Women’s Suffrage Movement

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Women’s Suffrage Movement

Members of movements advocating for the rights of women experienced a lot of challenges. For example, wealthy white men intimidated frontrunners of this movement and wanted women to continue clinging on their gender-related roles without voting. Personalities such as Elizabeth Cady Stanton and Susan B Anthony played a substantial part in fighting for the rights of women. Besides, high profile individuals played a substantial role through activities such as media publications.

The association for the rights of women can be attributed to the Seneca Falls Convention. The convention’s main role was to fight for the voting rights of women. Susan B. Anthony and other like-minded individuals petitioned against the administration while the majority of the campaigners supported the civil rights movement (Congressional Research Service 2). Susan also fought for the rights of women to own property and elimination of abuse of women based on religious beliefs. Seneca Falls Convention, however, played a significant role in Susan’s active role in fighting for the rights of women generally. 

Many American women realized that womanhood was not all about being a submissive wife and mother whose main role was making a home and a good family. The belief that both men and women are equal, everybody deserves political identity and that all human beings are born with certain inalienable rights such as the right to liberty triggered the belief that women should vote which led to the formation of the Women’s Suffrage Movement (Cohen 715).

However, several factors led to the intensification of the fight for the right of women to take part in voting. For instance, women believed that for them to obey the set rules they needed to take part in making them and they believed that the laws that were discriminative to females would be modified rapidly if they took part in voting (Cohen 717). Besides, the participation of women in voting would lead to the just treatment of females in the community service and regulation for the protection of children would be possible if females took part in voting.

A big number of women took part in elections in 1920 in the U.S. Their right to vote can be attributed to the tremendous efforts that were made by personalities such as Elizabeth Cady Stanton, Marie Howland, and Susan B. Anthony. Susan B. Anthony’s efforts to fight for the freedom of females were drawn from her parents who brought her up to be liberated and honest. They believed that both men and women should pursue education, work as equals and commit themselves to eliminate any kind of repression in the world. As a high school teacher, she believed that male drunkenness was evil and ended up hurting women and innocent children as a result of abject scarcity caused (Partridge 18). She was also a member of the American Anti-Slavery Society where she fought for the abolishment of slavery. As the president of the National American Woman Suffrage, she continued fighting for the rights of women vote until her demise in 1906.

Elizabeth Cady Stanton’s fight for the rights of women was triggered by the World Anti-Slavery Convention in London where she was denied entry. This kind of injustice affirmed to her that women needed to pursue equality. In collaboration with other like-minded citizens, she organized a women’s rights convention where the participants agreed that females possessed the same rights as men and therefore needed the right to vote (Stillion 162). Seneca Falls Convention paved the way for women suffrage. She believed in abolishment of slavery and firmly fought for women’s rights not only on voting but also on issues such as marriage and divorce, education for women and campaigned against women’s oppression based on religious beliefs.

Marie Howland also played a pivotal role in the fight for the rights of women and tried to eliminate the notion that women were meant to carry out domestic chores. She advocated for respect, payment, and organization of domestic work (Washington State University 36). Besides, she worked towards removing obstructions to financial freedom for women through the elimination of establishments that theorized home as the center of women’s existence. She wanted women to carry out their daily activities at free will.

Many opportunities arose as a result of women suffrage. The movement created a higher expectation for women as they were able to pursue education (Washington State University 39). As a result, they were able to penetrate what was considered as male-dominated professions such as politics and medicine. As a result of the movement also, the role of women in economics in society increased. Due to the education, they had acquired, women had engaged in professional careers where their salaries increased substantially (Ridarsky and Huth 117). Besides, the movement necessitated the need for women in important decision making events such as World War 1. As a result, Congress passed the bill on women’s right to vote in 1920. Women, therefore, achieved the justice they had been fighting for, for decades.

Women’s suffrage movement faced a myriad of challenges. For instance, the leaders of this movement regularly disagreed about the strategies and whether to prioritize federal or state reforms (Ridarsky and Huth 112). Besides, wealthy white individuals and especially men attempted to halt the open-minded reasoning of majority frontrunners of the association and wanted the women to uphold gender-related roles such as giving birth and raising kids and not taking part in elections.

In conclusion, women suffrage is significant. Research on this topic was of substantial use as it acted as an eye-opener on how society has evolved. Dedicated and determined women’s personalities had to step up and fight for the rights of women to vote, attain education avoid discrimination based on religious beliefs. Researching women’s suffrage made me realize that women are strong creatures who fiercely fought for what they believed in. For instance, personalities such as Elizabeth Cady Stanton and Susan B. Anthony had to step in and fight for the freedom of other females. Although they faced challenges such as wealthy white individuals and especially men who attempted to halt the open-minded reasoning of majority frontrunners of the association and sought the women to uphold gender-related duties such as giving birth and raising kids and not taking part in elections they kept on pushing until they got the voting rights in 1920.

