An American Legend Lost - 715 Words

An American Legend Lost From presidency, to a traumatic death, Abraham Lincoln lived a fascinating life. The sixteenth American president helped in the preservation of American freedoms, bringing an end to slavery. From The Emancipation Proclamation to the development of the secret service, Abraham Lincoln set an example for the future leadership of America. As the Civil War began in April 1861, a detective named Allan Pinkerton gave assistance to Abraham Lincoln. The president requested his presence immediately to Washington, once arriving Pinkerton suggested the creation of the secret service department.1 At least half a dozen assassination attempts had been made on the president, before one became successful.1 Long before these incidents, Pinkerton exposed an assassination attempt. Pinkerton and associates penetrated the secessionist movement around Baltimore in February of the year 1861.1 During this intervention a plot to assassinate the president while changing trains, had been discovered.1 The previous governor of New York, William H. Seward and the Army general, Winfield Scott revealed rumors of an assassination plot on the president, as well.1 A petition had been made to the New York City Police Commissioner John A. Kennedy, to investigate the rumors validity.1 In Maryland the secessionist movement had been discovered by the New York police detectives.1 This abruptly ended the assassination the secessionist movement planned for February 23.1 The New York policeShow MoreRelatedBattle Of Little Bighorn : The Worst Defeat Of American History1314 Words   |  6 PagesBattle of Little Bighorn: The Worst Defeat in American History The Battle of Little Bighorn may have been a defeat but the brave men who became patriots that fought for their country will forever be named for their devotion. Those men gave their lives to save future generations. The men that would give their lives for ours should be honored for their bravery. We are the people they fought to save and for that we owe them our approval. They started their journey with the march. The march on theRead MoreThe History of Sleepy Hollow1224 Words   |  5 Pagesmake several artistic decisions that may differ somewhat from the original account, the film is historical because of lasting legend. The headless horseman and Icahbod Crane have made numerous appearances in books, television shows, and other movies over the years, and will continue to have a lasting impact on many forms of entertainment in the years to come. The legend of Sleepy Hollow is one ranging as far back as the early nineteenth century, originating from Washington Irving’s story collectionRead MoreThe Discovery Of The New World903 Words   |  4 Pagesfor mankind to begin again. While Bartolomeo de las Cases considered the New World a place of abuse for the Native Americans and took the initiative to save the Native people. In general, the Europeans felt that the America had benefits and major setbacks of coming to the new lands. The following documents â€Å"The Meaning of America†, â€Å"Utilizing the Native Labor Force†, and â€Å"The Black Legend† all discussed the changes and repercussions after Christopher Columbus famous first voyage to America. SpecificallyRead MoreBabe Ruth. Biography1346 Words   |  6 Pagesman is an American icon first, and a baseball legend last. Babe single handedly changed the way of Baseball and how It was played. He rescued the game from the dark days of the dead ball era. Babe’s great deeds on the field weren’t recognized that easily. He needed the help of sportswriters and advertisers to spread his legend across America. Ruth was a hero in the eyes of the America. Ruth was the perfect reflection of the affluence and over consumption of the decade. He was a legend because heRead MoreMyths and Legends from the World Essay1062 Words   |  5 PagesThere are many Myths and legends in the world and some are more common than others. Different people believe in different myths and legends. They are different myths and legends that correspond with different religions and countries. Myths can be a long story or a short story, some myths can be more interesting than others. Adam and Eve is one of the common myths, Jewish, Christian, and Islamic religious believe that Adam and Eve were the first parents of the entire human Race. Adam and Eve wereRead MoreWho Were Really The Savages? Essay1298 Words   |  6 Pages Who were really the savages? Americans Yaghira Dickson History 223 History of the American Indian Dr. Dawn Spring 11 December 2016 Abstract Analyze the history of Lakota and Cherokee Indians and what area they are from. Pinpoint the myths and where they originated. Associate and disassociate at least two Indigenous stories about creation of the biosphere. Identify what the relationship between human beings and creation proposed. Recognize the relationship between human beings and animals. FindRead MoreEssay on Frank Sinatra995 Words   |  4 Pageshaving the reputation as a celebrity, icon, bad boy and the greatest singer of American popular songs. He is known as being America’s first teen idol and also as a true American Legend. You may all know the name quot;Frank Sinatraquot; but you may all not know why Frank Sinatra is a cultural icon. After reading the book quot;Sinatra:Behind the Legendquot; by Randy Tarabelli, I learned a lot about this American legend. Francis Albert Sinatra was born on Dec.12th,1915 in Hoboken, New Jersey. HisRead MoreWhat are Urban Legends? Essay1107 Words   |  5 PagesUrban Legends What are Urban Legends? How would one define an urban legend and what is it that differentiates it from other similar terms such as legends, myths and folklore? These terms tend to be group together, and for good reason considering they are all interrelated of each other as a means of storytelling. A legend is established upon historic events but have a fictional component to them and possess great significance to the culture from where it was born. Examples include the legend of RobinRead MoreThe Making of a Legend 1340 Words   |  5 PagesWhat does it take to be a legend? How far would one go to be a legend in something one enjoys? Jordan Burroughs will go the the ends of the earth to considered a legend in the sport of freestyle wrestling. He went from underdog to top dog with years of hard work, unrelentless training, and never giving up on his dream to be a legend in mans oldest sport...wrestling. In ancient Greek mythology, Zeus wrestled Cronos in a battle over the universe in which of course Zeus won. The great event was celebratedRead MoreHistory of US Land Development1390 Words   |  6 Pagesspread many of their diseases to the native population. Without any natural defense, ninety percent of the native population was killed. Although the Europeans weren’t as heavily affected by foreign diseases as the Native Americans were, they certainly weren’t spared; Native American slaves spread syphilis to the Europeans by added tainted blood into the bread that they made for their masters. In addition to being a source of new plants and animals, the Europeans viewed the New World as a large source

