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There questions about the cold war

There questions about the cold war. I’m trying to study for my History course and I need some help to understand this question.

The exam must be 4-8 pages in length, double-spaced, numbered, include 1 inch margins, use 12 point Arial, Calibri, or Times New Roman, and include a cover page that identifies who you are, the title of the course, the name of your instructor, and state Final Exam.
The exam must include footnotes or endnotes and a Works Cited or Bibliography page. The citation style must be Chicago/Turabian. Your instructor will provide instructions on how to cite a source using Chicago/Turabian style. You may also consult the short guide linked to in this sub-module at the bottom. The selected sources must be appropriate to the exam topic, the citations must support the assertions made in the exam, and footnotes or endnotes must be used in each instance where detailed explanations would distract from the argument.
The exam will include three main parts—the Thesis/Introduction, Argument, and Conclusion.
The Introduction section should clearly state the thesis within the first 1-2 paragraphs. The thesis must be relevant and appropriate to the argument and demonstrate an accurate and complete understanding of the question(s). It should do more than restate the question(s) and offer a brief response and it should be free of grammar & spelling errors.
The Argument section should incorporate pertinent details from assigned coursework and outside readings when permitted. Please make sure to ask your instructor for approval. Do not assume that you can use outside readings. The section must provide relevant historical evidence to support the thesis and the key claims made in the argument as needed. It should maintain focus and avoid getting sidetracked. It should present your answer(s) to the question(s) asked clearly and concisely in an organized manner and it should be free of grammar & spelling errors.
The Conclusion section should be in the last part of your essay exam within the last 1-2 paragraphs. It should briefly restate the thesis and summarize the main points of the argument. It should also demonstrate insight and understanding regarding the question(s) asked and it should be free of grammar & spelling errors.
The Cold War was the primary feature of international affairs between 1945 and 1990. In a coherently organized, well-documented essay, evaluate the ideological and geographical foundations and components of the Cold War. What were the historical milestones, controversies and accomplishments that took place over the course of this half-century? What factors led to the conclusion of the Cold War? Evaluate domestic consequences of global issues that took place as well during this era and analyze the collective impact they had upon the United States.
There questions about the cold war

Pay 2010 discussion 2. Can you help me understand this Writing question?

Somatic symptom disorder has a long history. Sigmund Freud described a case of Anna, who displayed several physical conditions (e.g., pain, dizziness, numbness, and visual disturbances) with no apparent medical cause. Also, schizophrenia is not actually one single disorder but a spectrum of disorders that fall along a continuum of symptoms and functioning levels.

Describe somatic symptom disorder, and if the disorder can be diagnosed if the person has an actual physical illness.
Describe the basic criteria for schizophrenia based on the current DSM criteria. Explain the differences between negative and positive symptoms.
Explain the prognosis of an individual diagnosed with schizophrenia based on age and gender factors.

