In the same month, the western part of Germany officially became a new
nation, the Federal Republic of Germany, also called West Germany. It included
West Berlin. A few months later, from its occupation zone, the Soviet Union creat-
ed the German Democratic Republic, called East Germany. It included East Berlin.
THE NATO ALLIANCE The Berlin
blockade increased Western European
fear of Soviet aggression. As a result,
ten Western European nations—
Belgium, Denmark, France, Great
Britain, Iceland, Italy, Luxembourg,
the Netherlands, Norway, and
Portugal—joined with the United
States and Canada on April 4, 1949, to
form a defensive military alliance
called the North Atlantic Treaty
Organization (NATO). (See map,
page 830.) The 12 members of NATO
pledged military support to one
another in case any member was
attacked. For the first time in its histo-
ry, the United States had entered into
a military alliance with other nations
during peacetime. The Cold War had
ended any hope of a return to U.S.
isolationism. Greece and Turkey joined
NATO in 1952, and West Germany
joined in 1955. By then, NATO kept a
standing military force of more than
500,000 troops as well as thousands of
planes, tanks, and other equipment.
814 CHAPTER 26
•United Nations (UN)
•satellite nation
•containment
•iron curtain
•Cold War
•Truman Doctrine
•Marshall Plan
•Berlin airlift
•North Atlantic Treaty
Organization (NATO)
1. TERMS & NAMES For each term or name, write a sentence explaining its significance.
MAIN IDEA
2. TAKING NOTES
Use a graphic organizer like the one
below to describe the U.S. actions
and the Soviet actions that
contributed most to the Cold War.
Write a paragraph explaining which
country was more responsible and
why you think so.
CRITICAL THINKING
3. EVALUATING LEADERSHIP
People who had served as aides to
President Franklin Roosevelt worried
that Truman was not qualified to
handle world leadership. Considering
what you learned in this section,
evaluate Truman as a world leader.
Think About:
• his behavior toward Stalin
• his economic support of
European nations
• his support of West Berlin
4. MAKING INFERENCES
Which of the two superpowers do
you think was more successful in
achieving its aims during the period
1945–1949? Support your answer
by referring to historical events.
5. ANALYZING MOTIVES
What were Stalin’s motives in
supporting Communist governments
in Eastern Europe?
U.S. Actions Soviet
Actions
▼
This cartoon depicts the nations that signed the North Atlantic Pact,
which created NATO in 1949. The nations, shown as hats, are arranged
in a pyramid to show the bigger countries on the bottom supporting the
smaller, weaker nations on top.
D
Superpowers Struggle over Germany
As Europe began to get back on its feet, the United States and its allies clashed
with the Soviet Union over the issue of German reunification. At the end of World
War II, Germany was divided into four zones occupied by the United States, Great
Britain, and France i.
The document summarizes key events in Europe and North America from 1945 to the present related to the rise of the Cold War between the United States and Soviet Union. It discusses post-World War II conferences at Yalta and Potsdam that divided Germany into occupation zones. It also describes the Truman Doctrine and Marshall Plan that aimed to contain the spread of communism and rebuild Western Europe economically. The Berlin Airlift is mentioned as a response to the Soviet blockade of West Berlin as tensions escalated between the two superpowers.
The Cold War began after World War 2 as political tensions grew between the Western allies led by the US and the Eastern bloc led by the Soviet Union. Key events that exacerbated these tensions included the Yalta and Potsdam conferences in 1945 where Stalin pressured Roosevelt and Truman to allow communist governments in Eastern Europe, and the development of nuclear weapons by both the US and USSR which began an arms race. The US responded with policies of containment including the Truman Doctrine which pledged support for countries resisting communism, the Marshall Plan which provided economic aid to rebuild Western Europe, and the formation of NATO as a military alliance against the Soviet Union.
The document summarizes key aspects of decolonization and the Cold War between Western nations led by the United States and Eastern nations led by the Soviet Union. It describes how European colonial empires declined after World War 2 amid rising nationalism. It then outlines the emergence of the US and USSR as superpowers after the war and how they competed globally through opposing ideologies, proxy conflicts, and tensions over areas like Berlin, Korea, and Cuba that divided the world into capitalist and communist spheres of influence. The document concludes by discussing nuclear weapons proliferation and arms control efforts during the Cold War before the ultimate collapse of the Soviet Union in 1991.
Outcome 2.2-cold-war-expansion-containmentNick Jordan
The document summarizes the escalation of tensions between the Western allies (US, UK, France) and the Soviet Union following World War 2. It describes how the Soviets set up communist governments across Eastern Europe and divided Germany, leading the Western powers to implement the policies of containment and the Truman Doctrine to provide military and economic assistance to countries resisting Soviet influence. It also discusses the formation of NATO in response to the Berlin Blockade, as the Western powers sought to counter the Soviet military threat through a defensive alliance.
The cold war was a decades-long geopolitical conflict between the United States and Soviet Union stemming from ideological differences and competition for global influence. Tensions arose after WWII as the former allies disagreed over the reunification of Germany and the Soviet Union's influence in Eastern Europe. This started a nuclear arms race and proxy wars as the superpowers sought to contain the spread of the other's ideology and sphere of influence. The Cold War ended in the late 1980s as reform in the Soviet Union caused its collapse.
The document summarizes major events and developments in US foreign policy from the 1920s through the 1950s. It discusses America's initial isolationism following WWI and policy of cooperation. It then covers Roosevelt's response to WWII and Japan's attack on Pearl Harbor, which brought the US into the war. Finally, it outlines the start of the Cold War following the war, including policies of containment of the Soviet Union and collective defense agreements like NATO.
The Cold War was a period of geopolitical tension between the United States and its allies, and the Soviet Union and its allies, from 1947 to 1991. It began after WWII as relations broke down between the former allies. The US and USSR established opposing military alliances (NATO and the Warsaw Pact respectively) and engaged in proxy wars and arms races throughout the world. Some of the most tense periods included the Berlin Blockade, Korean War, Cuban Missile Crisis, and Vietnam War. In the late 1980s, reforms under Gorbachev led Eastern Bloc countries to break away, and the USSR dissolved in 1991, ending the Cold War.
The document summarizes key events in Europe and North America from 1945 to the present related to the rise of the Cold War between the United States and Soviet Union. It discusses post-World War II conferences at Yalta and Potsdam that divided Germany into occupation zones. It also describes the Truman Doctrine and Marshall Plan that aimed to contain the spread of communism and rebuild Western Europe economically. The Berlin Airlift is mentioned as a response to the Soviet blockade of West Berlin as tensions escalated between the two superpowers.
The Cold War began after World War 2 as political tensions grew between the Western allies led by the US and the Eastern bloc led by the Soviet Union. Key events that exacerbated these tensions included the Yalta and Potsdam conferences in 1945 where Stalin pressured Roosevelt and Truman to allow communist governments in Eastern Europe, and the development of nuclear weapons by both the US and USSR which began an arms race. The US responded with policies of containment including the Truman Doctrine which pledged support for countries resisting communism, the Marshall Plan which provided economic aid to rebuild Western Europe, and the formation of NATO as a military alliance against the Soviet Union.
