Learning Objectives

• "I am a Nuclear Bombshell" reveals the gendered nature of nuclear discourse.
• It denatures the association between masculinity and nuclear weapons by metaphorically recoding the bomb from male to female.

Description

This module covers the basics of designing and evaluating physical protection systems for nuclear facilities. The module takes approximately 3 hours to complete. Students taking this module should have a working knowledge of basic algebra.

Students taking this module should have a working knowledge of basic algebra.

Learning Objectives

• Students completing this module should develop an understanding of the performance-based methodology used to design and evaluate a physical protection system to protect nuclear material from theft or sabotage. Students should be able to describe the three main elements of a physical protection system (Detection, Delay, and Response), how they are evaluated, and how they are interdependent. The student should also understand how the Design Basis Threat (DBT) is determined and used when evaluating the effectiveness of a physical security system.

Description

In this module, students will be introduced to the basic nuclear fuel cycle including the different processes involved and the basic physics of the fundamental components. The module takes approximately 5 hours to complete. Students taking this module should have a working knowledge of basic algebra and a basic understanding of physics and chemistry.

Students taking this module should have a working knowledge of basic algebra and a basic understanding of physics and chemistry.

Learning Objectives

• Students completing this module will be able to describe all of the steps in military and civilian nuclear fuel cycles and be able to perform basic analysis of known fuel cycles. Students should be able to describe how fuel cycle facilities operate and the materials used and produced by those facilities.

Description

In this module, we will cover some of the basic concepts in statistics applied to measurements and derived quantities. The module takes approximately 2 hours to complete. Students taking this module should have a working knowledge of basic algebra and calculus.

Students taking this module should have a working knowledge of basic algebra and calculus.

Learning Objectives

• Characterize a measured dataset using a mean and a standard deviation
• Explain how probability distributions relate to measured datasets and how they can be used to estimate the likelihood that a measurement will fall within a certain interval of a mean value
• Describe the difference between systematic and random uncertainties and how this relates to accuracy and precision
• Use propagation of variance to estimate the uncertainties to derived quantities

Description

This module is an introduction to the terms and concepts related to nuclear security and safeguards. The module takes approximately 4 hours to complete. 

Learning Objectives

• After completing this course, students will be able to understand the importance of nuclear security and safeguards and their relationship to the IAEA, be knowledgeable on the legal agreements that brought about the modern safeguards system, and comprehend the various approaches to implementing a safeguards regime. Students should also be able to identify the elements of a nuclear security system and perform some basic nuclear threat assessments.

Description

This module describes the insider threats facing an organization and analyzes the complex nature of insider threats. It also describes how organizations and individuals can secure themselves against this threat and prepare to respond if an attack occurs. The module takes approximately 2 hours to complete. Students taking this course should have first completed the NSSEP Physical Security Systems module to understand the basics of multi-path analysis and the Adversary Sequence Diagram as it relates to outsiders attempting to gain access to materials in a facility.

Students taking this course should have first completed the NSSEP Physical Security Systems module to understand the basics of multi-path analysis and the Adversary Sequence Diagram as it relates to outsiders attempting to gain access to materials in a facility.

Learning Objectives

• By the end of this module, students will have an understanding of who an insider is and the types of threats they pose to an organization. Students will also have basic knowledge regarding what motivates an insider to commit an attack and how to combat such attacks. Prominent historic cases of insider attacks will assist the student in visualizing these attacks in practice.

Description

In this module, the elements of containment and surveillance, as used in nuclear safeguards, will be introduced. The module takes approximately 2 hours to complete. Students taking this module should have a basic understanding of nuclear nonproliferation and applied nuclear material safeguards.

Learning Objectives

• explain the need and intent of containment and surveillance
• define containment and surveillance
• identify equipment commonly used in containment and surveillance
• explain how containment and surveillance can be used at a facility to supplement material accountancy

Description

This is a beginner’s module for basic radiation detection. It covers the physical mechanisms behind the detection of gamma and neutron radiation and the different detectors used. The module takes approximately 6 hours to complete. Students taking this module should have a working knowledge of basic algebra and have completed the Introduction to Statistics and the Basic Nuclear and Atomic Physics NSSEP modules.

Learning Objectives

• Students completing this module will be able to describe the physical mechanisms for the detection of gamma and neutron radiation. They will also be able to identify and explain the general operation of gas-filled, scintillation, and semiconductor detectors.

Description

This module provided by the Centre for Nuclear Security Science and Policy Initiatives covers the basics of nuclear and atomic physics and takes approximately 3 hours to complete. Students taking this module should have a working knowledge of basic algebra.

