TEACHING INTELLIGENCE

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP90-00806R000200750011-5
• Release Decision: RIPPUB
• Original Classification: K
• Document Page Count: 97
• Document Creation Date: December 22, 2016
• Document Release Date: August 6, 2010
• Sequence Number: 11
• Content Type: OPEN SOURCE

Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
K
Q
P
L:
0'
W
I
TI
Z;
STAT
NATIONAL
INTELLIGENCE
STUDY
CENTER
TEACHING INTELLIGENCE
A Survey of College and University Courses
on
The Subject of Intelligence
by
N
I
S
Wilfred D. Koplowitz
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
TEACHING INTELLIGENCE
A Survey of College and University Courses
on
The Subject of Intelligence
by
Wilfred D. Koplowitz
With a Foreword
by
Ray S. Cline
National Intelligence Study Center
Suite 805, 1015 Eighteenth Street, N. W.
Washington, D. C. 20036
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Copyright 1980
by
National Intelligence Study Center
All Rights Reserved
Library of Congress Catalog Number: 80-83739
ISBN: 0-938450-00-X
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
In the continuing search for creative and sys-
tematic approaches to understanding the dynamics of
national security policy, the function of intelli-
gence has recently been attracting fresh academic
attention. This development, I feel, is sound, con-
structive, and merits encouragement. My premise is
that disciplined inquiry into the intelligence pro-
cess can serve the interests of higher education,
scholarship, and an informed public opinion.
The inquiries and disputes of the past five
years have amply demonstrated that American citizens
need a better understanding of just what our intel-
ligence agencies do, what they cannot or should not
do, and what the system of political control and
accountability is. Above all, officials and citizens
alike need authoritative explanations of the essen-
tial contribution intelligence must make to national
decision-making, defense, arms control, and main-
tenance of international peace in a dangerous world.
The place to start the accumulation of knowledge
about the role of intelligence in our society is log-
ically in our advanced research and educational in-
stitutions. Yet there was until recently an almost
complete void in our universities insofar as specific
courses devoted to the subject of intelligence as a
part of our political process and international af-
fairs.
Happily, as this monograph shows, a serious,
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
scholarly discussion of intelligence as a factor in
policymaking has begun in the halls of colleges and
universities in the past few years. Most of the re-
search and instruction have been based on the person-
al initiatives of a number of individual teachers with
special interest and experience in the field. It is,
therefore, now for the first time feasible, sensible,
and constructive for academic and research institutions
to begin to exchange information on courses, projects,
and programs devoted entirely or partially to the sub-
ject of intelligence.
The National Intelligence Study Center (NISC),
in this first publication, hopes to assist the pro-
cess of intellectual cross-fertilization among inter-
ested scholars. NISC's basic aim is to facilitate
whatever tasks are necessary to lay the foundation
for a better understanding of the importance of good
intelligence in a democracy.
Wilfred D. Koplowitz, formerly Director of In-
telligence Studies at the National War College and
the National Defense University, has brought to this
survey his own considerable experience in "Teaching
Intelligence," as well as his broad understanding of
intelligence functions and processes. His continu-
ing efforts to encourage and improve the teaching
of intelligence has enjoyed the support of the Inter-
national Studies Association (ISA) and the Association
of Former intelligence Officers (AFIO), as well as the
Board of Directors of NISC.
Ray S."Cline
President
National Intelligence Study Center
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
COURSE CONCEPTS AND CONTENT
5
Intelligence: A Process Within a Process
5
Survey Courses
6
Variations on the Survey Approach
8
The Academic Thirst for Theory
8
Intelligence "Components "
9
The Rationale for "Whole Intelligence
Courses "
11
Intelligence Education in the Official
Community
12
THE BIBLIOGRAPHIC STORY
14
Practitioner's Product
15
Academic Contribution
16
Media Sources
17
STUDENT REQUIREMENTS AND TEACHING METHODOLOGIES
18
To Illustrate
18
PERCEIVED NEEDS FOR IMPROVED COURSE SUPPORT
MATERIALS
20
The Literature
21
Case Studies and Simulations
22
Experts and Conferences
2g
Visuals
23
Research
24
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
GENERAL OBSERVATIONS
25
AN AGENDA FOR ACADEMIC SUPPORT DEVELOPMENT
29
POSTSCRIPT
34
INSTITUTIONS OFFERING WHOLE INTELLIGENCE COURSES
36
INSTITUTIONS OFFERING INTELLIGENCE COMPONENTS
IN BROADER COURSES
53
SENIOR SERVICE SCHOOLS OFFERING PROFESSIONAL
TRAINING COURSES
70
RESEARCH ON INTELLIGENCE RECENTLY COMPLETED OR
IN PROGRESS
75
SYLLABI RECEIVED
79
STATISTICS AND MAIN FINDINGS: A BRIEF SUrIlKARY
81
BIBLIOGRAPHY
84
NOTES
89
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Fresh interest in intelligence, long regarded as
an arcane and even nefarious activity involving per-
sons of doubtful character and eccentric powers of rea-
son, derives from several factors, some substantive
and others circumstantial.
There is an obvious and maturing appreciation
for the significance of intelligence in the public
policy and decision-making process. Scholarly trail-
blazers produced seminal works on this relationship
after World War II. The subjects chosen reflected
momentous experiences of that global conflict: Oper-
ation Barbarossa, the German attack on the Soviet
Union; the Japanese attack on the United States at
Pearl Harbor; ULTRA, the deciphering of the German
code by British cryptanalysts; the Double-cross Sys-
tem, the British manipulation of German agents in
Great Britain.
The curve of attention crept steadily upward in
the ensuing years in the area of intelligence per-
formance, a phenomenon nourished by classic cases of
strategic surprise, warning, and deception emanating
from recurring Cuban and Mideast eruptions. Scholars
linked their work to crises and decision-making, but-
tressed by new perceptions of individual and group
behavior in bureaucratic settings.
The serious and valuable products of this period
focused less on intelligence as a composite set of
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
functions, actors, and institutions than on the cen-
tral, though not all-encompassing, issue of intelli-
gence and policy relationships.
It is likely that the teaching of intelligence in
a more comprehensive mode would have gradually commend-
ed itself to the academic community, but the shock of
expose and alleged scandal accelerated the process.
The spread of courses related to intelligence in aca-
demia during the past half dozen years, therefore, can
be attributed more to public controversy than to pri-
vate analysis.
Revelations of certain mistakes and misdeeds, con-
cern about presidential misuse of intelligence agencies,
media exposures of activities cutting close to the bone
of constitutional and ethical muscle, and attendant pub-
lication of heretofore privileged information have all
prompted the faculty and students in institutions of
higher learning to scrutinize the intelligence factor.
Housed in established academic frameworks, a new, broad-
er focus and an aggressive curiosity can now be satis-
fied to a substantial degree.
This monograph reports on a survey, under the
sponsorship of the National Intelligence Study Center
(NISC), of mayor colleges and universities in the
United States, and a few elsewhere, to identify cur-
rent course offerings related to any aspect of the
intelligence process. The survey grew out of a panel
on "Teaching Intelligence" convened at the March 1979
Annual Convention of the International Studies Associ-
ation (TSA) in Toronto. To enrich the exchange of data
and insights begun at that meeting, it seemed useful
to determine who was teaching intelligence courses,
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
to whom, where, how, and why. Gleanings from this
relatively brief experience suggest the nature of
improvements needed in materials supporting intelli-
gence sources.
The basic tool of the survey was a questionnaire
designed to be "value free." Questions avoided ref-
erence to controversial issues in the intelligence
field and were meant to be neutral on the matter of
how intelligence should be taught. While the thrust
of the questionnaire was toward identifying and de-
scribing '4ahole intelligence courses," or courses
entirely devoted to intelligence, our interest encom-
passed "component courses," or courses on a broad
subject only partially devoted to intelligence.
Bibliographic data noted on the questionnaire's
responses is extensive but incomplete, except for
those courses on which syllabi were submitted. How-
ever, syllabi were received for most whole intelli-
gence courses and probably represent accurately the
readings generally in use.
The survey did not seek explicit evaluative data
or comment. It requested average student enrollment
to determine levels of interest and participation as
well as instructional techniques used by course di-
rectors. Responses, on the whole, give the impression
of faculty and student satisfaction with the educa-
tional product. A few report ameliorative revisions,
in the light of continuing review, to make an improve-
ment in the product.
Educational institutions offering either whole
intelligence courses or intelligence components in
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
broader courses run the gamut in terms of location,
size, prestige, academic philosophy, and auspices.
State universities, small private liberal arts and
venerable "Ivy-League" colleges, as well as service
academies, are inserting intelligence studies into
their curricula. Undergraduate whole intelligence
courses are most often housed in departments of po-
litical science. A few are administered by depart-
ments of government or history. The graduate offerings
are usually in international relations institutes or
related special programs. Intelligence components
appear in courses across a spectrum from foreign po-
licy to national security studies and military history.
This monograph summarizes the responses to the
questionnaire, provides names and addresses of in-
volved persons, and offers concluding observations
and an agenda for academic support development. We
hope these findings nourish interest in the teaching of
intelligence, stimulate a continuing exchange of per-
tinent information, and evoke constructive ideas about
how to do it better.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Intelligence: A Process Within a Process
Intelligence, produced by a somewhat idiosyn-
cratic process, is properly viewed in academia as an
input to a larger process culminating in policy and,
ultimately, i:n action or deliberate inaction. The
educational olijectiwe, often explicitly stated in
course sy11ab3:, is to understand how intelligence is
produced, how it affects the nation-state's conduct
of its external relations, and, thus, how intelli-
gence fits into the total fabric of world affairs.
The teaching of intelligence in academic insti-
tutions places the subject within the broader frame-
works of national security, foreign policy, or inter-
national relations. This is generally the case fn an
intellectual sense whether or not classroom treatment
occurs in courses labelled "intelligence" or some
other rubric.
It further follows that teaching highlights the
relationship of intelligence to policy. Ancillary
attention is paid to how raw intelligence is acquired,
combined, and refined by analysis into substantive
reports, including national intelligence estimates.
There is a natural fascination with the techniques and
skills involved in the often romanticized craft of
espionage.
In the military service schools, the policy
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
perspective also prevails, but there is much greater
interest in the intricacies of human and technical
collection systems, as students expect some involve-
ment in these functions during their careers.
There is a persisting preoccupation in academic
and professional intelligence circles with the phe-
nomenon called "intelligence failure." This sub-
aubject accommodates a growing interest in the psy-
chological and sociological ingredients of research
and analysis--i.e., the resultant intelligence product
--and the ability of the policy system to exploit
the product or, indeed, to evaluate it as an element
in exploitation.
Survey Courses.
The majority of whole intelligence courses are
described by respondents as "survey courses." Both
a comprehensive and eclectic quality is evident. The
courses offered range widely. They convey the his-
tory, structure, and dynamics of the United States
intelligence community and review the American ex-
perience in intelligence. A few courses reach back
to World War I and take the student through the sparse
chronicles of American intelligence efforts between
the wars. The story picks up a beat as the country
enters World War II, and the Office of Strategic Ser-
vices (OSS) becomes a vital and particularly exciting
arm of the nation's wartime interest.
The typical survey course then moves quickly to
describe the contemporary intelligence community em-
phasizing the Central Intelligence Agency (CIA), its
original chartering in 1947, its evolution in the
1950s and 1960s, its trials and tribulations played
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
out in the i~nvesti~gations and reforms of the 1970s.
Most courses project these historical cum in-
stitutional features as backdrop fvr subsequent units
which select among several options depending on the
instructor's ideas and interests. The policy rela-
tionship, as noted, dominates. Another option hones
the double edges of espionage, counterintelligence,
subversion, and covert action. This takes the class
squarely into the more controversial, clandestine do-
main where value judgments can weigh heavily on how
the material is handled and received.
In this option, the students wrestle with the
issue of "Tntelligence in a Democratic Society."
Virtually all courses surveyed spend some time on the
multiple and interrelated problems to which the United
States Government and body politic have turned during
the past several years. Thus, the students debate
the conflict between the inherent need for secrecy in
intelligence work and the citizen's "right to know."
They confront the tension between national security
requirements, especially counterintelligence, to pro-
tect vital secrets, and the constitutional rights of
individuals. They strive to resolve the stress cre-
ated by the President's prerogatives to conduct for-
eign policy and intelligence operations and the U.S.
Congress's obligation to review policy results, mon-
itor performance, and appropriate funds.
Certain survey courses interlace all of the
above, or supplement it, with a comparative study of
--with at least a look at--a few foreign intelligence
services. The Soviet Union's Committee for State
Security (KGB), the Chief Intelligence Directorate
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
of the Soviet General Staff (GRU), the Soviet satel-
lite services, the British, French, German, and, in-
creasingly, the Israeli intelligence systems are
discussed. Due to the relative paucity of open lit-
erature and direct professorial experience, the study
of these foreign institutions is necessarily brief and
superficial. Nevertheless, the attempt at comparisons
and the inclusion of material on the "opposition" sug-
gest an awareness of the cross-cultural aspects of the
intelligence function in the international system and
the relevance of the threat to national interests em-
anating from acknowledged adversaries.
Variations.on the Survey Approach.
A few courses depart from the broad survey con-
cept and focus on a particular facet of the intelli-
gence field. One such course addresses the utility
of covert action as practiced by both the KGB and the
CIA. Another, reflecting the overall purposes of the
graduate institution in which it is offered, is at-
tempting to describe and analyze the intrinsic prob-
lems of command, control, communications, and intel-
ligence as confronted by both government and industry.
This scrutiny of the generic phenomenon whereby all
organizations require, collect, process, and utilize
intelligence is especially pertinent to the quest
for a "theory of intelligence."
The Academic Thirst for Theory.
Several professors teaching intelligence courses
are keen to introduce theoretical concepts into the
educational experience. Theoretical work meeting
academic standards is available on "intelligence
8
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
failure," and in related areas of crisis management,
decision-making, and policy formulation. An all-
encompassing view of intelligence from one end of the
cycle to the other expressed in psychological, organ-
izational, and political--in effect, in systemic--
terms has not emerged either from the world of prac-
tice or scholarship.
Intelligence "Components."
Academic treatment of the intelligence process
has favored the component formula rather than the
whole intelligence course approach. This is the
traditional preference and is still widely held. Ac-
cording to this school, intelligence, despite its
unique characteristics, does not merit vertical, al-
beit disciplined study. It exists by definition to
serve policy, its making and its execution. Fascin-
ating in a special way, even compellingly so, it is
only one of many critical inputs to the policy pro-
cess. Granting that newly available data on its in-
ner workings enhances understanding, to remove "in-
telligence" from its total anatomy for curriculum
packaging bestows on it an unwarranted and even mis-
leading importance.
On a more mundane level, component treatment re-
flects limited resources. Academic budgets are tight.
Department chairmen and professors, forced to choose
among courses on foreign policy, national security
policy formulation, international relations, and a
new course dealing exclusively with intelligence,
will generally opt for the broader program. More-
over, university faculty may feel somewhat less com-
fortable with the latter subject, despite newly avail-
able open sources, than with established, fundamental
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
core subjects in the general field. Until an inter-
ested faculty member can immerse himself or herself in
the subject, there may be some hesitance to teach in-
telligence in the light of the premium put on direct
experience as an ingredient of authority. In still
other cases, and this is a subtle point, skepticism
about, or downright hostility to, what has been learn-
ed of the American intelligence practice may inhibit
instructor enthusiasm for course development. This
deep concern can, of course, have the opposite effect.
Whatever the reason, conviction or convenience,
the component formula continues to prevail on most
campuses. It puts intelligence in most instances
within courses on American foreign policy or national
security studies. In the latter, strategic and de-
fense factors, and the related intelligence ones, are
covered in more detail than in the former. Both ad-
dress the govertmnent's decision-making process and,
in so doing, include the "intelligence factor" as a
substantive input to rational, bureaucratic politics,
and other models.
Teachers of diplomatic and military history,
international relations, and international politics
are weaving the intelligence thread into their par-
ticular tapestries. When viewing the overall sweep
of history, the interplay of diplomacy, or the for-
tunes of war, the role of intelligence can be iden-
tified and evaluated from the 1917 telegram of Ger-
man Foreign Secretary Alfred Zimmerman to his Ambas-
sador in Mexico, to ULTRA, and the discovery in the
1950s of Soviet espionage agents, Julius and Ethel
Rosenberg.
When dissecting the contemporary international
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
system and analyzing the instruments by which states
protect and advance national interests vis-a-vis oth-
er sovereign states, the function of both intelli-
gence and covert action figures strongly. Teachers
of international relations recognize that intelli-
gence, in all of its institutional and behavioral
aspects, is an attribute of the system, as is armed
conflict. They also recognize that there are cer-
tain discernible practices, unwritten rules, and
codes, which subtly govern intelligence conduct
within the system.
The Rationale for "Whole Intelligence Courses_."
Advocates of whole intelligence courses reason
as follows: Dealing with the complex intelligence
function in discrete courses labelled "intelligence"
is logical in the light of the unique characteristics
acknowledged by component advocates. As an element
of national power--i.e., the state's capacity to pur-
sue its interests, and especially as applied to great
power portfolios--intelligence has heretofore not
been subject to the disciplined scrutiny given to the
diplomatic, military, economic, geographic, and cul-
tural aspects of state power and craft. A reasonably
disciplined scrutiny is now feasible from reasonably
authenticated sources.
Finally, whole course champions note that the
broad controversy surrounding the U.S. intelligence
establishment has touched many vital parts of our
socio-political system. That controversy is signi-
ficant for our politics and our values. It can best
be organized for study and informed discussion if
given separate, somewhat extended, treatment includ-
ing appropriate references to history and comparative
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
phenomena.
At the same time, the central and powerful point
of the component school cannot be and is not ignored.
Studying intelligence can only be accomplished sen-
sibly if intelligence is viewed within larger con-
texts, namely, the culture, the government, the de-
cision process, and, indeed, the whole systemic
environment in which it operates. A successful aca-
demic course, whole or component, will never isolate
the intelligence function even as it examines its
internal dynamics.
Intelligence Education in the Official.Community.
Government officials concerned with national
security affairs are either producers or consumers
of intelligence, or both. Exposed to intelligence
courses at various points in their continuing career
education, these officials are essentially being
trained to perform their jobs more ably. There is
a strong common denominator in courses designed to
analyze the intelligence relationship to policy as
it appears from inside the government and similar
courses conducted in the academic community. It is
interesting to note that the "thirst for theory" ob-
served in academia is beginning to parch the throats
of practitioners who are unanimous in their view that
such abstractions must be manifestly tied to actual
experience and, in turn, be useful to it.
The Central Intelligence Agency and the U.S.
Department of Defense maintain sophisticated educa-
tional/training programs. An employee may be study-
ing--or training--for as little as a few weeks or as
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
long as two years and at various stages of his or
her career. Courses can be general or c y specific.
As a collective enterprise, the intelligence commun-
ity offers an elaborate array of courses in all
phases of the intelligence process.
