U.S Cold War Policy

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U.S Cold War Policy

The American strategy during the Cold War was guided by factors such as intensified encounters with the former Soviet Union, an essential apparent risk of war, escalated defense financial plans, and vast armies in Europe. However, the emergence of the Korean War, in some instances, gave individuals the liberty to exercise their will, which was previously limited or restricted.

The Korean War acted as a perfect opportunity for America to express its Cold War strategy of containment as a method of reducing the spread of communism. Besides, the Korean War signified how far the U.S would go to reduce the spread of communism (Lafeber, 1990). For instance, the nomination of Syngman Rhee in 1948 to form a Korean People’s Democratic Republic signified the American position in Korea. Through this, the extent of communism from North Korea into their territory would be lessened. The degree to which America would engage in the warfare is also portrayed through the actions of the then-president sending a considerable number of armed forces into Korea, after the attack on South Korea. Moreover, the UN Security Council was also advised to act after the attack.

The Korean War played a significant role in hindering American commercial deployment, which compelled President Truman to practice his powers as the commander in chief to try to keep attacks from unceasingly arising (Lafeber, 1990). Besides, despite the thoughts of an impending recession, the Korean War gave an essential enhancement to financial growth by bringing in new regime’s capitals into the economy.

In conclusion, the emergency of the Korean War played a significant role in influencing the policies of the U.S during the Cold War. The U.S sought to prevent the spread of communism in different parts of the world. However, the Korean War had a significant impact on the economy of the U.S.

References

Lafeber, W. (1990). United States Foreign Policy at Home and Abroad. The American Age. Second Edition, 437-501.

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U.S Cold War Policy

Paper details
These questions are designed to guide your reading of the assigned texts. Each week, you
will be presented with a set of questions relevant to that week’s reading assignment. You will
be required to submit, by 5 pm on the Friday of that week, a one-page answer (double-spaced, 12-point type)
to the question rendered in bold-faced type.
Walter LaFeber, The American Age, 502–531
“The Korean War, Revolutionary China, and Containment in Asia,” reader, 25–45
What impact, according to LaFeber, did the outbreak of the Korean War have on U.S. Cold War policy overall?
What were the war’s domestic consequences?

The Congress of the U.S

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The Congress of the U.S

United States Congress was established in 1789 and structurally separated from the executive and judiciary. It consists of the senate and the House of Representatives. The Congress’ main functions as stipulated by the constitution include, collection of taxes, commerce regulation, and coin money.

One surprising fact about the Congress of the United States that I was unaware of is that out of four hundred and seventy members of Congress only Jeannette Rankin was against World War 1 and 2. She believed in the ability of women to have a say on political issues and never advocated to send anybody to war (Congressional Research Service 18). Her decision to vote against sending people to war did not go well for her as she was besieged until law enforcement officers came to her aid. Rankin’s case significantly relates to the United States today. Women are actively involved in politics and are free to express and take a stand on what they feel is the right thing. For instance, women are allowed to run for high political positions without discrimination (Congressional Research Service 8). For instance, Hillary Clinton ran for the presidency in the previous election. In addition, many other women run for different political positions.

The senate in the United States is obligated to impeach government officials if they fail to perform, approve treaties and protect the rights of the American people. However, it still remains unclear on why the congress could not prevent the civil war. According to Elizabeth Varon, slavery divided the people of the southern and northern parts of the country as they differed on the issue of slavery (Congressional Research Service 7). The questions remain why sectional compromise proved elusive and the role that the Congress played in the whole thing. If the Congress had properly intervened, civil war could have been avoided through reaching an agreement between the southern and northern states.

In conclusion, the congress of the United States of America is mandated to protect the rights of the American people by impeaching leaders who fail to deliver on their promises. However, Congress failed to prevent a civil war which was caused by factors such as slavery. The intervention of congress would have halted civil war significantly.

Works Cited

Congressional Research Service. “Introduction to the Legislative Process in the U.S. Congress.” Congressional Research Service (2018): 1-15.

—. “Women in Congress: Statistics and Brief Overview.” Congresional Research Service (2019): 1-25.

