Strengths and Weaknesses of a Guerrilla Warfare

Strengths and Weaknesses of a Guerrilla Warfare Military History Write three pages for each question listed below:

The Strengths and Weaknesses of a Guerrilla Warfare
The Strengths and Weaknesses of a Guerrilla Warfare

Part 1: Discuss the strengths and weaknesses of a guerilla warfare army such as that formed in the south by Sumter, Pickens, and Marion? Can guerilla forces alone secure strategic objectives?

Part 2: How did McClellan reorganize the Union Army? What were its principal strengths and weaknesses? Was the reorganization effective in achieving strategic objectives? Historians interpret the May 1954 fall of the French fortress at Dien Bien Phu to, in the words of French writer Jules Roy, “the search for a classic, set-piece battle in which the French hoped to bring the destructive power of modern technology to bear on the elusive communist enemy and smash him with an iron fist.”

America Policy of Containment and the Second World War

America Policy of Containment and the Second World War An ideal post would be two solid paragraphs (that includes a thesis statement, a body of supporting evidence, and a conclusion that summarizes the main points).

America Policy of Containment and the Second World War
America Policy of Containment and the Second World War

The post should be well constructed and free of grammatical errors, and be between 250 and 300 words. Using the Chicago Style citation format. Please using the textbook as your only source.

Choose one (1) question. (chapter 27-28)

  1. Was America’s policy of “containment” successful following the Second World War?
  2. How did the Red Scare emerge after the Second World War? How did it impact American politics and society?
  3. What were President Dwight D. Eisenhower’s political philosophy and priorities?
  4. How successful was the civil rights movement of the 1950s in improving the lives of African Americans?

Choose one (1) question. (chapter 29-30)

  1. What were Presidents Kennedy and Johnson’s motivations for deepening America’s military involvement in the Vietnam War?
  2. What were the strategies and achievements of the civil rights movement in the 1960s? What divisions emerged among its activists during the decade?
  3. What were President Lyndon B. Johnson’s major war on poverty and Great Society initiatives? How did they impact American society?
  4. How did the youth revolt and the early civil rights movement influence other protest movements? How did new protest movements affect social attitudes and public policy?

Choose one (1) question. (chapter 31)

  1. What were the factors that led to the election of Ronald Reagan, the rise of the conservative movement, and the resurgence of the Republican party?
  2. What is “Reaganomics“? What were its effects on American society and the economy?
  3. How did President Reagan’s Soviet strategy help end the cold war?
  4. What were the social and economic issues and innovations that emerged during the 1980s?
  5. What were the impact of the end of the cold war and the efforts of President George H.W. Bush to create a post-cold war foreign policy?

The Cold War in the Twentieth Century and Red Scare

The Cold War in the Twentieth Century and Red Scare The Cold War defined American thoughts and actions for most of the twentieth century beginning with the

The Cold War in the Twentieth Century and Red Scare
The Cold War in the Twentieth Century and Red Scare

Red Scare in 1919 and continuing through Ronald Reagan’s perception of the “Evil Empire.” What was the Cold War, when, where and why did it erupt into violence? What were the origins and consequences of the Cold War.? Give specific examples to support your argument. Truman’s last years in office were marred by charges that his administration was lax about or even condoned, subversion and disloyalty and that communist, called “reds,” had infiltrated the government.

United States decision to drop the atomic bombs on Japan

United States decision to drop the atomic bombs on Japan
United States decision to drop the atomic bombs on Japan

United States decision to drop the atomic bombs on Japan

The purpose of this paper is to analyze the United States decision to drop the atomic bombs on Japan.

Prompt:
Pick a side based on ethical considerations and argue whether or not the United States should have dropped the atomic bombs. You should analyze alternative choices that the United States could have made instead of the decision to drop the bombs as well as the long-term consequences of the dropping of the atomic bombs.

