FF Managing Diversity Awareness Campaign Essay Example | Topics and Well Written Essays - 2000 words

FF Managing Diversity Awareness Campaign - Essay Example They are not given leadership roles as compared to their male counterpart. Such workplace stereotypes have resulted in unequal pay and pay gaps. Despite the effort of the UK government for bridging the pay gap by introducing new equal pay act, UK has witnessed high income inequality compared to OECD countries. The author also states that women on an average earn less than their counterparts by  £140,000. The author proposed that out of every ten people nine people want equality in workplace through equal pay and job roles. He also says that culture has been a key factor that influenced the stereotypes present in workplace that led to income inequality and biased leadership roles. Our culture despises the changing work culture and holds it negative. Working women and home dads have negative repercussions in the society that lead to workforce bias. Not only has the society but organizations have also succumbed to such negative thought that resulted in such stereotypes. Governmentâ₠¬â„¢s Equality Office (2011), describes that the general view is that men are more competent than women and are well suited for leadership roles compared to women. It is quite unlikely, for a woman, who is a mother, to find a job. This shows how workplace biases and stereotypes create gender gaps and leads to gender inequality. It also explains that reducing the gender gap in workplace will lead to increased productivity. It has also been observed through various researches that high ratio of female to male in organizations have led to increased financial performance than organizations with large gender gaps. Women could add as much as  £150 billion to the UK GDP by 2030, if all women who aspire to work were provided jobs. According to the author Ridgeway (2011), managing gender equality will lead to increased productivity of organizations that will drive economic growth. UK faces an aging population which will lead to a shortage of skilled labour supply. This will push the