Works Cited

Cohen , N Philip. “Nationalism and Suffrage: Gender Struggle in Nation-Building America.” Journal of Women in Culture and Society (2010): 707-727.

Congressional Research Service. “Women’s Suffrage: Fact Sheet.” Congressional Research Service (2019): 1-7.

Partridge, Brittany M. “Georgia Women and Their Struggle for the Vote.” Georgia Southern University (2014): 1-33.

Ridarsky, Christine L and Mary Huth Huth. “Gender and race in the American society.” Boydell and Brewer University of Rochester Press (2012): 1-256.

Stillion, Belinda A. “”ADDRESS ON WOMAN’S RIGHTS” (September 1848).” Voices of Democracy (2011): 152-169.

Washington State University. “Woman Suffrage Exhibit.” Washington State University (2016): 1-75.

Women’s Suffrage Movement

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Describe the causes of the historical event. In other words, what were the underlying factors that led to the historical event? Were there any
immediate causes that precipitated the event?
B. Illustrate the course of your historical event. In other words, tell the story or narrative of your event. Who were the important participants? What
did they do? Why? How do the perspectives of the key participants differ?
C. Describe the immediate and long-term consequences of the historical event for American society. In other words, how did the event impact
American society?
D. Discuss the historical evidence that supports your conclusions about the impact of the event on American society. Support your response with
specific examples from your sources.
Explain why this historical event is important to you personally. In other words, why did you select this event to research?
B. Illustrate how your research of the historical event impacted the way you thought about the event. In other words, how did thinking like a
historian change the lens through which you viewed the event? Support your response with specific examples.
C. Explain how a historian would pursue further study of your thesis statement. In other words, if a historian were to continue researching your Must use the sources that included.

Focused history 2

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Focused history 2

Document a focused history, physical exam, nursing diagnoses, and nursing process from a case study from NUR-641E: Advanced Pathophysiology and Pharmacology for Nurse Educators and compare it to a complete assessment. At least three to four references

Focused History Case Study

A 22-year-old woman claims to have been “sick with the flu” for the past eight days. She is vomiting several times per day, having difficulty keeping liquids or food down, and has been taking more antacids than recommended in an attempt to alleviate the nausea. She has become critically dehydrated. She was taken to a nearby hospital after fainting at home. An arterial blood gas sample was taken, and an IV was placed to help her rehydrate. The results of the arterial blood gas analysis were as follows:

Normal levels of testing

pH​​7.5​​7.35 – 7.45

40 mm Hg PaCO2

​35-45 mm Hg

95 mm Hg PaO2 80-100 mm Hg

95–100% SaO2

22-26 meq/liter HCO3-32 meq/liter

Your nursing essay will be completed to your complete satisfaction!

Important information for writing discussion questions and participation

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Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • The is a great resource

HIST 410N

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HIST 410N

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HIST 410N WEEK 4: COLD WAR BUZZ WORDS DISCUSSION – The Cold War its very own verbiage. The West had more than its share: Cold War, Iron Curtain, Containment, Domino Theory were just a few. What did they mean in this strange new post-war environment?

Hello Class,

Let’s examine the origins of the Cold War and the resulting anxiety.

We saw last week that the United States and the Soviet Union were allies in defeating Nazi Germany during World War II. World War II ended with the United States dropping two atomic bombs on Japan in 1945, and then the Soviet Union raced to catch up with the United States in atomic weapons. How can we explain the fact that these two allies so quickly became rivals in the Cold War?

HIST 410N WEEK 4: COLD WAR BUZZ WORDS DISCUSSION SAMPLE

Cold War is a term that described the tense relationship between the United States and the Soviet Union after World War II. The term Cold War “captured the ominous character of the hostile relations between the two sides, not actually at war but mobilizing their military and diplomatic forces in anticipation of a new conflict in Europe” (Brower & Thomas, 2014, pg. 192).  The term Iron Curtain referred to a perceived impenetrable divide between Europe and the Soviet sphere of domination in eastern Europe (Brower & Thomas, 2014, pg. 192).  The Soviet Union sought to maintain control of Eastern Europe to safeguard them from Germany as well as to spread communism (Cold War, n.d.).  Containment was a policy developed in the United States to stop the spread of communism abroad.  One way the United States and Western European countries carried out containment was by establishing NATO.  Domino Theory was an idea that governed the U.S. foreign policy beginning in the early 1950s.  According to domino theory, a communist victory in one nation would cause a chain reaction of communist takeovers in other territories.

