Video Case Study - Default Home Page - Guilford College

farmacridInternet και Εφαρμογές Web

2 Φεβ 2013 (πριν από 4 χρόνια και 6 μήνες)

130 εμφανίσεις


1

PSCI 365

TERRORISM IN AMERICA

INSTRUCTOR
: Robert Duncan, Ph.D.

Spring 2011


TELEPHONE
:


854
-
2898 (H)

Do not call after 10 PM





316
-
2365 (O)


E
-
MAIL
:



radkek1@bellsouth.net





rduncan@guilford.edu


WEBPAGE:



www.guilford.edu/psci/rduncan


APPOINTMENTS
:

Do not hesitate to contact the instructor for an appointment to
assist you with any aspects of your class work.


OFFICE:




Duke 104


OFFICE HO
URS:


T, R

(10
-
3 pm), F (10
-
5 pm)


CLASSROOM
:


Duke 303


CLASS HOURS
:


T R (4
-
5:15 PM) (11 Jan
---
3 May 2011)


TEXTBOOKS:


No Heroes
,
Danny Coulson and Elaine Shannon; ISBN: 0
-
671
-





02062
-
5




American Extremists
,
John George and Laird Wilcox;

ISBN:

1
-
57392
-
058
-
4



Terrorism on American Soil
,
Joseph McCann: ISBN: 1
-
59181
-
049
-
3)


STUDENT CONDUCT
:

Students should come to class prepared to participate and to ask
questions. They should also conduct themselves in a responsible
and courteous manner.



Instructor reserves the right to recommend administrative
withdrawal of a student from class at any time.


Do not bring laptops, cell phones, pagers, or any
electronic device to class.


ATTENDANCE:

You should come to class. If you have to miss a class y
ou will
need to get the Instructor's permission before hand

you may use
voice or e
-
mail. If there is an emergency or college sponsored

2

activity that requires you to miss class, please let me know and we
can make arrangements.


Attendance is recorded in
each Political Science course at
Guilford. In support of Guilford's core values of integrity and
community it is the responsibility of each student to be present and
on time for each class meeting. Arriving late or being absent from
class meetings stands

contrary to these values. Excused absences
are rare.


Students seeking an excused absence should be prepared to
provide the instructor with certifiable documentation and
justification for the absence to be excused (e.g. doctor's note).
Each unexcused a
bsence beyond the first one will result in a
1% deduction from a student's final grade in the course.

Further, in support of the college
-
wide policy on attendance as
noted in the Student Handbook,
any student missing 20% of class
meetings in a semester (e
.g. six absences from a twice
-
a
-
week
course) may be administratively withdrawn from the course by
the Academic Dean's office.


Students with concerns about attendance should speak directly
with the faculty member.


Do not make travel plans before determi
ning your class
responsibilities

especially do not schedule travel that conflicts
with exams.


HONOR CODE:

You are expected to understand and follow the Guilford College
Honor Code. All violations
--
including plagiarism and cheating
--
will be prosecuted based on Honor Code procedures.
All
violations will be reported to the Dean.
First violation is a zero/F
on t
he assignment; second violation is an F in the class; third
violation is suspension/dismissal from Guilford.


STUDENT

Guilford complies with the Americans with Disabilities Act by

ACCOMMODATIONS:

providing a process for disclosing disabilities and arranging for
reasonable accommodations. Students who require
accommodations must request the appropriate forms from the
Dean for Campus Life
. Only students who provide the instructor
with an Accommodat
ions Agreement can receive
accommodations.


CLASS

Students are encouraged to ask questions regarding reading
:
PARTICIPATION

assignments and material covered in class; and to engage in

“informed”

discussion on course topics.



3

CLASS FORMAT
:

The class will
draw heavily on readings, videos, class discussion,
and guided lectures. The reading assignments are designed to
provide background information on the material presented in class;
whereas class periods will provide additional information,
clarification, a
nd stimulate discussion on various topics of the
American political system.



Class lectures are not intended to simply regurgitate
information presented in the assigned readings.

The course
schedule lists specific topics for each session.