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The Congress of the U.S

Paper details
Watch The Congress Video https://fod.infobase.com/OnDemandEmbed.aspx?
token=41083&wID=95566&plt=FOD&loid=0&w=640&h=480&fWidth=660&fHeight=530
This video presents a detailed looked at the history and daily operation of the Congress of the United States.
After watching the video, please answer the following two questions:
Identify one historic fact that you were unaware of. Discuss the impact of this event and explain how it relates
to the United States today.
Identify one example or comment made by a historian or scholar that challenges your current understanding of
how Congress operates. Be specific in your identification including the specifics (name of expert, quote and/or
event and explain how it adds to your understanding the role and function of Congress).

 

Neoclassicism

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Neoclassicism

Why did European tastes in art change in the mid-18th century?

This can be attributed to the new way of reasoning about the world, independent of religion, myth, and tradition, characterized by a regard for the classical ideals of form and restraint. Individuals who took part in enlightenment were against unsubstantiated beliefs, promoted experimental evidence and questioning of all claims (D and Fund 415). In a nutshell, the industrial revolution changed the taste of art.

How did European change in taste of art make for a smoother transition toward Neoclassicism?

Neoclassicism leaned more towards classical Greece and Rome. The utilization of classical simulations and guides were characterized by its sense of order, rationality, simplicity, and practicality. Such qualities were desirable and made it easier for the transition. For instance, this new age guided people on how they were supposed to behave and sacrifice themselves for the sake of the society (D and Fund 113). As a result, they were able to relate to such qualities.

How did neoclassical values affect the choice of the architectural style for important buildings in Washington DC?

The conclusive architectural designs of some of the structures in the U.S such as Capitol Hill were enthused by the use of classical design (“Jefferson, Monticello,” n.d.). These designs evoke the ideals that guided the founding fathers of the nation as they formed the country.

Why did Thomas Jefferson believe that neoclassical architecture was appropriate for government buildings in the United States?

He understood that art remained an influential tool that could bring about communal transformation, and motivate the people to learn. Also, he could bring about an overall sense of insight for the American people.

What was the inspiration for the design of Thomas Jefferson’s home?

Thomas derived constant architectural motivation from roman villas and their sixteenth-century Palladian descendants.

Works Cited

D, Adolph and Wilkins C Williams Fund. “21 Rococo to Neoclassicism.” Virginia Museum of Fine Arts, Richmond (2010): 1-796.

Jefferson, Monticello. (n.d.). Retrieved from https://www.khanacademy.org/humanities/ap-art-history/later-europe-and-americas/enlightenment-revolution/a/jefferson-monticello

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Neoclassicism

Paper details
Hello!! I will submit a lecture which you will have to read. Then, you will have to read te material in this link
https://www.dropbox.com/sh/uaapafxon9thszc/AAA1RTeMFFWmy_bA75DJdxFJa?dl=0 and answer the
following question.
QUESTION 1
Why did European tastes in art change in the mid-18th century? How did this make for a smoother transition
toward Neoclassicism? How did Neoclassical values affect the choice of the architectural style for important
buildings in Washington DC?
Please also watch these videos and answer the question.
VIDEO

https://www.khanacademy.org/humanities/ap-art-history/later-europe-and-americas/enlightenment-
revolution/a/jefferson-monticello

QUESTION 2
Why did Thomas Jefferson believe that Neoclassical architecture was appropriate for government buildings in
the United States? What was the inspiration for the design of his home?

Constitutional amendment in USA

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Constitutional amendment in USA

Ratification of the 14th amendment to the constitution of the United States of America took place on July 9 1868. This amendment granted citizenship to all persons born in the United States of America inclusive of all slaves and the recently freed. Another provision of this amendment is that it forbids states from denying any person life, liberty or property without due process of law. It should be noted that this right expanded to a great extent to protection of civil rights to all American citizens.

The 14th amendment clearly defines what it really means to be an American citizen. For example being a citizen by birth. Every child born in the land of America is a citizen by birth and he or she should not be discriminated no matter his race. There are also privileges that come along with citizenship which are explained in the 14th amendment. Holders of full United States of America’s citizenship are allowed to sponsor their immediate relatives such as spouses and parents for the country’s legal permanent residence status without necessarily waiting for a visa. In addition all naturalized US citizens have the right to possess the country’s passport which gives them protection against deportation and have all the freedom of travel and can live abroad without fear of losing their legal permanent resident status. Stipulation of what state officials can or cannot do especially when it comes to American citizens in various matters is clearly defined in the amendment (Bloemraad 69). In a nutshell, duties of state officials are clearly defined which guides them in their day to day   activities.

