Egyptian Mythology, Egyptians and Tanakh Creations Story Essay - 6

Egyptian Mythology, Egyptians and Tanakh Creations Story - Essay Example The creation stories in the Tanakh and Egyptians epic are comparable in that all things were made by the divinity considering something and articulating it by his tongue. The creation stories are additionally unique. The creation stories in the Tanakh have just a single Supreme Being, who makes everything. Be that as it may, in the Egyptian and Mesopotamia creation legends, there are numerous divine beings, and they are battling against one another. In the Mesopotamians epic, the restricting power (Tiamat) is obliterated through war however in the Tanakh, the contradicting power isn't annihilated yet reviled. In the Egyptians epic story, the god is spoken to commonly like the cloud, sun, earth, sky, and so on. Yet, in the Tanakh, God is past nature and creation, and He isn't a piece of creation. Scripturally, a contract alludes to an understanding among God and His kin. God makes guarantees which He steadfastly satisfies if the individuals comply with the conditions set in the contract. In the creation, God made Adam and gave him domain over the earth depending on the prerequisite that He won't eat the tree of Knowledge of good and evil(Gen 2:17). Be that as it may, Adam ignored and ate the foods grown from the ground broke the pledge and, subsequently, was reviled and thrown out of Eden. Later on, the world turned out to be degenerate, and God chose to decimate the entire earth by water yet spared Noah and his family unit (Gen 6:7-8). After the Flood had retreated, God made a pledge with Noah that God will never again pulverize the world by water. After the flood, the individuals met up and chose to assemble the pinnacle of Babel that was to arrive at the sky (Gen 11:3-4). God come and mistook the individuals for various dialects, and they were dissipated (Gen 11:8). God wanted to spare man, and He called Abraham so that through Him, the man could come into a relationship with God (Gen 17:1-8). Abraham was to live steadfastly and irreproachable before God. Israelites were a people of the pledge as well as a politicalâ community. The prisoners of Judah were permitted to come back to Jerusalem by Cyrus, King of Persia in his first year of rule. Ezra and Nehemiah record the reconstitution of the country of Judah through the reconstructing of the temple.â

Heteronormativity Kritik free essay sample

This part is about sex, however not the sex that individuals as of now have lucidity about. Space as a human, political area is sorted out around sex, however a sex that is implicitly found, and once in a while spoken, in authentic talk. The poliâ ­ tics of space investigation, militarization and commercialization as they are thought about and polished in the US, exemplify a qualification among open and private (and fitting practices, implications and personalities in that) profoundly reliant upon heteronormative chains of command of property and appropriateness. The focal point of this section is to show how US space talk, a magnificent talk of mechanical, military and business prevalence, configutes and recommends achievement and effective conduct in the legislative issues of space in especially gendered structures. US space talk is, I contend, predicated on a heteronormative talk of victory that replicates the predominance of hetero masculinity(ies), and which progressively arran ges the development of other (subordinate) sexual orientation personalities. We will compose a custom exposition test on Heteronormativity Kritik or then again any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Perusing the governmental issues of space as heteronormative recommends that the talks through which space exists comprise of organizations, structures of understanding, down to earth directions and administrative practices sorted out and advantaged around heterosexuality. As an especially predominant desultory course of action of space legislative issues, US space talk (re)produces importance through gendered presumptions of investigation, colonization, monetary undertaking and military success that are profoundly gendered while introduced as all inclusive and impartial. US space talk, which rules the contemporary worldwide governmental issues of space, is consequently framed from and upon establishments, structures of comprehension, and down to earth directions that benefit and standardize heterosexualiry as all inclusive. In that capacity, the authoritative rambling justifications of room investigation and victory ,re)produce both heterosexuality as plain (that is, altogether normalâ ­ ized) and the hetero goals that comprise appropriate space-capable individuals, practices and practices. As the prologue to this volume features, the investigation and usage of space can so far be held up as a reflection of, instead of a test to, existent, presently bound, political examples, practices and driving forces. The additional opportunities for human advancement that the application and improvement of room innovations challenges us to make are grounded uniquely in the strategyâ ­ fixated (be it industrially, militarily or something else) real factors of contemporary worldwide legislative issues. Space is a reasonable, political and material space, a spot for impacts and agreements (actually and allegorically) between objects, thoughts, personalities and talks. Space, similar to universal relations, is a worldwide space in every case socially and privately inserted. There is nothing out there about space. It exists as a result of us, not disregarding us, and it is this that implies that it just bodes well in social terms, that is, according to our own developments of personality and social area. In this part, space is the hazardous to which I apply a sexual orientation investigation; a field wherein past, current and future strategy making is inserted corresponding to specific exhibitions of intensity and reconfigurations of personality that are consistently, and not by chance, gendered. Successful and suitable conduct in the governmental issues of ourer space is designed and endorsed in especially gendered structures, with heteronormative sexual orientation guidelines investing external spaces progressive systems of mechanically predominant, conquesting execution with theif ordinary force. It is through sexual orientation that US techno-vital and astro-political talk has had the option to (re)produce space as a heterosexualized, masculinized domain. Heteronormativity K 1NC 2. The drive to colonize space blocks strange personalities and concretizes sexual contrast. This strengthens heterosexism and transforms ladies into wares. Casper and Moore 95 (Monica J. , Ph. D in human science from the University of California, San Francisco, women's activist researcher and specialist on regenerative equity. Lisa Jean, Ph. D in human science from the University

English Grammar 101 The 8 Primary Parts of Speech

English Grammar 101 The 8 Primary Parts of Speech EP 30: English Grammar 101: The 8 Primary Parts of Speech EP 30: English Grammar 101: The 8 Primary Parts of Speech This week we continue our weekly mini series. We are investigating the foundations of English grammar, starting with the basics and moving on from there. This week we discuss the 8 primary parts of speech and how they can improve your capacity to communicate. Join Cath Anne as she reviews the foundations of English grammar. Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:05] Hey guys. Im Cath Anne and welcome to the Homework Help Show. I cant believe that is already Episode 30 of the show. In this show, for those of you who dont know, we provide you with content for your academic and student life. Cath Anne: [00:00:26] Just a quick reminder before we do jump into the content, every Monday at 7pm Eastern Standard Time you can join me live on Instagram and we will just have a quick chat and Ill remind you to check out some of our videos. Love to see you guys there. Cath Anne: [00:00:48] This week we are returning to our Grammar 101 series and we are going to talk about the parts of speech. All words in the language classified as one of the parts of speech. Understanding these different parts of speech can allow you to communicate more fluently, it can allow you to write more quality essays, it can help you to punctuate sentences properly. These are all the foundations of learning to speak and write in English. These tips can be helpful for anyone even if you are a native English speaker. It always helps to get back to the foundations of the language and to re-learn a few of these skills. So, if youre interested, continue watching. Cath Anne: [00:01:28] The 8 parts of speech are nouns, pronouns, verbs, adjectives, adverbs, prepositions and conjunctions. Last week we discussed nouns and pronouns and this week we are going to give you a brief overview of the other parts of speech. You can feel free to pause the video at any time to stop and take notes, read what Ive put on the board, if thats of benefit to you. Cath Anne: [00:02:04] Lets start with the verb. A verb is a word that describes an action or a state of being. Now, the second part of the definition here is really important as many believe that verbs are only words that indicate an action or that can be visualized. This is true of words like, walk, run, jump, play, sing, laugh, dance. Cath Anne: [00:02:40] Those are all words that indicate actions. Our options. However, there are also linking verbs and these are words that indicate a state of being, classification or existence. The following are the most common linking-verbs: is, am, were, was. And then we also have verb phrases ending in be, been and being. So, keep in mind that these are all verbs as well even though they dont indicate blatant action. Cath Anne: [00:03:15] Another thing to remember is that verbs often change their ending to indicate a temporal relationship or a relationship to time. This is referred to as verb tense. For example, walk is the present tense of the verb to walk and walked with an ed added to it indicates the past tense of the verb walk. Cath Anne: [00:03:43] So, as you see there, we change the verb tense depending on its relationship to time. Cath Anne: [00:03:53] Moving on to the adjectives. An adjective modifies, limits, or describes a noun or a pronoun. Essentially it provides more information about the person, place or thing it is describing. For example, in the sentence, Frank is a tall, skinny man can you guess which are the adjectives? Tall and skinny are both adjectives because they describe the, noun or the subject, who is Frank. Cath Anne: [00:04:30] Then we have adverbs. They are certainly similar to adjectives, but they act in the same way towards verbs. So, they modify a verb. You might recognize adverbs because they generally tend to end in ly. Cath Anne: [00:04:48] So, for example, in a sentence, Susan walked slowly towards the door, the adverb would be the word slowly, because it describes how Susan walked. Cath Anne: [00:05:11] A preposition shows the relationship between a noun and a verb. this one is also in relation to time, or space, or direction. Cath Anne: [00:05:22] Now, Ill explain this a little bit more. So, for instance, lets take the sentence, Mark walked toward the door. The word toward is a preposition because it indicates that Mark is walking in a certain direction. When linked with nouns and pronouns, prepositions create phrases that are called prepositional phrases. So, for example, in the sentence I just gave you, toward the door is considered a prepositional phrase because it ends with the word toward. Cath Anne: [00:06:03] Finally, we have conjunctions. These ones are really quite fun. Conjunctions are used to link words and parts of sentences together. They can also be considered joining words. There are four different types of conjunctions. We have coordinating conjunctions, we have subordinating conjunctions, we have conjunctive adverbs, and we have correlative conjunctions. Dont worry, Ill walk you through. Cath Anne: [00:06:31] Such. Dont worry a lot. So, coordinating conjunctions are words like: for, and, Nor, but, or, yet, so. Cath Anne: [00:06:47] They are used to connect similar words or independent clauses, in other words, sentences together. Coordinating conjunctions are often referred to as FANBOYS. That can help you to remember all the words that are in coordinating conjunctions. Cath Anne: [00:07:14] Subordinating conjunctions come at the beginning of a subordinate clause. They are used to connect the subordinate clause to the rest of the sentence. They can also be referred to as the independent clause. Common subordinating conjunctions are: after, although, because, before, even though, if, once, rather than, since that, though, unless, until, whenever, whereas, and while. That was a lot of words. For example, I went to the cafeteria before I went to class. Cath Anne: [00:07:58] The word before connects the subordinate clause, I went to class with the independent clause, I went to the cafeteria. So, the word before was a conjunction because it joins those two clauses. Cath Anne: [00:08:19] We then have conjunctive adverbs, and these are going to be really important for you guys, so, make sure you pay attention here. These are transitional words used to connect one sentence to another. Cath Anne: [00:08:20] Common conjunctive adverbs include: additionally, in addition, moreover, also, however, for example, in conclusion. You probably recognize ones a little bit. This is because conjunctive adverbs can be really helpful when you are writing an essay. There many times that you will want your essay to flow so you will use a conjunctive adverb to join one sentence with another and continue your thought process. Definitely, take note of those and use them in your writing. Cath Anne: [00:09:14] Then, last but not least, we have correlative conjunctions. They are a combination of coordinating conjunctions with another word. For example, in the sentence, Both John and I are having a hard time at homework, both and and would be considered correlative conjunctions because as you can see they join the sentence together. They join John and I together and they make the sentence flow properly. Cath Anne: [00:09:53] Okay, so, I hope that was of benefit to you. If you do have any questions, please leave them in the comments below. Cath Anne: [00:10:01] Next week, we will be getting into the nitty gritty and more substantial content around grammar. We will be talking about how to use one word versus another word. We will be talking about a variety of words and how to use them in different cases in the English language. Sometimes they can be confusing. So, we will talk about that and we will talk about some of the common errors that are made as well. Cath Anne: [00:10:30] If you did like this video and you want to see more of our content, check us out on Facebook, Instagram, LinkedIn, Medium, Spotify SoundCloud, Anchor, iTunes Apple Podcast, Google Play Music and of course right here on YouTube. If you did like this video and you want to see more of us give us a thumbs up. It would really help us and also subscribe to our channel to keep in the loop. Thats it for me this week guys. I hope to talk to you soon. I hope this was of benefit. Take care.