Requirements:
You will have to submit a five-paragraph paper that is a 1,000 words.
Develop a thesis statement, a one sentence answer to the question. The introduction should provide context, and contain your thesis (underline the thesis).
Use Topic Sentences. They elaborate on the thesis but are more specific. The body paragraphs should begin with your topic sentences.
Back up your argument with evidence. Use quotes from the primary sources and resources provided. Include MLA citation (in text citation and works cited).
Resources:

These sources are divided into groups reflecting the standpoints of politicians, the military, and scientists. Read them carefully to understand the discussions that went on at the time and the alternatives that were considered.

Once you read the summaries of the historical figures positions, you may need more specific quotes for your paper. You can find them here at the National Security Archive of GWU.

Politicians:

President Harry Truman became president of the United States on April 12, 1945 upon the death of Franklin D. Roosevelt.
Henry Stimson,Secretary of War
John McCloy, Assistant Secretary of War
James Byrnes, Secretary of State
Joseph Grew, Under Secretary of State

Military:

General George C. Marshall was the U.S. Army Chief of Staff
Admiral Leahy, Chief of Staff
Ralph Bard, Under Secretary of the Navy

Scientists:

Physicist Leo Szilard – one of the first scientists to conceive of how an atomic bomb might work.
J. Robert Oppenheimer, Director of Los Alamos Laboratory
General Leslie Groves, Director of the Manhattan Project
Physicist Albert Einstein
Niels Bohr Letter from the Scientific Panel of the Interim Committee

Secondary resources:

Hiroshima: Was it necessary?
Was it right to bomb Hiroshima?
Debating the morality of Hiroshima

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US national response to weapons of mass destruction

US national response to weapons of mass destruction
  US national response to weapons of mass                                 destruction

US national response to weapons of mass destruction (WMD)

newer scholarly journal article (no older than 2015) relevant to the course regarding the US national response to weapons of mass destruction (WMD) or the psychological impact of an WMD attack on the population. Then conduct an article review of that article. It must be related to the course or course materials.

Additionally, the review of the journal article is an evaluation of the article’s strengths, weaknesses, and validity. It is used to inform of the article’s value through your explanation, interpretation, and analysis. As you do this, ask the major questions that are central to the review process:

1. What is the purpose of this article?

2. Why is it important to investigate or examine the subject of the article?

3. How are the authors carrying out the task? Are their methods and comments appropriate and adequate to the task?

4. What do they claim to have found out? Are the findings clearly stated?

5. How does this advance knowledge in the field?

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Endless Wars Whether International or Domestic

Endless Wars Whether International or Domestic Endless wars whether international or domestic are the greatest threats to democracy and human rights.

Endless Wars Whether International or Domestic
Endless Wars Whether International or Domestic

The outline is original and no plagiarism has b

Endless wars whether international or domestic are the greatest threats to democracy and human rights – Google Docs

https://docs.google.com/document/d/1jldq3xlvvKQDdKRBbnFxYFI1KAV0WmEPYdAQetXwI9U/edit 2/6

Endless Wars Whether International or Domestic Introduction

“Endless wars whether international or domestic are the greatest threats to democracy

and human rights.”

The topic of choice is whether wars have been a major threat to human rights

and democracy. This topic covers the impact the domestic and international wars have

had to both domestic and international rights as well as to the practice of democracy.

Most human beings yearn to have a democratic government that respects their rights; it

is important to note that democracy and human rights are interconnected. A government

that has been elected by the people will respect their rights because they have the

power; on another hand, authoritarian governments do not respect people’s rights as

they rule with fear. In my research I will be using several types of data; I will depend on

secondary data such as research, online data, and books among others; the data I will

use must be relating to the effects war have on democracy or human rights.

In my study I will have several arguments; for example, can war be considered the

greatest hindrance to the practice of human rights and democracy? How big of a role

does preemptive war take? I will be looking at the effects wars have had on Middle East

countries especially in the 21st century with case studies of Syrian civil war and Iraq

war. It can be argued that wars have limited democracy and human rights in several

Middle East countries (Yazgan et al. 2011). In most of the middle east countries wars

have erupted due to regime change; the wars end up making the human rights situation

the worst (Gates et al. 2010) A government that respects human rights will develop and

2/19/2019 Endless wars whether international or domestic are the greatest threats to democracy and human rights – Google Docs

https://docs.google.com/document/d/1jldq3xlvvKQDdKRBbnFxYFI1KAV0WmEPYdAQetXwI9U/edit 3/6

there are few rebellions from people. Can war be considered the greatest threat to the

practice of human rights and democracy? Any type of war whether local or international

is known to disrupt the way the society functions.