Care is taken in official institutions to under-
line the point made at the beginning of this discus-
sion concerning concepts and content. Intelligence
cannot be isolated. It must be set soundly in its
policy and management contexts. Moreover, in recent
years, the public debate and legislative outcomes
have prompted appropriate attention to placing the
intelligence function in its even broader societal
and philosophical framework. Needless to say, there
is little argument in official circles about the
priority requirement to "get the job done" on behalf
of compelling national interests. The stress is on
the latter, the essential task of professional edu-
cation in this field.
In both the CIA and the Defense intelligence
complex, there is positive interest in nourishing
the disciplined teaching of intelligence in the aca-
demic community. There is, also, a desire to be sup-
portive in appropriate ways.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
The veritable explosion in the literature of in-
telligence during the past ten years has supported
and nourished the teaching of intelligence. The nour-
ishment has titilated the professorial palate but has
not satisfied the collective academic appetite. There
is no single published book which has achieved general
acceptance as a quasi-textbook on the overall subject.
There are, however, several works which are gaining
favor as contributing primary sources for the recur-
ring elements in the sources described elsewhere
in this report.
The volumes of testimony and findings published
by the Government Printing Office in the wake of
Senate and House committee investigations have been
used selectively by many course directors. Books I
and II of the Church Committee Reports are now, un-
fortunately, out of print. A commercially edited
compilation of key items from this source has proved
to be a convenient, one volume package. It was pub-
lished by R. R. Bowker in 1977 in the Public Docu-
ments Series.
The literature serving academic courses on in-
telligence--whole or component--may be placed into
several categories, according to the background of
authors. They have come from three principal direc-
tions: intelligence and policy professionals, i.e.,
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
practitioners, agents, case officers, analysts,
senior managers, and policymakers; academicians;
and finally, writers and journalists. In a few
notable cases, producers of intelligence literature
have moved from the practice of the craft to schol-
arship and teaching and, occasionally, to the media.
There is, of course, the rather special cate-
gory of the "make believe" and the somewhat more il-
luminating roman a clef. Intelligence fiction has
embellished the modicum of romance in the second
oldest profession. In the post World War II period
spy fiction provided bountiful evidence of its appeal
to the general public. Teachers of intelligence
seem aware of its limitations as a serious source of
knowledge about the intelligence business. At the
same time, they are finding imaginative ways to ex-
ploit fiction for human and other insights, and they
have used it as a dramatic foil to clarify the dif-
ference between pre-course images of intelligence and
newly discovered reality.
Practitioner's Product.
Practitioners are turning out material, includ-
ing spy fiction, of great variety and quality. A few
have attempted what might be described as road maps
for neophytes covering the topography of the intel-
ligence world. The Craft of Intelligence by Allen
Dulles was an early example. Despite its lucidity,
this opus by a highly experienced officer has dimin-
ishing appeal to today's intelligence academics as it
predates the more revealing and dramatic outpourings
of subsequent professional writers. It is, of course,
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
unabashed in its advocacy of a strong American Intel-
ligence program.
Later, highly placed veterans, loyal but hardly
uncritical intelligence officials--Lyman Kirkpatrick,
Sherman Kent, Ray Cline, Harry Rositzke, David Phillips,
William Colby--to mention only afew--offered a rich
assortment of history, memoirs, essays, and post-
career distillations of their experience. Other former
intelligence and policy officials have vented their di s-
approval and disdain for the mission, performance, and
personnel of the intelligence/policy sector. The dis-
affection of men like Victor Marchetti, John Marks, John
Stockwell, "Little Joe" Smith, Morton Halperin, and
what many term the defection of Philip Agee, have put
into the public domain a mixture of fact, heretofore
secret, and sharp allegation, frequently self-serving.
This collection of dissident writing is being heavily
exploited in whole intelligence courses. It feeds the
debate concerning legitimate issues enjoying prominent
place in intelligence-related curricula. A few course
directors seem to weight reading lists with the work of
protagonists reflecting a particular point of view. How-
ever, in most courses described in this report an attempt
is made to expose the student to competing positions and
perspectives.
Academic Contribution.
Formidable contributions to the literature have
come from the academic sector. These have been essen-
tially in the realms of decision-making, intelligence/
policy dynamics, and intelligence failure. The schol-
arship of Roberta Wohlstetter, Klaus Knorr, Graham
Allison, Richard Betts, and many others is recognized
and used to advantage by course directors. As the cur-
rent crop of younger faculty interested in intelligence
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
deepen their grasp of the field, identify gaps in
the literature, mature their course offerings, and
sharpen the research tools of graduate students,
fresh contributions can be expected.
Media Sources.
For many years journalists were fascinated and
frustrated by the "intelligence story." Aggressive
investigative reporting, much of it not verifiable
in the 1950s and 1960x, produced provocative and, as
in the case of practitioner memoirs, mixed results.
As the environment changed, the tight lid of secrecy
loosened. The merits of this development aside,
journalists and other writers on intelligence are now
able to obtain documentary material, to interview
former intelligence officers willing to impart infor-
mation, and, in general, to confirm their findings
more often than previously. Intelligence courses are
using, in appropriate ways, the work of David Kahn,
John Barron, and the well-received book by 'Thomas
Powers on Richard Helms and the CIA.
Data available from the questionnaire responses
does not reveal a broad and systematic utilization
of press and periodical literature. However, students
are probably being directed to these items on an ad
hoc basis as the courses unfold. While much of this
coverage tends to sensationalism or is perishable,
there are some interesting contributions in both
scholarly and popular journals and, occasionally, in
the daily and weekly press.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
STUDENT REQUIREMENTS AND TEACHING METHODOLOGIES
Whole intelligence courses, in general, are hew-
ing to traditional procedures and techniques used in
college and university teaching. Lectures by the
professor, sometimes supplemented by visitations from
outside experts, are followed by class discussion.
Students demonstrate acquired knowledge by taking
tests--short quizzes, midterm and/or final examina-
tions. They are almost always required to produce
other written documents--short essays, book reviews,
or, as is most often the case, longer, researched,
annotated term papers. Demands are often heavy, but
fair, and consistent with normal burdens imposed by
credit courses.
A few intelligence course directors are using
techniques, not unique to the total academic experi-
ence, but not yet widely employed by their colleagues
teaching about intelligence. These approaches put
the student as squarely as possible into the practi-
tioners harness. They attempt to build appreciation
for the special pressures of the real intelligence
world and to concretize the abstractions and general-
izations necessarily deriving from classroom study.
To illustrate?
Professor Harry Howe Ransom, one of the early
teachers of intelligence, puts his classes at
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Vanderbilt University into a Congressional hearing
mode. Each student assumes the identity of a well-
known witness, legislator, or staff aide. The stu-
dent addresses the issue before the committee in real
life terms, advocates and defends his role viewpoint,
and deals with the interrogation of other role players.
Dr. Ray S. Cline, a former Deputy Director for Intel-
ligence, CIA, teaching at Georgetown University, poses
a hypothetical, but realistic task for a student na-
tional intelligence estimator. The challenge forms
the framework for a required term paper, forces anal-
ysis within the discipline imposed by the intelligence/
policy relationship. Lyman Kirkpatrick, a former
senior intelligence executive, now at Brown Univer-
sity, illuminates cumulating principles and conclu-
sions by actual case studies, some drawn from his own
extensive experience. While somewhat different from
the oral role playing used by Professor Ransom, Peter
Beckman, teaching at Hobart and William Smith colleges,
confronts his students during examinations with rigor-
ous, analytical, practical problems which push them
to extract critical material from course presentations
and respond from practitioner perspectives.
Experimentation, including scenarios and simu-
lations with built-in intelligence factors, is oc-
curring elsewhere. The net impression is left, how-
ever, that the instructional approach to teaching
intelligence is, in the main, relatively straight-
forward at this time.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
PERCEIVED NEEDS
FOR
IMPROVED COURSE SUPPORT MATERIALS
A central aim of this survey is the identifica-
tion of gaps in the portfolio of instructional aids
to sound teaching about intelligence. While the qual-
ity of teaching and learning is ultimately dictated by
the quality of the individual teacher and the motiva-
tion of individual students, the relative newness of
intelligence subjects on the university scene makes
support saterials, especially the literature, very
important. Appreciating that many courses have been
recently designed, that the literature, while expand-
ing, is incomplete and often inspired by non-academic
interests, and that classification has necessarily
inhibited case-study development in the public sector,
the questionnaire solicited views on what is needed
to enhance the educational experience for students of
intelligence.
Respondents have confirmed some pre-survey as-
sumptions and offered specific, creative suggestions.
The recommendations have come both from teachers of
whole intelligence courses and from many professors
incorporating intelligence components in broader
courses.
Support needs may be grouped in a few Qeneral
categories: bibliographies and reading lists, case
studies and simulations, adiunct expertise and pro-
fessional/academic conferences.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
The Literature.
With regard to reading material, syllabi indi-
cate that familiarity with the literature is growing.
Some requests for authoritative, tailored bibliogra-
phies have been made, however. There are, in fact,
several published bibliographies, and one superior,
annotated list of intelligence literature produced
regularly in official circles. It has received
limited distribution in academic circles. One res-
pondent suggested that a special book list be drawn
up "geared to undergraduate use." Annotations would
indicate which of the "classics" remain valid given
the passage of time since original publication, and
which of the anti-CIA books are "least irresponsible."
The suggestions for future intelligence writing
in the educational context are evenly divided be-
tween those calling for a single work to serve as a
standard textbook--"a short, cheap, reliable basic
text"--and for "more scholarly works." One respon-
dent solicits writing which is "analytical...not mem-
oirs, histories, and polemics; we are at a stage
where we need to be more conceptual, analytical, in-
deed, 'scientific. "'
Still other professors state their needs are
either difficult to acquire or unavailable. For ex-
ample, they suggest a requirement for additional data
on foreign intelligence systems; for a solid publica-
tion on international legal rights and responsibilities
associated with intelligence collection; for studies on
how information is turned into intelligence analysis;
and for an unbiased treatment of covert operations.
These are gaps in the literature noted by the res-
pondents. They invite production of a compendium
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
of articles on collection of information, on intel-
ligence failure--or success--and on covert actions
with illustrations of the utility and disutility of
this instrument of foreign policy.
In short, there is widespread enthusiasm for
something convenient and comprehensive.
Case Studies and Simulations.
The interest in case studies is virtually unan-
imous and follows the pattern noted in the literary
agenda. Recognizing that concreteness and actual ex-
perience can illuminate principle and generalization,
the academic respondents express keen interest in case
studies concerning the linkage between intelligence
and policy, i.e., when is intelligence "good" or "bad"
and is it utilized in given decisions? One professor
will welcome cases which exemplify the conflict be-
tween secrecy and disclosure pressures, which drama-
tize the on-the-ground ethical issues involved in all
phases of intelligence work, and which make meaningful
the complexities of bureaucratic organization and pol-
itics in the intelligence community. To repeat a re-
curring theme another thoughtful educator offered
the opinion that even the concrete case studies should
be "theoretically informed."
The recommendation to construct a reader combin-
ing essays and case studies reflected a broadly as-
serted set of requirements.
In this category of practical applications, the
idea of designing innovative simulations or "intel-
ligence war games" found clear resonance. The "game"
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
would, of course, be one of multi-dimensional inter-
state conflict, rather than oriented simply to use
of military force. There is strong interest in this
"hands on" platform for both educating and evaluating
students.
Experts and Conferences.
In the third set of perceived needs, there is
receptivity to exploiting the insights of professional
intelligence and/or policy officers, working or re-
tired, who might add a dimension to the class readings,
case studies, lectures, and discussions. Interested
professors also generally observe that inadequate
budgets constrain their ability to extend invitations
offering travel expenses or honoraria.
This openness to outside ideas and expertise
also manifests itself in suggestions for small, well-
prepared conferences of qualified scholars and practi-
tioners to examine outstanding analytical problems,
to exchange information about teaching experiences,
and to obtain up-to-date material from the official
intelligence community on how the community's busi-
ness is organized and executed.
Visuals.
An increasing supply of relevant film and video
production exists, much of it available for loan,
rent, or purchase. Ranging across a wide spectrum of
topic, objectivity, and quality, this body of visual
intelligence literature requires selectivity and dis-
cipline in its exploitation, but is clearly under-
exploited at the moment in the educational arena.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Research.
The survey attempted to identify intelligence re-
lated research recently completed or underway at above
the undergraduate level. Such activity can itself en-
rich the course reading-lists. Responses to this item
were scarce. A few academicians involved in teaching
are also researching in the field and are preparing
manuscripts and books. One survey respondent, in com-
menting on course support needs, aptly noted the lack
of special grants and fellowships for graduate stu-
dents interested in intelligence. Expansion .of such
resources would spur research, and, thus augment the
literature supporting education on the subject.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Academic sponsorship of study and teaching about
"intelligence" is expanding.
As noted at the outset, this apparent trend
was a stimulus for the survey and has been sub-
stantiated by its findings. Student interest,
expressed in course enrollment, is high. (Courses
are uniformly electives.) Professorial enthusiasm
is less pervasive, but the vigor and vivaciousness
of those faculty members initiating intelligence
courses are remarkable.
Certain responses--or, indeed, a possible factor
in the failure to respond--connote continuing resis-
tance to bestowing the bonafides of academe on a func-
tion Long thought to be operationally dominated, of-
ficially sheltered, and impervious to disciplined or
theoretical examination from outside its own profes-
sional ranks.
Parallel-to-lingering skepticism is increas-
ing receptivity to the idea that intelligence
courses, whole or component, merit objective con-
sideration. Many negative responses seemed to
solicit survey results and further data with this
in mind.
The courses identified contain many common fea-
tures, especially when constructed as broad surveys.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
These relate to the history of the United
States intelligence community, the intelligence
cycle, the special functions of counterintelli-
gence and covert action, the central issues of
intelligence/policy relationships and, of course,
the problems attendant on recent investigations,
reorganizations, and reforms.
While commonality exists, so also do varied themes
and foci. There is a pronounced eclectic quality to
many courses on intelligence.
One senses a certain groping for an optimum
introductory course structure. This could be an
abortive search or even counterproductive. Va-
riety is natural and healthy. Courses must re-
flect the special interests of professors, the
thrust of the sponsoring departmental disciplines,
and, to a reasonable degree, student orientations.
Basic concepts aside, a comparison of syllabi
reveals some courses as being more coherent and
logical in their internal progression than others.
Some appear more probing than others; some demand
more student intellectual effort than others.
The quest for theories, if not to embrace the
universe of intelligence, at least to explain its seg-
mented mysteries, is a legitimate concomitant of aca-
demic courses and research.
Wide dissemination of work in this vein,
even if tentative and controversial, should be
made. Thoughtful practitioners will benefit
from theories firmly rooted in the soil of ex-
perience. To the extent possible, practitioners,
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
serving or retired, should be encouraged to under-
take introspection and retrospection targetted at
theory. Their collaboration with individuals or
small groups of informed academicians exploiting
the complementary analytical skills and greater
detachment of the latter could sharpen the search
for provable hypotheses.
Overall, coverage of the subiect of intelligence
in colleges and universities remains at a rudimentary
stage.
Rarely does one find more than one discrete
course offered at any university, and two courses
appear to be maximum at this time. A few re-
sponses state that references to intelligence
occur in all relevant courses. However, no aca-
demic institution responding to this survey has
elaborated fts catalogue to provide a complemen-
tary portfolio of intelligence related courses.
Such a portfolio might include such offerings as:
The History of Intelligence in International Pol-
itics and American Foreign Policy; Cognitive and
Behavioral Factors in Intelligence Analysis; Es-
pionage and Covert Action as Instruments of For-
eign Policy; and Managing Intelligence Collection,
Flow, and Use in Public and Private Sectors.
Such a cluster, possibly scheduled seriatim over
two academic years, would provide more sophisti-
cated and profound treatment than is possible with
the current reliance on the single survey courses
described herein. This modest elaboration of
intelligence courses would be responsive to the
professional aspirations of students planning
careers in the intelligence sector.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Zhe issue of whole intelligence courses versus
_components is neither false nor crucial. There is
_merit in both preferences in terms of philosophy and
pedagogy.
Faculty and student interest, resources
available, and the nature of existing programs
in relevant disciplines will dictate decisions
at each institution on whether and how to pro-
ject teaching about intelligence. The lrnowledge,
ingenuity, and open-mindedness of course direc-
tors are more important than how the course is
labelled and how much time is exclusively devoted
to intelligence per se. As stated elsewhere,
intelligence cannot be properly studied in a
vacuum, divorced from its cultural and political
environment, or from its raison d'etre of policy
formulation, execution, and evaluation.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
1. Steps should be taken to improve general access
to the useful bibliographies already in circulation.
However, a teaching oriented bibliography is needed.
Amply annotated with intelligence teaching in
mind, constructed around key subtopics addressed in
intelligence courses, with appropriate cross-listings
under each topic, such a bibliography would provide
a service to educators. The optimum version of the
list would go beyond books and include major articles
and monographs in serious journals reviewed for sound
content and low perishability.
2. The perceived textbook gap should be filled on
several tracks.
A textbook, Webster reminds his readers, is
nothing more or less than a "book used in the study
of a subject...containing a presentation of the prin-
ciples of a subject...."
Several books already in use might qualify,
technically speaking. Nevertheless, no single work
appears to satisfy the desire for a comprehensive,
convenient volume, or series of volumes, treating
with recognizable authority and judicious balance,
the subject of intelligence as it is being defined
in the college and university forum.
This need should be filled, and undoubtedly will
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
be, not by a single, cosmic publication but by dif-
fering, equally valid projects. A straightforward
"textbook" can be written, perhaps by a former profes-
sional intelligence officer with special qualifications
by dint of broad experience. This might be accom-
plished in collaboration with a knowledgable academic
person.
An annotated "intelligence reader" can be com-
piled although, if it contains only previously pub-
lished works, the problem of perishability must be
met.
A third formula for intelligence texts would
involve newly commissioned contributions to a multi-
suthored, edited collection in which the complementary
expertise and perspectives of the contributors would
enhance the product's overall bonafides.
A more ambitious version of the latter approach
would establish a series of intelligence studies and
would organize single volumes around major subtopics
such as history, espionage, technical collection,
covert action, counterintelligence, analysis, intel-
ligence and policy, legal and legislative issues,
management, and so forth, including a volume on com-
parative intelligence studies dealing with key foreign
systems. The Consortium for the Study of Intelligence
is publishing four volumes of papers and discussions
deriving from symposia held under its auspices on four
major topics. This set, when completed, will partially
service the need outlined in this survey.
3. A basic intelligence documents file should be
compiled covering the American experience.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
This project would primarly service the histori-
cal components in intelligence courses. Under certain
conditions, it could also provide excellent material
for units concerned with analysis, policy relation-
ships, and legislation. The basic documents file would
include texts and reproductions of presidential and
executive orders, landmark judicial rulings, laws and
charters, declassified National Security Council di-
rectives, exemplars of declassified or unclassified
intelligence production, and other illustrative items
from outside the official community. The documents
could be used by students, not merely as an informa-
tion source, but as subjects for critical, comparative
analysis.
4. Case studies eniov high priority on everyone's
list_of desiderata, and new ones should be constructed.