HIST 410N WEEK 4: COLD WAR BUZZ WORDS DISCUSSION

Brower, D., & Sanders, T. (2014). The World in the Twentieth Century: From Empires to Nations (7th ed.). Pearson Learning Solutions.  VitalBook file.

Cold war.  (n.d.). In Encyclopædia Britannica online. https://www.britannica.com/event/Cold-War

HIST 410N WEEK 3 CASE STUDY

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HIST 410N WEEK 3 CASE STUDY

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HIST 410N WEEK 3 CASE STUDY

THE DEMOCRAT AND THE DICTATOR ASSIGNMENT – Franklin Roosevelt and Adolph Hitler both came to power in 1933.  They found themselves in charge of nations still suffering from the consequences of World War 1 and the Great Depression.  Unemployment in the US was nearly 25%, while nearly one-third of Germany’s workforce had been idled.

Americans and Germans had opted for new leadership in 1933 and were now looking to their new leaders for solutions, and perhaps a new vision of the future.  Both FDR’s Inaugural address and Hitler’s first address as Chancellor of Germany have been analyzed for their similarities and differences.  Now it’s our turn!

Complete the following:

  1. Read both speeches and give an assessment of what these two leaders thought was the cause of the problems their countries faced. Provide quotes to support your view.
  2. Using quotes from both speeches, tell how each leader intended to deal with your choice of ONE of the following:
    1. Unemployment
    2. Banking, finance and in general, the economy
    3. Agriculture
    4. Foreign Policy
  3. Finally, in a concluding statement, tell where think these leaders find common ground in terms of their proposed solutions, and what you think their vision is with regard to the power of their position.

http://www.hitler.org/speeches/02-01-33.html (Links to an external site.)Links to an external site.

http://www.bartleby.com/124/pres49.html (Links to an external site.)Links to an external site.

This THE DEMOCRAT AND THE DICTATOR ASSIGNMENT assignment must be in APA formatting, complete with an introduction, body, and conclusion. All sources must be cited and referenced. As a guideline, the assignment should be approximately 3-5 pages in length, including the title page and reference page.

THE DEMOCRAT AND THE DICTATOR ASSIGNMENT

The Dictator and the Democrat

Many countries in the world saw a time of hardship in the early 1930s. Germany and the US were ruled by two strong politicians in the year 1933. In this paper there is comparison between the inaugural speeches of Hitler and Roosevelt so that similarities and differences in their political courses can be known.

The Middle East and Orientalism

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The Middle East and Orientalism

Question A

The map of the Middle East was entirely redrawn as a result of World War 1. The only previously existing border in the area that stayed unaffected was that between Iran and the current Turkish Republic. These changes had significant effects on the region’s entire population, social, political, and cultural ties which are still experienced today. For instance, Turkey, which was a self-ruling state by that time, succeeded the Ottoman Empire. Additionally, Palestine came under the management of British and was separated into two parts, the western part was named Jordan. Finally, Iraq, which was comprised of three Turkish shires, Kurdistan, Bagdad, and Basra were brought together as one country under British control.

The formation of the state of Iraq by the British complicated the political and economic situations in this region. This was due to the colonizer’s lack of understanding of the people’s political issues and their ignorance of the Arab nationalist movement (Lust, 2008). For instance, the British introduced a mandate government with powerful security forces which brought about resistance from the locals. The government, for instance, in Baghdad, imposed its will through military force and especially by using air power technology. This made the locals object the actions through the formation of movements such as the Arab nationalism which was popular among the literate urban classes.  This group was against the semi-colonial administration and sought for absolute liberation. In 1920, there arose a rebellion by the people necessitating the need for the 1921 Cairo Conference. This conference resulted in the reduction of the British troops in the region. Additionally, Faisal Bin Al Hussein Bin Ali El-Hashemi was declared as Iraq’s king. This was as a result of his victorious contributions during the Arab Revolt against the Ottoman rule. On becoming the leader, he abandoned the British rule with the intention of existing forming a single national identity, but this brought up violent confrontations with each of the groups demanding their grievance to be represented.

Palestine was greatly affected by the Cairo Conference’s conclusion to make Faisal the leader. Abdulla, Faisal’s brother, was fighting for the Syrian sovereignty from France, which made the British intimidate Faisal that he would not govern Iraq if his kin invaded Syria (Lust, 2008). Trans Jordan was established by the British, separating it from Palestine and Abdullah made its ruler. This became the root cause of the conflict between Arabs and Israelites as it divided the territory which would be regarded as the potential Jewish national homeland.