COURSE

In ord
er to provide a framework for analysis and discussion, the

DESCRIPTION:

various extremist/terrorist groups


including the

government


have been placed into an artificial typology consisting of six

categories: Political;

Religious (including cults); Supr
emacists;

Environmentalists; Foreign; and State
-
sponsored. The

assigned readings, video case studies, class lectures, and current

events provides students with historical context which helps

them understand the various movements and

extremist/terrori
st groups, prepares them for class discussions,

and assists them in researching their term paper.


The course examines extremist/terrorist groups spawned by social
and environmental movements wherein individuals have rebelled
against inequalities they bel
ieve have oppressed humanity and/or
degraded the environment

Weather Underground, Earth
Liberation Front, Symbionese Liberation Army, etc.

It also
addresses groups that seek to perpetuate and defend their own
“unique” interpretation of how society should
be, to include their
return to preeminence and rightful place within society

KKK,
Skinheads, Christian Identity Movement, Patriot Militias, etc.


The course also examines the power relations, structures,
ideologies, and dominant institutions in our societ
y that play and
have played a role in shaping the beliefs and values of these groups
to include federal, state, and local government, law enforcement,
the media, religion, bankers, corporations, etc.

It is these
institutions that many extremist/terrorist
groups blame for creating
the world in which they live, for usurping their position in it, and
against whom they struggle.

Even the impact of the family unit is
examined as broken homes and dysfunctional families have proven
to be a prime recruiting groun
d for some extremist/terrorist groups.





4

A major theme throughout the course is an evaluation of whether
or not the violence committed by these groups has had an effect on
society, and if not why not, and what has been the government’s
response to them.


This course fulfills the social justice general education requirement
as well as one of the two upper level Political Science course
requirements for the major. This is a 4 credit course. This means
that most students will spend 12 hours per week on this

class.
Only 2.5 hours are spent in class; the remaining 9.5 hours will
involve individual or group work outside of class.



GOALS
:

The goals of this course are to develop student knowledge and
understanding of extremist/terrorist groups in the U.S., the

movements that spawned them, how society and the government
have responded to them, and the skills necessary to perform and
present solid academic research on the topic.


OBJECTIVES:

By the end of the course, students will be able to identify and
discuss:





What terrorism is, what it is not, and what causes and
motivates terrorists to commit violence;




The various types of terrorist violence in America

political, religious, supremacist, foreign, environmental,
and state
-
sponsored:




How terrorist groups ar
e organized and the weapons and
tactics they use;




Potential for terrorists use of weapons of mass destruction;




Anti/counter
-
terrorism organizations in the US and their
tactics and weapons;




Constitutional issues raised in responding to terrorism.


SKILLS

INVOLVED:

Writing
: students will prepare a 10
-
15 page research paper that
conforms to discipline standards, including footnotes and
bibliography, on one of the extremist/terrorist groups discussed in
class.



Reading
: assignments include some 90 pages o
f reading per week.



5

Research
: students will be required to search primary and
secondary sources to identify supporting data for their research
paper.


Analysis/Critical Thinking
: students will be required to identify
and analyze specific aspects of terror
ism in America as part of
their research.


Presentation
: students will articulate their beliefs and opinions in
class discussions and in presenting their research findings to the
class.


Computer Use: s
tudents will use standard word processing in
writin
g their research papers. They will also use the Internet in
researching their paper and submit one copy of the paper to the
instructor via e
-
mail.


METHODS OF


Note that grade ranges are not firm and may be curved up or

EVALUATION:

down based on student
performance and/or instructor
discretion.



Exams (3)

15%

A =94>

C =74
-
77

Paper



40%

A
-

=91
-
93

C
-

=71
-
73

Presentation


15%

B+ =88
-
90

D+ =68
-
70





B =84
-
87

D =64
-
67





B
-

=81
-
83

D
-

=61
-
63









C+ =78
-
80

F =60<


ACADEMIC

It is
important to do well. A Grade Point Average (GPA) of 2.0 is

STANDING:

required to remain in good standing and is also required for
graduation.


