The Vaccination Of The Hpv Vaccine - 778 Words

The HPV vaccine has always been controversial. When the vaccine first debut in 2006, many parents felt that the vaccine was only for sexually active teens, and their children did not fit that mold. Others felt that the vaccine was dangerous and refused to be vaccinated. Unfortunately, the stigma around the HPV vaccine still stands. In a study done by the Mayo Clinic, there has been a steady rise in the number of parents who do not want to vaccinate their children. In 2013, only 37.8 % of girls ages 13-17 received the full three doses of the vaccine and boys ages 13-17 had a vaccination rate of 14%. So why is it that many people refuse to get vaccinated? Perhaps it is a lack of education surrounding both the virus and the vaccine that is contributing to the reluctance. According to Dr. Renee Eger, an OB/GYN affiliated with Women and Infants Health Care Alliance, â€Å"Parents of children need to be educated around the safety of the vaccine and the significant benefits of the vaccine.† Hence, education around the dangers of the virus and benefits of the vaccine need to be promoted. However, It seems that parents are educated about the perceived dangers of the vaccine rather than its benefits. A quick google search can render countless articles around the risk of the vaccine. Truthaboutgardasil.org is one website dedicated to women who have faced life altering medical conditions, including paralysis, after receiving the vaccine. The organization also hopes to remove the vaccineShow MoreRelatedHpv Vaccine, The Cochrane Library, And Google Scholar1229 Words   |  5 Pagesterms included â€Å" human papillomavirus vaccine†, â€Å" human papillomavirus†, â€Å"HPV†, â€Å" human papillomavirus safety and effectiveness†, â€Å"human papillomarvirus vaccination rates†, â€Å"HPV randomized controlled trials and systematic reviews†. Since licensure of the HPV vaccine in 2006, HPV vaccine coverage among US adolescents has increased but remains low compared with other recommended vaccines. Studies show that the influence of accurate information about vaccines is maximized when conveyed from providerRead MoreHPV: The Most Common Sexually Transmitted Infection Essay1539 Words   |  7 Pagestransmitted infection (STI) is human papillomavirus (HPV) (CDC, 2013). Over half of sexually activity people will become infected with HPV at some point in their lifetime (National Cancer Institute, 2012). HPV can fall into two categories: low-risk HPV and high-risk HPV (National Cancer Institute, 2012). Low-risk HPV, also known as HPV types 6 and 11, cause about 90% of genital warts (National Cancer Institute, 2012). High-risk HPV, also known as HPV types 16 and 18, causes about 70% of cervical cancerRead MoreThe Human Papillomavirus ( Hpv )1266 Words   |  6 PagesThe Human Papillomavirus (HPV), a sexually transmitted disease (STD), is the most common sexually transmitted disease in the United States with about 14 million cases each year. There are two different types of HPV: low-risk and high-risk. According to the Centers for Disease Control and Prevention (CDC), â€Å"more than 90 percent and 80 percent, respectively, of sexually active men and women will be infected with at least one type of HPV at some point in their lives. Around one-half of these infectionsRead MoreThe Importance Of Penile Cancer1458 Words   |  6 PagesPapillomavirus (HPV), and that 14 million Americans become infected annually (CDC HPV Questions and Answers, 2016). Human Papillomavirus can cause penile cancer in men, cancer of the vulva, vagina or cervix in females, and esophageal, oropharyngeal, and anal cancers in both men and women (CDC HPV Questions and Answers, 2016). Consequently, 27 million Americans annually are diagnosed with cancer from HPV (CD11.7C What Is HPV, 2016). The morbidity and mortality rates for cervical cancer caused by HPV in theRead MoreHuman Papillomavirus Vaccine Controversy : Susan Le1707 Words   |  7 Pages Human Papillomavirus Vaccine Controversy Susan Le California State University, Sacramento Abstract Human Papillomavirus is a highly contagious sexually transmitted disease that is believed to be the precursor of several cancers, especially cervical cancer. Researchers have developed a couple of vaccines believed to prevent several strains of the virus. Much controversy has surrounded the birth of this vaccine because law makers want to make the vaccine mandatory for school -aged childrenRead MoreIntroduction. The Very Controversial Issue Being Discussed956 Words   |  4 Pagesbeing discussed in this debate is the question should vaccinations such as HPV be mandated for teenage girls? Two different views are offered. This controversy began when the issue was introduced to the real world in 2006. The FDA announced a prophylactic vaccine against 4 strains of HPV. Most importantly is the fact that this vaccination has about a 70% protection against cervical cancers linked to HPV. More CDC recommends routine vaccination for 11-12-year-old girls. It also recommends 13-26-year-oldR ead MoreThe Human Papillomavirus ( Hpv )1655 Words   |  7 PagesPapillomavirus (HPV) is a set of 150 connected viruses. This group of viruses is very large and thus each HPV virus is assigned a number that is called the corresponding HPV type. The names of such HPV types are called after warts it produces as a visible sign of the infection.1 One very easy way to spread HPV viruses is by means of sexual contact. In addition, more than 40 HPV types are involved in the sexual transmittance of the infections. There are two different categories for sexually transmitted HPV types:Read MoreEthical Considerations Of Compulsory Hpv Vaccination1677 Words   |  7 PagesConsiderations of Compulsory HPV Vaccination Mandates for Adolescent Girls Human papillomavirus (HPV) is a sexually-transmitted infection (STI) which includes over forty strains, several of which are the cause of 70% of cervical cancer cases (Thomas, 2008). The Food and Drug Administration licensed the vaccine, Gardasil, produced by the pharmaceutical company, Merck, in June 2006 as a safe and effective means for preventing cervical cancer caused by HPV (Thomas, 2008). The vaccine can be administered inRead MoreHuman Papillomavirus ( Hpv )1276 Words   |  6 PagesPapillomavirus (HPV) is responsible for most of both incident and prevalent Sexually Transmitted Infections in the U.S (Satterwhite et al., 2013). Approximately, 14 million Americans aged 15-59 years are newly diagnosed with HPV each year and a half of them occur among young adults aged 15-24 years (Markowitz et al., 2014). Similarly to female, the prevalence of genital HPV infection is estimated to be at least 20% or higher in male population (Dunne et al., 2006). While most HPV infection (7 0-90%)Read MoreThe Effectiveness Of The Hpv Vaccine1555 Words   |  7 Pagesimmunizations has been studies for years. Edward Jenner, the producer of the first vaccination, reduced the frequency of diseases through immunization (Mhaske 209). HPV and MMR vaccines elongate lives by immunizing them from harmful infections. Studies are being conducted to test the effectiveness of the HPV vaccine. The first HPV vaccine came out in June of 2006, but it was not released until 2007 (Vetter, Geller 1258) (Fonteneau 2). HPV stands for Human Papillomavirus; it is a sexually transmitted disease that