The document summarizes key aspects of decolonization and the Cold War between Western nations led by the United States and Eastern nations led by the Soviet Union. It describes how European colonial empires declined after World War 2 amid rising nationalism. It then outlines the emergence of the US and USSR as superpowers after the war and how they competed globally through opposing ideologies, proxy conflicts, and tensions over areas like Berlin, Korea, and Cuba that divided the world into capitalist and communist spheres of influence. The document concludes by discussing nuclear weapons proliferation and arms control efforts during the Cold War before the ultimate collapse of the Soviet Union in 1991.
Outcome 2.2-cold-war-expansion-containmentNick Jordan
The document summarizes the escalation of tensions between the Western allies (US, UK, France) and the Soviet Union following World War 2. It describes how the Soviets set up communist governments across Eastern Europe and divided Germany, leading the Western powers to implement the policies of containment and the Truman Doctrine to provide military and economic assistance to countries resisting Soviet influence. It also discusses the formation of NATO in response to the Berlin Blockade, as the Western powers sought to counter the Soviet military threat through a defensive alliance.
The cold war was a decades-long geopolitical conflict between the United States and Soviet Union stemming from ideological differences and competition for global influence. Tensions arose after WWII as the former allies disagreed over the reunification of Germany and the Soviet Union's influence in Eastern Europe. This started a nuclear arms race and proxy wars as the superpowers sought to contain the spread of the other's ideology and sphere of influence. The Cold War ended in the late 1980s as reform in the Soviet Union caused its collapse.
The document summarizes major events and developments in US foreign policy from the 1920s through the 1950s. It discusses America's initial isolationism following WWI and policy of cooperation. It then covers Roosevelt's response to WWII and Japan's attack on Pearl Harbor, which brought the US into the war. Finally, it outlines the start of the Cold War following the war, including policies of containment of the Soviet Union and collective defense agreements like NATO.
The Cold War was a period of geopolitical tension between the United States and its allies, and the Soviet Union and its allies, from 1947 to 1991. It began after WWII as relations broke down between the former allies. The US and USSR established opposing military alliances (NATO and the Warsaw Pact respectively) and engaged in proxy wars and arms races throughout the world. Some of the most tense periods included the Berlin Blockade, Korean War, Cuban Missile Crisis, and Vietnam War. In the late 1980s, reforms under Gorbachev led Eastern Bloc countries to break away, and the USSR dissolved in 1991, ending the Cold War.
The document summarizes the origins and key events of the Cold War between the United States and Soviet Union from 1945-1953. After being allies in WWII, political and ideological differences grew between the capitalist US and communist USSR, plunging them into a state of tension and rivalry known as the Cold War. The USSR dominated Eastern Europe and installed puppet governments, while the US sought to contain the spread of communism through policies like the Truman Doctrine and Marshall Plan. This division of Europe and tensions over areas like Berlin and Korea escalated the conflict between the two superpowers.
The document provides an overview of the origins and key events of the Cold War between the United States and Soviet Union from 1945 to the early 1960s. It discusses the ideological differences that emerged after WWII, the tensions that developed during the war, and the establishment of political spheres of influence in Europe that divided it. It then outlines several flashpoints and proxy conflicts that heightened tensions, including divisions in Germany and Korea, espionage scandals, and arms races in nuclear weapons and space.
The document summarizes the origins and key events of the Cold War between the United States and Soviet Union from 1945-1953. After being allies in WWII, political and ideological differences grew between the capitalist US and communist USSR, plunging them into a state of tension and rivalry known as the Cold War. The Soviets set up communist governments in Eastern Europe, while the US sought to contain the spread of communism through policies like the Truman Doctrine and Marshall Plan. This division of Europe and clashes over issues like the Berlin Blockade and Korean War marked increased hostility between the two superpowers.
The document provides an overview of the origins and key events of the Cold War between the United States and Soviet Union from 1945 to the early 1960s. It discusses the ideological differences that emerged after WWII, the Soviet domination of Eastern Europe, and major flashpoints like the Berlin Blockade, Korean War, and U-2 incident that increased tensions between the two superpowers. Covert operations and arms races further escalated hostilities as the Cold War expanded globally during this time period.
The document provides an overview of the origins and key events of the Cold War between the United States and Soviet Union from 1945 to the early 1960s. It discusses the ideological differences that emerged after WWII, the Soviet domination of Eastern Europe, and conflicts in areas like Germany, China, and Korea that increased tensions between the two superpowers as they engaged in espionage, arms buildups, and proxy wars. Covert actions by the CIA and incidents like the U-2 spy plane shooting down added to Cold War tensions through the late 1950s.
The document summarizes the origins and key events of the Cold War between the United States and Soviet Union from 1945-1953. After being allies in WWII, political and ideological differences strained relations and led to a rivalry known as the Cold War. The Soviets installed communist governments in Eastern Europe, while the US sought to contain the spread of communism through policies like the Truman Doctrine and Marshall Plan. Conflicts in areas like Germany, China, and Korea further escalated tensions between the two superpowers.
The Cold War began in the aftermath of World War II as tensions grew between the United States and the Soviet Union. The document outlines some of the key events that contributed to the escalation of the Cold War in its early years from 1945-1963, including disagreements over the occupations of Germany and Korea, the Berlin Blockade, McCarthyism, nuclear arms buildup, and the Space Race between the US and USSR. Both sides sought to contain the influence and spread of the other's ideology through foreign alliances, espionage, propaganda, and proxy wars, bringing the world closer to the brink of direct nuclear conflict.
The Cold War was a period of tension between the United States and Soviet Union from the mid-1940s to early 1990s. They competed for global influence through military alliances, arms races, and proxy wars. While Canada officially remained neutral in conflicts like Vietnam, it still played roles through organizations like the UN and was influenced by tensions between the two superpowers.
The document summarizes the origins and key events of the Cold War between the Soviet Union and its Eastern Bloc allies on one side, and the United States and its Western allies on the other. It describes how tensions arose after WWII due to differing political and economic ideologies. It then discusses major flashpoints like the division of Germany and Berlin, the formation of opposing military alliances like NATO and the Warsaw Pact, and the Berlin Blockade and Airlift that escalated Cold War tensions.
The document summarizes the origins and key events of the Cold War between the Soviet Union and its Eastern Bloc allies on one side, and the United States and its Western allies on the other. It describes how tensions arose after WWII due to differing political and economic ideologies. It then discusses major flashpoints like the division of Germany and Berlin, the formation of opposing military alliances like NATO and the Warsaw Pact, and the Berlin Blockade and Airlift that escalated Cold War tensions.
The document summarizes the origins and key events of the Cold War between the Soviet Union and its Eastern Bloc allies on one side, and the United States and its Western allies on the other. It describes how tensions arose after WWII due to differing political and economic ideologies. It then discusses major flashpoints like the division of Germany and Berlin, the formation of opposing military alliances like NATO and the Warsaw Pact, and the Berlin Blockade and Airlift crisis. The Cold War represented a major geopolitical rivalry as the two superpowers competed for global influence and ideological dominance during this period.
