Category: Control

Imagine living in a place where you’re forced to live a certain lifestyle, follow rules and not have a say in the matter. Because you’re afraid of what the consequences may be not just for yourself but for your loved ones as well. The Giver is a novel written by Lois Lowry and it’s about a boy named Jonas who lives in a futuristic society that is led and controlled by a council “The Elders’ ‘. Who makes every aspect of your life. Divergent is a film directed by Neil Burger. Which takes place in a Dystopian future society that consists of five factions. Amity, Erudite, Candor, Abnegation, and Dauntless. Tris prior has finally reached adulthood and must choose one of the five factions. She however is divergent and cannot belong to just 1 faction. Both Divergent and The Giver portray a criticism of government control using a dystopian society.

What’s the point of being human if at the end of the day you get controlled like a robot and have your whole life already set in stone. The Giver achieves its purpose of a dystopian community where one’s life is controlled by a higher power. Like the government for example which is portrayed as the council who are “The Elders”. Firstly the people who live in this society all have one thing in common and that’s the idea of “Sameness” which is an idea organized and valued by the elders. Thus proving ones life cannot be decided by themselves, on the contrary its being created by the council. Secondly is the choosing of a “Receiver of memory”. This is somebody whom the council picks as being worthy of having the ability to handle memories of life. Demonstrating once again that your life isn’t yours to live. That there will always be somebody above you who controls the way people are wired to live. Therefore, the story achieves its purpose by showing that any form of higher power that doesn’t have their citizens best intentions at heart will result in conflict. Adding on to this idea of a controlled society based on others beliefs is the movie Divergent.

Nobody ever really feels like they belong, but what if it wasn’t about belonging and just simply trying to fit in. The movie Divergent has a unique way of capturing the idea that those who are forced to follow a specific lifestyle run by a government. That won’t work if the people feel like they are being controlled at the expense of their happiness based on different ideologies. One example is shown in the beginning at the choosing ceremony, where each young adult is expected to choose between the 5 factions in order to help maintain the peace among each other. If you are a Divergent however you can’t be controlled or put into just one because you contain the ability to belong to them all. Which is looked down upon by the government. Therefore resulting in your execution. Another example of this can be seen when Erudite makes everybody of the dauntless faction be injected with a serum which only they have the power to control. Since dauntless are seen as the security for the city it’s easier to enforce laws upon the other factions, if they are following the government’s commands. In Conclusion it ties into the idea that people who are forced into living the way somebody else wants them to just for personal gain will alway be criticized.

The common purpose is that any idea of a higher power in this case being the government is always going to be criticized by the followers, people or society in general. Personally I think Divergent did a better Job of really capturing this idea. It did a better Job because it had a sense of realness to it. By that I mean that you can connect it to today. Most young adults struggle with things like identity, what they want to do for the rest of their lives, and how they want to live. In many cases the five factions in the movie can also be seen in the real world as cliques or social levels. Nonetheless it displays the idea that you should always fight and do what’s best for you regardless of the outcome, because everybodys different. And we shouldn’t be expected to live the same way. Divergent and The Giver can be seen as a demonstration of today’s society, of how we all live based on rules, beliefs, or traditions. And although at first it may seem like everybody could live harmoniously amongst each other by following these ideas, whenever a government and its people don’t agree on a matter it usually will result in chaos.

Parental control as cited in the Oxford Learner’s Dictionary is ‘the software feature that enables parents and other adults to control children’s access to material that is not suitable for them. In other words, it’s the parent’s way of limiting the websites, searches, etc. to filter all the inappropriate things for them out of their reach and also lessen the chance of them popping up. The internet is called the information superhighway and the information can be very helpful to children given easier access to information and knowledge. But that can also negatively affect them with problems such as physical health issues, obstruction in cognitive development, depression, isolation, and social maladaptation.

A developing number of studies demonstrate that giving youngsters access to home PCs and the web doesn’t improve scholastic accomplishment. A few, in light of randomized control preliminaries in Peru and the US, discover invalid impacts. Others, in light of semi-exploratory techniques in Romania and the US, even discover negative impacts. Given that PCs speak to such a flexible innovation, the potential dangers and advantages of PC use are probably going to rely upon parental inclusion. Malamud and Pop-Eleches (2011) found that parental standards for schoolwork and PC utilization lessened the negative impacts of PC possession, proposing that parental checking and supervision might be a significant interceding factor. In an ongoing report, we analyze two factors that may influence guardians’ capacity to screen their youngsters’ web use. In the first place, guardians may need data about their youngsters’ web use. Youngsters are frequently snappier to adjust to innovations and guardians along these lines experience difficulties in seeing how kids use innovation. Second, even with flawless data, guardians will most likely be unable to impact their youngsters’ activities through aberrant exchanges and dangers. In these cases, guardians may want the probability of controlling their kids’ activities legitimately. We planned and executed a lot of randomized intercessions to test the effect of sending guardians week after week SMS messages containing explicit data about their youngsters’ ongoing web use as well as support and help with introducing parental control programming. Giving guardians data about their youngsters’ web use should help ease instructive contacts. Urging guardians to introduce parental control programming can assist guardians with bypassing the need to boost their kids or authorize rules identified with PC use, accepting that guardians can introduce and work such as parental control programming.

In the Philippines, watching television is very common; children after school would often watch television to watch their favorite cartoons and movies. And now that technology has advanced, it has given children more opportunities to explore other media, or the internet through television and other gadgets. Children are now being exposed to media at a young age. Media consumption can either have a positive or negative outcome. Children learn a lot from the internet, and because of curiosity they often search for more media content and because of this, it can affect their overall well-being. This could affect them especially when they are outside or in class. It can affect their thinking and perspective on things.

There have been studies around the world that center on parental guidance or parental control. The lack of parental control of children is responsible for children being violent and aggressive in schools. As such, not many of the community knows this and most of them disregard this fact. The Internet is a way of communication that students can able to use for research, school reports, and talking to different people as an interaction setting for themselves. But online access also comes with risks, like unpleasant content and activities that might affect our children’s behavior. Using apps and websites that are not appropriate where students interact, predators may pose as child or teen-looking. Parents should be aware of what their kids see and hear on the internet, who they meet, and what they share about themselves. One way is talking with your kids as a parent, using tools to protect them, and keeping an eye on their activities.

Age and time have little to do with maturity. There are many mature young people and many children from older generations. Maturity is about the way we behave and interact with the world around us. Because our emotions are directed at ourselves and others, we have our own ways of expressing them. An emotionally mature person has six qualities. If I had to rank the six qualities of an emotionally mature person based on how well I develop these qualities, I would put self-control first. Self-control is the ability to overcome impulses to respond appropriately. Before developing this self-control, we must be aware of ourselves. Once we develop a strong sense of self, we are better able to exercise a certain level of self-control.