Several professors, especially those with pro-
fessional intelligence backgrounds, have already in-
corporated a case approach into their curricula es-
sentially using material in the public domain. The
cases deal mostly with "failures" in analysis and co-
vert action, or unresolved conundrums in counterintel-
ligence.
Enterprising instructors can continue in this
fashion with profit. More expedient would be concerted
and collaborative work on a group of actual cases
chosen to illustrate key points across the spectrum
of intelligence topics. These studies would adhere
to the same format, designed to support active stu-
dent involvement in addressing the case in writing,
orally, individually, and in a group. Such case
studies would benefit from inputs by the official
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
intelligence establishment even if constrained by
classification. As an instructional aid, certain
past cases, especially illuminating as to principle
but still sensitive, should be acceptable in steril-
ized form. The case studies should be circulated or
made available from a central clearing house location.
5. Intelligence game scenarios should be developed,
highlighted with intelligence inputs to interstate
conflict situations and with intelligence actors play-
ing leading roles.
These exercises could be from a half day to three
or four days in duration. As in the matter of case
studies, it seems obvious that interaction between
academic and official sectors in simulation develop-
ment would enhance the product. The games should be
widely shared.
6. The recevtivity of academic course directors to
contributions by outside experts serving as visiting
lecturers should be exploited.
A list of qualified former intelligence and
policy officers willing to participate in classroom
activity should be sent to intelligence educators.
The list would include addresses, telephone numbers,
and acceptable conditions (whether solicits or waives
honorarium, travel, and per diem expenses, etc.).
Given the geographical spread of retired professional
officers and their motivation for sharing experiences
in responsible fashion, it is likely that such a ros-
ter will prove to be a valuable resource.
7. A master list of "intelligence visuals" should be
compiled.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Films, video tapes, and slides are available
from widely diverse sources and under varying condi-
tions. A master list with acquisition data would fa-
cilitate their incorporation into intelligence courses.
The optimum visuals locator would be succinctly anno-
tated for content and thrust, as this material tends to
be even more value-laden than printed literature.
8. A collo uium on "Teachin Intelli ence"
shou d e convened at an early date.
Such a conclave would partially fulfill the wide-
spread interest in a continuing exchange of information
and ideas. The meeting would be part and parcel of an
ongoing clearing house function which is in order.
Participants in the proposed colloquium would primarily
consist of persons naw directing or planning to direct
courses of the kind described in this report. The pro-
ceedings would combine discussions of substantive ques-
tions, including up-dates on the state of the intelli-
gence community, with a comparison of teaching experi-
ences, i.e,., what works, what doesn't work. Panels and
workshops on course concepts and structure, on case
study development. and classroom techniques, on simu-
lations, on research agenda, and on other educationally
relevant topics would be held along with plenary ses-
sions to hear top officials, observers, and critics on
major issues.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
In conclusion, a few words appear to be necessary
about the somewhat special and provocative teaching/
learning environment in which intelligence studies
have grown in recent years. Observations are made
with appreciation for the deeply felt concerns of
professors, students, researchers, writers, journal-
ists, and those intelligence practitioners who are
either in career-related training assignments or in
post-career academic settings.
There are allusions in this report to academic
skepticism, to disaffected intelligence officers, to
press sensationalism, to prolonged controversies a-
bout ethics, oversight, and reform. Debate on these
issues was probably inevitable in our society at
some point in our history. Engagement has been wide
both within and outside of the official intelligence
and policy communities. Academics, administrators,
teachers, and students have joined the fray with en-
ergy, passion, and point.
As previously stated, the acceleration in intel-
ligence course development is partly traceable to
these very issues. The process sparked interest and
provided the fuel of new information, including some
undisputed facts, heretofore unavailable. As academic
treatment matures, both in the classroom and in pub-
lished research, it seems reasonable to examine that
treatment in terms of the authenticity of data
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
projected as "fact" and the evenhandedness of the
argument presented on persisting issues. The survey
did not purport to address this matter. Impressions
gained as by-product are, in general, positive.
The responses do suggest the obvious, however;
the potential for polemic is high. It exists in the
classrooms of serious realpolitik oriented practition-
ers turned professors, of equally serious civil lib-
erties-oriented faculty, and, in perhaps less obvious
form, in the classes of instructors whose attitude to-
ward intelligence tends to be a function of their
political Weltanschauung.
This is not to suggest that persona offering
courses on intelligence should fail to share with stu-
dents either a world view of politics or a viewpoint
on intelligence in toto or any part thereof. The
greatest teachers have not been known for weak or shy-
ly expressed opinions about their special fields. The
teacher's obligation to share conviction is clear. Is
there not an equal obligation to encourage the student
to observe and weigh competing viewpoints and to seek
contrary information from equally admissable sources?
Academic interest in intelligence as a facet of
broader disciplines--whether approached discretely or
integrally--offers an opportunity to illuminate a sub-
ject long confined to the shadows. The light of the
truth seekers will serve better than the fire of the
partisan. To search out veritas in such a manner is
to honor a central commandment shared by academe and
the intelligence profession.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
U ~
A vE~~
~AA~ P4
~ ?rl r-I Ul
~x r-1 o a
UUUW ~
D
W
a
.u o
a ~
N o
a +~ a~
ro -~ a
a~ ro a~ ?~
>a a~ro
~o~~
.?I
-o
W 1+UaC
O U
roma?~1
?N?~3
ro N O IA
u o 3 ~
`~ s a o -+
laaaaao
O I N N
U 3.1 ~ N .'7 U
C N N R'i N Q
a+ ~?zvoo+
~-I tr+ O FC v+~i O~-I
+QI ~ qA +i~
ti~ NO ~C
H ~ ?.~ ~ tll O ?,.I
w ?r~l ro H U U W ~
Oln ++NUDAO ~
U -rl LI O~ N ro r-Q-1 b
+~ W N >.'O N A 3Q4 U ~
ro~ N ro~ m~ b~ N
S-1 W f-1 U ?'i N ~ O ll
a m ? a~?~~ ~ ro ?' a
ro? a~i.?u~o~o~~~ aoa
+~ saoa~ Nm
3~i a~ O U+I y~I N N 0 A
Ha a~iro~mv?am 'o
H roa~rn -roa~~ v
N~ 3~oC~7v~m ~
LI ?.Qi U ~ ~ ~ N ~ Ul
O N S%i t~C ,~ .~ ~ C N
U fx P. +~ +1 +1 ???I ?.i W
a~ ~
ro w >.~o
sa o +~
ro +.~ ?~1 m
3 ?a m ?.~
o+~s~o
xNa~a
q D ?.~
a a~
~ ~DH
~O>r
o+lvro
h Uri ?.i
N b Sa
? sa ro o
~ ?~ >?, a~
AAaoa
v
1 N
U q O
?u a l a~ a
~ rowaa'~ia
s~ N s+ a
3 aUi N Ow N
W 7 H ~ ~
a >?+ m ?.~ ro
U dNbwro
?~ CT A ??1 y U
.~ ?.i Gl rl S?1
~ rl b~ ~ 3-I
v r-1 ?.?1 ~, u1 0
~ ~ ~ w w
H q 0 0 I!1
W ~ ~ M q U
o w ?a ~+ v ?.a
~ do?'?na'~i
a?N ~~~wN
~~ ~aNi~a~?a
E ?.i Gl ?.i .C N
rl N U 11 b+
uia? ~>?+ro>.~
m ?.?1 f1. r+ r-1
O %.~0-'roiq
U W w +~ U ?.i
G1
U
N
.~{
U
N
.--I
ro
U
.,.1
{J N
?.i r-I
rl 01
Q N
a o
w ?3
O ~
ro
~ ~
x ~ m
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
0o i o
W Nrltd~O
lJ ?d G) ?rl 11 U
x w 11?.~?v p m
o>,~?a~o
u' ua,o~`~~ ?~ u
1+ ?rl td (: ?rl P. GIN 11 .C
~ ~
j ?~ ~
w ~ ~
.~ai u
~O oUA
V~ ?~
va v
u D, I.i
?~ H
~ m >nl
W :7
w v
~a~gouoo~o x '?
a~ w m ?~ ,~ o ~ o
?a ~ ?~ x v a1 AG v.l
~gvoq~ xi .[
U~~~4aq ~ H
1111bWOtU
?~o~omx 'a ;~
Q 00 v1 as ~ oA y, A
to S." Gl Gl ?rl Cl A fA
u a~ a~ ?v 9 ~ u N
a~i v ? a aoi ~ w ?a~i mu a"i
N OOrI OD W N 11 N ~-1
a~a~~?a~ a vi
OH
H U 4-1
N b ~ 11 ~ ~ O
~ ~ 3 a~'i u a? ~
0 0o wo a~i x o
x a ~ ,~ .~
o `nu o?~ ~ ~ ~w
u ~u aagi6~~ 6 a"io
~ ?a 3 ~UHa ~ ~,~
~ cif W 6~i ~ ?rl m ~ a- m
Gl ~ t/1 H 41 d W GI H 1x1 6! r~l ~ ?rl
~ ~ ~~P+
d~?~ V ~ Hkr
~
~~ ?~ ~ UH O
p ?.a U
C9 a~ u cd rl ,eL ?rl N .-1 11
'.trn W W 11 U U rl V U 1.1 'J r-i N
U ~ N ~ 11 1?~ 11 11 ?~ 1-~ IJ 1.1 N
?v o~+~a~a?+~u~gd
~t
.
C C!1 Pw cd H (d 111 F3 d' N H N
i~?+ ?r~l ~ H 1x1 1x1 H U ~ b
P4 U p!. D4 dG aG ~ PG Coo 3~
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
b
ro i i ~
i a~ ro a
?.~ . a ~+ ro
r~l N Gl
H Q -+
Ol O v1
+~ ?ri ~r ~
H U ?.?I
a a av
.C W ~ ?rl.I?~
" -~OroN N
~ v ~ >~~ ~
ro ~o?~~+a x
Dr +~ O ro?1 E E
~ 0+ G:U
H N ?.~ H
~ ~ .-i b
U N .-1 A b
fA ~ ~ +~ ro U O
?.~ Dr f. A A N w
H~ N?~Oa1W w
ro ~ o ?.~ ~+?.~ ro
O ~ N,~ roHw y
ro wq?V~ A
2 q ~ N ~ ~ U ~
Ol 0+ N N O l~ i~ f.
N S?1 ri N Cl O
a 5oa3io?> aNi
v va~>~con w
N
?rl ~ 1
Y-1 O ?~
o ?.a +~ ~
1.1 N ?rl 3-t
-~ N ~ a~
d N O +~
H D N a
A U 3+
ro ~ ?.a w a~ N
q N .u o a .-~
ro ?~ ro
~-1 +~ N 7
?~?~ ~ a ~ ?o_ ~
a~i ?~ a~i ~ ~ ~
A .H?rOR ~ro
N ~qro ~ro
Gl N A N
U w N ro ro Gl
N O ~ N ~
?a ~ ~ ~ ~ +~
.-?I O N N ~
r-I LI ?.I rl ?.?1 .C
N N O b U
M ?4~ ~ ~ N 3?a N
'b N IT O~
p1 N N N ,~ !~1 b
N ~,ro v U ?~ A
-1 '-I 3.1 7 ri
~ rorob~ o+U
v a~'ro~v a~
x
-~
o~
~~
M
3 r+
>r N ~-1
~+ z
0
~ wx
N O ~+
?~+ o
x ~. ~
a~ +~
w tn?~+ 3
+~ O N N N
+~ ~ s+ z
a~ +~ ~ v
N ~ a o ~
~O GEIU?rl ~
Ny~Na?~~i
~w ro a~i ~~
b ~ ~ ~ ~~
caacaaUw
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
N
1 - N O
b ?, v~ uOirn.N
~ v; N+~x+~N~ro
o a+o~v~~oa,v+~+ai
3 U H C ?u o ?~ b~ N U
ro ua?~'?'a~ON?~roa
v .?~ v ?., N H
~ a ~+~+ ro~ ~ v u ~ ro
N ?rl W g N A N N 3-I r-I
?~ ~ ~ ?'~ ?N o~?o a w? w v
rl X ?~i r-I ~?.I N O A N
rl N ro r-1 H 'O U W ~ ro (.
U1 N 1.i ro H O tT ~ ?ri
+~ N 1a +~ G N b N ?.?I N H
a+.~ roa~q ro+.~~.cav U ..
U~ ~aroi? o'~N ~wN vi ro
b~N N~ to NO 7 roH ~ ?~ ~
v a~ ro a1 N -~ w u~ ?.a ro o
+~ N ri ~~ N N N v Sd tr~ a ?.~
ro N a~ ro ~ a~ ?.?i ~ ~ q ~
N~ > W U N H O ?.~ ?i A
+~ O) ~ O O~ ri H U N Sa A ?'i
~ 3 a~ ~ o +~~?~ ro a> N N ~ b
?? O +~ ~ ?rl H ?.1 +~ 3 ~ FI ~ N +~ Gl
v a ro w er ~ ?.~ a~ ~ x~ a .u
N 7 U~ O 3~1 'L3 +~ N +~ +i N U
}.i b~ .~ Cl+ U r-I ro N N N
~ ro ~ o q ~+ s~ ro ~. to a~ ,~
O Sa +~ ~ G) q W O +~ q b~ O 1.1 N
U c~NV~.oo3Nrow.u a m
b
cn ~
b~ ~ ~ ~
~ ~ ~ ~
~~
H
U
Nv
i
S
N
a~ N a W N N
U ro N U LL +~ +~
-N O a~ ro
o aNi~ ?1 ~ am
N tq N ri N 3 N Gl
~ 3 G1o ~+~
via?a roma
mm H ~x~
7 U i-i ? ,~ .C N .C
Uvi3 NwH.gE ~
W S-I U N
N W Gl N OW Na O~
~ HH O O O
~ UUU' a a
~, ro
q U ?ri E
r-1 U ~ O
+~ O U N W
a?aa~io~
~ w ?.a s~
to W O N J~ ~O
a Ns~aoro
+~OxU
ro Nv ?a~id+
U ?.I Gl .'7 b~ N
N U '^I N ?.01 ~
?~ ~q~~0
~+ ro o?a~~
~ ~ ?ar+ U ro
qy., UUO~?~
H U N O H N
b~ cOn ?~' b a s~ ~
a~i~-+ ~ ro ?3 q
O C ~ O U'O U
wo a+~ro~W
?? ro N ~ f-I ~ O
mz a~>va
3?a ?.i ?.i O U O
O Gl N I, ?.O?I dl
U ca ro ~ N ?.,
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
HzFwaaH~wzuw Uo~acnwcn v
Sa W 1-I
~ ~ 3
~ a~
i O q ~ w ~
i o ? E o N ro
~ ~ +~ N ~ C b~ N .C Cn
C g N C q U ro ro~ 7 W~
+i ro ?.i ro O ?.i N w ro 0 A (.1
ro ?.1 N rl ~ W ~ U ?.a ?~
U 11 H~ .i +~ O O O ro ~+
~OF, H g~ N U U N Gl ~-N-I O b ~
Cam,' ro O~ ?.i g W C ro ?.-1 q O~
~~ 3.~w~L~U?.~ .uro c
O N
U O
O G 3~ ?-~ 3~ q U b+++
~+?~ c~ab+~vro -+ro
q N U OO?~+~A Ob N?.I
00 ~ a3 ro ?.~gs~uw ~
N N U~ N N Gl w ,C .~ r-1 1?I O
.tr, v Ns~?ao ~rov .~
'b ?rl N +~ ~I N CT N O +~ 7 +~
~, rl N w N 'd O N ~ C q
roNN ~~.~+rororov?,C?~N FC
~1~ N ro ro rob Q+~ ~+i ~ ~ ~r
U?H~ uao`~~ro~?aa'~iro .A
?.i O ?r{ ?.i N N Gl O D U b
b N N ?.i 1~ S?i N ~ O ?ri G1
NroW aa+~NUroSa~E N q
N ?.I N ?.?1 U N T O N b~ +~ N
N E U +~ N N .-1 a'LS +~ ~ ro N
~ Q N~ ro a f. N ?rI S?~ v
o koao~>aro~,o++ s~
U W U ?,.~ N ro W N~ N b~ N 0+
~ N~b~gb~A~~A ?!
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
~ ro~+aro
?.i I U d O U
r-I o ?~I ro ?~I
00 ~ .-I ~- .?~ rOO-I
?-~U~ANa
~ N O
O tr+ u1 +~ ,~ +~
w~?a~+l?r-I
N G1 U O N C.
~~aa.~ro
ro ?.~I ro ro v
aW'-IUro~
oroa w
>a a zr?~I ro ~
a o o ~+ .-+
O ?.~I r?I r-I ~ N
U +! O Gl .-. +I
U.C W N O
~ q U q i-I ?.i N
C) O ~ ?.i ~ N
D w rA r-I R Gl
v a w ?.~ a~ .~
~a~ o ro v rn
i~'~~~va"i~
O N to ~ ~ .A U
'd~v~AOa?.I
rouNOO~?.i.1
~+ a sa s~ ?.a x o
~v,roa~lu,a
N 1
~a~ ~ro
ro~ ~ro
N ~ W ~ ~ ~
U?.~ ~ ro o~ro
?~ O ~ q ro ~ W
~ ?.i +I O aC 1~
'-I W ?.~ ?rl 1~ T3 ?'1
C) ??i 1.1 +~ ?rl q .V
q a~i ~~ S ro ro
?.i b ?.i U .-i
0~~3
rnUa~aro y
O W i~ Gl I N
U N 3?I U O ?-i
wa~a~c ?.,
y a rn x v a+.u
a~wmro~+>~a
x~dUiU'-IAUO1
>~ ro ?.~ ?~ v ~ sa
~~~oa~?o
U ?~ a?.~ .r~ V
Gl ?.i 'O U
+~oa~moo
a?.+ a sa ro
a~'iaW?r?loaro~
3a CT ?~ 1~ ?.a ro ?.I ro
O ?'I U ro +I i-I +~
.?-I N ?'i Sa ?.i Gl QI ?.~1
asa~opl v~ >+~~
wkw wo ~il ~?~
?.~I o
UU
N
~i W
ro ??~ ~o
U ~ ul
??i fA er
LI 11 ~
O ?.I E .-I
v1 ~ ~d
~ u1 O ?rl x
~wa.~-~o
aria o3 3
~ ~ b a~
.rouaoiroz
I'~ro~
?.~ +~ ++ ro
SUS-i11~
~~R~A~
O N v O N
a~ax~
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
N tT
1 ~! ~
O ~ O ?.a
y ro oN
+~ tr~Ob ~
N~?.iC ro
?.~a~roroai~
.q s~ - U O
N 1~ N q
roHaNia~o
U~?rl ~ Nw
a~iro~ox~
..dl' S W N N 3
~~ ~ m N U
N1+ ?roq~ro
~30~-+~wU
~ ~ 1-i U ro .-?I ~
w O N?~+ a ro N
?w ?"o troro
~ ~r+ a?.1 ro
v ~ ~?a~:~
+~ N S.i ~ ro ~ ?.i
oUroU,c?.+
~+o3NN+~N
O N +~ N U
a~i ?" ~ - aNi o a~i
N q O +i ~ U ?~
sro3a++Nr1
--~Niq+~U7+~N
v?oo~+~a
a+~auNro?.~
1 ~
C ro N O
N O 1.1 N ??+
U ro ?rl 1 r.+
?rl ? b+ CL'd C U
?~+ - U ?~+ O +~ S.i
ri ~ ?.I 3 O N N +1
a +ILL'dON ~D
rl U W ro O O
ro NON U U U
q rl tr~ r-1 N
O ?--1 ?rl ?rl N H .C R3
ii nsro+3a~oro
~ NwUk3N`N
~ ~?.O~ N Nb ai ~ N
1-Oi tr+ N 3.1 N N N U -.~?I
~ ?~-i?Oi k o3'roOa ?
ro ~ ro Nro aNi~~ b
rn -.~ia~iroro~ ??0 0
ro a U ~ rl fa
O OOSaN H k x
?~+ ?d N ?r?1 N a N
va, ~roa~om~v A
W ~ ~ tr+ ~ p, .~'i U b
N ~ - sa r-1 q N
N ?.1 ?.?i .C ~ ro N +1
N ~rNNNa?~+a+ q
N N ?iN?'i U?.I N
t?~ > r-1 N +~ N N r-1 N
v can rt y a~a +1 aNi +? a
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP9O-008068000200750011-5
?t3 ?? .k
a ro
ro ~ O
U1 ro U
b~ Sa
eb o ~
o ~ ~ o
as A v~
UI ?,~ ?.I W H
W +~ PO U
ororoa~
?? U N ~ .~
~ UI ~
0
U
.~
a~
~H
rl '~ O
ro a ~
?~ ~
U o
O U ~
w
W w ?~
O ?~ S?I
rl O
+~ U N
~ LI
v ro 3
~ ?rl N
+~ s~ z
N 1.1 ?i fA
..vro+~~
r-I N UI r-I b r-I
O A 3-i r-I ro rl
x v ?~ o ?~
~~ as ~
x ~ ~ roro ro
VI ~I N O N
v?ao~rowro
~roUV?ia~
~ ro~ a~~
hc~aawa
..