Book Keeping Essay Example for Free

Book Keeping Essay Book keeping it also referred as the keeping of book. Book keeping is the process of keeping full, accurate, up-to-date business records. Proper methods can help businesses effectively manage cash flow, stay abreast of profit and losses, and develop plans for the future based on financial trends. Furthermore, keeping accurate book is required by both federal and local tax agencies. The book keeping process involves making a record of the monies received by a business as well as the monies paid out. It encompasses money a company owes to vendors, employees, tax agencies, contractors, and any other individual or entity. Likewise, accurate records of amounts owed to a company by outside individuals and organizations are also recorded in a companys books. Though necessary and beneficial to business owners, the task can be very time consuming. With no exceptions, every monetary amount that is paid or received must be recorded. Additionally, accuracy is of the utmost importance, making keeping the books in a rushed manner a very bad idea. As business owners are often lacking in time, many choose to hire professional bookkeepers to keep company records well maintained. Of the many reasons for keeping accurate records, business and income taxes are among the most important. In the United States, for example, the Internal Revenue Service requires business owners to keep financial records that are complete and up-to-date. State and city tax agencies may require businesses to maintain accurate records as well. In fact, a business owner who fails to keep acceptable financial records may be liable for significant monetary fines or other penalties. A companys books are used to determine the amount of taxes the company must pay, and they are also used in preparing tax returns. Sometimes, a tax agency may decide to investigate the information reported on a return or other type of tax-related document. In such cases, business owners are required to present accurate records for the tax agencys inspection. Failure to do so could lead to hefty fines, penalties, or in severe cases, imprisonment. Although hiring bookkeeping professionals may be a good idea for many companies, not all business owners can afford to do so. This is particularity true of smaller, home-based, or start-up businesses. Fortunately, there are many computer programs designed to make the task of keeping the books manageable and less time consuming. Many programs handle all of the calculations for the user, taking the worry out of keeping accurate figures. Available even to those on tight budgets, this software makes record keeping easy. (N. Madison, 2013, Wise Geek.)[online] ACCOUNTING CYCLE The accounting cycle is often described as a process that includes the following steps: identifying, collecting and analyzing documents and transactions, recording the transactions in journals, posting the journalized amounts to accounts in the general and subsidiary ledgers, preparing an unadjusted trial balance, perhaps preparing a worksheet, determining and recording adjusting entries, preparing an adjusted trial balance, preparing the financial statements, recording and posting closing entries, preparing a post-closing trial balance, and perhaps recording reversing entries. Cycle and steps seem to be a carryover from the days of manual bookkeeping and accounting when transactions were first written into journals. In a separate step the amounts in the journal were posted to accounts. At the end of each month, the remaining steps had to take place in order to get the monthly, manually-prepared financial statements. Today, most companies use accounting software that processes many of these steps simultaneously. The speed and accuracy of the software reduces the accountant’s need for a worksheet containing the unadjusted trial balance, adjusting entries, and the adjusted trial balance. The accountant can enter the adjusting entries into the software and can obtain the complete financial statements by simply selecting the reports from a menu. After reviewing the financial statements, the accountant can make additional adjustments and almost immediately obtain the revised reports. The software will also prepare, record, and post the closing entries. (Harold,A.2013,Accounting Coach.)[online]. SOURCE DOCUMENTS Source documents are documents, such as cash slips, invoices, etc. that form the source of (and serve as proof for) a transaction. In other words, they are the first documents that exist relating to a transaction. Invoices, cash slips, receipts, check counterfoils, bank deposit slips ,credit notes ,debit notes ,voucher , purchase orders and even internet payment confirmations are all source documents. For example: Invoices Credit Notes Receipts Voucher Purchase orders BOOK OF PRIME ENTRY Book of prime entry is book used in recording transaction. Books of prime entry are also known as books of original entry or subsidiary books. Types of books of prime entry: Books of prime entry are also known as either ‘journals’ or ‘daybooks’. The term ‘day book’ is, perhaps, more commonly used, as it more clearly indicates the nature of these books of prime entry – entries are made to them every day. The commonly used books of prime entry are: Sale Day Book /Sale Journals Sale journals is to record credit sales. Purchases Day Book/Purchases Journals Purchases journals is to record credit purchases. Sales Return Day Book/Return In Journals Return in journals is to record returns from customers. Purchases Return Day Book/Return Out Journals Return out journals is to record returns to suppliers. General journal/The journal The journal is to record other transactions. The cashbook is a combined account of the cash account and the bank account. It is the only one of the six daybooks that is both an account and a daybook at the same time. Apart from the cashbook, all the other double-entry accounts are kept in one of the three ledgers. Example for 3 Column Cash Book LEDGER (T-ACCOUNT) The ledger is a collective term for the accounts of a business. (A ledger of accounts is like a school of fish). The accounts are in the shape of a ‘T’ and thus are often referred to as ‘T-accounts’. In this step we take all the debits and credits (journals) relating to one account – let’s say ‘bank’ – and draw up an account for bank that shows all the transactions relating to it. The different types of ledgers most businesses use are: Sale Ledgers Sale ledgers is to record customers account balance. Purchases Ledgers Purchases ledgers is to record suppliers account balance. General Ledgers General ledgers is to record miscellaneous account. Example: PETTY CASH BOOK The petty cash book is used to record the changes to the petty cash fund – both money put into the fund and money taken out. The fund is commenced with a petty cash advance cheque and topped up with a reimbursement cheque at the end of each petty cash period.The petty cash book is prepared from the petty cash vouchers, as well as the details from the advance and reimbursement cheque butts. The petty cash book is prepared from: advance (and/or reimbursement) cheque butt/s completed and authorised petty cash vouchers. The totals can be checked by cross-adding related column totals.The total of the vouchers (Cash Payments column total) added to the balance left in the petty cash fund (Balance column) should always equal the imprest amount. TRIAL BALANCE A sheet displaying all the accounts of a business, drawn up as a trial (test) of whether the total of all the debit balances equal the total of all the credit balances (A balance is the amount of an item at a point in time. For example, The balance in the bank account on the 1st of January was $5,000.). The trial balance is prepared as a final check just before the financial statements are drawn up. The trial balance is our penultimate step in the accounting cycle. Example for Trial Balance: FINAL ACCOUNT Final accounts are all of the financial statement for a business or company at the end of the fiscal or calendar year, on whichever the business calendar the company operates. The statements for the final accounts show the gross profit and net income of the company. A number of accounts are included, such as the profit and loss statement for the business, the balance sheet, and the trading account. The profit and loss statement tracks all of the income that comes into the company, as well as the expenses that the company pays out. The profit and loss statement covers a specific period — typically the fiscal year, but it can also cover the calendar year. It shows how revenue becomes net income, and whether or not the company made money for the year. While the company tracks these figures throughout the year, the final accounts include the statement for the cumulative fiscal or calendar year. The balance sheet is another one of the business financial statements that are prepared as part of the final accounts process when the year closes out. The balance sheet provides a quick look at how the company is doing at that specific moment in time, at the end of the year. In addition to assets and liabilities, a balance sheet also includes information on shareholder equity. Trading accounts cover profits and losses incurred from trading securities. Many companies invest in stocks, bonds, mutual funds and other types of investment funds. The final accounts for the trading account show the amount of gain or loss from these investments at the end of the year that the company runs on. Final accounts and the statements that make up these accounts typically help companies to prepare their various tax returns. If the company accountant prepares the tax statements, then the accountant prepares these statements for his or her own use. If the company hires an outside accountant or accounting firm, then the statements for the final accounts are handed over to the third party, so they have the information they need to prepare the companys tax returns and any of tax paperwork that is required. (Kristie,L and Wilborn,C.2013,Wise Geek)[online] INCOME STATEMENT A financial statement that measures a companys financial performance over a specific accounting period. Financial performance is assessed by giving a summary of how the business incurs its revenues and expenses through both operating and non-operating activities. It also shows the net profit or loss incurred over a specific accounting period, typically over a fiscal quarter or year. Also known as the profit and loss statement or statement of revenue and expense. Example for Income Statements: STATEMENT OF FINANCIAL POSITION A statement of financial position, also known as a balance sheet, is a financial document that provides an overview of an entitys finances at a given point in time. These statements are commonly used by companies large and small, but they can also be applied to personal finances, for people who want to generate a document that they can use to review their financial situation for the purpose of making budgeting decisions or financial plans. Many accounting software programs have mechanisms to automatically create one. There are two main areas on a statement of financial position. One covers the assets, everything owned by the person or company, including real estate, cash in hand, contents of bank accounts, and so forth. The other side includes the liabilities, funds owed. A statement usually breaks these sections up into several categories for ease of reference, so that people can quickly look up a topic of particular interest, such as accounts payable or overdue loans. The liabilities also include the ownership equity or the shareholder equity in the business. The assets should equal the liabilities once the ownership or shareholder equity has been factored in, and if they do not, it is a sign that the financial statement is out of balance. This is in accordance with the accounting equation, which states that assets = liabilities + ownership or shareholder equity. Incidentally, this explains the term balance sheet, which reflects the idea that the two sections of the sheet should be equal or balanced. Commonly, a statement of financial position will be generated at the end of every month. Looking up past months can provide information about how a companys finances are progressing, and these documents can also be compared with statements from the same month in prior years. Using this document, decisions can be made about the next steps to take. If, for example, a company has a lot of assets, it may be a sign that it can comfortably expand because it has the available capital to do so. Companies that are publicly traded must provide public disclosures about their financial health, including statements of financial position. These are provided to shareholders by request and are also commonly published to make them readily accessible to prospective investors. If a company has a website, they might be found on a section of the website that includes documents that the company is required to disclose by law. (Smitch,S. and Wallace,O.2013,Wise Geek)[online] Example for Statement of Financial Position: CONCLUSION Book keeping is important to proper accounting records because proper methods can help businesses effectively manage cash flow, stay abreast of profit and losses, and develop plans for the future based on financial trends. Furthermore to complete the financial account, accounting cycle are used. The accounting cycle included source of document, books of prime entry, ledgers, trial balance and the final accounts. REFERENCE 1. Anon.2013,Book of Prime Entry and Ledgers.[online].Available from World Wide Web: http://principlesofaccounting2.com/topics/books-of-prime-entry-and-ledgers/ [Accessed 05/07/2013] 2. Anon.2013,The Accounting Cycle.[online].Available from World Wide Web: http://www.accounting-basics-for-students.com/accounting-cycle.html [Accessed 05/07/2013] 3. Anon.2013,Income Statement.[online].Available from World Wide Web: http://www.investopedia.com/terms/i/incomestatement.asp [Accessed 05/07/2013] 4. Beanne,O.2013,The Complete Accounting Cycle.[online].Available from World Wide Web: http://youraccountingcoach.blogspot.com/2013/01/the-complete-accounting-cycle.html. [Accessed 25/01/2013]