Mystery of Genghis Khan Free Essays

Why is the great warrior and Mongolian icon Genghis Khan perceived as a destructive and genocidal warlord? Why is there a negative perception about him in spite of his achievements and glories? Genghis Khan was a political and military leader of Mongolia. He is revered as the greatest Mongolian ever born. He is credited with uniting the nomadic Mongol tribes and creating the Mongol empire, the largest contiguous empire in World History. We will write a custom essay sample on Mystery of Genghis Khan or any similar topic only for you Order Now The chronicler Minhaj al-Siraj Juzjani left a description of Genghis Khan, written when Genghis Khan was in his later years: â€Å"[Genghis Khan was] a man of tall stature, of vigorous build, robust in body, the hair on his face scanty and turned white, with cat’s eyes, possessed of dedicated energy, discernment, genius, and understanding, awe-striking, a butcher, just, resolute, an over thrower of enemies, intrepid, sanguinary, and cruel.† The Mongol Empire ended up ruling, or at least briefly conquering, large parts of modern day China, Mongolia, Russia, Azerbaijan, Armenia, Georgia, Iraq, Iran, Turkey, Kazakhstan, Kyrgyzstan, Uzbekistan, Pakistan, Tajikistan, Afghanistan, Turkmenistan, Moldova, South Korea, North Korea, and Kuwait under his military rule. He was not only a great warrior but also a great ruler. He created the Yassa code which was the military and civil code for Mongolian Empire. The Mongol Empire was one of the most ethnically and culturally diverse empires in history, as befitted its size. There were tax exemptions for religious figures and so to some extent teachers and doctors. The Mongol Empire practiced religious tolerance to a large degree because it was generally indifferent to religious beliefs. Genghis Khan had a lot of virtues worthy of a true leader and statesman. Simplicity, honesty and loyalty were the cornerstones of his life. Yet, accounts of Genghis Khan’s life are marked by claims of a series of betrayals and conspiracies. These include rifts with his early allies such as Jamuqa (who also wanted to be a ruler of Mongol tribes) and Wang Khan (his and his father’s ally), his son Jochi, and problems with the most important Shaman who was allegedly trying break him up with brother Qasar who was serving Genghis Khan loyally. Many modern scholars doubt that all of the conspiracies existed and suggest that Genghis Khan was inclined to paranoia. He was largely tolerant of religions. The exception was when religious groups challenged the state. For example Ismaili Muslims that resisted the Mongols were exterminated. In Iraq and Iran, he is looked on as a destructive and genocidal warlord who caused enormous damage and destruction. Similarly, in Afghanistan and Pakistan (along with other non-Turkic Muslim countries) he is not looked with favor though some are ambivalent. It is believed that the Hazara of Afghanistan is descendants of a large Mongol garrison stationed therein. Nevertheless, the invasions of Baghdad and Samarkand caused mass murders, for example, and much of southern Khuzestan was completely destroyed. His descendant Hulagu Khan destroyed much of Iran’s northern part. Among the Iranian peoples he is regarded as one of the most despised conquerors of Iran, along with Alexander and Tamerlane. In much of Russia, Ukraine, Poland and Hungary, Genghis Khan, his descendants and the Mongols and/or Tartars are generally described as causing considerable damage and destruction. Presently Genghis Khan, his descendants, his generals and in general the Mongols are remembered for their ferocious military, toughness, ruthless and destructive conquests in much of the world in history books. In military strategy, Genghis Khan generally preferred to offer opponents the chance to submit to his rule without a fight and become vassals by sending tribute, accepting residents, contributing troops. He guaranteed them protection only if they abided by the rules under his administration and domain, but his and others’ policy was mass destruction and murder if he encountered a resistance. For example David Nicole states in The Mongol Warlords, â€Å"terror and mass extermination of anyone opposing them was a well tested Mongol tactic.† In such cases he would not give an alternative but ordered massive collective slaughter of the population of resisting cities and destruction of their property, usually by burning it to the ground. Only the skilled engineers and artists were spared from death and maintained as slaves. Documents written during or just after Genghis Khan’s reign say that after a conquest, the Mongol soldiers looted, pillaged, and raped; however, the Khan got the first pick of the beautiful women. Some troops who submitted were incorporated into the Mongol system in order to expand their manpower; this also allowed the Mongols to absorb new technology, manpower, knowledge and skill for use in military campaigns against other possible opponents. There also were instances of mass slaughter even where there was no resistance, especially in Northern China where the vast majority of the population had a long history of accepting nomadic rulers. Many ancient sources described Genghis Khan’s conquests as wholesale destruction on an unprecedented scale, causing radical changes in the demographics of Asia. For example, over much of Central Asia speakers of Iranian languages were replaced by speakers of Turkic languages. According to the works of Iranian historian Rashid al-Din, the Mongols killed more than 70,000 people in Merv and more than a million in Nishapur. China suffered a drastic decline in population during 13th and 14th centuries. For instance, before the Mongol invasion, unified China had approximately 120 million inhabitants; after the conquest was completed in 1279, the 1300 census reported roughly 60 million people. How many of these deaths were attributable directly to Genghis Khan and his forces are unclear, as are the highly generalized numbers themselves. In addition, some modern scholars question the validity of such estimates, since the methodology of the 1300 census likely underestimated the population. [citation  needed] His campaigns in Northern China, Central Asia and the Middle East caused massive property destruction for those who resisted his invasion; however, there are no exact factual numbers available at this time. For example, the cities of Ray and Tus, the two largest and most populous cities in Iran at the time, both centers of literature, culture, trade and commerce, were completely destroyed by order of Genghis Khan. Nishapur, Merv, Baghdad and Samarkand suffered similar destruction. There is a noticeable lack of Chinese literature that has survived from the Jin Dynasty, due to the Mongol conquests. In Mongolia the topic of Genghis Khan was taboo and was heavily suppressed by the Soviet-backed Mongolian communist government. He was largely described as a bad person and a tyrant. However, after the fall of the communist government and the onset of democracy in Mongolia, the memory of Genghis Khan has been catapulted to legendary status. Mongols today celebrate him as the founding father of Mongolia. Negative views of Genghis Khan are very persistent with histories written by many different people from various different geographical regions often citing the cruelties and destructions brought upon by Mongol armies, but some historians are looking into positive aspects of Genghis Khan’s conquests. Genghis Khan is sometimes credited with bringing the Silk Road under one cohesive political environment. Theoretically this allowed increased communication and trade between the West, Middle East and Asia by expanding the horizon of all three areas. In more recent times some historians point out that Genghis Khan instituted certain levels of meritocracy in his rule and was quite tolerant of many religions. For instance in much of modern-day Turkey, Genghis Khan is looked on as a great military leader and even many male children are named after him with pride.          How to cite Mystery of Genghis Khan, Essay examples

Rana Plaza Disaster Virtue Ethics

Question: Discuss about theRana Plaza Disaster for Virtue Ethics. Answer: Introduction Business ethics is one of the major issues that currently underlie various corporations from around the world. How people behave and relate to one another within the business environment and under different circumstances can determine the success of an entity. However, Rana Plaza disaster is an issue that since in the past has faced lots of controversies concerning ethics. The crash remains the most hazardous disaster in the history of the garment industry from all around the world (Bolle 2014, p. 5). Meanwhile, from the incidence, one can reflect as well as deduce various issues about virtue ethics. First of all, before the collapse, Sohel Rana, the owner of Rana Plaza, had to force workers into the building against their will. For instance, the use of paid gang members was unethical. Each worker has the right to choose what he/she wants to do at a particular time. Besides, the workers had seen the risk of the building collapsing hence it could be ethical if they chose to enter the construction at their free will (Bolle 2014, p. 7). Moreover, a risky decision is moral if willingly done but in the case of Rana Plaza, the victims were forced into the situation. Additionally, the managers of the five factories inside Rana Plaza acted without ethical stance when they frightened the workers. They made it clear that there will be no April salary for individuals who will not attend to their work. In such case, workers had to report to work at 8 a.m. (Henniker-Major 2014, p. 12). Nevertheless, most workers had families to sustain hence they could not afford to lose their monthly pay. Therefore, the decisions that most workers made prior the disaster were motivated by the situation. Thus, it is important to note that virtue ethics apply when one willingly makes his/her choices. References Bolle, M.J., 2014. Bangladesh Apparel Factory Collapse: Background in Brief, Congressional Research Services, New York, NY. Henniker-Major, E., 2014. The Bangladesh Factory Collapse: A Case for Intervention and Policy Change, Seven pillars institute, Kansas City, Missouri.