We can identify the urges that build up in our minds and resist the temptation to act on them. For example, when I don’t like someone or someone doing something that makes me angry or upset, I can refrain from posting foul language or angry posts about that person. I’m able to stay calm when someone does something I don’t like. Especially now, when we are more inclined to communicate and express our individuality through the Internet.

We now live in a world that draws our attention and engagement at every turn. Even as I settle down to write this reflection activity, ‘Ding!’, a new message, ‘Ting!’, someone posted on my Facebook timeline, a notification that someone is calling, although I had it muted to avoid distraction. Given all this digital distraction, it’s surprising that I’m still here, typing and doing this kind of reflective activity. The kind of self-control I developed helped me focus in a sea of ‘chaos’. As well as in our social selves, where we experience building relationships and friendships, heartbreak, empathy, and connecting with others, self-control needs to be manifested. For example, during a heartbreak or a breakup, I’ve been through, I have this emotional self-control that limits me from screaming, punching, or doing anything very impulsive. It also stopped me from crying uncontrollably. For another example, when I am walking on the road, there will be strangers catcalling me, self-control can help me not to break out, and not say bad things to them such as cursing them. It really prevents me from doing things I don’t want to do or feeling things I don’t want to feel, especially when I’m tempted.

Indeed, self-control is a very useful skill that defines us as emotionally mature people.

Every organization has a number of stakeholders, with a definite purpose as it works in a social framework. Now, Stakeholders are the parties that are interested in a company, whereby, the parties either affect or get affected by the decisions and activities of the company. The common and primary stakeholders in an organization/company are employees, investors, suppliers and customers.

Stakeholders of an organization have their own rights and responsibilities as organizations/businesses have towards its stakeholders. It is important for organizations to consider and balance the interests of their stakeholders to be socially responsible. An organizations responsibility towards stakeholders include responsibilities to the customers, society, employees, suppliers and government body.

In case an organization fails to discharge its responsibilities towards its stakeholders, the organization has to work on ways to improve their “Control Mechanisms.” Control Mechanisms refers to the regulations/control applied to the activities within an organization to get the desired results and optimize performance

To further elaborate on the importance of fulfilment of organizations responsibility towards its stakeholders, I would like to explain the case issues regarding Kmart Corporation.

Kmart Corporation, a subsidiary of Sears Holdings Corporation, is an American Retail Chain, founded by Sebastian S. Kresge. Kmart had initially and gradually initiated innovative tactics and strong customer loyal, at the turn of century which led to exceptional corporate growth; their business was on the boom. On the other hand, other retail companies like Walmart and Target, were starting to grow bigger and wider, posing great competition to Kmart. Kmart’s sales started dropping consistently with the closure of stores increasing every year, failing to make changes in their supply chain management. It is known that Kmart had bought several other companies under them which made it lose its focus and filed a bankruptcy in 2002.

Kmart’s failure was not only tied to owning many other companies but Kmart also faced other challenges as they were not able to give back or fulfil their responsibilities towards its stakeholders. After losing its focus and getting diversified, Kmart Corporation faced other problems such as Poor Customer Service, Price Competition, Poor Inventory Management.

• Poor Customer Service: one main reason for Kmart’s failure is due to their poor customer service. Kmart failed to ensure high quality products at an affordable price, rather, Kmart’s prices became too high and unaffordable.
• Price Competition: with the increasing competition and pressure from Walmart and Target, Kmart failed to adopt and implement the right pricing strategies.
• Poor Inventory Management: Kmart had executed poor technology projects which mangled its inventory channels. Often products being out of stock. Kmart had failed to change with time.

All these led to Kmart failing to ensure maintenance which hampered their continuous growth. Furthermore, all this led to Kmart losing their employees as the employees were not provided with fair wages and a good working environment.

My recommendation or the appropriate control mechanisms for Kmart Corporation are:

• Instead of diversifying their business, Kmart should strengthen its resource and capabilities; to compete in such tough economic situation.
• Kmart should provide its employees with compatible compensation packages, reward them and make them feel valued.
• Kmart should keep track of the changing aspects; demands, technologies, etc., to be able to satisfy their customers and compete in the market.
• Kmart should carry out a proper and effective Market Research and strengthen their Market Strategy, to know what it is that their customers want or need.
• Kmart should create an integrated supply chain.
• Kmart should collaborate with NGOs and participate in community related projects; to let people know that they care for the society and to gain trust of their customers.
• Kmart should not compromise on quality and services, rather, strengthen its relationship with its customers by providing high quality products at an affordable price.

In conclusion, it is essential for organizations to fulfil their responsibilities and satisfy their stakeholders, to keep their businesses thriving and to avoid negative backlash. Stakeholders are the integral part of every company, which has to be taken care of and valued at all times. If not, becomes difficult for organizations to grow and sustain in the market in the long run. As such, Kmart Corporation has to improve their strategies and incorporate initiatives to satisfy its stakeholders, for it to be able to compete and position itself again in the ever changing business environment. In short, Kmart should engage and involve with stakeholders, to uncover its potential strengths and opportunities.

Every single person has their own life, but are we really in control of our own? Most of us think that we are in control of our own lives, but that isn’t the case. We can control most of our life decisions and our actions, but we can not control what happens around us. For example do you remember back in 1940-1973 when they had military drafts? Men that were picked had no choice but to be sent off into fighting for our country when there were no volunteers left. Those men had no control over weather or not they wanted to be sent off. There are many different examples and reasons as to why we might not be in control of our lives.

Religions is a good example of how you are in control of your decision on what religion, but not the rules you have to follow by. Being a part of a religion, depending on what religion, can hide your true personality and your true self. Most children are apart of a religion before they fully understand what that religion even is which forces them to grow up around things they are supposed to believe in, but maybe they do not agree with things the religion’s beliefs. For instance in the article The Salem (and other) Witch Hunts, a girl named Bridget Bishop was supposed to live a puritan life, but that is not what others thought. “Bishop was accused of not living a puritan lifestyle’’ because she wore black clothing. Her coat had been found to be oddly “cut or torn in two ways”, and her behavior was regarded an “immoral”” (Kubic, Mike. “The Salem (and Other) Witch Hunts.” CommonLit, 2016, www.commonlit.org/texts/the-salem-and-other-witch-hunts.). She was convicted of witchcraft after that and was hung the same day she was tried, June 10,1692. Bishop had no control or say as to why she is getting punished for being who she really is.

Think of a time when you felt like you were in control of doing something simple, maybe something as simple as hitting a crosswalk button. Well you could be wrong, some of the buttons for crosswalks do not actually work. “In New York City, only about 100 of the 1,000 crosswalk buttons actually function,…That number has steadily decreased in recent years: When the New York Times revealed that the majority of New York’s buttons didn’t work in 2004, about 750 were still operational.” (Prisco, Jacopo. “Do These Buttons Actually Work?” CNN, Cable News Network, 3 Sept. 2018, www.cnn.com/style/article/placebo-buttons-design/index.html.)