Addition of bill of rights to the U.S constitution had the aim of protecting the rights of American citizens against any kind of encroachment by the federal government. Citizens were guaranteed citizenship rights and equal protection, former slaves were granted citizenship which gave them a sense of belonging.

The congress passed a legislation which prohibited any kind of segregation of public facilities as well as discrimination on the basis of race, color, sex, national religion as well as national origin. The Equal Employment Opportunity Commission was tasked with ensuring that the above was well implemented and followed to the letter.

As seen above the 14th amendment has brought about lot of changes since its adoption. Creation of equal opportunities for all despite ones race and color, granting of citizenship to former slaves and also clearly defining what citizens expects from state official which is pretty cool thing.

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Constitutional amendment in USA

Paper details
Civil Rights
Please view and take notes on It’s a Free Country Video and/or Professor Patterson’s
lecture on Civil Rights and read the Civil Rights chapter in your textbook. Then respond
to the following two questions:
Explain the purpose and role of the 14th Amendment to the United States Constitution.
How did this amendment change the relationship between the States and the Bill of
Rights? What was the context of this amendment? And why is it so significant to
equality for all?
Discuss one additional action taken by the government to advance equality for all.
Which branch was responsible for this advance?

Legislative power

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Legislative power

The Constitution of the U.S grants Congress the power to ratify legislation and the freedom to accept or reject individuals proposed by the president to carry out specific duties in the country.    The parliamentary systems in the state of Ohio and Massachusetts have various similarities and differences.

There are substantial similarities between the legislative power of both Ohio and Massachusetts. To begin with, in both states, governors have significant influence over the legislative bodies because of the nature of their jobs. The governors have considerable control over the media bodies due to their positions also. The governors propose budgets for their states, policy agendas, and vetoes (PUBLIC EMPLOYEE RETIREMENT ADMINISTRATION COMMISSION 5). For instance, in both countries, the governors are required to present a budget containing a plan of expenses, an approximation of incomes for the upcoming financial year, bills containing all future annexations, and other legislation needed to implement the executive budget. Besides, once legislation has undergone the right channels, it is presented to the governors for signing.  If the governors sign the bill, it becomes law, and if the governors do not support the contents of legislation, the proposal can be rejected.

In both states also, if three-fifths of the members elected to each house cast votes to either support or rejected a proposition presented in the houses. If the law requires the people to be involved, the people can take part in the democratic process through which they can either vote the recommendations in or out. The national assembly does not have unlimited freedom to propose changes to the country’s constitution. However, a meeting by individuals voted into office by the public can be convened and recommend possible changes to the law (Ohio Legislative Service Commission 8).  If two-thirds of the members elected to each house vote to adopt a joint resolution proposing a constitutional convention, the propositions are taken to the people through an election where people get a chance to exercise their democratic rights by either rejecting or voting in the plans. If the voters vote in the propositions the law is presented to the president who signs it into law.

In both states also, the legislative process is similar. The first step in the legal process is the presentation of the bill to Congress. Any individual has the right to draft the law, but only the members of the Congress have the legal right for legislation. During the legislative process, however, the proposed bill can undergo specific alterations (PUBLIC EMPLOYEE RETIREMENT ADMINISTRATION COMMISSION 13) . The committee, with the duty of reviewing the proposal, performs its functions after the presentation of the law. After review, the bill is then debated by the congress members, and the final document is enrolled depending on where it came from. It is then presented to the speaker of the House and sent to the governor for approval.

However, there exist substantial differences between parliamentary systems in the two states. In the state of Massachusetts, the people are actively involved in the law-making process. In a nutshell, people practice their decision making power independently without political interference. For instance, if there are contentious issues that require a referendum, the state can prepare one. However, the proposed document is presented to the people as designed initially or after significant changes have been made on it. However, in the state of Ohio, the law-making power is conferred in the general assembly and the people. The people have reserved for themselves the right to approve and disapprove laws enacted by the general assembly.