Origins of the Cold War - Yalta Conference, Potsdam, Truman Doctrine, Marshall Plan, Berlin Blockade & Airlift, China, NATO http://curriculumglobal.blogspot.com
Overview of the Cold War. Adapted from "Cold War in a Global Context" by William J. Tolley, "The Cold War" by T. Sothers and Hugh 07, and "Second Red Scare" by Paul Kitchen.
The Cold War developed between the United States and Soviet Union after World War II and lasted until the late 1980s. It began due to tensions over differing ideologies of capitalism and communism. The relationship fluctuated between periods of confrontation and détente, with tensions heightened during times like the Cuban Missile Crisis. Interpretations differ on who was primarily responsible for starting the Cold War.
The document provides background information on events following World War II, including the division of Europe and Germany, the beginnings of the Cold War between the US and Soviet Union, decolonization in Asia and Africa, and the development of the welfare state in Western Europe. Key events mentioned include the Marshall Plan, formation of NATO and the Warsaw Pact, and division of Korea following the 1950-1953 war.
The Cold War was a period of geopolitical tension between the United States and its allies, and the Soviet Union and its allies from 1945 to 1991. While direct military conflict was avoided, both sides amassed large stockpiles of nuclear weapons and engaged in espionage and proxy wars. Key events that heightened tensions included the Berlin Blockade, the formation of NATO and the Warsaw Pact, and the Soviet Union developing nuclear weapons in 1949. The threat of nuclear war cast a shadow over international relations for decades.
The Cold War began in 1945 after World War 2 and lasted until 1991. Key events that heightened tensions included conferences at Yalta and Potsdam where Churchill, Roosevelt, and later Truman tried to cooperate with Stalin on dividing post-war Europe and Germany. The USSR established communist governments in Eastern Europe behind an "Iron Curtain" and tensions grew over divided Berlin. The US responded with policies like the Truman Doctrine to provide aid to countries resisting communism and the Marshall Plan to rebuild Western Europe's economies. The Berlin Blockade and Allied airlift showed the conflict escalating further over the status of West Berlin deep in communist East Germany.
Bernard Baruch, a US presidential advisor, first used the term "Cold War" in 1947 to describe rising geopolitical tensions between the US and USSR following World War II. These tensions arose as the US and USSR transitioned from wartime allies to ideological opponents, with the US adopting a policy of communist containment in Europe and elsewhere. The onset of the Cold War was marked by events like the Truman Doctrine, Marshall Plan, formation of NATO, and the 1948 Berlin Blockade.
The Cold War was an ideological struggle between Soviet and Eastern Bloc nations led by the USSR on one side, and the US and Western democracies on the other. Both sides aimed to spread their influence globally, with the USSR seeking to spread communism and the US pursuing a policy of containment to limit communism's expansion. This conflict manifested through espionage activities between the CIA and KGB, an arms race including nuclear weapons development, and competition for influence in the developing world between democratic capitalism and communist command economies. The division of Europe along ideological lines through the Iron Curtain and establishment of opposing military alliances like NATO and the Warsaw Pact characterized the bi-polar nature of global power dynamics during this period.
Develop a detailed outline for the data collection plan to include .docxbradburgess22840
The document outlines the requirements for a data collection plan, including obtaining permissions, proposing a sampling approach, outlining the collection steps for each instrument and data source, and including a data management plan. It also instructs to incorporate feedback to revise the sources of data/instruments and data collection sections of a prospectus.
Develop a 3–4 page research paper based on a selected case study rel.docxbradburgess22840
Develop a 3–4 page research paper based on a selected case study related to reproductive choices. Since the processes of reproduction and birth represent one of the potential biological outcomes of heterosexual activity, it is important to examine the biological foundations of human sexuality. This includes knowledge of fertilization and early development, including some of the most recent findings. There is more than a litany of birth control methods; this assessment offers a sound basis for understanding the issues to be weighed in personal decision making about contraception and abortion, which continue to generate debate and controversy.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
APA Resources
Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(6th ed.). Washington, DC: Author.
Available from the
bookstore
.
APA Paper Template [DOCX]
.
Required Resources
The following resource is required to complete the assessment.
Human Sexuality Case Studies: Sexuality Confronts Social Policy
|
Transcript
.
Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
PSYC-FP2800 – Introduction to Human Sexuality Library Guide
can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Human Sexuality and Reproductive Choices
Kelly, G. F. (2015).
Sexuality today
(11th ed.). New York, NY: McGraw-Hill.
Available from the
bookstore
.
Chapter 10, "Reprod.
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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
APA Resources
Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(6th ed.). Washington, DC: Author.
Available from the
bookstore
.
APA Paper Template [DOCX]
.
Required Resources
The following resource is required to complete the assessment.
Human Sexuality Case Studies: Sexuality Confronts Social Policy
|
Transcript
.
Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
PSYC-FP2800 – Introduction to Human Sexuality Library Guide
can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Human Sexuality and Reproductive Choices
Kelly, G. F. (2015).
Sexuality today
(11th ed.). New York, NY: McGraw-Hill.
Available from the
bookstore
.
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These are the four areas:
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Develop a 5–10-year strategic plan for achieving specific health care quality and safety improvements, based on the analysis you completed in Assessment 1. Use either an AI approach or your SWOT analysis and a chosen strategic planning model.
Note:
Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
SHOW LESS
Evaluation of strategic choices is important. The methods for selecting strategic alternatives help leaders organize significant issues to support decision making. However, it is important that the techniques do not make the decision. Rather, leaders should use the techniques to reveal the inherent situation and to organize their thought processes. This assessment provides you with an opportunity to evaluate and apply some of the techniques for successful strategy development and implementation.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate qualities and skills that promote effective leadership within health care organizations.
Evaluate the leadership qualities and skills that will be most important to successfully implementing a strategic plan and sustaining strategic direction.
Competency 2: Apply strategies to lead high-performing health care teams to meet organizational quality and safety goals.
Develop strategic goal statements and outcomes that support the achievement of specific quality and safety improvements for a care setting.
Justify the relevance of proposed strategic goals and outcomes in relation to the mission, vision, and values of a care setting.
Competency 3: Apply cultural, ethical, and regulatory considerations to leadership decision making.
Analyze the extent to which strategic goals and outcomes address the use of technology and the ethical, cultural, and regulatory environments.
Competency 4: Integrate leadership and health care theories into the role of the nurse leader.
Explain how relevant leadership and health care theories will be used to help achieve proposed strategic goals and objectives.
Competency 5: Communicate with stakeholders and constituencies to build collaborative partnerships and create inclusive work environments.
Communicate analyses clearly and in a way that demonstrates professionalism and respect for stakeholders and colleagues.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
MSN-FP6210: Leadership and Management for Nurse Executives Library Guide
can help direct your res.