Pressing the button tricks our minds into thinking that the walk light will turn on faster when in reality you are waiting for the light the same amount of time you would when you do not press the button. Another ticky little button we think works all the time is the close door button in an elevator. Studies are proven in the Americans with Disabilities Act of 1990. “This legislation required that an elevator’s doors remain open long enough for anyone with disability or mobility issues, such as using crutches or a wheelchair, to get on board the cab safely,” said Brinkman.”(Prisco, Jacopo. “Do These Buttons Actually Work?” CNN, Cable News Network, 3 Sept. 2018, www.cnn.com/style/article/placebo-buttons-design/index.html.) As a result of the act elevator close door buttons do not work and are controlling our minds into thinking they work.

In conclusion, we might feel like we are being controlled sometimes, but we are the ones in control of the life decisions we make for ourselves. Making our own personal decisions can somewhat also change people around you’s lives. Say you take a new job offer, you could be taking someone else’s offer and that could force them to change their living ways. We are all forced to abide by the laws that control our country and keep it safe. Parents control their children, teachers control their students, bosses control employees. Being controlled can sometimes make you feel useless and not in charge, but being controlled is not a bad thing all the time. We are controlled for reasons. Your boss controls you at the place of work but you get something out of it in return. We all make our own choices in life, but that does not mean we are in full control.

Should the administration have full oversight? On the off chance that there was an opportunity, would society change or attempt to defy the laws present at this point? Ray Bradburry and Ayn Rand investigate the universe of a tragic culture in their books Fahrenheit 451 and Anthem, where both portray governments that are in finished control. Bradbury brings the peruser into an advanced reality where books are illicit. In Fahrenheit 451, owning and examining books is unlawful. People from society base just on preoccupation, snappy fulfillment and speeding through life. In case books are found, they are duplicated and their owner is caught. If the owner won’t leave the books, much the same as the case with the Old Woman, the person being referred to often kicks the can, devouring close by them. People with interests outside of development and redirection are viewed as strange, and potential risks.

The narrative of Anthem happens in some vague future time and spot in which opportunity and individual rights have been crushed. Cooperation — the political way of thinking holding that an individual exists exclusively to serve the state — is prevailing and has prompted the foundation of a worldwide tyranny of the Fascist or Communist assortment. Equity 7-2521 is a Street Sweeper of the city, having been decided for this calling by the Council of Vocations. Notwithstanding, he has consistently been captivated by the marvels of nature and can’t resist the urge to think about what intensity of the sky causes lightning and how it tends to be saddled to human advantage. As a result of his interest with the Science of Things, he subtly wants to be sent to the Home of the Scholars. He has been instructed that it is just plain wrong to harbor mystery desire, thus accepts he is blameworthy, however unusually, he feels no aches of bad behavior. . The two compositions have a comparative point of government can’t control autonomy from society. Rand uses allegories, likenesses , and incoherency, while Bradbury uses correlations, analogies and references to develop the subject.

The fundamental clash in Fahrenheit 451 is Man versus Society, and this is displayed through Montag’s battle against his harsh, tragic world. In the opening lines of the story, we see that Montag cherishes his activity as a fire fighter and thinks there is nothing amiss with consuming books. The entirety of this changes, nonetheless, when he begins visiting with his neighbor, Clarisse, and he goes to a fire where a lady forfeits her life. This lays the right foundation for the contention in light of the fact that Montag understands that he is profoundly discontent with his life and begins to think about whether books contain some potential arrangements. The slaughtering of Captain Beatty is a defining moment in the story and one which carries this contention to its peak. Compelled to escape the city, Montag turns into a criminal who groups together with the ‘book covers,’ a gathering of men who have retained books to help who and what is to come. At the point when their city is wrecked by bombs, these men have the chance to modify a general public where control is never again the norm. All things considered, Fahrenheit 451 is a book where Man overcomes his harsh society. Equality 7-2521 understands the essentialness of his reality just when he comes to comprehend that one is the focal point of one’s universe, and that one’s observation gives the world its importance. He battles all through Anthem with his developing want to invest energy alone, to compose for his very own advantage just, and to make at his own recreation and for his very own motivations. Simply after his break with society, in any case, does Equality 7-2521 feel his own quality and capacity. Alone, Equality 7-2521 flourishes, even in the backwoods, where he at first hopes to be decimated by mammoths. In the public eye, every one of the siblings are depleted of their vitality and sapped of their inventiveness until they become indistinguishable, nondescript masses made garbled by dread of dismissal by the gathering. On the other hand, those characters fit for deduction all alone display quality, dauntlessness, and confidence. In his last revelation, Equality 7-2521 pronounces his will the main order he will obey and his bliss his lone objective.

Rand composes Anthem as a notice to the individuals who accept that collectivist social orders, similar to the one whose birth she saw in Russia from the get-go in the twentieth century, can ever be fruitful. She cautions that dismissing the individual and their needs will prompt the decimation of all advance and all progress ahead. By the by, she accepts that the individual can never truly be ruled—the person in question will consistently reemerge in light of the fact that opportunity is a piece of the human cosmetics. Rand accepts that regardless of how hard society attempts and what number of individuals it executes for the sake of community, the individual will even now ascend and proclaim oneself their own motivation.

The end to Fahrenheit 451 is shockingly hopeful, considering the city was simply besieged and for the most part everybody is dead. Montag thinks not about the past, however just of things to come, of the individuals he can help and of the new life he can work with the information he has picked up. In Part 3, titled ‘Copying Bright’, Montag is looked with his better half’s disloyalty, consuming his home, and murder. He is on the run, endeavoring to complete what he unwittingly began. He heads to his companion Faber’s home with the new Hound, a robot that chases outlaws, on his trail and concludes that he won’t abandon his decision to break free from his previous lifestyle. With Faber’s direction, Montag heads to the stream the lose the Hound. His endeavors are fruitful, and he makes it to a camp where he is greeted wholeheartedly. Montag adapts each man is conveying the message of a work of writing; Montag will encapsulate the Book of Revelation. While he is endeavoring to review any data he recently held, a bomb goes off in the city. At the point when the residue settles, Granger, one of the researchers, describes the legend of the Phoenix. The Phoenix was a legendary feathered creature that would live for many years. After some time, the fowl would make a memorial service fire and light itself ablaze. It was said the flying creature would find new life and start its adventure once more. The last two sections of Anthem are, ostensibly, the most significant of the book. Correspondence 7-2521 opens Chapter 11 with a veritable trumpet impact of first individual pronouns making us mindful that he’s at long last found the ‘Unspeakable Word.’ Though the plot is basically finished, the last two sections, and in a way the entire book, have been developing to this point. And afterward starts Equality 7-2521’s ‘tune of recognition’ to the human inner self, as he begins to let us know in happy language the new understanding he’s landed at. Simultaneously, he even gives us an essential brief training in Randian vanity.