Students having difficulty in a course should consider dropping the
course with a “W” before the deadline
--
wh
ich will not impact the
GPA. But remember, you must be enrolled in 12 credit hours to
remain a full
-
time student and keep financial and dorm privileges.
Be warned that if a student drops the course after the deadline, they
will receive a “W” accompanied
by their grade at time of
withdrawal

which does impact the GPA.


EXAMS:

All exams will be closed book, composed of multiple choice, fill in
the blank, short essay, and true/false questions. Exams cannot be
made up unless you notify the instructor prior to the exam and
have a reasonable excuse.
Makeup exams are considerably
m
ore difficult than the scheduled ones.



6

RESEARCH PAPER:

Students will research and write a 10
-
15 page research paper on
one of the terrorist groups

or one of the government units
responsible for combating terrorism
--
first come, first choice.
Students shou
ld get approval from the instructor on the topic
before beginning the paper. The paper shall be typed, double
-
spaced, and free of errors.
A minimum of eight references

including at least four primary sources

is required.
Citations
should be

consistent a
nd conform to the format provided by the
instructor.
Footnotes at the bottom of the page are required
.

Two copies of the research paper will be submitted, one in
hard copy the other via e
-
mail.


A
paper exploring one of the terrorist groups

should be
organized as follows with headings separating the different
segments.
The headings must appear in the paper
.


o

Title Page
(see example below.)


o

Executive Summary

(a one page summary of the major
findings of your paper designed to get the reader
interested,
not to be used to outline the paper.)


o

Background

(several paragraphs detailing the history and
evolution of the group discussed in your paper.)


o

Motivation

(several paragraphs explaining the causes for
the group’s creation and the rationale/re
asons for why they
commit violence
--

what motivates them.)


o

Goals

(several paragraphs on the terrorist’s objectives or
goals
--
what do they want to achieve; what grievances,
injustices are they trying to redress?)


o

Profile

(several paragraphs on the group’s

characteristics

how they are organized, where their members come from,
the kind of training they receive, how they are funded, who
supports them, etc.)


o

Tactics and Strategies

(several paragraphs on the type
targets they select and why, how they use the m
edia to
advance their agenda, what tactics and weapons they use,
how they plan and carry out their attacks.)






7

o

Response

(several paragraphs on what the impact of the
group has been on society

favorable or unfavorable

and
why; and what the government has done to combat the
violence committed by these groups
--
laws, legal measures,
law enforcement, community action, etc.)


o

Ef
fectiveness

(several paragraphs on whether or not you
believe the terrorism and violence committed by the group
has been successful and why.)


o

Bibliography

(bibliography should include all the
resources used for the paper, be consistent, and conform to
the

format provided by the instructor.)


A paper
exploring one of the government organizations
responsible for combating terrorism

should be organized as
follows with headings separating the different segments.
The
headings must appear in the paper
.


o

Title

Page
(conforms to discipline format

see below).


o

Executive Summary
(a one page summary of the
highlights of your paper, use of bullet points in the text is
permitted.)


o

Background

(a review of the organization’s history

when
created, under what circumstances, etc.)


o

Organization

(describe how the organization is organized,
to include management structure, recruiting, training,
funding levels, weapons, tactics used, etc.)


o

Operation
s
(describe at least two counter terrorism
operations carried out by the organization and whether or
not they were successful and why.)


o

Recommendations
(based on your research and analysis
make at least one recommendation to improve the
functioning of thi
s organization. Identify at least three
important actors/players/interest groups who are likely to
either support or oppose your recommendation and explain
the reasons for their support or opposition.)


o

Bibliography

(bibliography should include all the
res
ources used for the paper, be consistent, and conform to
the format provided by the instructor.)


8

It is important that papers be turned in on time,

note that one
point will be deducted from your final grade for each day the
paper is overdue. Papers are d
ue on the date listed in the
syllabus.
See my web page for writing tips.


WRITING

The paper should be prepared individually and in a professional
FEEDBACK:

manner. The hard copy will be graded and

returned with

comments; the instructor will retain the e
-
mail copy. The hard

copy will be graded on quality, originality, and thoughtfulness

using the following standards.




