PA 5319

Course Office Phone 972-883-6843

Homeland Security
Professor Dr. Holmes Office Location GR 3.209
Term Summer 2008 Email Address jholmes@utdallas.edu
Meetings Wed 4:00-8:00 Office Hours Wed 2-4 pm

 answer
the
phone,
no
warning
will
be
granted
and
you
will

General
Course
Information
 be
immediately
assessed
the
penalty.

The
class
will
be
a
discussion
based
seminar.
The
main
 

objective
of
this
course
is
for
students
to
become
aware
of
 Webct:
 Webct
is
used
in
this
class.

This
is
how
I
will

the
competing
aims
and
goals
of
homeland
security.

 communicate
with
you.

You
are
responsible
for

Finally,
we
will
discuss
the
theories
of
homeland
security
in
 announcements
made
through
webct.

Please
select
a

regard
to
actual
institutions,
organizations,
and
threats.


 forwarding
address
in
your
mail
preferences
if
you
do
not


 regularly
check
your
utdallas
email.



Learning
Objectives:
Course
content
is
designed
to
 

develop
students’
awareness
and
analytical
ability.

Course
 Classroom
Citizenship:

I
expect
students
to
be
attentive

assignments
aim
to
develop
students’
abilities
to
analyze
 during
class
and
to
actively
participate
in
group
activities.


security
threats
and
government
responses
to
them,
to
 You
are
expected
to
listen
respectfully
to
me
and
to
other

formulate
arguments,
to
read
critically,
and
to
write
well.

 students
when
speaking.

Racism,
sexism,
homophobia,

Specifically,
students
should
understand
the
debates
about
 classism,
ageism
and
other
forms
of
bigotry
are

the
security
threats,
and
the
merits
of
different
policy
 inappropriate
to
express
in
this
class.

We
may
discuss

approaches
to
homeland
security.
 issues
that
require
sensitivity
and
maturity.

Disruptive


 students
will
be
asked
to
leave
and
may
be
subject
to

Required
Texts
&
Materials
 disciplinary
action.

All
books
are
available
at
the
campus
bookstore
and
at
Off
 

Campus
Books.
 Student
Conduct
and
Discipline:

The
University
of
Texas


 System
and
The
University
of
Texas
at
Dallas
have
rules

• System
Under
Stress
by
Donald
Kettl.
2007.
CQ
Press.

 and
regulations
for
the
orderly
and
efficient
conduct
of

ISBN:
9780872893337
 their
business.

It
is
the
responsibility
of
each
student
and

• Edge
of
Disaster
by
Stephen
Flynn.
2007
Random
 each
student
organization
to
be
knowledgeable
about
the

House.
ISBN:
9781400065516
 rules
and
regulations
which
govern
student
conduct
and


 activities.




Course
Policies
 The
University
of
Texas
at
Dallas
administers
student

Grading
(credit)
Criteria:

 discipline
within
the
procedures
of
recognized
and


 established
due
process.

Procedures
are
defined
and

• Class
Participation:

25%

 described
in
the
Rules
and
Regulations,
Board
of
Regents,

• Paper/presentation
#1:
25%


 The
University
of
Texas
System,
Part
1,
Chapter
VI,
Section

• Paper/presentation
#2:
25%


 3,
and
in
Title
V,
Rules
on
Student
Services
and
Activities
of

• Final
Exam:

25%



 the
university’s
Handbook
of
Operating
Procedures.



 Copies
of
these
rules
and
regulations
are
available
to

Attendance:
Class
attendance
is
required.

You
are
 students
in
the
Office
of
the
Dean
of
Students,
where
staff

responsible
for
all
announcements
and
information
given
 members
are
available
to
assist
students
in
interpreting

in
class.

25%
of
the
grade
is
based
on
participation
 the
rules
and
regulations
(SU
1.602,
972/883‐6391).

(including
possible
quizzes)
during
class.
 A
student
at
the
university
neither
loses
the
rights
nor


 escapes
the
responsibilities
of
citizenship.

He
or
she
is

Late
Work:

Late
papers
will
be
penalized
one
grade
per
 expected
to
obey
federal,
state,
and
local
laws
as
well
as

day.


 the
Regents’
Rules,
university
regulations,
and


 administrative
rules.

Students
are
subject
to
discipline
for

Expectations
of
Students:
The
students
should
have
 violating
the
standards
of
conduct
whether
such
conduct

carefully
read
the
material
at
least
once
before
class.


 takes
place
on
or
off
campus,
or
whether
civil
or
criminal


 penalties
are
also
imposed
for
such
conduct.



Cell
Phones:

Due
to
receiving
numerous
complaints


from
students,
this
policy
is
necessary.

If
you
allow
your
 Academic
Integrity:

The
faculty
expects
from
its
students

a
high
level
of
responsibility
and
academic
honesty.


cell
phone
or
beeper
to
audibly
ring
or
beep
in
class,
you

Because
the
value
of
an
academic
degree
depends
upon

will
be
penalized.