The last section specifically is additionally intended to give a notice to us about the risk of dismissing the holiness of the individual inner self: people must not forfeit their opportunity and joy to cooperation and the ‘incomparable WE.’ Rand herself considered this to be a developing danger when she composed Anthem (see ‘In a Nutshell’), and it’s hard not to distinguish the note of analysis in such expressions as: ‘Yet regardless I wonder how it was conceivable, in those clumsy long stretches of change, some time in the past, that men didn’t see whither they were going, and went on, in visual impairment and weakness, to their destiny’ (12.20). A definitive message of Anthem’s end pages is one of expectation and certainty. Not in any case the terrible society where Equality 7-2521 lived had the option to stifle the human sense of self totally. Presently, it would seem that Equality 7-2521 himself is getting ready to strike back and free those who endure under the burden of cooperation.

The aim of this essay is to talk about my transition from student nurse to staff nurse, as well as how certain factors can affect my practice. I will look at the change from student nurse to staff nurse critically. I will think about how my interests will change, what I will be able to do as a registered nurse that I was not allowed to or could not do as a student nurse, and what positions and responsibilities will change. I will use material from The Open University as well as material from a larger reading list to help my findings. I will focus on Begley’s key attributes for successful nurses: autonomy, assertiveness, advocacy, and transparency, and discuss two aspects to provide a clearer picture (Begley, A. 2010).

Transitioning from a student to a registered nurse may leave registrants feeling unprepared for the job and can be daunting at times, but it can also be a rewarding experience that helps the nurse become a safer practitioner. My personal emotions include curiosity, feelings of responsibility, and a lack of faith in my clinical abilities as a registered nurse, as well as apprehension, anxiety, and self-doubt (Messenger et al., 2021h). My transformation from student to registered nurse is aided by an emphasis on personal and professional values, as well as an understanding of the importance of lifelong learning in maintaining my professional identity (Messenger et al., 2021h). The Department of Nursing offered insight into how professionals trained by the OU’s Pre-registration Nursing Program supported their transition to registered practice as part of an OU study called Crossing the Threshold (Draper et al., 2010). The evidence indicated that there were role misunderstandings and that this was compounded by the fact that students are often treated as staff rather than students. As a result, it is up to me to balance my dual roles to facilitate my transition from student to registered nurse (Messenger et al., 2021i). As a registered nurse, I will use skills I learned as a student nurse, such as self-control, motivation, and time management, as well as the guidance of my peers, to help me adapt.

Nursing practice has become more professionalized and specialized, and nursing accountability has shifted from a previous emphasis on following instructions to a new emphasis on nurses’ own responsibilities for their behavior and outcomes (Begley, 2010). As a nurse, I will be responsible for delegating tasks to others, and I must be certain that the individual has the expertise and competency to complete the task. As a result, I must follow best practices (NMC, 2021), have faith in their competence, and ensure that my decisions and actions are justified and supported. Previous research indicates that new nurses lack the desire to demonstrate responsibility, even though we have been taught that it is an essential aspect of nursing (Krautscheid, L.C. 2014). The ‘Preceptorship Frameworks’ implementation mentoring program aids new nurses in adjusting to their new position, and the system has made suggestions for nursing education and professional development improvements (Department of Health, 2010). Mentoring students by registered nurses would also ensure that nursing staff maintains their competency in the field, and this will be a role for me as a registered nurse in the future (Jones, 2021g). I am hopeful that the preceptorship program will allow me to enhance my skills by allowing me to use the skills I have already acquired to aid transition. I need to have a strategy in place for any problems that arise during my preceptorship to improve my learning. By keeping my portfolio up to date and monitoring all competencies gained as a student nurse, I will be able to plan for my future career goals. As a newly qualified nurse, positive professional social contact is important in defining my professional identity and educating me on the nursing profession’s ethical values while promoting cooperation with other professionals to plan structured care delivery (Jones, 2021g). My student mentor and preceptor as a registered nurse will serve as a positive role model, allowing me to understand the professional dedication required by both roles (Jones, 2021g). As a registered nurse, I will have access to a range of resources to help me gain specialist awareness, experience, skills, and behaviors (Jones, 2021g).

The Nursing and Midwifery Council Code (NMC, 2015) establishes guidelines and effectively acts as an ‘external control’ to ensure that nurses, both student and registered, operate within the Code’s parameters, while ‘autonomous’ refers to the ability to make decisions without being affected by others, implying freedom as well as a willingness to take responsibility as a registered nurse (Jones, 2021a). I consider autonomy to be important to nursing and from my studies, it is a critical component of current nursing practice because we protect the autonomy and personal preference of service users, however, it can restrict your ability to act (Jones, 2021a). As a newly registered nurse, I need to feel comfortable expressing my thoughts and communicating my concerns to other members of the healthcare team without feeling incompetent. As a professional or student, you have a duty to refute negative behavior, but as a student, you tend to keep silent and do as you are told, so making your voice heard can be difficult, I will need to find ways to resolve this through encouragement from colleagues and mentors, team meetings, or conversations with my preceptor (Jones, 2021d).

As a result, as a student, I can act as a patient’s ‘voice’ by helping my mentor interact on their behalf but as a registered nurse, however, it will be my duty to examine each case constructively, establishing caring and therapeutic relationships, listening to their concerns, and assisting them in making informed decisions by providing them with the information they need (Jones, 2021c). Nursing autonomy, according to Skar (2010), is dependent on being ‘knowledgeable’ and ‘confident’ and nurses are said to have some autonomy in areas like management, decision-making, and performing tasks (Jones, 2021j). I am responsible for my actions as a student nurse; however, they are supervised, as a registered nurse, I will be responsible for my own actions, maintaining educated, professional, and confident decision-making by focusing on values gained through my studies such as moral courage, assertiveness, critical thinking, and evidence-based decision-making (Jones, 2021f).

In conclusion, the transformation from student to nurse has been critically examined in this essay. I have spoken about the consequences of my practice and the changes that will occur in my career. I have concentrated on two areas: autonomy and responsibility and explored the essence of nursing autonomy by examining qualities such as mental independence and ability. I have demonstrated my understanding of the difference between a student and a registered nurse, as well as how I will adapt to my professional position. I have spoken about the preceptorship program and how I think it will help me transition. All in all, I have considered both the positive and negative aspects of the student-to-nurse transition with the patient at the center of care and safety. I discussed nursing autonomy and the existence of professional regulation and its role in influencing nursing accountability which has moved from a previous focus on following orders to a current focus on nurses’ own accountability for their actions and outcomes (Begley, 2010).