~ N
?~ C
+~ ro o
~ ~ ?.a ~
v +~ a
b ro A -~
O rl ~1
U ~ N N N
Oa - USa
w .COtn ~ 7
O U1 ?.I O l~
1! N 7
~v LI ?~ N G W
`~>ro?a >~
~ xoav ?~ro
?~ U ro ~ rn a~
D ,~ ~ U ri N N '~
N 1~ O G N N~ ?.?1
3 ~?~?~ N ~ U
w ro~ m .c a
W O U N+~ b
C7 +~ C N N
D4 A O ~ ~ N +i W
o +~ ?~ o s~ ro
~w +~~CU oa o
ro ~ N+~ ob U a~ a
H 1~ b''?rl U1 ?rl N 1]
U ro A~ ~ .~A
v o a ~ a~ Ei .u v
N O N U~ A ?? C ~
N N O N N
~ ~~rov z3 a
M
N O
U O~
c co
v o
.~
U
~ ~
N
.-I N
ro H
U N
?ri ~]
Sa +~
O?~ ~3
N rl 1~ Ol
s~ N o a~ ?~+ z
v a~a rnN
..
b o
?
'
'~
_
~
w
a
iae
.--1 ~1 O r-I ~ U
Ua+rU ~ 3
?~ N ~ A N
a+~vN a
W U 3-I .-1 U1 W
o ro a+ ~+
>,N aa~u 3
x?~Q$az
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP9O-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP9O-008068000200750011-5
v
1 U ~
I ?rl N ~ U1 N Sa
!A Ul N U C la rt U ?rl N +~ -~
N~rox N N N N ro q (0 q~+1 N C
v +~ a >?+ v m .~ sr +~ a ro m a~ ro ?.~ v
.s~ s~ v ro ro U H ?.?1 a ro ? +~ ?r., N o >a
A al H r-I >. N al >~ q O w
~ro ro ~N H Nq >aa~v>oro N t-I
s?, cn a ?~ H N [n ~ ?.1 0 ?~ .~ o w rr g v ro
00 +l o ro rl u o a s~ a~ o +~ U ~+ ro '~ 3
~v~v ~ a w H(IS .ca ~o rlo
x s?+o x?~ a~ ~ ro +~ N N N o a l .~
UxH+++~ vro H ~ acv N,k - 1 ro
? N ~ ~ .k ~ ,'~ ?? ~ N ~ A N rl N U
G VI N H N f0 D N tr+ >t ?rl N N t0 ?? N ?rl
O ?~ k~ +I N W N S-I ~ ty U QI N +~
Ya A ?r1 U ?r1 N W 1.1 > U U U N ?rl +i f?I ???1
3-I r?1 rl ~1 N N H ~ S-I C.? N N y ~ O ~ r-1
m oa~ro o?~ ~ o ~vv?.+o+~ zoo
w ~w~ a3 H ~ cna~roroUa~ --Ua
w a x 1?I H U s~ CL r?I H J~ N o a a,
N
?~
O N
?ri M
~ ~ r?1
10 mod'
.-1 ?rl O~
N N
a >a
vro
rl > ?~
m ?~ a
cas?+
oao
?.a w
~ ++ a~ ?~1
v b .u rl
~lartro
r?1 fa +i U
?.i Gl V1
.. ,~
'd ~ O O
~ H U U
?rl N N
3 ~ ?,.1 ?~
S.I U U
rl O O O
rlNbro
tlf N S-i Sa
.~ vww
N W
LI O ~ f~
ro>abro
~amcn
a
O
H W W
v o
+~
~
ro
N +~
N
O N
,~ ~
E
b >~
V
~
~?~
C
N
N
O +I
?.I Gl
1~
D
O b
,~
O
O
?rl r-I
d N
+r
?.i
C7
N O)
W {.~
+~
LI P:
?.IV
ro
ro
v
a~
a+~
a
>a
~
~~
ro
-1
~ >~
~aNi rn~~ ~
N U ?~ N O O
i~ 1.01 ~ r-I N ?rl ~ O
?~ a ?.~ a~ N q
s~w N+~ O O
{~ N~ 0 0 .>~ 1~
Sa U ~ ?ri 1?I ~ C N
roOONroN O
O b~ U +~ b S~1 +~
~ ??~ O Ul U ro
ri t11 7 ro> O A
W r-1 U O ~ O ?n b
O N C U b A
+,v ro ~a~
a~ a rnro N a N U
?~1 ~ ro U v v
~ ~ ~ O N to O 1~ N rl ?.~ ~ .V ~
H ?,., ?.~ v a~ v q>~ ro ?.I
N v ++ > ~ ~ ro N +~ o >'+ ~ >?+ ~
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP9O-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
ro
v
a
I ~
q
~,
ro ?.I
"
ro
~ ~ v
v,
a +~
a
sa ~ N
o a +~
N ro
? ro ro ~+ >,+
>~ o a
I
>?+
fa a~ .I o ~
?? a~~ vo ro a~>.?o>.~ o s~
Nvroro.aNa~F v+~u o
?.~ v o s~++N b oar N
x a +~ a a~ ?~+ ac a ?.~ N o N ~:
J-ItUN qwN roEa-o~ o
a+ tr o o ~ ~ a~
01 ?.i CJ C N d? b N u .C
?~, ~ r?I ~ ?.?I .k a s+ w ro a H
a rnrl ro.~ o qw+~ o o~ G rl
a+ ~ a~ o ?.+ o b o w +~ ro ?.~ ro ?r?I +? o0
O I +~?ONANNOW +i }1rn
.-I ao q ro ?.I b x w w 0~ ro o 'i1 o rl
O rn c C7 .??I ?~ .-I ?.~ r-I N U1 0
O OOOW gOODGI N rn
v roe' ?wm?~gro3ovro~ 3~
?-I N b G1 ?.?i N .[ ? ro N Gl .-i b 1a q
N +I?~IdroOhwt'a+~g1a N
N UO3?IHAro row N Gl N
a~ ?~I ~ a a a ~ s~ A ~ ~ +~ a a, ~
a v >~ ++ w ?~+ N to o~ ?.?I ?,~ w o
a~ro~o.ava~Na ~ ~ o.v
li b t11 W +I ?rl q +~ .-I N rl i-I U
o roN ~ ++o~+ ?mro?~+ aw
~ ro rororoa~aNO?.~o~ A?t
~?~o.ai. ?baro~oro~ Nai
~ ?1?i U Gl +I ~-i ri U Cl .i.l 1?I
ci :r rs+ w sa s~ v ro +.? .i N ?~i p 1~ o
N aoarooa~asaa~?.~wW v ago
S.I ?.I .-I N Gl ?.?i ?n ?.?I N 3 rl "~ ?.i Gl N U
O O O O W ?.?I E N O N ?.i N N QO 1`I N
v AoAN+INaaro3?~I>ro a ro
U
ro
0
a
.,~
A
b
a
ro~
3 ~
ro N
~l o
? ~W N
3-I +~ O +~
h ???I ~
N r?i N
y.~ O N
~ N O ~
O > .r~ .r~
IWD~ Uro1
I-I N
? N G l ro
a++x~
W U
N ~ +i
I?I H N b
O ~ H
b ~W O
O C W
arovv
xm~a~
H A H ~
H ~ro (~
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
O +'~i ~ aiA O ro.?-~ b ro N
O
b O O H VUI ~ U U b S~?1 ~
Q.
ro +~+~.~ b?~> arow a~i
a N N >a N O sr ?? sa
. ~
~ ~ C~ +~ O W E O b W ~~
?,, ONOaO?~N~ ~ aJ
~ >O~n .~OOro~. ro o
a rooro~~oN3-?+ ~
O O LI U U U [*~ SO.1 ~-~i 0 A A
+~o~++cNroO O ~o
O 3 q~ tr~ d+ y O- y q ~
N O~ ~-~I ~ ?ri 7r W O U O U
Sa ?.I O ?rl ri rl 1a N ?rl N O
a ~ ++ ~~ ro a?~x O ~
o Oo a ro O a o sa++ la O
v aU??~W+~roUaw a m
D4I N,,I
U
N
~N
LL ~
O
O
rl U
Oro q
~ S-i O
?rl O W ???I
+~ ~ U) O U
O 1+ A ~n
+~ tr~ ?~
cn w .-~ ,-~
s~ro ~ro
?rl b ?,.1 U
In E W OC3?~1
G. ~ O 'A ro 0 -~i
N 7r ~ r-I OHO b~
U U1 ?rl +~ ~ W b
x s+3roo ?~1
O U w+~~UO q
O~ ?~ fOi HE GEOEI W
o ~ ~ wwb ?+1 0~0
}~ VI O W 1 A N S?1
NO ~ Oa~oOgp, A
?~ ~ '~-1roa~iy~ v
a cq ~,q F ~ ai w z
O U W
N ~ .C d a4
ao ~~a o
H
H
O
~ H
z
o ~
0
Ob
Uro
a -+
Oo
-~ ~
U O
t!1 U
~ 3 ~m O+~ m
~ OUOroa~i A
E ~+ EWb O b
O 'C G31 3.1 ~ ~
N U U ~ ~O O
~ ?.Niroo'~imoi aNi
U E?O1 O >.~ w
0
U
w
o rl
ro
~ >~
00
o ?~+
~~
U ro ~o
cn s~ o
~ ~
00 0
O +> >r d'
NOx
S-i H U
O ~ ~
++b+~x
W O C U
roroOo
a ac ~+
~ >~
rA O U W O
?~,xroox
D E ~
ro o ~
A , ~ +~ a
>aa?~o
+~ o ?~ N +~
N U Q O G
U O ~ ?.?I
>~ ~ ?~I x
?'i -rl C O
Ica ~a
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
N b N
w Ul ~ m N q
~ O r-1 1 tr N 1.1 ?ri
~r N S~ ?rl ?ri +~ +~ U O U
+~ U ro N +~ N N ?r?I U ?ri
?r?I ?r?I a'O sa U N ~ ?ir-I ~ W
q +1 ~ ?r?I N 1-1 E N O N O O
~ ?~ N ro +~ r-I N G, N a
.~ ro a ra a ~, N N
O tr'?N O O ?+~ ~ ?~N N
O 0.~ 1~ ~ U U a?ra N rl ro ?rl
U O ?r?I N ?.~ }-i ?r?I ro b
v ro +~ ro +~ +~ G N U >r ro 0 +1
ao ~>,N3roDaim+~~N v
v?ra aUV N-.~ aHOV x
tr~ +~ w ?~ ~ tT a) +~ ~ ro ro N ~
?~1 ro r+ ?~1 ~ ?,~ ro o ro ro
~ '~ ? o ~ ?~1 try ?r? a ? +~ U ~ ~+
r~s~ Uc~ aov?voN>., ro
vas s~ xa~saro ONNN ??$
+~++ a~~w?r?o ~~o>a~v rz
H H ?rl ?ri N F U O N +1 U ?ri ~ ~ a 0
r--I Sa ? ,1] U ?r?I W >?1 ~ r-I r??I ro
? 'tr - r-i 7 N N r-I C U +~ b ?rl ro LI N
to ~ o U N v +~ O ?~+ N ?~+ s~ k ro >a tT+l
?ro +~va~r~ a N+~roa~w ? 0O
p C?' N U U 'O N N h ?.~ O
U ?r?I O ?~ C b al w ~ ~ +~ ~ .-1 !x
U) ?ri r-I ~I Uro f~ N O ?r?I ~-1 H (-.' ~r .A
x+~ vroa roN U ro sa ?r?v
H N ~~ N N ~.+~ U ro pq .s~
a~ +~oaUVVUU?r?a ?N b H
~ ?~ o a ~ rnN ro+~ ~++ a~ v ro
N +~ ?~1 a~ tr? ro ?.+ a ro ?~1 ~ N +~ a~
m ? ~. ro +?~ rr?ra a~ b ~ ~+ a~ N ~ +.1
N N e ro ?ri ~ r-I ?r?1 U ro N N U
~+ D +~ H .s~ 3 0 O ?rt U N v
~ >avaraUONro~zssaU v r-1
o ~xva~var~aa~a~++~ s~ a~
U N+~ ~+~+~x ro rob A N N a N
>~ O+~w.uw~G
~a~?cno
saw ->,~
roasoN?~
ri N SaW NN
rl
L1 N a b ?rl ?~
h~ C]M'J.a
E
ro
. tr,
uo
osav
+~ W U ?~
U ~ S?a
O N N O
Sa ~ ?ri +~
?ri O U ?ri ~
q ?ri N ~ o
}~ ~ ~ N
ro rori or-+o
a~ roor-+~
>aa~Ov~ix
~ro~~~~
v N ~ o v o+~
N N O w> a G
?ri U
N ~ ?r?I
1-1 N N O
roUria
~ q ~
roa~ro~
~?r~ ~ ro
ro r-1 0
~ a~
wax?,
N H N r-I
~~a ~ v
ro ~ ro m
w w x ~ 3
w Nb
o ~n ~
ro
Ne
as?a~
?.~ w q
~ ?.~
W 1~ ro
w aN
o >?+ .~
N U N
~ k 7
~v~
vb ro
~b
N N
~m>
r-I U ~
a ?.1 ?rl
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
N 41
N x
~ +~
O N
U 7r O
U ~
N ?ri
?.I ~ b
.[ O ~
+~ a ro
,-?a w cn
0o O U
1 ?r?I
~ E ~ ~
rn ~ N O
r-I N h
+~
~ ~
roao +~
O ?,~ ?~ cn
~ ~~
b U U LI
?rUl N rU-1 ?n JU-~
Nwo~ a
ro U N
ro v
U .[ ~ N O
ro +~ N ,~
~, ~.a,~ A
w > w O b
Sa q N
N N ~ 1~ ~
G +~ U N
ro ~~? a aNi
w 3 ~ ro a
ro
A
O
Sa J-~
C cOn N A A
O N N ~'O ~
.. r~ w ~ ro ?.~ ui
wl o~w o G~
+~wU ?a~cv
v1 >r +~ F
~ N 1J S-1 ~ M
s~ +~ ~ ?.~ ro rr a
vro,~NNv
~?.~ o s+ ~.aro
UI U h N A ?rl b
a con ~o ~ C
OFCtADd'3U
1 N
~ ~
~ U 'U ~
ro ?~ v v
~ ~ ~ b
w ro w N N
ro ~, o w
2 ~ +~ N N
N ?.~ N N 1~
b a~~s~ro
N U N ?ri ?ri H N CT
U ~ 3 b~N -+
~ wbval0~ A
?.?I ~ O -~ ?rl v N
~ a~ ?.+ a ~ ro a .v
a orouroro.~ m
,~ s~ a o ro x
~ N 1~ U ?rl
~ U O,Corl N ~
U ~ H ao .~ a
?ri U1 J~ 01 ~ N ~-i
a~ rr x ~ a ~
+~ ~ +~ N w a~ +~ a
~ +~+ N O N O~ 3 >,
+~ ?~ +~ U U r?i A
U ?.a a w b ro
?? y N N Gl +~
N~ N N E .G 41 U W
U of ~ ~?.~~ ~w a
~ t!~ O
O ~ ~
b~~rl+~ ro
1-i +~ ro ~ U
~ is ~ O
A ro 0 u?
N N+~w ~
~ A C O m
ro ~ ~+ ~
x s~ a~ +~
O ?1~ ?.I ro
? N ~ N ?.?1
~" N H N
~w
ros?a ?ao
as ~U
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
O 1?+ O N
?~ ~ 3
?~ uro o o ~
~ ~3o a~
?~ U UIbbW b
m a~i~ ~ ~ ~ ro
~ 3 3 ~ ~
?~ ~roxrt~~
~ ?~ O ~ 3+i
+~ 3?a U ?rl N
~?+ +~ aJ 'O +1 ~ O
w ~~>,wroN
?> v a>>.a~ a~i+?~
o v o ro ro ~~
ro Gt w 3 +~
aka ai~~vaui
b N -a O .-1
uiro ca~rt.~oN
N ?.I O ~ f-I ?'1 ?rl ~
~ ~~~~rom~
v w ro?~~i~.~w?~i
.-~ U N 'b
Abvvro.'~i
Pq N F r7 H r-1
W
v ~ ? a ~ a
11 UI ?.?1 N H
N N i-~1 ~ U
~a~~ms~
a~a+~aro
Ulr?CAW~
N A~
~ Q y ~ ~ ~
a
~+~+ > a~i ~ ?? u
o
~ m 3 N a o
2
U ?rl ~ ~ .~ td
~ p mrob
~
o91ok o ro~ ~;
ro
~?' a~ ,ate
C G~ I N 41 G
~ HH p~ ALL
+~ ~o ~ .~ ni a~i
a~ v ro .u ~
U ~ H ?H ~~O
vii N.~ roz b ~
N ~ S?I PO N ~
fA '?I O N ?ri
?~ ~ ~d ~ G) fQf1 U W
i1 ?,i .C r-1 U Ul
N ~ ~ p.N ~S1?~
..y v9,,~~N~
a~ ~ a- .a ~ x r+
~ ~ O ~ ~ +~ ~
U J~?~V~t~
+~
qr
vo
~o
0
Hrn
ro
a
~ ro
.~,
.~
+~ ~
a~ o
a~ w
~ ?a
~~
v~ m
U
+~
O N
M N
r-i
d-~ v
N b+
H ?~ ~
U~ ~
+~ ~
.. roH U
N
.Lo1 ,,[ ~ w
r~ b U O X
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
~ a~
N O U
+~+ a~ii vo ~~
b U CT ??i ~ ro ?.1
v
.~,
u o
rox
.~,
A Iw
O
~ ro o~ ro a~i a~~
ro ~w ~~Ma~~
~ ?oro?~?i>.~vc?1n ro
tr~ q~tTUO+~N +~
U ro ~ fr LLr+ .~ '~O ~. ~ N .C
N y N N U 7~ ro ?'i W' r?I ~
~ U v> o1a .q roA 3 ?? ~+a v~
~ro No ~N?.a ro o acH
v~ UNaa ~++ x x~.ro U
J~ U w N ?~ ,~ N q N~ O
Ao o -N~OOHNA ~ roxH.~w
+~L] ~NUNDOfaU ro O
oro A~as?+o~'o~ ~ .ten
"~?i ao ~r~i ~ ? v a~i b ao
a~ N tnro ro ~u ro ro i ~
y~ a~i?.~~mvoroua~ a~i v
la > +~ ~ N w ~ N U. N N
~ urooa s~~a v ~
O ~ S-i ?r?1 N +~ 0 0 Ul ~1 d
U U1 U~ N H w U tT W fA
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
,,
~ -.?~
a ~
1!