The
first
time
is
a
warning,
after
that

the
absolute
integrity
of
the
work
done
by
the
student
for

you
lose
points.

The
penalty
starts
at
two
percentage


that
degree,
it
is
imperative
that
a
student
demonstrate
a

points
and
will
double
every
time
thereafter.

If
you

high
standard
of
individual
honor
in
his
or
her
scholastic
 matter
cannot
be
resolved
at
that
level,
the
grievance
must
be

work.
 submitted
in
writing
to
the
respondent
with
a
copy
of
the

Scholastic
dishonesty
includes,
but
is
not
limited
to,
 respondent’s
School
Dean.

If
the
matter
is
not
resolved
by
the

written
response
provided
by
the
respondent,
the
student
may

statements,
acts
or
omissions
related
to
applications
for

submit
a
written
appeal
to
the
School
Dean.

If
the
grievance
is

enrollment
or
the
award
of
a
degree,
and/or
the
 not
resolved
by
the
School
Dean’s
decision,
the
student
may

submission
as
one’s
own
work
or
material
that
is
not
one’s
 make
a
written
appeal
to
the
Dean
of
Graduate
or

own.

As
a
general
rule,
scholastic
dishonesty
involves
one
 Undergraduate
Education,
and
the
deal
will
appoint
and
convene

of
the
following
acts:

cheating,
plagiarism,
collusion
 an
Academic
Appeals
Panel.

The
decision
of
the
Academic

and/or
falsifying
academic
records.

Students
suspected
of
 Appeals
Panel
is
final.

The
results
of
the
academic
appeals

academic
dishonesty
are
subject
to
disciplinary
 process
will
be
distributed
to
all
involved
parties.

proceedings.
 Copies
of
these
rules
and
regulations
are
available
to
students
in

Plagiarism,
especially
from
the
web,
from
portions
of
 the
Office
of
the
Dean
of
Students,
where
staff
members
are

available
to
assist
students
in
interpreting
the
rules
and

papers
for
other
classes,
and
from
any
other
source
is

regulations.

unacceptable
and
will
be
dealt
with
under
the
university’s
 

policy
on
plagiarism
(see
general
catalog
for
details).

This
 Incomplete
Grades:

As
per
university
policy,
incomplete
grades

course
will
use
the
resources
of
turnitin.com,
which
 will
be
granted
only
for
work
unavoidably
missed
at
the

searches
the
web
for
possible
plagiarism
and
is
over
90%
 semester’s
end
and
only
if
70%
of
the
course
work
has
been

effective.
 completed.

An
incomplete
grade
must
be
resolved
within
eight


 (8)
weeks
from
the
first
day
of
the
subsequent
long
semester.

If

Email
Use:
The
University
of
Texas
at
Dallas
recognizes
the
value
 the
required
work
to
complete
the
course
and
to
remove
the

and
efficiency
of
communication
between
faculty/staff
and
 incomplete
grade
is
not
submitted
by
the
specified
deadline,
the

students
through
electronic
mail.
At
the
same
time,
email
raises
 incomplete
grade
is
changed
automatically
to
a
grade
of
F.

some
issues
concerning
security
and
the
identity
of
each
 

individual
in
an
email
exchange.

The
university
encourages
all
 Disability
Services:

The
goal
of
Disability
Services
is
to
provide

official
student
email
correspondence
be
sent
only
to
a
student’s
 students
with
disabilities
educational
opportunities
equal
to

U.T.
Dallas
email
address
and
that
faculty
and
staff
consider
 those
of
their
non‐disabled
peers.

Disability
Services
is
located
in

email
from
students
official
only
if
it
originates
from
a
UTD
 room
1.610
in
the
Student
Union.

Office
hours
are
Monday
and

student
account.
This
allows
the
university
to
maintain
a
high
 Thursday,
8:30
a.m.
to
6:30
p.m.;
Tuesday
and
Wednesday,
8:30

degree
of
confidence
in
the
identity
of
all
individual
 a.m.
to
7:30
p.m.;
and
Friday,
8:30
a.m.
to
5:30
p.m.

corresponding
and
the
security
of
the
transmitted
information.

 The
contact
information
for
the
Office
of
Disability
Services
is:

UTD
furnishes
each
student
with
a
free
email
account
that
is
to
 The
University
of
Texas
at
Dallas,
SU
22

be
used
in
all
communication
with
university
personnel.
The
 PO
Box
830688

Department
of
Information
Resources
at
U.T.
Dallas
provides
a
 Richardson,
Texas
75083‐0688

method
for
students
to
have
their
U.T.
Dallas
mail
forwarded
to
 (972)
883‐2098
(voice
or
TTY)

other
accounts.
 Essentially,
the
law
requires
that
colleges
and
universities
make


 those
reasonable
adjustments
necessary
to
eliminate

Withdrawal
from
Class:
 The
administration
of
this
 discrimination
on
the
basis
of
disability.