Evidence

The first modern country to attempt to have democracy and human rights

enshrined in the constitution was France during the revolution. Undemocratic

government is known to violate human rights as they want people to fear; if the

government is legally elected by people then it becomes answerable. Being answerable

means respecting all the fundamental rights of the people; it is, however, important to

note that wars have been a part of mankind’s history. Wars whether tribal, regional or

international leads to gross violation of the human rights; for example during wars no

one can be assured of one of the most basic and fundamental rights which is right to

life. Rights such as those of movement and association cannot be respected when there

is war.

From 2010 several Arab countries had a revolution; it started in North Africa and moved

to the Middle East. Although most countries stabilized, Syria and Yemen are still fighting

(Devitt, 2011).  In Syria and Yemen, it is estimated that more than 1 million people have

lost their life; these wars have brought refugee crises in Europe. Sometimes the

objective of restoring democracy in a country can lead to more violations of human

rights; in Libya, for example, the objective of removing that tyrannical government have

2/19/2019 Endless wars whether international or domestic are the greatest threats to democracy and human rights – Google Docs

https://docs.google.com/document/d/1jldq3xlvvKQDdKRBbnFxYFI1KAV0WmEPYdAQetXwI9U/edit 4/6

proved very costly to the country. Democracy has not been restored in Iraq and Libya

many years after the respective ruling.

Also of importance to this research is the World Wars; dictators such as Adolf Hitler and

General Franco wanted to spread their influence to all parts of the world. They had

declared themselves life rulers meaning there was no democracy in their respective

countries; their ambitions led to World War Two which had many casualties in terms of

death, injuries and refugee menace. For example, Hitler blamed Jews for the challenges

Germany was going through; in response, he killed more than 6 million Jews. During

any war, no elections can be held meaning that democratic process it put into a halt.

People focus more on winning the war rather than looking at who is ruling them. An

African country by the name Democratic Republic of Congo has never had any peaceful

the transition of power since independence due to wars.

Probable causes

There are several factors such as preemptive war that make human rights and

democracy the greatest threat. The use of violence in situations we would classify as

preemptive and preventive military action. During the way, there is an ideology which

inherently makes individuals violate the human rights of such an enemy. One of the

characteristics of any war killing, burning properties, and violation of fundamental rights;

people cannot move freely when there is war meaning that their freedom of movement

is curtailed. During wars there are several ideologies that instill fear in people; such fear

2/19/2019 Endless wars whether international or domestic are the greatest threats to democracy and human rights – Google Docs

https://docs.google.com/document/d/1jldq3xlvvKQDdKRBbnFxYFI1KAV0WmEPYdAQetXwI9U/edit 5/6

becomes a threat to democracy. Democracy and human rights cannot thrive in a warring

society.

2/19/2019 Endless wars whether international or domestic are the greatest threats to democracy and human rights – Google Docs

https://docs.google.com/document/d/1jldq3xlvvKQDdKRBbnFxYFI1KAV0WmEPYdAQetXwI9U/edit 6/6

Tentative Bibliography

Devitt, R. (2011). Human Rights in the Middle East: Questions of Compatibility and

Conflict. Retrieved from E­International Relations:

https://www.e­ir.info/2011/03/30/human­rights­in­the­middle­east­questions­of­compatibi

lity­and­conflict/

Gates, S., Hegre, H., Nygard, H. M., & Strand, H. (2010). Consequences of armed

conflict in the Middle East and North Africa region (pp. 20­47). Mimeo.