Develop a 2–4-page proposal for a policy that should help to imp.docxbradburgess22840
Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
Note
: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
CONTEXT:
As a master's-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for specific populations. The policies you advocate for could be internal ones (just within a specific department or health care setting) that ensure quality care and compliance. Or they could be external policies (local, st.
Develop a 10- to 12- slide PowerPoint Presentation designed for .docxbradburgess22840
Develop a 10- to 12- slide PowerPoint Presentation designed for training the staff at a local high school. The PowerPoint Presentation should focus on strategies that promote communication skills among adolescents.
Students are encouraged to approach the assignment creatively, adding graphics, visuals, charts and/or graphs to their work. Slides should be designed to address the selected topic clearly and concisely. Each slide should be developed with professional presentation style (e.g., bulleted items in brief statements rather than complete sentences). Notes should complement the slides and provide details useful to the speaker if an oral presentation were to be given.
Creating the PowerPoint Presentation
The PowerPoint Presentation:
Must be 10 to 12 slides, and formatted according to APA style as outlined by the Ashford Writing Center.
Must include a title slide with the following:
Title of the training
Student’s name
Course name and number
Instructor’s name
Date submitted
Must present a thesis statement regarding why social skills training would be appropriate for adolescents.
Must explain different types of communication (e.g., aggressive and assertive).
Must share four strategies on how adolescents could improve their communication skills.
Must create at least three hypothetical scenarios of problems that adolescents might encounter, including one that involves cultural/ethnic issues. The scenarios should show how adolescents could use improved communication skills to solve these problems.
Must develop conclusions that reiterate the opening thesis statement, include a summary of the social skills training discussed, and offer evidence of its effectiveness.
Must use at least four scholarly sources (in addition to the course text), including a minimum of two from the Ashford Online Library. References are to be provided as needed within the slides.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
.
DetailsPlease answer the following questions. 1. Desc.docxbradburgess22840
Meiosis involves two rounds of cell division that result in four haploid cells from one diploid cell. A cross between a GgBb male and GgBb female would result in a 1:1:1:1 ratio of offspring with green/black, green/brown, purple/black, and purple/brown phenotypes according to a Punnett square. A mating between a normal female and hemophilic male would result in all male offspring being hemophilic according to a Punnett square, with 50% of total offspring being hemophilic. Linked genes are located close together on the same chromosome and may not assort independently during meiosis, but they are not an exception to Mendel's law of
Despite the literature supporting technology use in schools as ben.docxbradburgess22840
Despite the literature supporting technology use in schools as beneficial for students, and despite the wide use of social technology, schools continue to be slow to change its integration in the classroom (Livingstone, 2012). It is imperative that teachers increase their use of technology in the classroom in order to prepare our K-12 students referred to as "digital natives," for the 21st century. Though many schools have technology available for use (Alger & Kopcha, 2008), barriers exist in incorporating technology into lesson plans, namely teacher reluctance (Keengwe, Onchwari, & Wachira, 2008). Teachers' hesitation in using technology more frequently is due to a number of factors, such as lack of time to learn new technology and incorporate it into lesson plans, beliefs around using technology in instruction, availability of working technology and technical support, comprehensive professional development, and a culture that promotes using new technology, self-efficacy, and teaching methods (Alger & Kopcha, 2008).
Literature Review
Self-Efficacy toward Technology
According to Bandura (1986) individuals possess a self-system that determines how much effort people will expend on any activity. Bandura also asserts that self-efficacy beliefs may be a strong predictor of related performance. Studies have shown a positive correlation between self-efficacy in technology and technology ability (Anderson & Maninger, 2007; Anderson, Grouulx, & Maninger, 2011). According to the technology acceptance model introduced by Davis (1989), there is a correlation between users' perceived ease of use and predicted adoption of technology. In his study investigating Moodles, Yeou (2016) found self-efficacy to be a critical factor in undergraduates' use of the technology tool. In a similar study investigating pre-service teachers, Albion (2001) found that self-efficacy was the most significant factor in predicting technology use. Pre-service and in-service teachers who possess high self-efficacy in regard to technology are more apt to use technology in the classroom because they are more confident in their ability. In their study investigating teachers' use of technology, Holden and Rada (2011) found that self-efficacy directly influenced individuals' ease of use and usability of technology.
Need for Technology Integration
With the adoption of the National Education Technology Plan (NETP), providing access to technology is no longer sufficient; the NETP stresses that schools are expected to ensure "all students understand how to use technologies as a tool to engage in creative, productive, lifelong learning" (p. 16 Herold, 2016). A key element in the plan is the need to move from passive to active use of technology. Often referred to as the "digital use and divide," a gap exists between learners who are using technology in active, creative ways to support their learning and those who predominantly use technology for passive content consumption.
To develop .
This document contains notifications from Sakai's version control system about recent changes made in Source code repositories. It describes 14 separate revisions made between January 4th and 5th, 2008. The revisions include changes to code related to gradebook, site management, messaging, and other tools.
Description:
Ch .17:
Newborn transitioning
Ch. 18:
Nursing management of the
newborn
Ch.19:
Nursing Management at risk:
Pregnancy-related complications
Ch.20:
Nursing Management of the
Pregnancy at Risk: Health
conditions and vulnerable populations
Ch. 21:
Nursing management of
labor and birth at risk
Ch. 22:
Nursing management of the
postpartum woman at risk
.
Description of the assignment The following 4 men created a p.docxbradburgess22840
Description of the assignment:
The following 4 men created a paradigm shift within Western culture: Luther, Columbus, Gutenberg, and Charles Darwin. In this assignment, explain which one of these you deem to have had the most influence on Western culture. Provide concrete reasons that clarify your position. If you include sources, cite them in current APA format. This assignment must be 250–300 words and must include the word count in parentheses. S
.
Description of the AssignmentThis assignment presents a mo.docxbradburgess22840
Description of the Assignment
This assignment presents a modified method for conducting a concept analysis of
one
concept that is important and useful to the nurse practitioner role. The concept for this assignment must be supported by a published
nursing
theory. The selected concept is identified and then the elements of the analysis process are applied in order to synthesize knowledge for application as demonstrated through the creation of a model case. Theoretical applications of the concept are also discussed. Non-nursing theories may
not
be used. Scholarly literature is incorporated throughout the analysis.
Only the elements identified in this assignment should be used for this concept analysis.
Possible Concepts:
The following concepts are not required; students may select one of these concepts or find another concept. Each selected concept must be associated with a nursing theory; the use of non-nursing theories is
not
allowed. If you have any questions regarding your concept or the nursing theory, please consult with your faculty member for assistance.
Please note: the concepts of caring or cultural humility are not permitted for this assignment.
Adaptation
Burnout
Civility
Comfort
Compassion
Compassion fatigue
Competence
Empowerment
Engagement
Health
Leadership
Meaningfulness
Modeling
Noise
Pain
Palliative care
Quality of life
Resilience
Self-care
Sensory overload
Situational awareness
Criteria for Content
Definition/Explanation of the selected nursing concept
Defines/explains the concept using scholarly literature (a dictionary maybe used for this section
only
)
Support from nursing literature is required.