Learning Objectives

• describe the structure of the atom, the constituents of the nucleus, and different types of radiation. give definitions of basic nuclear physics terms and units of measure
• use a periodic table and chart of the nuclides to identify specific isotopes and elements and their properties
• explain the interactions of radiation with matter and the physics of nuclear fission
• complete simple calculations using energy and mass relationships, atomic density, and radioactive decay

Description

This module provided by the Centre for Nuclear Security Science and Policy Initiatives explains the different types of statistical analysis used in nuclear safeguards and takes approximately 3 hours to complete. Students taking this module should have a working knowledge of basic algebra and calculus. They should have completed the NSSEP Introduction to Nuclear Safeguards and Security, Introduction to Statistics, and Nuclear Material Accountancy modules.

Learning Objectives

• Students completing this module will be able to apply statistical analysis to various diversion detection scenarios, including detecting diversion through material accountancy, statistical analysis of MUF and MUF uncertainty, measurement control, and sampling

Description

It is July 15, 1945. President Truman has asked you to prepare a decision memo for him discussing whether – as well as where (i.e. what kind of target) and how (i.e. whether to give the enemy advance warning, etc.) – to use the gadget. 

To assist you in this task, your aide has provided you with some background materials in the form of three documents (see below). Using these materials, make a recommendation to the president. 

Using the template provided, write a decision memo addressing the prompt below.

Learning Objectives

• Students learn to critically analyze historical documents as well as the craft of memo writing.

Description

The following report serves as a handbook on the Non-Proliferation Treaty Review Conference for participants in the course International Security in a Changing World (POLS 114S/HIST 104D) at Stanford University, originally designed and taught by Joe Felter, Scott D. Sagan, and Harold Trinkunas.

The structure of this handbook is twofold. First, we review important background information about the NPT Review Conference including a history of the Conferences since 1975, the organizational structure, key delegations, and coalitions of the conference. Second, we provide our recommendations on how the instructors may best execute a simulation of the NPT Review Conference with careful attention paid to student roles, assignments, negotiation issues, and educational goals.

The simulation starts with a one hour session in which the delegations make formal presentations to their Heads of State. The conference takes place over the course of two eight hour days.

Learning Objectives

• Students will gain familiarity with the structure of the NPT and of international negotiations more generally. They will have the opportunity to debate in public and negotiate in private, understanding the tension between a state’s international image and strategic interests. Students will also get the opportunity to conduct significant amounts of background research and submit memos to their “heads of state” to put them in the shoes of a policymaker with a specific topical portfolio acting under the aegis of a country.

Description

This is a syllabus for a college course intended to provide students with a basic understanding of the theoretical issues surrounding nuclear weapons, their historical development, and the impact they have had historically on global politics and current policy debates. The course examines conceptual foundations, organizational structures and functions, decision-making processes, and priority issues in military strategies with a special focus on the role of strategic weapons in the nuclear age.

In the course, students are exposed to the science and technology behind the weapons, and the histories of the existing nine nuclear weapons states, and will build on the technical and case knowledge to explore critical issues of nuclear strategy. Topics include, but are not limited to, deterrence, compellence, nuclear use and non-use, and nuclear strategy. A significant amount of attention will also be paid to the theoretical debates, policy concerns, and historical evidence regarding the causes and consequences of nuclear proliferation. A significant amount of the course readings are drawn from both scholars and practitioners of international security and nuclear strategy. This course is suitable for students with a general background in international affairs and some familiarity with military strategy and should be of interest to students seeking to improve their understanding of nuclear security and arms control, and of particular utility to students considering careers in national and international security. The course is conducted as part lecture and part interactive undergraduate seminar.

Learning Objectives

• Develop a basic understanding of the science and technology underlying nuclear weapons
• Integrate the theory and practice of nuclear weapons and nuclear strategy by examining historical debates and current policy arenas
• Encourage critical thinking about contemporary policy debates, including the ability to analyze key issues in U.S. nuclear policy and strategy and offer practical solutions
• Improve professional skills including critical thinking, clear and effective oral presentation, the use of simulations, and oral and written argumentation

Description

Strategic South Asia is a free online course produced by the Stimson Center South Asia Program’s Strategic Learning initiative. Strategic South Asia is the most comprehensive collection of perspectives regarding India and Pakistan’s strategic and nuclear trajectories available online. It includes video interviews with more than 80 leading practitioners and scholars from India, Pakistan, and the United States, including former senior diplomats and military officers. In addition to lectures, the course includes multiple-choice quizzes, recommended readings, and a pass/fail final exam. Strategic South Asia’s chapter learning objectives are also available for download.