Turkey, which was an independent state after World War 1, succeeded the Ottoman Empire, thus becoming the most powerful country in the region. This was contributed by the Turkish political leadership which engaged itself in making significant reforms at the political level. The nation also engaged in developing essential autonomous economic strategies different from those of other collapsing liberal economies. Both the political and economic reforms made allowed Turkey to remain an influential nation in that region even during the Second World War. (500 words).

Question B

In his book Orientalism, Edward Said argues that western scholars are very tainted by their European concepts and presumptions that they cannot honestly deal with Asian topics (Said, 2003) (Said, 2003). He also stresses that the Asians are regarded as subjects inferior to Whites, and in broad primitive and needful of European influence and leadership.

Most countries in the Middle East became sovereign in the mid-twentieth century when the colonial masters evacuated. Colonial powers contributed to the fall of the Ottoman Empire and the establishment of the Republic of Turkey in 1923 and took possession of most of the regions. British took control of Iraq while France took control over Syria. These two nations used to govern themselves through prominent families, but when the colonials invaded, they took charge claiming the systems were primitive. They claimed the leadership of the given nations through the signing of treaties such as the Cairo Conference bringing into power leaders who supported their ideologies such as Abdullah in Trans-Jordan.

During the Ottoman rule, some significant regions and communities in the Ottoman Empire were slowly integrated into the global economy through submissions. On invading the nations, the British and the French took control of the markets claiming they were incorporating them directly into the global markets (Lust, 2008). Additionally, they dominated the local industry but invested very little in the local economies while expecting the locals to support their finances and dedicate some of the possessions to public works. The local currencies were weakened while the colonials’ were strengthened, thus increasing the vulnerability of the colonized economies.

In Palestine and Iraq, manufacturing in large scale was dominated by foreign investors while the locals remained poor. The whites argued that the locals lacked adequate skills to run the firms, and only the whites were skilled. The locals worked as casual laborers and were poorly paid, which sunk them into deeper poverty.

Due to the vast wealth of oil in the Middle East and especially in Iraq, there was foreign interest from foreign governments. This is the main reason why conflicts and fights still exist in this part of the world. Governments fund militias with the sole purpose of bringing about disorder and war so that they can take advantage of the whole situation and take charge of the mining. The United Nations, for instance, sent their troops to Iraq to restore peace to the war-torn area. Such a belief that the western nations have to take charge of a matter is a clear indication that the locals are regarded as weak to resolve their issues without assistance. In conclusion, the reduction of early marriages is associated with education, which was introduced by the whites. This is through the interaction of both genders in schools and working areas. Earlier on, women would get into early marriages, but this changed significantly due to urbanization. Learned people tend to take time to get into marriages due to the time spent at school, the knowledge acquired and change of priorities. (500 words).

Works Cited

Lust, E. (2008). The Middle East. Sage CQPress.

Said, E. (2003). Orientalism. Counter Punch, 1-7.

The Middle East and Orientalism

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Answer both questions. Each of the following should not exceed 500 words, all inclusive; provide a wordcount at the end of each response.

 

(A): “The map of the Middle East was completely redrawn as a result of World War I,” observes Michael Gasper (Ch1, The Middle East, ed. E lust, p.26). How was this reflected in the particular cases of Turkey, Iraq, and Palestine?

 

(B): Discuss two vital elements in Edward Said’s critique of “orientalism,” with regard to the Middle East (“Orientalism,” counterpunch, Aug 5, 2003). Use examples (countries) to illustrate your response.

European Colonists and American Indians

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European Colonists and American Indians

My name is Xie Chung, and I’m an international student from China. Since my name is Chinese name, it’s hard to pronounce. But I have an English name, Crystal, so feel free to call me Crystal. This is my third semester at CSM. I’m majoring in Business and want to transfer to UCs. The reasons why I’m taking this course are not only for GE course but also my interest. For the reason that I was born in raised in China, so I haven’t learned about the US history before. Therefore, ever since I become a student at CSM, I have wanted to learn US history. Also, I live quite far from the school so that I decided to take on online course for this semester to save time.

European Colonists and American Indians

The first inhabitants of the Americas were the American Indians. They established their shelters in different parts of the state and formed sovereign tribes with the well-defined Indian way of life. These people got the name Indians from Christopher Columbus in 1492 a term which gave them a collective identity. European colonist’s invasion in the Americas had significant impacts on Native Americans. For instance, their attack led to an eruption of war between them and the natives.