Snake Free Essays

Analysis of Theme in â€Å"Snake† A theme found in the poem â€Å"Snake† is that the respect man has for nature hinges on the difference between instinct and learned behavior. D. H. We will write a custom essay sample on Snake or any similar topic only for you Order Now Lawrence expresses this theme through the use of similes and conflict. The literary elements used in the poem help clearly point out this meaningful message. As the poem begins, the narrator comes across a golden-brown snake as he approached his water trough. At first, the narrator shows respect and admiration for the creature. As stated in line (27), â€Å"But must I confess how I liked him, How glad I was he had come like a guest,† shows He felt honored by the snake’s presence. It is the narrator’s natural instinct to feel this way. The narrator then goes on to compare the snake to cattle by saying in line (16) â€Å"He lifted his head from his drinking, as cattle do, and looked at me vaguely, as drinking cattle do. † The use of this simile represents the respect the narrator has for the snake and reflects on the snake’s harmless behavior. Soon after, the narrator’s natural admiration and respect for the snake is interrupted by the voice of his education. Here begins the main internal conflict the narrator faces. The narrator listens to the voice in his conscience say, â€Å"The voice of my education said to me, he must be killed, for in Sicily the black, black snakes are innocent, the gold are venomous. and voices in me said, if you were a man, you would take a stick and break him now, and finish him off. (Line 22)† The narrator’s decision to listen to the voice of his education instead of his true feelings is what ultimately brings about the main consequence, which is the sense of guilt resulting from such a petty action. The consequence the narrator faced for killing the snake he had once admired was the feeling of regret and guilt. Although he showed respect and felt honored by the snake’s presence, both were overshadowed by the action of the narrator. The peaceful atmosphere immediately shifted when the narrator thought in his mind, â€Å"And immediately I regretted it. I thought how paltry, how vulgar, what a mean act! I despised myself and the voices of my accursed human education. (Line 63)† The negative feelings felt by the narrator were brought forth by something that man usually views as insignificant, the elationship between nature and man-kind. All that was left for the narrator to do was to extinguish his self-inflicted sense of sin against nature. The poem concludes on line 72 when the narrator utters, â€Å"And I have something to expiate: a pettiness. † The poem â€Å"Snake† clearly sends the message that the respect man has for nature depends on the differen ce between the inner conscience and the impulse of learned human behavior. The theme shines light on the importance of the relationship between nature and mankind because at the end of the day, they are both more similar than we assume. How to cite Snake, Papers