?rl U
N
~
+~ w +~
U
O
~ ~--~ N
~
N
U
~-
O N
U
[
to
.
~- to ?
?.1
?i
A
.-1
U
? ? N .-1
N
a
1~i
o
~
ro
~U
a
i
N
S?a C.
~ A
O
N
a,
-.a
v x
N
ro NI U
~ ?~ ~ ro ro~
a v ~ v ? H .~ ?> tr~
N N ~A OU+i Q O
+~ tr~ q 0?~ Nw ~
+~ ~ a ro +~ A ?.a
V1.~ t!1 N G f11
U N N ?rl ~ O ro
l~ N ~ rl N ?ri N ro
?? ~ ?.I ?rl ?rl N N 1~ N
N ~ rtf ?r?I ~ ~ ~ N U
1?a .[ ~ r-1 U N N
o ~o~m?~ s~ a~
U w U rowro a m
a~
U
C ~. ~
N+~N
?ri ?,.{ N
U NOD
!!~ }-~ O~
N
~ ~
r0 ?,i C
U G O
?ri ~ 1~
~~ ~
O ?rl ~ ~
U) r?~1 O ?rl
1?a N O +~ .[
va~a o~m
tr~ow?~g
~~+ox
?~ a N~y,
N N ~ S r0
.~ RS ~. S: tT
?.?I +~ ~1 C'.
ro U Sa N ?rl
"i O i0 +~ r-I
w a~~,
rowva~a~
ARCA3rA
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Uo~aozwzH HzHwaaHowzuw uoaamwv,
N Vl
?.1 W N
r0 t0 Sa O +~ N O ro
-~ - ~ v a?~x ro v
uoi.~
v?~ ro v ~b
td
Gl U O b ~?rl N
W ~
O
s~ ~~ ?.~ +i ~ o
U
U
N
~O~q?.
I+~U
O
O
?~
pa U U N 1Oq ~ UUl
a
.-,
w a v w ~-+
ro~
a?
??roro~aoi??ro
N ?~
?~roo
U q +~
aaro
rn?`~ a
?.?i N ~
~oa~i
N 1~ rl
aro~
H W ?rl
t-I O
roa
o a
U N +~
?.~ o ro o
D v
N Ul ?~ao
N U ?L~ O
fn ~" ?.i 01
N N
r-I ?rl 1.1
t0 ~o U N b
C ~ cA D ?.~
O o ?a C
3 ~~N ro~o
O t0 ?.I +~ U W
~ ~ v, ro ?.~ v ?.~
ro+~ ~A +~I~~+~U
L1H ~ vcnw
a ~ a ro ro .~
O N W O O~ ?.i U
~n+~o a+~ oh ~~ ro
ro
U -r
l ~ U~ fA ro E O FO
b U O ?.~ ?rl N ri i-I W
h O O f,?i ,~ ~ rtf ?.i ?.I b+
~n.c v v, ~ a ro.~ ~
w~voi~3 c?~a?ucroia~
O 3
N1~W
?~ O rl
N N N S?1
ro ~ a~~
7r U O O)
U la la U
?.?I N
a?/~ ? ~
a~ o o .~
?~ l.i ~ U ?
N b N v
3?a CL N S-i
ovro?~ A
W m Q
w ro
b U O ~ ~
?'i N a CL U
s~ ?.~ v ?~
N ~ U A R;
H r?I
S.1 ~ U ;]
N ?m~aa
~Nas~a+ ~
.-~ .~ ?.i N v N
ooa~?~a s~
Pi F. U1L1H a
~~
O +~
U O
vo
vl U
C1+ q N t6 LI ~ N
+~ roro UW N ro
ro -~ ro
LI r-1 .???1 ~ ~ N
+~roUa+oaro
N U ~ O l1 ?.i N
?.?i ?.?I ?.i .-1 N
b A O ?.~ +~ N Q U
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
a~ ~
oro
?ri N
~ 'Jt N P'1
N }~ ~ O
~ ?.d ?'1 O
h N I.1 O~
YI A
~ v ro
ro ~ ~ ?.,
q ?.I +~ O
-.i q ?.?l f?I
?.~~ ~ >~ w
N G1 N ??-I
U +~ > .-I
ro ?~ ro
w+i RU
xo~n~
.urowa;
rza~aror+
~ >a +~ d+
+i ++ O cn o
N taw ,~
v ro ?.~ ~
G a.-I ~n m
sa a~ ro .~ o
woU~na
N
U I TS
q .?i d
N 'O Gl N
CT rl +~ N Gl
.'~???I S-I C. '~ S-I
~~Iig~IroUro
~ ~ 'd ??U?I b N
m q C tr+ x
w
+~ a,
U U
R Gl C N I
O Sa v ~ r?I N
?.?I b~ O N W U
N b ?.~ q ???I 11 .1.1 R
yc.~NroaO~
~a~1q~CU3?~m
11 ?.I H ?.i ?.i lT N
?.i la O .~ U
UH OAO.O?-I
sa
+~ ?.?I ~ +~ w a
~a~imaNirow>~a
aHw~wow~
3
?'~.IaroNaro
o
o
U
ro
~a~~.+oaui
H
i3Nam
w--~
iga
? ro ~ ?r?, a
z
~ w'ro wu ~
~
~~a~ama~
w
rooNwH~o
?.I +~ ?.~ U c9 >~
3
x~b ?.lo
O O b ?~ Gl U
o
~owo~ro
~
~ U ro~ A H N N
~
oi> q ~q
O
a~ a w .~ ~, +i +~
.A -.~ r?I a+ sa ro ro
O
t~A
N -.?I ?.1 ? ?d ro
O~ a H H~
h
~r
a
N Gl $ r-I i1 N 1?I b
ro U .C m N+i ro
?.I
x
N N ?.?I ~?] N
?~I ?.I
a b ~ c~
A
O
~+
vx?~+x -, N ~+
.
~ a+ o x ~ ?~+ >`I
q N ?rl H U N Y?I ~ z N
?.~I ro +, a ?~I ro a~ m
?"i~~ro~?i o ~ ? o
3 a~ ~+ 3 rl as o a E U
H
a
N
ri N
ro ?.d
b G! Sa
N ~ N
YOGI
~ ~
a ~ ~'
>?+ o a
N~ o
>a b+
aoi m~ ~
?~' ro A,
~ ~~ O
a~ m+~
?.I U Gl U
W ?.Oi Im?I 101
O O +I
Nom
3o0?~O+
Gl ?~?i ~r
?rl +r N N
~ S~-i H H ~
q ~ p, ai w
?.~ o o = o
q.-~ahO-~+UNb
~ N H .tll +I f.l O ~
aoi aQ ro~~ o+ro
H ~r m ?rl J~ ?rl q
~ _ .n ?.+ E o .a ro
a~
U
?,.I
m
ax
h >~
0
.-I >+
ro
q 3
?.i d
N ~ z O~
C) ?~i .-I
?,.I is W O
'O U O o
O +~ .~
+~ W >r N
to O ?wi 4Ui fx-i
a! N m+~ 0
t~ONNN~
p r-I > ,C 3
b rl ?.~ d-I N
rooo~z
b 3?iUO~
ro~
w w ro +~ N >?I
~n o h ??~ a~ o
~'aroiox~a3i
aahH~z
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
N
b~
x
U I
~
1a O
~ a~
o
?.~
ro N a~
U
,~
A
x
a~ ?~ x N
.
?.a .u
ro
ro
N N ro +~ x
~
v~ ~
a
~
O
~ b N A 3
?
?
C
U
~
~
~
+
i .N
w
o
iro
~a
--?%
?~+ a
o
a
U a~ rl ~
~
U ~
~
~
rl
Val N N
N N
O
???I
tS ~ r-1 ro
N -
a
a~ v ro?~ a~ ?~+
N
O
ro H
?ri
N
N~ C" ro
N
~'
N
`~
o ~
b
iarorn
roa?.
?.I U
N
r?i
f. H ,~ r-I q ?ri
J-~ ?.~
y7
ro
???I c E U ro r-I ~
z o
aroi
o
a~i o ?.~~ b~ s~
a
s+
?~I
N +~ = O +~ o
~
+~
+~
? o ro a +~
ro a a~
ro
v ro a w ?~+ -,
U ~ o+
N
~
z
+~ w o a
?~ ?.~ ~
?.?I
E
ro +~ ?.~ +~ u; o ~
1a N
H
7 0 +~ S-I +~ +~
a~ >~ >~
ro
a~
U
m
a
vi
b ~ ro o a ~,
ro
w vb A
~
O
o-I
w
a~i
~
~
N
a
rnro?~~~ro b
??
ui a~
~
U
~
z
tT
?'?I N
rl a~
H
??
a~
N ro O b+ N
N ?rl ~r-1 U G) 1~
?~I sa ro ~, a
N N
rl N
N
?~ N O ?~ ~ N
>?+ >?+
v H
z
>?+
.v a U N .C N
~ ~
+I~
O
~
UR7NN+i N
0 o
a o
E
o
a o a a ?a ?~I >a
U U
H U
C7
z
U
H w ro N -~ 3 a
H
x
a~
a~
o
U
U
?.i
~
U
t~
U
+~
~
?.
i
?r
l
r-I
~
U
U
o
Sa ?rl
!A
U1
I~
N N
~O
rl
}~ LI
ro
t*1
ro
ro
H 'J u1
U
M
U
?.~
?,.I o
?.~
rl
?.?I
q
b A o
pro
wi ~,x
~
~
ro
~ +.~ s~
r-I
a~ ~
a
O ?'1 O
O
CT ?i
U O U
q ?rl +~
rao '~
cn a .~
N ~
wroo
~ o3+i
tr
q r?I N R
O O (T ???I
+~ O O Sa .~
11ro.~ON
O O U N ro
PU C] to C~ 3
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
i..
0
ro
a~
oro
a~i~
~o
.u o
a ~
~ ~
~
U
?rl O
O U
U 4J
ro
O
w ?.~
?,~
GL
VJ
+~ 47
O N
CN U~U .~ Uq
ro 7 row U ?.i O
U f!1 Ul O ?..{ LI ?,.~
aa,~o?
~a
oar
w
~
~?
N ~, v
~
?.
i a
ro ~ ~
uroi o
~A O
~~ro
aria
a~u~
ro
?
a~
~~o
a
ia-~
~
VI
~ v
3 ob
x ~
z U +~
~m
aw v~
oa xro
+~ N M O
~ ~ o +~ ?rl
+~~o ro~u
?,~ N ro
}1 N N ~
N +~ d -1
u1 q +i U ,C N
11 ~ UI ro f:
q U ~ b
??.iroC mW
D4 k m 0 +r U
~ o m a+ a~i ro
roa~a~?~~i P?b
IIaF~3 0 0
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
v ro
U G
a i ro
U ro O
?rl 1.1 N ?rl
.-I b~?~?i +1
N ?r~l r-1
v~+ro
+~ a a
+.~ .v o
~ H N N ro
HzFwaaHc~wzUw uoxaNwcn
v
U
r-i N N
~v
~I N N
ro U N ~
U
O~ tr~
~ ~ ?rl N
?rl
N +r ?rl ~
?~ A to ~ N
p
+~ w ~ ?.a
+~ ro ?~ +~ ?.~
a
o v s~
w v +~ N v
v?~ uNictdi?~~
~???i
~
FI N N
o+~ or+
N U ro N
+~ ~ ~ U N
a
v U ro
N ro N~
N tT fNl1 7 N `~
N
~
ri N C O
LL ?
r1 N N N
~
ro
ro N +~
N
ro
FU ~~
~+o -Nro
ro
?~
~
aa~~ro
o.~a~a
~
?+'ao?~~i~a~
~
~
~'~vs~
~
a ?~ uro
?~
s~
rom o
~ ro~
v
~
rn?
~
v
N ?
b y
max ~+o?~+
~
N
aNaU
?~oro+~ro.A~
o ?~a
ro ~ ~b ~ ro +~ i v o rob .c
U ros~~cn ro U aNgD~xA o
?.~ ~ .u .u a cn ?~+ o 0 o ro h
v +~ E x ~ a~ N ++ N q H ~ ~.
~+ v v .c ro ,A a~ ?.~ ?.a . ro ro N A
S-i N N ~ ~ ~ 3 U ~ N tT >+
a ~+?~ i Rs ro v o ,a?., b H
U a~ a 3 a m ~+ >. ~o ?~+ N a v H
a~~ ro Ub?~ ~ ai a?-~ N U ~,?~w q a
N ~ NN N N NS-1 S-IN7O0 N W
N b O~ ?~?i N N U S N ?-1 r-I r-I N ~
"a? ro~ N U N ~ A U 'J ri ?ri U~ N H
o ~+aa,a~ s~ o ovooro~ro s~ z
U ~?.~ U?o a U U NU uw?~w a x
d
0
r
3
W
z
+~ o
~ rn
~ U
?F1 ?ri 'b ~
S-1 , .' ro N
ro U o ~o
a ao
N w ~c
cao~
ro
UI ~r'd N
~ U +~ ???I ?rl
ro a?~s~o
?? ?rl N N v ~
N ?r?1 N .~ ?.i
?!~ CA .7 N r-I
S?1 ?rl .C H
ro ~ ~ +~
~naroxs~ ,
ro U 0 0
U?.~1?~rl O~ U
x o ~+ .[
cn U a .] ~o U
?~ ,~ uOi ~ O
?? ~ rno `n ro
3 .~u ?~ ~ u z
~ .i +~
OAUN
N U ~ ro +~
N a ?.~
1i N h
a ?.~ ro ~r ro
o .~a~a
U H rorl ro
q
O
.~
+~
ro
+~
N
.~
.~
E
ro
x
-~U-I ~ N O
r-1 S-I ? O
A rnzo
~ o '?+
a ~+
~ a a~
w++ tae
o ?.+ ~. ro ~
N +~ ~ O
.. a+ 0>~~3
~ o?~ a?i oz
H UIDfA~
H ~
? o a~ae~ ax
Nrooo?co
rooro3?N33
w"a"~zz~z
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
ro N
N N 2}
w NN't7N
O N N N N
U ?rl ?ri C
qw O Uw
N O O 1?+ ly ?.1 }~
N ro S?1 ~ N @ N
?n 3-i ~ O
O N O ?rl rl ~ O
s~ ax~roo+~
a o U U ?rl
Y1 O ?rl +~ d)
?'i ?rl O O U ~ ?.i N
sa
a~
a oNaa?rox
a ?~1 a~ a~ a s~ ro
N N ?ri ro I
N U LI N ~ ~ ~
-1 ?r?1 7 CP r-I O
w,QUZT~O
w ~ N ~ q law
o a~w?.~w o
N
O N ?.~ b
~
N
?.~
+1 N S-1 ~
~
?ri
N
ro \ ro
?ri
~
w
v
O
,
~ u
i
~
c
n
ro
+~rnoNV,
U
U
>~
>?~
D O
N +~ ~ ?rl ?rl
N
O
U
~
U
ro 0 ro ?.i
ro
N
O
~
r-1
S
-i N ~ S
-1 ~
O
.~ ~
o
ro
~
a
om+~u
+~
~
4
?
-
ro
z
?
~
?
~
~
o
~
O
Rl
A
~
O~ N U S?1
U ?rl N ?rl
+~
N N
~ U x
a
N N N O N
O
?~ N .>~
w
w
?~1 ro a ass
?~1
N~ w
O
.C O O ~
+~
N ?rl v
N
N
~ ~ U ~ ~
~
N r-I ~
~
x
+~
ro ?,~ 0 ?~1
N ~ ?.~ x
-~
+~
~ s~
?~1 ?.1 ~
A
w
4
.
?