When the European colonists came to America, they were in dire need of workers to help in the construction of houses and clearing of farming fields (Flavin, 2011). The only way to acquire these workers was through offering trade commodities such as weapons to Native Americans in exchange for people captured during tribal conflicts. The arrested people were sold as slaves to the colonists. Slaves were exposed to poor living and working conditions which blend a sense of bitterness among them. This bitterness made them retaliate demanding fair treatment. The war resulted in a massive loss of lives and property. Additionally, some of the native tribes fled away to escape slavery. The effects of the war are still felt today as some of the native tribes were destroyed especially those that lived in the south and southwest.

Another source of conflict between Native Americans and European colonists was religion. The natives were Muslims, while the colonists were Christians. When the colonists invaded the Americas, they wanted to convert the natives into Christians. The natives did not respond well to this because they could not abandon their religion and cultural practices in favor of Christianity. Therefore, they opted for resistance which triggered an eruption of war, thus distracting their daily activities and loss of lives and property.

Several factors influenced how Native Americans interacted with the Europeans. For instance, the French took advantage of the tribal conflicts between the natives to establish trade relations with some of the locals (Salisbury, 2010). The locals would, therefore, act as middlemen between the French and other Indian traders. The locals did most of the work but received little gains from their work. The French took part in the exchange of weapons and metal goods for animal products such as hides and skins. This trade led to the rise of social classes in American society as there arose a group of wealthy merchants. This trade also ensured continuous economic and diplomatic leverage among the locals.

Spain was the most powerful monarchy in Europe and strived to make their presence felt. For instance, they enslaved people in the Caribbean and acquired large tracts of land which they used for large scale farming. Additionally, they took part in the excavation of gold and silver, which they took back to their homeland. The Spaniards also established military bases in areas such as St Augustine and settled there. The aim of these military posts was to suppress any opposition posed by the locals. Catholic missionaries took advantage of the whole situation and attempted to convert the natives into Christianity. Although they managed to turn a few people, they faced a lot of opposition. Some of the Indians would collaborate with the Spaniards, but they continued practicing their cultural practices and religion, making the missionaries conclude that the natives were inferior and incapable of comprehending Christianity.

In conclusion, the number of natives diminished during the 17th century as epidemics brought by the Europeans killed a massive amount of the locals. In addition, intermarriage between the locals and the Europeans led to absorption of most American Natives.

References

Flavin, F. (2011). Native Americans and American History. University of Texas at Dallas, 1-11.

Salisbury , N. (2010). The Indians’ Old World: Native Americans and the Coming of European. Omohundro Institute of Early American History and Culture , 1-25.

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European Colonists and American Indians

In this assignment, you will have to opportunity to start practicing writing short essay questions, like you might see on the midterm exam in a few weeks. You will also have the chance to give and receive feedback from your group members to help you improve your answers and prepare to score well on the exams!

 

Instructions:

  1. Before Thursday, Sept 12 at 9 am, add a new post to this forum by hitting “reply” at the bottom of the page:
  • In your first paragraph, briefly introduce yourself to your other group members. Tell us your preferred name, a bit about you, and why you’re taking this online course!

 <<<<<<<<<<<<<<<<Below part is what I want you to do>>>>>>>>>>>>>>>>>>>>

  • Then, in 2-4 paragraphs, write an answer to the following short essay question from this week’s exam materials: “Discuss TWO of the main sources of conflict between European colonists and American Indians during the 17th What factors influenced how Indians and Europeans interacted?(You can discuss the Spanish, French, Dutch and/or British, but you should make it clear which Europeans you’re discussing)”
    • Remember to read the How to Write Good Exam Answerspage (see word file named “How to Write Good Exam Answers”) for more detailed information on what will be expected for short essay questions on the exam and a sample question and answer.
    • Your discussion MUST include specific examples from the assigned readings, lesson, and/or textbook to support your argument.
    • Rememberto compose your content offline and then copy and paste the text into your post. If something happens you will have an offline copy of all of your hard work!

Netiquette

  • Be kind and respectful to others
  • Use full sentences
  • Avoid jargon and acronyms
  • Use language that supports others

 

Grading Rubric

  • Initial Post—worth 30 points—To receive full credit, your post must include all elements in the instructions above, including an introduction paragraph, and a well written short essay answer, with specific examples from the lesson/textbook. Review “How to Write Good Exam Answers,” and make sure you answer the question asked, provide specific historical examples, and focus on analysis in your answer. Most “A” answers will be 175-250 words long.

 

[Material]

Please read all the instruction carefully and read material below and all attached files before doing this assignment.

Read the following sections in The American Yawp:

 

*****Please answer all the questions and make sure the points of each paragraphs should be clear

 

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.