For
example,
it
may
be

institution
has
set
deadlines
for
withdrawal
of
any
college‐level
 necessary
to
remove
classroom
prohibitions
against
tape

courses.
These
dates
and
times
are
published
in
that
semester's
 recorders
or
animals
(in
the
case
of
dog
guides)
for
students
who

course
catalog.
Administration
procedures
must
be
followed.
It
is
 are
blind.

Occasionally
an
assignment
requirement
may
be

the
student's
responsibility
to
handle
withdrawal
requirements
 substituted
(for
example,
a
research
paper
versus
an
oral

from
any
class.
In
other
words,
I
cannot
drop
or
withdraw
any
 presentation
for
a
student
who
is
hearing
impaired).

Classes

student.
You
must
do
the
proper
paperwork
to
ensure
that
you
 enrolled
students
with
mobility
impairments
may
have
to
be

will
not
receive
a
final
grade
of
"F"
in
a
course
if
you
choose
not
 rescheduled
in
accessible
facilities.

The
college
or
university
may

to
attend
the
class
once
you
are
enrolled.
 need
to
provide
special
services
such
as
registration,
note‐taking,


 or
mobility
assistance.

It
is
the
student’s
responsibility
to
notify

Student
Grievance
Procedures:

Procedures
for
student
 his
or
her
professors
of
the
need
for
such
an
accommodation.


grievances
are
found
in
Title
V,
Rules
on
Student
Services
and
 Disability
Services
provides
students
with
letters
to
present
to

Activities,
of
the
university’s
Handbook
of
Operating
Procedures.
 faculty
members
to
verify
that
the
student
has
a
disability
and

In
attempting
to
resolve
any
student
grievance
regarding
grades,
 needs
accommodations.

Individuals
requiring
special

evaluations,
or
other
fulfillments
of
academic
responsibility,
it
is
 accommodation
should
contact
the
professor
after
class
or

the
obligation
of
the
student
first
to
make
a
serious
effort
to
 during
office
hours.

resolve
the
matter
with
the
instructor,
supervisor,
administrator,
 

or
committee
with
whom
the
grievance
originates
(hereafter
 Resources
to
Help
You
Succeed:

The
university
offers
assistance

called
“the
respondent”).

Individual
faculty
members
retain
 to
students
in
many
areas.

Please
do
not
feel
stigmatized
by

primary
responsibility
for
assigning
grades
and
evaluations.

If
the
 using
these
resources.

Good
students
become
better
students
by

 2
using
them.
 
James
F.
Powers,
"Frontier
Municipal
Baths
and
Social

Learning
Resource
Center
offers
a
variety
of
programs
to
help
 Interaction
in
Thirteenth‐Century
Spain,"
American

you,
ranging
from
individual
tutoring
to
review
classes
for
the
 Historical
Review
84
(June
1979):
655.

GRE,
GMAT,
etc.

They
are
located
in
MC2.402
and
can
be

Bibliography:

reached
at
883‐6707.

Stafford,
David.
Britain
and
European
Resistance.



Religious
Holy
Days:

The
University
of
Texas
at
Dallas
will
excuse
 Toronto:

University
of
Toronto
Press,



1980.

a
student
from
class
or
other
required
activities
for
the
travel
to
 Powers,
James
F.

"Frontier
Municipal
Baths
and
Social

and
observance
of
a
religious
holy
day
for
a
religion
whose
places
 Interaction
in
Thirteenth‐Century
Spain."
American

of
worship
are
exempt
from
property
tax
under
Section
11.20,
 Historical
Review
84
(June
1979):
649‐67.

Tax
Code,
Texas
Code
Annotated.

The
student
is
encouraged
to
 According
to
The
Chicago
Manual
of
Style,
"the
full

notify
the
instructor
or
activity
sponsor
as
soon
as
possible
 reference
of
a
note,
as
in
a
bibliographic
entry,
must

regarding
the
absence,
preferably
in
advance
of
the
assignment.

 include
enough
information
to
enable
the
interested

The
student,
so
excused,
will
be
allowed
to
take
the
exam
or

reader
to
find
it
in
a
library,
though
the
form
of
the
note

complete
the
assignment
within
a
reasonable
time
after
the

need
not
correspond
precisely
to
that
of
the
library

absence:
a
period
equal
to
the
length
of
the
absence,
up
to
a

maximum
of
one
week.
A
student
who
notifies
the
instructor
and
 catalog."1

completes
any
missed
exam
or
assignment
may
not
be
penalized
 2.



Use
a
12
point
font.

for
the
absence.
A
student
who
fails
to
complete
the
exam
or
 3.



The
text
should
be
typed,
double
spaced,
and
have

assignment
within
the
prescribed
period
may
receive
a
failing
 one
inch
margins.

grade
for
that
exam
or
assignment.

If
a
student
or
an
instructor
 4.



Do
not
add
extra
spaces
between
paragraphs.

disagrees
about
the
nature
of
the
absence
[i.e.,
for
the
purpose
 5.



Number
the
pages.

of
observing
a
religious
holy
day]
or
if
there
is
similar
 6.