Lee, T. (2004). International Law, International Relations Theory, and Preemptive War:

The Vitality of Sovereign Equality Today.  Law and Contemporary

Problems,   67 (4), 147­167. Retrieved from

http://www.jstor.org/stable/27592068

Smith, J. (2007). Augustine and the Limits of Preemptive and Preventive War.  The

Journal of Religious Ethics,   35 (1), 141­162. Retrieved from

http://www.jstor.org/stable/40018016

Yazgan, P., Utku, D. E., & Sirkeci, I. (2015). Syrian crisis and migration. Migration

Letters, 12(3), 181.\xxxxxxxxxxx

 

Totalitarianism and Cold War Assignment

Totalitarianism and Cold War
       Totalitarianism and Cold War

Totalitarianism and Cold War

When you hear the name, “Karl Marx,” what comes to mind? For most of us, words like “USSR,” “oppression,” “totalitarianism,” and “Cold War” are first thought of. The relationship between Marx and all those things is a complicated one, however. Dr. Martin Luther King, Jr. and Westboro Baptist Church (they protest the funerals of U.S. soldiers and LGBT people killed in hate crimes; more information: http://en.wikipedia.org/wiki/Westboro_Baptist_Church (Links to an external site.) ) both trace their inspiration to Christianity and one man, Jesus of Nazareth — yet they each have radically different interpretations of Jesus’ teachings.

There are many different ways of interpreting Marx’s writings, as well. Some have used his theories as justification to oppress others and deny the rights of millions, while others have used Marx’s theories to expand workers’ rights and extend democracy. If one were to, rather simple mindedly, reject everything about Christianity after learning about the Inquisition’s horrors, how white Southern Christians cited the Bible to try to justify slavery, and Westboro Baptist’s hurtful protests, it would be obvious that no real attempt was made to learn about Christianity from a Christian’s perspective, and no real attempt made to look at the arguments for the Christian worldview on its own terms. Similarly, Marx would probably ask us to consider his arguments on their own terms, rather than (in an ad hominem way) reject his views simply due to the immoral nature of his followers and/or governments who misused and misinterpreted his theories.

In this Philosophy class, we will examine Marx the philosopher (he did, after all earn his Ph.D. in Philosophy), although sociologists, economists, historians, psychologists, and others also claim him as one of their own. His arguments all relate to his belief that capitalism as a system has deep flaws, or “contradictions,” that may lead to its eventual replacement by a new system that the majority of the world believes is more just. As philosophers, we are interested in looking at all sides to an argument before accepting it, so I have posed objections to Marx’s arguments (perhaps you can think of other critiques and responses?), to give you a feel for the lively debates that social and political philosophers have on these questions.

1) Marx argues that capitalism is inherently exploitative – that is, the only reason a boss hires a worker is to make a profit off of her/him. Marx argues exploitation is a result of failing to pay the worker the full value of her/his work – and this dynamic, he argues, is built into capitalism itself; without exploitation, there would be no capitalism. So even in France, where workers have strong unions, militant working class consciousness, and excellent benefits, Marx would argue that they are still being exploited, albeit far less than in other countries, like the U.S., with weak unions and little class consciousness.

A skeptic might argue, however: “Okay, Marx, I see how capitalism exploits workers in poor developing nations, where workers are paid pennies a day under intolerable, slave-like work conditions. But how can you say that all workers are ‘wage slaves’ exploited under capitalism? If American workers are really being exploited so badly, then why are they not rising up and demanding better? Many workers in the U.S. do not have unions and enjoy their jobs, respect their bosses, and, in fact, are anti-union and pro-capitalism. So isn’t the idea that exploitation exists throughout all of capitalism really just part of your imagination? Moreover, even assuming capitalist exploitation exists in America, if a capitalist uses her/his own money (capital) to start a business, then why can’t she/he have a valid right to a large share of the value generated from the workers’ toil? Hasn’t the capitalist earned a large cut of the value the worker creates? Where would the workers’ job be without the capitalists’ taking a risk and creating the corporation?”