Is war ever justifiable Essays - Laws Of War,

Is war ever justifiable? War is sometimes justifiable. It is sometimes justifiable because it depends on what your intentions are and how you go about executing them. If you were to go to war to get more land or going on a witch hunt that would be unjust but if you were going to war to stop people that are doing those things it would be more just. War is justifiable because it can be used for good when done right. If a country went to war so they could help people or even save them. WW2 was justifiable for the side fighting against Germany because it was to save the Jews and all the other people that were being killed. Also, in WW1 war was justifiable for England because they were fighting against Germany that was trying to expand their land and were taking over countries so England was just trying to help the people that were being effected by what Germany was doing. War is not justifiable because it kills so many people, destroys cities, and even countries. It is not justifiable because if you go to war just because you want more land or more/ different resources because to many people die for that but they don't have to, they could just negotiate with other countries for those things. It's not justifiable to go to war if it's trying to gain world power, because not once has that ever worked and too many people die for a cause that's not going to work. If you're going to war to be a dictator the people don't want that and will most likely cause a uprising and country's will stop helping you so it will cause economic struggle. War is never justifiable because even if you're going to war to help people like in WW2, fighting against Germany and helping the Jews there is still going to be hundreds of thousands of people that are killed in the war even if you are doing it for the right reasons. It is never justifiable because when there's war it costs millions and sometimes billions of dollars and in world war one Germany had to pay it all and all that it did was get Germany mad because it put them in a very bad economic situation and they wanted revenge which caused World War 2. In conclusion war is sometimes justifiable because it depends what your intentions, if you have means of evil, also who and what you're fighting against. There are some very good reasons to go to war and they can be very justifiable. But there is also some very bad, evil, and all round unjustifiable reasons to go to war.

interview of euclid essays

interview of euclid essays Ammar: I want an interview of you Sir for my history teacher. May I get it? Euclid: Yes, sure, why not. So what do you want to ask me? Ammar: If you wont mind, can I ask some personal questions in the beginning of the interview? Euclid: OK! I wont mind unless they are too personal. Ammar: What date were you born, and where were you born? Euclid: I am not sure about my date of birth because in those days there were no birth certificates and our parents dont keep record of the dates of births. I believe I was born around 300 BC. I was born in Alexandria, Athens, Greece. Ammar: Did you marry? How many kids do you have? Euclid: Well, I married and I have two kids. The eldest on is a boy and the younger one is a girl. Ammar: What school you went to? Tell us something about it. Euclid: I went to Alexandria School. It is situated in Athens, Greece. The teachers of that school were the pupils of Plato. After I graduated from that school I started teaching in that school. After working for a while I created a school of mathematics and then I started teaching there. Ammar: Were you interested in mathematics since the beginning of your studies or you changed your mind later? Euclid: At first when I joined school and I had no idea of what I will become. I dont know what happened and I later became interested in math and I thought of becoming a mathematician. Ammar: During the time you were in school, there were very famous Greek Philosophers like Socrates, Aristotle, and Plato. They also had many different followers, who do you think you follow? Why? Euclid: I think I belong to the persuasion of Plato because I was taught by his pupils and the ideas in me are quite platonist. You could see that by reviewing the results of my researches (Proculs, p. 57[68:19-20]; Bulmer-Thomas, p.415). Ammar: What contributions you made in mathematics? Euclid: You know that I devoted my whole life in the fi...

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.

Direct & eMarketing Essay Example | Topics and Well Written Essays - 2500 words

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The future of television Term Paper Example | Topics and Well Written Essays - 1750 words

The future of television - Term Paper Example Life has become so fast that it has made things very complex;now those things are preferred which are convenient and fasthence all these things have dented the popularity of televisions on a larger scale. Television is merely a social trend,the reason behind this is the way it has impacted the lifestyle of individuals, especially in the nights as people have more time to relax and enjoy. Since electricity was invented people got time to stay up even after blackout, without having to use expensive candle lights. Stereo then offered development in the night shows that attracted family members together. Television then included a visible element to this. People started purchasing TVs, and invested their time on such shows which were of their interest and later became part of their lifestyle. Celebrity Travel sources, outfits designs, signature conditions like Broth Nazi, or ":I love it when a plan comes together", or many other such factors become an aspect of everyday use, and their po pularity increased among the masses. People started to get awareness by the help of a television. During the 40s and the 50s, individuals considered new fishing reelsfor the films. These were modified and "cleaned up" to make them appropriate viewing for all age groups. By the Sixties information was being straight transmitted to United States houses live. Everyone was seeing movies, especially of the Vietnam War. This helped in spreading awareness of the massacre and portraying the power that vested with the US during the Vietnam War. And because of limited variety of broadcasters(3 systems back then), viewing TV was at limited occasion, as huge variety of individuals considered the same broadcasts and distributed the same information. A new social trend is going on with television since the past 25 years. With the development of wire systems, there has been a change in technology. Fewer individuals observe the same broadcasts, and if they watched the same they usually do at differ ent times of the day, thanks to TIVO. There are more intimately precise and aggressive broadcasts available on wire, whose impact is still controversial. Because of this the stakeholders are pretty pessimistic about the future of television Technology is now making viewing on requirement more common, or at least viewing broadcasts at viewers' comfort rather than broadcaster plans. Fridays and Saturdays are considered to be the most desired time for airing such broadcasts.Now repeat and complete broadcasts take those areas, as individuals are now more interested to spend their time on other recreations. Promoters are now using various means to target their audience. And with computer systems becoming extremely effective, televisions and computers are functioning simultaneously to provide entertainment to the masses. It's an ongoing trend with no certainty of what its future might be like.The one thing that seems obvious is that it will not be a change that finishes easily, as the tec hnological innovation regularly changes how individuals approach various devices and their means of entertainment but despite that the use of television will not diminish. Since the advent of tablets, laptops, smartphones etc. life has become very remote for all. Today all individuals carry their own phones and other devices which make it easy for them to access their favorite shows, news and other entertainment forms without having to wait it for their airing on television.(White, 348). These devices have helped in raising