Include
a
title
page
with
your
name,
course
title,
and

disagreement
about
whether
the
student
has
been
given
a

date.

reasonable
time
to
complete
any
missed
assignments
or

examinations,
either
the
student
or
the
instructor
may
request
a

7.



Include
a
bibliography.

ruling
from
the
chief
executive
officer
of
the
institution,
or
his
or
 Style:

her
designee.
The
chief
executive
officer
or
designee
must
take
 1. Include
an
introduction
and
conclusion
with

into
account
the
legislative
intent
of
TEC
51.911(b),
and
the
 appropriate
outlines
and
summation
of
the
main

student
and
instructor
will
abide
by
the
decision
of
the
chief
 points
of
your
paper.

executive
officer
or
designee.
 2. Use
topic
sentences
in
your
paragraphs.

(Please
–


 no
two
sentence
paragraphs
or
two
page

Off‐Campus
Instruction
and
Course
Activities:

Off‐campus,
out‐ paragraphs!)

of‐state,
and
foreign
instruction
and
activities
are
subject
to
state

3. Do
not
use
a
casual
tone.

(For
example,
do
not
use

law
and
University
policies
and
procedures
regarding
travel
and

contractions
such
as
“can’t,”

“wouldn’t”,
etc.)

risk‐related
activities.

Information
regarding
these
rules
and

regulations
may
be
found
at
 4. Avoid
speaking
in
the
first
person.

(For
example,
“In

http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.h this
paper
I
will
…”)

tm.

Additional
information
is
available
from
the
office
of
the
 5. Spell
check!

school
dean
 Sources:


 1. Cite
often.

An
overabundance
of
citations
is
always

Style
Expectations
(All
Written
Assignments)
 preferable
to
too
few.

Cite
as
if
you
want
the
reader

Format:
 to
be
able
to
easily
refer
to
your
sources
when
you

1.

Use
footnotes.
(See
The
Chicago
Manual
of
Style
for
 refer
to
facts,
quotations,
and
interpretations.



details).
A
summary
can
be
found
at

 2. If
someone
else
says
it,
you
must
give
credit
to
him

http://www.libs.uga.edu/ref/chicago.html

Use
the
 or
her.

If
you
repeat
the
author
verbatim,
you
must

documentary
note
style
‐not
the
author
note
system!!!

 quote
and
cite
the
author.

If
you
paraphrase
his
or

This
is
not
the
MLA
form
of
citation.

MLA
citation
is
an
 her
words,
you
must
cite
the
author.

Failure
to
do

author‐date
system.

If
using
Microsoft
word,
under
the
 this
is
plagiarism.



insert
menu,
choose
reference
and
then
footnote
to
 

automatically
number
the
reference
and
place
it
at
the
 A
good
reference
for
writing
standards
and

bottom
of
the
page.

The
style
is
as
follows:
 references
is
the
Chicago
Manual
of
Style.

If
in

Examples
of
footnotes:
 doubt,
please
consult
it.

1

David
Stafford,
Britain
and
European
Resistance
 

(Toronto:

University
of
Toronto
Press,
1980),
90.

1
Chicago Manual of Style, 13th ed. (Chicago: University of
Chicago Press, 1982), 487.


This
syllabus
is
tentative
and
subject
to
change.


Please
feel
free
to
contact
me
about
any
concerns

you
have
about
the
course.



Papers



You
must
turn
in
a
copy
of
your
paper
to
me.

In
addition,
you
must
submit
the
same
paper

electronically
to:


http://turnitin.com/

You
must
register
for
turnitin.com
before
you
do
this.


BOTH

COPIES
MUST
BE
RECEIVED
BY
THE
START
OF
CLASS
(on
the
day
you
present).




Register
and
then
log
on
to
the
class.

The
course
number
is
2290206
and
the
password
is
security.


Your
paper
will
receive
a
zero
if
it
is
not
submitted
to
turnitin.com.





Paper/Presentation
Objectives
and
Guidelines


Substantive
Expectations
(Agency
Assignment):

Pick
a
particular
branch,
agency,
or
department.

Explain
its
role
and
area
of
responsibilities.

What
is
the

role
of
this
agency
in
relation
to
Homeland
Security?

If
a
disaster
occurs
that
affects
the
responsibilities

of
that
agency,
what
is
the
appropriate
response?

Discuss
some
recent
accomplishments
and
failures.





Students
will
give
a
class
presentation
(15

minutes
followed
by
15
minutes
of
discussion),
turn
in
a
7‐10

page
paper
to
the
professor,
and
submit
the
powerpoint
presentation
to
the
professor.



Agencies

FEMA
 TSA
 FBI
 Dept
of
Defense
 CIA

CDC
 Dept
of
Agriculture
 Dept
of
Energy
 Customs
and
 Immigration
and

Border
Protection
 Customs

(CBP)
 Enforcement
(ICE
–
DHS)

Dept
of
Justice
 Director
of
 Dept
of
Treasury
 Hospitals/
DHHS
 NSA
(National

National
 Security
Agency)

Intelligence

Defense
 Coast
Guard
 CIA
 Dept
of
Education
 US
Citizenship
&

Intelligence
 Immigration

Agency
 Services



Substantive
Expectations
(Challenge/
Threat
Assignment):

Pick
a
threat.