The American Revolution - 1355 Words

The American Revolution heralded the birth of a new country which by virtue of its founding fathers made all people equal and guaranteed certain very important freedom to all. Despite all this the founding fathers of the new country felt that their ideals were not incorporated into what they dreamt of the country. The United states of America is a democracy as exhibits all features of a democracy but is limited in scope as it is a Republic . The limits of the American democracy was the limits of liberty, freedom, independence and resistance to tyranny. In contrast to the idealism of the Revolution, the freedom granted by the Constitution remained limited for many years following the Revolution. Women could not vote, nor could half a million slaves or over a hundred thousand Native Americans. Slavery and racial segregation remained a political and cultural fault line. The issues that prevented the salves from being included were due to the representation of the federalists. They fel t that if the slaves were brought in, it would cause disunity and would bring in discontent hence the slaves were left out. After independence there was a civil war and a rebellion in the south which led to slaves being made a part of society and so the uprising in the South led to acceptance. Gerrymandering is another important delimits of democracy because people cannot choose to vote for the same geography in subsequent elections .The practice of manipulating theShow MoreRelatedThe American Revolution : The Revolution1367 Words   |  6 PagesThe American Revolution Revolutionizes the World It was the first revolution to majorly succeed and change how people saw their countries, it was the American Revolution. The American Revolution was the first successful revolution against a European empire that provided a model for many other colonial peoples who realized that they too could break away and become self-governing nations (New world Encyclopedia, 1).The American Revolution was vital to history because ideas seen by other countries startedRead MoreThe Revolution Of The American Revolution999 Words   |  4 PagesBetween 1770 and 1776, resistance to imperial change turned into a full-on revolution. The American Revolution, also known as the Revolutionary War, was a time of revolting and political uprising, in which the 13 colonies separated from the British Empire, forming the independent nation known as the United States of America. Though the American Revolution began because the colonies wanted independence from Britain, many important historical events and revolts also lead to the tensions and resistanceRead MoreThe Revolution Of The American Revolution1362 Words   |  6 PagesEvery 4th of July, Americans are told the story of the American Revolution. We remember the oppressed colonists fighting against the tyrannical King George III and the formidable red coats. Patriotic heroes are remembered, evil kings are cursed, and the liberties and freedoms won from the war are celebrated. Though America often likes to look back to the revolution, the question of just how much a revolution was the American Revolution is rarely asked. While the American revolution was not as radicalRead MoreThe Revolution Of The American Revolution863 Words   |  4 PagesThere are many different views on how the American Revolution came to be and how it actually was. One way is that the colonists that had money and were known as the elite were trying to preserve their power from the British and this is what caused the revolutionary war. Then on the other hand bef ore the revolutionary war occurred when the colonists were being over controlled by the British, then in result of the American Revolution the colonists were able to win against the British and become strongerRead MoreThe Revolution Of The American Revolution1582 Words   |  7 Pagesâ€Å"The revolution was effected before the war commenced. The revolution was in the minds and hearts of the people.† - John Adams, 1818 This quote means that the revolution actually took place metaphorically before the actually fighting began. It took place in the emotions and thoughts of the Americans. The Road to Revolution After the Seven Years’ War created a financial problem for Britain The British tried to shoulder some of the financial responsibilities onto the Americas in the form of variousRead MoreThe Revolution Of The American Revolution850 Words   |  4 PagesIn regards to the American Revolution, the point that armed rebellion became inevitable arrived when after nearly five constant years of American colonist protesting. American s had enough and needed to take a stand for the numerous inequalities they were forced to deal with. It was foreseeable that the American Revolution took place due to the unfair taxes that the British were giving Americans. Also, England was not allowing Americans their freedom, along with violence and the political dominanceRead MoreThe American Revolution. The American Revolution Started1581 Words   |  7 PagesThe American Revolution The American Revolution started when King George the 3rd decided to make the American Colonies pay a large amount of money for the debt of the French and Indian War by giving the colonist different types of taxes like the Sugar Act in 1764. The sugar Act of 1764 was a British Law that was passed on April 5, 1764, that collected incomes from the 13 colonies. The act put a huge tax on the sugar and molasses that were imported into the colonies which were a huge impact for theRead MoreThe American Revolution1337 Words   |  6 PagesThe American Revolution was much more than an insurrection against British tariffs and patronage decree. Rather, it was a bureaucratic catastrophe in which colonists from the thirteen American colonies denied the British sovereignty, eradicated the jurisdiction of Great Britain and established the United States of America. The upheaval was a primitive modern revolution in which generality traversed for liberty in the statute of law, constitutional privilege and supremacy. Ensuing years of contentionRead MoreThe American Revolution889 Words   |  4 PagesThe American Revolution was one of the most vital events in American History lasting form 1775 to 1783, it effected the nation socially, economically and politically. The American Revolution brought upon many changes in America, and freedom of the nation. The Revolutionary War was a stepping stone to what we are as a nation today, it created both short and long-term effects on the world. When wanting to blame a certain side, the British politicians or the American agitators, several key points leadRead MoreThe American Revolution993 Words   |  4 PagesThe topic of the American Revolution is a topic that has been discussed on multiple levels and is extremely well-known, especially within the United States. The details are a little on the generic and basic side but it is at least understood on some level. Most people are aware of the American standpoint, the what, why, how, and when , but there is much more depth to what occurred. The war was obviously between the Americas and the Mother country of Britain, but there were more than just those two

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An Occurence at owl Creek Bridge by Ambrose Bierce Essay Free Essays

â€Å"An Occurrence at Owl Creek Bridge† . is one of the best American short narratives and is considered Ambrose Bierce’s greatest work. First published in Bierce’s short narrative aggregation â€Å"Tales of Soldiers and Civilians† in 1891. We will write a custom essay sample on An Occurence at owl Creek Bridge by Ambrose Bierce Essay or any similar topic only for you Order Now this narrative is about Peyton Farquhar. a southern husbandman who is about to be hanged by the Union Army for seeking to put the railway span at Owl Creek on fire. While Farquhar is standing on the span with a rope around his cervix. Bierce leads the reader to believe that the rope catchs and he falls into the river. and so makes an astonishing flight and eventually returns to his farm. to be reunited with his married woman. However the stoping of the narrative is wholly different. in fact. Farquhar is hanged and these imaginings take topographic point seconds before his decease. Ambrose Bierce’s fast one stoping succeeds because of the manner he manipulated the text by altering the narrative point of position from one type to another. â€Å"An Happening at Owl Creek Bridge† is divided into three subdivisions. with each subdivision holding a different narrative signifier. In the first subdivision. the writer uses dramatic narrative: the narrative is told by no 1. With the disappearing of the storyteller. the reader is now the direct and immediate informant to the unfolding play. The reader views the work from the exterior. In the beginning of this narrative the readers are informed of all the readyings for a adult male about to be hanged: the set up for the hanging. the characters involved and the milieus. The storyteller gives an unbelievable and beautiful snapshot of the scene depicting the H2O. the guards. and his restraints. â€Å"†¦Vertical in forepart of the left shoulder. the cock rested on the forearm thrown sound across the chest- a formal and unnatural position† ( Bierce pg. 90. line 10 ) . This type of narrative is the least personal and the reader receives the least information on the character’s ideas and feelings. Although the writer describes inside informations. the reader has to make full the spaces as to what actions and events lead up to the state of affairs. The ground for this type of narrative in the first subdivision of the narrative is to acquire the readers wonder traveling. One wonders what Peyton Farquhar could hold done to be hanged ; was he entirely in what he did. why is he involved in a military issue when he is a civilian? In paragraph six and seven and through the 2nd subdivision. the writer changes his point of position to one which is 3rd individual omniscient: all knowing. The all-knowing storyteller is non a character in the narrative and is non involved with what happens. He imposes his presence between the reader and the narrative and controls all the events. From an outside point of position. the storyteller provides adequate information to sum up. interpret and admiration. As the narrative evolves. the reader begins to read ideas of the characters: Farquhar. his married woman and the soldiers. The reader becomes involved in Farquhar’s life as the storyteller summarizes his state of affairs. The reader is told of him being a plantation owner and having slaves. that he is a secessionist and devoted to the Southern cause. However. the storyteller leads the reader to believe Farquhar and his married woman are sort people. she fetched the H2O for the soldier to imbibe with her â€Å"own white hands† ( Bierce pg. 92. line 15 ) alternatively of telling one on her coloured slaves to make it. Farquhar’s rules and devotedness towards the South is explained in this subdivision and the reader gets to cognize who he truly is. This makes the reader feel sympathetic towards him and his married woman. The intent of the all-knowing storyteller in the 2nd subdivision is to give information of the characters and to acquire a glance into Farquhars life. The reader finds out how devoted his married woman is to her hubby. The reader can now associate to Farqhuar and understand how and why he got caught seeking to destruct the span. Section three is intended to make suspense. Bierce wants the reader to believe that what is being described really happens. In order for the reader to believe that what is being described is really go oning. the narrative must be narrated from the characters point of position ( limited omniscient point of position ) . With a limited omniscient point of position. the storyteller limits his or her ability to perforate the head of a individual character. The reader may be shown the character’s voice. feelings and ideas through duologue. soliloquy or watercourse of consciousness. As a consequence. the reader becomes more and more straight involved in construing the narrative. By utilizing this point of position all of what Farquhar is sing seems so existent. The advantages of the limited all-knowing point of position are the stringency of focal point and control that it provides. If the 3rd subdivision was told in an all-knowing point of position. the writer would hold non been able to gull the reader. for he would hold â€Å"seen† what was truly go oning. Sing the whole action and cognizing the soldiers ideas would hold given away the stoping. â€Å"An Occurrence at Owl Creek Bridge† was written in three different subdivisions. with each holding a different narrative signifier. The first. utilizing dramatic point of position. depict where the action takes topographic point. The 2nd. all-knowing point of position lets the reader comprehend the victim’s ideas and actions. And eventually. the 3rd subdivision. limited all-knowing point of position creates suspense by being merely in one head. With the ability to exchange from one signifier to another. Bierce was able to make a narrative of machination. fascination and a twist-ending. How to cite An Occurence at owl Creek Bridge by Ambrose Bierce Essay, Essay examples