Criticisms of Dan Brown

Criticisms of Dan Brown My mind tells me I will never understand JavaScript. And my heart tells me I am not meant to. Dan Brown (1964–) By his own account, Dan Brown got the writing bug while reading Sidney Sheldon’s thriller The Doomsday Conspiracy during a 1993 Tahitian vacation. Brown, who until then was most familiar with the classics, was drawn to Sheldon’s breezy pacing and no-nonsense prose and felt they were something he could replicate. Five years later Brown realized his ambition with the release of his NSA code-breaking saga Digital Fortress. But his big break came in 2003 with The Da Vinci Code, a fast-moving, conspiracy-laden murder mystery in which Brown reprises his tweed-clad hero Robert Langdon and puts him on the trail of the Holy Grail, using da Vinci’s cryptic brushwork for clues. The initial reception was rhapsodic. The New York Times recommended it with â€Å"extreme enthusiasm† and described Brown’s writing as â€Å"gleefully erudite.†[1] To the San Francisco Chronicle, it was â€Å"Umberto Eco on steroids.†[2] The public reaction was just as fervent. The Da Vinci Code moved quickly into the all-time best-seller list. Yet the critical acclaim unraveled almost as quickly as Robert Langdon untangled those knotty riddles. By the time the film version was released, the backlash was in full effect. This time, the New York Times savagely ridiculed Brown’s â€Å"um, prose style,†[3] while the New Yorker called it â€Å"unmitigated junk.†[4] Each of Brown’s subsequent offerings, including the 2013 Dante-inspired Inferno, has been a commercial hit—and a critical flop. Why did Brown’s literary reputation collapse? Well, for one, doubts were cast on the accuracy of The Da Vinci Code’s historical assertions, and for another, Brown was subject to several lawsuits for plagiarism. But mostly it’s about the writing. The cliff-hangers, secret societies, and ancient ciphers may have been enough to distract early reviewers from Brown’s prose, but sooner or later its shortcomings demanded recognition. Brown’s phrasing is excessively weighty, as exemplified by the opening line of The Da Vinci Code:[5] Renowned curator Jacques Saunià ¨re staggered through the vaulted archway of the museum’s Grand Gallery. Hanging the staggaree’s occupation in front of his name knocks the meter out of balance. Worse, the information is gratuitous. In the very next paragraph (and a further ten times in the first two pages), Brown reminds us of Saunià ¨re’s profession, and since the prologue is entitled â€Å"Louvre Museum, Paris, 10:46 pm,† it’s a safe bet Saunià ¨re is renowned. Good fiction, unlike journalism, works the reader’s imagination, yet Brown goes to great lengths to spoon-feed the most glaringly obvious detail. He’ll often use an adverb or adjective multiple times on a page, or even within the same paragraph. In the prologue to The Da Vinci Code almost every action happens â€Å"slowly†; in Inferno, we’re told no less than four times that Langdon’s doctor has â€Å"bushy eyebrows.† Another questionable habit of Brown’s in The Da Vinci Code is his namedropping of high-end products; he rarely misses a chance to shoehorn, QVC-like, their details into the tightest of action sequences (â€Å"Yanking his Manurhin MR-93 revolver from his shoulder holster, the captain dashed out of the office,† or â€Å"Only those with a keen eye would notice his 14-karat gold bishop’s ring with purple amethyst, large diamonds, and hand-tooled mitre-crozier appliquà ©Ã¢â‚¬ ). But in the end, it doesn’t matter. Brown’s got a recipe that sells more copies than good writing ever could: take a mysterious organization or artifact (preferably medieval, definitely controversial) gussy it up and dumb it down until it’s palatable for the layperson, throw in a generous dash of conspiracy theory and plenty of codes, and serve without editing. /* FACT: some time in 1557, Michelangelo Moribundi, the renowned, bald-headed alchemist fashioned a secret code out of bits of asparagus and placed it a long forgotten vault */ function theDaFibonacciCode(numeratiFettucini) { // Wide awake, the bleary-eyed Langdon watched as two tall, lissome, number ones // with big feet and a type of hat, sidled up to the rounded zero var ilInumerati = [0,1,1]; // while theIntegerThatIncrementsOneByOne morphs eerily into a three theIntegerThatIncrementsOneByOne = 3, // Now the silent ratio that could not be uttered had come to make it right TheBotticelliVector = 1.61803; while(theIntegerThatIncrementsOneByOne < numeratiFettucini) { // Somehow another number one appeared and theIntegerThatIncrementsOneByOne // snatched at it gracefully. theIntegerThatIncrementsOneByOne = theIntegerThatIncrementsOneByOne + 1; // The renowned, rounded 16-bit unsigned integer tentatively succumbed to the // strange force of the vector before pushing itself bodily into the hands of //the weakly typed array ilInumerati.push( Math.round(ilInumerati[theIntegerThatIncrementsOneByOne 2] * TheBotticelliVector) ); } // Too many elementi? reminded the five-foot-eleven, bushy-eyebrowed Italian. // Too many elements? if (ilInumerati.length > numeratiFettucini) { // Intelligently, Langdon, sporting a Harris Tweed jacket (J. Crew $79.99), // sliced it with his Modell 1961 Ausfà ¼hrung 1994 swiss army knife ilInumerati = ilInumerati.slice(0, numeratiFettucini); } // The kaleidoscope of truth had been shaken. Now, in front of them, sat the // numerically sequenced sequenza numerica. Like a gleaming cathedral. return ilInumerati; } Dan Brown is right at home with the Fibonacci sequence; indeed, it was cunningly used as a highly secure combination for a safe in The Da Vinci Code. But wait, what’s this? It seems Brown has discovered a dark and mysterious multiplier (The Botticelli Vector, no less), which he uses to derive the next number from the one before. This arithmetic alchemy is all well and good, but we’re left wondering whether he knew he could just add the previous two numbers to make the next one. Anyway, it seems to work, so that’s probably all that matters. Judging by the comments, Brown is approaching this problem as though it were one of his blockbusting potboilers. First there’s the obligatory FACT, which assures us that what follows is rooted in historical accuracy. Then there’s the army of adjectives (because ambiguity is the devil’s tool) and the diligent inclusion of product details even as the action reaches a nail-biting climax. Skipping gingerly over non sequiturs and logical fallacies, we reach the movingly grandiloquent conclusion. Oh, the glory. [1] Janet Maslin, â€Å"Spinning a Thriller from a Gallery at the Louvre,† New York Times, March 17, 2003 (http://www.nytimes.com/2003/03/17/books/books-of-the-times-spinning-a-thriller-from-a-gallery-at-the-louvre.html). [2] David Lazarus, â€Å"‘Da Vinci Code’ a Heart-Racing Thriller,† San Francisco Chronicle, April 6, 2003 (http://www.sfgate.com/books/article/Da-Vinci-Code-a-heart-racing-thriller-2657352.php). [3] A. O. Scott, â€Å"A ‘Da Vinci Code’ That Takes Longer to Watch Than Read,† New York Times, May 18, 2006 (http://www.nytimes.com/2006/05/18/movies/18code.html). [4] Anthony Lane, â€Å"Heaven Can Wait,† New Yorker, May 29, 2006 (http://www.newyorker.com/archive/2006/05/29/060529crci_cinema). [5] Dan Brown, The Da Vinci Code (New York: Doubleday, 2003).