OA~N~
H
N
o .
b
N N S-I S-1 1
H
~ }J b
+~
N N +~ +~ O
0.5
N 't7 +~
a~i
N
N
rUn
S-1
~
~ ~ m w ai
N N N ?ri
D ro tr+ >~ U
~
H
2
ai
Sa
~
3 ~ N
O N
G) ~ N
f?+
O
?ri N~ N N
~
O
f~ N Sa
a
~
w ~?.IAro
v
o~ a
b
r-I
~ O
~3
ro~
N
~ N 7r
u ro
oa~im ~
w ?~ 0. ~
m~ v a
?~ a ~ ~
v v1 q ro
N ?.~ ?.?1
~i ~ b ~
~ v v 3
>r ~ ~
O ro
w ~ p ~
~ l..i N Q
?ri N N
~ ~
O N A
ro b
.. ~ '~ ~
N N H dl
~ ~H G)
U c~i1 3 P+
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
N
,--~ ~ ?rl
I ro U .q
G U ?r?I +~
O ?rl r-1
U +~ O s~
.,~ a ?~I ~
a rn ~ o
W ?rl r-I ?rl
a~~ o ro+~
N ~ fa ?.?I ro ao
>-~ ro o +~ a rn
U iT ~ p U o0
~ O U ro ?.i rn rl
?r?I rl ?,.I +~ 3-I r-I ri
N U O N~ O N
f-I O ~ W W
~ N a aroi ?.~, ro ro
?~ I~ v ro
U ~ >a W N >~ U
U .a~ N U U Vl A
1~ ~ 1~ ~ ?ri
r~i ~ U E Gl ~ N ?~rl ~
rl O R H UI r1 V1 7?I O
+i ~ ?rO1 P4 ~ W O U oNO N
GNU W O gONrn 3?a
H 1~ N ?J U H U pl .?I LL
N
7a ~
?.~ 1~
ro ?,.I
W N
W S-1
r?C N
U ?rl
?.?i q
~ 5 q
a~ o
b a~ is
ro +~ v
U ro ,-i S?a
~+I~nO
cn r
ob xro
aoa
vroogro
?~~ ?+~+
W ~+ o ~+
W O O
oaaa,
N
U
>~
N
.,~
U
,--I
ro
U
?r?1 r-I
ll O
?ri O
r-1 t~
O ~
a >,
u ~ N
o w ?~I ro
,-?I O U1 k
}.i N
~ ~ F
? ro ~?~ a
`~?~~?O
glaroNCn
,~rowU~
O .[ N ?rl O
hUAax
v
N
la
O
U
~,o~~ro
ro +~ a~ a~
+Iro?~INU
?ri C r-I N C
?.i fA N N Q> >~
~ -.~ 1~ ?ri ri ~
T3 'd ?'i .??i N
ro N 1~ 41 i~ 1~
cr ?. ro u m
?rl H ~ a W
~ H U U O ~ ~
O S-I R m Gl 1?I O
w ro ?r?I v a, +I ~n
~~?r~l Ub U A
] O ~ ?.NI rt la Ol
N 3 ~ ro O +~
N N U ?~ S-I W N
'J U ?r?I dl ~ +I UI
S-I q r-I r-I aJ Vl Gl
~ ?r?I O O ro d) f?+
Ul UI a~ L1 G A LL
qw N
ooa~s~
~ s?~ ~ o
N W N U
rl ri N
b~ N r-1 ?r?I
?~ m~3
y ?rl
,~ooo
+~ N as
N N ?rl ?.i
cn~ax
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
b
~ N
ro ~
X
N
y ~ ~
~ N
U ~ N
O O U
w U ~
N
lll .~ tr~
U 1~ -.~I
?i ~ O i-I
U N W rl
?rl CT N
a ~ .~ ?.a
N U \ S-i
w tr~ SOU x
o ?.a ?.~ ~ ?.~ ro
v a~ m
ro s+ ao
a o aroa
o w ro x
?~ ~ v
ro ro > a ~ uNi
~ U ro +~ O
~ ?~ xN~ a
u ro N v ro ~
?'i Sa U O b
~ ~ ?'i N
N W N U .~ U G
U1 N 1~ v v
S-i Sa .~ r-I N
~ ~ 1~ N .-1 N
O O O N O 1a
U U Pq 7 U W
,~ w a
Uw
a ? ,~
~x b
O N
m ~ +~
U1 N ~
N N N
w s~ ~
O ~ 41
1-i O Sa
W U W
s~ w
O?~ ~3
N r-I 1J N
~+~nov?~z
a~ va rnN
...~ w a~ ~
?~ owe vx
~ I?+ O r-1 ~ U
x a o ?.~ ?~
?.VI N ~ U ~ N
am~vNiu,~
W U 1.a ~ d) W
oro~+~
~.w a~+~ 3
a?~An?az
+~ ~
0
y ?~
?~ +~
ro
v~
~ u
v
~~
?~I ro
~ ~
~ O
N ?rl
+~ +~
~ ro
H f.'
r-1
ro
C
O
.~
ro
a
0
~ ~
a .~
H r
b rn
ro m
vro
~ a~?~
s~ v ~
O ~ ~
+~ ~?-~ O
w Ow
b x W tr~U ~
~ w O ~ C U
0 0 ?.~ ~ o
~~+rtUN+~
3NVV~roo
~naa~~
Vl N aU N
N w ?~ to
~ U .~ r%1
h W cnEU
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP9O-008068000200750011-5
N
~ ~
ro ai
ro
?~ v ?~ ro
Sa ~ b +~
~ ~ U
ro ~~ v
~a~rov
Wa?aw
W N ~ CT
O ?.~ ~+
~
1-i ~?~
W~NGL
?~
ro o Nrl
q a+~r+ m
ro
S ?~~
~ro aUi ~ a~i
N
W N rl q
Oa O ?n N CL
ro
gEw21 v
NN a~ Q'
+~a~~ o
ba~a+ros~
O
C ?.~i ~-%I 'C3 O
N C O ~ N
?~+
?~+~aaW
x~~,NN
N
E Sa ro 0
+~ ro ,q +~ N
~-?i
x ~~ m+~
~wwA ~
.+
vwaas~
o N?rIN
H
?d ?.i Oro
ro +~ .C ro
N
a
~
ro
u
N
aUi
1a
o
N
aNi
w
O
a
a~ o N ro
~ ?r?I N dl
o +~ a~ ?.~
U U R3
N O ~
w~Nw ov"i
N ~ ro ,y N N
o w~?N~~ oil
? ~v o ~~
ro a~ s+ a o w
a~w"~ ?~ ro
~?, ~~w~ a~i b~
a o N ?.~ +~ N W
?~ O ~+ ro N O
?.-I U~ O H CA N N
.~ NroUU spa
a? ~N.ON ~ bo
~ '~~o~ ~ rob
?~ O O ~ w h ?.Ni >,
i-I N ro H O ~ N -ri
W O b~ ?-O-I A F O O
?~+ s~ ? o b H a~ a
m > ~ a~ix m ~ ~?~
S-1 't3 +~ N H Gl N
U E+w of O w D Hw
z
z
w
."')-
a
m ~x a'a ~?.% ~ ?1~ a ~d
~, ro o +~ x a +~ a~ , v ~, o
ro A +~ +~ ro o~ +~ N 3 A ~+
3 ~.~ 0 3??U~ ~ as ~d N b 3
v ro?.aa~wa Ntrroro q
N O N N ?.i CT U) O ?rl r-I N N W
S-1 LI N ~ r-I ?rl ~ +~ U ~ ~ N O
7 A ro U ro N tT O Gl ~ O N
~ ~CUws~ro as~NN1J a E
H
x
~'
H
z
w
H
F
~o
~o
N
x
Sa
+~ O
~ ~
N
~ >+ 3
~ ~ a~
~+ o z
a~ ,~
~ N
o m?~ aim
a"i ~' a x a~i ~
.C W W ~?-I ?.?I
N ? ~ ? o a
?a .~ FC w U y
[~ ~ I q
a~roa~a~ro
W+~U1~00
S-I ?r?I }i +~
~a~a?~~
roa~roa~xro
~caacawv~
N +~
U ro
vx
?.a s,
U O
~~
~ 3 c
ro N t0
Uz N
?.?~
+~ W r-I
?.~ o
.~ x
o ~. s~
a~ ~~
1~ Sa W N H
aa~os~oro3
bro+~ ~roxz
q ~ ?.i W ?i
Otn N r,W?C
N a~uOC~O b.-?i
LOi O ro~ ~W
~+ N p, ro ~ w
ONN+i ooh
vhcacn pow
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP9O-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
b
U
q
Gl
ro
a
N
N
ro
N
~
~
?.?I
r-1
1~
?.?I
W
>,
3
q
~ O
S-i
~
r-I N b
?.?I U LI
+>
> ~ O
?.~i N
~~ ~
UA ~~
roo~o
3-i U +~
a~ tu?~+ ro
U r-I ?.i
C b O .[
daa
~ro o
?~ v ro
r-1 ? Ul U
r-1 tll q ?.?I
N q N 3-i
+~ O W N
H 11 b
N
U
O
~ M
?rl d'
U o0
~ r
~, r
~~
ro ?.~ m
U N ro
?~ ~+k
7-~ +~ Gl N
O ?.~ > E
3a UI r-1 ?.i
N N O O
esva~a
~ O w ~
`Aw?~oro
4~ G 1~
aa~arocn
+~ a~
.1 U LI N N
r+ororo~
~-+ ro axe
amG1NO
3~AE-iU
~
,G Uri
VI
11 11 r-1
~
U
N
FC
o
?
Oc
E
roo
v
i
rn
Lbw
U N
N
N N ro
~ ~
ro
~
o
R3 o
W
E
O
?.i v~
N ~
N Y-I
H
?rl
~ ~ 'd
a~ ro +~
z
~
a
?.~~a
~
o
roa~ro
C7
~
U
~
rl
?
?.
~
G +~ +~
ro
O U
UI +~ b
?rl q
ro N U
+~
+~ ro
~ x U ~
~ w M U
U O +Oi
+~roa
ci a a~i~b
N ro ~ ro o
o~a?~~a
EUA~z
?.?i ~ Oro
ax o ro~~
roo `~ co~~~n
F1 r-1 ~ U L1+
C7 q b O O 4?+ O
N ro +~ m U
3~?~iaNi NUw
S-i U r-I w q O
hoHU a ro~
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
?.i E U
r? id
n x n
~ ro
v
;n
v
~ o
a ~
,
+~ ?,~
O
~
a~ '~
a~ a
oro
.~,
o ~+
~ ro
.u ?.~ ?~
-~ s~ ~
S U N
a. m +~
au,a
.,~ .,.~
~~
TSO+~N
?ri ri
N +~ 4-1 ro
N ro O ?,.{
N A S-i
~ 'C3 O +i
O ~ ?r1 ro
U ro 1.~ E
?~ 0 ~
~i ?~ ?ri
~ x +~ ~
0 o ro ~
~ w h z v
m ro ~ a
~ vi a o ?~
ro
~ s~ w
~ a~ ro ~ x
r? w a q ~ +~
a~ o o ?~ o
N ro ~ ro N
?~ a a a~ ~. a N
z + ~ .c .~ ~ b ?~
~ ?a? rom
ca ~ rz ro x ro
N ~, N w
A ~ A N -~~ A vOi +~ W
w a -i -i -~+ a
~ ?? ~ ?? N ~ Uri ~
N N O N N N N DC W
f!~ 1J UI S.I N N ~ A
3O-i O 1a O ~ ~ q
W U W U W H?'i
W O 3-1
v a a~
?.~ ~
~ w q
?.~ o ?~
?H N
r~ ~i
+~
q ~
N ~
F., N N
{J 'd O
~ ro~
ro Uri
as N
v
A~ro
roa
a~~ro
U ro ri
az~
v s~
??iNro
U N ~
~ ~
ro
r-1 +~ N
q ro to ?ri
ro U .-I
~+~ma
?.i ?.i ~ ro
ro ~ ?,., a
?.~oaa
~Ua~~C
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
uo~aozwzE HzHwaaHC~wz~w uo~xmwcn
a ~ N
a I N ro
~
a~ ro~wa~~ro~~+roa
~
w .-+Ol.a~ CONS a)
NN
a wrnw?~+roroUwa~
?.~~saro wax aa~
~a
rlsaaaoro o?~I ro=
?~
ww ~ Uw ~ ?~ a~~ arty N ?~I~
~ ro .~ ??~ a a+.a a+.a o a w a
N a o 1+?.i N a a a w O O b G
N o,~?~~i mw N v ~~ ro ro ~ a
?a E >a ~ o ro.c ~ a~ a rl s
~ro N= U I Uw~~>?+Nw Nv
as a~- aNa~ a a~Ua ~
v rt U w ~ o a~ >a a U a~ w ?.~ a~ v
s.~ a s ?? a~ ?~I ?~I o o ?~I m a a?-?I b ~+
saa~ va~wUN~w sa I-loro ort
i O ~ 3?+ b~ E a ~
~ U tT ~ v a ?
.
Ua ?rlwwUU???INV1~aa O ~1
v ,~ ~+ ?~I o+ v o a+ w U ?~I ?.?I ro ?~I sa ~'
w a+ r-I ro sa ?.+ b b a N ?s v w a~ 'G
a~
U
a
a~
.~
U
v]
r-I
ro
U roN
?.a ?~I o
>a w tr+~o
O ??i >?+ O
UI ~ O ~`'~
m O N
a~ a c~ ro
w ?~I
a oww o~
uoiwOOO
x a~ a++~
o w a~ ?.a
hro~v,
?~I w >.~ N
?USaGIa
D4Oro~N
m a?.~ x
?NNaw
aacao~c
v a3?~ o ro ~,>?+ a v,w ro w
w N rl ?~ Fr' ? rl ^~ r-I ~ U a ~ ~
a~ ?.I a .?+ ~ a ro w ?.a .ra a~ w o 0
w~rl ?.i O O O OU] a U U
ow ~ a a~~ ow roa- ~ b v
wO~Naro 1.i ='C3a NU
owawa+ gmroro a?.I ?.?Ia
v a 3?~+ -ow aa~ ro w w
?r,?ri a w v b ?~+ a w ?? w ?~I to
Ero v f?1 a w N r?I ?.i ~= N ?,.I N
N ~A W,~ ~ N N U~ N r-1 b e y
w ?'?I a ?.i 1+ d1 N a A ~ N Sa
vroro?.~?oa~w?.~v>arnoo Uwa
,a 1+ .O .C a a N p 1a N ?rl ?.?I ~ a a 0
Ftnvmrooa~trro3r+wa D?~U
N
U
.~
w
r-I ?.~
ro ~
?.~ o
U W+
O
cn ro N
a ~
b rt r
a o
ro w N
a
r-1 ~ 'd 'CY
~ ~roro
O S?i .???I r-I
??i ro omro
ro v ~z~
?.~~?aaNioox
a ?~+ w U s~
rooawa~ro
? ,a a~ a w a
a ~ a ?.~ a~ -.a
O U ~ N N
a a~?~+ ~n w ~, d+
GIaN 3-INa~
>`I ?r?I ?r~ rt ~ rl
ro U ?.?I U a 0
3~o caa~
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
v
v
v
ro
~
- ~ v
+~ ro moo
-
+
a~
o
+~
o
U 9 .-1 1ti ?r?I
m p,
U
~
7r q
ro ?~ ro ~,~ ?
~ o
?~ +~ o
a s~ s~ o r+
~ aoVa~
?rl ?rl 1J
ro> a
a ro ?~
~ ro~ u~
~ N m N
O H A N .~
?rl ro U +~
+~ +~ 1~ O
7 ~ ~ f-i b
w ?~I ~ X U
O O N ro
roa~.~~a
O b w~ U 0
?rl O m ?.i ~
ro ~mrooo
+~as~a~
m H ~ ~~
~ N U ?rl H
c
v 't3 ?.a
~ ~
?r?I ro >? b
+~ +~ a~
ro ?~ ~
~
+~ +~ U
O
}-I
v
Oro N
11 N m
?.~
U
m
.-i
w
~ ~
?~
~
N
o
roro
tr~ ~
N
~
~
0
~
~
.
N
+~
N ~r
!p
U
N ro
b~ U
1-I U C
?rl ?.?I
v
aa~i ~
~ o
N rl N ~ C
~ m ?r1 rn ~
r-I ~ ~ ~ N H
+~ -.?I U O O O
~aa ~w ~
x ro~
o+~ m ro x
aa~i o rox a
~ N~ H o ?z
~ m O ~ G, +~ ro
?rl O r-I U A
O ?~ .~ U 3 0 m A ~
.-a ~ v ~ m u U ~
.. p +~ - +r N ?rl +i W
Na ~?~ a~ ~ ~ v z
7 ~ b O +~ U~ N O
0 0 ~ ~+?~ a o s~
U U ro tTrl ?~ U a
U r'~
(!~ ?rl
a
~ a ?.~
ro ?.~ a
U m CL
?~ m ?.~
+~ ?~ m
?~mm
~ H m ?.1
.~ w ~ umi
~ ?.a
~ 00
~ ~~
C +~ +~
(!~ C. v ?rl ?ri
ro ~ m m
b ~ +~ Sa ~
.i la Sa N U1
ro-~roDD
a ro a ?~ ?~+
o.~a~aa
A U A A A
U
(l1 m
roc
~a~n
ro ~
U ~ O~
?.a ro ao
~yb
o -~ ro
m~~ro
vmoa~v
~waz~
+~ Oww U1
Haooz
? N ~ +~ m
Uro~NCP
3 ?~ +~ 1a N
N U 1?a 41 ~
-~oro>
qs m p,?~ m
~~o~a
v m
U ro
~ ~
v N
?'i 'J
.~
w s~ ,~
N ~ U
?rl U H
~vro
~ A m y
U ro~ o
?~ ro s+
~ m q
O N O O
a b ?~ ~
a +~
~ ~ ro ~
+~ U q +~
f-1 ?^~1 W G
7 O ~
U I-I +i
v ro ro s+
`~ ?~ a a
r-I~. ?~ LL
~ rN w+ O
?? .c.~x~
N fUi~~ G.
z roorov
m" roro
a~ ~ a
N N O ~?~
m ?ri U
o ~ ~ o w
U Hv aro
v o
U ~
~ ~
N ro N
-rl C:
U ?.I
~~ ro
O ~
~ ~ ?~
ro ro ~+
U V O
?.i F1
.{J ~ rS
?.~ +~ m U
~ ~ +~
O O .~ .~
a z a~ +~
?~ s~
wwNO
ooxz
a~i +.~ ~ ~
?~ ~ N ?.i ?ri H
ro ro ~ m m r1
S-1 S-i N N ~
U?ri ro ~ 9 N
N.[ N ~ ~ m
C7UADA~
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP9O-008068000200750011-5
~ ~
O +~ O
?.1 O +~
+~ A
ro v +~
1-i O N U1
+~ ?,.1 +~ ?.?1
~ roN
?.i ~ r-1 O
~ O N 1-i
?ri ?rl YI LI
~ +~ U)
b U m +~
~ ~ro~
>, ~ w rn ro
w~ Na
?~+ ?~+ a~ o .u
~"o Coro
U H Gl N
VU] N ~ ~ q
H ~ >r ro
q rl la
?~~ a~ro~
ro W w N
~ o ?.I r-I N
N ?rl ?.i O
~+~ v ~ N
A ro ?~ 1-i
a aNi .~ rt '~
~..~ +~ w
..H ?gb?
rn ~ ~ ro
~ ro ?> ~
O Gl ?.i ,~
U A U +i
?rI d U ~ O
w rn ?~ F
a~ ~ ~
,~ O O
H U pq
vm
U N q `
~ tl) CT 3.1
.-1 U ?.a O ~ G
rl .L, W N M
N '+~ 3 rn
+~ O
q m to m
N UI roU
b A N D q ?.~
ro~ oamo
~a Uo~a
?w~ro 3arorn
N w ++ o ?~1
a o 1 `m
U U1 1 N 3-I
N +~ d Gl U O
UJ f?I ,~ U .C w
ro U C +r
~la roa~ow
ro a~ a+ o
~ U1 ~ J~ ?.i v
o row .~,~_
~v~ ro~ba
?aNi~ a??~~iro~
w ro ?a
O ?ri q 1a ,C rn N
W q ~ UJ ?rl O N
U U~ N v S +i -.~i
v +~ ~ w~ ro=
Ual SO-i +~ E N N N q
~ ro ro a?o N o
~ W
tf1 N
00 7
r-I }1 q,'
+~ q
~ a ro U+i
b +?~ ?a ~ ro
?.~ ~ ro FI fA N
?Nro~ Nrorl
r~ H U ~. O N oro
am ~ C9Hr
o vw G +i U ww m
~?.?~?a aoio oox
a?O~~ ~a N a~H
U ?.I ~ O O N ?.~
1~ ?'1 N O P4 UI ~ N `
~ ~ 3.1 1~ N dl ~ LI f.
