Z101 From James Bond to Zombie Apocalypse - Indiana University

26 Pages·2013·0.32 MB·English

[Z101 FROM JAMES BOND TO ZOMBIE APOCALYPSE]
October 25, 2013

INDIANA UNIVERSITY, BLOOMINGTON
SOIC, DEPARTMENT INFORMATION AND LIBRARY SCIENCE
SPRING 2014, SYLLABUS
I399 FROM JAMES BOND TO ZOMBIE
APOCALYPSE AND NSA LEAKS:
EVALUATING INFORMATION AND
Room LI 031, Lab LI002INTELLIGENCE
Class

Lab
Instru ctor: Tue, Thu 12:20-1:10 PM
Email: Thu 4:00-4:50
Office Hour s: Carol E.B. Choksy
[email protected]
by appointment
Phone [phone]

How would you know if the zombie apocalypse was really here? Did you believe that mermaids
were real after you saw “Mermaids: The Body Found” on Animal Planet? Is James Bond a spy or a
covert operations agent? How would you keep the government from snooping on you? Ever wonder
how to imbed a listening device into a cat? How do you crash a web site? Who is Anonymous? What
is the “Information Age”? How would you use social media to analyze a war or your friends’
behavior?
You may know the answers to these questions, but not how to use the resulting information—and
play with it—in your coursework and future career. Even more important, you may not know how
to present the information you gathered to a decision-maker to ensure your analysis and
recommendations get the attention they deserve, or when you are the decision-maker whether the
intelligence, analysis, and recommendations you receive are worthy of your attention or can be
fruitfully used in the policy decisions you are facing.
Using the collection, assessment, analysis, and presentation skills of the intelligence community
students will explore important, current policy issues including international relations, privacy,
cyber security, war, and humanitarian issues. Students will become familiar with all basic
intelligence functions such as the different types of INT: human intelligence, signals intelligence, etc.
as well as counterintelligence, hacking, and encryption.
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The class will meet three times per week for two lectures and a lab. The labs require students to
explore concepts presented in the lectures through presentations, discussion, small group work,
and individual work. During the labs students will master various commonly used search tools to
find information that will be used in their weekly papers and presentations.
This course is intended to fulfill the Indiana University’s General Education requirement in
Information Fluency to “teach students not only where to find information but how to evaluate it
critically and use it effectively” through research in open source materials on numerous current
policy issues, both national and international, and brief, concise writing and oral presentation
assignments designed to fit real-world requirements. Students will learn to: “assess the validity of
evidence and arguments; to ask thoughtful questions and propose defensible answers; to test the
conclusions of others; to challenge preconceptions; to recognize opportunities; and to engage with
the world around them.”
1. ACCESS
We live in a time where we have unprecedented access to content of all types via devices linked by
satellite, cable, phone wires, radio, and cellular systems. Though apparently bombarded by content
we are, in fact, living in a world with a paucity of the information we actually need at the time we
need it.
2. MANIPULATION
When content is available it may not be in a usable format or its format may be unclear. Information
in and of itself has no “sense” in the way sentences in a language do. The task of the individual is to
understand how the persons presenting the content tried to create sense and how that sense
became transformed by manipulating the information through technologies and interfaces until it is
received and incorporated into an appropriate environment and delivered to and comprehended by
the appropriate individual.
3. ASSESSMENT
We have or are deeply affected by concerns from all these sources about privacy, security,
credibility, and usability to name but a few. Ignorance or limited knowledge of any of these issues
can lead to poor decision-making, making the user the victim of fraud, loss of income or title to
intellectual property.
4. RECOMMENDATIONS
Traditional management of information means knowing the correct questions to ask and when to
ask them. What information is required? Who requires it? In what format? Delivered in what way?
Delivered to what device? The additional management questions that must be asked, however, are
policy questions. Why is someone denied access? How is the information currently assembled?
What does the government do with all that information?
Indiana University has intensive writing courses, but it does not have an intensive research and
presentation course. This course is intended to bridge that gap and provide students the knowledge
and skills and to use the current information ecology creatively, and make concise written and
verbal presentations with recommendations to decision-makers—both skills required by any
employed person. By focusing on a more pragmatic form of literacy, students have the opportunity
to master skills they will use in every aspect of their lives, throughout their lives.
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Using numerous, small research projects, in teams and as individuals students will track subjects
using different types of sources. They will then create a concise presentation or write a very brief
paper on the subject. Students will have two larger projects covering a policy subject of their choice,
one for a midterm and another for a final project, both will require a 4-slide presentation and a 3-
page paper.
LEARNING OUTCOMES
STUDENT LEARNING OUTCOMES
Students will recognize analytical bias in visual as well as written information.
Students will analyze content from diverse sources to create an informed viewpoint for
themselves and others.
Students will draw actionable conclusions or create actionable recommendations for
decision-makers.
Students will write concise, written summaries of their research, analysis, and results.
Students will create concise presentations of their research, analysis, and results.
Students will master special search techniques of commonly available search tools.
Students will identify different types of INTs.
Students will recognize the tools required to collect and assess sources of intelligence.
Students will master the research cycle leading to actionable intelligence and
recommendations.
ADDITIONAL STUDENT LEARNING OUTCOMES AS DEFINED BY THE ALA
The learning outcomes for this course include those defined by the ALA as prerequisites for lifelong
learning
Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into one’s knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, legal, and social issues surrounding the use of information, and
access and use information ethically and legally
The Great Game: the MythR aEndQ RUeIaRlitEy Dof EBsOpioOnKagSe
Frederick P. HTihtze. Code Book: The Science of Secrecy from Ancient Egy.p Nt etow Q Yuoarnkt:u Amlf rCerdyp Pt.o Kgnraopphf,y 2.004
Simon Singh, New York:
Anchor Books, 1999.
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ASSIGNMENTS
Each assignment is due the next class period. Labs are designed to help students master the skills
required to research the assignment. Students are to assume their audience is the President of the
United States, the Director of a major NGO, the CEO of a major corporation, etc. In other words, your
audience is very busy and must make an informed decision. For every assignment you will research
the assigned area or a policy issue, then create a presentation or write a very brief paper. Each
assign ment will:

Summarize the problem

Briefly present your research

Discuss the problem
Lab Make rDecaotmem Denudea tions fAors ascitgionnm (oer nintasc tion)
Date
Jan 23 Jan 28
Find an article relevant to you and your life about one of the different types of
intellectual property. Each student will write a one-page paper about how the
article is relevant and what recommendation they would make to someone like
Jan 30 Feb 4
themselves concerning the issue.
Working in teams of three, identify a hoax or a red team activity and research it.
Create a four-slide slide 1 is the title, slide 2 describes the hoax, slide 3 describes
the research the team did, slide 4 is the team’s conclusions and
Feb 6 Feb 11 recommendations
Each student, write a one-page report on your findings:
Feb 13 Feb 18 Introduce the problem, describe what you did, draw a conclusion.
Describe the results of your work in no more than one page. The first paragraph
is the introduction and must describe what the policy issue is and why it is
important. The last paragraph is the conclusion. The other paragraphs should
describe the hashtag, your research, your conclusions, and your
Feb 20 Feb 25 recommendations.
Describe the spin presented by different sources represented by the hashtags—
either the author of the hashtag or the linked source. How does each source
throw a different light on the issue. Be careful not to judge the source as “right”
or “wrong,” “true” or “false,” “good” or “bad.”
Write a one to two page paper. The paper will have a careful introduction and
Feb 27 Mar 4 conclusion.
Create a 4-slide presentation describing the resource, its presentation of the
Mar 6 Mar 11 policy issue, and its usefulness to decision makers
Make 3 graphs from the chart. Write one page on how the characteristics you
have chosen would help a person who did not know you or your classmates
distinguish each classmate enough to follow them from class.
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Mar 13 Midterm Assignment Due:
8-slide presentation on intelligence collection.
Select a major policy issue—clear it with the instructor first.
1. Research the subject using different types of sources: traditional news
sources, non-traditional news sources, social media.
2. Describe the perspectives of each source.
3. Analyze the sources.
Mar 27 Apr 1 4. Draw conclusions and make recommendations.
Write a two-page paper describing how spying is or is not different from a secret
Apr 3 Apr 8 police state. Illustrate with at least three different country examples.
Create a four-slide presentation. Describe the release, describe why the release
did or did not create a problem. Make a recommendation for how the release
Apr 10 Apr 15 could have been prevented.
Apr 17 Apr 22 Decrypt 3 messages
May 10 WFinriatel Aa stswigon-pmageen tm Dauneu:al on mobile device security for your family
8-slide presentation on intelligence collection. Select a
major policy issue—clear it with the instructor first.
1. Research the subject using different types of sources: traditional news
sources, non-traditional news sources, social media.
2. Describe the perspectives of each source.
3. Analyze the sources.
4. Draw conclusions and make recommendations.
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NOTICE REGARDING ACADEMIC HONESTY
Students are reminded that double submission of work for academic credit, fabrication,
and plagiarism are serious academic offenses that can result in penalties up to and
includin g failure on an assignment or failure in the course. According to the Indiana
University Code of Student Rights, Responsibilities, and Conduct, they are defined as
follows:
1. CHEATING
A student most not submit substantial portions of the same academic work for credit or
honors more than once without permission of the instructor or program to whom the work
is being submitted.
2. FABRICATION
A student must not falsi fy or invent any information or data in an academic exercise
including, but not limited to, records or reports, laboratory results, and citation to the
sources of information.
3. PLAGIARISM
Plagiarism is defined as presenting someone else's work, including the work of other
students, as one's own. Any ideas or materials taken from another source fo r either written
or oral use must be fully acknowledged, unless the information is common knowledge.
What is considered "common knowledge" may differ from course to course.