The Strategic Learning initiative also offers a flexible edition of Strategic South Asia. This edition is meant for instructors, professors, and students seeking flexible, customizable content for online learning. It is identical in content to “Strategic South Asia: Complete Edition,” but does not require sequential progress through course content, and does not offer a certificate of completion.

Course Syllabus:

CHAPTER ONE: INTRODUCTION TO STRATEGIC SOUTH ASIA

• Lesson 1.1: Course Introduction
• Lesson 1.2: Additional Resources

CHAPTER TWO: SOUTH ASIA’S NUCLEAR HISTORY

• Lesson 2.1: Development from “Atoms for Peace”
• Lesson 2.2: Engagement and Sanctions
• Lesson 2.3: 1998 and Beyond
• Chapter 2: Quiz

CHAPTER THREE: NUCLEAR POLICIES AND POSTURES

• Lesson 3.1: Nuclear Doctrine in South Asia
• Lesson 3.2: Warheads and Delivery Systems
• Lesson 3.3: Nuclear Command and Control
• Lesson 3.4: Deterrence Stability in South Asia
• Chapter 3: Quiz

CHAPTER FOUR: THE GLOBAL NUCLEAR ORDER

• Lesson 4.1: Nuclear Proliferation and Nonproliferation
• Lesson 4.2: Treaties and Agreements
• Lesson 4.3: The Indo-U.S. Nuclear Deal
• Lesson 4.4: The Nuclear Suppliers Group (NSG)
• Chapter 4: Quiz

CHAPTER FIVE: NUCLEAR CRISES AND CRISIS MANAGEMENT

• Lesson 5.1: Crises and Crisis Management in South Asia
• Lesson 5.2: The Nuclearization of Crises on the Subcontinent
• Lesson 5.3: The 1999 Kargil Conflict
• Lesson 5.4: The 2001-02 Twin Peaks Crisis
• Lesson 5.5: The 2008 Mumbai Crisis
• Chapter 5: Quiz

CHAPTER SIX: CONFIDENCE-BUILDING AND NUCLEAR RISK-REDUCTION MEASURES

• Lesson 6.1: CBMs and NRRMs
• Lesson 6.2: CBMs and NRRMs in South Asia
• Chapter 6: Quiz

CHAPTER SEVEN: SOUTH ASIA’S STRATEGIC FUTURE

• Lesson 7.1: South Asia’s Strategic Future
• Lesson 7.2: The Indian Ocean Region
• Lesson 7.3: China’s Role in South Asia’s Strategic Future
• Chapter 7: Quiz

FINAL EXAM

Learning Objectives

• Students will be able to identify and describe different perspectives regarding India and Pakistan’s strategic and nuclear trajectories.

Description

Deterrence in Southern Asia is an online course produced by the Stimson Center South Asia Program’s Strategic Learning initiative. Deterrence in Southern Asia goes beyond the India-Pakistan dyad to study deterrence relationships in the context of a larger strategic chain that includes China and the United States. It covers deterrence theory, deterrence relationships among nuclear-armed states, and case studies from the Cold War and Southern Asia through video interviews with more than 60 leading scholars and practitioners from India, Pakistan, China, the United States, and beyond. Deterrence in Southern Asia’s chapter learning objectives are also available for download.

Upon completion of Deterrence in Southern Asia: Complete Edition, students will earn a certificate from the Stimson Center. Only students enrolled in the Complete Edition are eligible to earn a certificate.

We also offer a special Flex Edition of Deterrence in Southern Asia for instructors, professors, and students seeking flexible, customizable content for online learning. It is identical in content to Deterrence in Southern Asia: Complete Edition, but does not require sequential progress through course content, and does not offer a certificate of completion.