Mechanics
--
spelling, grammar, proofreading, punctuation,
sentence structure (20%).




Critical
Thinking

major points

clearly stated, originality,
arguments supported by documented proof vs. opinion
(30%).




Writing
--
topic sentences, logical flow, voice, clarity,
headings/subheadings to guide the reader, word choice,
crisp sentences, internal summarie
s, transitions between
major points (30%).




Documentation
--
all sources cited, proper footnote and
bibliographic format (20%).


PRESENTATION:

For the 5 minute class presentation, students are encouraged to
present their findings in a creative manner

role
-
play, simulation,
video, game show, etc., or the traditional PowerPoint presentation.
However, any creative approach must first have approval from
the instructor.


PRESENTATION

Presentations will be evaluated on delivery and content as

FEEDBACK:

outlined
below.





Introduction

stated purpose, gave overview (10%).




Body
--
main points were clear, used examples/other support
material, organization was clear/easy to follow, used
internal summaries & transitions (40%).




Conclusion
--
summarized main points, clear s
ense of
ending, handled Q & A effectively (10%).



9



Delivery
--
posture was good, was in control, eye
contact/gestures were effective, delivery/voice were
effective (20%).




Visual Aids
--
supportive/clear/readable, used effectively
(20%).


RESEARCH/WRITING


See Academic Skills Center (2
nd

floor, Library)

ASSISTANCE
:



EXPECTATIONS:


What you can expect from me:




To be prepared for every class.



To provide quick feedback on exams and papers.



To be available for questions about assignments or
concepts during off
ice hours and as needed.



To return e
-
mail messages and do what I can to resolve
questions.



To treat all students in a fair and professional manner.


What I expect from you:




To be prepared for every class.



To take exams and turn in assigned work on time.



Attend office hours as scheduled and ask questions to
clarify things you don’t understand.



To provide constructive feedback on the course.



Inform me in person, via e
-
mail, or voicemail, when you
will not be in class.



To work cooperatively with me to
resolve any questions or
problems.



To treat other students and professors courteously and
professionally.















10

SCHEDULE OF TOPICAL ASSIGNMENTS AND READINGS

Terrorism in America (PSCI 365)

Robert Duncan, Ph.D.


DATE

DAY

ASSIGNMENT

READING

11 Jan

1

Introductions/Overview


13 Jan

2

Terrorism Defined

Motivation & Targets

Fuzzy Areas
--
Hate Crimes,

Criminal Violence,

Violence During War,

Just Cause Doctrine

George & Wilcox, pp.
1
-
63

McCann, pp. 221
-
230

18 Jan

3

Causes of Terrorism

Right & Left Wing
Extremism

Characteristics of Terrorist

Demographics, Education,

Psychology, Socio
-
Economics

Terrorism & the Media

Help or Hindrance?

Last day to Drop/Add courses

McCann, pp. 1
-
97, 111
-
139

20 Jan

4

Terrorism Typology

Political; Environmental; Religious;
Supremacists;

Foreign; and State
-
sponsored

McCann, pp. 201
-
210

25 Jan

5

Political Terrorism

Civil Rights Groups
: Black Panther Party,

Symbionese Liberation Army,

Black Liberation Army,

May 19 Communist Organization

Student Groups
: SDS, Weathermen,

Weather Underground

George & Wilcox, pp.
95
-
163

Coulson, pp. 1
-
18;

483
-
596


27 Jan

6

Video Case Study

Weather
Underground

Last day to Drop courses

McCann, pp. 145
-
150

01 Feb

7



Patriot Militias
: John Birch Society;
Minutemen; Posse Comitatus;

OK City Bombing


Video Case Study: New Face of
Terrorism

Sovereign Citizen Groups
:

Montana Freemen; Republic of Texas; Hutari

George & Wilcox, pp.
186
-
197; 221
-
274; 283
-
317

McCann, pp. 211
-
220

03 Feb

8

Environmental Terrorism

Earth First, Earth Liberation Front, PETA,
Animal Liberation Front

McCann, pp. 256
-
262

08 Feb

9

FIRST EXAM



11

10 Feb

10

Religious Terrorism

Christian Identity
: World Church of the Creator;
Phineas Priests; Covenant, Sword, and Arm
of the
Lord