Anticommunism and Mccarthyism Paper free essay sample

Strange s it may seem, in this period of American history both communism and McCarthy threatened America; fear fueled the fire to a Red Scare glow before its flame would dwindle and smolder. In order to better understand these events, a more detailed look into history is needed to explain how this controversy and cultural phenomenon came to be. Understanding the Differences Is there a difference between anti-communism and McCarthy? Despite the common belief that these two terms have the same meaning, there are indeed fundamental differences.Anti-communism can be understood as a set f beliefs, social values, or political opinions that a communist form of government is unacceptable and wrong. McCarthy, on the other hand, was suspicious and it unfairly accused American citizens of being a communist. Lead by and named affectionately after Senator Joseph McCarthy, McCarthy and its accusations violated American civil rights, destroyed reputations, caused employers to blacklist and created an era of distrust in the United States well into the late sasss. Understanding the Differences Is there a difference between anti-communism and McCarthyism? Despite the common belief that these two terms have the same meaning, there are indeed fundamental differences. Anti-communism can be understood as a set of beliefs, social values, or political opinions that a communist form of government is unacceptable and wrong. McCarthyism, on the other hand, was suspicious and it unfairly accused American citizens of being a communist. Lead by and named affectionately after Senator Joseph McCarthy, McCarthyism and its accusations violated American civil rights, destroyed reputations, caused employers to blacklist and created an era of distrust in the United States well into the late 1950s. Media Perspectives The term McCarthyism was coined by Herbert Block who first displayed it in a Washington Post cartoon, March 29, 1950. On June 18, 1950, the New York Times reported, â€Å"McCarthy, even allowing for the old fact that charges run a faster race than denials, has shown an unexpected tactical skill in keeping ahead of his antagonists in publicity, and thus in the public eye. † The media’s perspective toward Joseph McCarthy and his consequent â€Å"ism† often discredited the validity of his extreme views; the popular media of the day responded to McCarthyism disagreeably if not in out right opposition. Some media sources even laid cause to blame McCarthyism for bringing more attention to communism than there otherwise would have been. President Truman called for an American reality check as reported by the New York Times August 15, 1951. Truman proclaimed, â€Å"Rise up and put a stop—to character assassins and scandalmongers, some of them in congress—who are trying to divide us and confuse us and tear up the Bill of Rights. † Foreign Policy and Anti-communism The biggest examples of communism’s impact on U. S foreign policy are perhaps Americas wars with North Korea and North Vietnam. Both of these countries tried to impose communism on their southern parts by attempting to take them over by force. The Truman Doctrine was the first highlight of post war anti-communist policy at work. Truman went to congress asking that aid be sent to Greece to support their fight again communist forces. Additionally, when America adopted the Marshall Plan by funneling billions into post WWII Western Europe, America was trying to prevent these war ravaged countries from falling prey to the Soviets. It was believed by many that Russia might swoop in and rebuild Europe with the bricks of communism unless the U. S. ffered the aid first. The Big Red Scare The â€Å"Red Scare† developed out of post WWI unrest and the extreme hardships with the loss of the war industry which left millions suddenly unemployed. A nationwide fear of communists, socialists, anarchists, and other dissidents gained foothold in 1919 following a series of anarchist bombings. However, as quickly as it star ted, the Red Scare ended abruptly in 1920. Short-lived as it was, the Red Scare left an impression deep in psyche of the American mind. The Red Scare was a mindset of fear and paranoia that seeped into the hearts of the American people as well as the American government. Perhaps, if not for this mindset of fear, fear of the unknown, numerous wars might have been averted, countless lives might have been preserved, and nuclear holocaust might be less a reality today. We may never know, but it is tantalizing to consider, was the Red Scare of 1919 the reason for the Cold War? The connections are considerable; however, it might be easier to connect them to McCarthyism. References This is a hanging indent. To keep the hanging indent format, simply delete this line of text using the backspace key, and replace the information with your reference entry.

How to Build a Social Media Content Strategy Complete 2018 Guide

Social media platforms have always been an excellent vehicle for steering users toward your website and other content hubs. But they’re more than just signposts to content. For consumers, social media sites are a primary source for news, information and original branded content. Free Actionable Bonus: Free Actionable Bonus: Want to create better content for social media? Get the complete guide to building a social media strategy and creating content for social, plus 6 awesome examples to inspire your next post. Finding Your Audience Of course, creating great content is crucial, but getting it in front of the right people is how you’ll elevate your content marketing to the next level. This is why content distribution is so important. Fortunately, social media is one of the most cost-effective content distribution and amplification tools around. Expand Your Reach with Social Media When your audience sees your content on social media, they’re also more likely to share it with others. It has a reach traditional media can only dream about and has various benefits: You can target consumers by age, location, and interests. Through social listening tools, you can track customer conversations wherever they are in the buyer’s journey. You can ask your audience questions, provide answers, and express your business’ core values. You can monitor your competition and measure your social media engagement. How to Use Social Media to Boost Content Marketing Results The most successful social media marketers don’t start by posting; they begin by listening. Social monitoring is a great way to learn how your target audience feels about your business and industry issues. The most successful social media marketers don't start by posting; they start by listening. Click To Tweet Luckily, there are plenty of social media monitoring tools to help. With this knowledge, you can create content that your audience finds truly valuable. You’ll also want to brainstorm keywords and phrases relevant to your brand. Content built around these terms can then be spread across all channels in various formats. Preparing Your Social Media Content Strategy Before you set up your social media profiles, you need some things in place: A content hub. Your blog or website should be connected to all your social accounts. Adequate resources. Before committing to any platform, make sure you have the resources to update each channel regularly. A content strategy. Define your marketing goals, so you know why you’re using each platform and what types of content you’ll be uploading. Then, for every channel you’re considering using, answer the following: What is the general purpose of using this channel? Is it to inform, entertain, interact with, or convert your audience? What specific actions do you want users to take? Do you want people to share your content, visit your website, or register for something? What content formats the best suit this channel? What is the right brand tone of voice for this channel? How often should you be active on this channel? For example, you might post on Facebook once or twice a day, but monitor Twitter all day, responding to your audience when necessary. Every company is different, so try to determine the schedule that will work best for you and your customers. Different Ways to Approach Each Social Platform Understanding each channel’s strengths can help you maximize content reach. Twitter: Ideal for sharing blog posts, promoting website content, and responding to customers’ concerns in real time. Facebook: Geared toward news and entertainment. This is where you can show your fun side, discuss company news and events, share fresh content, and introduce your team members. LinkedIn: For sharing articles based on industry trends and news, and for professional insights into your business. Instagram: A highly visual platform for sharing images and short videos. Pinterest: Another visual channel that is mainly image-driven. It’s ideal for inspirational messages and promoting creative ideas. Google Plus: Hosts strong community groups, focused on various industries and audience interests. Get Personal Try to add â€Å"casual† content such as employee birthdays, seasonal greetings, and everyday thoughts to show the human side of your business. People are less likely to engage with a company that only talks about its business. Keep Promoting Promoting your content across social media is key to extending the reach and lifetime of your content. With social media management tools like Hootsuite, Buffer, and Sprout Social, you can share posts automatically across selected social channels at a frequency you choose. Encourage Sharing To boost shares, attach images to your social media posts. A HubSpot study showed that on Facebook and Twitter, photos get 53 percent more likes and 84 percent more click-throughs. On Facebook and Twitter, photos get 53 percent more likes and 84 percent more click-throughs. Click To Tweet Add a â€Å"tweet this quote† or â€Å"click to tweet† link within posts so readers can quickly tweet snippets of your article. Just visit the â€Å"Click to Tweet† website, insert your text, and add the generated link to your post. Target Influencers In a study by marketing research company Schlesinger Group, 81 percent of companies said influencer engagement was effective. Establishing relationships with influencers adds credibility to your content and extends its reach. Search for people who regularly blog about your industry. Follow them on social media. Mention them in your tweets and share their content with your followers. Share your new content with influencers directly. If it’s high-quality content and relevant, they might share it with their followers. Analyze Data Reacting to analytics data is crucial to building a stronger social media presence. When you know what goals you’re aiming for and can measure the results, you can tweak content to maximize results. Each social media platform has built-in analytics tools: Facebook Insights, LinkedIn Analytics for Company Pages, Google Plus Insights, Instagram Business Tools, and Pinterest Analytics will help you monitor your content performance. Maximize Content Value with Social Media The number of social media users is growing at a rapid pace. In 2019, it’s estimated there will be around 2.77 billion social media users around the globe, up from 2.28 billion in 2016. In 2019, it's estimated there will be around 2.77 billion social media users around the globe, up from 2.28 billion in 2016. Click To Tweet Reaching out to these people with unique and high-quality content will significantly boost brand awareness and conversions. Use these tips and integrate social media into your content strategy; you’re likely to see a higher return on your investment in content marketing. Do you need quality content to support your content marketing? Constant Content connects you with thousands of professional writers able to create articles, ebooks, product descriptions, and other assets to tell your brand story, drive SEO and win sales.