Closer to a Cure for Cystic Fibrosis Essays -- Proteasomes Cystic Fibr

Overcoming Proteasomes: One Step Closer to a Cure for Cystic Fibrosis Take a deep breath and consider how easy it was to do so. Now picture struggling and gasping for air everyday; normal, easy tasks to the average person prove to be quite challenging to a patient of cystic fibrosis. Scientists have always been daunted by this fatal genetic disease that affects the body by excreting a â€Å"thick mucus† in the lungs, making breathing difficult and blocking the â€Å"ducts† leading from the pancreas, causing â€Å"poor digestion of food† (1). Until recently, there was nothing that scientists could do to provide a long-term cure, but even though scientists cannot cure patients one hundred percent, they can increase their life expectancy. Despite having discovered the cystic fibrosis gene’s location in 1989, numerous underlying obstacles prevent complete success (2). The primary obstacle that prevents scientists from making gene therapy an effective cure is the placement of the healthy genes into long-term cells, the cells that remain long enough to be replicated. The replacement of the healthy gene into long-term cells is necessary because these cells make the new cells, thereby distributing the healthy DNA throughout the body. The properly functioning gene is attached to a vector or â€Å"carrying molecule† that will transport â€Å"the therapeutic gene to the patient’s target cells† (2). Currently, the most common vector is a virus because it can easily capture the gene and deliver it into the cell; the virus infiltrates the corrupt cells and places the healthy gene into the nucleus which then transforms the corrupt cell into one which operates properly (2). The only difficulty is that the body’s natural immune system provides many b... ...t-education/tips/ccysfibr.html>. 2. Institute NHGR. Gene Therapy [Internet]. 2007 [2007 September 18]; Available from . 3. Stefano Ferrari DMG, Eric WFW Alton. Barriers to and new approaches for gene therapy and gene delivery in cystic fibrosis. Advanced Drug Delivery Reviews 2002;64: 1373-1393. 4. J Kim C-PC, KG Rice. The proteasome metabolizes peptide-mediated nonviral gene delivery systems. Gene Therapy 2006; 12: 1681-1690. 5. Neil Campbell, and Lawrence Mitchell (1999). Biology. New York, Addison Wesley Longman, Inc. 6. Institute NHGR. Learning About Cystic Fibrosis [Internet]. 2007 [2007 September 18]; Available from: . 7. U Griesenbach DG, and EWFW alton. Gene therapy progress and prospects: cystic fibrosis. Gene Therapy 2007; 13: 1071-1077.

Energy Crisis in Pakistan

Energy is the bloodline of a country’s economy. A continuous and sufficient energy `supply can ensure a healthy and progressive economy. Pakistan is unfortunate to face severe energy crisis in recent years. The parting gap between demand and supply is mounting with every year and it is pushing the country into dark ages. Worst part of this menace is the fact the installed capacity of electricity can not only fulfill the energy demand but can also produce surplus amounts of energy. The highest peaks of energy demand are up to 14000 to 14,500 MW and the power generation capacity is 19.500MW.Hence the problem is an outcome of the absence of any viable solutions to add energy to the national grid. The pertaining factors which caused such an intense situation are expensive means of energy production, transmission line losses, lack of infrastructure, circular debts and electricity theft. In addition to that the economy is sinking like rock due to the quagmire of scarcity of power. I t had serious implications on business activity and country faces a shutdown of industry, drain of capital, unemployment and no foreign direct investment.The falling economy took the crutches of foreign debts which caused soaring high amounts of utility bills. Now a days electricity situation is worst and country is challenged by an immense power blackout. The failure of the government to secure sustainable, dedicated and affordable energy supplies has resulted in closure of hundreds of units. It created an outcry in industrial community. It is high time to rectify the mistakes of past and implement long term and short term energy projects to fulfill the future day need of power.

Before and Ago

Before and Ago Before and Ago Before and Ago By Maeve Maddox I came across the following sentence in a writers movie synopsis: [a man] passes away and bequeaths his shack on the island to a woman, a young girl that he met many years ago when he was in a prisoner of war hospital. The word that jars is ago where before is called for. before at some unknown time before now. ago at a certain time before, counting back from the present Another way of writing the above sentence would be to make use of a perfect tense: [a man] passes away and bequeaths his shack on the island to a woman, a young girl that he had met many years before when he was in a prisoner of war hospital. Even if the lapse of time had been specified, the sentence would still call for before: Â  [a man] passes away and bequeaths his shack on the island to a woman, a young girl that he met twenty years before, when he was in a prisoner of war hospital. Ago is for counting back from the present. The man is dead in the present described in the synopsis. Therefore before, not ago, is called for. For variation, you can use earlier or previously to indicate a time before a time already in the past. For a more detailed discussion of the uses of ago and before go here. Â   Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Using "a" and "an" Before Words34 Writing Tips That Will Make You a Better WriterWoof or Weft?

The Case for Euthanasia Should PhysicianAssisted Suicide be Legalized essays

The Case for Euthanasia Should PhysicianAssisted Suicide be Legalized essays The Case for Euthanasia: Should Physician-Assisted Suicide be Legalized? Throughout the twentieth century, major scientific and medical advances have greatly enhanced the life expectancy of the average person. However, there are many instances where doctors can preserve life artificially. In these cases where the patient suffers from a terminal disease or remains in a "persistent vegetative state" or PVS from which they cannot voice their wishes for continuation or termination of life, the question becomes whether or not the patient has the freedom to choose whether or not to prolong their life even though it may consist of pain and suffering. In answer to this question, proponents of physician-assisted suicide, most notably, Dr. Jack Kevorkian, are of the opinion that not only should patients be able to abstain from treatment, but if they have a terminal and/or extremely painful condition, they should be able to seek out the assistance of a doctor in order to expedite their death with as little pain as possible. Contained herein are the arguments for and against the legalization of doctor-assisted suicide, as well as where the state courts stand in respect to this most delicate of issues. In the hopes of clarification, we must first distinguish between active and passive euthanasia. Passive euthanasia involves the patient's refusal of medical assistance. It involves the right to die which is protected by the United States Constitution clauses of due process liberty and the right to privacy (Fourteenth Amendment). The right to doctor-assisted suicide, or active euthanasia, consists of, "...a patient's right to authorize a physician to perform an act that intentionally results in the patient's death, without the physician's being held civilly or criminally liable for having caused the death" . The "passive" form of euthanasia was first deemed legal by the New Jersey State Supreme Court in 1976 In re Quinlan . ...

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.