George & Wilcox, pp.
173
-
186; 197
-
207; 275
-
283;

Coulson. pp. 195
-
314

McCann, pp. 140
-
144,
170
-
183,

15 Feb

11

Anti
-
Abortion Groups
: Army of God, Operation
Rescue,

Cults
: Peoples Temple of the Disciples of Christ,
Nation of Yahweh, Bagwan Shre
e Rajneesh,
Branch Davidians, Heaven’s Gate

Coulson, pp. 381
-
479;
597
-
602

George & Wilcox, pp.
298
-
317

McCann, pp. 151
-
158,
231
-
238

17 Feb

12

Supremacist Terrorism

White Supremacists Groups
: KKK

McCann, pp. 103
-
110

22 Feb

13

Video Case Study

Secret
History of
the KKK


24 Feb

14

Neo
-
Nazis/Skinheads,
Aryan Nations,

White Aryan Resistance, The Order

Black Supremacist Groups
:
Black Hebrew
Israelites; Five Per centers,

New Black Panther Party,

Nation of Islam (Black Muslims)

George & Wilcox,

pp. 317
-
354

Coulson, pp. 21
-
93

01 Mar

15

Foreign Terrorism

Puerto Rican Groups
: Macheteros, FALN,
Anti
-
Castro Groups
: Omega 7,

Radical Muslim Groups
:

1993 World Trade Center Bombing

Coulson, pp. 317
-
377

McCann, pp. 140
-
144,
159
-
200, 263
-
281


03 Mar

16

Video Case
Study

9/11 For the Record

McCann, pp. 239
-
255

5
-
13 Mar


Spring Break


15 Mar

17

State
-
Sponsored Terrorism:

Law Enforcement or Terrorism?


Overt
--

Ludlow, CO (1914)

Internment of Japanese in 1942,

Kent State, Jackson State,

Ruby Ridge, Waco,

Covert
-
-

COINTELPRO

NSA Eavesdropping on US citizens
,

Genocide

䅭A物ra渠f湤楡湳

Last Day to Drop Courses with a “W”


ㄷ⁍1r



Video Case Study

Attack at Waco

How Vulnerable is America?

Borders, Immigration, Pipelines, Agriculture,
Water Supply, Ports, Chemical
Plants, etc.


McCann, pp. 98
-
102


12

22 Mar

19

Inside a Terrorist Cell

Leadership, Operations, Security, Recruiting,
Communications, Training, Funding


24 Mar

20

SECOND EXAM


29 Mar

21

Weapons, Targets, Tactics, WMD


McCann, pp. 98
-
102,
282
-
291

31 Mar

22

What’s A Government to Do?

Antiterrorism
--
Defensive Measures,

Counterterrorism
--
Offensive Measures


05 Apr

23

Anti
-
Counterterrorism Organizations

Advisory & Oversight

Operational Units

䑎fⰠ䡯浥污湤⁓散畲楴yⰠIf䄬
䕮brgyⰠ呲ea獵syⰠI䕁Ⱐ䑥晥湳eⰠ
i潣a氯p瑡瑥
ia眠w湦潲ce浥湴m

cBf

Coulson, pp. 97
-
191;


07 Apr

24

Investigating Terrorism & Intelligence
Analysis

Exercise


12 Apr

25

Terrorism & the Constitution

Prior to 911

Search & Seizure, FISA, National Security
Letters, Antiterrorism Act of 1996


14 Apr

26

After 911


Change in Public Opinion After 911

Patriot Act, 911 Commission Report, Intelligence
Reform Bill 2004,

What Price Security?


Research Paper Due


19 Apr

27

Student Presentations


21 Apr

28

Student Presentations


26 Apr

29

Student
Presentations


3 May

30

FINAL EXAM (8:30
-
11)














13

FOOTNOTES


Footnotes should be used when:




Citing specific facts, opinions, or exact quotations;




Making cross
-
references to other material;




Making incidental comments or;




Acknowledging someone
else’s work
1


Footnote numbers should be sequential beginning with (1) and continue throughout the paper.
Footnote numbers should be placed at the end of the sentence. The number should be placed
slightly above the line at the end of the sentence and with
out a period or other embellishment.