W U) N q 41 tll Gl 11 N ?rl
I U'd ~ ro N d W ro> ++
aro?.IN s+~oa?.la,
CD~?~vi Uhanoa~
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP9O-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP9O-008068000200750011-5
~ ~ U R
N ?rl b~?r?I ??i
~ ?rl r-1
O R N W Y1
N ?rl 7?I ~ N
d.i00~
N N w U N
~ ~0
?r?I FC R ~ }-I ~t
b~ N U O d4 ~
N N ?rl N 'O ri
o~a~iu~,ma
Nh~ ~ U ?~
w ?? R U p4 ?rl
ONO S-i
3?a U ~ ~ ~
?'aRim?`~aaoi
I.1 b> >`I ~ b N
N ?ri R
~~oN ~
+~ .-I U a ?. rts
oN >?+~
+~ Nx ro o
NR+~U3?rl
N ?~I ro ro .u
.~ O'7 ~ O ~
~aa+oiaNio
Ro>?+RN
o?.~NO~N
?.?I +~ 21 ?r?I ro N
b ?'~iN~rOU~
~ T3~RNRU
R rortsrosarom
.,~
+~
R
O
U
U
?ri
I
W
O
R
O
p,
S-I
N
R
+I
.C U
tT
R
+~ N
?,.I
H
?~
1-I
R
O f6
O
?~
w
N
~ a~i
m
~
b +~+
U
O
S?I O
?.i
W
N
~
~ b
N
w
CL R
o
?~I ro
N N
N ~
~ ?a x
N ?ri J.~ U N
N Orl O~
.~ a N +~
A fx
O
w
O
i ,~ r?I N
I
U C7
a ~"~ ~aNiw H
o ~ ?~ a~ ~
N N
.~ o .u ?~I ,~o?~
W U ,'~ r-i $
~ ~
~ +~ +~ W
O O
OUR O
U U
z1 ro ?~
H
H
N
a
H
z
R
No
U N
R ?.i r-I
N b ?-I
?~?I ro ro
U ~ ~"
fA I t0
Rio
b ?~ O r
R N U M
rtSRNUi
oro
N U W R
3-1 N ?ri
N?rlN N
R +~ 3 ~ R
O +~ 0 0
R NWri U
~ ao,~
U w >r r-I 3
O +~ .-I
v ?.?I ro
~~ rn-N+x o
A R .al ~ +~i ?.~
ro~?.~ aro
? N o R o ro
W C] U D V] ~
R ro
tr+ N
?,.I N
}1 '.~
w? vii
?,.I N
R b N
ro N
'i7 U N 1a
o ?~I ?~, ~
W U N N U
H~ ~ ~v
?.I N ~
~ rr o
o ?~+ .a
ai a ai r+ ro
N N rl
~ ~ 1~
O O ~
U U F-I
r-I
ro ~
U b~ r
?.i R o
Sd ~ ?rl (V
O ?ri~ 00
R N rl O
?.?I N O ?i tT
w N a 3 R
w w ?.I
.~ Oww ~
~aO?~
? N q ~ 3
z +~ N ?rl
~C ~ N N
R ?.+ +~ tia ?r?I
OU1?+N
~oro>
R N a ?.+ >a
NNNRro
ac~AOa
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP9O-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
w
a ~
v+~~r
~?~~
+~ ~ ~
~~rn
rovrn
a>
N ?rl
Q ~ ~
ao
~ N +~
ro U N tr~
tr+ C +~ ~
~~ UV] UI
v ~ ro
b ~ 3
o~ oro+o~
x N U cnc
~nUV~?~aro
s~wo~u,~
oro~oroa
Vaaa3a
ro~
b
~, ro
+~
a a~
o +~
~ ro
ba +~ > N
os~a?~~a
w o v a ro v
ro N ~ x ~ ~
roNw ro
~w ro Nrox
oa~M3
?~Nrou,v
xaca~+Mz
g w N +~ o
O Sa !!1 U
N U ~
?.I ?.a U
w +i ?~
la ?rl ~ +r
N ~ O U
+~ O >r ?rl Ul
.. v a ~ m ~
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP9O-008068000200750011-5
sa
~U I q?i
tr~ ?~I ro t~ ?~I +~
N q ~ U ?rl .C ?rl
N?rlWgroUa
a~ a abb ~ ro o
N W?.?I ro v m
a~ w ro U v ,.+
~ A~ ro U~ N U
~ .r-I+.~~aroU
O~~NN'd7b
?.~ v N a~ q a~ ??~ ro
U 1~ N 7~ N~ ro
~ W 11 rd N .,.{
N awrl+~~+.1
?.~irN-I N G D-~OI 3 q
o ?.+ o s~ ?~
?~c'~iw~Nrowu
~`~ w? o ~.~ a~i
NN~7rN+~ b~
?r., U o a >a ?.?I rn?~I
A ?'I U ro N 7~ r1
o > ~ a ?~I ?~I ~
,cvroiv~ mro~
L1 1~ N rl U
a~osaa~Nrox+~
'-I?~I ro s~ sa a w a
?.~ :~ a v o 0 0
3 NA+I U+~?rl a1
N
I
O
IroN
~ a~
wa~vro
U
'd ~
q l
W
roRaU
01~wU +INroaa roa ~
N H O ?.I .~ q Oro O N
?.i w a w O ?.~ +~ N ?.~ U rl r-I
a~a~>~, ~rowovN c~Nw?a
+I U ?.?I U ~ W D O N W b N
O?~Nq ?.iNO ~a- oroa~ro
H w q d O W I.1 0 U 3-I U U N
wO++~ aaao rt w aro N U
o K ~ ?.~ a~ -+ a w ~ a
N a~ sa ro U .[ N a~ o b ?.?I ?.I
>+- O U~ +I ?rl q N d ?-I
Hal wSaN tr+q ?.IwWA
+~ U 'O O a~ w G) rn ???I ++
~n ?~lo ro ooa~rn oNao
vx ow N o a~+lrl ro
?~ +~ a U +~ ?.~ ?~I - a~ .[ U x v ?v
+~ w o >a~ N>,+~ ws~wa~
?~ o U a~ w o w a~ a~ ?.~ o a .c a
~ w +. ?.~ a s .c +~ ++ o ?~ N o
IUn 1a rt 3 ~ U~~ N E~ +~~ N N.~ x
N Gl a C O N a?rl +~ 1-i N N +~ +~ U
R +~ O+ O Gl > ?C ~ +I d +i ?rl q V]
N ~ ?.a ?.?I N H ro rl U a o a a a u ++ ~
>a z
a a~ w
H uH a
U
v z
CT H
w
~ ~
~ z
H W
A
I N
N ?.i ?.i
..~ y w
,?i H WO
{
??
~'
~
H
A ???I a~ ro
v~~~
O ~ U P
O Cl 7 ?rl
U ~+I U
u]wN~
a~ o rl ro
qrl C N
d GJ 0 3-I
tr~ ~ ?rl Gl
.i U) ii U
.-~ ro ?.?I
a~+~ ~w
+~ +I N b O
3.1 ~ b~ N N
U Gl ?.i U +I
N N.[ A U
ANNd+r?I
,~ ?.~ a~
N AN 1J rl N
sa
od
UH
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP9O-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
I I .b
?rl ?r1 ?N .G ~d N O 1.1 I is
ro G v~ ~" v?~~ Nw o v a
G ?~ O r b U H C!' v1 N O 3-I G O +i
al N U G G~ 7, ?~ G ~I N Gl ?r?I m '-I
1~ N '~ GJ ~'+ ?rl G U +~ m U to U
i-I N U , ~ QO m 1J N u cli ?rl ?ri tti
G ~ tC ?rI J-~ m ?.?I p m G ~ ~ a~ ~ bn w
?rl O E-~ 00 G v1 ,C O ?.a 1.1 u1 G F+ N ~,
U N Cl Ol fA ?ri W ?rl ?ri '~ b !-I L.I ~
.. m ~ ~ m ~O ctf ~ 1-I Cl O A u 01 ~d H u
bN ~bHOODcNV Gf0-IAGtNif~NN G~ U~
N O tb GJ 1~ ni O ?r?I c1f Gl ,~ bn L.I m cd ?n
G s+ G 1+ m G v m CJ .~ +?i 6 ?~I W ?b
G N b N ~ U ?b G .[ y u u iJ N tU
?.a u >r, ca w w G v o u u ?r?I o v N .~ ,.~
~ u G >`I W o v ~ ?,~ G ao ~, a.l u G +~ G G
G G +~ ono - on u > w v a~ .n G ?~+ v c~
O N U m m ?~ G ,1] D0 bn 1.1 m al G b
U On O v cd G r-I b O G ?rl ~O b J-I o0 9,?rl ?.?I 4?i
rl ~ ~o ~I N o ,~ G ?a r-I H a~ H ?~ rl p V1 0
1.1 N 3-I ?ri N O i-I 3-I r-1 J-1 N O rl $ N t0 v
oNN r~iaJ~~NG uww+u-INUNV C~o~'0 ~~I
?~+ +-I ~, v u ~-+ >rl ?r?I v w G w H ~, u oD o. ~+ v
+~ G~ u G~ u ~+ N o?.~ O~ G ~ v N N,a
?e~ ?ri Gl !-I GL U cd ?rl ,C b H b P+ .!] F3
?.a ~+ a0 v o ?r?I N w rl N u G m ~y v
3-I ~, G ?r?I ?r?I G on m ~O O r-I Gl td N ?rl N N N Q
U Cl U ~' r-1 d Gl N p ca }~ W to U U E
m .~ a~ o ff oD v u m a~ cd ?rl w G v G G t o W
a~ N ~+ u u~ >-I -d on oo W a~ H v v o ff C7
A~+ a+-IuG~+ GvG Ga~~n1W a~?~b0 ri W
O ,~ a G .G al 1.1 O ?r?I cd o .C I?-I a~ v ~ u ?r?I D, a
v n} ~ ?r?I +~ 00 m v W }.I p u A v~ A H cn .-I ~ ,,o a
~ H
~ o
0
U ~t
N cn r\
G ~
O Cl O
~ U N
O G
U Gl
?b~nU
iC .--I
o rl A
W N
u -
Ri G H O
tl1 b Q! bn
u
G
NG
~-
-IC
~
h-?I p N ,C
,.ca w m
v A 3
?~~imu~
I ~ U ?rl ?r?I
u D, ~ m r-I ,x
NNcd m0
~.I N ai ~ }~.I R. 1
C ~ ~ q m ~
N Gl ~ L.I N vJ
W r1?rl H U ?rl
a- ?r?I I '-~I G u
G = G ?D On'b
Gl m O ?rl rl ?rl
b0 tq U O .-1 'J,
?r?I N Gl O r-I J-~
uwoo`~N~u
H ',a~?rGl }~ U W N
?.?1 ~ u ?7 O e-1
N ~~4~-I N O G
uvW N?a o
uvuo u?,a
?rl VI 3?I ~ U ~
GHwO~GG
d~fW?~G G
O1 O O N to U ~
W ?rl O N
ozuoa?a,~..l~
u
U oUDO~
G N~
O1 r-I M
bn~--1 O
?ri O N
r-1 U
G H
cUNHU
b ~3
rl H A
N rl
W W c0 -
O G G
O O
N 3-I ?r1 1.1
O 1.1 bn
d +~ N G
~u~z~
~+ >?I v N
xAt~3
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
U I b
~ ?rl U r?1 ?~ N 1~ ?ri 1 7r I. O N ro
b N N 41 N fti >?1 N U W ro o b ?.i U ro U rl
a ro ~ o?~I oar a~ ?~I oo qw az?.~ rnro
ro ~ w ?o ?~I > ?.~ >?~ ro ~ o w v s~ ~ ~
rl +~ N ~ ro +~ a o a~ a~ >a ?.a o
r-I U tr+ a~ ro s+ r-1 3 ~ a N q .C ~ b ?~+
q N N g D U ro N A??i O~ rl+I U ro+~
Uroo oroa~ o No?~w+~ ~+ a~a
T3 b Ul .?-I b O 1~ J.I 7 W~ b O N N tT i-I
o a~ ?,~ r-1 N q 'd ro -~ o N v ?.?I ?~ ~ ?~I tT a~
am a~ ?~I s+ o U a~ v +~ v roN
U N?r1 O?~ 3 q N m +~ +I
ro -+rn Nw U o ro w Nw ro~ rl
ro a~ ???I a~ ~ rl o ~ a a ~+ s
q +I N +~ U1 O N N g N ~ 3 i-I
~ aoi a ~ 3 sew aa"i ~ ro ro N rn>~w~
U v o +~ m o a~ w m U ?.a ?~I ?.I .u a~ q o
.-Iroro ~+~N.-~ wv m++a~a~H~ x
rl ~? W N N O b~ ?~ f. w i-I N U
w
H
0
H
m
0
a
W ~?WI U
U O i-I >~
~saaa~
NA U 0~
U~ N ?.?I
~~ w~
~ w ~ a~
~~,a~
O .?-I O ?rl
?'~ a + w
drorox
roi~~ a~ a o a+~
~?roH+~~ OW?rl+I
N ~ N o+l ~ a~b m
rt~~~~?ro oro>a~i
>rl >~ m w +I ???I +~
m~~ao~ ?.~+oia?i~
mam?`~rt~ roo?ro
o a~w v v v+~~
O 1i A rl ro f!1 H N U N
sa ?.I
a~ ~
ro ~
>~ N o
ro +~~~
1..{ p M
O ~ a+
U b U
a cn ro
ro ?.a
wsa wa
wd~+lsa
roU+lroo
?~I ?,~ ~ w
w sa b ?~
U w o ro .?I
V1 O Gl fT U
? >~ to W
rj ro N
rl ~ O ?~
b U ~ a SN-I
U LI +~ ~ ~
~aroroo
aUZZz
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
~ aa~oro~ .-+?~x .~rooa~
o ro v a~ o ro ~ +, v ,-, .r.,
?.~ ro a >, ?.~ o Rs m y .u .a
+.a wros~.~,+, ?.aroa ?.~aa
~m vmxx~ ~.oa~ b.~aa~ ..
n m s~ a~ a~++au, ~ v art o.~ ro
VI Gl Cl ~ Ul O t0 N ~ ~ ro Sa ~ +~ N ?.?I
N U ~ .C 1?I ~ N N UJ ?.i N Gl O) Gl ~ ~ ro
ca o ~ to ~ o N ?.~ a+ ~ ~ a > a+ ?.a ro ~
s~ ro ?.~ o s~om x~,?.~~, oar v a +~o vv ~ro
a~ a E w u w i, ro F H ~?-~ N v ~+ 2s ?.~ m .a .n .?~ .A
ro ~ N~~w ~ro
v a
a o
~ U
i~
a
?.a ro N ~
x v ?,aa
.u w ~~ a
~roga~ ,
+~ ro roa b
ro a~ ~ ~
O b r-I N H Ul ?rl
U ~ O ,~ .k W
ro O F N U
x~ b ro~
U O f.i r-I
?~NN~~gO
+~ U ~ ~ GU N%
O ?rl 4J +i N ~
q D tr+ 1+ ~
LI ?.i O N d-~
z N v ,-+ a ?.~ ro
?.~cn~ 3~
~ N Gl N N
~ ~o~zcroim
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
ro
ai a N
ro I a ~ ?~ ~a~io
a o ?~I N b ro. N ?~ +~
ro f-I >a tr~ A ? ?t~ H G +i
I ~y U W U ?,.I ro s~ N N N +~ A N ro
rl G U ?rl N N r-1 O O .i U G U .!~
ro N ?,.I O~ U ~ ~ .-I LI 00 N G >T Gl: W
U rl ro >~ O G 0 0 ro rn ?~ N >~ q
?.i - O ~ N S-i ro +I ?r?I ~ .-i tr~??-I q O N
.u rn a a~ W E q '~ N ro ?~+ A N ?~ ro
>a N ?.+ w G ro g q N >.,
+~N~+a ao ~INO ~yN o
N A o ??~ ?a ?~I r-I ?~I ro ?~ N W
aroi~wro aro >x~ 1~1CrIN-IN
x>rob osa roo,a ~nox~
+~ o G G ro o?~I N+I G
O2 ro ro aaai ?NiA+~ ,G O'O 8
O O >~ +I U N H ?d LI f?1 .G ?rl
+I ?rI 0 U N G a 0 0 G
+~ a~ N ~ ?.~ ro >a w N N
b ro?.l a a a? o N ro N
1~ U ??-I O ~ U N E W ~ W 'G a+
N N 1~ W ,G r-I +I ?~ b +I 3-I Fi U
N N {~ +~ O U ro 1i a O G
~~= N ~a oa01o~ cOi1,CNN
a U b N r0-I to ~ ~I +~ O ???I ?.~i r-1
Sa Q N .-1 ?ri a 0 0 U .G b~
0 0 .-?I A x 0 O N A 3 I.I O
a ??~ +~ O O sa U N O O~
ro U ?ri >?I 0 0 O N ,G W O G,
aN+~a PqW ~W?rl H OUH'
>~
0
U .4~ N
{~ U N
N r.~ N
tr 27 .G
?.~ N +~ +~
r-I ,t' Y-1
.-I N N W
~ r~?I O O
CA U N
~~N ~~ a~iao~
ggOD ON +hN H b
O?~ U~ ~ N ~A ~ W N
c O N H ,G O O ?ri O N
IU G OG ~N O'O a~ N
~~N_U N+~ ~ ~ 1~.1rN-1 ~W ~
~'?~ U N -1 N +I TS N N N
o?.o~~u'~i ~ ro.~~ ~ N
'?+'rob.~ ~~ ~ I?n a ? o
H ro g y G ro~ N N W ~ b
roo O N+~ ??i ro~ H U
O ~ N ~ i-I >`I r-I O
N1ao roNO N~ ?[ ~
N N
N N ?'?I
A LOi W ~
rIaHG ~
~ o ?~
?.~ N ro ro
3 ro G U
A F~
xa
O N
A ~
N Q
q
rn
G
i
NNN;. z+~N ro o
?.
+~ +~ a+~ q G ?~I ~ N N N 4a >a
a ro ro ONO N Nrl A N O O O
N ~ Q +~ ,~ U U S-I O +~ N ~ ~ +I
~ ?a N E N Q~ N H w ?.~
N+INN NN a~o~ orl q
{~IWEWAF+~ aNN ~= W D !]~
H rn N
rl G O
W ?.I U
? o ?d s?I
~ N a
N ro ?~I ?~I
N W A x
?~oa ?o
D S?I N A O
N U .3] N ?'~?I
~ ~ ~ ~ U
N r1
O N
O tr+ +I
U O G
q rl H 3
N rl
?.~ o W z
U U O
ro~ to N v1 G q c+'1 N rl
~.1 ~ 1.1 ?rl N Q'i N S?1 V'
?,.I ~ r-I N N N N O
r-I ro ~ >a 1'i 'O >~ ~
a o?~Ix o NU w aU ro o N
ro a r+ >?+ c~ ~ ro ~~ N a
~W-HiD+ W ~A O yA OW v ro
~ 0 3 S O~ ~ ~ W H ~ O~~
xaez oa3o o~r+roo wq~x
VI N ro N N O +I N ?.?I O O +I N U
a a+~i+l ro o~ N~ o twi~~ ~ ~~ ~ 3
o >?+ >?+ s~ ~ ~n >a ~ ??~ ~ o N ?~+ ro s~ o N
Ew aA a ~.ao N ?,q?.?Ir~ N U a3 ~
xNNON oNNro ooa~ro .~NOSa
~aAxc~ aca~3 aU~nr13 Ix caaow
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP9O-008068000200750011-5
~ 1
aJ U
R7 U ?~ N
r--I ~ N O U1 1 N
?.a ?rl 7 sa sa ?ra N
rob ?.~ w N .?~ a
awix v N ?~~ ?'