In response, Marx might argue, “But where did the initial capital come from to start the corporation? All capital ultimately comes from the stolen profits taken from the working class. Secondly, workers do not organize here as they do in France because we have a history of anti-socialist propaganda (McCarthyism) that weakens the labor movement, and we have a more individualistic culture, which is also an obstacle to creating working class solidarity. Third, can’t someone be exploited and yet say they are not? If a chattel slave in the 1800s South denies that she/he is exploited – do you take them at their word? Or do you say ‘I’m sorry, but you are gravely mistaken and probably brainwashed.’ Forth, if a slave-owner during the 1800s saves up his money and buys a slave, does the owner have a moral right to that slave? Has he earned the right to enslave his ‘property’ that he bought? He has a legal right, but a moral right? Workers are compelled to ‘sell themselves’ for a wage under capitalism, a most degrading of practices, but that is because they have no other real option under the present economic system to meet their needs.”

In response, the skeptic may argue, “No one is forced to work under capitalism — no, not even those in the developing world! Many of them are so grateful for those meager wages, because they are the highest ones in their areas. A real slave never consents, so it is truly robbery in that case, but a worker paid a wage works under a contract, which both enter into voluntarily. Such contracts preserve the dignity and rights of the worker, so this attempt to paint capitalism with ‘slavery’ is not appropriate at all.”

Please watch this clip on sweatshops:
https://www.youtube.com/watch?v=M5uYCWVfuPQ

In your view, who has the better argument on the philosophical topic of exploitation? Please explain and relate your answer to the video clip, showing you watched it carefully.

2) Marx also argues that capitalism is inherently alienating for workers. He might argue:

“Since they do not democratically control and own their workplaces – the goal of a democratic socialist society – workers now are alien or separated from their work (they build the expensive hotels yet cannot afford to stay in them), from other workers (who they must compete against for jobs and promotions rather than genuinely cooperate with and help as brothers and sisters), and from themselves (as human beings, they are creative, and spontaneous, and intelligent, yet capitalism renders them a mere cog in a dehumanizing machine that they cannot control and that relentlessly orders them to do the bidding of unelected bosses). Show me a truly happy worker under capitalism, and I will show you someone who is either ignorant of what is possible due to lack of education, too defeated by the system to expect more out of life, or someone who has no class consciousness and has confused his/her own interests with the interests of his/her boss, which are of course fundamentally different.”

A skeptic might argue to him, “Okay, Marx, I think you really are projecting your own hang-ups about capitalism on to workers. Your idea of alienation is like those overzealous religious folks who see the image of Jesus on a piece of toast and run screaming that a miracle has happened – it’s there if you want it to be there! For every angry, miserable worker, I can show you many others who love or are at least content with their jobs – yes, even minimum wage jobs! You may have a point with alienation being a part of sweatshop workers’ jobs, but minimum wage workers in the developed world do not have it that bad. Yes, they need some kind of health care system to help the uninsured, and they do need a raise of the minimum wage, but they are not necessarily alienated! And they will tell you that. You may say (I can already hear it!), ‘But they are brainwashed by capitalism to think they are happy, when they know deep down, being an alienated ‘wage slave’ is a miserable existence, unfit for a human being. Every one of us cries out for freedom, democracy, and the full development of our human potential!’ However, how can you read the minds of all the billions of workers in this world? You are only projecting alienation on to them– Marx, as brilliant as you are in some ways, you did not discover alienation, but rather invented it in your own mind.”

Which side of this argument do you agree with and why, when it comes to the philosophical question of alienation?

3) The first line of the Manifesto is, “The history of all hitherto existing society is the history of the class struggles” (p. 182). To break his argument down for a modern audience, he might argue:

“Capitalism has created a class-war between the capitalists and the workers – for a boss to give workers more benefits or a higher wage, she/he must take a cut in profits; for a boss to raise his/her profits, workers must get less or be forced/convinced to work harder (be more ‘productive’). That is why bosses hate unions, because unions mean less profit for the bosses, which is the entire reason to be in business in the first place – to maximize profit and become wealthy. The class war can and should be fought, through union organizing and raising working class consciousness, until a more humane system takes its place.”

A skeptic might argue, however, “Wait a minute, why can’t the capitalists and the workers have the same interests – both want to live in a society that is at peace, so both sides will work to get along. Most people, even bosses, are good people and want the best for society. A good boss cares for her/his workers, and a good worker is grateful to her/his boss for a job. Again, the ‘eternal conflict’ between classes is part of your imagination, Marx.”

