Construct a 12 to 15 page paper addressing the substantive issues surrounding a topic you are interested in regarding intelligence and homeland security. You may engage resources from the course materials. The paper should be 8-10 pages in length (MAXIMUM) and bibliographic content is not included in the page length. Students are required to have at least 10 sources to back up their original content. In intelligence analysis assessments are made and then numerous sources are used to justify trends seen to better indicate future behavior. The class is emulating that type of environment for students and prepares students for these types of analytical demands. The focus on writing original analysis and supporting claims with numerous citations (ie message traffic).
1. How can the US Intelligence Community best provide accurate, relevant and timely indications and warnings of potential threats?
2. What caused the intelligence failure of 9/11 and how can this be corrected in the future?
3. Why is strategic warning a “unique analytic challenge that demands continued reassessment and improvement”?
This paper takes a gander at a specific part of educating and learning topography that is especially noteworthy: building up a feeling of place, as characterized under the program of study Knowledge and Understanding of Places of Key Stage 1 and 2 of the Primary School National Curriculum. Developing 'feeling of place' is first talked about in detail and afterward youngsters' learning is considered, regarding what kids will really gain from undertaking this action, and why this is a significant piece of the educational modules. As far as what kids will really realize, the paper will consider such things as building up a 'feeling of place' utilizing an enquiring approach, upgrading kids' view of their territory and their idea of settled chains of importance, building up a vocabulary for topography, improving their perception abilities and recording aptitudes, amid hands on work, for instance. Under the National Curriculum for the UK – Geography, the expressed points and reasons for instructing geology are to fortify kids' enthusiasm for their environment and in the assortment of human and physical conditions on Earth, to encourage a feeling of marvel at the magnificence of the world, to enable kids to build up a feeling of worry about the insurance of the Earth's common assets and to improve kids' awareness of other's expectations for the care of the Earth and it's people groups (The Standards Site, 2007). The point of key stage 1 is to create information, abilities and understanding identifying with the youngsters' own quick condition, as far as the physical condition and the general population who live there, with the attention on creating thinking geologically i.e., using inquiries, for example, 'What/where is it?' (gone for creating observational aptitudes), 'What is it like?' (went for creating revealing abilities), and 'How could it get this way?' (went for creating diagnostic abilities) (The Standards Site, 2007). Key stage 2 topography encouraging intends to additionally create information of place and people groups, however promote abroad from the prompt territory, with the goal that youngsters start to find out about various scales and how they identify with each other and to different places on Earth (The Standards Site, 2007). As far as the present paper, understood inside these expressed points of Key Stage 1 and 2 topography instructing, is the improvement of a kid's view of 'a feeling of place', as far as youngsters having the capacity to initially perceive where they are, at that point to have the capacity to depict the highlights of their quick condition, and to attempt examinations which would enable them to additionally investigate and comprehend their prompt condition (The Standards Site, 2007). In light of these points, as far as building up a 'feeling of place', one of the primary suggested units inside Key Stage 1 educational modules is entitled 'Around our school – the neighborhood' utilizes investigative techniques to urge youngsters to take a gander at their prompt, i.e., nearby, region. The investigative techniques incorporate subsidizing out where other youngsters in their class live, in contrast with where they themselves live, for instance, finding the school in contrast with other nearby points of interest they think about, recognizing what else can be found in the roads promptly encompassing the school (for instance, movement lights, auto parks and so on), portraying what the quick condition resembles, researching what occupations individuals do in the neighborhood, case by asking other kids what employments their folks embrace, taking a gander at how individuals invest their relaxation energy, for instance by inquiring as to whether other kids' folks have leisure activities, or what the other kids do in the nighttimes and at ends of the week, taking a gander at the neighborhood check whether any building work is occurring, and after that talking about how this may change the neighborhood, better or for more terrible (The Standards Site, 2007). These focuses can be opened up upon by the instructor, and can be examined in significantly more prominent detail with the individual youngsters, and between gatherings of kids, so the kids truly start to build up some feeling of their own 'feeling of place', as far as understanding and investigating their own neighborhood surroundings (i.e., their school, their home, their courses amongst school and home and so forth.). As can be seen, in this way, the National Curriculum gives a reasonable arrangement of rules in the matter of how topography ought to be instructed to Key Stage 1 and 2 matured kids, with these rules