~ ~ ro va ro a ~
,~roN aNV?.asa
+~ ?.1 w N ?.a N v N tr+?~1 ro
k m O a U w?.a N?.I GIN N
N ?41 b N N ?.a N W Ara O .[ vl
U N O U) ~ r?I sa W r-I r?I a-1 N
VI N sa O H O O O U N O s?i
UA>+1?~tn +~m ro~OW>?+
a a o a v ~, b ?.~ - ?c ?~1 x ?.~1 0~
bvlvNrow ra sa u3?nv
~ U 7 ab N Nw N ro N
0 3 C ~+?~ O O~ tr~ -+ O~ q~ m
vNNNSao xroa N o N
w N +, a ?a N ?.a A m ro ?.a N sa
~~ N+~ ~ ~ O tr~O ~A N 7 N ~
o? ro N o N o ~.o ~?n~f~
3a .C .>~ ?.1 w W sa Sa La ~ N ?.a ~ ~ N
a v > a a N a o ~a a a, o ?~+ N
-, N o o??a a N a a v RA
'd ro U !A ?.a N m U q ro ~
~wrna~? ?w"'o wroN~oro
la sa ?rl O ?rl +~ N q N rl N ~ U ,J~
ro ~ q k NOW ro> w
x~a~~?w' as'iro~ a'aio.ca u~
N ?.a aJ v A aJ aJ o > ~ aJ > >~ o
.c o a N o o a ro sy N C o?~1 N?.a
H 0~??a ?n U U H b w V] ?rl A a-1 ~ W
O
w N
1:.' ?{~1
H a?l
N
vo a
~ ~ ~
-.oa ~ -wa m
a-1 la m N
a-1 tT sa v1
N O N ro
a ~-.>+ ~
U >~
~a~~aai~+
~roobxro
o ~ w sa ?r?1 ?.i
o ro ~ sa
~.~ mo~
~U xNU
N
~
sa
I
o
?~1 1 >?a sa
?a
N ??
sa
w sa
O
~~0
a
U
O
OW
~
~
~
saroro P
s~
ro~
~?,g
NNroN
U a~ ro
oAb N
???1
~>'a
aJ N
?ri
A N U N O.[
47 Nb
++ N ?a1
roN
vrl
va
~aq'Ci
N+~ N
x
Nrl
x o
N+~ ro N
11 a-1 uI N q
+1 +~
U N
tll
w to q +1
aw rnaaJ=
pw
>1-1
tA
UW ro N
o aNa
N
ro aro
?.~a
11 ~ N b~ N +~ r
-I UI
ro b a A
ra sa b
W Nb~NN~
O
?rla.+A?,.1
ONO
N~ C N W N
?i U
-.i
~ C!~ N O
a~a'??N ro .~3
o {'., aJ l~ ~, N
QNNI Gaon
NGaNrI~
7 N w ,i ?.N?1
~+~
~
NN
N +r ~
roosa+~
~W] ~ IWtl A
aaHaN???1
bx
ro a
~a~rn++
N N
U O la
sa
,r~ cn
N CJ' N r C
U w
saN
+~ U
N a
N O S
ro3o
a,a?o
dl 0 a-1 rn 0
Nr+arly
W
~
aJ N LI ?.a
N v
to N
a a N
o ???1 ro
?r~ +~
W o ra w
U m ?.a w
.~bvNN
a?.aa
a~va
a - faro
wrnroaai~ro i?a'v,ai
.-~ q sa row b~ N ?,~
Ea ?,.1 ~ N ~ sa >a b
id spa q w N ~ ?rNI aN-1 't3
w 3 ~ ~O !i l-~i E ?~ ~
N
N
U
N
?.1 to m
U U U
m ?,~ ?,1
a~ w
r-1 ?.a ?.a
ro ra r-1
?.~ O O
U W W
O
V] 'LY N b N
1~ ~ q ~r
b ro ~ ro r
q o 0
ro ~ N ~ N
~a N R3 'ay N ro ro
sro+~rom ~mm
w ?>>s~as~a tiDNS~'a
??a roororo ororo
rlroN N
~ ~q O Oxb 3o Ox
a ??a w sa a o s,
?.[ ? a~a ro Aq~w
a~o~?mN G00~NN
ro v ?.a N :~ o ro N :~ o
3~AApU AADU
bb~roUN~ b+
O +~ N .q N N
aNip'cNi~o,awi~b~
Hoo~awrna>
N
h ?~
U
-ro
w~
w O
ro ~a
sa a
tT?.a
N A
a~
r-1 b
roq
w ro vi
a ~
? ~ N
~o ~
A .?~ N
a?OO ~
x ~x
b U a?1 U
~ V1 ?.i ro
ro m In
fa /a N
O N N ro
rox ~~
rtaUi?~
- Nqb
aw~W
?~ Nwro
sa ?[ ~ N
DEyF~
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP9O-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
N
U
a ?? v
v N .C
?.i N
3a ?.i .~ ~ ?,.I N +~ .L2 +~ N O r?C N .?-I N .-1 N ~
aid ?.[cnNN ?~N?~ +I~roalQ~a O NNN
N ro Haw u~ ~U w q q N~ ro ~ ~ +I ++w
?.a U ,~ z ~n N N a~ ] 3 +~ N a N s~ o~
b~ a N ??~ a~ x ro H H a~
~. ro ? a~ o a a~ ? b ~ a~ sa ? ?a v +~ as r-1
w ,A a v +~ ?~+ o w a v .r~ ro ro ro ,c ~ rI N .A
o a~ ?~1 +~ ?.~ a o ro a H a~ a ++ z b ro N ro
Nsaroro rlro ~+~+~ a Uv~no ro ~a?~1
rorowroa~~o ro?~1?~1 U NrooU ~ Upro
-+ a.c ~ ~ o w sa ?~ w ???I N N q ao ?~1 a o0
+~ N ro A U q N +i o r-I - v o rn '^I a~ N
N .C ?.~ ro H q N o o q -+ ?~I r-I o ~ .~ v ?rl ro
AU~NrIb o?a+~ varoa+~ a A E+~ ?d
roa ro+lro +~ A'dNN~U'O v >~aa
wva~>NU ,~rl U roa?.~ro~,>.~a a roooa~
ON rrov?.i Uro a~ .-arox3a~roro o a~a?.~z
Gl N O~ ~ ~ 3-1 11 ?n ?ri ro 11 ~ b rl S-I ~
a>a?.,~otrx rovA roa~a++a a~_ +~oDw
O N N U W q 0 D U H H ~ U N ?.i U O
?,.I 'L7 N f?I r-I ~I N N N N ro a 0 N q N ro ~ U
+~ q a~ o ro H a~ rn a~+~ w a~ a~ ~ 3 ~ro?~ ~,
ro ro a~ w ~ sa a~ N tT o ~+ tr o a~ t~ .u w
r-1 YI N ?.?I .-I ~I Sa ?ri ?.i C Gl ???I ?.i ~ ro O ?.?I
??~ . 0~ N ?~+ ro ~ o ro ~ o ~ rn tr~ r-I +~ U N ?.~ N
s a~ ro U v a o ro N a a~ +~ ~+ ?~I ~ a~ ?-+ ro a v ?~ v
.vaNi-,~aio+~ +~?roi a~ ~groovNgloii uoi p,Ntn?~~i
.~ o .u N o ro o .ra +~ H m >y a~ o ff a~ v tr~ q
~+~wN?~loz zro--I ~= aa~a= a aG ~~~~
N
~
N I {1
1
N
O
N
~ A 1; I
r-1
+~
?rl
N
O N ro N rn
?.?I
O
ro
r?i +r
??i
??~ v ~+ ~ a~
ro
o
+~
ro ro
++
+~ ~ w s+ 1 x
>
~ ?r?I
ro ~
~ ?.~
G ?~1
+~ v t~ U rl
U
ro~
~I b a a o
ro
-~
rn
0
a
z a~
U] U
D{". Sa
N U) N N
tT U .~ U
N ri N +~ u1 >~ N
ro ~ ?,., .,., N ro ?~
~ N o U N N N U
1~ r?~ c! CA S-I 00 N f11
H O r~ r?I ~ ~ Ri ?-1 C
O ~ rn ro ???I C ro it1
U 'OU UO0 U rl
a N ro ?,~ ~ +.~ ,~ ?~1 ro rn
ro ?~1 +~ tr+ U +~ b w
w~ O q ?.I q q ?.~ ?.I ro
ro U+~ ro o ~ o++x o a~ o a~b
~ ?.~ ?.~ q w a~ a aT N x .a a z ro
,~ w p b ?~+ r-I ~ ro q +r D
U w p ro .-I tT w ?a 3 0 ++ w w a~
v)ONb+U ?.O~Om E~ c~v HOOz
hb~uwi N~3~ w~
rl r-1 0 ~. v ?C h o ci aoi ?~i ro
b~roaa~ S~atr~ +~ ~Ntr
U>`++~~a >aN~ N ?,~roa??~N
.~aroroo rova~a~ o >~q a~~ro
rxUZZZ caca3oo h 3RCCa~a
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
SYLLABI RECEIVED
WITH RESPONSES TO QUESTIONNAIRE
Whole Intelligence Courses
Institution
Brown University
Canisius College
Georgetown University
~~ ~~
Harvard University
Hobart and William
Smith Colleges
Occidental College
Ohio University
Rutgers University
San Francisco State
University
University of Louisville
University of Southern
California
United States Air Force
Academy
Vanderbilt University
Western Washington
University
Correspondent
Lyman B. Kirkpatrick
Stafford T. Thomas
Ray S. Cline
Roy Godson
Anthony G. Oettinger
Peter R. Beckman
William D. Brewer
Harold Molineu
Roy E. Licklider
Jerald R. Yankee
Andrew Strenk
Captain Mark Ewig
Harry Howe Ransom
David W. Ziegler
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Component Intelligence Courses
Institution Correspondent
American Graduate School of
International Management Richard D. Mahoney
The Citadel John W. Gordon
George Washington University Burton M. Sapin
The Johns Hopkins University Richard K. Betts
Loyola University of Chicago John A. Williams
" " " " Sam C. Sarkesian
Ohio State University Kenneth H. Watman
Skidmore Mary E. Fischer and
Patricia-Ann Lee
State University of New York
at Buffalo Jerome Slater
University of Delaware James K. Oliver
University of Mississippi Daniel S. Geller
University of North Carolina
at Asheville Gene Rainey
University of Oklahoma Stephen Sloan
U.S. Naval Academy R. M. Paone, John D.
Stempel, Captain
D. N. Mizell, USMC
These syllabi are available at the National Intelli-
gence Study Center.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Approximately 500 questionnaires were mailed to
chief operating officers at colleges and universities,
all but a few within the United States. We received
165 replies from a total of 162 institutions. Of the
replies, 69 identified or mentioned courses totally
devoted to intelligence or with intelligence compo-
nents; 85 stated that no courses related to intelli-
gence were offered; and 11 acknowledged the survey but
gave no additional information.
We identified 27 courses taught at a total of
24 institutions exclusively devoted to intelligence
(termed "whole intelligence courses" in this report).
This figure does not include courses taught at the
U.S. Government senior service and professional
schools which offer extensive work in the field.
Whole intelligence courses are, for the most
part, structured as "surveys" and cover a large ter-
rain from history to current organization, from the
intelligence cycle to policy requirements, from the
law to problems of morality and ethics.
We identified 50 courses organized around broad-
er, more traditional concepts which contain "compo-
nents" specifically devoted to the intelligence pro-
cess or some facet thereof. In addition, 15 corres-
pondents referred to but did not cite the title or
describe at least one other course which deals, in
part, with some aspect of intelligence. The courses
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
referred to and those actually identified are offered
at a total of 42 institutions. In many instances
the intelligence components are substantial and, in
others, tangential. Courses on foreign policy and
national security are the most frequently used rubrics
for intelligence components.
Sixty-four institutions responded negatively or
stated the absence of attention focused on intelli-
gence. In a number of these cases, it is likely that
the individual respondent failed to check all perti-
nent sources and that some existing courses in these
institutions do, in fact, address "intelligence"
inter alia.
ZFaenty-one institutions in the above "negative"
category expressed some interest in developing courses,
in learning the survey results, and/or in communica-
ting on the sub3ect of "teaching intelligence" at some
future time.
One semester is the normal duration of whole
intelligence courses. Only one full-year course
was reported.
Student enrollment ranges from 15 for courses
holding to a strict seminar format to more than 100
for the straightforward lecture course. Average
enrollment in combined lecture/discussion classes is
between 30 and 50. Strong student interest was
noted in several responses which referred to "over-
subscription."
There is no bibliographic consensus, except per-
haps on the utility of the Church Committee Reports,
on the need for annotated teaching-oriented biblio-
graphies, and on the potential value of case studies
as an educational device. Literature in academic use
covers the full spectrum from practitioner memoires
and essays, to expose and critique from insiders and
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
and outside investigators, to the fruits of the lim-
ited scholarship applied in the past as well as a
smattering of intelligence fiction. Approximately
40 books make up the composite working bibliography
of academic intelligence courses, i.e., publications
used in at least one of the reported courses. About
a dozen books appear in two or more of the full read-
ing lists received.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
SELECTED FROM RESPONSES TO QUESTIONNAIRE
Agee, Philip. Inside the Company: CIA Diary. New
York: Bantam, 1975.
Allison, Graham T. Essence of Decision: Explaining
the Cuban Missile Crisis. Boston: Little,
Brown and Company, 1971.
Barnet, Richard J. The Roots of War: The Men and
Institutions Behind U.S. Foreign Policy. Bal-
timore: Penguin Books, 1972.
Barron, John. KGB. The Secret Work of Soviet Secret
Agents. New York: Reader's Digest Press, 1974.
Brown, Anthony Cave. Bodyguard of Lies. New York:
Bantam, 1975.
(Church Committee Reports) Final Report of the Se-
lect Committee to Study Governmental Operations
With Respect to Intelligence Activities. United
States Senate, 94th Congress, 2nd Session, Books
1-6.
Cline, Ray S. Secrets, Spies, and Scholars. Wash-
ington, D.C.: Acropolis Books, 1976.
---. World Power Assessment 1977. Boulder, Colorado:
Westview Press, 1977.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Colby, William. Honorable Men: My Life in the CIA.
New York: Simon and Schuster, 1978.
Copeland, Miles. Without Cloak and Dagger. New
York: Simon and Schuster, 1974.
Dulles, Allen W. The Craft of Intelligence. New
York: Harper and Row, 1963.
Eisenberg, Dennis; Dan, Uri; and Landau, Eli. The
Mossad: Israel's Secret Intelligence Service:
Inside Stories. New York: Paddington Press,
Ltd., 1978.
Epstein, Edward J. Legend: The Secret World of Lee
Harvey Oswald. New York: Reader's Digest Press
(McGraw Hill), 1978
Felix, Christopher, pseudonym. A Short Course in
th0 Secret War. New York: E. P. Dutton & Co.,
1963.
Frank, Thomas M., and Weisband, Edward, eds. Secrecy
and Foreign Policy. New York: Oxford University
Press, 1974.
Godson, Roy, ed. Intelligence Requirements for the
1980s: Elements of Intelligence. Washington,
D.C.: National Strategy Information Center, Inc.,
1979.
Halperin, Morton H.; Borman, Jerry J.; Borosage,
Robert L.; and Marwick, Christine M. The Lawless
State: The Crimes of the U.S. Intelligence
Agencies. New York: Penguin, 1976.
--- and Hoffman, Daniel. Top Secret: National Se-
and the Right to Know. Washington, D. C.: New
Republic Books, 1977.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Hougan, Jim. Spooks. The Haunting of America: The
Private Use of Secret Agents. New York: Mor-
row, 1978
Hughes, Thomas L. The Fate of Facts in a.World of
Men: Foreign Policy and Intelligence Making.
New York: Headline Series, 1976.
Kahn, David. The Codebreakers: The Story of Secret
Writing. New York: Macmillan, 1967.
Kent, Sherman. Strategic Intelligence for World
Policy. Princeton: Princeton University Press,
1949, 1966.
Kirkpatrick, Lyman B. The Real CIA. New York: The
Macmillan Company, 1968.
---. The U.S. Intelligence Community: Foreign Policy
and. Domestic Activities. New York: Hill and
Wang, 1973.
---. Captains Without Eyes: Major Intelligence
Failures in World War II. New York: Macmillan,
1969.
LeCarre, John. The Spy Who Came in From the Cold.
New York: Coward McCann, Inc., 1963.
---. Tinker, Tailor, Soldier, Spy. London: Pan,
1975.
Lee, William T. Understanding the Soviet Military
Threat: How CIA Estimates Went Astray. New
York: National Strategy Information Center,
1977. (Agenda Paper No. 6, 77 pp.)
Marchetti, Victor and Marks, John D. The CIA and
the Cult of Intelligence. New York: Alfred A.
Knopf, 1974.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
McGarvey, Patrick. CIA: The Myth and the Madness.
New York: Saturday Review, 1972.
Mosley, Leonard. Dulles: A Biography of Eleanor,
Allen, and John Foster Dulles and Their Family
Network. New York: The Dial Press/James Wade,
1978.
Powers, Thomas. The Man Who Kept the Secrets:
Richard Helms and the CIA. New York: Alfred
A. Knopf, 1979.
Ransom, Harry Howe. The Intelligence Establishment.
Cambridge, Massachusetts: Harvard University
Press, 1970.
(Rockefeller Commission) Commission on CIA Activities
Within the United States. 1975.
Rositzke, Harry. CIA's Secret Operations: Espionage,
Counter Espionage, and Covert Action. New York:
Reader's Digest Press, 1977.
Rostow, W. W. The United States in the World Arena.
New York: Simon and Schuster, 1969.
Stevenson, William. A Man Called Intrepid. New York
and London: Harcourt, Brace, Jovanovich, 1976.
Tuchman, Barbara W. The Zimmerman Telegram. New York:
Viking Press, 1958.
Whaley, Barton. Codeword Barbarossa. Cambridge, Mas-
sachusetts: MIT Press, 1973.
Wilensky, Harold. Organizational Intelligence:
Knowledge and Policy in Government and Industry.
New York: Basic Books, 1967.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Winterbotham, F. W. The Ultra Secret. New York:
Harper, 1974.
Wise, David and Ross, Thomas. The Invisible Govern-
ment. New York: Random, 1964.
Wohlstetter, Roberta. Pearl Harbor: Warning and
Decision. Stanford: Stanford, 1969.
Wyden, Peter. The Bay of Pigs. New York: Simon
and Schuster, 1979.
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
 Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5
Sanitized Copy Approved for Release 2010/08/06 :CIA-RDP90-008068000200750011-5