The general attitude towards procrastination is usually negative, and often viewed as a bad habit by society however, the idea of procrastination is not so shallow. Angela Chu and Jin Choi introduced the idea of Active Procrastination to the world in 2005 in an effort to encourage scientists to look deeper into procrastination and realize that there are differences between those who procrastinate passively and those who procrastinate in a calculated and purposeful way, (Chu & Choi, 2005). The idea of Active Procrastination and it’s relationship with Self-Control became very interesting to me after reading what Chu and Choi (2005) found. Self-Control is the ability to practice restraint especially in regards to emotions and behaviors, (Self-Control, 2019). Active Procrastination is not just putting off a task, but doing so purposefully in order to use time crunches as motivation, most importantly active procrastinators often still have a positive and successful outcome in the end, (Chu & Choi, 2005). Chu and Choi (2005) predict that active procrastinators possess similar qualities of non-procrastinators. Also that active procrastinators share in the same positive outcomes that non-procrastinators do versus the negative outcomes of a passive procrastinator. Chu and Choi (2005) hypothesize that both those who procrastinate actively and those who do not procrastinate at all will have a higher level of motivation as well as have no difference in reports of self-efficacy; both of which will be stronger than passive procrastinators overall, (Chu & Choi, 2005). In order to research these ideas, Chu and Choi (2005) conducted a survey with 230 college aged students, which asked questions about time use on a 7-point Likert scale. These questions are meant to evaluate the performance of each students based on 11 variables like academic procrastination, time use patterns, motivation, stress, and academic performance among others. Chu and Choi (2005) found those who purposefully procrastinate have similar attitudes and behaviors to those who do not procrastinate. In conclusion, active procrastinators are much different than non-procrastinators and are able to achieve positive outcomes despite procrastinating, (Chu & Choi, 2005). The conclusion from Chu and Choi (2005) fthat there is a need to re-evaluate the views on procrastination and redefine them from blanket statements of being unhealthy lead me to begin my research on Self-Control and Procrastination.

These concepts developed by Chu and Choi (2005) are further researched and expanded by Jin Choi and Sarah Moran, who developed a new scale which is discussed and validated in their article. This is in an effort to shed a more positive light on active procrastination and to encourage others to conduct research on the topic, (Choi & Moran, 2009). Choi and Moran define four characteristics that help define Active Procrastination, including not only working better under pressure, but preferring it. Choi and Moran found that the pressure feels like challenge and therefore serves as a motivator. According Choi and Moran active procrastinators must make the decision to do so purposefully. This also shows the ability to adapt and change tasks around their schedules, (Choi & Moran, 2009). Active procrastinators are able to determine the amount of time needed to complete a task and therefore, know when to start it in time to still meet the deadline and have a positive outcome to whatever task they are doing, (Choi & Moran, 2009). Choi and Moran used a Likert scale type survey, which was administered to Canadian undergraduates studying business. There were approximately 185 participants of varying demographics who answered questions intended to measure four dimensions that include passive procrastination, time use and perceptions, the big five personality characteristics, and individual outcomes. Choi and Moran used the responses to their survey to then create the 16-item measure for active procrastination and in order to be defined as an active procrastinator one must able to multi-task, be able to practice self-control over one’s use of time, as well as the ability to be independent and flexible, (Choi & Moran, 2009). The development of this scale and relationship between certain personality characteristics and active procrastination begins to explore the idea of how self-control effects the way in which an individual procrastinates and the outcome.

In order to study similar concepts, researchers Kim and Seo find the importance of flow and the ability to regulate one’s own learning to get a successful outcome in academics, (Kim & Seo 2013). Flow can be defined as the being completely focused on a single activity, (Kim & Seo, 2013). Kim and Seo found that there are qualities that serve as predictors for successful Active Procrastinators, this was done by utilizing the Active Procrastination Scale developed by Choi and Moran (2009) in conjunction with a scale developed by Kim, Tak, and Lee (2010) to measure flow and a questionnaire developed by Pintrich, Smith, Garcia, & McKeachie (1993) to determine various strategies students used to perform, (Kim & Seo, 2013). The result of this study found that flow and self-regulated learning are more important contributors to successful outcomes within academics than that of active procrastination. However, the study also provided a better understanding of active procrastination and also helped explain how an active procrastinator is able to get successful results with the influence of flow and to a smaller extent self-regulated learning strategies, (Kim & Seo 2013). The concept of flow and it’s importance to active procrastination are particularly interesting because of how the ability to focus on one task at a time can have a large effect on the outcome.

In order to bring more than survey studies into the research on active procrastination Seo (2012) conducted a study to find the relationship between active procrastination and academic achievement when cramming for an exam, (Seo, 2012). To do this Seo gathered data from 172 undergraduates. These participant were separated into three groups that were determined by how many days they spent studying before the exam. This varied from no-cramming, light cramming, and heavy cramming, (Seo, 2012). Post examination the undergraduates were given a questionnaire in order to obtain a measure of active procrastination as well as how much, if any, cramming they did for the exam. Seo then used the active procrastination scale developed by Choi and Moran (2009) to measure active procrastination. In order to assess academic achievement Seo asked the instructor for the examination scores for the participants. While the questionnaire was self-report, gathering the exam scores from the instructor allowed for a more reliable method of measuring academic success. The results indicated that among active procrastinators the amount of time spent studying made no difference in scores, and in all cases active procrastinators scored higher on the exam than passive procrastinators and active procrastinators scored the same as those who studied at least 48 hours before the exam, (Seo, 2012). Active procrastination had a bigger effect on the student’s achievement than the amount of time spent studying and active procrastinators can get more successful results than passive procrastinators despite studying the same amount of time, (Seo, 2012). As a result, Seo finds that active procrastination is unique to traditional passive procrastination and active procrastinators do their best work under stressful situations which further builds on the dynamic between self-control and the ability to stay motivated and focused on a task and why active procrastinators are able to get better results than passive procrastinators, (Seo, 2012).

Chu and Choi (2005) found that there is a difference between Active Procrastinators and Passive Procrastinators, research that lead to the creation of a new scale to measure Active Procrastination created by Choi and Moran (2009) who found that there were four dimensions of procrastination and that Active Procrastinators prefer working under the pressure of a time crunch. Kim and Seo (2013) were able to determine that flow, or the ability to focus fully on one task at a time had a bigger influence on successful outcomes than Active Procrastination, and that Seo (2012) found that those who were Active Procrastinators were able to score better on an exam despite having crammed the same amount as the Passive Procrastinators. I intend to conduct a study by conducting a survey with a group of undergraduates enrolled in a Psychology class and to determine the relationship between self-control and procrastination. I hypothesize that those who show signs of being Active Procrastinators will also show signs of having higher Self-Control than those who are Passive Procrastinators.

Participants and Procedure

The participants were 39 undergraduates at Southern Illinois University Edwardsville who were enrolled in a Psychology statistics course. The sample included 19 males (50%) and 20 females (50%) between the ages of 18 and 36. These participants took part of a class project that included participating in each groups studies within the course for course credit. Each participant provided consent during the Lab style class before participating in each survey. Instructions were provided at the top of the survey, which can be seen in Appendix. The participants were divided into three groups, passive procrastinators (n=13) active procrastinators (n=13) and non-procrastinators (n=13). For all groups a Likert type scale was used to answer survey questions to determine which group each participant belonged in. The active procrastinator group used questions referring to ability to meet deadlines, satisfaction, and the ability to work under pressure. Questions that referred to passive procrastination, such as the inability to work well under pressure, inability to meet deadlines, dissatisfaction or disinterest in successful outcomes and questions that referred to non-procrastinators such as spreading tasks throughout the week or beginning studying more than 48 hours before an exam.