Pay 2010 discussion 2

Clinical Communication Skills Essay

Share this: Facebook Twitter Reddit LinkedIn WhatsApp Outpatients’ Perspective of Clinical Communication Skills of Doctors in Private Practice in Goa Abstract Clinical communication entails a dialogue between doctor and patient, and has been clearly demonstrated to affect many aspects of patient care, including health outcomes. Ideally, doctors are expected to play a dual role – as a source of patient healing as well as a source of reassurance and encouragement (Baker et al, 2011). This study was aimed at assessing the basic clinical communication behaviours of doctors in outpatient private practice in Goa, based on the reports of their patients. Good clinical communication skills include facilitation of the patient’s expression of feelings and expectations related to his/her health care, conveyance of clear information to the patient, and provision of empathy and encouragement. The participants of the study were chosen using purposive sampling. Internationally standardized questionnaires – HPQ (Four Habits Patient Questionnaire), consisting of 15 Likert-scale items, and CAHPS (Consumer Assessment of Healthcare Providers and Systems) was employed to understand the patients’ perception of ‘their’ doctor’s communication. Results were analyzed using total scores obtained. Individual behaviours were also analyzed using frequencies and percentages indicating doctors’ competence in one or more habits over others. Introduction The health outcome of a patient is greatly affected by the manner in which doctors communicate with their patients (Baker et al, 2011). The key to diagnosis and treatment is exchanging information, and communication plays a vital role in building a trusting relationship between doctor and patient that encourages better information-giving and information-getting, both of which are particularly important to enable positive healthcare. Furthermore, communication and trust may influence patient satisfaction, compliance, and coping (Desjarlais-deKlerk and Wallace, 2013). Recognizing the onus on the doctor to ensure satisfied and healthy patients by way of the former’s ability to communicate with the latter, this study attempted to determine the communication abilities of doctors in Goa as reported by their outpatients. Objectives To determine the medical communication skills of outpatient doctors To ascertain the relationship between doctors’ gender and communication abilities To establish a connection between the proficiency in communication of doctors’ support staff and ratings of doctors Method Sample and Sampling Method The study included 90 respondents (67 females and 23 males) chosen by purposive sampling from across the state of Goa. The respondents ranged in age from 20 to 70 years, with an almost equal number being below (n=47) and above (n=43) 40 years. Sixty percent of the respondents possessed a graduate or higher degree and nearly half (49%) the respondents answered the questionnaire based on their personal experiences with a General Practitioner. The perceived age of the doctors, as reported by the respondents, ranged from 26 to 70 years, with 63.3% being reported to be in the age range of 40 to 60 years. Measurement Internationally standardized questionnaires (4 HPQ – Four Habits Patient Questionnaire) (Bard, 2011), consisting of 15 Likert-scale items, and CAHPS (Consumer Assessment of Healthcare Providers and Systems, 2012) were employed to understand the patients’ perception of ‘their’ doctor’s communication. Results and Discussion Communication abilities of doctors’ support staff Effective communication between doctor and patient is a central clinical function that cannot be delegated (Simpson et al, 1991). The competency of support staff such as nurses and receptionists often influences the quality of health care (Marcinowiczi, 2010) as they are the first point of contact between doctor and patient. Their behaviour can, therefore, influence a patients’ rating of his doctor. Using CAHPS, it was observed that only 40% of the respondents were “definitely happy” with the help received by their doctors’ receptionist (see Fig.1), although more than half (51%) were “definitely happy” with the courtesy and respect accorded to them (see Fig.1). Figure 1. Receptionists’ Behaviour with Patients Analyzing a total score of receptionists’ behaviour, only 45.5% of the respondents reported “definite happiness” with the former’s conduct, thus suggesting that support staff ought to improve their communication skills so as to meet patients’ expectations of the healthcare system. Getting care quickly The availability of immediate healthcare is an important determinant of quality in the primary care setting. Availability refers to the ease with which a person may receive care (Marcinowiczi, 2010), and can include factors such as speed of providing an appointment, time spent by the patient in the waiting room (>15 minutes past appointment time), and doctor’s willingness to provide telephonic answers. An analysis of these factors, using CAHPS, revealed that a majority of respondents were quite happy with the rapidity of obtaining an appointment (44%) and obtaining answers to their telephonic queries (46%) (see Fig. 2). However, a moderate percentage (33%) reported having to wait for more than 15 minutes past their appointment time (see Fig. 2). A long waiting time, which can be interpreted as a mode