Psychological Support to Defense Counterintelligence Operations Scott Hs Umate
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What Is Counterintelligence? and How Lessons on Counterintelligence Might Enrich Their Courses
Association of Former Intelligence Officers From AFIO's The Intelligencer 7700 Leesburg Pike, Suite 324 Journal of U.S. Intelligence Studies Falls Church, Virginia 22043 Web: www.afio.com , E-mail: [email protected] Volume 20 • Number 2 • $15 single copy price Fall/Winter 2013 ©2013, AFIO measure what an adversary knows about us? How do we determine whether or not we are successful in keeping our secrets and projecting the image we wish Guide to the Study of Intelligence to project? How do we know what and whom to trust?3 This article is a short cut to some basic concepts about counterintelligence: what it is and is not. Educa- tors in history, government, political science, ethics, law and cognitive psychology should consider whether What is Counterintelligence? and how lessons on counterintelligence might enrich their courses. Recommended additional readings are suggested in the footnotes. A Guide to Thinking A general introductory course on U.S. counter- and Teaching about CI intelligence should have five key learning objectives: Understanding the meaning of counterintelli- gence, its place within intelligence studies, and by Michelle K. Van Cleave its role in international relations as an instrument of statecraft.4 Understanding the difference between tactical WHY STUDY COUNTERINTELLIGENCE? and strategic CI,5 the difference between CI and security,6 and the range of foreign intelligence he study of “counterintelligence” is rare in aca- 3. Consider for example the deception paradox: “Alertness to demia. While modern courses on international deception presumably prompts a more careful and systematic relations often include intelligence, they usually review of the evidence. -
Theories of Intelligence, Learning, and Motivation As a Basis for Praxis
Theories of Intelligence, Learning, and Motivation as a Basis for Praxis Dr Eulalee Nderu-Boddington Ph.D. Education Assistant Professor at Prince Sultan University Riyadh Saudi Arabia May 26th 2008 ABSTRACT This paper examines how Piaget, Werner, and Gardner differ regarding the roles of cognition, intelligence, and learning in the developmental process. Piaget believes in the predominance of genetic factors. Werner stresses the influence of biological factors, while Gardner proposes that the environment plays a greater influence in how intelligence and learning are acquired. This paper also surveys research on achievement and learning strategies and their role in student motivation. The development of conceptual understanding is related to prior knowledge, interest, learning goals, and achievement goals. Introduction This paper focuses on the developmental theories of Werner, Gardner, and Piaget, all of whom have significantly influenced the field of education through their differing understandings of how students learn from childhood to adulthood. Most researchers agree that a combination of biology and environment affects personality and intelligence, but they differ in assigning relative importance to these two influences. Although poor nutrition, poor health care, and head injuries have been linked to poor IQ scores, for the most part environmental variables have not been found to account for a substantial portion of observed variations in human intelligence. Therefore, some psychologists believe heredity is the dominant influence on intelligence. They base their views on research that concentrates on variations among people in general cognitive ability or IQ. Others believe that such research overemphasizes the concept of IQ and gives too much credit to genetics (Azar, 1995). -
Countering FIE Threats: Best Practices