The Massachusetts House of Representatives is contained of one hundred and sixty individuals who represent different regions in the state. These individuals are actively involved in the law-making process, and conduct their meetings throughout the year in either formal or informal sessions to consider law-making. The House of the representative is led by the speaker who is legally voted into office by other members of the House at the end of every two years. The state of Ohio, on the other hand, is comprised of ninety-nine House of Representatives who are elected from single-member districts. The members are also full time and meet throughout the year. However, the amount of time spent in the House is determined not only on the period spent on the law-making body but also on the activities that the members are involved in  (Ohio Legislative Service Commission 8).  Such activities include committee hearings, listening sessions, constituent service, and even time spent during a campaign. Therefore such members tend to receive better pay.

The state of Massachusetts also spends a lot of money during the legislative process compared to the state of Ohio. Due to the high number of house representatives in Massachusetts, the state tends to spend a lot of resources in terms of paying the representatives during official duties. This is in comparison to the state of Ohio, which has a few number of representatives.

In conclusion, different states in the United States have different legislative processes. For instance, each state has various members of representatives. Besides, each state varies in the number of resources that it spends during the legal process.

Works Cited

Ohio Legislative Service Commission. “The Legislative Branch.” Ohio Legislative Service Commission (2010): 1-18.

PUBLIC EMPLOYEE RETIREMENT ADMINISTRATION COMMISSION. “The Legislative Process.” PUBLIC EMPLOYEE RETIREMENT ADMINISTRATION COMMISSION (2002): 1-20.

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Legislative power

Based on the assigned readings for this module, compare and contrast the legislative
systems in two of the states covered by the readings. A thorough analysis should
include three (3) points of similarity and three (3) areas of difference.

Your answer should take the form not less than three (3) typewritten pages. Cite
appropriately and include a Works Cited page. Please upload your paper as a word doc
or pdf file.

Conservatism and Socialism in the USA

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Conservatism and Socialism in the USA

Politics in the USA are usually shaped by conservative and socialism ideologies. As for the conservatives they stress on economic rights and private property while focusing on invention and innovation as rewarding factors for the common good. Acquiring of material goods is emphasized and encouraged and the means of exchange is money and in this case the dollar which is the local currency. Investing and reinvesting after acquiring wealth is encouraged as it leads to the growth of the society as a whole which is a good thing for all (Magstadt, 2010). Investing in commerce encourages trade which leads to interaction of people from different parts of the world enhancing cohesion and avoiding religious fanaticism which could lead to war.

Conservative policies are incorporated in the American political system through using private companies in the provision of certain social services to a large number of the American citizens (Henrie, 1953). For example health insurance policies are mostly offered by private companies which mostly applies to financially able Americans who opt to buy these policies from these companies than those provided for by the government.

Socialism in the United States views the protection of human civil rights as the core function of the government. Narrowing the gap between the privileged and the poor is encouraged as equality is defined in broader terms through economic, social and political terms while maintaining equality through politic(Magstadt, 2010)s. Socialism has been incorporated in the US system of politics through various programs that are funded by the central régime. “Medicare, Medicaid and Children’s Health Insurance Program” for instance are programs funded by the government using collective funds to provide healthcare services to the Americans who are at risk and especially the elderly and the poor. Veteran’s Affairs is another illustration of socialism which utilizes funds to deliver annuities and Medicare to veterans in the country.

References

Henrie, M. C. (1953). Understanding traditional conservatism. Classical conservatism, 1-30.

Magstadt, T. M. (2010). Understanding Politics: Ideas, Institutions, and Issues. Understanding Politics, 32-38.

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Conservatism and Socialism in the USA

Paper details
Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 3, 4; review Chapter 2 (Section: Ideologies and Politics in the United
States)
Lesson
Additional scholarly sources you identify through your own research
Initial Post Instructions
Explain how conservatism and socialism are incorporated in the US political system.
Use evidence (cite sources) to support your response from assigned readings or online
lessons, and at least one outside scholarly source.

Democracy

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Democracy

The declaration of independence was the first official declaration by the people of the United States of America affirming their rights to elect their administration. In writing the declaration, Thomas Jefferson was driven by the following ideas. All human beings are born with certain inalienable rights such as the right to life and liberty and the government is a social contract between the people and their leaders and can be terminated if the leaders fail to honor the people’s welfare. This declaration, however, omitted checks and balances and rule of law as principles of democracy as seen below.