2.
Defining attributes:
A minimum of
three (3)
attributes are required.
Support from nursing literature is required.
Explanation: An attribute identifies characteristics of a concept. For this question, the characteristics of the selected nursing concept are identified and discussed.
Antecedent and Consequence
1 antecedent
of the selected nursing concept.
1 consequence
of the selected nursing concept.
Support from nursing literature is required.
Explanation:
An antecedent is an identifiable occurrence that happens before an event. An antecedent precedes a selected nursing concept. A consequence follows or is the result of an event. The selected consequence follows or is the result of the selected nursing concept.
4.
Model Case
1 Model Case
is created by the student and discussed substantively by demonstrating within the case each of the following areas:
Definition
All identified attributes
Theoretical Applications of the Concept
Explain how the concept applies to the selected nursing theory.
Support from nursing literature is required.
Reflection
Reflect on how the concept analysis findings apply to your advanced nursing practice, specifically as an NP.
Self-reflection may be written in first-person.
Preparing the Assi.
Description of theNationalMilitary Strategy2018.docxbradburgess22840
Description of the
National
Military
Strategy
2018
The Joint Staff
1
Overview
The 2018 National Military Strategy (NMS) provides the
Joint Force a framework for protecting and advancing U.S.
national interests. Pursuant to statute, it reflects a
comprehensive review conducted by the Chairman with the
other members of the Joint Chiefs of Staff and the unified
combatant commanders.
As an overarching military strategic framework, this
strategy implements the substantial body of policy and
strategy direction provided in the 2017 National Security
Strategy, the 2018 National Defense Strategy (NDS), the
Defense Planning Guidance (DPG), and other documents.
The 2018 NMS provides the Chairman’s military advice for
how the Joint Force implements the defense objectives in
the NDS and the direction from the President and the
Secretary of Defense.
The 2018 NMS also reflects lessons learned from
implementing global integration over the last two years. The
strategy articulates a continuum of strategic direction to
frame global integration into three strategy horizons to meet
the challenges of the existing and future security
environment. Force employment addresses planning, force
management, and decisionmaking to fulfill the defense
objectives of the NDS. Force development adapts functions,
capabilities, and concepts to improve the current Joint
Force. Force design innovates to enable the Joint Force to
do what it does differently to retain a competitive advantage
against any adversary.
The vision of the Joint Force articulated in the 2018 NMS is
a Joint Force capable of defending the homeland and
projecting power globally, now and into the future.
2
Strategic Approach
From its global perspective, the NMS premises an adaptive
and innovative Joint Force capable of employing its
capabilities seamlessly across multiple regions and all
domains -- continuing the transition from a regional to a
global mindset and approach.
This strategy
anchors its
approach against a
set of clearly
identified security
trends outlined in
the NDS (see inset).
These trends,
especially those
posed by the
reemergence of
great power
competition with China and Russia, represent the most
difficult challenges facing the Joint Force. However, the full
scope of global integration must recognize uncertainty and
be vigilant for emerging threats to the security and interests
of the United States, its allies and partners. In a security
environment where the homeland is no longer a sanctuary
and every operating domain is contested, competitors and
adversaries will continue to operate across geographic
regions and span multiple domains to offset or erode Joint
Force advantages.
To achieve military advantage over competitors and
adversaries, the NMS introduces the notion of joint
combined arms, defined as the conduct of operational art
through the integration of joint capabilities.
Description This is a 4 page paper about either a creative genius o.docxbradburgess22840
Description: This is a 4 page paper about either a creative genius of your choosing (Thomas Edison? Einstein? Michelangelo? Beyonce? Lucille Ball?) or a creative business (DuPont, Corning, IDEO? Pixar?). You can either read a full biography or research the person or organization using several sources. The paper should include: Description and background of the person/organization, 2) why you chose him/her/it, 3) what this person/org achieved (briefly), 4) how he/she/it fuels their creativity (his or her own, or if a company, its workforce) and 5) include a self reflection. Knowing what they do, what are some things YOU DO to fuel your creativity? What else could you do going forward? . #4 and #5 are most important. At the end of the paper, summarize by listing at least ten to fifteen things that this individual did to fuel his/her/its creativity. Here are some examples:
Da Vinci kept journals and notebooks. He dissected eyes and other body parts. He learned many mediums - painting sculpting, etc.
Ian Flemming (author), designed golf courses in his spare time.
Steven Hillenburg, the creator of Spongebob, had been a marine biology professor who had a keen interest in art and began drawing visual images for his student which he then began animating. He continuously worked on acquiring new skills. He watched old movies.
Beyonce learned dressmaking from her mom, who designed all of her early costumes. Her mom had sewn clothing for priests and nuns in exchange for Beyonce’s tuition.
Etsy has employee-led workshops where associates teach others their hobbies, and they regularly engage their shop owners in planning
The important thing about this project is that you learn and be able to share not just what they achieved, but what they did to nurture their creativity. You must include sources.
.
Describe your experience with electronic healthmedical record.docxbradburgess22840
Describe your experience with electronic health/medical records (EHR/EMR).
Have you used a health care IT system as a patient/provider? If yes, what system(s) did you use?
What were your impressions of the system?
Did you find it user-friendly?
Did you have concerns about privacy/security?
Did it seem to make health care seeking/delivery easier or more burdensome?
.
Description Develop a paper describing how the knowledge, skill.docxbradburgess22840
Description:
Develop a paper describing 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 applied to an employment opportunity in your field of study.
Requirements:
Provide a >500 word (2 or more pages) paper (excluding title and reference pages in page count). The paper should include a title page, body (include Introduction and Conclusion sections), and a reference page. An abstract is not required for this assignment. Use proper APA formatting of the entire paper including sources on the reference page and citations in the body of the paper.
.
Describing Research FindingsResearchers take many steps to p.docxbradburgess22840
Describing Research Findings
Researchers take many steps to prepare, organize, and analyze research data. In this discussion, you will examine the importance of taking a systematic approach to describing research findings. Be sure to address the following in your main post:
What is the purpose of computing descriptive statistics and exploratory analyses?
Why should researchers graph their data? What are the benefits of graphing?
How might you assess the distribution of data?
What does the “spread” of data tell us?
What does Pearson
r
tell us about two variables?
.
Description I. Introduction A. Summarize the client. What is the rat.docxbradburgess22840
Description I. Introduction A. Summarize the client. What is the rationale for seeking counseling?
II. Biopsychosocial Summary
A. Describe the problem that brought the client to treatment. i. Make sure to address any problems, issues, or challenges the client may be facing.
B. Explain the symptoms affecting the client. i. What are the behavioral symptoms? ii. What are the cognitive symptoms? iii. What are the emotional symptoms? iv. What are the physiological symptoms?
C. Identify any environmental factors that may be contributing to the client's problem.
D. Identify any potential harmful behavior: i. Aggression ii. Harm to others iii. Harm to self iv. Criminal activity v. Impulsive behaviors vi. High-risk activity
E. Determine if the client has a family history of the diagnosis. Consider how this may affect the client. F. Use evidence-based research to support the biological factors presented in the case.