Footnotes should be arranged in numerical order at the foot of the page and separated from the
text by a line 2 ½ inches long extending from the left margin. All items to which a reference is
made should appear on the

same page as the footnote (see examples below).


Wikipedia is not a legitimate academic source. It is not reviewed or edited by recognized
academic experts, and therefore should not be used as a reference in any academic
research. However, it is a good
place to begin searching for legitimate academic sources.


The formats for footnotes and bibliographic references differ slightly, so attention is required.


Abbreviations:


Opere Citato (op. cit.) is Latin meaning a reference previously cited. It should
be used when
quoting from a reference used earlier in the paper. Proper format is to use the abbreviation

op.cit.,
then the author’s last name, then the page number.



Op. cit., Bozeman, p. 34.


Ibidem (ibid.) is Latin meaning the reference cited just
before. It should be used when quoting a
citation from the same reference as the one immediately preceding it on the page. Proper format is
to used the abbreviation

ibid., then the page number.



Ibid., p. 37.








1

Kate L. Turabian,
A Manual for Writers of Term Papers, Theses, and Dissertations
.
6
th

ed., (Chicago, IL: University of Chicago Press, 1996), p. 118.


14

EXAMPLES OF FOOTNOTES:


Books

(Single Aut
hor)
:


Peter J. May,
Recovering from Catastrophes
. (Westport, CT: Greenwood Press, 1985) p.
97.


(Multiple Author):


Dennis S. Militi, Thomas E. Drabek, and J. Eugene Haas,
Human Systems in Extreme
Environments: A Sociological perspective.

(Boulder, CO: University of Colorado Press, 1975)
pp.89
-
90.


(Article in a Book):


Dwight W. Chapman, “A Brief Introduction to Contemporary Disaster Research,” in
Man
and Society in Disaster
, edited by George W. Baker and Dwight W. Chapman (New York: Ba
sic
Books, Inc. 1962) p. 18.


Newspapers



“Bay
-
Area Community Groups Accuse U.S. of Slighting Poor after Quake,”
Washington
Post
, 16 November 1989, sec. A. p. 17.


Periodicals


Robert Agranoff and Valerie A. Lindsey, “Intergovernmental Management: Perspectives
from Human Service Problem Solving at the Local Level,”
Public Administration Review
, Vol.
43, No. 3 (May/June 1983): 227.


Magazines


Tim Darnell, “A State of Emergency,”
American City and County
, Vol. 104, No. 12
(December, 1989): 25.


Encyclopedia

(No Author):


Encyclopedia Americana
, 1964 ed., s. v. “Red Cross.”


Government Documents




Congress, Senate, Committee on Foreign Relations, "U.S. Scholarship Program
for
Developing Countries" (Washington, D.C.:


GPO, 1984), 7.



15

Departmnent of Labor, Employment Standards Administration, Resource Book:


Training
for Federal Employee Compensation Specialists (Washington, D.C., 1984), 236.


Electronic Documents




Lawrence Squires. “A virtual Tour of the White Hhouse, circa 1900,”
National
Landmarks: Then and Now
, 1999 <http://www.natlandmk.com/hist> (21 August 2000).


Videos




Weather Underground
, 92 min., New Video Group, Inc., 2004, videocasse
tte.


Interviews


Interview with Richard N, Smith, Deputy Manager, Eastern Operations Headquarters,
American Red Cross, 9 March 1990.


Unpublished Papers


Louis J. Levy and Llewellyn M. Toulmin, “Improving Disaster Planning and Response
Efforts: Lessons
From Hurricanes Andrew and Iniki,” Paper prepared for Booz
-
Allen &
Hamilton, August 1993. p. 16.


Personal Comments


It was the success of citizens “coordinating” groups in the aftermath of the 1900

Galveston Hurricane and flood that led to the popularity

of the city council form of government.




