Discuss
the
risk
and
likelihood
of
this
threat/event
occurring.

What
agencies

would
be
responsible
for
responding?

Assess
current
levels
of
preparedness.

What
further
can

be
done?

Do
a
cost
benefit
analysis
of
current
and
further
efforts.



Students
will
give
a
class
presentation
(15
minutes
followed
by
15
minutes
of
discussion),
turn
in
a
7‐10

page
paper
to
the
professor,
and
submit
the
powerpoint
presentation
to
the
professor.




4
Topics
and
Threats

Bio‐terrorism
 Chemical
Attacks
 Suicide
bombing
 WOD
 Cyber‐attacks

Radiation
Attacks
 Car
Bombs
 Water
supply
 Food
supply
 Rights
vs
security

Floods
 Earthquakes
 Mass
Transit
 Sea
Ports
 Airlines
(freight)

Pipelines
 Oil
Refineries
 Power
Plants
 National
 Sporting
Events

Monuments



Wednesday
May
28

 No
class



Wednesday
June
4

 The
Problem

Did
9/11
occur
as
a
result
of
one
or
more
“point
failure”
or
a
“system
failure”?
Were
there
any
“lessons

learned”
from
events
prior
to
9/11
that
should
have
been
addressed
and
implemented
that
would
have

prevented
or
mitigated
9/11?



1. Kettl
Chapter
1
Stress
Test

2. Kettl
Chapter
2
Coordination
Dilemma

3. Flynn
Chapter
1
A
Brittle
Nation

4. Kettl
Chapter
3
Reshaping
the
Bureaucracy

5. 9/11
Report
Chs
8,
11,
13
http://www.gpoaccess.gov/911/Index.html



Wednesday
June
11


The
Threat

What
are
the
major
contributions
to
global
insecurity
and
instability
in
the
world
today?
How
door

should
these
affect
or
influence
planning,
preparedness
and
response
with
respect
to
U.S.
homeland

security?
What
will
be
the
greatest
threats
and
risks
to
U.S.
homeland
security
10
years
from
now?



1. Dishman,
Chris.
2005.
The
leaderless
nexus:
When
crime
and
terror
converge.
Studies
in
Conflict

&
Terrorism
28,
(3)
(May‐June):
237‐252.

2. Flynn
Chapter
2
Ready
to
Blow

3. Flynn
Chapter
3
Inviting
Disaster

4. Flynn
Chapter
4
Danger
on
the
Delta

5. Riedel,
Bruce.
2007.
Al
Qaeda
Strikes
Back.
Foreign
Affairs,
May/June,
pp
24‐40

6. Friedman,
Benjamin.
2005.
Homeland
security.
Foreign
Policy(149)
(Aug):
22‐28

7. Colin
Gray,
“Thinking
Asymmetrically
in
Times
of
Terror”

Parameters
Spring
2002

8. David
C.
Rapoport,
“The
Fourth
Wave:
September
11
in
the
History
of
Terrorism”
Current
History,

Volume
100,
Number
650
(December
2001



Wednesday
June
18

 Organizing
DHS

Is
the
Department
of
Homeland
Security
necessary?
Why
was
the
department
organized
as
it
was?

What

were
the
aims
of
the
reorganization?



1. Michael
J.
Hillyard.
“Organizing
for
Homeland
Security”
in
Parameters,
Spring
2002,
US
Army
War

College:
Carlisle
Barracks,
PA,
pp.
75‐85

2. Ashton
Carter,
The
Architecture
of
Government
in
the
Face
of
Terrorism,
2002.
International

Security
‐
Volume
26,
Number
3,
Winter
2001/02,
pp.
5‐23


5
 3. Waugh,
William
L.,
Jr.
and
Richard
T.
Sylves.

“Organizing
the
War
on
Terrorism,”
in
Public

Administration
Review,
September
2002,
8
pages.
 

4. Cohen,
Richard.
E.,
Siobhan
Gorman,
and
Sydney
J.
Freedberg,
Jr.

“The
Ultimate
Turf
War”
in

National
Journal,
January
4,
2003,
8
pages.

5. Wise,
Charles
R.,
and
Rania
Nader.
2002.
Organizing
the
federal
system
for
homeland
security:

Problems,
issues,
and
dilemmas.
Public
administration
review
62,
(Sept):
44‐57.

6. CRS

Selected
Federal
Homeland
Security
Assistance
Programs:
A
Summary,
updated
January
31,

2008

7. Haynes,
Wendy.
2004.
Seeing
around
corners:
Crafting
the
new
department
of
homeland

security.
The
Review
of
Policy
Research
21,
(3)
(May):
369‐395.





Wednesday
June
25
 
Intelligence

To
what
areas
of
homeland
security
does
or
should
intelligence
make
the
most
significant
contributions

to
planning,
operations
and
preparedness?
What
are
the
gaps
and
challenges?
Which
intelligence

agencies
have
or
should
have
the
most
significant
roles
and
responsibilities
for
homeland
security?
How

should
information
be
shared
and
kept
secret?