A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or
pictures of another person without acknowledgment.

A student must give credit to the originality of others and acknowledge indebtedness
whenever:

Directly quoting another person's actual words, whether oral or written;

Using another person's ideas, opinions, or theories;

Paraphrasing the words, ideas, opinions, or theories of others, whether oral or

written;

Borrowing facts, statistics, or illustrative material; or
Offering materials assembled or collected by others in the form of projects or
collections.
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INSTRUCTIONAL METHODS
Several instruction methods will be used to achieve the goals and objectives of this course,
including but not limited to: interactive lecturing, in-class discussion, and in-class group
work and outside activities.
EXPECTATIONS
This course heavily involves student participation. This necessitates
attendance and completion of readings and assignments prior to class.
Students uncomfortable with participation in class or with a need to practice
spoken English should read from notes taken while reading.
If you must mis s a class because of an illness or family emergency, please let
the instructor know. Also make arrangements with your classmates to pic k
up class notes.
Use Chicago M anual of Style for citing and listing sources in your projects.
A grade of Incomplete (I) may be given in this course after discussion with
the instructor.
The instructor reserves the right to make, with notice, adjustments to the
calendar and content of this course syllabus.
All assignments must be handed in on their due dates. If you cannot deliver an assignment
or a project on the date it is due, it is your responsibility to discuss your situation with the
instructor, preferably in advance.
RUBRIC
Traits Poor Adequate Good Excellent
There is one clear, There is one clear,
well- focused topic. well- focused topic.
There is one topic.
Focus & The topic and main Main ideas are clear Main ideas are clear
Main ideas are
Details ideas are not clear. but are not well and are well
somewhat clear.
supported by detailed supported by
information. detailed and
accurate
The introduc tion is
inviting, states the
main topic, and
The introduction
provides an
There is no clear The introduction states the main topic
overview of the
introduction, states the main topic. and provides an
Organization paper. Information
structure, or A conclusion is overview of the
is relevant and
conclusion. included. paper. A conclusion
presented in a
is included.
logical order. The
conclusion is
strong.
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Research not Research is either not Research is
Research is clearly
Research thorough and not thorough or is not thorough and is
lacking.
clearly presented. clearly presented clearly presented.
Author has made
Author has not Some sources have Sources have been
Source some attempt to
critiqued sources for been critiqued for adequately critiqued
Criticism critique sources for
bias. bias. for bias.
bias.
The author’s
The author’s purpose
The author’s purpose purpose of writing
of writing is
of writing is is very clear, and
somewhat clear, and
somewhat clear, and there is strong
there is some
The author’s there is evidence of evidence of
evidence of attention
Voice purpose of writing attention to audience. attention to
to audience. The
is unclear. The author’s audience. The
author’s knowledge
knowledge and/or author’s extensive
and/or experience
experience with the knowledge and/or
with the topic is/are
topic is/are limited. experience with the
evident.
topic is/are evident.
The author uses The author uses
The writer uses a
The author uses precise words and precise words and
limited vocabulary.
words that phrases. The choice phrases. The choice
Jargon or clichés
Word Choice communicate clearly, and placement of and placement of
may be present and
but the writing lacks words is inaccurate at words seems
detract from the
variety. times and/or seems accurate, natural,
meaning.
overdone. and not forced.
Sentences sound
awkward, are
Most sentences are Most sentences are
distractingly All sentences are
well constructed, but well constructed and
repetitive, or are well constructed
Sentence difficult to they have a similar have varied structure and have varied
structure and/or and length. The
Structure, understand. The structure and
length. The author author makes a few
Grammar, author makes length. The author
makes several errors errors in grammar,
Mechanics, & numerous errors in makes no errors in
in grammar, mechanics, and/or
Spelling grammar, mechanics, and/or spelling, but they do grammar,
mechanics, and/or mechanics, and/or
spelling that interfere not interfere with
spelling that spelling.
with understanding. understanding.
interfere with
understanding.
Adopted from: http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf
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Date Subject Required Readings COURSE SCHEDULE Assignments
Jan
Introduction
14
http://static5.businessinsider.com/image/5271388a6bb3f7ac4756d90c-800-/google-cloud-