What Are the ICD-10 Codes for Diabetes Complete List

What Are the ICD-10 Codes for Diabetes Complete List SAT / ACT Prep Online Guides and Tips Have you come across a form of diabetes with an unusual presentation or a rare underlying cause? Luckily, the ICD-10 codes for diabetes cover every manifestation of the disease imaginable in very specific terms. In this article, I'll go through the full range of diabetes ICD-10 codes and provide some guidelines for how to use them appropriately in your medical records. What Are the ICD-10 Codes for Diabetes? These lists cover all of the ICD-10 codes for diabetes mellitus. You can use the following links to navigate to the codes you need depending on which type of diabetes you're looking for: Diabetes due to underlying conditions (codes that start with E08) Drug or chemical induced diabetes (codes that start with E09) Type 1 diabetes (codes that start with E10) Type 2 diabetes (codes that start with E11) Diabetes related to pregnancy (codes that start with 024) Other types of diabetes not covered by the previous categories (codes that start with E13) The more characters in the code, the more specific the diagnosis, so when writing a code on a medical record you should give the longest code possible while retaining accuracy. ICD-10 Codes for Diabetes Due to an Underlying Condition Diabetes mellitus due to underlying condition: E08 Diabetes mellitus due to underlying condition with hyperosmolarity: E08.0 †¦Ã¢â‚¬ ¦ without nonketotic hyperglycemic-hyperosmolar coma (NKHHC): E08.00 †¦Ã¢â‚¬ ¦ with coma: E08.01 Diabetes mellitus due to underlying condition with ketoacidosis: E08.1 †¦Ã¢â‚¬ ¦ without coma: E08.10 †¦Ã¢â‚¬ ¦ with coma: E08.11 Diabetes mellitus due to underlying condition with kidney complications: E08.2 Diabetes mellitus due to underlying condition with diabetic nephropathy: E08.21 Diabetes mellitus due to underlying condition with diabetic chronic kidney disease: E08.22 Diabetes mellitus due to underlying condition with other diabetic kidney complication: E08.29 Diabetes mellitus due to underlying condition with ophthalmic complications: E08.3 Diabetes mellitus due to underlying condition with unspecified diabetic retinopathy: E08.31 †¦Ã¢â‚¬ ¦ with macular edema: E08.311 †¦Ã¢â‚¬ ¦ without macular edema: E08.319 Diabetes mellitus due to underlying condition with mild nonproliferative diabetic retinopathy: E08.32 †¦Ã¢â‚¬ ¦ with macular edema: E08.321 †¦Ã¢â‚¬ ¦ without macular edema: E08.329 Diabetes mellitus due to underlying condition with moderate nonproliferative diabetic retinopathy: E08.33 †¦Ã¢â‚¬ ¦ with macular edema: E08.331 †¦Ã¢â‚¬ ¦ without macular edema: E08.339 Diabetes mellitus due to underlying condition with severe nonproliferative diabetic retinopathy: E08.34 †¦Ã¢â‚¬ ¦ with macular edema: E08.341 †¦Ã¢â‚¬ ¦ without macular edema: E08.349 Diabetes mellitus due to underlying condition with proliferative diabetic retinopathy: E08.35 †¦Ã¢â‚¬ ¦ with macular edema: E08.351 †¦Ã¢â‚¬ ¦ without macular edema: E08.359 Diabetes mellitus due to underlying condition with diabetic cataract: E08.36 Diabetes mellitus due to underlying condition with other diabetic ophthalmic complication: E08.39 Diabetes mellitus due to underlying condition with neurological complications: E08.4 Diabetes mellitus due to underlying condition with diabetic neuropathy, unspecified: E08.40 Diabetes mellitus due to underlying condition with diabetic mononeuropathy: E08.41 Diabetes mellitus due to underlying condition with diabetic polyneuropathy: E08.42 Diabetes mellitus due to underlying condition with diabetic autonomic (poly)neuropathy: E08.43 Diabetes mellitus due to underlying condition with diabetic amyotrophy: E08.44 Diabetes mellitus due to underlying condition with other diabetic neurological complication: E08.49 Diabetes mellitus due to underlying condition with circulatory complications: E08.5 Diabetes mellitus due to underlying condition with diabetic peripheral angiopathy without gangrene: E08.51 Diabetes mellitus due to underlying condition with diabetic peripheral angiopathy with gangrene: E08.52 Diabetes mellitus due to underlying condition with other circulatory complications: E08.59 Diabetes mellitus due to underlying condition with other specified complications: E08.6 Diabetes mellitus due to underlying condition with diabetic arthropathy: E08.61 Diabetes mellitus due to underlying condition with diabetic neuropathic arthropathy: E08.610 Diabetes mellitus due to underlying condition with other diabetic arthropathy: E08.618 Diabetes mellitus due to underlying condition with skin complications: E08.62 Diabetes mellitus due to underlying condition with diabetic dermatitis: E08.620 Diabetes mellitus due to underlying condition with foot ulcer: E08.621 Diabetes mellitus due to underlying condition with other skin ulcer: E08.622 Diabetes mellitus due to underlying condition with other skin complications: E08.628 Diabetes mellitus due to underlying condition with oral complications: E08.63 Diabetes mellitus due to underlying condition with periodontal disease: E08.630 Diabetes mellitus due to underlying condition with other oral complications: E08.638 Diabetes mellitus due to underlying condition with hypoglycemia: E08.64 †¦Ã¢â‚¬ ¦ with coma: E08.641 †¦Ã¢â‚¬ ¦ without coma: E08.649 Diabetes mellitus due to underlying condition with hyperglycemia: E08.65 Diabetes mellitus due to underlying condition with other specified complication: E08.69 Diabetes mellitus due to underlying condition with unspecified complications: E08.8 Diabetes mellitus due to underlying condition without complications: E08.9 Diabetes can damage the kidneys as well (Hey Paul Studio/Flickr) ICD-10 Codes for Drug or Chemical Induced Diabetes Drug or chemical induced diabetes mellitus: E09 Drug or chemical induced diabetes mellitus with hyperosmolarity: E09.0 †¦Ã¢â‚¬ ¦ without nonketotic hyperglycemic-hyperosmolar coma (NKHHC): E09.00 †¦Ã¢â‚¬ ¦ with coma: E09.01 Drug or chemical induced diabetes mellitus with ketoacidosis: E09.1 †¦Ã¢â‚¬ ¦ without coma: E09.10 †¦Ã¢â‚¬ ¦ with coma: E09.11 Drug or chemical induced diabetes mellitus with kidney complications: E09.2 Drug or chemical induced diabetes mellitus with diabetic nephropathy: E09.21 Drug or chemical induced diabetes mellitus with diabetic chronic kidney disease: E09.22 Drug or chemical induced diabetes mellitus with other diabetic kidney complication: E09.29 Drug or chemical induced diabetes mellitus with ophthalmic complications: E09.3 Drug or chemical induced diabetes mellitus with unspecified diabetic retinopathy: E09.31 †¦Ã¢â‚¬ ¦ with macular edema: E09.311 †¦Ã¢â‚¬ ¦ without macular edema: E09.319 Drug or chemical induced diabetes mellitus with mild nonproliferative diabetic retinopathy: E09.32 †¦Ã¢â‚¬ ¦ with macular edema: E09.321 †¦Ã¢â‚¬ ¦ without macular edema: E09.329 Drug or chemical induced diabetes mellitus with moderate nonproliferative diabetic retinopathy: E09.33 †¦Ã¢â‚¬ ¦ with macular edema: E09.331 †¦Ã¢â‚¬ ¦ without macular edema: E09.339 Drug or chemical induced diabetes mellitus with severe nonproliferative diabetic retinopathy: E09.34 †¦Ã¢â‚¬ ¦ with macular edema: E09.341 †¦Ã¢â‚¬ ¦ without macular edema: E09.349 Drug or chemical induced diabetes mellitus with proliferative diabetic retinopathy: E09.35 †¦Ã¢â‚¬ ¦ with macular edema: E09.351 †¦Ã¢â‚¬ ¦ without macular edema: E09.359 Drug or chemical induced diabetes mellitus with diabetic cataract: E09.36 Drug or chemical induced diabetes mellitus with other diabetic ophthalmic complication: E09.39 Drug or chemical induced diabetes mellitus with neurological complications: E09.4 †¦Ã¢â‚¬ ¦ with diabetic neuropathy, unspecified: E09.40 †¦Ã¢â‚¬ ¦ with diabetic mononeuropathy: E09.41 †¦Ã¢â‚¬ ¦ with diabetic polyneuropathy: E09.42 †¦Ã¢â‚¬ ¦ with diabetic autonomic (poly)neuropathy: E09.43 †¦Ã¢â‚¬ ¦ with diabetic amyotrophy: E09.44 †¦Ã¢â‚¬ ¦ with other diabetic neurological complication: E09.49 Drug or chemical induced diabetes mellitus with circulatory complications: E09.5 Drug or chemical induced diabetes mellitus with diabetic peripheral angiopathy without gangrene: E09.51 Drug or chemical induced diabetes mellitus with diabetic peripheral angiopathy with gangrene: E09.52 Drug or chemical induced diabetes mellitus with other circulatory complications: E09.59 Drug or chemical induced diabetes mellitus with other specified complications: E09.6 Drug or chemical induced diabetes mellitus with diabetic arthropathy: E09.61 Drug or chemical induced diabetes mellitus with diabetic neuropathic arthropathy: E09.610 Drug or chemical induced diabetes mellitus with other diabetic arthropathy: E09.618 Drug or chemical induced diabetes mellitus with skin complications: E09.62 Drug or chemical induced diabetes mellitus with diabetic dermatitis: E09.620 Drug or chemical induced diabetes mellitus with foot ulcer: E09.621 Drug or chemical induced diabetes mellitus with other skin ulcer: E09.622 Drug or chemical induced diabetes mellitus with other skin complications: E09.628 Drug or chemical induced diabetes mellitus with oral complications: E09.63 Drug or chemical induced diabetes mellitus with periodontal disease: E09.630 Drug or chemical induced diabetes mellitus with other oral complications: E09.638 Drug or chemical induced diabetes mellitus with hypoglycemia: E09.64 †¦Ã¢â‚¬ ¦ with coma: E09.641 †¦Ã¢â‚¬ ¦ without coma: E09.649 Drug or chemical induced diabetes mellitus with hyperglycemia: E09.65 Drug or chemical induced diabetes mellitus with other specified complication: E09.69 Drug or chemical induced diabetes mellitus with unspecified complications: E09.8 Drug or chemical induced diabetes mellitus without complications: E09.9 Some medications can raise blood glucose levels and ultimately cause the patient to develop diabetes. (Jamie/Flickr) ICD-10 Codes for Type 1 (Juvenile) Diabetes Type 1 diabetes mellitus: E10 Type 1 diabetes mellitus with ketoacidosis: E10.1 †¦Ã¢â‚¬ ¦ without coma: E10.10 †¦Ã¢â‚¬ ¦ with coma: E10.11 Type 1 diabetes mellitus with kidney complications: E10.2 Type 1 diabetes mellitus with diabetic nephropathy: E10.21 Type 1 diabetes mellitus with diabetic chronic kidney disease: E10.22 Type 1 diabetes mellitus with other diabetic kidney complication: E10.29 Type 1 diabetes mellitus with ophthalmic complications: E10.3 Type 1 diabetes mellitus with unspecified diabetic retinopathy: E10.31 †¦Ã¢â‚¬ ¦ with macular edema: E10.311 †¦Ã¢â‚¬ ¦ without macular edema: E10.319 Type 1 diabetes mellitus with mild nonproliferative diabetic retinopathy: E10.32 †¦Ã¢â‚¬ ¦ with macular edema: E10.321 †¦Ã¢â‚¬ ¦ without macular edema: E10.329 Type 1 diabetes mellitus with moderate nonproliferative diabetic retinopathy: E10.33 †¦Ã¢â‚¬ ¦ with macular edema: E10.331 †¦Ã¢â‚¬ ¦ without macular edema: E10.339 Type 1 diabetes mellitus with severe nonproliferative diabetic retinopathy: E10.34 †¦Ã¢â‚¬ ¦ with macular edema: E10.341 †¦Ã¢â‚¬ ¦ without macular edema: E10.349 Type 1 diabetes mellitus with proliferative diabetic retinopathy: E10.35 †¦Ã¢â‚¬ ¦ with macular edema: E10.351 †¦Ã¢â‚¬ ¦ without macular edema: E10.359 Type 1 diabetes mellitus with diabetic cataract: E10.36 Type 1 diabetes mellitus with other diabetic ophthalmic complication: E10.39 Type 1 diabetes mellitus with neurological complications: E10.4 Type 1 diabetes mellitus with diabetic neuropathy, unspecified: E10.40 Type 1 diabetes mellitus with diabetic mononeuropathy: E10.41 Type 1 diabetes mellitus with diabetic polyneuropathy: E10.42 Type 1 diabetes mellitus with diabetic autonomic (poly)neuropathy: E10.43 Type 1 diabetes mellitus with diabetic amyotrophy: E10.44 Type 1 diabetes mellitus with other diabetic neurological complication: E10.49 Type 1 diabetes mellitus with circulatory complications: E10.5 Type 1 diabetes mellitus with diabetic peripheral angiopathy without gangrene: E10.51 Type 1 diabetes mellitus with diabetic peripheral angiopathy with gangrene: E10.52 Type 1 diabetes mellitus with other circulatory complications: E10.59 Type 1 diabetes mellitus with other specified complications: E10.6 Type 1 diabetes mellitus with diabetic arthropathy: E10.61 Type 1 diabetes mellitus with diabetic neuropathic arthropathy: E10.610 Type 1 diabetes mellitus with other diabetic arthropathy: E10.618 Type 1 diabetes mellitus with skin complications: E10.62 Type 1 diabetes mellitus with diabetic dermatitis: E10.620 Type 1 diabetes mellitus with foot ulcer: E10.621 Type 1 diabetes mellitus with other skin ulcer: E10.622 Type 1 diabetes mellitus with other skin complications: E10.628 Type 1 diabetes mellitus with oral complications: E10.63 Type 1 diabetes mellitus with periodontal disease: E10.630 Type 1 diabetes mellitus with other oral complications: E10.638 Type 1 diabetes mellitus with hypoglycemia: E10.64 †¦Ã¢â‚¬ ¦ with coma: E10.641 †¦Ã¢â‚¬ ¦ without coma: E10.649 Type 1 diabetes mellitus with hyperglycemia: E10.65 Type 1 diabetes mellitus with other specified complication: E10.69 Type 1 diabetes mellitus with unspecified complications: E10.8 Type 1 diabetes mellitus without complications: E10.9 Reusable access points for insulin make life less painful for type 1 diabetics (Elisa Self /Flickr) ICD-10 Codes for Type 2 Diabetes Type 2 diabetes mellitus: E11 Type 2 diabetes mellitus with hyperosmolarity: E11.0 †¦Ã¢â‚¬ ¦ without non-ketotic hyperglycemic-hyperosmolar coma (NKHHC): E11.00 †¦Ã¢â‚¬ ¦ with coma: E11.01 Type 2 diabetes mellitus with kidney complications: E11.2 Type 2 diabetes mellitus with diabetic nephropathy: E11.21 Type 2 diabetes mellitus with diabetic chronic kidney disease: E11.22 Type 2 diabetes mellitus with other diabetic kidney complication: E11.29 Type 2 diabetes mellitus with ophthalmic complications: E11.3 Type 2 diabetes mellitus with unspecified diabetic retinopathy: E11.31 †¦Ã¢â‚¬ ¦ with macular edema: E11.311 †¦Ã¢â‚¬ ¦ without macular edema: E11.319 Type 2 diabetes mellitus with mild nonproliferative diabetic retinopathy: E11.32 †¦Ã¢â‚¬ ¦ with macular edema: E11.321 †¦Ã¢â‚¬ ¦ without macular edema: E11.329 Type 2 