SYLLABUS

CHAPTER ONE: INTRODUCTION TO DETERRENCE IN SOUTHERN ASIA

• Lesson 1.1: Course Introduction
• Lesson 1.2: Course Resources
• Chapter 1 Recommended Readings

CHAPTER TWO: THEORIES OF COERCION

• Lesson 2.1: All About Coercion
• Lesson 2.2: All About Deterrence
• Lesson 2.3: All About Compellence
• Lesson 2.4: Analytical Challenges
• Chapter 2 Recommended Readings

CHAPTER THREE: THE IMPACT OF NUCLEAR WEAPONS

• Lesson 3.1: The Dawn of the Nuclear Age
• Lesson 3.2: The Theory of the Nuclear Revolution
• Lesson 3.3: Debates About the Theory of the Nuclear Revolution
• Lesson 3.4: Nuclear Deterrence and Compellence
• Chapter 3 Recommended Readings

CHAPTER FOUR: DETERRENCE STRATEGIES AND NUCLEAR DANGERS

• Lesson 4.1: Credible Threats
• Lesson 4.2: The Role of Nuclear Doctrine and Posture
• Lesson 4.3: Nuclear Deterrence and Crisis Stability/Instability
• Chapter 4 Recommended Readings

CHAPTER FIVE: COMPLICATING AND ENHANCING DETERRENCE

• Lesson 5.1: The Role of Norms and Taboos
• Lesson 5.2: Deterrence, Arms Control, and Disarmament
• Lesson 5.3: The Role of Public Opinion, the Media, and Nationalism
• Chapter 5 Recommended Readings

CHAPTER SIX: DETERRENCE IN THE COLD WAR

• Lesson 6.1: Key Features of Deterrence in the Cold War
• Lesson 6.2: Cold War Nuclear Powers
• Cold War Case Studies (Mandatory)
• Chapter 6 Recommended Readings

CHAPTER SEVEN: DETERRENCE IN SOUTHERN ASIA

• Lesson 7.1: Key Features of Deterrence in Southern Asia
• Lesson 7.2: Southern Asia Nuclear Powers
• Southern Asia Case Studies (Mandatory)
• Chapter 7 Recommended Readings

CHAPTER EIGHT: CONCLUSION

• Lesson 8.1: Course Takeaways

OPTIONAL CONTENT

• Cold War Case Studies (Optional)
• Southern Asia Case Studies (Optional)
• Optional Essay Resource

Learning Objectives

• Upon completion of the course students will understand deterrence theory, deterrence relationships among nuclear-armed states, and case studies from the Cold War and Southern Asia

Description

Strategic Learning is an online initiative produced by the Stimson Center’s South Asia Program to sharpen understanding of strategic concepts and coercive dynamics in Southern Asia and beyond. Strategic Learning pursues this mission by making diverse viewpoints accessible via open online courses, nurturing vibrant communities of “strategic learners” on social media, and providing opportunities for students to engage with experts in the field.

As an additional resource accompanying our free online course, Deterrence in Southern Asia, we offer free, downloadable versions of the 13 expert-authored case studies that are featured in the course. These case studies draw from academic literature on deterrence, coercion, and strategic competition to analyze deterrence dynamics in a range of historical conflicts and crises, from the height of the Cold War all the way to more recent India-Pakistan crises. Each crisis case study includes:

• Extensive original analysis by leading scholars, analysts, and practitioners from India, Pakistan, the United States, and beyond;
• Strategic Learning’s analysis of cases based on deterrence and coercion theory;
• Transcripts of the expert video interviews featured in the course; and
• Knowledge checks and answer keys.

Whether taken all together or studied individually, Deterrence in Southern Asia’s crisis case studies are excellent learning and teaching resources.

Table of Contents (in order of author last name):

• The Kargil War by Rabia Akhtar
• The Pathankot and Uri Crises by Arka Biswas
• The Pulwama/Balakot Crisis by Christopher Clary
• The Berlin Crises by Anya Loukianova Fink
• Deterrence in the South China Sea by James R. Holmes
• The Mumbai Crisis by Sahar Khan
• The First and Second Taiwan Straits Crisis by Yeh-Chung Lu
• The Cuban Missile Crisis by Julia Macdonald
• The Doklam Crisis by Oriana Skylar Mastro and Akriti Vasudeva
• The Sino-Soviet Border Crisis by Frank O’Donnell
• The Twin Peaks Crisis by Abhijnan Rej
• The Sino-Indian Border Crisis by Mahesh Shankar
• The Third Taiwan Strait Crisis by Ketian Zhang

The Strategic Learning initiative’s online course, Deterrence in Southern Asia, goes beyond the India-Pakistan dyad to study deterrence relationships in the context of a larger strategic chain that includes China and the United States. It covers deterrence theory, deterrence relationships among nuclear-armed states, and case studies from the Cold War and Southern Asia through video interviews with more than 60 leading scholars and practitioners from India, Pakistan, China, the United States, and beyond.

Learning Objectives

• Students will learn to analyze deterrence dynamics in a range of historical conflicts and crises, from the height of the Cold War all the way to more recent India-Pakistan crises.