Which side do you agree with and why on this question?

4) Please watch this famous Twilight Zone episode, “Eye of the Beholder”

https://archive.org/details/TwilightzoneEyeofthebeholder

After watching the film, explain first, how this film’s message relates to the arguments and experiences King describes in his article. Please be sure to reference King’s article in your answer. And, second, what is the ultimate philosophical message of this film, in your view?

5) Marx, King, hooks, and the last Twilight Zone episode all speak to the issue of what has become known as “internalized oppression” and “false consciousness.” Internalized oppression is where one accepts society’s view of oneself, even though that view perpetuates a devalued sense of self. Similarly, false consciousness is accepting a harmful view of self, even though it does not represent reality — it serves those in power but not oneself.

Marx argued that workers are taught to accept the belief that they cannot run society, that they must have unelected authorities dictate to them in the workplace, and that they cannot do better than their present situation. King argues how racism can distort one’s personality and succeed in making people of color hate themselves, since they see themselves through the eyes of the white supremacist. Hooks describes how women are taught to hate feminism, even though the women’s movement has given them so much and continues to be needed to combat women’s ongoing degradation in sexist society. Lastly, Ms. Tyler clearly suffered internalized oppression and false consciousness in obvious ways.

Please choose Marx, King, or hooks and explain how these concepts relate to the readings. Please be sure to cite the article you choose in your answer.

6) Please watch these three clips:

a) NOW on PBS | Teen Sexual Harassment at Work | PBS

b) Imus Calls Girls Nappy Headed Hoes & Jjiggaboos!?

c)White Like Me(PLEASE WATCH 19:55 – 36:40 ONLY)

For each clip, please explain how hooks might analyze what happened in each video? Please think about and apply her argument to these videos. Please make it clear you watched the videos in your answers, or credit cannot be given.

7. Lastly, returning to Dr. King for a moment, please watch this short video, choose ONE of the people (besides Dr. King) mentioned in the video who was murdered and explain IN YOUR OWN WORDS — not copy and pasting — who this person was (you may have to google this person’s name if you don’t know), and then explain what this statement by Dr. King means to you (it’s not as simple as it looks!):

“Injustice anywhere is a threat to justice everywhere.” -Martin Luther King, Jr.

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Critical Thought and Analysis of Spanish American War

Critical Thought and Analysis of Spanish American War You should be writing in your own words. The goal of these assignments is to encourage critical thought and analysis.

Critical Thought and Analysis of Spanish American War
Critical Thought and Analysis of Spanish American War

Each answer will be a minimum of two pages and answers that do not fulfill the basic requirements will not be graded (meaning that you earn a 0). Answers should be double spaced with one-inch margins. Do not rewrite the question and only put your name on the top of the first page. Include a bibliography and be sure to include in-text citation whenever you borrow an idea from a source. Writing Assignment #2 is due by March 3rd. The drop box and Turn It In are located in Week #6.

How did America evolve from its isolationist tendencies to ones of creating an “American Empire”? How did America become involved in a war with Spain and what did the United States gain from this “splendid little war” – The Spanish-American War?

 

American National Security Issue on Iran Nuclear Deal

American National Security Issue on Iran Nuclear Deal American National Security Issue: Iran Nuclear Deal

American National Security Issue on Iran Nuclear Deal
American National Security Issue on Iran Nuclear Deal

While 2019 might seem to be a new year for the United States of America, 2017 and 2018 were characterized by many national security issues. As a result, elected leaders continue to address these issues of national security into 2019. While fighting ISIS; a terrorist organization, endures being the top priority in as far as current issues facing American society are concerned, another crucial question that is controversial is America-Iran nuclear deal. President Trump has withdrawn America from the ìIran nuclear deal (Nephew & Goldenberg, 2018). Concerning this current issue, the critical question that many U.S citizens are asking is what America ought to do to stop Iran from acquiring nuclear weapons.