Materials and Design

Using a convenience sampling method, during class the participants were asked to fill out a survey that measured degree or type of procrastination, or to put off a task that needs to be done, (Procrastinate, 2019). As well as self-control, defined as the and ability to practice restraint especially in regards to emotions and behaviors, (Self-Control, 2019). This used parts of both the Self-Control Scale (Tangney, Baumeister, & Boone, 2004) and the Active Procrastination Scale (Choi & Moran, 2009). The survey used was a 16 item Likert style scale that ranged from Never to Always. Questions used to measure how often the participant procrastinated as well as degree of flow were used, for example: “I find it hard to focus on my assignments.” Questions in the survey that are used to indicate self-control and how often it is used, for example “I miss class” or “I lose track of time while using electronics.” There were also questions that measured satisfaction and the effect the participants behavior had on their lives.

References

1. Choi, J. N., & Moran, S. V. (2009). Why not procrastinate? Development and validation of a new active procrastination scale. The Journal of Social Psychology, 149(2), 195–211.
2. Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245–264.
3. Eun Hee Seo. (2012). Cramming, Active Procrastination, and Academic Achievement. Social Behavior & Personality: An International Journal, 40(8), 1333–1340.
4. Eunkyung Kim, & Eun Hee Seo. (2013). The Relationship of Flow and Self-Regulated Learning to Active Procrastination. Social Behavior & Personality: An International Journal, 41(7), 1099–1113.
5. Procrastinate. 2019. In Merriam-Webster.com. Retrieved October 11, 2019, from
6. https://www.merriam-webster.com/dictionary/procrastination
7. Self-Control. 2019. In Merriam-Webster.com Retrieved October 11, 2019, from
8. https://www.merriam-webster.com/dictionary/self-control
9. Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–322.

The Internet and video games are a huge knowledge, fun, and risky database. Parents are having trouble shielding their children from the hazards they face on the internet and video games (such as cyberbullying muscle spasms, date rape, addiction, excessive pornography, and obesity). In modern-day research, parenting techniques for social media and video games are well-defined and operationalized to find out about the effect of adolescents at home and in school on the actual use of the internet. The Internet parenting techniques pick out two fundamental dimensions in this research: that is parental control and parental warmth. Parenting processes are regularly acknowledged to be strongly related to the diploma of mum or dad Internet use, internet attitude, and internet experience. Parental control has been discovered to make a sizable distinction in the use of the Internet for kids. The highest use of the Internet among kids is obvious when the dad and mom approve a permissive method of parenting; the lowest level is found when the mother or father approves a controlled technique of Internet parenting. The variable form of internet parenting, parent internet behavior, and father or mother educational records substantially have an effect on kids’ web usage at home and at school.

Introduction

In 2017, in the UK, more than nine out of ten (92 percent) kids aged 5-15 use some structure of computer online, and this rises with age, rising from fifty-two percent of 3-4 to 99 percent of 12-15. Around six out of ten 5-15s use a pill or laptop, or go online, while half of them use a telephone telephone (Communication Office, 2018). And nearly the enormous wide variety of kids in the UK play video games (Children’s Commissioner, 2019).

Web utilization turned into a significant piece of the lives of these carefully matured kids. The huge ascent in time spent on the web and playing computer games raises worries with regard to whether guardians have control over the practices of their kids.

The guardians are verifiably the most significant power behind the development of the newborn child. As school begins, the job of moms and fathers in the kid’s instruction transforms into the job of the parent. The parent is the individual who is the mother, father, or the individual who assumes liability for the kid. The guardians have various rights and duties.

Many parents expect their children to be able to operate the Internet entirely on their own, furthermore, the kids know more about the use of the Internet than their parents do (Ofcom, 2011).

Because children often know much about the Internet than their parents do, they often run a higher risk of learning problematic Internet behaviors ( e.g. visiting unsuitable websites or giving too much information on the Internet) or (being victims of cyberbullying, addiction, or sexual solicitation). The government cannot control the Internet because of its enormity, which leaves it up to parents to control Internet usage of their children while there has been an increasing amount of research documenting techniques that parents may use to keep their child healthy, there is a lack of research on the expectations and needs of parents on the Internet. It is particularly important considering that technology is evolving constantly and becoming increasingly complex.

Case for

It is known, that the younger generations are brought up between the laptop, iPad, and computer. But even if children are used to surfing and chatting from an early age, the web is full of potential dangers that they are not always wary of, such as hacking, paedophilia, or the theft of personal data.

The Internet and video games can be wonderful for kids. Internet and video games can be incredibly good for children. They will utilize it to review reports at the school, connect with instructors and other kids, and play intelligent games.

Parents are responsible for the harmful truth of their minor child, which remains under the duty of his or her dad and mom even if he or she is no longer with them, such as at school or in the games room, and also applies to the Internet. Such liability might also be civil or criminal depending on the acts in question. For example, any slander, insult, or violation of the privacy or reputation of others carried with the aid of the minor on the Internet may result in the criminal legal responsibility of his or her parents.

More critical than blocking inappropriate content is to teach your children healthy and responsible internet habits, and keep an eye on their use of the Internet (Elana Pearl, 2018).

• Observe the laws of the family and each one of those set somewhere by the Internet service provider.
• Never unveil any private information, for example, a location, phone number, school name, or area.
• Never consent to meet people online without parental permission and/or supervision.
• Always tell the parents or other trustworthy adults about any contact or interaction that has been disturbing or damaging.

Parents are responsible for the harmful fact of their minor child (Marie Paris, 2012), which remains under the responsibility of his or her parents even if he or she is not with them, such as at school, and also applies on the Internet. Such liability may be civil or criminal depending on the acts in question. For example, any slander, insult, or violation of the privacy or reputation of others carried by the minor on the Internet may result in the criminal liability of his or her parents.

Investigations of youngsters revealed in brutal media have indicated that they can turn out to be numb to viciousness, mirror savagery, and display increasingly forceful conduct. Furthermore, more youthful teenagers and those with enthusiastic, conduct or contemplating issues might be impacted extra by vicious pictures.

According to AACAP (American Academy of Child and Adolescent Psychiatry), age-suitable games can be fun and safe with some restraint. Some computer games can promote learning, solve problems, and help find skill improvement and coordination. The impact of computer games is stressful, however.

Parents can help their kids appreciate PC games appropriately and prevent issues at the same time:

• Avoid pre-school computer games.
• Test the ESRB ratings to pick appropriate games.
• Play games with your children to enjoy the enjoyment and test the game’s quality.
• Track online connections and alert children while playing online games about the possible dangers of Internet contacts.
• Increase communication in many other, especially physical, activities.