diabetes mellitus with moderate nonproliferative diabetic retinopathy: E11.33 †¦Ã¢â‚¬ ¦ with macular edema: E11.331 †¦Ã¢â‚¬ ¦ without macular edema: E11.339 Type 2 diabetes mellitus with severe nonproliferative diabetic retinopathy: E11.34 †¦Ã¢â‚¬ ¦ with macular edema: E11.341 †¦Ã¢â‚¬ ¦ without macular edema: E11.349 Type 2 diabetes mellitus with proliferative diabetic retinopathy: E11.35 †¦Ã¢â‚¬ ¦ with macular edema: E11.351 †¦Ã¢â‚¬ ¦ without macular edema: E11.359 Type 2 diabetes mellitus with diabetic cataract: E11.36 Type 2 diabetes mellitus with other diabetic ophthalmic complication: E11.39 Type 2 diabetes mellitus with neurological complications: E11.4 Type 2 diabetes mellitus with diabetic neuropathy, unspecified: E11.40 Type 2 diabetes mellitus with diabetic mononeuropathy: E11.41 Type 2 diabetes mellitus with diabetic polyneuropathy: E11.42 Type 2 diabetes mellitus with diabetic autonomic (poly)neuropathy: E11.43 Type 2 diabetes mellitus with diabetic amyotrophy: E11.44 Type 2 diabetes mellitus with other diabetic neurological complication: E11.49 Type 2 diabetes mellitus with circulatory complications: E11.5 Type 2 diabetes mellitus with diabetic peripheral angiopathy without gangrene: E11.51 Type 2 diabetes mellitus with diabetic peripheral angiopathy with gangrene: E11.52 Type 2 diabetes mellitus with other circulatory complications: E11.59 Type 2 diabetes mellitus with other specified complications: E11.6 Type 2 diabetes mellitus with diabetic arthropathy: E11.61 Type 2 diabetes mellitus with diabetic neuropathic arthropathy: E11.610 Type 2 diabetes mellitus with other diabetic arthropathy: E11.618 Type 2 diabetes mellitus with skin complications: E11.62 Type 2 diabetes mellitus with diabetic dermatitis: E11.620 Type 2 diabetes mellitus with foot ulcer: E11.621 Type 2 diabetes mellitus with other skin ulcer: E11.622 Type 2 diabetes mellitus with other skin complications: E11.628 Type 2 diabetes mellitus with oral complications: E11.63 Type 2 diabetes mellitus with periodontal disease: E11.630 Type 2 diabetes mellitus with other oral complications: E11.638 Type 2 diabetes mellitus with hypoglycemia: E11.64 †¦Ã¢â‚¬ ¦ with coma: E11.641 †¦Ã¢â‚¬ ¦ without coma: E11.649 Type 2 diabetes mellitus with hyperglycemia: E11.65 Type 2 diabetes mellitus with other specified complication: E11.69 Type 2 diabetes mellitus with unspecified complications: E11.8 Type 2 diabetes mellitus without complications: E11.9 When you start using donuts as bread, it's probably time for an intervention. (stantontcady/Flickr) ICD-10 Codes for Diabetes Related to Pregnancy and Childbirth Diabetes mellitus in pregnancy, childbirth, and the puerperium: 024 Pre-existing diabetes mellitus, type 1, in pregnancy, childbirth and the puerperium: 024.0 Pre-existing diabetes mellitus, type 1, in pregnancy: 024.01 †¦Ã¢â‚¬ ¦ first trimester: 024.011 †¦Ã¢â‚¬ ¦ second trimester: 024.012 †¦Ã¢â‚¬ ¦ third trimester: 024.013 †¦Ã¢â‚¬ ¦ unspecified trimester: 024.019 Pre-existing diabetes mellitus, type 1, in childbirth: 024.02 Pre-existing diabetes mellitus, type 1, in the puerperium: 024.03 Pre-existing diabetes mellitus, type 2, in pregnancy, childbirth and the puerperium: 024.1 Pre-existing diabetes mellitus, type 2, in pregnancy: 024.11 †¦Ã¢â‚¬ ¦ first trimester: 024.111 †¦Ã¢â‚¬ ¦ second trimester: 024.112 †¦Ã¢â‚¬ ¦ third trimester: 024.113 †¦Ã¢â‚¬ ¦ unspecified trimester: 024.119 Pre-existing diabetes mellitus, type 2, in childbirth: 024.12 Pre-existing diabetes mellitus, type 2, in the puerperium: 024.13 Unspecified pre-existing diabetes mellitus in pregnancy, childbirth and the puerperium: 024.3 Unspecified pre-existing diabetes mellitus in pregnancy: 024.31 †¦Ã¢â‚¬ ¦ first trimester: 024.311 †¦Ã¢â‚¬ ¦ second trimester: 024.312 †¦Ã¢â‚¬ ¦ third trimester: 024.313 †¦Ã¢â‚¬ ¦ unspecified trimester: 024.319 Unspecified pre-existing diabetes mellitus in childbirth: 024.32 Unspecified pre-existing diabetes mellitus in the puerperium: 024.33 Gestational diabetes mellitus: 024.4 Gestational diabetes mellitus in pregnancy: 024.41 †¦Ã¢â‚¬ ¦ diet controlled: 024.410 †¦Ã¢â‚¬ ¦ insulin controlled: 024.414 †¦Ã¢â‚¬ ¦ unspecified control: 024.419 Gestational diabetes mellitus in childbirth: 024.42 †¦Ã¢â‚¬ ¦ diet controlled: 024.420 †¦Ã¢â‚¬ ¦ insulin controlled: 024.424 †¦Ã¢â‚¬ ¦ unspecified control: 024.429 Gestational diabetes mellitus in the puerperium: 024.43 †¦Ã¢â‚¬ ¦ diet controlled: 024.430 †¦Ã¢â‚¬ ¦ insulin controlled: 024.434 †¦Ã¢â‚¬ ¦ unspecified control: 024.439 Other pre-existing diabetes mellitus in pregnancy, childbirth, and the puerperium: 024.8 Other pre-existing diabetes mellitus in pregnancy: 024.81 †¦Ã¢â‚¬ ¦ first trimester: 024.811 †¦Ã¢â‚¬ ¦ second trimester: 024.812 †¦Ã¢â‚¬ ¦ third trimester: 024.813 †¦Ã¢â‚¬ ¦ unspecified trimester: 024.819 Other pre-existing diabetes mellitus in childbirth: 024.82 Other pre-existing diabetes mellitus in the puerperium: 024.83 Unspecified diabetes mellitus in pregnancy, childbirth and the puerperium: 024.9 Unspecified diabetes mellitus in pregnancy: 024.91 †¦Ã¢â‚¬ ¦ first trimester: 024.911 †¦Ã¢â‚¬ ¦ second trimester: 024.912 †¦Ã¢â‚¬ ¦ third trimester: 024.913 †¦Ã¢â‚¬ ¦ unspecified trimester: 024.919 Unspecified diabetes mellitus in childbirth: 024.92 Unspecified diabetes mellitus in the puerperium: 024.93 Sarah Neff/Flickr ICD-10 Codes for Other Types of Diabetes Other specified diabetes mellitus: E13 Other specified diabetes mellitus with hyperosmolarity: E13.0 †¦Ã¢â‚¬ ¦ without nonketotic hyperglycemic-hyperosmolar coma (NKHHC): E13.00 †¦Ã¢â‚¬ ¦ with coma: E13.01 Other specified diabetes mellitus with ketoacidosis: E13.1 †¦Ã¢â‚¬ ¦ without coma: E13.10 †¦Ã¢â‚¬ ¦ with coma: E13.11 Other specified diabetes mellitus with kidney complications: E13.2 Other specified diabetes mellitus with diabetic nephropathy: E13.21 Other specified diabetes mellitus with diabetic chronic kidney disease: E13.22 Other specified diabetes mellitus with other diabetic kidney complication: E13.29 Other specified diabetes mellitus with ophthalmic complications: E13.3 Other specified diabetes mellitus with unspecified diabetic retinopathy: E13.31 †¦Ã¢â‚¬ ¦ with macular edema: E13.311 †¦Ã¢â‚¬ ¦ without macular edema: E13.319 Other specified diabetes mellitus with mild nonproliferative diabetic retinopathy: E13.32 †¦Ã¢â‚¬ ¦ with macular edema: E13.321 †¦Ã¢â‚¬ ¦ without macular edema: E13.329 Other specified diabetes mellitus with moderate nonproliferative diabetic retinopathy: E13.33 †¦Ã¢â‚¬ ¦ with macular edema: E13.331 †¦Ã¢â‚¬ ¦ without macular edema: E13.339 Other specified diabetes mellitus with severe nonproliferative diabetic retinopathy: E13.34 †¦Ã¢â‚¬ ¦ with macular edema: E13.341 †¦Ã¢â‚¬ ¦ without macular edema: E13.349 Other specified diabetes mellitus with proliferative diabetic retinopathy: E13.35 †¦Ã¢â‚¬ ¦ with macular edema: E13.351 †¦Ã¢â‚¬ ¦ without macular edema: E13.359 Other specified diabetes mellitus with diabetic cataract: E13.36 Other specified diabetes mellitus with other diabetic ophthalmic complication: E13.39 Other specified diabetes mellitus with neurological complications: E13.4 Other specified diabetes mellitus with diabetic neuropathy, unspecified: E13.40 Other specified diabetes mellitus with diabetic mononeuropathy: E13.41 Other specified diabetes mellitus with diabetic polyneuropathy: E13.42 Other specified diabetes mellitus with diabetic autonomic (poly)neuropathy: E13.43 Other specified diabetes mellitus with diabetic amyotrophy: E13.44 Other specified diabetes mellitus with other diabetic neurological complication: E13.49 Other specified diabetes mellitus with circulatory complications: E13.5 Other specified diabetes mellitus with diabetic peripheral angiopathy without gangrene: E13.51 Other specified diabetes mellitus with diabetic peripheral angiopathy with gangrene: E13.52 Other specified diabetes mellitus with other circulatory complications: E13.59 Other specified diabetes mellitus with other specified complications: E13.6 Other specified diabetes mellitus with diabetic arthropathy: E13.61 Other specified diabetes mellitus with diabetic neuropathic arthropathy: E13.610 Other specified diabetes mellitus with other diabetic arthropathy: E13.618 Other specified diabetes mellitus with skin complications: E13.62 Other specified diabetes mellitus with diabetic dermatitis: E13.620 Other specified diabetes mellitus with foot ulcer: E13.621 Other specified diabetes mellitus with other skin ulcer: E13.622 Other specified diabetes mellitus with other skin complications: E13.628 Other specified diabetes mellitus with oral complications: E13.63 Other specified diabetes mellitus with periodontal disease: E13.630 Other specified diabetes mellitus with other oral complications: E13.638 Other specified diabetes mellitus with hypoglycemia: E13.64 †¦Ã¢â‚¬ ¦ with coma: E13.641 †¦Ã¢â‚¬ ¦ without coma: E13.649 Other specified diabetes mellitus with hyperglycemia: E13.65 Other specified diabetes mellitus with other specified complication: E13.69 Other specified diabetes mellitus with unspecified complications: E13.8 Other specified diabetes mellitus without complications: E13.9 A diabetic cataract (National Eye Institute/Flickr) ICD-9 to ICD-10 Codes for Diabetes Conversion Table Here's a conversion table that translates the old ICD-9 codes for diabetes to ICD-10 codes. There weren’t as many codes to describe different conditions in the ICD-9, so you’ll notice that some of them have more than one possible corresponding ICD-10 code. Some are also translated into a combination of two ICD-10 codes (note the use of the word "and"). ICD-9 ICD-10 249.00 E08.9 or E09.9 or E13.9 249.01 E08.65 or E09.65 249.10 E08.10 or E09.10 or E13.10 249.11 E08.10 or E09.10 or E13.65 249.20 E08.01 or E09.01 or E13.00 249.21 E08.01 or E09.01 or E13.65 249.30 E08.11 or E08.641 or E09.11 or E09.641 or E13.11 or E13.641 249.31 E08.11 or E09.11 or E09.65 249.40 E08.21 or E09.21 249.41 E08.21 or E09.21 or E08.65 249.50 E08.311 or E08.319 or E08.36 or E08.39 or E09.311 or E09.319 or E09.36 or E09.39 or E13.39 249.51 E08.39 or E09.39 249.60 E08.40 or E08.41 or E08.42 or E08.43 or E08.44 or E08.49 or E08.610 or E09.40 or E09.41 or E09.42 or E09.43 or E09.44 or E09.49 or E09.610 or E13.40 or E13.41 or E13.42 or E13.43 or E13.44 or E13.49 249.61 E08.40 or E09.40 AND E08.65 249.70 E08.51 or E09.51 or E13.59 249.71 E08.51 or E09.51 AND E08.65 249.80 E08.618 or E08.620 or E08.621 or E08.622 or E08.628 or E08.630 or E08.638 or E08.65 or E08.69 or E09.618 or E09.620 or E09.621 or E09.622 or E09.628 or E09.630 or E09.638 or E09.649 or E09.65 or E09.69 or E13.620 or E13.621 or E13.622 or E13.628 or E13.638 or E13.649 or E13.65 or E13.69 249.81 E08.69 or E09.69 AND E08.65 249.90 E08.8 or E09.8 or E13.8 249.91 E08.8 or E09.8 or AND E08.65 250.00 E11.9 250.01 E10.9 250.02 E11.65 250.03 E10.65 250.10 E11.69 250.11 E10.10 250.12 E11.69 and E11.65 250.13 E10.10 and E10.65 250.20 E11.00 or E11.01 250.21 E10.69 250.22 E11.00 and E11.65 250.23 E10.69 and E10.65 250.30 E11.641 250.31 E10.11 or E10.641 250.32 E11.01 and E11.65 250.33 E10.11 and E10.65 250.40 E11.29 250.41 E10.29 250.42 E11.21 and E11.65 250.43 E10.21 and E10.65 250.50 E11.311 or E11.319 or E11.36 or E11.39 250.51 E10.311 or E10.319 or E10.36 or E10.39 250.52 E11.311 or E11.319 or E11.36 or E11.39 or E11.65 250.53 E10.311 or E10.319 or E10.36 or E10.39 or E10.65 250.60 E11.40 250.61 E10.40 250.62 E11.40 and E11.65 250.63 E10.40 and E10.65 250.70 E11.51 250.71 E10.51 250.72 E11.51 and E11.65 250.73 E10.51 and E10.65 250.80 E11.618 or E11.620 or E11.621 or E11.622 or E11.628 or E11.630 or E11.638 or E11.649 or E11.65 or E11.69 250.81 E10.618 or E10.620 or E10.621 or E10.622 or E10.628 or E10.630 or E10.638 or E10.649 or E10.65 or E10.69 250.82 E11.65 and E11.69 250.83 E10.65 and E10.69 250.90 E11.8 250.91 E10.8 250.92 E11.8 and E11.65 250.93 E10.8 and E10.65 Updates are temporarily inconvenient but important in the long run (Apple iPhone 6 IOS update, used under CC 2.0) Guidelines on Using ICD-10 Codes for Diabetes As many ICD-10 codes as necessary can be used together to describe the patient’s form of diabetes. Pregnant women who are diabetic should be assigned a code from the 024 category first, followed by the appropriate diabetes codes in the E08 to E13 range. For gestational diabetes (diabetes that occurs during pregnancy) women should be assigned a code under the 024.4 subheading and not any other codes under the 024 category. If the type of diabetes that the patient has is not documented in the medical record, E11 codes for type 2 diabetes should be used as a default. If the medical record doesn’t say what type of diabetes the patient has but indicates that the patient uses insulin, the Type 2 diabetes codes should also be used. The code for long-term use of insulin, Z79.4, should also be used in these cases (unless insulin was just given to the patient as a one-time fix to bring blood sugar under control). Note that the word â€Å"with† in the code titles always means â€Å"associated with† or â€Å"due to† (it doesn’t refer to two disparate conditions). The â€Å"unspecified† codes can be used when not enough information is known to give a more specific diagnosis; in that case, â€Å"unspecified† is technically more accurate than a more specific but as yet unconfirmed diagnosis. For more guidelines on using ICD-10 codes for diabetes mellitus, you can consult this document. What Are ICD-10 Codes? ICD (International Classification of Diseases) codes are a way for doctors to record diagnoses in a succinct universal language. ICD-10 codes refer to the codes from the 10th Revision of the classification system. ICD-10 officially replaced ICD-9 in the US in October of 2015. The switch to ICD-10 was a response to the need for doctors to record more specific and accurate diagnoses based on the most recent advancements in medicine. For this reason, there are five times more ICD-10 codes than there were ICD-9 codes. The ICD-10 codes consist of three to seven characters that may contain both letters and numbers.