Capital Punishment Essay Example for Free

Capital Punishment Essay As a society we have an established set of rules and norms that are enforced by our justice system which we as a people have deemed as the highest power to determine when these rules and norms are broken and what appropriate punishment should be given. We live in a world filled with diversity. Not only diversity in cultures but diversity with people in terms of character and morals. Society is filled with both good upstanding people but also those people who find it less than necessary to follow any norms or rules society has created but instead find a life in crime. Crimes can range from something minimal such as theft to the most serious which is murder. This introduces us to capital punishment or more commonly termed, the death penalty. Though openly controversial, capital punishment has its share of opponents and supporters. Many philosophers have discussed issues in relation to violence, laws and punishment. Malcolm X is one such philosopher. His beliefs in violence in terms of self defense can relate to the issue of capital punishment. Malcolm X believed that one should defend themselves by all means necessary when it means self defense. He believed in non violence unless one’s life was at risk and needed defending. In such cases self defense should be practiced. In his famous speech â€Å"The Ballot or the Bullet† delivered on April 13, 1964 he introduces his principle of self defense and his intentions to work â€Å"non violently as long as the enemy is nonviolent† but also be â€Å"violent when the enemy gets violent†. These are examples of his principles. There are other philosophers that approach the issue of capital punishment in more depth. Hugo Adam Bedau and Ernest van den Haag are two such philosophers who present their arguments to capital punishment. Bedau and Haag offer compelling arguments that as a reader one may find it difficult to choose a side. The fact of the matter is that capital punishment is the most extreme form of punishment and because of its severity and irreversibility; its usage must be very stringent. Both Bedau and Haag discuss capital punishment and take relatively different sides about similar issues. Both construct their arguments discussing issues such as capital punishment and its unjust application, its deterrence ability and the possible execution of innocent people. Haag takes on the position of pro capital punishment and argues his position in his article â€Å"In Defense of the Death Penalty†. Bedau on the other side takes on the position of pro abolition and discusses his arguments in his article â€Å"Capital Punishment†. We’ll begin with Haag and his arguments. Haag argues that the execution of innocent people believed to be guilty is a miscarriage of the justice system and should be stopped but it does not warrant the abolishing of capital punishment. Killing innocent people is not enough to abolish capital punishment and thus risking the innocent lives that may be saved by these â€Å"murderers†. These advantages in turn outweigh the disadvantages of killing innocent â€Å"criminals† and the punishment of capital punishment is just. In executing a murderer it is concluded by Isaac Ehrlich’s 1933-1969 study that one execution may result in 7 or 8 fewer murders because the execution acts as deterrence for future murders (pg. 351). Haag presents us with two choices in regards to deterrence. The first choice he presents is that to trade the life of a convicted murderer and save the 7 or 8 innocent victims whose murder is probable unless the murderer is executed. The second choice is to allow the murderer to live and possibly lose the 7 or 8 innocent people who the murderer can possibly kill. Most of us would choose the first choice and Haag agrees. He argues that it would be irresponsible not to execute the murderer simply because there is no guarantee that their execution would help save the lives of potential innocent victims. It seems immoral to allow murderers to live on even if there is even the slightest possibility that innocent lives are at risk. Haag supports this argument by stating that â€Å"more severe penalties are more deterrent than less severe penalties† (pg. 352). People are less likely to commit severe crimes if the punishment is just as severe. With that said it only seems logical to say that the most severe crime warrants the most severe punishment. Thus, murderers should be punished with the death penalty. Haag also uses the situation with current prisoners to elaborate his point of how capital punishment is a deterrent. Prisoners serving life sentences and who are not sentenced to execution relatively follow prison rules and norms because the possibility of a more severe punishment or sentence does exist. Haag states that without the death penalty, prisoners would find no reason to avoid committing more crimes towards fellow prisoners or guards because the abolishment of the death penalty presents them with a sort of immunity. They can freely commit more crimes knowing they will not get additional punishment. Not only within the prison context but criminals on the outside world and who anticipate that their crime will result in a life sentence may be compelled to murder as many people as necessary to facilitate their escape. No death penalty threat would stop them from committing more crimes. This is where death penalty plays the deterrent role. Whether capital punishment is at fault for sometimes executing innocent people or positively deterring other criminals from committing murder, the death penalty and its application is the third issue we will discuss. According to Haag the death penalty is separate from its moral characteristic. If the death penalty is perfectly distributed but morally unjust, it would be unjust in each case. In the same manner if the death penalty was morally just but applied discriminatorily it would remain just in each case. Guilty people do not all of a sudden become innocent because they escaped it or innocent people don’t deserve punishment because others suffer it. Justice and equality are not hand in hand and though equality should be important and practiced it should not affect the hand of justice. Bedau stands on the other side of the capital punishment issue. His arguments try to prove why the position of abolition is better. In respects to the same issues that Haag presents I will discuss Bedau’s arguments Both Haag and Bedau discuss how it is possible that with capital punishment innocent people deemed guilty are executed. However, Bedau presents this argument in a cost benefit analysis. Haag states that the execution of innocent people is a miscarriage of justice and that its advantages of possibly saving future innocent victims because of the execution of the murderer outweigh the drawbacks of executing an innocent person. Therefore Haag uses the lives of future innocent victims as the advantage of capital punishment whereas Bedau though agreeing with Haag about the possibility of executing innocent people, identifies the risks as â€Å"social costs† (pg. 367). Bedau proceeds to discuss the economic costs that the death penalty incurs. Cost of housing the prisoner while on death row, cost of the capital trial and of the appeals. Bedau discusses the risk of executing innocent people just as Haag but Bedau finds different aspects of it to elaborate and approaches the matter in terms of costs to society. Haag makes two points in regards to deterrence for which Bedau has an argument he presents. According to Haag, capital punishment deters other criminals from committing murder and per the Ehrlich study 1 execution saves 7 or 8 innocent lives and not executing the murderer is a form of irresponsibility when the only reason is that there is no guarantee that their execution will lengthen or save future innocent victims who would be murdered had the murderer be spared. Bedau argues that capital punishment cannot deter murder but instead it can possibly only prevent it. Bedau draws a distinction between the death penalty as a crime preventive and death penalty as a crime deterrent. Haag does not make a distinction and instead only discusses the death penalty as a crime deterrent. It is only reasonable that the distinction be made. Executing a murderer can be seen as a crime preventive if the execution prevents the murderer from killing again. It can also be seen as a crime deterrent if the execution serves as an example and results in frightening off others from committing murder. Now according to Haag capital punishment serves as a deterrent for murderers but on the contrary Bedau argues that capital punishment can never deter the murderer from further crimes but rather it can at most prevent them from committing them. It is impossible to determine what deterrence the death penalty proves for the person has already been executed. There is no way of measuring the number of crimes the murderer did not commit because of the death penalty threat. Bedau presents us with an alternative. He argues that because it is impossible to know what or how many crimes a murderer will be deterred from committing with a death penalty threat, it is just as likely the same crimes be deterred by a lesser punishment such as long-term imprisonment. This fails to show that the death penalty is a better deterrent than the less severe penalty of long-term imprisonment for the crime of murder. Bedau then reinforces this by concluding that if death penalty and long-term imprisonment have an equal effectiveness or ineffectiveness as deterrents to murder, then arguing for capital punishment as deterring murder is flawed and weakened. In congruence to his stand on abolition Bedau then argues that there is no reason for choosing the death penalty when a lesser punishment can be just as effective. After discussing capital punishment as a deterrent and the risks of executing innocent people that it creates, Bedau presents a different approach and perspective to Haag in terms of the death penalty and its application. Haag states that unequal justice is still justice and that equality before the law should be enforced but never at the expense of justice. Bedau offers a different perspective. According to Bedau, the death penalty is a â€Å"poor man’s justice† (pg. 375). Both opponents and supporters of the death penalty agree that capital punishment should be practiced fairly, equally and evenly and that it is a fundamental dictate of justice. The only dispute lies with the actual use of capital punishment. Bedau further elaborates how capital punishment is unfairly distributed. People are sentenced to death not because of their release risks or poor parole but because they have poor defense at trial; they have inexperienced or overworked counsels or they are just without the funds for an appeal trial. This reinforces the street saying â€Å"those without the capital get the punishment† (pg. 375) as Bedau quotes. People are not convicted based on their nature or violent behavior but rather on how much money they both have and are willing to spend on their trial. Bedau and Haag present different arguments to similar issues and though Bedau can agree with Haag on an issue or two, he finds a different approach to it and elaborates it differently. Haag and Bedau present very compelling arguments and it is not difficult to understand each of their points. However, personally I would have to say that I take a much harsher and tougher stand in capital punishment. One that is not discussed by either philosopher. Of course in a perfect world murder would not exist and capital punishment would not be needed, but in this world murder and those who commit murder are very much real. Capital punishment should mean a life for a life; Lex talionis as Bedau briefly mentions. In the most literal terms if a person has the heart and willingness to murder another human being then they should be willing to lose their life the same exact way. I do believe in capital punishment being a deterrent to murder but the fact that not every murder results in the death penalty as punishment I believe is a reason why some criminals are sometimes reckless with their decisions. However, if there was some way of knowing how a trial was to end and know that the punishment would be the death penalty, it would have to make the criminal think twice. Some argue that the death penalty is just an easy way out for the murderer. This is why I further will elaborate my point. The death penalty should be specific to the murder. If a murderer tortures his victim then they too should be tortured. If the murderer shoots his victim they too should be shot to death and if the murderer burns his victim they too should be burned. Now I would like to clarify that this should be applied to murders that are premeditated or intended and not accidental deaths. This should apply to those criminals that had an obvious intention to cause harm to their victims and resulting in death. I can understand the moral and ethical questions this would bring up and the issue of stooping to the level of murderers but those are just issues and opinions, the fact of the matter is you take a life you give your life. This approach will of course never happen so I will offer a different one. Considering that it is argued that capital punishment is unfairly applied and that an accused murderer’s innocence or guilt is determined based on how much funds they have to afford good counsel and appeals then as a way to eliminate this risk every single person who si accused of murder should have the best counsel available to them regardless of whether they can afford it or not. This will allow every single person to get a fair trial and the possibility of executing someone who is actually innocent will no longer exist. A person will no longer be executed with the possible doubt that they may be innocent but just could not afford to be defended fairly. If someone murderers another human being then they should be punished just as severely, but also until their guilt is proven they should be defended like anyone else, regardless of how much money they have. Innocence and guilt should never have a price tag. Capital punishment is our society’s way of keeping moral boundaries and norms in place. We as a people can have different opinions about the severity of the death penalty but that is all they are, opinions. Whether we agree with the death penalty or oppose it we must learn to recognize other points of views and educate ourselves. Murder is the most severe of crimes and the death penalty is the most severe of punishments. Therefore, each one of us has a choice to decide whether they go hand in hand.