The Middle East Conflict free essay sample

The paper gives a history of both Zionism and the Palestinian Liberation Organization, explaining the contributions of both sides to the current conflict. The paper gives a history of both Zionism and the Palestinian Liberation Organization, explaining the contributions of both sides to the current conflict. In some sense, the roots of the current cycle of violence in the Middle East stem from the founding of the modern state of Israel. (It is arguable that the current violence is actually the continuation of ancient struggles for power in the region extending back to the Egyptian empire, but that is perhaps too long a view for the current paper.) Jews came to the Middle East at the end of World War II to Palestine because they needed and wanted a place of refuge. Their tenacity in holding on to that refuge in addition to the antipathy of those who became their new neighbors (including some that had been displaced or left the new land of Israel) established the roots of the current violence. We will write a custom essay sample on The Middle East Conflict or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

INTRODUCTION Essays (681 words) - Jack London,

INTRODUCTION Jack London (1876-1916) was easily the most successful and best-known writer in America in the first decade of the 20th century. He is best known for his books, The Call of the Wild, White Fang, and The Sea-Wolf, and a few short stories, such as To Build a Fire and The White Silence. He was a productive writer whose fiction traveled through three lands and their cultures such as the Yukon, California, and the South Pacific. His most famous writings included war, boxing stories, and the life of the Molokai lepers. "He was among the most influential people of his day, who understood how to use the media to market his self-created image of a once poor boy to now famous writer"(biography of Jack London). He left over fifty books of novels, stories, journalism, and essays. BIOGRAPHICAL INFORMATION London was born in San Francisco to an unmarried mother, Flora Wellman. His father may have been William Chaney, a journalist, and lawyer. Because Flora was ill, for eight months Jack was raised by an ex-slave, Virginia Prentiss. Late in 1876, Flora married John London, a partially disabled Civil War veteran, who adopted Jack. The family moved around the Bay area for a while before settling in Oakland, where Jack completed grade school. When he was young, London worked at different hard jobs. He searched for oysters on San Francisco Bay, served on a fish patrol, sailed the Pacific on a sealing ship, hoboed around the country, and returned to attend high school at age 19. During that time, he became familiar with socialism. He ran unsuccessfully several times for Mayor of Oakland. London's great love became agriculture, and he often said he wrote to support his Beauty Ranch in Glen Ellen. He brought techniques observed in Japan, like terracing and manure spreading and used them on his farm. Troubled by physical problems, during his thirties, London developed kidney disease. He died on November 22, 1916. Following his death, for a number of reasons a myth developed in which he was made up to be an alcoholic womanizer who committed suicide. But it was proved wrong. But its rumor has resulted in neglect of his books and his popularity. His writings became translated in several dozen languages, and he remains more widely read by other countries around the world, than in America LITERARY INFORMATION Because he read so much, he chose to become a writer as an escape from the terrible life as a factory worker. He studied many famous writings and began to submit stories, jokes, and poems but most came without success. His experiences when he was a boy, later formed books for boys' adventure stories like The Cruise of the Dazzler (1902) and Tales of the Fish Patrol (1905). A committed socialist, he insisted against editorial pressures to write political essays and insert social criticism in his fiction. Spending the winter of 1897 in the Yukon, he began publishing in the Overland Monthly in 1899. Many were books were written during this period of his life he told stories in The Son of the Wolf (1900), Children of the Frost (1902), Smoke Bellew (1912). Although The Call of the Wild (1903) brought him lots of fame , many of his short stories also became famous, like The People of the Abyss (1903), and the same for his discussion of alcoholism in John Barleycorn (1913). London's concern for the outcasts of society were notably written in The People of the Abyss (1903), a harrowing portrayal of English slum life and The Road (1907). His struggle to become a writer is recorded in his autobiographical novel, Martin Eden (1909). London's long voyage (1907-09) across the Pacific in a small boat also created more books about the cultures he saw. He helped break the fear that people had about leprosy. After their marriage he followed with a book he co-wrote with Anna Strunsky, The Kempton-Wace Letters, which said that mates should be selected for good breeding, not love. (Bess agreed.) London's fiction and political writings express a strong commitment to his belief individualism and socialism. Bibliography BIBLIOGRAPHY "Biography of Jack London" The Jack London collection (DL SUNSITE) "Jack London Search Results" BIOGRAPHY.COM. "London, Jack" Grolier Multimedia Encyclopedia. CD-ROM. 1996 ed.