Crime control strategies Essay Example | Topics and Well Written Essays - 250 words - 1

Crime control strategies - Essay Example According to Otis Rice, the legacy of the civil war, and the weakness of institutions such as the church, education system, the isolation of the family, and the impotence of the law led to the origin of those feuds with an example being the Hatfield-McCoy feud (King, 2013). The occasional revenge in retribution to the evil done by each rival side shortly set the wheel in motion. John Ed Pearce adds that much of the feud violence never reached the courts. This is because they had little or no trust, for them, thus ended up settling the matters themselves (King, 2013). He adds most of the settlers were of aristocratic background, who had fled harsh English laws and oppression, and had found a new way of life of which they wanted nobody to infringe on them. Therefore, they fought for what they saw as justice themselves a case being the Martin-Tolliver feud in Kentucky. In conclusion, revenge, poor justice system, need for self-rule and political factors made the family feuds and conflicts had to resolve hence their longevity. The quest for freedom and the thought of crushing anybody, which threatened it be it laws or neighboring society, made the feuds escalate to an extent of a legendary

Cell phone Research Paper Example | Topics and Well Written Essays - 750 words

Cell phone - Research Paper Example Doctors are skeptical about the health effects of increased exposure of the ears, brain and head to the electromagnetic radiation. Their curiosity has instigated a series of researches that tend to investigate the effect of use of cell phone on the human body. A lot of researches have realized changes in the brain activity as a result of use of cell phone, though many researchers are of the view that more research needs to go into determining the potential ways in which these changes are detrimental for human mind and body. Along with the increase in cell phone use, the incidences of cancer have also exploded all over the world. This may be a consequence of the microwave radiation that is employed for communicating through cell phones. â€Å"Studies that claim a relationship between cell phones and diseases like cancer and Alzheimer’s should not be brushed aside as ‘inconclusive’† (â€Å"Disadvantages of Cell Phones†). Cell phone affects the brain ac tivity by giving a boost to the brain glucose metabolism in particular regions, though if or not it is something serious is still debatable. Talking to WebMD, the director of the National Institutes of Health’s National Institute on Drug Abuse, Nora Volkow said, â€Å"[w]e don’t know that this is harmful [but we know that] glucose metabolism is a direct indicator of brain activity† (Volkow cited in Doheny 1). The sugar is consumed by cells in the brain for energy. This conclusion was drawn after a comprehensive research by Nora Volkow and her colleagues. They involved 47 healthy volunteers in that research and performed PET scans of their brains after placing the cell phones on their left and right ears. The glucose metabolism in the brain was measured twice. While studying the effect of cell phone on the brain on the positron emission tomography (PST) scans, Volkow found a 7 per cent increase in the metabolism of glucose in the region of brain that was nearest to the antenna in people that held the cell phone on either side of the brain for 50 minutes. As a result of this research, Volkow concluded that cell phones generate electromagnetic radiation to which, the human brain is sensitive. The professor of neurosurgery, Keith Black is specifically concerned about the negative effects of the use of cell phones upon children’s brains because of the fact that the body defense in children is not as strong as it is in the adults. â€Å"Their skulls are thinner.†¦ Children are getting a lot more energy from cell phones delivered to their brains than adults† (Black cited in Doheny 2). Researchers studying the effects of cell phone use on human body have already determined negative effect of the cell phone radiation on the animal body. Swedish researchers who conducted the research upon rats found a relationship between Alzheimer’s disease and the use of cell phone (â€Å"Disadvantages of Cell Phones†). In their re search, rats were exposed to the cell phone radiation just for two hours. After fifty days of the experiment, when the rats’ brains were examined, the researchers found a lot of dead cells. From their research, they concluded that cell phones cause considerable harm to the brain cells and instigate Alzheimer’s disease. The researchers particularly found damage to the brain regions that play a fundamental role in memorization, movement, and learning. Results of this study are of huge significance due to the fact that state of development of the brain of a rat resembles that of the brain of a

