On September 22-23, 2009, the National Research Council held a workshop on the field evaluation of behavioral and cognitive sciences-based methods and tools for use in the areas of intelligence and counterintelligence. Broadly speaking, the purpose of the workshop was to discuss the best ways to take methods and tools from behavioral science and apply them to work in intelligence operations. More specifically, the workshop focused on the issue of field evaluation-the testing of these methods and tools in the context in which they will be used in order to determine if they are effective in real-world settings. This book is a summary and synthesis of the two days of presentations and discussions that took place during the workshop. The workshop participants included invited speakers and experts from a number of areas related to the behavioral sciences and the intelligence community. The discussions covered such ground as the obstacles to field evaluation of behavioral science tools and methods, the importance of field evaluation, and various lessons learned from experience with field evaluation in other areas.

This book discusses the application of hypothesis testing to the practice of intelligence analysis. By drawing on longstanding procedures of scientific method, particularly hypothesis testing, this book strongly critiques standard intelligence analytic practices. It shows these practices to be inadequate, as they are illogical in terms of what formal philosophy says any intelligence analysts can realistically be expected to know, and for the future when analysts will face pressures to adapt to digital age modeling techniques. The methodology focuses on identifying and remedying analytic errors caused by analyst cognitive biases and by foreign denial and deception. To demonstrate that it is a practical tool, it walks analysts through a case study, step by step, to show how its hypothesis testing can be implemented. It also invites a comparative test in the real world with any other intelligence methodologies to assess its strengths and weaknesses in predicting the outcome of an actual "live" intelligence issue. This book will be of much interest to students of intelligence studies, public policy and national security, as well as practitioners.

This book develops, for the first time, a comprehensive discussion regarding the legality of torture and the efficacy of interrogation. Scientific research has concluded that torture is not effective. So, what interrogational methods are effective and how does one deploy those methods in such a way that is consistent with law and morality?

Tracing its roots back to World War II, operations research (OR) has become a vital tool in military and defense strategy. The second edition of the Handbook of Military and Defense Operations Research highlights this evolution, showcasing how OR integrates with cutting-edge areas like artificial intelligence, cybersecurity, and big data analytics. This volume is more than a historical account; it is a practical guide. The volume features expert voices and offers insights into OR applications in modern security challenges. Readers will discover a blend of theory and real-world case studies, making it an essential resource for both newcomers and seasoned defense analysis professionals. Dive into this handbook to explore the rich, dynamic field of military and defense operations research, a discipline at the heart of global security and strategic decision-making. New to the second edition: Reorganized into a three-part structure Extensive revisions throughout Numerous new exercises, examples, and case studies Several new chapters

Internationally, the profession of intelligence continues to develop and expand. So too does the academic field of intelligence, both in terms of intelligence as a focus for academic research and in terms of the delivery of university courses in intelligence and related areas. To a significant extent both the profession of intelligence and those delivering intelligence education share a common aim of developing intelligence as a discipline. However, this shared interest must also navigate the existence of an academic-practitioner divide. Such a divide is far from unique to intelligence – it exists in various forms across most professions – but it is distinctive in the field of intelligence because of the centrality of secrecy to the profession of intelligence and the way in which this constitutes a barrier to understanding and openly teaching about aspects of intelligence. How can co-operation in developing the profession and academic study be maximized when faced with this divide? How can and should this divide be navigated? The Academic-Practitioner Divide in Intelligence provides a range of international approaches to, and perspectives on, these crucial questions.

Researchers in the rapidly growing field of intelligence studies face unique and difficult challenges ranging from finding and accessing data on secret activities, to sorting through the politics of intelligence successes and failures, to making sense of complex socio-organizational or psychological phenomena. The contributing authors to Researching National Security Intelligence survey the state of the field and demonstrate how incorporating multiple disciplines helps to generate high-quality, policy-relevant research. Following this approach, the volume provides a conceptual, empirical, and methodological toolkit for scholars and students informed by many disciplines: history, political science, public administration, psychology, communications, and journalism. This collection of essays written by an international group of scholars and practitioners propels intelligence studies forward by demonstrating its growing depth, by suggesting new pathways to the creation of knowledge, and by identifying how scholarship can enhance practice and accountability.

In the past eight years, there has been a massive increase in government spending on counterterrorism intervention development and implementation. Given this increase, there are two evidence-based policy questions that are important to address: Is there evidence that any of these programs are effective – in other words, can they be shown to be linked to reducing terrorism, terrorist recruiting, or to improving the response and management of terrorist events? Do these interventions have secondary or collateral effects that may be costly, harmful, illegal, beneficial, or otherwise? As Lum and Kennedy discovered in an evaluation research on counterterrorism interventions, only a minuscule number of empirical studies of terrorism exist and there is an almost complete absence of evaluation research on counter-terrorism strategies. This is startling given the enormous increases in the development and use of counter-terrorism programs, as well as spending on counter-terrorism activity. Even more disconcerting was the nature of the evaluations we did find; some programs were shown to either have no discernible effect on terrorism or lead to increases in terrorism. The emphasis of the need for empirical research in evaluating interventions and informing policy cannot be overstated, and is the primary goal of Evidence-Based Counterterrorism Policy.

There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.

In recent decades, a significant volume of literature on the subject of counterintelligence has become available. The knowledge given by this literature has addressed the confusion surrounding counterintelligence methods and organizations in addition to explaining certain taboos and stereotypes. Counterintelligence issues are understood differently in European countries in comparison to the rest of the world. The factors accounting for this difference are several: the diversity of political systems, continental law, human rights, history, nations' culture, language(s), economy, geostrategic position, urban concept of cities, etc. Nevertheless, some similarities in counterintelligence methods in different regions also exist. The Anatomy of Counterintelligence: European Perspective offers a concise overview of counterintelligence measures practiced in Europe that can rarely be found in standard texts; it provides information about counterintelligence staff, the definition of principles of counterintelligence, the targets of foreign intelligence services, how to identify agents and operatives (as well as operatives working undercover as diplomats) and some of the dilemmas in counterintelligence in the light of current events. The book also presents the case of Vladimir Vauhnik, a Slovenian counterintelligence operative in the time of Nazi Germany. The Anatomy of Counterintelligence: European Perspective will be of particular of interest to political science scholars in Europe who are interested in studying the European angle of counterintelligence and its influence on the organization of European counterintelligence services as well as national security policy.