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Social Media - Difference between traditional measures of success - Assignment Example Social media measures allow businesses to know how viral a product is within a given market. A tool that Zappos could use to measure social media success is NPS (Net Promoter Scores). NPS notes how probable users are to suggest a product to peers and family members. With NPS, Zappos can catch both the customer service element of social and potential for making their services and products go viral (Gibs, 2015). Currently, Zappos has a very high NPS because of its popular customer service. The exceptionality of NPS and the capacity to access it from numerous consolidated research works makes it a strong alternative for social media labeling analytics. Zappos can also use ABM (Agent-Based Modelling) since it has already established excellent customer service (Gibs, 2015). Customer service always requires internet connectivity between Zappos and its customers. However, with ABM, Zappos can monitor and measure their customers’ behavior while offline. Monitoring marketing and branding includes questioning a business’ ability to keep on developing and innovating. For example, monitoring oversees an enterprise’s ability to introduce new commodities in the market, increase product value for customers, and better operating competences (Gibs, 2015). On the other hand, measuring includes determining brand favorability and devotion by customers instead of net sales evaluated through appraisals. For instance, controlled experimentation determines contributions of social media to customer relationship and loyalty, which enables the brand to identify efficiencies and correct errors more

POL 102 POLICY PAPER Essay Example | Topics and Well Written Essays - 250 words

POL 102 POLICY PAPER - Essay Example The policy on Africa and all African related matters is a policy that has been indoctrinated in the modus operandi of many developed nations. This is because Africa is a strategically significant country to the western world. The well-endowed governments all over the world having realized this and have been actively engaged in Africa’s affairs (Bender 15). This includes the social, political, economic and to some extent the cultural affairs. Many African countries have been assisted by the developed nations to revive their leadership, boost their economies, and solve internal wrangles. This policy was created with honorable intentions. However, its misuse is particularly evident in many African states all over the world. The policy has been manipulated to act as a bargaining chip for the western nations (Bender 47). It is necessary for the government to intervene in African states without expecting them to give something back. This aid has plunged many African countries into more darkness. The policy should be used to assist the African continent and the many problems it encounters. It should not be used as a bargaining block. Many historical injustices in Africa would have been avoided had the national policy on African related matters been applied to those countries. It is likely that the government is bound to accept the strengthening of this policy. This is because nations are demanding accountability and transparency from the government when exercising the policy in African states (Bender 51). Bender, G. J., Coleman, J. S., and Sklar, R. L. African Crisis and the US Foreign Policy. California: University of California Press, 2008. Web.

Professional Management Skills Assesment. cASE ANALYSIS Essay

Professional Management Skills Assesment. cASE ANALYSIS - Essay Example With David Neeleman started out his career in the airline industry, he had learned and had become accustomed to the ins and outs of operating an airline. While spending time with airlines such as Southwest after his first entrepreneurial venture, Neeleman saw the immense opportunity in the industry in the form of the growing dissatisfaction in the market due to poor service and high fares. Coupled with the information that was publicly available regarding the operations related to the industry, he came to justify the dissatisfaction as an opportunity by looking at its market potential. Neeleman then saw that there was sufficient demand to back up this opportunity. The vision of an airline with high quality service and low fares was not entirely what Jet Blue was about when Neeleman conceived the idea in his mind. It was built on the Southwest model, only that with the use of technology it would aim to differentiate itself, as well as its way of doing things as a player in the airline industry. According to the founder, this new airline would â€Å"leverage technology for safety and efficiency and with a commitment to people. (Gittell & O’Reilly, 2001, p.3)† The overall market for the airlines most especially in New York City as stated in the case, experienced dissatisfaction given the current level of services at the price level in which they are offered. Due to this, an enormous opportunity for an airline that could offer lower costs for air travel with high quality service awaited as a promise and reward. This one Neeleman had observed and taken advantage of using of information technology as one of the differentiating factors. Jet Blue’s marketing was strategic in a way that it aimed to support the goal of the company to become a different sort of player in the airline industry. For one, in line with Neeleman’s vision which was to provide high quality service at affordable fares while improving the experience of

The role and impact of marketing on the use and availability of drugs Research Paper

The role and impact of marketing on the use and availability of drugs in America and effective interventions to combat corporate marking strategies - Research Paper Example a moratorium on direct to consumer advertisements in order to give doctors an opportunity to learn about new drugs before patients demand prescriptions to ease their pain, bend their minds, or sleep through the night (2007, p.3). Direct-to-consumer advertising (DTCA) is a leading cause of drug misuse. The expenditure on direct to consumer advertising has been on a steady rise (Henry J. Kaiser Family Foundation 2000). The influence of drug advertisements is on the rise too. A survey conducted in 2004 showed that doctors believed that direct to consumer advertisement affected how they interacted with patients and in their profession. Previously, drug manufacturers used to promote their drugs only to professionals in the health care sector so that they can explain how the drug works to their patients. The trend changed in the early 1990s and manufacturers changed their focus to consumers. Advertisements targeting consumers began to emerge. Marketing led to increase in spending on prescription drugs as patients began following up on their healthcare. This led to another problem as patients began demanding drugs they had seen on advertisements from their physicians. Due to this, manufacturers intensified their ad strategies is order to benefit from high sales. Some companies are suspected to be giving misleading information about their products. Some exaggerate the ability of their products to treat certain ailments or how fast they can cure a person once taken. It is for this reason that proper guidelines should be set on how companies advertise their drugs. One of the ways may be to require that any drug advertised should include a list of any likely side effects. Drugs advertised should also not be allowed to describe what they do. Drug should also be properly labeled in accordance to the set guidelines. Emotional style advertising should be prohibited as it misleads buyers. Other strategies like rising of the legal drinking age may help reduce accessibility to

Market Analysis & Industry Analysis Tablet Market Term Paper

Market Analysis & Industry Analysis Tablet Market - Term Paper Example The globally competitive nature of the modern business environment makes it very relevant for companies to put in a lot of efforts into their marketing. This is because through marketing, they are presented with opportunities that make it possible for them to identify the right people within the competitive market who can be strategically presented with what the company has (Kotler and Keller, 2009). Marketing also sets the pace for companies to develop the best forms of strategic options that help in making them competitive as against their core competitors with whom they are in the same market with (Adcock, Halborg and Ross, 2001). With this said, it will be appreciated that marketing is a very broad and relatively generalized concept for any company. It is for this reason that aspects of marketing must be clearly defined in order to make the most of the concept. In this paper, two very important areas of marketing are focused and these are market analysis and industry analysis. Ma rket and industry analysis can be said to be part of the overall research and development (R&D) component of marketing where companies get to study and understand their market and the industry within which they operate in a better way through critical evaluation of market and industry variables (Kotler and Keller, 2009). In this paper, some of the areas that are given include product category, market segmentation, competitors, and product positioning.