Checks and balances is a principle of democracy that was omitted during the declaration for independence. Under this principle, different arms of the government are empowered to regulate actions by other arms of government. Power is shared among the judiciary, legislature and the executive (America in Class, 2013). Checks and balances are a significant part of democracy as each of the three arms of the government can limit the powers of the others. As a result, no arm becomes too powerful thus preventing dictatorship. The omission of checks and balance meant there was no restriction and division of power.

Declaration of independence also omitted the rule of law which ensures that all individuals in a state are subject to law that is justly applied. Rule of law is substantial as it acts as the basis of a liberated society that imposes restrictions on the administration such that all people of that society including leaders are similarly subject to law (Inter-Parliamentary Union, 1998). Rule of law ensures that all people are equal.

In conclusion, principles of democracy played a pivotal role in the declaration for independence. They acted as the guiding principle of the statement by Thomas Jefferson. However, he omitted checks and balances and the rule of law. This meant that power was not shared among the different arms of government and all people in the country were subject to the law.

References

Inter-Parliamentary Union. (1998). DEMOCRACY: ITS PRINCIPLES AND ACHIEVEMENT . Inter-Parliamentary Achievement, 1-110.

America in Class. (2013). DECLARATION OF INDEPENDENCE. America in Class, 1-5.

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Democracy

Paper details
Identify what principles of democracy are missing from the Declaration of Independence. Needs a good thesis

Revolutionary War

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Revolutionary War

 

Revolutionary War

Who:

The author is Howard Zinn, and the chapter is from his book A People’s History of the United States: Tyranny is Tyranny; he was a historian, author, professor, playwright, and activist.

What:

Primary source -About how the American Revolution was a technique for American leaders to acquire support and influence instead of fighting for liberty which could be enjoyed by all people in spite of their social affiliations. Influential individuals realized they could create a state which could enable them to acquire independence from Britain through the backing of individuals from the lower class.

When:

The book was written in 1980 but the content of the chapter is about late 1700s.

Where:

This took place in the United States of America where American elites noticed the people’s urge to acquire self-rule from the British and decided to redirect that urge to the colonizers. Such leaders and especially in areas such as Boston mobilized the people against the British whereby both genuine and selfish interests took center stage spreading to other cities in the country.

Why important:

To get independence from the British, American elites needed support from the poor majority. To gain their support however, leaders had to give handouts and pass certain reforms in favor of the rural working-class but took necessary precautions to keep themselves safe in case mob violence against them arose.

Reading notes:

  • For the achievement of independence from the British, American leaders needed the support of the majority rural working class.
  • Support of the rural working class could only be obtained by giving them handouts and passing reforms in their favor.
  • Also, the impressive language was used as a weapon to gain the support of the working class. Leaders could represent the people’s grievances in a language they easily understood. As a result, they massively got the support of the people.
  • Declaration of independence received massive support from the Americans and brought them together against a common enemy. However, the acquired freedom did not take care of the rights of the minority populations such as the people of color.
  • Those who benefited most as a result of the declaration were the already wealthy individuals which led to the maintenance of class conflicts.

Zinn, Ch. 5, End of “Revolutionary War”

Who:

The author is Howard Zinn, and the chapter is from his book A People’s History of the United States: Tyranny is Tyranny; he was a historian, author, professor, playwright, and activist.

What:

The American elites won the revolutionary war in most parts of the country because of their ability to use impressive language to lure the people to fight the British colonialists.

When:

The book was written in 1980 but the content of the chapter is about the late 1700.

Where:

This took place in the United States of America where the American elites finally won the fight for independence through the support of the rural working majority. However, majority of the white individuals who joined the war did it out of selfish interests instead of patriotism. For instance, they believed that joining the army would bring them wealth.

Why:

After years of British rule which denied American citizens certain inalienable rights, American elites demanded for self-rule.

Reading notes

  • Throughout the war, there were continuous wrangles between the rich elites and the poor people in the country.
  • The poor people were against the rich elites who claimed to support the war but barely took part in fighting.
  • After the war, American elites had the obligation to decide on what to do with the large tracts of land left behind by colonial sympathizers. They could either own it or give it to those who took part in the war.
  • The war did not benefit the poor majority but favored the upper class individuals.
  • American citizens claimed the land belonging to the Indians who were allied to the British.