What
are
the
civil
liberty
issues
in
regard
to
intelligence?



1. Overview
of
the
Intelligence
Community,
www.fas.org/irp/offdocs/int023.html

2. Office
of
the
Director
of
National
Intelligence,
www.dni.gov
(read
through
“About
ODNI”)

3. ODNI’s
500‐Day
Plan:
Integration
and
Collaboration,
www.dni.gov/500‐day‐plan.pdf

4. McConnell,
Mike.
2007.
(On
cover,
as
“Making
Intelligence
Smarter”)
Overhauling
Intelligence.

Foreign
Affairs,
July/August,
pp
49
–
58

5. Hulnick,
Arthur
S.
2005.
Indications
and
warning
for
homeland
security:
Seeking
a
new
paradigm.

International
Journal
of
Intelligence
and
Counterintelligence
18,
(4)
(winter):
593‐608.

(Intelligence)

6. Martin,
Kate,
“Domestic
Intelligence
and
Civil
Liberties”
SAIS
Review
Volume
24,
Number
1,

Winter‐Spring
2004

7. Richard
A.
Best,
Jr.,
“Intelligence
Issues
for
Congress
CRS
Issue
Brief
for
Congress”


http://www.fas.org/sgp/crs/intel/IB10012.pdf

8. Treverton,
Gregory.
“Terrorism,
Intelligence
and
Law
Enforcement:
Learning
the
Right
Lessons.”

Intelligence
and
National
Security
18,
no.
4
(2003):
121‐140.



Wednesday
July
2
 
Collaboration
with
other
agencies

Who
has
or
should
have
the
primary
responsibility
and
authority
(Federal,
state,
local;
and
private
sector)

for
ensuring
the
security,
safety
and
resiliency
of
the
public
before,
during
and
after
a
terrorist
attack
or

natural
catastrophe?

What
are
necessary
components
for
acceptable
public
safety,
security
and

resiliency
at
the
federal,

state
and
local
levels
with
respect
to
homeland
security?



1. Kettl
Chapter
4
The
Federalism
Jumble

2. Lehrer,
Eli.
2004.
The
homeland
security
bureaucracy.
The
Public
interest(156)
(summer):
71‐85.

3. Scavo,
Carmine,
Richard
C.
Kearney,
and
Richard
J.
Kilroy
Jr.
2008.
Challenges
to
federalism:

Homeland
security
and
disaster
response.
Publius
38,
(1)
(Winter):
81‐110.

4. Waugh,
William
L.,
and
Gregory
Streib.
2006.
Collaboration
and
leadership
for
effective

emergency
management.
Public
administration
review
66,
(s1)
(Dec):
131‐140.


6
 5. Thacher,
David.
2005.
The
local
role
in
homeland
security.
Law
&
Society
Review
39,
(3)
(Sept):

635‐676.

6. Tulak,
Arthur
N.,
Robert
W.
Kraft,
and
Don
Silbaugh.
2003.
State
defense
forces
and
homeland

security.
Parameters
33,
(4)
(winter):
132‐146.

7. Felicetti,
Gary,
and
John
Luce.
2004.
The
posse
comitatus
act:
Liberation
from
the
lawyers.

Parameters
34,
(3)
(autumn):
94‐107.

8. CRS
Report
RS22393,
“State
and
Urban
Area
Homeland
Security
Plans
and
Exercises;
Issues
for

the
110th
Congress”,
January
3,
2007
(updated)
www.fas.org/sgp/crs/homesec/RS22393.pdf



Wednesday
July
9


 Specific
Critical
Infrastructure


Is
it
possible
to
fully
secure
the
borders
of
the
U.S.
against
all
serious
threats
to
homeland
security
to
U.S.

infrastructure?
Is
it
possible
to
“know
everything,
protect
everything
and
secure
everyone”
at
all
times
in

a
free
society?
What
level
of
risk
is
reasonable,
acceptable
or
realistic?




1. Flynn
Chapter
5
Ailing
Foundations

2. Flynn
Chapter
6
Best
Defense
is
a
Good
Defense

3. Field,
Mary
A.
2004.
Highway
security
and
terrorism.
The
Review
of
Policy
Research
21,
(3)
(May):

317‐328.

4. Waugh
W.L
..
2004.
Securing
mass
transit:
A
challenge
for
homeland
security.
The
Review
of

Policy
Research
21,
(3)
(May):
307‐316.

5. CRS
Vulnerability
of
Concentrated
Critical
Infrastructure:
Background
and
Policy
Options,

updated
January
26,
2007
www.fas.org/sgp/crs/homesec/RL33206.pdf

6. GAO
report
08‐140T
Transportation
Security
October
2007

www.gao.gov/new.items/d08140t.pdf



Wednesday
July
16


 Political
Control,
Risk,
and
Accountability


How
and
by
whom
should
the
Department
of
Homeland
Security
be
held
accountable
regarding
setting

and
accomplishing
its
priorities,
requirements,
goals
and
objectives?
What
about
other
agencies
with
key

missions
that
support
homeland
security?
Who
and
how
should
the
overseers
be
held
accountable?
Does

Congress’
committee
oversight
structure
for
homeland
security
enable
or
impede
success
in
homeland

security
or
it
is
about
right?
Do
Congressionally‐
directed
appropriations
(aka
“pork”)
further
or
impede

the
national
goals
and
objectives
in
homeland
security?






