[MUSIC] Module Three presents nine short teaching cases that illustrate the breadth of CVE practice around the globe. Of the nine cases presented, four describe programs and activities located in the United States, while the remaining five cases present programs and research from South America, Africa, the Middle East, and Asia. As you watch these teaching cases, you'll be asked to draw on your knowledge of CVE from Modules One and Two. The practitioners and researchers featured in Module Three will discuss push and pull factors that have led to concerns about violent extremism in various locations. They will also describe how CVE programs have been tailored to mitigate these concerns through creative engagement, prevention, intervention, rehabilitation and reintegration, and counter messaging initiatives. Although each teaching case is unique, you'll hear commonalities that run across all the programs. For example, Dr. Stevan Weine describes research from the United States that demonstrates how community-based and family-focused prevention programming could be applied in Somali diaspora communities in the US state of Minnesota. Similar comprehensive program elements can be seen in rehabilitation programs in former extremists in Saudi Arabia and Singapore, as well as in a disengagement program for former far-right violent extremists in the United States. The five international cases specifically highlight the complex political and social dimensions that should be addressed in CVE programming. In Mali, for example, University of Maryland researcher Jori Breslawski examines how an interagency program bolstered the resilience of marginalized communities so that they were less vulnerable to radicalization and terrorist recruitment. In Sri Lanka, Dr. Arie Kruglanski discusses how the central government engaged in a long-term rehabilitation effort to stop the terrorist group known as the Tamil Tigers. And in Colombia, START researcher Dr. Barnett Koven shows how a gender-sensitive approach has yielded positive results for demobilizing former female members of the FARC terror group. Each of these cases demonstrates how CVE programming may fit within a larger security framework. Beyond addressing complex sociopolitical issues, another emerging question for CVE practitioners is how to develop CVE programs in a digital environment. As discussed in Module Two, research shows that online radicalization and recruitment of terrorists is a growing concern. To address this threat, University of Maryland students provide a description of several online campaigns that they developed through the Peer to Peer: Challenging Violent Extremism program, including their award-winning game to teach bystanders about how to intervene in a suspected case of radicalization. Other teaching cases such as Alejandro Beutel's discussion of Internet safety in the Safe Spaces program show how diverse approaches are needed to address both the online and offline threat of terrorism. While the teaching cases point to many successes, the experts featured in these videos recognize that questions remain about the efficacy of CVE programs. For instance, START's Patrick James underscores the need for research to be conducted and made publicly available in order to better evaluate what works and why. Furthermore, Dr. Arie Kruglanski points out that researchers do not know whether successful CVE programs can be replicated in other contexts. These questions and others will likely be central to debates about how CVE programs and policies are included in future national and international counterterrorism efforts. At the end of the Module, you'll take part in a discussion forum to draw out some of the challenging issues raised in the teaching cases, including questions on appropriate metrics for measuring CVE program success, how to best counter online radicalization, and whether it is possible to generalize local programs in other contexts.