Revolutionary War

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Paper details
FOLLOW THE TTC FORMAT(ATTACHED PDF) EXACTLY AS IT IS
WATCH THE 3 VIDEOS AND READ TWO ATTACHED ARTICLES(CHAPTERS) AND WRITE THE TTC FOR
READING ONLY NOT VIDEOS.
READINGS:
1. http://www.historyisaweapon.com/defcon1/zinntyr4.html (CHAPTER)
2. http://www.historyisaweapon.com/defcon1/zinnkin5.html (CHAPTER 5)
VIDEOS :
https://www.youtube.com/watch?v=lcRnukYhwJs

https://www.youtube.com/watch?v=YKJ8KSnnnAk&feature=youtu.be

The Bill of Rights

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The Bill of Rights

 

The Bill of Rights

Imagine your area is in a state of emergency and you are concerned about the balance of liberty and security as people try to return to their normal lives, recover what was lost, and rebuild what was destroyed. Compose an email you could send to elected officials to voice your concerns. Your email should include positions on two of the potential issues related to civil liberties found below.

Template

Instructions: Replace the information (in parentheses) with your own thoughts and information from the lesson.

Hello ________ (name of one of your elected officials at the local, state, or national level) ____,

(Write paragraph one here. Paragraph one should address why rights are not absolute. Explain how the Constitution safeguards and limits individual rights.)

(Paragraph two should address one of the ten situations from the list. Be sure to include the following information in the paragraph:

  • the Constitutional amendment that relates to the situation
  • arguments that could be made for or against the action that took place
  • your position on the situation and the reasons you think officials should agree with you)

(Paragraph three should address a different situation from the list. Address the bulleted items again for this second situation.)

(Short summary conclusion with points made in your email and appreciation expressed for the officials’ time.)
Sincerely,
(Your Name)

PLACE YOUR ORDER NOW

 

  1. Imagine that the following situations have occurred in your community following the disaster. Select two of the following situations to address and evaluate in your email:
    • © 2012 BananaStock/Thinkstock

      The government suspended the right of habeas corpus (the right to see a judge after arrest to determine if imprisonment is lawful).

    • The government forced people to evacuate from their homes.
    • The press accessed the disaster area and published a story in a national newspaper about the event.
    • The government allowed federal and state troops to be quartered in private residences to assist residents and protect order.
    • Citizens were denied the right to bring legally owned firearms to storm shelters.
    • The government made certain dangerous areas off-limits, which prevented residents from accessing their homes and personal property.
    • Prisoners were kept in prisons that lacked power, supplies, and plumbing during the emergency.
    • The federal and state courts postponed scheduled criminal and civil trials due to the emergency.
    • The government prevented the press from publishing graphic photos of victims of the natural disaster to protect the privacy of the victim’s family.
    • The federal government stated that local and state governments are solely responsible for the disaster recovery efforts and that it will not be providing assistance.
  2. Once you have chosen the concerns you wish to address, compose a well-written response to each situation with the following information:
    • the Constitutional amendment that relates to the situation
    • arguments that could be made for or against the action that took place
    • your position on the situation and the reasons you think officials should agree with you
  3. Save your email and check it for spelling and grammar.

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USA PATRIOT Act

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USA PATRIOT Act

“USA PATRIOT Act in full is Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act of 2001”. This act was approved by the congress in reaction to the September 11th, 2001 terror attacks and George W Bush signed it into law in2001 October. This act consisted certain legislation provisions such as the amendment of the 1968 Wiretap Act which outlawed spying by the authorities on one to one, telephone and automated communications unless approved by a court directive in hardly distinct situations in circumstances of grave misconducts (Kranich 9). Computer and terrorist crimes were incorporated in the list of grave offences allowing law-enforcement personnel to adhere to a court directive to eavesdrop as per section 201 and 202 of the Act. The law also added the controls of the Treasury of the Secretary to curb currency washing, boosted the number of border patrol and custom provision significantly. Section 203 of the same act facilitated partnership of enforcement officials and intelligence bodies in terrorism occurrences (Banks 18).  Prosecutors of the Government were allowed to unveil issues before a federal grand jury to any centralized law enforcement, defensive and any other matter concerning counterintelligence.