16

BIBLIOGRAPHY
2



All materials used to prepare the paper should be referenced on a separate page at the end of the
document. For an 8
-
10 page
"Research" paper, a minimum of eight references should
be
cited

at least four primary
--
references are reqired
.


For a 3
-
5 page
"Issue Reaction"
paper, a minimum of three sources

with at least one primary reference

is required.



EXAMPLES OF BIBLIOGRAPHY:


Books

(Single Author)


Bozeman, Barry.
All
Organizations Are Public
. San Francisco: Jossey
-
Bass Publisher,

1987.


(Multiple Authors)


Ellis, Susan J. and Noyes, Katherine H.
By The People: A History of Americans as

Volunteers. Los Angeles: University of California Press, 1990.


Articles in Book
s

(Single Author)


Barton, Allen H. “The Emergency Social System.” In
Man and Society in Disaster
.

Edited by George W. Baker and Dwight W. Chapman. New York: Basic Books, 1962.


(Multiple Authors)


Drabek, Thomas E. and Hoetmer, Gerard J. “Introductio
n.” In
Emergency Management:

Principles and Practice for Local Government
, Edited by Thomas E. Drabek and Gerard
J. Hoetmer. Washington, DC: International City Management Association, 1991.


Periodicals

(Single Author)


Argyris, Chris. “Some Limits of Rational Man Organizational Theory.”
Public

Administration Review
, Vol. 33, No.3 (May/June 1973): 253
-
267.


(Multiple Authors)


Agranoff, Robert and Lindsey, Valerie A. “Intergovernmental Management:

Perspectives from Hu
man Service Problem Solving at the Local Level.”
Public
Administration Review
, Vol. 43, No. 3 (May/June 1983): 227
-
237.





2

Ibid., p. 118.


17

Newspapers

(Author)


Gertz, William. “Mikulski Faults FEMA Officials, Calls For Probe.”
Washington

Times
, 4 September 1992, sec. A,
p. 8.


(No Author)


Los Angeles Quake Safety Lags, “
Washington Post
, 25 November 1989, sec. A, 2.


Government Documents


Bureau of the Census. “Government Organization.”
1992 Census of Governments
.

March 1994.


Congress, Senate. Committee on Foreign
Relations. "U.S. Scholarship Program for

Developing Countries." Washington, D.C.:


GPO, 1984.


Departmnent of Labor. Employment Standards Administration. Resource Book:


Training

for Federal Employee Compensation Specialists. Washington, D.C., 1984.


Assoc
iations


City of Coronado, California. Citizen Disaster Preparedness Education Program.

Distributed by
International City Management Association, Washington, DC.


Monographs


Drabek
,

Thomas E. “The Professional Emergency Manager.” Institute of Behavior
al

Science, Boulder, CO: 987.


References


Atlas of the world
. 5
th

Edition, Washington, DC: National Geographic Society, 1981.


“Red Cross.”
Encyclopedia Americana
. 1964 Edition.


Wilson, P.W. “Salvation Army.”
Encyclopedia Americana
. 1964 Edition.




Electronic Documents


Lawrence Squires. “A virtual Tour of the White Hhouse, circa 1900,”
National

Landmarks: Then and Now
, 1999 <http://www.natlandmk.com/hist> 21 August 2000.





18

Videos


Weather Underground
, 92 min., New Video Group, Inc., 2004, videoca
ssette.


Interviews


Interview with Richard N, Smith, Deputy Manager, Eastern Operations Headquarters,

American Red Cross, 9 March 1990.


Unpublished Papers


Louis J. Levy and Llewellyn M. Toulmin, “Improving Disaster Planning and Response

Efforts:
Lessons From Hurricanes Andrew and Iniki,” Paper prepared for Booz
-
Allen &
Hamilton, August 1993. p. 16.


Personal Comments


It was the success of citizens “coordinating” groups in the aftermath of the 1900

Galveston Hurricane and flood that led to the po
pularity of the city council form of
government.



























19

TITLE PAGE FORMAT







































Name of Paper


By


Name of Author











Title of Course


Course Number


Dr. Robert Duncan