i Countering FIE Threats: Best Practices Effective programs to counter foreign intelligence entity (FIE) threats are focused on three overarching outcomes: Promote CI and Identify and 1. Identification of foreign intelligence threats security training assess risks to and sharing of threat information and awareness sensitive assets 2. Safeguarding of sensitive information, assets, and activities Establish Share threat programs Develop and 3. Prevention and detection of insider threats information countering implement and warnings FIE threats mitigation internally and strategies The best practices detailed in this Guide, from identifying externally and assessing risks to promoting training and awareness, are complementary program components that, when employed together, can effectively shield your organization Integrate counter-FIE efforts across the from FIE threats. organization The National Counterintelligence and Security Center (NCSC) is charged with leading and supporting the counterintelligence (CI) and security activities of the U.S. government, the U.S. Intelligence Community, and U.S. private sector entities that are at risk of intelligence collection, penetration, or attack by foreign adversaries and malicious insiders. The capabilities and activities described in this Guide are exemplars of program components delineated as requirements in numerous strategies, policies, and guidelines. This Guide is a living document and will be updated to reflect improved and innovative ways to achieve the above outcomes. In addition, organization-specific capabilities and activities may be defined and implemented to ensure unique needs are met. Finally, nothing in this document shall be construed as authorization for any organization to conduct activities not otherwise authorized under statute, executive order, or other applicable law, policy, or regulation, nor does this document obviate an organization’s responsibility to conduct activities that are otherwise mandated, directed, or recommended for execution under the same. -
Cyber Counterintelligence - Deception, Distortion, Dishonesty
#RSAC SESSION ID: CYBER COUNTERINTELLIGENCE - DECEPTION, DISTORTION, DISHONESTY Jeff Bardin Dr. Khatuna Mshvidobadze Chief Intelligence Officer Principal Treadstone 71 Cyberlight Global Associates @Treadstone71LLC [email protected] 5 2 Agenda Taxonomy Types of Denial Deception Dimensions of D&D Tactics Deception Chain (see your handout) and Deception Planning D&D Russian Historical Information Criminals & Kids Notable Events Georgia US Election Background Warfare Dis-information / France – Information Complexity of Formation of cyber Troll Factories Major Players TV5Monde Warfare on Social Outsourcing troops Media Forming public Interagency Socio-Cultural Conclusions - opinion Rivalries Differences Recommendations 3 Denial and Deception - Lifecycle Types of Denial and Deception Resource Diversion Uncertainty Intelligence Proactivity Depletion • Direct an • Waste an • Cause the • Monitor and • Use adversary’s adversary’s adversary to analyze deception attention time and doubt the adversary techniques to from real energy on veracity of a behavior detect assets toward obtaining and discovered during previously bogus ones. analyzing vulnerability intrusion unknown false or stolen attempts to attacks that information. information. inform future other defense defensive efforts. tools may miss. 4 Deception Planning Consideration of all critical components of the operation. Deny, deceive, create propaganda RSA Conference - Bardin and Mshvidobadze Western Dogs Dogs Lie Like Dotards - We will hack their sites and bring them down 5 Dimensions -
Human Intelligence Differences: a Recent History Ian J
Forum TRENDS in Cognitive Sciences Vol.5 No.3 March 2001 127 Historical Perspective Human intelligence differences: a recent history Ian J. Deary Differences among humans in their mental important5. As a result of The Bell Curve’s that it does not emerge (Guilford, abilities are prominent, important, and controversies, the APA put together a task Thurstone, Gardner, Cattell and Horn); that controversial. In part, the controversy force of 11 people to write a report on there is a hierarchy of mental abilities from arises from over-uses and abuses of mental ‘Intelligence: Knowns and Unknowns’. The the general factor through broad ability tests, from insalubrious events in the individuals concerned came from different factors to very specific, narrow abilities history of mental test research, and from research traditions within and outside (Burt, Vernon) or that there is merely a lack of knowledge about what is and is not intelligence and were known to hold very range of uncorrelated narrow abilities currently known concerning human different views on the topic. Yet, they (Guilford)10,11. The resolution of these intelligence. In this article, some of the managed to produce a wide-ranging review debates was available from the 1940s, but well-attested facts about human intelligence article that all contributors signed. It not widely recognized. By 1939, Eysenck differences are summarized. A striking remains a touchstone for disinterested and showed that even Thurstone’s own data limitation of this body of research is that, authoritative information about intelligence contained a general factor that refuted his whereas much is known about the taxonomy differences. -