A Biography of Sadie Tanner Mossell Alexander

A Biography of Sadie Tanner Mossell Alexander As a leading civil rights, political, and legal advocate for African-Americans and women, Sadie Tanner Mossell Alexander is considered to be a fighter for social justice. When Alexander was awarded an honorary degree from the University of Pennsylvania in 1947, she was described as: â€Å"[...] [A]n active worker for civil rights, she has been a steady and forceful advocate on the national, state, and municipal scene, reminding people everywhere that freedoms are won not only by idealism but by persistence and will over a long time[†¦]† Some of her greatest achievements where: 1921: First African-American woman to receive a Ph.D. in the United States.1921: First African-American to receive a Ph.D. in Economics from the University of Pennsylvania.1927: First African-American woman to enroll and earn a law degree from the University of Pennsylvania.1943: First woman to hold a national office in the National Bar Association. Alexanders Family Legacy Alexander came from a family with a rich legacy. Her maternal grandfather, Benjamin Tucker Tanner was appointed the bishop of the African Method Episcopal Church. Her aunt, Halle Tanner Dillon Johnson was the first African-American woman to receive a license to practice medicine in Alabama. And her uncle was internationally acclaimed artist Henry Ossawa Tanner. Her father, Aaron Albert Mossell, was the first African-American to graduate from  the University of Pennsylvania Law School in 1888. Her uncle, Nathan Francis Mossell, was the first African-American physician to graduate from the University of Pennsylvania Medical School and co-founded the Frederick Douglass Hospital in 1895. Early Life and Education Born in Philadelphia in 1898, as Sarah Tanner Mossell, she would be called Sadie throughout her life. Throughout her childhood, Alexander would live between Philadelphia and Washington D.C. with her mother and older siblings. In 1915, she graduated from the M Street School and attended the University of Pennsylvania School of Education. Alexander graduated with a bachelors degree in 1918 and the following year, Alexander received her masters degree in economics. Awarded the Francis Sergeant Pepper fellowship, Alexander went on to become the first African- American woman to receive a Ph.D. in the United States. Of this experience, Alexander said â€Å"I can well remember marching down Broad Street from Mercantile Hall to the Academy of Music where there were photographers from all over the world taking my picture.† After receiving her Ph.D. in economics from University of Pennsylvanias Wharton School of Business, Alexander accepted a position with the North Carolina Mutual Life Insurance Company where she worked for two years before returning to Philadelphia to marry Raymond Alexander in 1923. The First Female African-American Lawyer Soon after marrying Raymond Alexander, she enrolled in the University of Pennsylvanias Law School where she became a very active student, working as a contributing writer and associate editor on the University of Pennsylvania Law Review. In 1927, Alexander graduated from the University of Pennsylvania School of Law and later became the first African-American woman to pass and be admitted to the Pennsylvania State Bar. For thirty-two years, Alexander worked with her husband, specializing in family and estate law. In addition to practicing law, Alexander was served as Assistant City Solicitor for the City of Philadelphia from 1928 to 1930 and again from 1934 to 1938. Trumans Committee of Human Rights The Alexanders were active participants in the Civil Rights Movement and practiced civil rights law as well. While her husband served on the city council, Alexander was appointed to President Harry Trumans Committee of Human Rights in 1947. In this position, Alexander helped to develop the concept of a national civil rights policy when she co-authored the report, To Secure These Rights. In the report, Alexander argues that Americans- regardless of gender or race- should be granted the opportunity to improve themselves and in doing so, strengthen the United States. Later, Alexander served on the Commission on Human Relations of the City of Philadelphia from 1952 to 1958. In 1959, when her husband was appointed as a judge to the Court of Common Pleas in Philadelphia, Alexander continued to practice law until her retirement in 1982. She later died  in 1989 in Philadelphia.