separated in to simple to oversee modules, with every module consolidating new abilities, (for example, investigative aptitudes, announcing aptitudes or logical aptitudes), starting with examinations and exchanges of the youngsters' nearby condition and with each ensuing module intended to take the kids a little further away from home than their neighborhood condition. This, it is pointed, will obviously build up a kid's 'feeling of place' as far as first orientating them with respect to their nearby condition, and after that, gradually, acquainting them with situations that are further away from home, for instance, through a movement of scales, of settled chains of importance, i.e., investigations of, to begin with, the neighborhood town, and after that thusly of the neighborhood city, the area, the nation, Europe, the world and it's kin. It is pointed that through this consecutive and dynamic way to deal with instructing about topography, beside the abilities that the youngsters will secure, the kids will likewise, as we have seen, build up a solid 'feeling of place'. We have seen that the National Curriculum gives very express rules in the matter of how to encourage topography to grade school kids, however what, on the ground, figuratively speaking, would teachers be able to do to guarantee that the exercises that should be educated to kids are instructed in the most ideal way that could be available, and are educated in an engaging and powerful way? To this end, there are a wide range of study helps that educators can use to encourage topography to elementary school kids. A portion of these instructor helps will be talked about in the accompanying segments. One arrangement of educator helps, outlined particularly to teach Key Stage 1 and 2 topography educational modules to grade school youngsters is the Super Schemes arrangement, created by the Geographical Association, specifically Unit 1, which is entitled Around our School: The Seagulls Busy Day and Unit 2, which is entitled Making Our Area Safer: The Twins Holiday. These books utilize a nearly story book-like way to deal with show youngsters about geology through the eyes of characters that the kids can identify with. It is proposed that the youngsters read of the characters, and what they do inside the books, and that, through this, the kids find out about the points of the geology educational programs. The unequivocal point of this arrangement of books is to upgrade and enhance the vocabulary of youngsters, as far as the vocabulary that is important for a comprehension of topography, to empower their own comprehension of a 'feeling of place'. The Around our School: The Seagulls Busy Day title, for instance, means to enable youngsters to understand that maps can be valuable in the area, recording and picturing of data. The Making Our Area Safer: The Twins Holiday title has comparable points, yet additionally expects to support comprehension of issues of supportability of network, through taking a gander at wellbeing issues inside the network, specifically the issue of how youthful youngsters manage activity and how youthful kids (i.e., the twins in the story) can figure out how to conquer the issues that movement postures to them. These two books in the Super Schemes arrangement are intriguing in that they display a specific, conventional, method for training a specific plan to youngsters, utilizing an alternate 'take' on an attempted and tried equation, which numerous instructors may discover helpful, and simple to execute. For instructors, be that as it may, who lean toward a more 'involved' approach in their endeavor to build up a youngster's 'feeling of place', there are other, more 'active' educator helps that can be consolidated in to Key Stage 1 and 2 geology instructing, for instance, the Earthwalks unit, outlined by Hekkle and Van Matre (1980), which is intended to teach clients about nature, by influencing the clients 'to connect' with nature, through stiring the faculties of the client, and honing their impression of their feeling of place, for instance, and of the magnificence of their quick condition. The possibility of the Earthwalks unit is to give exercises, based around hour-long strolls, including significant exercises, which can be utilized to uplift the clients impression of their condition. The exercises are composed in a kid agreeable way, and the unit is introduced in a card/fastener organize, so that, for instance, youngsters can include their own paper to make notes, or to draw something they have seen along the walk that they discovered especially intriguing. The approach introduced in the Earthwalks unit is altogether 'hands-on' and endeavors to empower the improvement of a feeling of ponder about the tyke's condition, as far as empowering increased perceptions and, in that capacity, to energize elevated energy about their condition, growing, essentially, an uplifted 'feeling of place' in the clients. Developing 'feeling of place' is hence critical in training topography to elementary school kids, as far as empowering an association with their condition, urging duty to the nearby condition, and establishing a framework on which youngsters can work, as far as taking this understanding, gratefulness and obligation regarding their neighborhood condition further, when kids start to find out about regions that are further abroad, or different societies, for instance. A kid that has an all around created 'feeling of place' from an early age will be considerably more tolerant, capable, grateful and receptive to the 'next' than a tyke that has not built up a reasonable 'feeling of place' from an early age. As we have seen, youngsters' finding out about geology at Key Stages 1 and 2>GET ANSWER