The Spectacle of the False-Flag
The Spectacle of the False-Flag THE SPECTACLE OF THE FALSE-FLAG: PARAPOLITICS FROM JFK TO WATERGATE Eric Wilson THE SPECTACLE OF THE FALSE-FLAG: PARAPOLITICS from JFK to WATERGATE Eric Wilson, Monash University 2015 http://creativecommons.org/licenses/by-nc-nd/4.0/ This work is Open Access, which means that you are free to copy, distribute, display, and perform the work as long as you clearly attribute the work to the author, that you do not use this work for commercial gain in any form whatsoever, and that you in no way, alter, transform, or build upon the work outside of its normal use in academic scholarship without express permission of the author and the publisher of this volume. For any reuse or distribution, you must make clear to others the license terms of this work. First published in 2015 by Thought | Crimes an imprint of punctumbooks.com ISBN-13: 978-0988234055 ISBN-10: 098823405X and the full book is available for download via our Open Monograph Press website (a Public Knowledge Project) at: www.thoughtcrimespress.org a project of the Critical Criminology Working Group, publishers of the Open Access Journal: Radical Criminology: journal.radicalcriminology.org Contact: Jeff Shantz (Editor), Dept. of Criminology, KPU 12666 72 Ave. Surrey, BC V3W 2M8 [ + design & open format publishing: pj lilley ] I dedicate this book to my Mother, who watched over me as I slept through the spectacle in Dallas on November 22, 1963 and who was there to celebrate my birthday with me during the spectacle at the Watergate Hotel on June 17, 1972 Contents Editor©s Preface ................................................................ -
Relationship Between Spirituality, Religion and Spiritual Intelligence
Relationship between Spirituality, Religion and Spiritual Intelligence: Intelligence of the 21stcentury (A Comparative Analysis) Sharmila Dhote Introduction: For long, the world gave much importance to Intelligence Quotient. The higher the figure, the belief went, the greater the intelligence. This attitude is a legacy of the early 20th century when psychologists devised tests to measure intelligence. These tests primarily measured intellectual or rational intelligence (used to solve logical problems). In mid-1990s, Daniel Goleman revealed findings in neuroscience and psychology that stressed the importance of Emotional Quotient (EQ). This makes us aware of our feelings and that of others. Goleman argued that EQ was a basic requirement for the use of IQ. If the areas of our brain that feel are damaged, our ability to think effectively is diminished. In 2000, however, authors Dana Zohar and Ian Marshall introduced a new dimension to human intelligence namely, SpiritualQuotient (or SQ), the ultimate intelligence. This is the intelligence used to solve problems of meaning and value. “Is my job giving me the fulfillment I seek?” “Am I relating to the people in my life in a way that contributes to their happiness and mine?” Answers to these questions determine whether we will find happiness or not. IQ and EQ are inadequate in such issues. IQ and EQ give way to spiritual intelligence, the ultimate intelligence that can add value and meaning to your life. Definitions Of Spiritual Intelligence Definitions of spiritual intelligence rely on the concept of spirituality as being distinct from religiosity. 55 Danah Zohar defined 12 principles underlying spiritual intelligence: Self-awareness: Knowing what I believe in and value, and what deeply motivates me. -
The Dual-Process Theory of Human Intelligence
The Dual-Process (DP) Theory of Human Intelligence The Dual-Process (DP) theory of human intelligence (Davidson &Kemp, 2011; S.B. Kaufman, 2009, 2011, 2013) incorporates modern dual-process theories of cognition (see Epstein, 1994; Evans, 2008, 2010; Evans & Frankish, 2009; Kahneman, 2011; Kahneman & Frederick, 2002, 2005; Stanovich, 2004, 2011— but also see Keren & Schul, 2009; Kruglanski & Grigerezner, 2011; Osman, 2004) into a theory of human intelligence. By doing so, the Dual-Process theory organizes many constructs relating to both explicit and implicit cognition that are at least partially separable and are meaningfully related to a wide range of socially valued intelligent behaviors. In particular, performance across