Narco-terrorism is a very interesting topic. Terrorism and drugs often have a symbiotic relationship and conspiracies are quite common to both. Using conspiracy laws to apprehend narco-terrorist suspects can help stop both the threat of possible deaths and the spread of drugs. This teamwork assignment will explore the concept of narco-terrorism.

Complete the following:

1. Read the drug intelligence brief, “Drugs and Terrorism: A New Perspective” that starts on page 228. As a team:
   • Discuss the concept of Narco-Terrorism.
   • Discuss the different organizations listed in the intelligence brief.
   • Discuss whether or not you think there is truly a link between drugs and terrorism. If you believe they are linked, discuss whether or not putting a stop to drug trafficking would also hinder terrorist actions.

Case Assignment

The Masters of Education Program required the completion of three concentration classes. Reflect on the three courses you have taken to complete your concentration degree requirements and explain the value of each course for your career or learning goals.

Next, assess your preparation, experience, and/or professional practice accomplishments related to each of the concentration learning outcomes.

It is recommended that you structure your paper using this outline:

1. Introduction (1/2 page)
   1. Brief summary of your current professional background
   2. Brief summary of why the selected concentration is appropriate to your work or professional goals
2. Career Goals (or Learning Goals if you do not currently work in education) (1/2 page)
   1. Describe how each concentration course has contributed to your career goal(s)
3. Preparation, Experience and Accomplishments (2 – 3 pages)
   1. Concentration Learning Outcomes will vary by program, refer to the University Catalog to locate outcomes (https://www.trident.edu/catalog/)
   2. You must address all concentration learning outcomes
4. Conclusion (1 page)
   1. Provide a practical example of how your concentration coursework contributed to your understanding of the role of educator/leader in your profession.
   2. How does your experience in the program prepare you to effect change in educational settings? Explain.
   3. Are you better equipped to effect change in your professional practice? Or, effect change in educational policy? Explain.

Assignment Expectations

MAED Case Grading Rubric

Assignment-Driven Criteria (23 points): Demonstrates mastery covering all key elements of the assignment in a substantive way.

Critical Thinking (9 points): Demonstrates mastery conceptualizing the problem. Viewpoints and assumptions of experts are analyzed, synthesized, and evaluated. Conclusions are logically presented with appropriate rationale.

Scholarly Writing (4 points): Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.

Quality of References and Assignment Organization (6 points): Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work.

Citing Sources (3 points): Demonstrates mastery using in-text citations of sources and properly format full source information in the reference list (bibliography).

Timeliness (5 points): Assignment submitted on time or collaborated with professor for an approved extension before the module due date.

Module 3 – Background

Professional Practice and Policy

Required Reading

Websites

Masandu, N. (2016 July 13) How to Write Actionable Policy Recommendations. Retrieved from http://www.researchtoaction.org/2013/07/how-to-wri…

Conclusions and Recommendations. Retrieved from https://www.papermasters.com/conclusions_recommend…

Textbooks

Chapter 1: On Constructing a Framework for Policy Analysis in the Global Era

Bruner, J., & Tatto, M. T. (2012). Learning and Doing Policy Analysis in Education: Examining Diverse Approaches to Increasing Educational Access. Rotterdam: Sense Publishers.

Chapter 1: Three Models of Policy Learning and Policy-Making in 14 – 19 Education

Raffe, D., Stasz, C., Lumby, J., Tuck, R., Yeomans, D., Wright, S., & … Hodgson. (2012). Policy-making and Policy Learning in 14-19 Education. London: Institute of Education Press.

Part I: Practitioner Research and School Practices

Khine, M. S., & Saleh, I. M. (2011). Practitioner Research in Teacher Education: Theory and Best Practices. Frankfurt am Main: Peter Lang AG

Chapter 5: Smart Sentencing

Sword, H. (2012). Stylish Academic Writing. Cambridge: Harvard University Press.

Part 3: Developing Arguments in Your Writing

Fairbairn, G., & Winch, C. (2011). Reading, Writing, and Reasoning: A Guide for Students. Maidenhead, England: McGraw-Hill Education.

Some time ago the swine flu bug swept across the U.S. Suppose now that a new flu bug (the “feline” flu) is threatening the health of U.S. residents. Assume that you work for the Harvard School of Public Health, and that you need to quickly determine how the American public is responding to the current feline flu issue. The objective is to find out how people’s behavior might have recently changed because of their concerns about contracting the flu. For example, it is well established that such simple behaviors as covering one’s coughing (with a forearm), keeping a “social distance” of 3 to 6 feet from others, and washing one’s hands frequently (either with soap and hot water or with hand sanitizers) can dramatically reduce the transmittance of the disease. Your subordinates have come up with two possible research plans to address your goal:

(A) The first is a short pencil-and-paper questionnaire to be administered in a parking lot intercept survey (e.g., outside of supermarkets and ATM machines).

(B) The second is a series of quick focus groups conducted using office workers, college students and younger pupils at locations nearby workplaces and schools.

Your co-workers have been unable to decide which of the two approaches to use (only one can be undertaken). They have turned to you make a decision. Which of the two approaches do you recommend? Assume the cost of using either approach is not relevant to your decision. Begin your answer with either A or B and briefly defend your choice.

220 words minimum but no more than 300. Must be original work.

Rubrics

• AU_Discussion Grading Rubric

Write an eight- to ten-page paper (not including the title and reference pages) that addresses your personal best leadership experience.  Personal best is a time when you believe you had performed at the peak as a leader.  Be sure to incorporate elements from our reading in regards to your leadership approach, the type of leadership application; transactional, transformational, situational, etc.  Some questions to address in the essay are:

• What characterized the situation?  Who was involved?  Where and when did it take place?  Who initiated it?
• What approach did you apply to the situation?
• What type of leadership would you classify yourself as in this situation?
• What motivated you to engage in this project?  How did you challenge yourself and others?
• What did you aspire to achieve?  How did you build enthusiasm and excitement?
• How did you involve others?  How did you foster collaboration?  How did you build trust and respect?  How did you build the capacity to excel?
• What values and principles guided you and others?  How did you set the example?  How did you progress from one milestone to another?
• How did you recognize individuals?  How did you celebrate success?
• What lessons about leadership did you learn from the experience?

Writing the Final Paper
The Final Paper:

1. Must be eight to 10 double-spaced pages in length (not including the title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
2. Must include a title page with the following:
3. Title of paper

Student’s nameCourse name and numberInstructor’s nameDate submittedMust begin with an introductory paragraph that has a succinct thesis statement.Must address the topic of the paper with critical thought.Must end with a conclusion that reaffirms your thesis.Must use at least five scholarly sources, including a minimum of two from the Ashford Online Library.Must document all sources in APA style, as outlined in the Ashford Writing Center.Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.