Incident command system

Incident command system Incident Command The incident command system (ICS) has become a routine word in fire service circles. It is rare to read an article or watch a fire service video about a major fire or emergency incident without ICS being mentioned(Buck, 2006; 1-27). It has reached the point that when fire chiefs are asked what tactics they employed to extinguish a fire, some answer that they used ICS. Some of the management principles built into the ICS are: The Scalar Principle. The actual fire ground organization with the chain of command from the firefighter to the incident commander. Unity of Command. Each person reports to and receives orders from only one boss. Parity of Authority and Responsibility. Each person receives the necessary authority to fulfill given responsibilities to accomplish the goals. Span of Control. The number of people or units that one person can effectively supervise. Division of Work. Sectoring to achieve efficiency, effectiveness, and safety in using labor. Logical Assignment. Assigning the most qualified people to handle each assignment. One of the primary features of the ICS is that it is designed to expand as the incident expands. It is not designed to be put in place during the initial stage and remain static. (Buck, 2006; 1-27) Fire and emergency incidents are fluid and constantly changing, many times for the worse and not the better. During the early stages of a complex incident, it is impossible to know or predict the amount of resources that are going to be needed and what positions or order the fire ground organizational chart will have to be filled. If you take the time to set up a worst-case scenario ICS at every incident, before dispatching the obviously needed resources, every incident will become a worst-case scenario. Levels of Command to Deal Effectively With Large Scale Incidents There are many schools of thought concerning the placement of command posts on the fire ground. The initial incident commander, particularly a location officer, has to make a decision: Should he set the command post inside on theâ€Å"fast attack† mode or outside where the entire scene can be surveyed and where the command post is much more visible to incoming companies? The fire situation, the makeup of the location (number of personnel), safety of operating forces, the departments SOPs, and the initial commanders own knowledge and experience all contribute to this important decision (Hildebrand, 1997). For example, in a one-room fire, the first-in location officer, as the initial commander, may decide to stay with the attack crew and command from that position. In contrast, the first-in battalion chief may choose to set the command post in front of the dwelling and receive radio reports from the interior. For fires that are large-scale on arrival, the command post is set at a safe position that affords the largest view, often on the corner of a building. If the fire progresses to several alarms, the command post may be moved to a command/communications vehicle, where command boards, phones, maps, and vital information can be laid out and surveyed. (Hildebrand, 1997) All of these positions are valid, depending on the factors noted above. In short, the command post should be set where it is most advantageous and safest for that particular operation. In conjunction with establishing a command post, the incident commander now has several other considerations. He holds a figurativeâ€Å"deck of cards† that represents various functions that must be addressed in order to build an effective command network. Among theseâ€Å"cards† are planning, communications, logistics, operations, and staging. At the start of the fire or incident, the incident commander holds all the cards. If the incident is entirely manageable by the initial commander, the cards are kept by that commander. For a one-room fire, it would be rare for the initial commander toâ€Å"deal out† any command functions. The only exception may be communications, which would be handled by the first-in chiefs aide or engine location. As the incident progresses and the command function expands to the point at which the incident commander no longer can effectively manage it, then the card is dealt to another commander. For example, if multiple alarms have been called, the staging of apparatus may become a large and difficult task (Shelley, 2007). The incident commander would deal the staging card to another chief or officer. Thus the incident command system expands proportionally to the size of the incident. The initial commander also must ensure that the fire ground is organized. Usually this is accomplished by sectoring the fire ground. It creates a fire ground structure that is understandable and facilitates assignments and division of work and, therefore, span of control. Once the fire ground has been sectored and this information communicated to officers and companies, the commander can rapidly deploy companies to specific locations on the foreground. In a rapidly progressing fire in an apartment building with several critical exposures, the commander may assign an entire alarm to Bravo Sector. There are several different systems used to identify sectors (numbers or letters). The important thing is that everyoneincoming companies, mutual-aid companies, and othersuse the same designations. The final responsibility of the initial incident commander is to pass command when relieved. The most effective form of passing command is in a face-to-face meeting with the relieving officer. One way to conduct this briefing is to start with the fire building and work around it, using the exposures as sectors (Shelley, 2007). The who, what, and where of each sector should be given to the relieving commander. Also, any problems and special considerations should be covered. Charts or incident command boards are very helpful in this process. The initial incident commander has a critical job. He must analyze the situation, develop an effective overall strategy, call for required resources, establish a command post, sector the fire ground, and give a thorough briefing to the relieving incident commander. If these steps are followed and performed effectively, fire ground command will be established correctly, which is always much easier than trying to play catch-up after hoses are laid, ladders thrown, and companies deployed. Dynamic Risk Assessment That Would Have Been Implemented At the Scene Goals were not successfully assigned. Incorporated command would have been a greater way to tackle leadership duties. No joint action plan was apparent. The Incident Commander was countering to progress instead of planning forward. The Incident Commander had lots of elements for a right duration of control. The Incident Commander was also actually behaving as security officer. He was possible suffering from an information overload, which put him in a reactive, instead of a proactive, mode. The record does not reveal any designated incident facilities. Management of resources was uneven and superficial. The IC apparently did not appreciate the danger of the position to which he had directed Unit 620 for refilling, and the importance of the Red Flag Warning and its existence were not communicated (Shelley, 2007). Further, evidently no safety officer was appointed, and no safety briefing was given to the firefighters. Responsibilities of Various Public Agencies That Would Have Been Involved At Buncefield The policy should state which area mental health professionals would have been designated to provide critical incident assistance to Buncefield Incident and explained both their pre- and post-incident responsibilities. The mental health professionals role is important and should have been set forth clearly in the policy. For example, mental health professionals could be called upon to provide pre-incident education for upper- and mid-level management or the entire staff. They could be available for consultation on an incident-by-incident basis(Kirsch. 2006; 61-72). They could assess the need for professional follow-up for employees after a critical incident. In developing the policy, people should consider adopting the Critical Incident Stress Management (CISM) process endorsed by the International Critical Incident Stress Foundation, which promotes using mental health professionals specially trained in the crisis intervention field(Kirsch. 2006; 61-72). This training is not part of the general mental health curriculum. Therefore, in seeking a mental health professional in your community to provide services in the event of a critical incident, do not hesitate to ask questions about the persons critical incident training and experience. A comprehensive incident response plan strategically supports the execution of emergency response plans and procedures (Kirsch. 2006; 61-72). It is not intended to subjugate those existing response plans or procedures that provide tactical guidance and are facility or asset specific. The focus ofthe incident response plan should be on defining what constitutes a incident for the organization and what is the correlating notification process and response to the incident. Functional roles, as opposed to personal names or titles, should be clearly defined in the plan. The use of checklists and sample documents should be used liberally to ease tasks and provide guidance during the response. Firefighters are presented with a simulated incident (preferably with a graphic representation) involving a agencies asset and respond using the organization established in incident response plan. Such drills are designed toâ€Å"stay in the room† and promote a common understanding of the elements and teamwork necessary for a coordinated response. At the other end ofthe spectrum is the full mock emergency exercise. Like the table top drill, firefighters use their crisis response plan during a simulated emergency. (Buck, 2006; 1-27) However, mock exercises should ideally evaluate both the strategic and tactical perspectives. They should be designed to help agencies test communications among functional areas, to evaluate the effectiveness of coordination between the incident response plan and tactical response procedures, to lest the ability of the agencies to response to simulated inquires from the media and public, as well as the interaction with local emergency responders. Pu blic agencies that develop comprehensive crisis response plans and exercise them are in the best position to anticipate a successful outcome. Need For Effective Liaison with Media and Other Agencies during Major Incidents For remote sites not accessible to normal fire apparatus and ambulances, ensure the availability of bulldozers, four-wheel-drive vehicles, and other all-terrain units to transport personnel, equipment, and patients. The availability of hoist-equipped rescue helicopters is extremely desirable for remote incidents. Agencies without their own helicopters can generally make arrangements with neighboring agencies, the military or other providers. If the incident site is determined to be inaccessible to ground units, consider staging units in a place where personnel and equipment may be transported to the actual rescue site by helicopters, four-wheel-drive units, or bulldozers. Be prepared to send teams of firefighters from the staging area for the following assignments: Rope rescue teams to extract victims from situations where helicopter hoisting is deemed unfeasible. If the construction sled had not been available at this incident, high-angle rope systems or vehicle-mounted rescue winch operations would have been required. Litter teams to carry victims (in litter baskets) to locations where they may be picked up by an air squad or a ground vehicle. Extrication teams to free victims trapped in vehicles or debris. Medical teams to treat multiple patients on the site as necessary, especially during extended extrications. Shoring teams if heavy equipment must be stabilized or lifted. Determine before incidents occur the manner in which communications will be established with on-site supervisors and workers, including the use of radios, cellular phones, or evenâ€Å"runners† if necessary. Determine radio frequencies if possible. Meet with project supervisors to determine what equipment will be available on the site. This is the time to find out about resources like construction sleds, bulldozers, water trucks, and any on-site medical or extrication gear. Discuss methods of transporting rescuers and equipment to potential accident sites. For major projects, and especially those with special hazards, consider joint training exercises to simulate likely scenarios. Consider including other public safety agencies that may be required to assist. Develop a written plan, and maintain it in prominent places so thatâ€Å"overtimes,† move-up companies, and otherâ€Å"newcomers† will be able to find and use them when an incident occurs. Above all, be prepared to consider unusual solutions for unusual problems. Some of the best solutions for unique fire and rescue problems may not be found in any book. Share information about lessons learned with others who may be confronted with similar problems. No one can predict when a critical incident might happen or how people will respond to it. A crisis amplifies your role as manager and trains all eyes on you. The expectations are that you will lead. Will you be prepared to do so? The answer to this question, in large part, may be determined by actions you take now, before a crisis hits. If your office does not have a critical incident response policy in place, make it happen. Identify resources in your area willing to assist you and your staff. Talk with other managers who have formulated policies and who have weathered critical incidents in their organizations. Learn from their experiences. Gets a pre-incident education program going. Involve staff members at all levels. And, finally, do a personal inventory of your coping skills and how well they have served you. Identify other resources you think might help you personally in the event of a crisis. Taking the steps discussed here will help you and your staff is prepared. Perhaps no one truly can be prepared for the devastation of a Hurricane Andrew or an Oklahoma City bombing. By taking certain proactive measures, however, you can be better equipped for managing the aftermath of a critical incident and thus increase the chances that your organizationand youwill recover quickly and successfully.