a wide range of intelligent behaviors—across the arts and sciences—are predicted by a hierarchical structure of goal-directed and spontaneous cognitive processes. Goal-directed processes consume limited attentional resources, whereas spontaneous processes are not dependent on input from higher-level control processes (see Stanovich & Toplak, 2012). The theory has a few key tenets. The first tenet is that there are meaningful and adaptive individual differences in both goal-directed and spontaneous cognitive processes. The second tenet is that both goal-directed and spontaneous cognitive processes jointly determine all intelligent behaviors, although in varying degrees depending on the behavior. A third tenet is that neither mode of thought is more “intelligent” than any other across the board, but what is important is the ability to flexibly switch mode of thought depending on the situation (for applications of this idea to creativity, see Gabora, 2003, 2010; Gabora & S. B. Kaufman, 2010; Howard-Jones & Murray, 2003; Martindale, 1995, Vartanian, 2009). -
Intelligence As a Developing Function: a Neuroconstructivist Approach
Journal of Intelligence Article Intelligence as a Developing Function: A Neuroconstructivist Approach Luca Rinaldi 1,2,* and Annette Karmiloff-Smith 3 1 Department of Brain and Behavioural Sciences, University of Pavia, Pavia 27100, Italy 2 Milan Center for Neuroscience, Milano 20126, Italy 3 Centre for Brain and Cognitive Development, Birkbeck, London WC1E 7HX, UK; [email protected] * Correspondence: [email protected]; Tel.: +39-02-6448-3775 Academic Editors: Andreas Demetriou and George Spanoudis Received: 23 December 2016; Accepted: 27 April 2017; Published: 29 April 2017 Abstract: The concept of intelligence encompasses the mental abilities necessary to survival and advancement in any environmental context. Attempts to grasp this multifaceted concept through a relatively simple operationalization have fostered the notion that individual differences in intelligence can often be expressed by a single score. This predominant position has contributed to expect intelligence profiles to remain substantially stable over the course of ontogenetic development and, more generally, across the life-span. These tendencies, however, are biased by the still limited number of empirical reports taking a developmental perspective on intelligence. Viewing intelligence as a dynamic concept, indeed, implies the need to identify full developmental trajectories, to assess how genes, brain, cognition, and environment interact with each other. In the present paper, we describe how a neuroconstructivist approach better explains why intelligence can rise or fall over development, as a result of a fluctuating interaction between the developing system itself and the environmental factors involved at different times across ontogenesis. Keywords: intelligence; individual differences; development; neuroconstructivism; emergent structure; developmental trajectory 1. -
Advances in the Neuroscience of Intelligence: from Brain Connectivity to Brain Perturbation
The Spanish Journal of Psychology (2016), 19, e94, 1–7. © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid doi:10.1017/sjp.2016.89 Advances in the Neuroscience of Intelligence: from Brain Connectivity to Brain Perturbation Emiliano Santarnecchi1 and Simone Rossi2,3 1 Berenson-Allen Center for Non-Invasive Brain Stimulation, Harvard Medical School, Boston (USA) 2 Department of Medicine, Surgery and Neuroscience, Brain Investigation and Neuromodulation (SiBIN) Lab, University of Siena 3 Deptartment of Medicine, Surgery and Neuroscience, Human Physiology section, University of Siena Abstract. Our view is that intelligence, as expression of the complexity of the human brain and of its evolutionary path, represents an intriguing example of “system level brain plasticity”: tangible proofs of this assertion lie in the strong links intelligence has with vital brain capacities as information processing (i.e., pure, rough capacity to transfer information in an efficient way), resilience (i.e., the ability to cope with loss of efficiency and/or loss of physical elements in a network) and adaptability (i.e., being able to efficiently rearrange its dynamics in response to environmental demands). Current evidence supporting this view move from theoretical models correlating intelligence and individual response to systematic “lesions” of brain connectivity, as well as from the field of Noninvasive Brain Stimulation (NiBS). Perturbation-based approaches based on techniques as transcranial magnetic stimulation (TMS) and transcranial alter- nating current stimulation (tACS), are opening new in vivo scenarios which could allow to disclose more causal relation- ship between intelligence and brain plasticity, overcoming the limitations of brain-behavior correlational evidence Received 10 June 2016; Revised 21 October 2016; Accepted 24 October 2016 Keywords: intelligence, Gf, non-invasive brain stimulation, plasticity, perturbation. -