of non-verbal communication, can be quite irksome, and underlines the need for doctors to improve their time management skills. Figure 2. Clinic Experiences of Patients Respondents’ rating of their doctor A health system can deliver truly patient-centered care only when patient ratings are elicited, integrated, and honoured. A 10-point scale (from CAHPS) used to measure the respondents’ rating of their doctor revealed that a majority (52.2%) rated their doctor as “Average” (see Fig. 3). This indicates outpatients’ perception that there exists scope for improvement in their doctors’ ability to provide quality healthcare. Figure 3. Respondents’ rating of their doctor Correlation between various parameters and rating of doctor Assuming that the longer the period of doctor-patient acquaintance, the better the rating obtained by the doctor, a correlation between the two was done but yielded no significant result (r = 0.15, p<0.16), thus suggesting that the respondents rated their doctor independent of their familiarity with him/her. Analysis revealed that a majority of the respondents (78.9%) visited a male doctor, and literature suggests that females score over males in communication skills. A correlation was thus attempted between the gender of the doctors and the respondents rating of them. However, no significant correlation was obtained between the two variables in this study (r = 0.11, p<0.3). Research suggests that education of respondents also affects ratings, with more educated individuals giving lower ratings to doctors (Instructions for Analyzing Data from CAHPS® Surveys; 2012). However, the converse was noted in this study as a significant positive correlation was obtained (r = 0.244, p=0.05), indicating that the higher the educational qualifications of the respondents, the more accepting they were of their doctor’s communication abilities. It is a known paradox in medical literature that ‘patients can be satisfied with care that is not high quality and can be dissatisfied with high-quality care’ (Makoul, 2001). Willingness to recommend doctor Seventy six percent of the respondents expressed their willingness to refer their doctor to others (see Fig. 4). This suggests that despite scoring their doctors “average” in parameters such as clinic experiences and rating, the respondents had satisfactory overall experiences with their doctor. Figure 4. Respondents’ willingness to recommend their doctor to others Analysis of 4 HPQ In 1996, Frankel and Stein structured the principles of good, clinical communication into a teaching model for didactic purposes: “The Four Habits model – an approach to effective clinical communication”. The habits are: invest in the beginning of the encounter to create rapport and set an agenda (Habit I), elicit the patient’s perspective (Habit II), demonstrate empathy to provide opportunity for patients to express emotional concerns (Habit III), and invest in the end to provide information and closure (Habit IV) (Bard, 2011). The 4 HPQ, consisting of 15 questions divided into sets of 4, was formulated based on these well-researched habits. Analysis revealed that the respondents rated their doctors well in Habits I, II, and III (see Table 1). However, the doctors were scored low on Habit IV, thus suggesting that they require to further hone their skills in summarizing the consultation by checking the patient’s understanding and negotiating a treatment or follow-up plan (see Table 1). Table 1. Scores obtained on each HABIT Minimum Maximum Mean SD HABIT I 8 16 14.34 1.76 HABIT II 3 8 6.52 1.27 HABIT III 3 12 9.82 2.18 HABIT IV 12 24 19.99 3.52 Conclusion Good medical communication includes building a relationship, exploring the patient’s perspective, displaying empathy, checking for understanding, reaching agreements on problems and plans, and providing closure (Makoul, 1991). Increasing public dissatisfaction with the medical profession is, in good part, related to deficiencies in clinical communication (Simpson, 1991). This study found that outpatients rated their doctors satisfactorily despite indicating certain communication habits that required improvement. Respondents also indicated that communication skills of receptionists in doctors’ clinics could be improved so as to provide a better healthcare environment. Shifting focus from patient satisfaction to patient experiences will enable doctors to be better communicators, thereby helping to bring about a radical shift in total healthcare experiences. References Bard J. Hospital Doctors’ Communication Skills: A randomized controlled trial investigating the effect of a short course and the usefulness of a patient questionnaire. British Medical Journal. 2011. Desjarlais-deKlerk K and Wallace J. Instrumental and socio-emotional communications in doctor-patient interactions in urban and rural clinics. BMC Health Services Research 2013, 13:261 http://www.biomedcentral.com/1472-6963/13/261 Instructions for Analyzing Data from CAHPS® Surveys: Using the CAHPS Analysis Program Version 4.1 Document No. 2015 Updated 4/2/12 Makoul M. 2001 Marcinowicz L, Rybaczuk M, et al. International Journal for Quality in Health Care web site (Internet). Poland: 2010; Volume 22, Number 4: pp. 294–301 (cited 2014 January 15) Simpson M, Buckman R, et al. Doctor-patient communication: the Toronto consensus statement. British Medical Journal. 1991; 303:1385-7. 1 Share this: Facebook Twitter Reddit LinkedIn WhatsApp