G. Outline how the client identifies him- or herself in regard to cultural characteristics. Make sure to add rationale for any answers that are not straightforward. i. What are the addressing factors?
a. Age and generational influences
b. Developmental disabilities (acquired at birth or during childhood)
c. Disabilities acquired later in life (e.g., traumatic brain injury, multiple sclerosis, stroke)
d. Religion and spirituality
e. Ethnic and racial identity
f. Socioeconomic status
g. Sexual orientation
h. Indigenous heritage
i. National origin j. Gender
H. Summarize how the client culturally identifies him- or herself.
i. With the identifiers above, how does the client culturally identify him- or herself? ii. What is the order of importance for the client? Assessment III. Co-occurring Disorders
A. Identify any co-occurring disorders. B. Describe the initial DSM diagnosis. i. What is the overall descriptor of the diagnosis? ii. What criteria must be met to meet the diagnosis? iii. Describe which client behaviors are being used to meet the diagnostic criteria.
C. Discuss the rationale behind the diagnosis. i. Identify what other diagnoses should be ruled out. Make sure to provide rationale. ii. Identify limitations with this diagnosis. Make sure to provide rationale.
D. Use evidence-based research to support your justification. IV. Addiction Assessments
A. Describe how the assessment was administered.
B. Describe the assessment scoring.
C. Summarize the assessment results.
i. How do you interpret the results? Plan V. Recommendations
A. Summarize what you recommend for this client based on the information collected.
i. Describe what you recommend for recovery.
ii. Describe what you recommend for relapse prevention.
resources you would provide to the client. Rubric Guidelines for Submission: Consider using the headings from the critical elements outlined above when drafting your DAP note, as you will do this when you submit for your final project. You may also consider using double spac.
Describes the use of Computers in Nursing in general clearly and com.docxbradburgess22840
Describes the use of Computers in Nursing in general clearly and comprehensively.
Address the significance of Computers, attributes of Computers (i.e., accuracy, cost, accessibility, etc.), and provide specific examples with rationale of situations in which Computers as an educational tool would provide advantages as well as disadvantages.
Relate the use of Computers to the appropriate professional standards and competencies.
.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
In the same month, the western part of Germany officially beca.docx
1. In the same month, the western part of Germany officially
became a new
nation, the Federal Republic of Germany, also called West
Germany. It included
West Berlin. A few months later, from its occupation zone, the
Soviet Union creat-
ed the German Democratic Republic, called East Germany. It
included East Berlin.
THE NATO ALLIANCE The Berlin
blockade increased Western European
fear of Soviet aggression. As a result,
ten Western European nations—
Belgium, Denmark, France, Great
Britain, Iceland, Italy, Luxembourg,
the Netherlands, Norway, and
Portugal—joined with the United
States and Canada on April 4, 1949, to
form a defensive military alliance
called the North Atlantic Treaty
Organization (NATO). (See map,
page 830.) The 12 members of NATO
pledged military support to one
another in case any member was
attacked. For the first time in its histo-
ry, the United States had entered into
a military alliance with other nations
during peacetime. The Cold War had
ended any hope of a return to U.S.
isolationism. Greece and Turkey joined
NATO in 1952, and West Germany
joined in 1955. By then, NATO kept a
2. standing military force of more than
500,000 troops as well as thousands of
planes, tanks, and other equipment.
814 CHAPTER 26
•United Nations (UN)
•satellite nation
•containment
•iron curtain
•Cold War
•Truman Doctrine
•Marshall Plan
•Berlin airlift
•North Atlantic Treaty
Organization (NATO)
1. TERMS & NAMES For each term or name, write a sentence
explaining its significance.
MAIN IDEA
2. TAKING NOTES
Use a graphic organizer like the one
below to describe the U.S. actions
and the Soviet actions that
contributed most to the Cold War.
Write a paragraph explaining which
country was more responsible and
why you think so.
CRITICAL THINKING
3. 3. EVALUATING LEADERSHIP
People who had served as aides to
President Franklin Roosevelt worried
that Truman was not qualified to
handle world leadership. Considering
what you learned in this section,
evaluate Truman as a world leader.
Think About:
• his behavior toward Stalin
• his economic support of
European nations
• his support of West Berlin
4. MAKING INFERENCES
Which of the two superpowers do
you think was more successful in
achieving its aims during the period
1945–1949? Support your answer
by referring to historical events.
5. ANALYZING MOTIVES
What were Stalin’s motives in
supporting Communist governments
in Eastern Europe?
U.S. Actions Soviet
Actions
▼
This cartoon depicts the nations that signed the North Atlantic
Pact,
which created NATO in 1949. The nations, shown as hats, are
4. arranged
in a pyramid to show the bigger countries on the bottom
supporting the
smaller, weaker nations on top.
D
Superpowers Struggle over Germany
As Europe began to get back on its feet, the United States and
its allies clashed
with the Soviet Union over the issue of German reunification.
At the end of World
War II, Germany was divided into four zones occupied by the
United States, Great
Britain, and France in the west and the Soviet Union in the east.
In 1948, Britain,
France, and the United States decided to combine their three
zones into one
nation. The western part of Berlin, which had been occupied by
the French,
British, and Americans, was surrounded by Soviet-occupied
territory. (See map,
page 811.)
Although the three nations had intended to unify their zones,
they had no
written agreement with the Soviets guaranteeing free access to
Berlin by road or
rail. Stalin saw this loophole as an opportunity. If he moved
quickly, he might be
able to take over the part of Berlin held by the three Western
powers. In June
1948, Stalin closed all highway and rail routes into West Berlin.
5. As a result, no
food or fuel could reach that part of the city. The 2.1 million
residents of the city
had only enough food to last for approximately five weeks.
THE BERLIN AIRLIFT The resulting situation was dire. In an
attempt to break
the blockade, American and British officials started the Berlin
airlift to fly food
and supplies into West Berlin. For 327 days, planes took off and
landed every few
minutes, around the clock. In 277,000 flights, they brought in
2.3 million tons of
supplies—everything from food, fuel, and medicine to
Christmas presents that
the planes’ crews bought with their own money.
West Berlin survived because of the airlift. In addition, the
mission to aid
Berlin boosted American prestige around the world. By May
1949, the Soviet
Union realized it was beaten and lifted the blockade.
MAIN IDEAMAIN IDEA
D
Analyzing
Effects
What were the
effects of the
Berlin airlift?
Beginning in June 1948, planes bringing tons of
food and other supplies to West Berlin landed
6. every few minutes.
▼
Cold War in Europe
The conflicting U.S. and Soviet aims in Eastern Europe led to
the Cold War, a
conflict between the United States and the Soviet Union in
which neither nation
directly confronted the other on the battlefield. The Cold War
would dominate
global affairs—and U.S. foreign policy—from 1945 until the
breakup of the Soviet
Union in 1991.