1. Christensen,
Tom,
and
Per
Laegreid.
2007.
Regulatory
agencies‐the
challenges
of
balancing

agency
autonomy
and
political
control.
Governance:
An
International
Journal
of
Policy
20,
(3)

(July):
499‐520.

2. Roberts,
Patrick
S.
2005.
Shifting
priorities:
Congressional
incentives
and
the
homeland
security

granting
process.
The
Review
of
Policy
Research
22,
(4)
(July):
437‐449.

3. Waugh,
William
L.,
Jr.
2006.
The
political
costs
of
failure
in
the
Katrina
and
Rita
disasters.
The

Annals
of
the
American
Academy
of
Political
and
Social
Science
604,
(Mar):
10‐25.

4. Kettl
Chapter
5
Political
Costs
of
Managing
Risks

5. Harvey,
Frank
P.
2007.
The
homeland
security
dilemma:
Imagination,
failure
and
the
escalating

costs
of
perfecting
security.
Canadian
Journal
of
Political
Science/Revue
canadienne
de
science

politique
40,
(2)
(June):
283‐316.


7
 6. CRS
The
Department
of
Homeland
Security’s
Risk
Assessment
Methodology:
Evolution,
Issues,

and
Options
for
Congress,
February
2,
2007



Wednesday
July
23

 Effectiveness
of
Response


How
should
risk
assessments
be
designed,
performed
and
used
to
effect
policy
decisions,
programs
and

measures
of
effectiveness?
Do
or
could
major
natural
disasters
impact
our
homeland
security
in
a

significant
way?
Currently,
is
the
U.S.
Government
properly
organized
and
resourced
to
effectively

address
natural
disasters
and
recovery?
Does
the
US
spend
too
little,
too
much,
or
on
the
wrong
things?

Do
or
should
rights
and
freedoms
have
to
be
modified
to
increase
national
and
societal
security
and

protection?



1. The
Federal
Response
to
Hurricane
Katrina:
Lessons
Learned
(23
February
2006)

2. CRS
9/11
Commission
Recommendations:
Implementation
Status,
December
4,
2006

www.fas.org/sgp/crs/homesec/RL33742.pdf

3. Shapiro,
Jacob
N.,
and
Dara
Kay
Cohen.
2007.
Color
bind:
Lessons
from
the
failed
homeland

security
advisory
system.
International
Security
32,
(2)
(Fall):
121‐154.

4. Ingraham,
Patricia
W.
2006.
The
challenge
and
the
opportunity.
The
American
Review
of
Public

Administration
36,
(4)
(Dec):
374‐381.

5. Kettl
Chapter
6
Balancing
Liberty
with
Protection

6. Kettl
Chapter
7
Gauging
the
Stress
Test



Wednesday
July
30

 Reform?

Is
U.S.
homeland
security
organized
(structurally
and
functionally;
naturally
or
purposefully)
as
an

effective
“system
of
systems”?

In
other
words,
do
US
security
agencies
reasonably
and
effectively

prevent,
disrupt,
defeat,
defend,
mitigate
and
recover
from
terrorist
and
other
catastrophic
events?
If
it

is
not,
why?

What
further
reforms
are
necessary
create
and
sustain
a
better
system?




1. Final
Report
on
9/11
Commission
Recommendation
www.9‐11pdp.org

2. Sagarin,
Raphael.
2003.
Adapt
or
die.
What
Charles
Darwin
can
teach
Tom
Ridge
about
homeland

security.
Foreign
Policy(138)
(Sept‐Oct):
68‐69.

3. Flynn
Chapter
7
Getting
it
Right

4. Flynn
Chapter
8
Tapping
the
Private
Sector

5. Flynn
Chapter
9
Preparing
for
the
Worst

6. Flynn
Chapter
10
A
Resilient
Society

7. GAO
07‐375
HOMELAND
SECURITY
Progress
Has
Been
Made
to
Address
the
Vulnerabilities

Exposed
by
9/11,
but
Continued
Federal
Action
Is
Needed
to
Further
Mitigate
Security
Risks


January
2007
www.gao.gov/new.items/d07375.pdf



Wednesday
August
6

Reading
Week



Wednesday
August
13


 Exam
Due
4:00
pm
in
my
office
GR
3.209




8
 





Adapted
from
Duke
university
guidelines
for
writers,



AVOIDING
PLAGIARISM


GATHERING
RESEARCH
MATERIAL


Take
time
to
make
careful
choices
among
‐‐
and
learn
to
use
‐‐
the
research
tools
available
to
you.
You
will

probably
find
that
your
favorite
Web
search
engine
is
not
adequate,
by
itself,
for
college‐level
research.
Consult

with
your
professor
or
a
librarian.
You
may
need
to
use
specialized
research
tools,
some
of
which
may
require

learning
new
searching
techniques.