ITS 831 Campbellsville Practical Actions to Protect Against Data Theft HW

cheap assignment writing service ITS 831 Campbellsville Practical Actions to Protect Against Data Theft HW.

Class,Please Make sure it is no a Discussion.It is about Practical connection, my Role is Azure Cloud Engineer, Please mention how my work is related to this SubjectThe Subject is : InfoTech Import in Strat Plan (ITS-831-51) – Full Term At UC, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own careers. Assignment: Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories, and knowledge could be applied to an employment opportunity in your field of study. Requirements:Provide a 500 word (or 2 pages double spaced) minimum reflection.Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.Share a personal connection that identifies specific knowledge and theories from this course.Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment. You should NOT provide an overview of the assignments assigned in the course. The assignment asks that you reflect on how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
ITS 831 Campbellsville Practical Actions to Protect Against Data Theft HW

BVM TASK 3,c121

BVM TASK 3,c121.

COMPETENCIES1002.1.3 : Reconstruction and the Age of American ImperialismThe graduate examines the major changes that defined the United States in the late-nineteenth and early-twentieth centuries.INTRODUCTIONOver the course of the nineteenth century, the United States matured into a country with interests and influences extending beyond North America. Following the upheaval of the Civil War, Americans tried to reassemble their country and bring the states of the former Confederacy back into the Union. The decade of Reconstruction was characterized by contentious legislation and attempts to integrate African Americans into the political, economic, and social frameworks of the United States. The Second Industrial Revolution reached its height during the second half of the century as well. New innovations in manufacturing, transportation, and communication accelerated the growth of consumer culture and changed the standard of living in the United States. As the nineteenth century drew to a close, the United States became an overseas empire, fighting wars with European powers over territorial influence and acquiring colonial possessions of its own.In this assessment, you will examine the legal and social changes that took place during Reconstruction in the United States. You will also consider the ways that industrialization and imperialism contributed to the emergence of the United States as an international power during the late nineteenth century.REQUIREMENTSYour submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. A. Discuss three major changes in race relations (i.e., laws, amendments, labor arrangements, working conditions, migration patterns, socioeconomic changes) that resulted from Reconstruction (suggested length of 2–3 paragraphs). B. Describe two consequences of industrialization on American politics and/or society (suggested length of 2–3 paragraphs). C. Explain the rise of the Progressive movement (suggested length of 2–3 paragraphs) by doing the following: 1. Describe the role of religion and social morality in promoting Progressive reforms. 2. Describe two reform movements that helped to define the Progressive Era. 3. Discuss one impact of the Progressive movement on American politics (i.e., amendments, legislation, diplomatic decisions). D. Explain (suggested length of 2–3 paragraphs) the role of American imperialism in leading the United States into two of the following conflicts: • Hawaiian Annexation • War in the Philippines • Spanish-American War • World War I E. Provide acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, or summarized content. 1. Include the following information when providing source references: • author • date • title • location of information (e.g., publisher, journal, or website URL)File RestrictionsFile name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )File size limit: 200 MBFile types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7zRUBRICARTICULATION OF RESPONSE (CLARITY, ORGANIZATION, MECHANICS):NOT EVIDENTThe candidate provides unsatisfactory articulation of response.APPROACHING COMPETENCEThe candidate provides weak articulation of response.COMPETENTThe candidate provides adequate articulation of response.A:CHANGES IN RACE RELATIONSNOT EVIDENTThe candidate does not provide a logical discussion of 3 major changes in race relations that resulted from