MCWP 2-14 Counterintelligence CI Support to the Combat Service Support Element and Rear Area Operations
MCWP 2-14 Counterintelligence U.S. Marine Corps 5 September 2000 PCN 143 000084 00 To Our Readers Changes: Readers of this publication are encouraged to submit suggestions and changes that will improve it. Recommendations may be sent directly to Commanding General, Marine Corps Combat Development Command, Doctrine Division (C 42), 3300 Russell Road, Suite 318A, Quantico, VA 22134-5021 or by fax to 703-784-2917 (DSN 278-2917) or by E-mail to [email protected]. Recommendations should include the following information: l Location of change Publication number and title Current page number Paragraph number (if applicable) Line number Figure or table number (if applicable) l Nature of change Add, delete Proposed new text, preferably double-spaced and typewritten l Justification and/or source of change Additional copies: A printed copy of this publication may be obtained from Marine Corps Logistics Base, Albany, GA 31704-5001, by following the instructions in MCBul 5600, Marine Corps Doctrinal Publications Status. An electronic copy may be obtained from the Doctrine Division, MCCDC, world wide web home page which is found at the following uni- versal reference locator: http://www.doctrine.usmc.mil. Unless otherwise stated, whenever the masculine gender is used, both men and women are included. DEPARTMENT OF THE NAVY Headquarters United States Marine Corps Washington, D.C. 20380-1775 5 September 2000 FOREWORD Marine Corps Doctrinal Publication (MCDP) 2, Intelligence, and Marine Corps Warfighting Publication (MCWP) 2-1, Intelligence Operations, provide the doctrine and higher order tactics, techniques, and procedures for intelligence operations. MCWP 2-14, Counterintelligence, complements and expands on this information by detailing doctrine, tactics, techniques, and procedures for the conduct of counterintelligence (CI) operations in support of the Marine air- ground task force (MAGTF). -
Executive Functions and High Intellectual Capacity in School-Age: Completely Overlap?
int.j.psychol.res, Vol. 11 (1) 19-32, 2018 DOI: 10.21500/20112084.3239 Executive Functions and High Intellectual Capacity in School-Age: Completely Overlap? Funciones ejecutivas y alta capacidad intelectual en niños en edad escolar: ¿se superponen por completo? David Andrés Montoya-Arenas1, Daniel Camilo Aguirre-Acevedo1 2, Cecilia María Díaz Soto3, David Antonio Pineda Salazar1 Abstract: Objective: To analyze the relationship between the dimensions of the executive function and intellectual capacity in children with high academic performance. Method: an analytical, observational, prospective study with a non-random sample of 104 children between 7 and 11 years of age, belonging to educational institutions in Medellín, Colombia, divided into groups according to the measure of Total Intellectual Capacity (TIC): 1. Those with an average TIC of between 85-115. 2. Children with higher IC or those with scores ranging from 116-129 and 3. Children with TIC of ≥ 130, known as exceptional talents. They are provided executive function tests that are in compliance with bioethical conditions. Results and conclusions: The Intellectual Capacity is not a concept analogous or synonymous to executive function. This study demonstrates that the common element among all participants is high academic performance and an absence of alteration of the executive function. Finally, an adequate executive functioning makes high academic performance possible. Resumen Objetivo: Analizar la relación entre las dimensiones de la función ejecutiva y capacidad intelectual en niños escolarizados con alto rendimiento académico. Método: investigación de tipo analítica, observacional, prospectiva, con muestra no aleatoria de 104 niños entre los 7 y 11 años de edad pertenecientes a instituciones educativas de Medellín-Colombia, dividida en tres grupos de acuerdo con la medida de Capacidad Intelectual Total (CIT).