Investigate Osmosis :: GCSE Biology Osmosis Coursework

Investigate Osmosis Aim:To investigate osmosis. The student is going to see what happens to the weight of a potato when it is placed into different solutions of sodium chlorides and water. Prediction: The student predicts that potato placed in distilled water will undergo a gain in weight and potato placed in salt solution will lose weight. Potato placed in mixed concentration will have no change in its weight. This prediction has been made using scientific knowledge of the special type of diffusion known as osmosis. In osmosis, each individual cell is surrounded by a cell membrane. The cell membrane allows small molecules to pass through it, but not large ones. Osmosis is the movement of water molecules from an area of high concentration (weak solution) to an area of low water concentration (strong solution) through a partially permeable membrane. Water moves in both directions to try and make the concentrations inside and outside of the cell even. If there is more movement one way, it is said that there is a net movement of water into the area where there is less water. If the potato is placed into distilled water, the concentration of water outside of the cell will be greater than the concentration of water inside the cell. There will be a net movement of water from the area of high concentration to the area of low concentration and as a result of this the cell will contain more water, it will become turgid and weigh more than it did when it had a smaller concentration of water. If the potato is placed into a salt solution the concentration of water will be greater inside the cell than outside, osmosis will take place and the water will once again move from the area of high concentration (inside the cell) to the area of low concentration (outside the cell). This will cause the potato to lose weight as it loses its water. If the potato is placed in a mixed solution then the concentrations inside and outside of the cell should be equal, the water molecules will move by osmosis but the concentrations will remain equal. Apparatus: - 125ml of 1ml sodium chloride solution. - 125ml distilled water. - 15 cylinders of potato each weighing 5.3g. - 15 beakers (150ml). - 2 measuring cylinders (50ml) - 2 potato borers (one large one small). - 1 set of digital weighing scales. - 1 calculator - 1 small scalpel - 1 stop clock Method: The student will use a potato borer to cut out 15 cylinders of potato to the same size and weigh them, the weights will be recorded in the table of results (each piece of potato should be the same