Robert Bowers was charged by a jury in Pennsylvania with federal crimes of hate following the 27th October 2018 shootings at the Tree of Life Synagogue in Pittsburgh, Pennsylvania. According to the charges, Bowers deliberately instigated bodily injury to 11 deceased, and 2 surviving victims due to religious differences. Bowers drove to the Tree of Life Synagogue in Pittsburgh, Pennsylvania, where worshippers of the Tree of Life, New Light Jewish, and Dor Hadash had assembled. He began shooting randomly at the worshippers thus injuring and killing the believers. He also injured the police who came to the rescue of the worshippers. Besides, the published precarious statements of Hebrew Immigrant Aid Society (HIAS) on the gab.com website, and linked the worshippers of accepting activities pertaining to refugees.

The above hate crime is motivated by prejudice towards a particular group of people and in this case the Jewish people. It led to physical assault of the victims and death of some of them. The posting of information critical of the Hebrew Immigrant Aid Society is another characteristic of a hate crime.

The police were reactive to this case of hate crime as they were able to reach at the crime scene on time to save the fatalities, calm the situation and arrest the offender which they succeeded. Additionally the court was able to charge the offender for his commission of hate crime on the victims based on religious backgrounds and his possession of firearms which he used in the commission of the crime. He was also charged with posting discriminating information targeting the Jewish religion and a Hebrew Immigrant Aid Society.

Both intelligence and investigations must comply with the law. This is simply because both can seem quite easy for a start but later turn into complex issues with legal implications ( Holz 15). Therefore, they should be carried out with the law in mind as there are laws that govern the conduct of both the investigations and intelligence.

In both, follow ups must be done. It doesn’t mean that just because intelligence collection and investigations have been conducted the whole thing is over but steps must be taken to ensure that the issue at hand is rectified. For instance if the issue pertained terrorism attacks, steps to prevent the attacks should be taken and the culprits arrested.

Information gathered from conducting investigations is used in the apprehension of criminals. Evidence collected which can be in terms of fingerprints or persons being found in possession of weapons used in committing a crime are apprehended. This prevents the case of mistaken identities in the apprehension.

The main purpose of conducting an investigation is recovering evidence tying certain people to certain crimes. This evidence is then presented in a court of law. If they are found guilty of having conducted such a crime they are prosecuted as the evidence collected adds weight in the decision making by the jury.

Intelligence collected is useful in law enforcement as it helps to prevent future crime occurrences such as terrorism attacks. Officers may gather intelligence that the terrorists are planning to attack social places such as stadiums during the festive season. This information will be used to deal with the situation before it happens for instance by looking for the terrorists and dealing with them before causing any harm.

In conclusion, intelligence collected is also a proactive way of giving knowledge on what should be anticipated. Through this, measures such as deploying of officers in risky areas are conducted thus reducing the impact of any potential criminal occurrence. It is also used as a deterrence method may it be physical or psychological deterrence. For instance the government may announce in the social media about terror threats. This can lead to cancelling of the plans by the terrorists as they get to know that the government is aware of what they want to do and will take measures to deal with them.

Works Cited

Holz, Mathieu. “Intelligence and Investigations.” Intelligence and Investigations Departmen (2017): 1-21.

Banks, William C. “sentencing considerations and their implications on foreign policy.” National Security Law and Security (2016): 1-25.

Kranich, Nancy. “The Impact of the USA PATRIOT Act on Free Expression.” RUTGERS (2016): 1-15.

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USA PATRIOT Act

Paper details
Write a paper in which you:
Explain what the USA PATRIOT Act stands for and discuss its primary purpose
Summarize an article about a recent example of a hate crime (within the last year) on
the Internet and include why it was a hate crime, the characteristics that made it a hate
crime, and how the police and court responded to the hate crime.
Compare the characteristics of intelligence and investigation and describe how the
information from each is used.
Go to https://research.strayer.edu to locate at least three (3) quality references for this
assignment, including the initial article. One must have been published within the last
year. Note: Wikipedia and similar websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
This course requires use of new Strayer Writing Standards (SWS). The format is
different than other Strayer University courses. Please take a moment to review the
SWS documentation for details.
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins
on all sides; citations and references must follow SWS or school-specific format. Check
with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the
professor’s name, the course title, and the date. The cover page and the reference page
are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:
Explain the various digital laws and legislation in support of law enforcement.
Explain the ethical concerns that information technologies raise in society and the
impact of information technologies on crime, terrorism, and war.
Use technology and information resources to research issues in information technology
in criminal justice.
Write clearly and concisely about information technology in criminal justice topics using
proper writing mechanics and technical style conventions.