Social networks have taken a very important part in our lives and that of our children keeping some parental control is mandatory. In 2017, 56, 31% of 11-14-year-olds were registered on at least one social network (CNIL, 2017).

Regardless of whether you’ve begun conversing with your children about screen time limits and dependable online conduct, it’s still extremely hard to oversee what they are doing when you’re not there (and even, when you are). Parental controls will help you develop healthful, enjoyable, and positive web experiences for your kids. They perform nicely when used in partnership with your children openly and honestly and not as a discreet method of spying (Caroline Knorr, 2020).

Parental control is a complement to the presence of parents, the role of which is to filter out unwanted content previously set by the parents. Such software can also limit the time and time of connection of the child, prevent him from entering personal information, or block access to certain information, they can be installed on a computer, tablet, or mobile phone.

Some parental control techniques are:

Block and filter content on the website: On the off chance that the guardians decide to block access to specific sites and limit the presentation of the kids to improper substance, for example, grown-up games or sex entertainment, the parents can utilize the parental controls that are incorporated with the working arrangement of your PC. Each major working framework — Microsoft’s Windows, and Apple’s Mac OS, offers settings to keep children from reviewing data they don’t want to see.

Test my child’s phone: Your most ideal choice is to download an application like Bark, KidBridge (in the past TeenSafe), or WebWatcher that tracks instant messages, informal organizations, messages, and other cell phone capacities to watch your tween or teenager phone.

Restrictions on the Game Ranking: This configuration helps to determine whether the games are available on a console or handheld gaming system based on the Entertainment Software Review Board (ESRB) ranking. For example, you could set up the system to allow Rated E games to be played for anyone, but not teen or above rating games.

Warmth needs more publicity than it typically receives. Warmth has a very special place in the lives of both adolescent and grown children, as it operates across the whole spectrum of human experience.

Case against

Young people are not given guidance in secure internet skills and managing negative internet interactions. As a result, they were practically left alone to address the more negative elements of the Internet.

Hilary Lamb, (2019) found that the government would formalize the legal responsibility of social media platforms to provide for their users. Some of the benefits of social media and video games, including encouragement for friendships, imagination, and access to health advice, argue that young people must be shielded from social media risks. Such threats include impacted sleep, negative body image, bullying, sexual material that is inappropriate, and grooming. While these threats existed earlier, the internet has been widely certified to intensify them.

The government has a crucial role to play and will move to end the current regulatory approach to ‘lottery standards.’ To conclude, self-regulation will not be enough anymore. It must have an autonomous legal controller set up as quickly as time permits, a controller who has all the government’s help to make a clear and conclusive move against rebel organizations, Lamb said in a statement.

Elena Pearl,(2018) Created The Children’s Online Privacy Act (COPPA) to help protect children under the age of 13 while online. It is intended to prevent someone from accessing personal information about a child without a parent being aware of it and agreeing to it first.

COPPA permits websites to explain their protection strategy and acquire parental authorization before getting or utilizing individual data about kids, for example, a name, address, phone number, or Social Security number. The law likewise disallows a site from requiring a youngster to flexibly close to home data that is important to play a game or participate in a challenge (Federal Trade Commission, 2017).

The parent or legal guardian, according to Sony and Microsoft, is responsible for controlling the child’s access or use of online services, as well as any correspondence made or received by the child on or via online payment systems (Sony, 2019).

The responsibility for maintaining the very well-being of children on social media or even playing computer games is widespread and shared through government, businesses, parents, carers, schools, youth, and organizations, each of whom has an important role to play. It is also clear that the Government has a leading role to play in initiating the kinds of changes that are desperately required.

The time a child spends online is not time spent elsewhere, including engagement in group events and contact with family members and friends.

The Internet helps to connect with family members and others who happen to be geographically distant and makes it easier to connect in a wide range of ways than by simply sending emails, or by simply using applications such as Skype, Facebook, Twitter, and WhatsApp. There is concern among young people who become addicted to the Internet about the worldwide penetration growth. For a clinical condition to be treated, addiction is always studied and analyzed.

Arguments on Balance, Conclusion, and Recommendations

Both parents and guardians have a role to play in educating children about the use of social networks, video games, and the Internet. Parents, for their part, are overwhelmed by these technologies. Often, children are more skilled than they are, which causes them to have difficulty supervising them. Moreover, most are not aware of the potential dangers of the Internet. To reduce the risk to children, parents should find ways to learn about the topic. To do this, teachers could help them by sending them an information leaflet at the beginning of the year containing strategies and means to help them.

Parents’ duties with respect to their children included the obligation to meet the physical, mental, educational, entertainment, and social needs of their children. The most often replicated of these tasks included nutrition, supplying the children with neatness, shoes, clothing, and school uniforms, observing their homework/lessons, assisting their education, leading them to social events, and developing skills in self-care.

Also, for parents with minimal knowledge, it may be justified to take some computer-related courses. For parents who have some skills with Internet search tools, it is very easy to find prevention and websites containing information on strategies to adopt when using this technology. There is a fearless internet site that offers a brochure for parents that aims to ‘internet safety’. Education of young people should begin from the very first use, which usually happens before school age, in the company of parents. In this way, children will take, from the beginning, good habits. In addition, it is at home that children spend the most time in the company of a computer, and this, is often, unattended.

Finally, Technologies are becoming constantly prevalent in our daily lives. That is the reason it is imperative to get some information about the potential dangers of these technologies. In this present work, I have been allowed to discern who is responsible for educating children. And have found, that the task should be divided into two. Each party has its own responsibilities. For parents, it is important that they learn more and teach their children how to safely use these tools. With regard to government, video game manufacturers, and social network administrators it is their duty to show them how to properly use the resources of the early and for educational purposes.

Rationale

Through research on vaccination programs besides HPV but into influenza virus, measles, and MMR (Measles, Mumps, and rebulla) it is apparent that vaccine programs are more than important in the control of diseases. Evidence of the importance of Human papillomavirus can be found in the article “HPV vaccination catch up program” it broadly discusses the link between cervical cancer and genital warts with the HPV 16 and 18 as well as HPV 6 and 11, but the article makes a concise conclusion on the resolution on woman not receiving their HPV vaccine resolution. The result being practical visits by young Woman to make sure they receive and catch up on their Human papillomavirus vaccination. This is important as eligible Woman me refer to their GP to claim their free HPV vaccination leading to a maximum coverage of cervical cancer. (Weisberg, Bateson, McCaffery & Skinner, 2019)

Therefore, with initial research, I’ve collected a broad research question has been developed as to Does human health (i.e. Human papillomavirus HPV) affect low-grade cervical cancer through HPV vaccination over time? This was based on the initial claim on vaccination program and the importance they present, more detail on the research question can be found below.