The issue has brought about various views from American with some opposing the latest move when others are supporting the move. Worth noting, there are two solutions to the problem that seems to be competing. Some maintain that the U.S.-Iran nuclear deal should be continued whereas others are for the idea that the agreement ought to be discontinued. According to key allies of the United States- such as Israel, the move to pull out of the deal was the best thing for Trump to do because according to them, the agreement created the path to an actual collection of nuclear instead of blocking it (Marcus, 2018). On the other hand, other allies, including the U.K., France, and EU representatives are for the idea that the deal should be saved from being discontinued.

Despite these conflicting ideas about the best solution to the issue at hand, the best solution is to continue with the deal by working with allies. Undeniably, this will ensure that Iran is not further alienated with additional sanctions. Therefore, both state and local governments have the responsibility to make sure that the federal government does not compound mistakes by leading the United States into yet another pricey, ceaseless war in the Middle East. Ideally, a nuclear-equipped Iran is not acceptable, and the federal government; more so the executive branch, has the responsibility to continue with the Iran deal as it is the only way for Iran to disassemble much of the nuclear program. Ideally, pulling out of the agreement was an enormous mistake because the decision was not taken to attain a logical motive but rather to accomplish a political promise given by president Trump during the campaigns (Regencia, 2018). Undeniably, the backing out of the deal alienated America from its negotiating partners and allies. However, at the same time, the move incentivizes Iran to move towards creating more nuclear programs. Despite this, the president’s administration has done very little to bring Iran back on the table to restore the deal. Therefore, the legislative and judicial arms of the federal government should step in to bring this mistake being made by the president to an end. Until this is done, the United States of America faces a severe national security threat against Iran, which would be not only costly but also endless.

American National Security Issue on Iran Nuclear Deal References

Marcus, J. (2018). Trump abandons Iran nuclear deal: What now? BBC News. Retrieved from https://www.bbc.com/news/live/world-us-canada-44032008

Nephew, R., & Goldenberg, I. (2018, May 9). Here’s What to Expect Now That Trump Has Withdrawn From the Iran Nuclear Deal. Retrieved February 11, 2019, from https://foreignpolicy.com/2018/05/09/heres-what-to-expect-now-that-trump-has-withdrawn-from-the-iran-nuclear-deal/

Regencia, T. (2018). Donald Trump declares US withdrawal from Iran nuclear deal. Aljazeera. Retrieved from https://www.aljazeera.com/news/2018/05/donald-trump-declares-withdrawal-iran-nuclear-deal-180508141155625.html

 

Attack and Penetration Test Assignment

Attack and Penetration Test
Attack and Penetration Test

Attack and Penetration Test

Attack and Penetration Test

Scenario:

You are the owner and operator of a small information security consulting firm. You have received a request from one of your clients, Infusion Web Marketing, that you provide a written proposal for performing a penetration test on the company’s production Web servers and corporate network.

Environment:

Scope

Production e-commerce Web application server, the e-commerce Web application server is acting as an external point-of-entry into the network:

Ubuntu Linux 16.04 LTS Server (TargetUbuntu01)
Apache Web Server running the e-commerce Web application server
Credit card transaction processing occurs on all web servers
Intrusive or Non-Intrusive

Intrusive. The test will include penetrating past specific security checkpoints.

Compromise or No Compromise

No compromise. The test can compromise with written client authorization only.

Scheduling

Between 2:00 a.m – 6:00 a.m. weekend only (Saturday or Sunday)

Deliverables:

Using the information from the scenario above, provide a written attack and penetration testing plan, describing your firm’s approach to performing the penetration test and what specific tasks, deliverables, and reports you will complete as part of your services. The plan should include these sections:

Table of Contents
Project Summary
Goals and Objectives
Tasks
Reporting
Schedule
Your penetration testing plan is required to be 4-5 pages in length, not including the title and references pages, and cite at least three credible sources other than the course materials. It should follow Saudi Electronic University academic writing standards and APA style guidelines, as appropriate.

Helpful Resources:

The SANS Institute provides several resources that you might find helpful for this assignment.

The National Institute for Standards and Technologies (NIST) also provides some guidance on this topic.

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