Failure of Spanish Armada

In May 1588, the Spanish Armada left the Portuguese port of Lisbon, headed for England with more than 130 ships. Since their discovery of the New World almost 100 years before, the Spanish had built one of the wealthiest and most powerful empires on earth. King Philip II of Spain wanted to overthrow Queen Elizabeth I of England for both political and religious reasons. Elizabeth had assisted the Protestant rebels in the Netherlands to overthrow Spanish rule in the region. She also had been allowing English pirates called privateers to attack Spanish treasure ships returning from the New World. What only added fuel to the fire were the religious disputes between a Catholic Spain and a Protestant England, whose national church had split from the Catholic Church after the excommunication of Henry VIII in 1535. Outnumbered and outgunned, the English defeated the Spanish Armada in a series of unforgettable naval encounters. The serendipitous event of the English victory over the Armada changed the balance of world power. It would have never been possible without happenstance occurrences like, death, weather, and new naval designs and strategies. Just months before Phillip’s Armada was launched, Don Alvaro de Bazen, Marquise of Santa Cruz, died of typhus in January. Santa Cruz had been a veteran leader and a naval captain unequalled in confidence and skill at the time. He was a narcissistic, avaricious, and cruel man; these qualities made him the ideal naval commander. It was said that only four people attended his burial, â€Å"and his death was regretted by no one†. (Martin 146) If he had not passed, Santa Cruz would’ve been the ideal admiral for the mission because he was so widely respected and was willing to die for his country without a second thought. One who knew Santa Cruz said he was â€Å"a grizzled veteran of Lepanto, offered to take on the whole English Navy at the word of the King†. The English would never have had a chance at victory over the Spanish Armada led by such a solid and able soldier. The replacement for Santa Cruz was chosen by King Philip II himself. He chose Don Alonso Perez de Guzman, the Duke of Medina Sidonia. Medina Sidonia’s qualifications to lead the Armada were lackluster. While the Duke had a vast knowledge of naval technique, he lacked combat experience. However he was the head of one of Spain’s most ancient and aristocratic families, and King Philip II therefore saw Medina Sidonia as the seemingly perfect leader for his Armada because he was the head of such a respectable family. (Martin 147) Yet no victories bolstered his pedigree. When the Duke received the letter from the King asking him to lead the Armada, it wasn’t a surprise however. Since the very early stages of planning for the Armada, Medina Sidonia had been there and was already well briefed. As if portending his failure, he wrote a series of letters to King Philip II stating that he didn’t want the job. One of his reasons included in the letter was â€Å"for I know by the small experience I have had afloat that I soon become seasick†¦Ã¢â‚¬  (Martin 149) Acknowledging that he was not fit for the job and that his qualifications did not add up to those necessary for the Armada to succeed, Medina Sidonia conceded that â€Å"furthermore this force is so great and the undertaking so important, that it would not be right for a person like myself, possessing no experience of seafaring or war, to take charge of it. I have no doubt that his Majesty will do the favor which I humbly beg, and will not entrust me to do a task of which certainly, I shall not give a good account; for I do not understand it, know nothing about it, have no health for the sea and have no money to spend upon it†. (Martin 147) The king merely overlooked the Duke’s explanation as improper humility. What the King was oblivious to was that Medina Sidonia had written a second letter two days later, where he claimed that the whole endeavor â€Å"was ill-conceived and doomed almost too inevitable failure†. Martin 148) The king never heard this argument because the second letter had been intercepted by two councilors of state. In response they wrote â€Å"do not impress us with fears for the fate of the Armada, because in such a cause God will make sure it succeeds†¦Ã¢â‚¬  (Martin 148) They also threatened the Duke, saying that if he didn’t follow through with leading the Armada they would show t he world the letter and he would have been charged with treason. Against his will and only because of moral pressure, special persuasion, and blackmail did Medina Sidonia accept the title captain – general of the ocean sea. It wasn’t enough that Medina Sidonia was the completely wrong person to lead the Spanish Armada, he didn’t even believe that the invasion had any chance of being successful and thought of it as a complete waste of time. His defeatist thinking combined with poor leadership and lack of sea experience created a deadly concoction of laziness and lost hope. The launch of the Armada was no surprise to England because the Spanish had not meant to keep it a secret in hopes that Elizabeth would surrender even before the fleet was launched. With plenty of warning, England did its best to gather a large enough naval force, but it was never enough. At first glance the Armada dwarfed the English Navy in both size of ships and numbers. With this in mind English commanders believed they would have to win the war with their long-range guns; they would attempt to sink the Spanish ships one at a time from a safe distance. The Armada, which carried a large number of tough and well-trained soldiers armed with swords and muskets, planned to use their advantage on any English ships that got too close and â€Å"the Spanish commanders intended to pull it alongside with grappling hooks and send the soldiers on board capture it. (Anderson 24) As is very common in battle, the plans going into battle are often changed based on the unpredictable circumstances that can unfold. Both sides’ predictions on tactics that would help them win, were wrong. The English belief that they would sink the Spanish ships from a safe distance was faulty because the guns at the time were tough to aim and too unpredictable to do any real harm. (Martin 53) Nonetheless most of the English privateer boats could fire off shots three times faster than Spanish ones. They also could carry more cannons because they didn’t have to waste much space carrying food and other resources since the battles happened just miles off their home coast. While the Spanish intended to pull alongside with grappling hooks and send soldiers on board to capture the ship, English ships were too nimble to be caught in this way by the large Spanish galleons, with wide hulls and heavy cargoes. (Anderson 24) After suffering small losses in the battle that unfolded in the English Channel the Armada moved on with the plan. The Armada was to sail to the Netherlands on the coast near Dunkirk. At the time the Netherlands was under Spanish control, and the vast majority of Spain’s most trained soldiers were stationed there. Spanish troops in the Netherlands were under the command of the Duke of Parma, a well-known and respected military leader but also the nephew of King Philip II himself. In the next stage of the king’s plan, the Armada was to pick up Parma’s Army from the beaches near Dunkirk, and escort them across the channel to England. Anderson 26) This stage had a problem; Spanish ships were not made for shallow water. They were heavy and deep in the water. The Armada could not get close to the beaches because the waters around the coast were so shallow. In addition, the Dutch rebels aided by Elizabeth controlled the shallow waters off the coast of the Netherlands. This ruined the possibility of Parma’s troops being able to sail out and join the Armada without severe casu alties. Realizing this, the English took advantage of the wind, and sent eight small burning ships directly at the Armada in hope of causing chaos. The Spanish mistaking these for â€Å"hellburners†, vessels loaded with gunpowder and other explosives that could kill thousands, broke formation, cut their anchors, and sailed away without picking up Parma’s troops. (Anderson 27) These two occurrences during battles helped lead to English victory, but both occurrences could’ve gone either way if simple things like nimble and smaller ships were used by the Spanish or if Parma’s Army was picked up at a different location. The outcome of the entire invasion could have been different. After Phillip’s Armada failed, he said â€Å"I sent my Armada against men, not God’s winds and waves†. It wasn’t privateer long-range cannons that sunk most of the Armada’s ships, or those eight hell burners sent by Charles Howard, leader of the English fleet. It was a combination of bad decisions, strong winds, and the unforgiving coast of Ireland. By August 21, 3,000 men were sick and the Armada was too badly damaged to return to the channel and fight the English fleet. (Anderson 32) The leaders made up their mind and decided instead to make an attempt to sale home to Spain and save as many ships as they could. The route they chose was to go West around the northern coast of Scotland and Ireland. Detailed directions were given to each vessel, and each was warned â€Å"take great heed lest you fall upon the island of Ireland, for fear of the harm that may happen on to you upon that coast†. (Anderson 32) This last desperate attempt was the worst decision of the entire voyage. Both the vessels and the sailors had come equipped with instruments for a coastal voyage through the English Channel, not an open ocean journey into dangerous and unfamiliar waters. In the end, two thirds of the men in the Spanish fleet lost their lives, 25 or more Spanish ships lay splintered on the coast of Ireland. (Anderson 32) If equipped with the proper instruments and blessed with better weather, the Spanish may have made it back to their homeland with minimal casualties. When word of the disaster reached Spain, it crushed the King’s hope and temporarily shook his faith that God was on his side. He ordered that prayers for the Armada’s success be canceled. He also sent letters to bishops asking for churches to thank God that not everything had been destroyed. Only months earlier when planning the invasion, Philip had wondered whether the Armada should be launched in the winter. Although the risk was high, he had the up most trust that God would provide good weather, and he even went as far as to say â€Å"since it is all for His cause, God will send good weather†. (â€Å"Spanish Armada†) Philip had sent his fleet in the name of God, but instead sheer chance had prevailed, and left the weather-tossed Armada splintered and trashed on the rocky coast of Ireland. King Philip II was one of the most powerful people in the world, and the loss of his Armada wasn’t just a military defeat. It drained all of Spain’s funds and soldiers and set the stage for the loss of Spain’s world power. It also served as a constant reminder of how the Catholic Church was slowly losing influence and power throughout Europe and the world. The serendipitous event of the English victory over the Armada changed the balance of world power. It would have never been possible without happenstance occurrences like, death, weather, and new naval designs and strategies.