The Human papillomavirus vaccine program has become evident to show remarkable results with every year between 2007 and 2009 as researchers developed analysis on the link between cervical cancer and genital warts effecting more then 20,000 woman but since the vaccination program introduced in 2007 (‘Why the National HPV Vaccination Program was introduced’, 2019) shows great improvement in the reduction of cervical cancer and genital warts, the exponential results in reduction against HPV can be observed through the past 12 years since the vaccination was introduced evidence showing 2016 79 per cent of 15 year old girls and 73 per cent of 15 year old boys tested fully immune against the disease (‘Vaccination against human papillomavirus’, 2019)

Background

Human papillomavirus type 16-18 (HPV) (‘Human papillomavirus (HPV) and cervical cancer’, 2019) is the leading cause of cervical cancer that shows to be extremely common generating incidence rates of 6.9 cases per 100,000 females in 2015, it is also estimated in 2019 that cervical screening incidence rate may increase to 7.2 per 100,000 females. (‘Cervical cancer statistics | Cervical cancer’, 2019) This is why Human papillomavirus (HPV) vaccination programs and further pushing them play a crucial role in national safety as it will reduce the number in cervical screening, we see today. Stages of cervical cancer consists of stage 1 where cancer is found only in tissue based in the female cervix, this isn’t so much of a risk compared to stage 2 to where like any other cancer begins the tumours begins to spread from the cervix toward the vagina and tissues surrounding the cervix. (Creative, 2019)

Evidence

(Fairley et al., 2017) Discusses how there is undeniable evidence of a rapid decline in the presentation of genital warts and cervical cancer after the implementation of a national papillomavirus vaccination program for young Woman and through this they compare retrospective studies comparing the number of clients with genital warts attending Melbourne sexual health centre from 2004 to December 2007. Results of these studies show 36 055 new clients attended MSHC (Melbourne sexual health centre) between 2004 and 2008 genital warts were diagnosed in 3826 (10.6%; 95% CI 10.3 to 10.9.) The vaccination program also establishes itself to be one of the most critical vaccines programs to be taken as an essential to national health security it’s because of this that critical action must be taken, also modelling studies suggest that three doses of HPV vaccination program should aim for three doses of HPV coverage rates of 80% or greater to ensure maximum population protection.

Since the introduction of the HPV vaccination it has should tremendous prevalence of genital warts and cervical cancer since the introduction of a vaccination program in 2007 showing substantial reductions in the prevalence of vaccine targeted HPV genotypes (Patel, et al., 2018) and in specific disease outcomes linked to HPV in the general female population. (Herrero, et al., 2013) further supports this statement by conducting an experiment collecting a total of 7,466 women 18–25 years old were randomized (1∶1) to receive the HPV16/18 vaccine or hepatitis A vaccine as control. Then after a 4-year study visit they reengaged on their results to find 5,840 participants provided oral specimens (91·9% of eligible women) to evaluate VE (vaccine efficacy) against oral infections. The vaccines efficiency proved to work quite well as after the 4-year period was over they identified that the HPV Oral prevalence of identifiable mucosal HPV was relatively low (1·7%) also there were 15 prevalent HPV16/18 infections in the control group and one in the vaccine group, for an estimated VE of 93·3% (95% CI = 63% to 100%). Corresponding efficacy against prevalent cervical HPV16/18. All this suggests that the vaccine affords strong protection against oral HPV16/18 infection, with potentially important implications for the prevention of increasingly common HPV-associated oropharyngeal cancer.

Evidence of the effectiveness of the HPV vaccine in table 1: Number of clients diagnosed with genital warts by year from 2004-2008 evidence showing a mass reduction of genital warts present from 2007 to when the vaccine was introduced to 2008 the next year, for example All Woman diagnoses shows 305 (10.4) diagnosed in 2007 only for that number to be reduced to 197 (6.2) patients diagnoses, thus the sample size overall only consists of 28,093 from both genders render it to be not so reliable but it does show relevant data to that of a sample size of a much larger population render it to be not so reliable but it does show relevant data to that of a sample size of a much larger population

Evaluation

Through gathered sources from established authors and publishers the trend present in these sources seem to conduct research with relatively small sample size for the test of reliability of the vaccination program, has a sample size of (28,093) making the data appear to be not exactly unreliable but not data that could be passed for use in a university paper.

Before vaccination and after but they also included the impact HGA and LGA had on the patient after vaccination, this gives precise accurate data to the positives but as well as the negatives to the vaccine and how it could possibly effect you.

Reference List

1. Weisberg, E., Bateson, D., McCaffery, K., & Skinner, S. (2019). HPV vaccination catch up program. Retrieved 2 January 2009, from https://www.researchgate.net/profile/Edith_Weisberg/publication/24198035_HPV_vaccination_catch_up_program_Utilisation_by_young_Australian_women/links/00463525c747fc9900000000.pdf
2. Why the National HPV Vaccination Program was introduced? (2019). Retrieved 22 August 2019, from http://www.hpvvaccine.org.au/the-hpv-vaccine/why-was-the-program-introduced.aspx
3. Vaccination against human papillomavirus. (2019). Retrieved 13 November 2018, from https://www.aihw.gov.au/getmedia/67ca264a-7813-48a4-9aa7-c151e84f56f3/aihw-phe-236_HPV.pdf.aspx
4. Cervical cancer statistics | Cervical cancer. (2019). Retrieved 23 May 2019, from https://cervical-cancer.canceraustralia.gov.au/statistics
5. Creative, B. (2019). Cervical cancer – Cancer Council Western Australia. Retrieved 10 June 2019, from https://www.cancerwa.asn.au/resources/specific-cancers/gynaecological-cancers/cervical-cancer/
6. Cervical cancer statistics | Cervical cancer. (2019). Retrieved 23 May 2019, from https://cervical-cancer.canceraustralia.gov.au/statistics
7. Human papillomavirus (HPV) and cervical cancer. (2019). Retrieved 24 January 2019, from https://www.who.int/news-room/fact-sheets/detail/human-papillomavirus-(hpv)-and-cervical-cancer
8. Fairley, C., Hocking, J., Gurrin, L., Chen, M., Donovan, B., & Bradshaw, C. (2017). Rapid decline in presentations of genital warts after the implementation of a national quadrivalent human papillomavirus vaccination programme for young women. Retrieved 15 December 2017, from https://pdfs.semanticscholar.org/34d0/bf688523bb096f6ab069d4e8f74d8b59df14.pdf
9. Patel, C., Brotherton, J. M., Pillsbury, A., Jayasinghe, S., Donovan, B., Macartney, K., & Marshall, H. (2018, October). The impact of 10 years of human papillomavirus (HPV) vaccination in Australia: what additional disease burden will a nonavalent vaccine prevent? Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6194907/
10. Bigman, C. A., Cappella, J. N., & Hornik, R. C. (2010, September 18). Effective or ineffective: attribute framing and the human papillomavirus (HPV) vaccine. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2993779/
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