Expect
to
make
trips
to
the
library.
While
you
can
access
many
of
the
library's
resources
from
your
home

computer,
you
may
find
that
you
need
to
make
several
trips
to
the
library
to
use
materials
or
research
tools
that

are
not
accessible
remotely.
Of
course
you
will
be
seeking
the
best
information,
not
settling
for
sources
simply

because
they
happen
to
be
available
online.



Allow
time
for
gathering
materials
that
are
not
available
at
UTD.
The
Interlibrary
Loan
office
can
borrow
articles

and
books
from
other
libraries,
but
this
process
takes
additional
time.

Allow
time
for
reading,
rereading,
absorbing
information,
taking
notes,
synthesizing,
and
revising
your
research

strategy
or
conducting
additional
research
as
new
questions
arise.


TAKING
NOTES


Sloppy
note‐taking
increases
the
risk
that
you
will
unintentionally
plagiarize.


Unless
you
have
taken
notes

carefully,
it
may
be
hard
to
tell
whether
you
copied
certain
passages
exactly,
paraphrased
them,
or
wrote
them

yourself.
This
is
especially
problematic
when
using
electronic
source
materials,
since
they
can
so
easily
be
copied

and
pasted
into
your
own
documents.




Identify
words
that
you
copy
directly
from
a
source
by
placing
quotation
marks
around
them,
typing
them
in
a

different
color,
or
highlighting
them.
(Do
this
immediately,
as
you
are
making
your
notes.
Don't
expect
to

remember,
days
or
weeks
later,
what
phrases
you
copied
directly.)
Make
sure
to
indicate
the
exact
beginning

and
end
of
the
quoted
passage.
Copy
the
wording,
punctuation
and
spelling
exactly
as
it
appears
in
the
original.


Jot
down
the
page
number
and
author
or
title
of
the
source
each
time
you
make
a
note,
even
if
you
are
not

quoting
directly
but
are
only
paraphrasing.


Keep
a
working
bibliography
of
your
sources
so
that
you
can
go
back
to
them
easily
when
it's
time
to
double‐
check
the
accuracy
of
your
notes.
If
you
do
this
faithfully
during
the
note‐taking
phase,
you
will
have
no
trouble

completing
the
"works
cited"
section
of
your
paper
later
on.


Keep
a
research
log.
As
you
search
databases
and
consult
reference
books,
keep
track
of
what
search
terms
and

databases
you
used
and
the
call
numbers
and
url's
of
information
sources.

This
will
help
if
you
need
to
refine

your
research
strategy,
locate
a
source
a
second
time,
or
show
your
professor
what
works
you
consulted
in
the

process
of
completing
the
project.


9
 DOCUMENTING
SOURCES


You
must
cite
direct
quotes.


You
must
cite
paraphrases.
Paraphrasing
is
rewriting
a
passage
in
your
own
words.
If
you
paraphrase
a
passage,

you
must
still
cite
the
original
source
of
the
idea.

For
detailed
examples
and
a
discussion,
see
Appropriate
Uses

of
Sources.



You
must
cite
ideas
given
to
you
in
a
conversation,
in
correspondence,
or
over
email.


You
must
cite
sayings
or
quotations
that
are
not
familiar,
or
facts
that
are
not
"common
knowledge."


However,
it
is
not
necessary
to
cite
a
source
if
you
are
repeating
a
well
known
quote
such
as
Kennedy's
"Ask
not

what
your
country
can
do
for
you
.
.
.,"
or
a
familiar
proverb
such
as
"You
can't
judge
a
book
by
its
cover."


Common
knowledge
is
something
that
is
widely
known.
For
example,
it
is
common
knowledge
that
Bill
Clinton

served
two
terms
as
president.
It
would
not
be
necessary
to
cite
a
source
for
this
fact.


Printed
sources:
books,
parts
of
books,
magazine
or
journal
articles,
newspaper

These
types
of
sources
should
be

articles,
letters,
diaries,
public
or
private
documents.

documented.



There
is
a
common
misconception
that
only
 Electronic
sources:
web
pages,
articles
from
e‐journals,
newsgroup
postings,

printed
sources
of
information,
like
books
and
 graphics,
email
messages,
software,
databases.



magazine
articles,
need
to
be
formally
cited.
In

fact,
audiovisual
and
electronic
sources
‐‐
even

email
messages
‐‐
must
be
documented
as
 Images:
works
of
art,
illustrations,
cartoons,
tables,
charts,
graphs.


well,
if
you
use
ideas
or
words
from
them
in

your
writing.
Here
are
some
examples
of
the

Recorded
or
spoken
material:
course
lectures,
films,
videos,
TV
or
radio

kinds
of
sources
that
should
be
cited:


broadcasts,
interviews,
public
speeches,
conversations.


10