Professional Management Skills Assesment. cASE ANALYSIS Essay

Professional Management Skills Assesment. cASE ANALYSIS - Essay Example With David Neeleman started out his career in the airline industry, he had learned and had become accustomed to the ins and outs of operating an airline. While spending time with airlines such as Southwest after his first entrepreneurial venture, Neeleman saw the immense opportunity in the industry in the form of the growing dissatisfaction in the market due to poor service and high fares. Coupled with the information that was publicly available regarding the operations related to the industry, he came to justify the dissatisfaction as an opportunity by looking at its market potential. Neeleman then saw that there was sufficient demand to back up this opportunity. The vision of an airline with high quality service and low fares was not entirely what Jet Blue was about when Neeleman conceived the idea in his mind. It was built on the Southwest model, only that with the use of technology it would aim to differentiate itself, as well as its way of doing things as a player in the airline industry. According to the founder, this new airline would â€Å"leverage technology for safety and efficiency and with a commitment to people. (Gittell & O’Reilly, 2001, p.3)† The overall market for the airlines most especially in New York City as stated in the case, experienced dissatisfaction given the current level of services at the price level in which they are offered. Due to this, an enormous opportunity for an airline that could offer lower costs for air travel with high quality service awaited as a promise and reward. This one Neeleman had observed and taken advantage of using of information technology as one of the differentiating factors. Jet Blue’s marketing was strategic in a way that it aimed to support the goal of the company to become a different sort of player in the airline industry. For one, in line with Neeleman’s vision which was to provide high quality service at affordable fares while improving the experience of

Market Analysis & Industry Analysis Tablet Market Term Paper

Market Analysis & Industry Analysis Tablet Market - Term Paper Example The globally competitive nature of the modern business environment makes it very relevant for companies to put in a lot of efforts into their marketing. This is because through marketing, they are presented with opportunities that make it possible for them to identify the right people within the competitive market who can be strategically presented with what the company has (Kotler and Keller, 2009). Marketing also sets the pace for companies to develop the best forms of strategic options that help in making them competitive as against their core competitors with whom they are in the same market with (Adcock, Halborg and Ross, 2001). With this said, it will be appreciated that marketing is a very broad and relatively generalized concept for any company. It is for this reason that aspects of marketing must be clearly defined in order to make the most of the concept. In this paper, two very important areas of marketing are focused and these are market analysis and industry analysis. Ma rket and industry analysis can be said to be part of the overall research and development (R&D) component of marketing where companies get to study and understand their market and the industry within which they operate in a better way through critical evaluation of market and industry variables (Kotler and Keller, 2009). In this paper, some of the areas that are given include product category, market segmentation, competitors, and product positioning.

Public policy making Essay Example for Free

Public policy making Essay This section sets the context for testing the hypotheses. Historically, church-state relationships have been a recurring and significant source of political controversy in European states. The outcomes of these controversies may be viewed in terms of the following taxonomy: the Erastian model, in which the state has assumed responsibility for the direction of the church; the liberal model, in which the state is secular and neutral in its relationships with the church(es) found in its society; the theocratic model, in which the church has achieved supremacy in religious and secular affairs; the spheres model, in which the church prevails in some spheres and the state in other spheres of society; and the anti-church model, in which the state stands in opposition to the church and seeks to curtail or eliminate religion. The Erastian model. On this model, the state seeks to organize the church as a department of the state. This model is commonly associated with the Protestant German states of the Reformation. The Erastian model confronts the problem of internal religious change, perhaps expressed in controversies over liturgy or doctrinal controversies. From the regulatory perspective, two broad responses to internal change may be taken by the Erastian state. First, the state may simply tolerate a good deal of doctrinal variation within the church viewed as a common religious house. Second, the state may seek to play the role of arbiter or imprimatur in determining the correctness of certain positions in theological disputes. Both positions run the risk of reduced credibility for both the church and the state. The liberal model. The liberal model argues for neutrality of the state in the affairs of churches. It conceives the state as one in which there is no privileged relationship between the state and any particular church. Although the liberal model has its origins in European thought, it may be argued that it has rarely been found in European countries. Few European regimes have adopted neutrality as the basis for church-state regulation. The United States is often judged to be a better example than European nations of the application of the liberal tradition to church-state relations. [14] The United States also is a nation with one of the highest rates of church attendance on either side of the North Atlantic. Does the fact that the American state constructs church-state relations as a wall of separation contribute to the apparently greater American public willingness to attend church and to attach importance to religion? Roger Finke has argued that the deregulation of churches in the United States has promoted religious individualism; that is, for an American church to survive it must attract communicants in the open market by responding to the individuals understanding of religion as one of personal conversion. [15] The theocratic model. Here the church assumes or is given a sphere of influence that embraces both religious and secular spheres. As with the state in the Erastian model, the church is supreme and so the question of the states defining boundaries does not arise. The churchs autonomy in determining public policy is not confined to its membership but embraces the broader community in which the church is located. This model may exist in regions within a state but certainly is not characteristic of nations in Europe today. The best example of a European theocracy in the last century was the Papal states in what is now modern Italy. The spheres model. This model can best be described by saying what it is not. It is not the liberal tradition or the Erastian or the theocratic. Rather, it may be described as the situation in which the society is understood as made up of competing or perhaps complementary spheres. Conflicts between the Holy Roman Emperors and religious hierarchies often reflected this battle over spheres of autonomy. Variations of this model are found in a remarkably wide range of European nations today. These range from nations that profess to be of a certain church, to others that are critical of a specific church. Samuel Krislov argues that the determination of boundaries between church and state is enormously difficult in any system that seeks to recognize separate spheres of responsibility between a church and a state. [16] It is probably useful to conceptualize the spheres model as a continuum. At one end are the Roman Catholic Churches in Ireland and in todays Poland, where the sphere of church influence is quite large and embraces many areas of public policy making. At the other end of the continuum are Scandinavian churches which have narrowly-defined spheres of influence in public policy making. The anti-church model. This final model is one in which the state is deeply critical if not in outright opposition to the church. The former regimes of Eastern Europe reflected an oppositional tradition as historically did the nineteenth and early twentieth century regimes in Mexico and in France which often sought to disestablish or to curtail church life severely. Examples of opposition include expulsion of religious orders, seizure of church resources, and prohibition of many church-sponsored activities.