Romeo and Juliet Answer-to-Study-Guide

Romeo and Juliet – Answer Key to Study Guide 1. Although they are servants, they maintain the Montague/Capulet feud. 2. Gregory 3. These men are too quick to fight. 4. The punishment for more fighting is death. 5. quick-tempered 6. moody and depressed 7. Juliet is too young for marriage, she is his only hope, and she must give her consent also. 8. to see Rosaline 9. He falls in love too easily. 10. They fall in love. 11. an infatuated Romeo 12. The names of things do not change their basic traits. 13. metaphor 14. hyperbole 15. love 16. to foreshadow the use of an herbal brew 17. perform a marriage 18. making a pun on Tybalt’s name 9. Juliet has no interest in Paris. 20. She should meet Romeo at Friar Lawrence’s to get married. 21. a villain 22. He tells Tybalt that he loves him. 23. Tybalt draws his sword, and Romeo moves to stop him. 24. The day seems endless. 25. Juliet thinks that the nurse is saying that Romeo is dead. 26. oxymorons 27. sorrowful 28. Juliet does not feel that Romeo is a villain. 29. She is already married to Romeo but her parents do not know. 30. marry Paris 31. a marriage 32. She does not want to marry Paris. 33. imagery 34. Juliet will drink an herbal potion, she will be buried in the Capulet tomb, and Romeo will return from Mantua. 5. She is afraid. 36. finding herself in the tomb among the bodies of her relatives 37. dramatic irony 38. personification 39. uncontrolled sorrow 40. comic relief 41. Balthasar tells Romeo that Juliet is dead. 42. He is taking action without thinking clearly. 43. to buy poison 44. Friar John returns without having delivered Friar Lawrence’s letter to Romeo. 45. Paris 46. to become a nun 47. She stabs herself with Romeo’s dagger. 48. Lady Montague 49. There never was a sadder story than this. 50. Love at first sight is not real love.

Purple Hibiscus

Symbols within Purple Hibiscus Ben Redman The novel Purple Hibiscus, by Chimamanda Ngozi Adichie, is a story of a girl learning to find her own voice and speak out against her violent oppressive father. The novel is set in post-colonial Nigeria, in a time in which the government was run by a military dictatorship. There are a number of symbols used to help develop ideas of the novel; the three most predominant ones being purple and red hibiscuses and Mama’s figurines.The red hibiscuses are symbolic of the violence and bloodshed in Kambili’s life whereas the purple hibiscuses symbolize freedom, defiance and the courage to speak out. The figurines are symbolic of Mama’s submissive character and denial of the violence in her home. These symbols help to develop one of the main themes of freedom vs. oppression. The color red also adds to the symbolism of the red hibiscuses. Red is a color which is often associated with anger, violence and bloodshed. These are all recu rring motifs in the novel with her father's reign of terror over the family.Red is the color that seems to haunt Kambili, ever since the beginning when she had to clean up her mother's blood, after the father abused and cause her to have a miss carriage. For a long time after the horrific incident, Kambili could not concentrate on anything but the â€Å"red blur† and the â€Å"narrow lines of blood† which hold together the images of her dead baby brother and her badly beaten mother. The red hibiscuses that are planted in the garden of the family's home in Enugu suggest the family's oppression, as it is only through Papa's violence that he keeps them under his control.Kambili, shows major changes throughout the story in her confidence and personality by gaining a voice. Kambili is an extremely shy girl because of she lives with the constant terror that her father reigns down on her, the father has scared Kambili to the point where she cannot even think for herself. Adic ihie shows Kambili's transformation mainly using dialogue and internal monologue, these changes Kambili made in herself where crucial in the story because they explained how she learns to break free from her fanatical father.At the beginning of the novel Kambili is perceived by her fellow class mates and peers to be stuck up and different because the students knew Kambili came from money and power, and thought she was ignoring them because maybe she thought she was better than everyone else. When in fact her silence and awkwardness is due to the fact that her father has crippled her self esteem so badly by showing oppressive parenting techniques. Her transition from silence to a full speaking girl is the most obvious change in the novel and it is what progresses the plot.Like I mentioned before the red hibiscuses planted at their home symbolizes the fathers terrible ways, and the power he has over the home. The red plants showed complete dominance over the household to the point whe re any of Kambili's thoughts or emotions where showed to reader through actions or internal monologue. The only time she would ever really speak was to mimic her father's preaching â€Å"God will deliver us,† in her repeated efforts to gain approval of her treacherous father. However some light begins to show during her stay in Nsukka.Before Kambili and Jaja went to stay with their aunt in Nsukka, they have never seen purple hibiscuses before. Purple hibiscuses in this story represents freedom, defiance and courage to speak out. This is very symbolic as it is only during their visit to their aunts home where they learn what true freedom is. Kambili's internal monologue beings to show signs of branching away from her silence and gaining a voice of her own. At first we see her struggling to break the silence as if she is scared that her father will find out somehow.She was described censoring herself from talking back to her cousin Amaka because she is smart mouthed and that sh e might be upset with Kambili herself. The first time Kambili truly spoke with thoughts of her own was when her beloved Father Amadi asked her why she is so quiet and why she hasn’t asked a question all night. Kambili was puzzled because no one has ever came to her and asked her to speak on something other than religious matters. What she said was â€Å"You don't have to shout, Amaka†¦ I don’t know how to do the orah leaves, but you can show me. Before this, they had known only of Papa’s violence, his ‘hurting love’ and his oppressive, dictator-like control. Purple is a color that is often associated with royalty but also self-expression. This is important, as it is only through expressing oneself and speaking out against oppressors can freedom truly be achieved. We also learn that it is only through experimentation that gardeners can create the rare purple hibiscus. This emphasizes the fact that Kambili and Jaja take their first tentative ste ps of speaking out and defying their father’s tyrannical rule.The purple hibiscuses that grow at Aunty Ifeoma's house in Nsukka are described as in the novel as â€Å"rare fragrant, with undertones of freedom†. These flowers are the most important symbols in the story as they are what represent Kambili's transformation. When the kids returned back to their miserable home Jaja brought some cuttings of the purple hibiscus's and hid them in fridge, to give him and Kambili a sense of security and protection from their father.He was afraid however that papa would find them and confiscate them, therefore almost crushing his rebellion. The contrast between the purple and red hibiscuses also is a large symbolic tool Adachi uses. The purple showing love, warmth, laughter and free expression what they experience in Nsukka, while red representing the constant fear they live under. Jaja bringing home the flowers brings inspiration to strive for freedom within their own home. Purple Hibiscus Symbols within Purple Hibiscus Ben Redman The novel Purple Hibiscus, by Chimamanda Ngozi Adichie, is a story of a girl learning to find her own voice and speak out against her violent oppressive father. The novel is set in post-colonial Nigeria, in a time in which the government was run by a military dictatorship. There are a number of symbols used to help develop ideas of the novel; the three most predominant ones being purple and red hibiscuses and Mama’s figurines.The red hibiscuses are symbolic of the violence and bloodshed in Kambili’s life whereas the purple hibiscuses symbolize freedom, defiance and the courage to speak out. The figurines are symbolic of Mama’s submissive character and denial of the violence in her home. These symbols help to develop one of the main themes of freedom vs. oppression. The color red also adds to the symbolism of the red hibiscuses. Red is a color which is often associated with anger, violence and bloodshed. These are all recu rring motifs in the novel with her father's reign of terror over the family.Red is the color that seems to haunt Kambili, ever since the beginning when she had to clean up her mother's blood, after the father abused and cause her to have a miss carriage. For a long time after the horrific incident, Kambili could not concentrate on anything but the â€Å"red blur† and the â€Å"narrow lines of blood† which hold together the images of her dead baby brother and her badly beaten mother. The red hibiscuses that are planted in the garden of the family's home in Enugu suggest the family's oppression, as it is only through Papa's violence that he keeps them under his control.Kambili, shows major changes throughout the story in her confidence and personality by gaining a voice. Kambili is an extremely shy girl because of she lives with the constant terror that her father reigns down on her, the father has scared Kambili to the point where she cannot even think for herself. Adic ihie shows Kambili's transformation mainly using dialogue and internal monologue, these changes Kambili made in herself where crucial in the story because they explained how she learns to break free from her fanatical father.At the beginning of the novel Kambili is perceived by her fellow class mates and peers to be stuck up and different because the students knew Kambili came from money and power, and thought she was ignoring them because maybe she thought she was better than everyone else. When in fact her silence and awkwardness is due to the fact that her father has crippled her self esteem so badly by showing oppressive parenting techniques. Her transition from silence to a full speaking girl is the most obvious change in the novel and it is what progresses the plot.Like I mentioned before the red hibiscuses planted at their home symbolizes the fathers terrible ways, and the power he has over the home. The red plants showed complete dominance over the household to the point whe re any of Kambili's thoughts or emotions where showed to reader through actions or internal monologue. The only time she would ever really speak was to mimic her father's preaching â€Å"God will deliver us,† in her repeated efforts to gain approval of her treacherous father. However some light begins to show during her stay in Nsukka.Before Kambili and Jaja went to stay with their aunt in Nsukka, they have never seen purple hibiscuses before. Purple hibiscuses in this story represents freedom, defiance and courage to speak out. This is very symbolic as it is only during their visit to their aunts home where they learn what true freedom is. Kambili's internal monologue beings to show signs of branching away from her silence and gaining a voice of her own. At first we see her struggling to break the silence as if she is scared that her father will find out somehow.She was described censoring herself from talking back to her cousin Amaka because she is smart mouthed and that sh e might be upset with Kambili herself. The first time Kambili truly spoke with thoughts of her own was when her beloved Father Amadi asked her why she is so quiet and why she hasn’t asked a question all night. Kambili was puzzled because no one has ever came to her and asked her to speak on something other than religious matters. What she said was â€Å"You don't have to shout, Amaka†¦ I don’t know how to do the orah leaves, but you can show me. Before this, they had known only of Papa’s violence, his ‘hurting love’ and his oppressive, dictator-like control. Purple is a color that is often associated with royalty but also self-expression. This is important, as it is only through expressing oneself and speaking out against oppressors can freedom truly be achieved. We also learn that it is only through experimentation that gardeners can create the rare purple hibiscus. This emphasizes the fact that Kambili and Jaja take their first tentative ste ps of speaking out and defying their father’s tyrannical rule.The purple hibiscuses that grow at Aunty Ifeoma's house in Nsukka are described as in the novel as â€Å"rare fragrant, with undertones of freedom†. These flowers are the most important symbols in the story as they are what represent Kambili's transformation. When the kids returned back to their miserable home Jaja brought some cuttings of the purple hibiscus's and hid them in fridge, to give him and Kambili a sense of security and protection from their father.He was afraid however that papa would find them and confiscate them, therefore almost crushing his rebellion. The contrast between the purple and red hibiscuses also is a large symbolic tool Adachi uses. The purple showing love, warmth, laughter and free expression what they experience in Nsukka, while red representing the constant fear they live under. Jaja bringing home the flowers brings inspiration to strive for freedom within their own home.