Reconstruction.APPROACHING COMPETENCEThe candidate provides a logical discussion, with insufficient support, of 3 major changes in race relations that resulted from Reconstruction.COMPETENTThe candidate provides a logical discussion, with sufficient support, of 3 major changes, in race relations that resulted from Reconstruction.B:CONSEQUENCES OF INDUSTRIALIZATIONNOT EVIDENTThe candidate does not provide an appropriate description of 2 consequences of industrialization on American politics and/or society.APPROACHING COMPETENCEThe candidate provides an appropriate description, with insufficient detail, of 2 consequences of industrialization on American politics and/or society.COMPETENTThe candidate provides an appropriate description, with sufficient detail, of 2 consequences of industrialization on American politics and/or society.C1:PROMOTING PROGRESSIVE REFORMSNOT EVIDENTThe candidate does not provide an accurate description of the role of religion and social morality in promoting Progressive reforms.APPROACHING COMPETENCEThe candidate provides an accurate description, with insufficient detail, of the role of religion and social morality in promoting Progressive reforms.COMPETENTThe candidate provides an accurate description, with sufficient detail, of the role of religion and social morality in promoting Progressive reforms.C2:REFORM MOVEMENTS OF THE PROGRESSIVE ERANOT EVIDENTThe candidate does not provide an accurate description of 2 reform movements that helped to define the Progressive Era.APPROACHING COMPETENCEThe candidate provides an accurate description, with insufficient detail, of 2 reform movements that helped to define the Progressive Era.COMPETENTThe candidate provides an accurate description, with sufficient detail, of 2 reform movements that helped to define the Progressive Era.C3:IMPACT OF THE PROGRESSIVE MOVEMENTNOT EVIDENTThe candidate does not provide a logical discussion of 1 impact of the Progressive movement on American politics.APPROACHING COMPETENCEThe candidate provides a logical discussion, with insufficient detail, of 1 impact of the Progressive movement on American politics.COMPETENTThe candidate provides a logical discussion, with sufficient detail, of 1 impact of the Progressive movement on American politics.D:ROLE OF AMERICAN IMPERIALISMNOT EVIDENTThe candidate does not provide a logical explanation of the role of American imperialism in leading the United States into any of the given conflicts.APPROACHING COMPETENCEThe candidate provides a logical explanation, with insufficient detail, of the role of American imperialism in leading the United States into 2 of the given conflicts.COMPETENTThe candidate provides a logical explanation, with sufficient detail, of the role of American imperialism in leading the United States into 2 of the given conflicts.E:SOURCE ACKNOWLEDGEMENTSNOT EVIDENTThere is evidence of quoted, paraphrased, or summarized content without acknowledgement of source information in in-text citations and references.APPROACHING COMPETENCEThe candidate provides insufficient acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, and summarized content.COMPETENTThe candidate provides sufficient acknowledgement of source information, using in-text citations and references, for all quoted, paraphrased, and summarized content.E1:SOURCE INFORMATIONNOT EVIDENTThe candidate does not include the given points when providing source references.APPROACHING COMPETENCEThe candidate includes the given points, with incomplete or inaccurate information, when providing source references.COMPETENTThe candidate includes the given points, with accurate and complete information, when providing source references.
BVM TASK 3,c121

PART 1 – CRITICAL APPRAISAL OF RESEARCH – Identify a clinical issue of interest that can form the basis

PART 1 – CRITICAL APPRAISAL OF RESEARCH – Identify a clinical issue of interest that can form the basis of a clinical inquiry. – Develop a PICOT question to address this clinical issue of interest. – Using the keywords from the PICOT question, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level. – Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Critical Appraisal Worksheet. PART 2 – EVIDENCE – BASED BEST PRACTICES Based on your appraisal, recommend a best practice that emerges from the research you reviewed. In a 1- to 2-page narrative, address the following: Explain the best practice that emerged, justifying your proposal with APA citations for the evidenced-based research that you reviewed.

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