Inequality in Education

Inequality in Education Is Inequality in Education Being Reduced? What Effect Does This Have on Other Aspects of Womens Lives? Throughout history, women have been repressed in many different ways by patriarchal systems within society. In Western society, women have gradually gained more power in many aspects of their lives and some (including many post-feminists) would even go so far as to say that equality has been achieved. However, in certain developing countries feminism is a relatively new idea and women may still have very few or limited rights. A common issue with patriarchal societies is gender discrimination in regards to schooling. In Europe, women have been discriminated against in education as far back as the medieval period. Girls were not formally educated, but rather learned from their mothers. Female role models within their community showed them how to perform household tasks, care for children and enforced the importance of feminine behaviour in order to attract a husband. It was in the mid to late 19th Century that formal education became available to females, in the form of same-sex colleges. Womens education started to be considered more seriously following the Representation of the People Act 1918, which allowed some women to vote in Parliamentary elections. WWII also changed attitudes to girls education, as women had been put to work while their husbands were abroad and realised that they had the potential to be more than ‘just housewives and the Education Act of 1944 ensured â€Å"free education for all from primary to secondary†, including females. In 1975 the Sex Discrimination Act was passed, and women were legally required to be given the same occupational opportunities as men. Legally, education was finally balanced between the genders, which was definite progress towards equality when compared with the uneducated females of previous centuries.However, once legal barriers preventing women from achieving in education were removed, feminists began to focus on issues of socialisation. What a patriarchal society expected and approved of in females was ha rder to combat than legislation. Sue Sharp (1976, pg 132) interviewed girls in Ealing schools, and one said that â€Å"I think men should [have careers]. If they [girls] want to they can, but I think it suits men really. Once men start on something, I suppose they go ahead, but women they always change their minds†. The girls in Sharpes 1976 study showed limited career aspirations, and put more emphasis on their desire to marry and raise a family. This attitude was reflected in the fact that in the 1970s there were twice as many males in higher education than females (Major).However, when Sharpe repeated her study in 1994 the results were different. Although girls were still likely to aspire to â€Å"Womens Work† such as childcare and beauty therapy, some showed interest in fire-fighting or mechanics. They also showed a desire to have a successful career so as not to be financially dependent on a husband in case of breakdown of a marriage, and expected husbands to help with household tasks. Also, as of 2009 Major claimed that â€Å"there are now more women than men in higher education 51% to 49% is the average†. Parents often encourage or even expect their daughters to attend university and find careers for themselves, and Darla Shine goes so far as to argue that women do not have professional careers are sometimes negatively stigmatised as being â€Å"slobs†.The number of qualifications girls get could thoroughly affect many aspects of their adult life. One of the most obvious differences education makes to an individuals life is their possible income. Graduates with the highest level of qualification earn, on average, more than twice the wage of employees with no qualifications and are also half as likely to be unemployed (Careers Scotland, 2009). Poverty can lead to health issues (due to a poor diet or low quality of heating or sleep in cheaper housing) and depression and stress. Crime is also more prevalent in low-income areas, so uneducated females may be either victim of a crime or be arrested for crimes themselves, leading to imprisonment. It is, therefore, clear that refusing women this one right to education, or somehow limiting it, can contribute to gender inequality in almost all aspects of later life. In conclusion, steps have most definitely been made towards a less male-orientated system of education. Recognising that most girls perform better in coursework than the end of term exams, many establishments have altered the assessment style to cater towards both genders. Girls are performing better than boys in school, but â€Å"gendered subjects† are still criticised as they reinforce gender stereotypes. Some organisations, such as CC4G are trying to help girls branch into male-dominated areas such as computer technology. Sharpes study and Majors article show the differences that 20 years can make, so who knows what the result of two more decades of feminist activism will be? Sociological Theories on Gender Inequality in Education Most types of feminism are based on the idea that gender is a social construct which a child is labelled with at birth depending on its sex. Therefore, any ideas of male dominance in cultures are seen to be a consequence of socialisation and not a natural and biological state of being. This leads to the conclusion that men and women can potentially have the same sets of skills, and can learn all subjects equally well in education establishments if patriarchal socialisation does not interfere. Feminists recognise that girls often choose to pursue subjects such as English, social sciences, healthcare and childcare or beauty therapies in colleges and university, whereas males opt for more technical fields of study or manual labour. Although they accept that females make this choice themselves, some feminists are concerned that this choice is subconsciously made due to a â€Å"hidden curriculum† within schools which channels the two sexes into particular roles that are expected of them by society. The subjects picked by girls rely more on emotions and femininity, whereas technical subjects lead to well-paid executive occupations or â€Å"macho† physical labour. Radical feminists argue that men consciously exploit women in society by limiting them to subjects that are seen as feminine in order to prepare young girls for their intended role as wife and mother. Oakley (1974) noted that men might approve of women who are moderately successful in their occupation, as long as they are willing to run the home as well. This is known as a â€Å"triple shift†, where the woman provides financial support by working, emotional support for the family, and keeps the home in order. Liberal Feminists also believe that society is still discriminatory against women, yet trust that progress is being made towards equality and males are generally cooperative to the cause. They believe that males have been socialised to act in certain ways which discriminate against women, but do not necessarily exploit females consciously and that some of the problems lies within womens own attitudes. They refer to the studies of Sue Sharpe, which show that girls opportunities and ambitions are improving, and are optimistic that over time equality will be achieved. Sharpe (1976, pg 66) states that â€Å"It is in the media that the most conventional and exaggerated stereotypes are found, parodying the ways in which people are supposed to live†. It is thought that because education establishments are usually run by males, with women in pastoral positions such as teachers and learning assistants, girls do are not shown that it is men who hold executive positions. New Right theorists believe that gendered subjects can have positive effects, as the traditional gender roles which they prepare young people for can strengthen nuclear families so that they are self-sufficient both economically and emotionally. Functionalists take a ‘march of progress view and say that joint conjugal roles are becoming more common in Western homes. Ferri and Smith (1996) observed that in dual full-time earner households, fathers were more likely to share in child care and domestic work. This is allowing women to pursue professional careers more easily, so young females are expected to do well in education from an early age in preparation for their adult working life. Functionalists say that a school is a positive form of socialisation which teaches females skills that will aid them in the future. Socio-biologists on the other hand, believe that gender is inherent to sex and behaviour is controlled by your DNA. They point out that the male and female hormones cause different behaviour which would explain why males and females choose different paths of education. Oestrogen creates more emotional behaviour, which links to childcare or social sciences, and testosterone creates competitive personalities which cause men to choose professional subjects which will in future help them provide for their mate and offspring. Dawkins (2006) states that â€Å"behaviour is genetically programmed according to sex and genetic differences underlie mens dominant position in society†. This theory thinks that gender roles are a product of evolution, as males and females which followed this pattern of behaviour could reproduce and raise offspring in a stable environment to pass on their genes, making gender roles a product of evolution. They note that other animals have gender roles, and it is, therefore, the natural state.In summary, most theories agree that much progress has been made towards equality for the sexes in education. The theories do however disagree on whether gendered subjects are harmful or beneficial to society. Feminists also draw attention to the fact that even if equality is gained within education, the workplace is still male dominated, and the â€Å"glass ceiling† discriminates and prevents women reaching their full potential. Equality in education is just one stepping stone on the way to completely equal rights, in all aspects of life. Bibliography DAWKINS, Richard (2006) The Selfish Gene, 30th Anniversary Edition. Oxford, OUP. ENSLIN, Penny and TJITTAS, Mary (2004) Liberal feminism, cultural diversity and comparative education, Comparative Education, 40: 4, 503 — 516 FERRI, E and SMITH, K (1996) Parenting in the 1990s. [online] Findings Social Policy Research 106. York, Joseph Rowntree Foundation. Last accessed on 12th December 2009 at www.jrf.org.uk OAKLEY, Ann (1974). The Sociology of Housework. London, Martin Robinson. MAJOR, Lee Elliot (2009) Why boys cant keep up with the girls [online] Last accessed 11th December 2009 http://www.guardian.co.uk MURRAY, Jenni (2009) British History In-depth: 20th Century Britain: The Womans Hour [online]. Last accessed 8th December 2009 at http://www.bbc.co.uk/history SHARPE, Sue (1976) â€Å"Just Like a Girl† How Girls Learn to be Women, Middlesex, Penguin Books. SHINE, Darla. 10 Golden Rules for a Happy Housewife [online]. Last accessed 11th December 2009 at http://www.juniormagazine.co.uk BLACKS ACADEMY. Sue Sharpe: Just Like a Girl. [online] Last accessed 14th December at http://www.blacksacademy.net/content/2984.html BRITISH HISTORY. A History of the County of Middlesex: Volume 1: Physique, Archaeology, Domesday, Ecclesiastical Organization, The Jews, Religious Houses, Education of Working Classes to 1870, Private Education from Sixteenth Century (1969) [online], pp. 311-312. Last accessed 9th December 2009 at http://www.british-history.ac.uk/ CC4G. CC4G [online] Last accessed 10th December 2009 at www.CC4G.net CAL POLY POMONA. The Educational Legacy of Medieval and Renaissance Traditions: the Education of Men and Women [online]. Last accessed 7th December 2009 at http://www.csupomona.edu THE GUARDIAN (2006) Girls get with the (computer) program. [online] Last updated 10th January 2006. Last accessed 14th December 2009 at http://www.guardian.co.uk/educationCAREERS SCOTLAND. Key messages Qualifications and earnings. [online] Last accessed 14th December 2009 at www.careers-scotland.org.uk NATIONAL ARCHIVES. The Struggle for Democracy: Getting the Vote [online] Last Accessed 8th December at www.nationalarchives.gov.uk SPARTACUS. Women and University Education [online] Last accessed 9th December 2009 at www.spartacus.schoolnet.co.uk Domestic Division of Labour. [online] Last accessed 13th December 2009 at http://www.lexden-publishing.co.uk Equal But Different (2009) [online] Last updated 14th December 2009. Last accessed 15th December 2009 at http://equalbutdifferent.blogspot.com/