That Confusion

5 Cases of Which/That Confusion 5 Cases of â€Å"Which†/â€Å"That† Confusion 5 Cases of â€Å"Which†/â€Å"That† Confusion By Mark Nichol Perhaps you are confused by grammatical discussions of restrictive and nonrestrictive or essential or nonessential clauses. (I know I can never keep those terms straight.) Never mind the nomenclature; when you’re editing your own writing, or someone else’s, simply read the phrase that follows a which (or who) or a that and determine whether the phrase that follows is parenthetical (it can be removed with no change of meaning to the sentence) or it is integral to the sentence. Here are five sample sentences followed by explanation of the problem and a revision. 1. â€Å"The inventor of the Etch A Sketch toy that generations of children drew on, shook up, and started over, has died in France, the toy’s maker said.† The use of that to serve as a grammatical bridge between the name of the product and the phrase describing how it was used implies that more than one type of product called the Etch A Sketch exists; the one that children used as described is, according to this sentence construction, one of two or more types. When that is replaced with which, and which is preceded by a comma, the sentence structure makes clear that the existence of other Etch A Sketch products is not implied: â€Å"The inventor of the Etch A Sketch toy, which generations of children have drawn on and shaken up before starting over, has died in France, the toy’s maker said.† (Note, too, that I have altered the wording explaining how the toy is used and have changed the tense to indicate that the product is extant.) 2. â€Å"It was a time when tensions were growing between the black and Jewish communities that had previously been aligned in efforts to affect social change.† The point of this sentence is not what had occurred between certain communities of black and Jewish people, but what the entire black and Jewish communities had experienced. The restrictive force of that must be replaced by the parenthetical purpose of a comma followed by which: â€Å"It was a time when tensions were growing between the black and Jewish communities, which had previously been aligned in efforts to affect social change.† 3. â€Å"Police are probing allegations of incidents involving the renowned astrophysicist who is paralyzed.† The phrase â€Å"the renowned astrophysicist who is paralyzed† distractingly refers to the concept of astrophysicists who are not paralyzed. However, â€Å"who is paralyzed† is merely additional information appended to the factual statement, and should be attached with a comma followed by who (the equivalent of which): â€Å"Police are probing allegations of incidents involving the renowned astrophysicist, who is paralyzed.† 4. â€Å"The company’s incident-response team can quickly and reliably identify events, which threaten an organization’s security posture.† Here and in the example below, the problem in the previous sentence is reversed: This statement implies that all events are threatening. Replacing the comma and which with that corrects that impression by restricting the meaning to refer specifically to threatening events: â€Å"The company’s incident-response team can quickly and reliably identify events that threaten an organization’s security posture.† 5. â€Å"The court ruled this week that a law passed last summer, which gave five top government-office holders immunity from prosecution, was illegal and must be revoked.† This sentence construction suggests that the summer, rather than the law, granted immunity. Removal of the bracketing commas and replacement of which with that integrates the central point into the framing sentence: â€Å"The court ruled this week that a law passed last summer that gave five top government-office holders immunity from prosecution is illegal and must be revoked.† 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 Grammar category, check our popular posts, or choose a related post below:75 Synonyms for â€Å"Angry†Used To vs. Use Toâ€Å"Least,† â€Å"Less,† â€Å"More,† and â€Å"Most†

Federal Reserve Essay Example | Topics and Well Written Essays - 1250 words

Federal Reserve - Essay Example The Board of Governors is appointed by the President who controls the functions of the Federal Reserve System. There are Federal Reserve Banks which operates in major cities of US. The major objectives of the Federal Reserve System are aimed at the welfare of the US economy. The Federal Reserve System in US is responsible for maximizing the employment opportunities in US, stabilizing the prices in US economy and achieving stability in long term interest rates (Wells 58). The monetary policy is designed by the Federal Reserve System of US. The other functions of the central banking system in US include regulation of the banking structure that includes the government and the private players as well as the advisory councils. The central bank also provides financial services to other depository agencies. The overall financial stability of the economy of US is the responsibility of the Federal Reserve System. Before the Federal Reserve System was set up in 1913, there were around 30000 cu rrencies in the economy of US. Many business houses and even the drug dealers could issue currency notes for financial transactions. This created a situation of instability in the economy of US. ... Apart from this, the various currencies in US had different denominations and values. The absence of a standardized currency created difference and problems among the traders. The business, imports and exports all suffered due to the presence of varying numbers of currencies and absences of standardized form of currency in the economy of US. The Federal Reserve System of the US was created to standardize the currency of the economy of US and thereby establish a position of stability in the economy (Grey 98). The Federal Reserve System provides a central banking system to the economy of US where the business and he individuals could deposit their money in the standard currency of US dollar. The depositors could also withdraw their money from the Federal Reserve System at the time of need. These withdrawals took place in the same standardized currency of US dollars. Thus the Federal Reserve System could drive away the intermediate currencies and their varying values and established a s tandardized form of currency to be followed by the customers and traders in order provide an organized monetary system and sufficiency in liquidity. The US economy invariably needs the Federal Reserve System in the economy without whose functions there would be ample distortions in the economy that would hamper the economic growth of US. This could be understood from the roles and responsibilities of the Federal Reserve System and the implication on the US financial and economic system in absence of its role. The Federal Reserve System plays the role of balancing between the centralized role of the government for the welfare of the economy and the private interests of the