MediaCorp’s “Police and Thief” Essay

1. Short summary of my understanding of the question and my thesis statement 2. State some obvious similarities and differences between the 2 case studies. 3. Dissect each case study with the following categories in mind: a. Narratives b. Genres c. Representation d. Ideology e. Scenes 4. Conclusion 5. Some other things to think about: a. Give concrete examples. b. Aspects of styles. These two shows are very Singaporean. By this I mean that they contain many elements which are unique to my country, elements which only within the paradigm of our society will resonate with local viewers. Homerun, an Asian remake of the internationally acclaimed Iranian movie Children of Heaven is a movie directed by Jack Neo, who is a local celebrity best known for his comedic prowess and the many comedy shows under his name. Police and Thief is a relatively new weekly half-hour sitcom shown on Channel 5 which has yet to set a foothold in the heart of local audiences. These locally produced shows use, essentially different techniques in many areas to present the story to us while making use of our experiences as Singaporeans to help us understand and appreciate the shows from their story/plot to the surprises and nuances contained within. I will proceed to show you how the techniques used are also more different than similar. A distinction between the two shows is the element of narration. Cause and effect is employed to effectively present the story or stories in the shows. It is not uncommon to find secondary stories in an episode of a situation comedy or sitcom. These are often inserted into the plot and often come together in conclusion at the end of the episode. In Police and Thief, the show starts off on this episode with Lee Tok Kong the main character of the show wanting to get under the blanket with his wife and due to common reasons of tiredness and falling asleep quickly, has his pleas ignored. This scene is related to how Tok Kong later reacts to the wiles of a less than archetypical femme fatale. There is another story inserted in between, which shows how the neighbour’s sons, Rudy and Rafi having an unspoken conflict over a common love interest. This plot development has no explicit and implicit impact on the main story mentioned earlier. It almost feels like tokenism has taken place, either to fill up the half hour of screen time or to give emphasis to the other characters in the sitcom. In Homerun, it is quickly established that poverty leads to a lack of options and hence with the losing of shoes early into the movie, we see the main ’cause’ in the show that explains later effects. The show revolves around how the main characters are thwarted at every attempt to obtain a new pair of shoes or retrieve the old pair. We do not see scenes that have no relation to any other. In fact the entire narration of Homerun is about a search for a cause-shoes. Both the shows have different range of stories. There is less suspense buildup in Police and Thief and this is probably due to restricted narration where both the audience and the characters in the show know the same information at relatively equal times. The only example of unrestricted narration in the recent episode was when Rudy cheated on his promise to his brother Rafi behind his back to get a chance to go out with the girl, Cecilia, they both like. Rafi only found it out in another scene when Cecilia whom similarly does not know of the conflict called their home. In this case, we know more than several characters in the show at a particular time. In Homerun, during the opening sequence of Chew Kiat Kun running errands for his family, it is quickly established that a rag-and-bone man had taken away the pair of shoes which Kiat Kun had put down. Kiat Kun has no idea how the shoes had mysteriously disappeared and hence his sister Seow Fang too. In this scene alone, a beautiful play on camera angle suffices to keep us in suspense till much later in the show. This seemingly passing top down close up scene of the gnarled hands removing the shoes helps to tug hard at our heart strings when we later realize the rag-and-bone man is blind. The above is a good example of how both restricted and unrestricted narration can be developed from one scene. We know who had taken away the shoes (unrestricted narration) but like the characters in the show we have no idea he was blind (restricted narration). These two shows belong to the 2 commonest genres in Singapore. Police and Thief can be classified as belonging to the â€Å"HDB† genre. In fact this plot of this particular sitcom revolves around the conflict faced by two men who live in close proximity. It has an appeal particular to local viewers who are able to appreciate the familiar settings. One example which we can relate to is the scene of Lily, Tok Kong’s wife who repeats a punch line in a scene where her face is framed in the center of our common older HDB window panes. It is common to see neighbours walking and talking from the same angle for those who have lived in HDB flats. Homerun is a social commentary and even as it is based in 1965, the year Singapore became independent, it reflects on socio-political situations which were prevalent during the time of filming i.e. the water issue between Malaysia and Singapore. Another genre which is mixed into both these shows is the coffee shop genre, featuring many scenes of meeting and interactions at local coffee shops. We see this in Police and Thief where Tok Kong was being interviewed by a lady near the beginning of the show and in Homerun, Kiat Kun helps out his teacher from school who is close to collapsing from shortness of breath at a roadside coffee shop. There is obvious stereotyping in Police and Thief. Tok Kong is your typical gangster or â€Å"Ah Beng† in colloquial terms. He has wild, pointy gelled hair and wears colourful clothing, even for sleeping attire (Opening scenes). His heavily accented Singapore Colloquial English (SCE) (â€Å"Don’t play with my heart†) and his love for techno music scream â€Å"Ah Beng†. He is put in direct contrast with his neighbour and antagonist in the show Sergeant Dollah who is a policeman. Dollah is characterized with short hair, very neat and righteous. These stereotypes alone set the premise for tension and conflict as neighbours. It is akin to Phua Chu Kang versus his sister-in-law Margaret. The stereotypes in Homerun broadly differentiate the rich and the poor. A simple comparison can be made between Beng Soon and Kiat Kun, friends of opposite ends of the economic spectrum whose relationship sours then mends in the course of the show. Beng Soon is cast in shirts, clean with well-gelled hair (in school) and stands at a good head taller than Kiat Kun. His friend however is almost always dirty, with smudges on his singlet and/or face. Even during a game of soccer, Beng Soon provides the soccer boots and he is the only one on the field with soccer socks. Tok Kong as the gangster also becomes an icon easily associated with local shows of similar genres. There is no obvious icon in Homerun. It uses a motif rather, to play out the story. There were multiple scenes of close ups of your ‘Bata’ white or dirty shoes (in the shops or in the background with Seow Fang’s face in the focus). Many scenes of tension started because of shoes e.g. the shoes slipping off and into a canal full of rushing water and even in the scene where Seow Fang’s teacher paces as the children are exercising). These scenes feature changes in music, close ups with dialogue in the background, all to draw attention to the motif in the show. During the scene at the well with the confrontation between the two groups of boys, we see wealth being equated with power, that Beng Soon who was the rich one could actually decide who got to use the well. This is perhaps the director’s ideology portraying the way Malaysia hordes over us in the water issue. The premise of Homerun revolved around three things: shoes, intelligence and power being associated with wealth. Jack Neo parodies the socio-political situation between Singapore and Malaysia using the three elements with shoes being the water, Singapore being the more intelligent country and power that Malaysia holds over us due to their superior water resource. The two shows end differently too. The end of the sitcom is close without answered questions while the cryptic ending of Homerun leaves us pondering what the director would have us think as we leave the cinema. There is no element of suspense left in Police and Thief to entice the audience to look out for the next episode, unlike a soap opera. Even as both shows make use of our experience to enhance our appreciation and understanding of the shows, they obviously use several different techniques and some similar ones to bring forth the essence of each individual story. These different methods highlight certain elements essential to the plot of the stories and ultimately help us to enjoy the shows as Singaporeans.