violence and women :: essays research papers

Violence and Women I thought that our discussion went well. We had a small group of about six people but three of us were leaders so we had a lot to talk about. Each of us went around and asked one question because we did not have time to discuss them all. But that did not matter because the other leaders had similar questions to mine. I was able to retrieve different responses from the others in the group for three out of my four questions.   Ã‚  Ã‚  Ã‚  Ã‚  My first question asked why rape was so much more common among college students than among the whole rest of the population. The group came up with the fact that college is the first time people discover drinking and sexuality and want to do all the experimenting they can. Also it is the first time most college students are on their own meaning without the guidance of their parents, and that could probably effect their decision making for the worse. Also a college campus has a more accepting atmosphere for rape and sexual harassment. Every night students are heavily drinking, going to dance clubs or parties with dancing, while people of older age groups have families to take care of, jobs and more responsibilities altogether. For someone older, being accused of rape could ruin their life and most men would not want to risk that. This leads into my next question about fraternity houses as high-risk environments for rape, and why we tolerate this behavior. Twenty-fi ve percent of college women experience sexual harassment or rape and ten percent of rapes in colleges happen in fraternity houses. A study was done on college campuses about the difference between fraternities with a low-risk and the high-risk of sexual assault or rape. Students were asked to identify which ones were which and they could easily recognize this. So my question was, if everyone knows these differences, why do men and women participate in activities that support the rape culture when they see its injustices? The first response from the group was that we probably turn our cheeks from such behavior. We do not think it could happen to us or people we associate with. We began talking about the differences in the parties, but I think it was hard for everyone to directly relate ourselves to the situation because Washington College is not that way. violence and women :: essays research papers Violence and Women I thought that our discussion went well. We had a small group of about six people but three of us were leaders so we had a lot to talk about. Each of us went around and asked one question because we did not have time to discuss them all. But that did not matter because the other leaders had similar questions to mine. I was able to retrieve different responses from the others in the group for three out of my four questions.   Ã‚  Ã‚  Ã‚  Ã‚  My first question asked why rape was so much more common among college students than among the whole rest of the population. The group came up with the fact that college is the first time people discover drinking and sexuality and want to do all the experimenting they can. Also it is the first time most college students are on their own meaning without the guidance of their parents, and that could probably effect their decision making for the worse. Also a college campus has a more accepting atmosphere for rape and sexual harassment. Every night students are heavily drinking, going to dance clubs or parties with dancing, while people of older age groups have families to take care of, jobs and more responsibilities altogether. For someone older, being accused of rape could ruin their life and most men would not want to risk that. This leads into my next question about fraternity houses as high-risk environments for rape, and why we tolerate this behavior. Twenty-fi ve percent of college women experience sexual harassment or rape and ten percent of rapes in colleges happen in fraternity houses. A study was done on college campuses about the difference between fraternities with a low-risk and the high-risk of sexual assault or rape. Students were asked to identify which ones were which and they could easily recognize this. So my question was, if everyone knows these differences, why do men and women participate in activities that support the rape culture when they see its injustices? The first response from the group was that we probably turn our cheeks from such behavior. We do not think it could happen to us or people we associate with. We began talking about the differences in the parties, but I think it was hard for everyone to directly relate ourselves to the situation because Washington College is not that way.