THE TRUMAN DOCTRINE The United States first tried to
contain Soviet influence
in Greece and Turkey. Britain was financially supporting both
nations’ resistance
to growing communist influence in the region. However,
Britain’s economy had
been badly hurt by the war, and the formerly wealthy nation
could no longer
afford to give aid. It asked the United States to take over the
responsibility.
President Truman accepted the challenge. On March 12, 1947,
Truman asked
Congress for $400 million in economic and military aid for
Greece and Turkey. In
a statement that became known as the Truman Doctrine, he
declared that “it
must be the policy of the United States to support free peoples
who are resisting
7. attempted subjugation by armed minorities or by outside
pressures.” Congress
agreed with Truman and decided that
the doctrine was essential to keeping
Soviet influence from spreading.
Between 1947 and 1950, the United
States sent $400 million in aid to
Turkey and Greece, greatly reducing
the danger of communist takeover in
those nations.
THE MARSHALL PLAN Like post-
war Greece, Western Europe was in
chaos. Most of its factories had been
bombed or looted. Millions of people
were living in refugee camps while
European governments tried to figure
out where to resettle them. To make
matters worse, the winter of 1946–
1947 was the bitterest in several cen-
turies. The weather severely damaged
crops and froze rivers, cutting off
water transportation and causing a
fuel shortage.
In June 1947, Secretary of State
George Marshall proposed that the
United States provide aid to all
European nations that needed it, say-
ing that this move was directed “not
against any country or doctrine but
against hunger, poverty, desperation,
and chaos.”
The Marshall Plan revived
8. European hopes. Over the next four
years, 16 countries received some $13
billion in aid. By 1952, Western Europe
was flourishing, and the Communist
party had lost much of its appeal
to voters.
812 CHAPTER 26
Vocabulary
subjugation:
bringing under
control
Background
The Marshall Plan
also benefited the
United States. To
supply Europe
with goods,
American farms
and factories
raised production
levels. As a result,
the American
economy
continued its
wartime boom.
The Marshall Plan
Source: Problemes Economiques, No. 306
Great Britain
France
11. C
Stalin installed communist governments in Albania, Bulgaria,
Czechoslovakia, Hungary, Romania, and Poland. These
countries became known
as satellite nations, countries dominated by the Soviet Union. In
early 1946,
Stalin gave a speech announcing that communism and
capitalism were incom-
patible—and that another war was inevitable.
UNITED STATES ESTABLISHES A POLICY OF
CONTAINMENT Faced with the
Soviet threat, American officials decided it was time, in
Truman’s words, to stop
“babying the Soviets.” In February 1946, George F. Kennan, an
American diplo-
mat in Moscow, proposed a policy of containment. By
containment he meant
taking measures to prevent any extension of communist rule to
other countries.
This policy began to guide the Truman administration’s foreign
policy.
Europe was now divided into two political regions, a mostly
democratic
Western Europe and a communist Eastern Europe. In March
1946, Winston
Churchill traveled to the United States and gave a speech that
described
the situation in Europe.
A PERSONAL VOICE WINSTON CHURCHILL
“ A shadow has fallen upon the scenes so lately lighted by the
12. Allied
victory. . . . From Stettin in the Baltic to Trieste in the Adriatic,
an iron
curtain has descended across the Continent. Behind that line lie
all the
capitals of the ancient states of Central and Eastern Europe. . . .
All
these famous cities and the populations around them lie in . . .
the Soviet
sphere, and all are subject in one form or another, not only to
Soviet influ-
ence but to a very high and . . . increasing measure of control
from Moscow.”
—“Iron Curtain” speech in Fulton, Missouri
The phrase “iron curtain” came to stand for the division of
Europe. When
Stalin heard about the speech, he declared in no uncertain terms
that Churchill’s
words were a “call to war.”
Cold War Conflicts 811
60°N
45°N
0°
30°E
ATLANTIC
OCEAN
Adriatic
13. Sea
Ba
lti
c
Se
a
North
Sea
M e d
i t e r r a n e a n
S e a
FRANCE
GREECE
TURKEY
ALBANIA
ITALY
BULGARIA
YUGOSLAVIA
SWITZ.
ROMANIA
HUNGARYAUSTRIA
BELG.
LUX.
15. 0 250 500 kilometers
0 250 500 miles
GEOGRAPHY SKILLBUILDER
1. Location Which communist nations were located
between the Soviet Union and the iron curtain?
2. Human-Environment Interaction Why did
the Soviet Union want to control these nations?
Winston Churchill,
Prime Minister
of Great Britain
N o r t h
S e a
French
Zone
French
Zone
British
Zone
American
Zone
Berlin
WEST
GERMANY
16. EAST
GERMANY
0 150 300 kilometers
0 150 300 miles
Postwar Germany, 1949
The Iron Curtain, 1949
Spree R.H
av
el
R
.
East
Berlin
West
Berlin
French
Zone
British Zone
American
Zone
0 6 12 kilometers
0 6 12 miles
17. MAIN IDEAMAIN IDEA
C
Analyzing
Motives
What were
Truman’s goals
in establishing
the policy of
containment?
B
THE POTSDAM CONFERENCE Truman’s test as a diplomat
came in July 1945
when the Big Three—the United States, Great Britain, and the
Soviet Union—met
at the final wartime conference at Potsdam near Berlin. The
countries that partici-
pated were the same ones that had been present at Yalta in
February 1945. Stalin
still represented the Soviet Union. Clement Attlee replaced
Churchill as Britain’s
representative mid-conference, because Churchill’s party lost a
general election.
And Harry Truman took Roosevelt’s place.
At Yalta, Stalin had promised Roosevelt that he would allow
free elections—
that is, a vote by secret ballot in a multiparty system—in Poland
18. and other parts
of Eastern Europe that the Soviets occupied at the end of the
war. By July 1945,
however, it was clear that Stalin would not keep this promise.
The Soviets pre-
vented free elections in Poland and banned democratic parties.
Tension Mounts
Stalin’s refusal to allow free elections in Poland convinced
Truman that U.S. and
Soviet aims were deeply at odds. Truman’s goal in demanding
free elections was
to spread democracy to nations that had been under Nazi rule.
He wanted to cre-
ate a new world order in which all nations had the right of self-
determination.
BARGAINING AT POTSDAM At the Yalta conference, the
Soviets had wanted to
take reparations from Germany to help repay Soviet wartime
losses. Now, at
Potsdam, Truman objected to that. After hard bargaining, it was
agreed that the
Soviets, British, Americans, and French would take reparations
mainly from their
own occupation zones within Germany.
Truman also felt that the United States had a large economic
stake in spread-
ing democracy and free trade across the globe. U.S. industry
boomed during the
war, making the United States the economic leader of the world.
To continue
growing, American businesses wanted access to raw materials in
Eastern Europe,
and they wanted to be able to sell goods to Eastern European
19. countries.
