectiveness of the intelligence-sharing framework in enhancing homeland security preparedness and response capabilities. This study tries to focus on the details of data exchange between different agencies and groups of interest for the overall purpose of evaluating how intelligence sharing affects the ability to anticipate, prevent and mitigate security threats (Richards, 2021). Through this process, information will be understood which will help in developing ways that will help countries protect themselves from a variety of security risks (Markusen, 2021).

Research Question

How do intelligence-sharing mechanisms contribute to enhancing homeland security preparedness and response?

Design Statement

To address the research question comprehensively, the research design will involve a multifaceted approach encompassing literature review, comparative analysis, and case studies.

Literature Review

An extensive study of the literature will be done to scrutinize the already available studies, reports, and papers on the sharing of intelligence mechanisms in the field of homeland security. This review aims to understand the modern tendencies, difficulties, and ways to share intelligence among different institutions and stakeholders that man the nation's security (Schütz, & Jæger, 2023). The historical context of intelligence sharing, technology involvement in information exchange, information sharing culture challenges, the legal and policy environment governing intelligence sharing, as well as the impact of intelligence sharing on homeland security are among the main topics of research.

Comparative Analysis

Moreover, a similar analysis will be done of a variety of intelligence-sharing frameworks and procedures among different countries or regions. Utilization of this compare and contrast approach will make it clear which factors are influencing the efficiency of intelligence sharing and guarantee those that are working and may be adopted or adjusted to improve the homeland security preparedness and response. In doing so, the paper aims to outline the variability in terms of approaches to intelligence sharing, and as a result, present best practices and lessons learned that can be shared and used further in producing efficient intelligence-sharing models.

Case Studies

In this context, the research design is going to take into account case studies or empirical analyses of particular cases where intelligence sharing was a vital factor in diminishing threats or supporting response efforts (Cross, 2023). This approach aims at testing particular research topic findings, which are taken from both the literature review and comparative analysis, to prove the findings and give practical recommendations for policymakers and security practitioners. The case studies will be chosen based on their relevance to the research question and availability of data, mostly multi-geographic locales, and categories of security hazards.

Methodological Considerations

The study will use the qualitative approach with bases from literature review, comparative analysis, case studies, etc. Qualitative techniques are designed specifically to examine sophisticated phenomena including intelligence sharing facilitating researchers to produce an in-depth and rich description of the subject matter Data collection will be systematical thesis data extraction from scientific articles and government reports and their study. The comparative analysis will cover identifying and integrating information from different countries or regions, and on the other hand, any case study will comprise a detailed examination of a particular incident or event. However, the research design is expected to change as a result of the findings of the literature review and the identification of the areas for further study or gaps. The approach used may be readjusted for such purposes as having the research be rigorous, comprehensive, and contributing useful findings to security issues in general.

In conclusion, the research aims at uncovering this aspect of promoting preparedness and responsiveness to homeland security using intelligence-sharing (Bernabe, 2023). Through the fusion of the literature review, comparative analysis, and case studies, it is aimed to give a full-fledged insight into intelligence-sharing practices and their effects on security outcomes. This research holds the possibility of informing policy development, operational planning, and academic work in the area of homeland security.

References

Andreeva, C. (2022). The evolution of information-sharing in EU counter-terrorism post-2015: a paradigm shift?. In  Collective Securitization and Crisification of EU Policy Change (pp. 134-159). Routledge.

Bernabe, E. (2023). A Central Counterterrorism Coalition: An Analysis of Intelligence Sharing and the Challenges it Faces in the European Union.  Minn. J. Int'l L.32, 241.

Cross, M. K. D. (2023). Counter-terrorism & the intelligence network in Europe.  International journal of law, crime and justice72, 100368.

Letts, D. (2021). Intelligence sharing among coalition forces: Some legal and ethical challenges and potential solutions. In  National Security Intelligence and Ethics (pp. 123-138). Routledge.

Markusen, M. (2021). Local Solutions to National Security Challenges: Bridging the Center-Periphery Information Sharing Gap.

Richards, J. (2021). Intelligence Sharing in Remote Warfare.  Remote Warfare, 48.

Schütz, K., & Jæger, K. (2023). Intelligence Sharing Practices in International Organizations: Developing a Theoretical Framework for Analysis-A Case Study of NATO.

Spracher, W. C. (2021). Homeland Security and Intelligence.  American Intelligence Journal38(1), 70-86.

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