exploitation1383148810.jpg The Washington Post
Ruth Tam, “Rep. Farenthold Says House Could Impeach Obama” 1 Aug
2013 http://www.washingtonpost.com/blogs/post-politics/wp/2013/08/12/farenthold-
says-house-could-impeach-obama/
International Journal of
IMnaterlkli Wgeinlkcein asnodn ,C “oTuhnet eBraintttleel loigf eSntacelingrad, Biological Weapons, and the Expert Witness:
Challenging Single-source Evidence in Intelligence Studies,”
25, (no. 4, 2012): 795-813. In OnCourse Resources
New Yorker
Jan Getting sources
Seymour M. Hersh, “Who Lied to Whom? Why Did the Administration Endorse a Forgery
16 right
about Iraq’s Nuclear Program?” 31 Mar 2003
http://www.newyorker.com/archive/2003/03/31/030331fa_fact1
Storyfu
Felim McMahon, “SYRIA: [PUBLIC] Geolocation of Alleged Chemical Rockets in East Ghouta -
August 28” l 3 Sep 2013 http://storyful.com/stories/63271
Storyful’s validation process http://blog.storyful.com/2012/04/24/inside-storyful-storyfuls-
Google Search Education
verification-process/#.Uicv3DaTgrU
Julian Prentice, “Assessing Authority,” 15/16 March 2013 (50
minutes) http://www.google.com/insidesearch/searcheducation/training.html#carousel

Review these links and discuss: Japan’s radioactive seawater impact map
Jan
LAB Japan Tsunami Waveheight March 11, 2011 http://iopscience.iop.org/1748-
16
9326/7/3/034004/article

Social consciousness raising about Japanese nuclear seawater impact
http://distilleryimage1.ak.instagram.com/1a1fd2520f6211e3a85d22000aeb2247_7.jpg
Jan
NOAA http://sos.noaa.gov/Datasets/dataset.php?id=155
21
Martin Luther
NO CLASS
King Day
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Date Subject Required Readings Assignments

The Guardian
Anthony Browne, “India fights US basmati rice patent,” 24 Jun 2000
http://www.theguardian.com/world/2000/jun/25/anthonybrowne.theobserver
TechCrunch
Kim-Mai Cutler, “Zynga Settles With Former Employee Over Allegations of Theft of Trade
Jan How can you steal Secrets,” 11 Sep 2013 http://techcrunch.com/2013/09/11/zynga-settles-with-
23 thoughts? former-employee-over-allegations-of-theft-of-trade-secrets/
Jim Rennie and Jennifer Granick, DEFCON 20: MegaUpload Guilty or Not (about 49 minutes)
http://www.youtube.com/watch?v=zX0VA9H-ftM
Film Piracy, Organized Crime, and Terrorism.
Gregory F. Treverton, Carl Matthies, Karla J. Cunningham, Jeremiah Goulka, Greg Ridgeway,
Anny Wong. Santa Monica, CA: Rand, 2009
http://www.rand.org/content/dam/rand/pubs/monographs/2009/RAND_MG742.pdf

World Intellectual Property Organization (WIPO) Find an article relevant
to you and your life
What is a patent? http://www.wipo.int/patentscope/en/patents_faq.html#patent
about one of the different
Jan What is a trademark? http://www.wipo.int/trademarks/en/trademarks.html types of intellectual
LAB
23 What is a copyright? http://www.wipo.int/copyright/en/about/ property. Each student
will write a one-page
What is a trade secret?
paper about how the
http://www.wipo.int/sme/en/ip_business/trade_secrets/trade_secrets.htm
article is relevant and
What is a geographical indication? http://www.wipo.int/geo_indications/en/about.html what recommendation
they would make to
What is traditional knowledge?http://www.wipo.int/geo_indications/en/about.html
someone like themselves
concerning the issue.