Here is the process you should follow:
*begin collecting raw open source intel data on that target.
*the target may be one of personal or professional interest to you.
*use as many possible open source conduits as possible.
*do not just stick to books or the internet. Search. Use satellite photos, search tax records, etc.
*collect and then organize your data.
*determine your approach to this target based on how much data you have collected.
*analyze your data: what does it tell you?
*compose a PPT briefing directed to me that explains your findings, and that is supported by your raw data and analysis. Accompany your PPT with a word document that supports your analysis and any visual collection that you accumulate.
*upload this briefing to the assignments section by the end of Week 7.
This assignment should be a combination of at least 15 pages in length (Word Document & PPT) with supporting graphics (maps, images, tables, social media inserts, etc) that lend support to your narrative (again satellite photos, blueprints, etc). A mix of 5 word pages and 10 PPT slides seems to work nicely. Do not substitute graphic heavy PPT slides in place of detailed analysis and text. You should accompany your PPT presentation with a summary analysis of your findings in a word document or provide the text in the ‘notes’ section that accompany each individual PPT slide – all in proper Chicago author-date formatting. The grading critique rubric is attached below.
Describe and explain the Uranium One Deal. To what degree did Hillary Clinton collude with the Russians?
 

         
Focus/Thesis
20 %
Exemplary
20-16
Student exhibits a defined and clear understanding of the open source collection techniques. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment on understanding the target. Student builds
upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, images, and/or statements.
Accomplished
15-13
Establishes a good comprehension of topic and in the building of the thesis/target assessment. Student demonstrates an effective presentation of thesis, with
most support statements
helping to support the key
focus of assignment.
Developing
12-9
Student exhibits a basic understanding of the intended assignment, but the thesis/target assessment is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Beginning
8-0
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis/target assessment and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Content/Subject Knowledge
20 %
Exemplary
20-16
Student demonstrates proficient command of the subject matter important to the open source collection techniques and application. Assignment shows an impressive level of depth of student’s ability to relate course content to examples, skill sets and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence within the parameters of the presentation.
Accomplished
15-13
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in
relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
Developing
12-9
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Beginning
8-0
Student tries to explain some concepts, but overlooks critical details and lacks requisite depth of content regarding target assessment. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas or method of defined collection.
         
         
         
 
Critical Thinking Skills
30 %
 
Exemplary
30-24
Student demonstrates a higher-level of critical thinking necessary for 400 level work. Learner provides a strategic approach in collection, presenting examples of problem solving or critical thinking, while drawing unique, logical conclusions which are not immediately obvious.
Student presents a genuine intellectual development of ideas throughout assignment that clearly demonstrate fluency with the course objectives and open source collection techniques.
 
Accomplished
23-18
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
 
Developing
17-10
Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner or linking collected materials to a coherent thought process regarding targeted objectives.
 
Beginning
9-0
Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.
 
 
 
Organization of Ideas/Format
15 %
 
 
Exemplary
15-12
Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion with the appropriate figures and/or images integrated into the product. Finished assignment demonstrates student’s ability
to plan and organize research
in a logical sequence. Student uses at least of 7-10 references
in assignment.
 
 
Accomplished
11-8
Student understands and meets standards in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Images, maps, and other relevant figures are present throughout the presentation. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Student uses at least of 5-7 references in assignment.
 
 
Developing
7-4
Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous
pattern of logical
sequencing. Student uses
less than 3 sources or references.
 
 
Beginning
3-0
Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms and concepts. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment more rigorously prior to submission.
         
Writing Convention (Grammer & Mech)
15 %
Exemplary
15-12
Student demonstrates an excellent command of
grammar, as well as presents research in a clear and concise writing style. Presents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well-planned research assignment. Assignment is error-free and reflects student’s ability to prepare a high-quality
academic assignment. Student makes proper use of Turabian author-date formatting with a full bibliograpy, with less than 3 errors.
Accomplished
11-8
Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and present an above average presentation of a given topic or issue. Assignment appears to be well written with no more than 3-5 errors. Student provides a final written product that covers the above-minimal requirements. Student makes proper use of Turabian author-date formatting and no more than 5 errors.
Developing
7-4
Assignment reflects basic writing and grammar, but more than 5 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter. Student attempts to use Turabian style formatting however makes numerous mistakes.
Beginning
3-0
Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs to review and revise assignment. Student makes little to no attempt to use Turabian style referencing.

 

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