Essay Competency Goal I

Essay Competency Goal I Essay Competency Goal I Competency Goal I To establish and maintain a safe, healthy learning environment 2. Functional Area : Healthy Candidate promotes good health and nutrition and provides an environment that contributes to the prevention of illness. One of my goals to promote hygiene is to prevent the spread of germs This is an important goal for the age group in my care because older youth tend to think that had sanitizer is a replacement for proper and frequent hand washing. I try to demonstrate good hygiene habits since germs can be easily spread when children are in close proximity with each other. I do this is by washing my hands after coming in from outside, after using the restroom, after doing craft projects, before meals and any other time my hands are dirty. I also prompt youth to wash their hands at similar times. Another way I promote hygiene is by washing and sanitizing tables daily and other items that may need sanitizing. I also make sure each child has his/her own locker and that there items are not all mixed up. I wash and sanitize blankets/ bean bags/ pillows weekly. I promote nutrition by introducing the children to foods they have never tried. I try to expose youth to cooking new foods by different methods so that they also learn the natural tastes of the foods they are preparing. These foods are often nutritious and fun for the children to help prepare. This participation encourages them to try something new in their diet. I am a firm believer that children should be

As You Like It - the Play Essay Example for Free

As You Like It – the Play Essay As You Like It is considered by many to be one of Shakespeare’s greatest comedies, and the heroine, Rosalind, is praised as one of his most inspiring characters and has more lines than any of Shakespeare’s female characters. Rosalind, the daughter of a banished duke falls in love with Orlando the disinherited son of one of the duke’s friends. When she is banished from the court by her usurping uncle, Duke Frederick , Rosalind switches genders and as Ganymede travels with her loyal cousin Celia and the jester Touchstone to the Forest of Arden, where her father and his friends live in exile. Observations on life and love follow (including love, aging, the natural world, and death) friends are made, and families are reunited. By the play’s end Ganymede, once again Rosalind, marries her Orlando. Two other sets of lovers are also wed, one of them Celia and Orlando’s mean older brother Oliver . As Oliver becomes a gentler, kinder young man so the Duke conveniently changes his ways and turns to religion and so that the exiled Duke, father of Rosalind, can rule once again. â€Å"All the world ‘s a stage, and all the men and women merely players. They have their exits and their entrances; And one man in his time plays many parts† As You Like It – (Act II, Scene VII). â€Å"Can one desire too much of a good thing? â€Å". As You Like It (Act IV, Scene I). â€Å"True is it that we have seen better days†. As You Like It – Act II, Scene VII). â€Å"For ever and a day†. As You Like It – (Act IV, Scene I). â€Å"The fool doth think he is wise, but the wise man knows himself to be a fool†. (Act V, Scene I). The play is fictitious, but shakespeare is said to have taken the traits if rosalind from ‘Rosalynde’ by thomas lodge. One of Shakespeare’s early plays, As You Like It (1598-1599), is a stock romantic comedy that was familiar to Elizabethan audiences as an exemplar of â€Å"Christian† comedy. Although the play does include two offstage spiritual conversions, the â€Å"Christian† designation does not refer to religion itself. Instead, it denotes the restoration and regeneration of society through the affirmation of certain Christian values such as brotherly love, marital union, tolerance for different viewpoints, and optimism about life at large. The plot is very simple: the resolution of the dramatic problem in the warped attitudes of two evil brothers toward good brothers, and related obstacles to marriage for several couples in the play (most notably Rosalind and Orlando) are easily overcome, and a happy ending is never in doubt. On one level, the play was clearly intended by Shakespeare as a simple, diverting amusement; several scenes in As You Like It are essentially skits made up of songs and joking banter. But on a somewhat deeper level, the play provides opportunities for its main characters to discuss a host of subjects (love, aging, the natural world, and death) from their particular points of view. At its center, As You Like It presents us with the respective worldviews of Jaques, a chronically melancholy pessimist preoccupied with the negative aspects of life, and Rosalind, the play’s Christian heroine, who recognizes life’s difficulties but holds fast to a positive attitude that is kind, playful, and, above all, wise. In the end, the enjoyment that we receive from the play’s comedy is reinforced and validated by a humanistic Christian philosophy gently woven into the text by a benevolent Shakespeare. As You Like It – the Play. (2016, Sep 16). -like-it-the-play-essay We will write a custom sample essay on As You Like It – the Play specifically for you