SOVIETS TIGHTEN THEIR GRIP ON EASTERN EUROPE The
Soviet Union
had also emerged from the war as a nation of enormous
economic and military
strength. However, unlike the United States, the Soviet Union
had suffered heavy
devastation on its own soil. Soviet deaths from the war have
been estimated at 20
million, half of whom were civilians. As a result, the Soviets
felt justified in their
claim to Eastern Europe. By dominating this region, the Soviets
felt they could
stop future invasions from the west.
810 CHAPTER 26
MAIN IDEAMAIN IDEA
B
Analyzing
Causes
What did
Stalin do to make
President Truman
distrust him?
U.S. Aims Versus Soviet Aims in Europe
SKILLBUILDER Interpreting Charts
1. Which aims involved economic growth of the United States?
2. Which Soviet aims involved self-protection?
20. The United States wanted to . . . The Soviets wanted to . . .
• Create a new world order in which all nations
had the right of self-determination
• Gain access to raw materials and markets for
its industries
• Rebuild European governments to ensure
stability and to create new markets for
American goods
• Reunite Germany, believing that Europe would
be more secure if Germany were productive
• Encourage communism in other countries as part
of the worldwide struggle between workers and the
wealthy
• Rebuild its war-ravaged economy using Eastern
Europe’s industrial equipment and raw materials
• Control Eastern Europe to balance U.S. influence in
Western Europe
• Keep Germany divided and weak so that it would
never again threaten the Soviet Union
A
Under Soviet communism,
the state controlled all property
and economic activity, while in
21. the capitalistic American system,
private citizens controlled almost
all economic activity. In the
American system, voting by the
people elected a president and a
congress from competing politi-
cal parties; in the Soviet Union,
the Communist Party estab-
lished a totalitarian government
with no opposing parties.
The United States was furi-
ous that Joseph Stalin—the
leader of the Soviet Union—had
been an ally of Hitler for a time.
Stalin had supported the Allies
only after Hitler invaded the
Soviet Union in June 1941. In
some ways, the Americans and
Soviets became more suspicious
of each other during the war.
Stalin resented the Western
Allies’ delay in attacking the
Germans in Europe. Such an
attack, he thought, would draw
part of the German army away
from the Soviet Union. Relations
worsened after Stalin learned
that the United States had kept
its development of the atomic
bomb secret.
THE UNITED NATIONS In spite
of these problems, hopes for
world peace were high at the end
of the war. The most visible sym-
22. bol of these hopes was the United Nations (UN). On April 25,
1945, the repre-
sentatives of 50 nations met in San Francisco to establish this
new peacekeeping
body. After two months of debate, on June 26, 1945, the
delegates signed the
charter establishing the UN.
Ironically, even though the UN was intended to promote peace,
it soon became
an arena in which the two superpowers competed. Both the
United States and the
Soviet Union used the UN as a forum to spread their influence
over others.
TRUMAN BECOMES PRESIDENT For the United States, the
key figure in the
early years of conflict with the Soviets was President Harry S.
Truman. On April
12, 1945, Truman had suddenly become president when Franklin
Roosevelt died.
This former Missouri senator had been picked as Roosevelt’s
running mate in
1944. He had served as vice-president for just a few months
before Roosevelt’s
death. During his term as vice-president, Truman had not been
included in top
policy decisions. He had not even known that the United States
was developing
an atomic bomb. Many Americans doubted Truman’s ability to
serve as president.
But Truman was honest and had a willingness to make tough
decisions—qualities
that he would need desperately during his presidency.
Cold War Conflicts 809
23. Background
See communism
on page R39 and
capitalism on
page R38 in the
Economics
Handbook.
KEY PLAYERSKEY PLAYERS
HARRY S. TRUMAN
1884–1972
Harry S. Truman, the son of a
Missouri livestock trader and
his wife, did not seem des-
tined for greatness. When he
graduated from high school in
1901, he drifted from job to
job. After WWI, he invested in
a men’s clothing store, but
the business failed.
Discouraged by his busi-
ness failure, Truman sought a
career in politics. As a politi-
cian, his blunt and outspoken
style won both loyal friends
and bitter enemies. As presi-
dent, his decisiveness and
willingness to accept respon-
sibility for his decisions (“The
Buck Stops Here” read a sign
on his desk) earned him
respect that has grown over
24. the years.
JOSEPH STALIN
1879–1953
As a young revolutionary, Iosif
Vissarionovich Dzhugashvili
took the name Stalin, which
means "man of steel" in
Russian.
His father was a failed shoe-
maker and an alcoholic. His
mother helped support the
family as a washerwoman.
Stalin is credited with turn-
ing the Soviet Union into a
world power but at a terrible
cost to its citizens. He ruled
with terror and brutality and
saw “enemies” everywhere,
even among friends and sup-
porters. He subdued the pop-
ulation with the use of secret
police and labor camps, and
he is believed to have been
responsible for the murder of
millions of Soviets.
MAIN IDEAMAIN IDEA
A
Analyzing
Causes
25. What caused
the tension
between the
Soviet Union and
the United States
after the war?
808 CHAPTER 26
One American's Story
Origins of the
Cold War
Seventy miles south of Berlin, Joseph Polowsky and a
patrol of American soldiers were scouting for signs of the
Soviet army advancing from the east. As the soldiers
neared the Elbe River, they saw lilacs in bloom. Polowsky
later said the sight of the flowers filled them with joy.
Across the Elbe, the Americans spotted Soviet
soldiers, who signaled for them to cross over. When the
Americans reached the opposite bank, their joy turned
to shock. They saw to their horror that the bank was
covered with dead civilians, victims of bombing raids.
A PERSONAL VOICE JOSEPH POLOWSKY
“ Here we are, tremendously exhilarated, and there’s a
sea of dead. . . . [The platoon leader] was much moved. . . . He
said,
‘Joe, let’s make a resolution with these Russians here and also
the
26. ones on the bank: this would be an important day in the lives of
the
two countries.’ . . . It was a solemn moment. There were tears in
the
eyes of most of us. . . . We embraced. We swore never to
forget.”
—quoted in The Good War
The Soviet and U.S. soldiers believed that their encounter
would serve as a
symbol of peace. Unfortunately, such hopes were soon dashed.
After World War
II, the United States and the Soviet Union emerged as rival
superpowers, each
strong enough to greatly influence world events.
Former Allies Clash
The United States and the Soviet Union had very different
ambitions for the
future. These differences created a climate of icy tension that
plunged the two
countries into a bitter rivalry.
Terms & NamesTerms & NamesMAIN IDEAMAIN IDEA WHY
IT MATTERS NOWWHY IT MATTERS NOW
•United Nations (UN)
•satellite nation
•containment
•iron curtain
•Cold War
•Truman Doctrine
•Marshall Plan
•Berlin airlift
27. •North Atlantic
Treaty Organization
(NATO)
The United States and the
Soviet Union emerged from
World War II as two
“superpowers” with vastly
different political and
economic systems.
After World War II, differences
between the United States
and the Soviet Union led to a
Cold War that lasted almost to
the 21st century.
▼
American and Soviet
soldiers meet (top)
at the Elbe River in
Germany near the end
of World War II. A 1996
postage stamp (above)
commemorates the
historic meeting.