Tobacco Prevention Essay Example for Free

Tobacco Prevention Essay Tobacco Alcohol (or any other) i) Using interventions for reducing tobacco use among the users ii) Carrying out smoking bans iii) Taking measures to reduce intake by minorities iv) Using provider reminder systems that govern the providers of these products about the implications to the users v) Using school based methods of interventions to educate the effects of tobacco to students. vi) Using community based task force to help educate influence of tobacco to the people vii) Increasing campaigns towards cessation of tobacco use i) Using interventions for reducing alcohol use among the users ii) May not necessarily need bans on its use iii) Measures to reduce the alcoholism by minorities is highly necessary iv) Reminder use systems may not necessarily be important though can be used. v) School based methods of interventions may be highly recommendable. vi) Community based task force may be of necessity in preventing alcoholism vii) Cessation campaigns may be of necessity. (1) Distinguishing methods of preventing tobacco form that of alcoholism or any other behavior. 2) Tobacco use policies The policies to prevent tobacco use should virtually be constituted at all dimensions that run from local campus and state policies. Local policies are those that should be aimed at controlling and preventing the general use of tobacco within the local society. This could be through the application of cordial measures and policies that are aimed at articulating and monitoring the use of tobacco within the society. Campus policies should be instituted aimed at regulating and monitoring the levels of tobacco use within the campus boundaries. Such policies will therefore help to reduce the proficiency of tobacco taking among campus students. The state policies are the overall counter measures and policies that regulate the overall use of this product. It should define the requirements, penalties, regulations and relations between smokers and the rest of the state structures (Robert, 1999) 3) Three major policies on tobacco taking Controls on advertisement Increasing campaigns on cessation Introductions of smoking bans Aimed at reducing the motivating impact to its consumers. Can be achieved through increased cots and regulations on advertisement Manufacturers entitled to indicate a risk warning on their adverts. Social programs aimed at reducing the use of tobacco Smokers are given awareness of the impact of smoking Aim to govern interventions for both current and future smokers. Penalties aimed at reducing smoking May be imposed to the providers, manufactures or the smokers. Culprits are made to pay penalties and charges for their break of legal regulations 4) Tobacco developmental programs Various developmental programs can be instituted on tobacco use. Firstly, adequate information about the dangers of tobacco should be developed by all participants. Elsewhere, controls that govern to reduce the level of supplies to ensure the lowest levels of supplies should be instituted. This could be through governmental regulations that may posit regulatory framework about the levels of tobacco supplies by the manufacturers and the providers. Additionally, controls on advertisements that reduced extravagance in such adverts should be developed. Controls on advertisement would be important in reducing the levels of motivations in use of tobacco by the consumers (Robert, 1999) Reference Robert, T (1999) Prevention and Societal Impact of Drug and Alcohol Abuse. London, Routledge

Death of a Salesman :: essays research papers

My Father’s Dream and My Reality The bond between a boy and his father is one that should sustain the test of time. I have looked up to my father for the majority of my life and he’s beliefs of life have influenced the way I grew up to be the man I am today. However in the end, a true man will follow his own dreams and make his own future. My dream was working with my hands in the outdoors. It has taken many years but I now knew that was what I wanted to do with my life. My father, Willy Loman, I believe shared this same passion, however, he suppressed his dreams as it did not fit in with is predetermined mould for a beloved salesman. So, it then became my father’s dream to work in sales and be well-liked. This is what my father had implanted into me from a young age. Now returning home after fourteen years of trying to ‘find myself’, we still had money to pay off on the refrigerator and the mortgage on the house still needed to be paid. These pending debts, like daggers ripping through my dreams, forced me suppress my own dreams and now seek the stable career of a salesman. I had once worked as a salesman for Bill Oliver so I decided to go to him in order to find a job. Bill Oliver’s office was finely furnished and had a wafting smell of cologne. The waiting room walls seemed to tower down upon me somehow mocking me. As with each hour that went by the walls seem to become larger and I become smaller. Sitting in that room waiting hour after hour for Bill Oliver made me think about why I was there and what I was doing. After much deliberation I concluded; I was never a salesman for him, I was just a shipping clerk. I had talked my self up so much that I had turned my dishonesty to what I believed to be true. I had blurred the line between illusion and reality foolishly thinking everyone else would follow. I questioned myself why this was so. The answer to my question lied somewhere in the foundations of my past. Throughout my life I have been filled with great ideas and aspirations but nothing has ever become of them. I am a failure.

How to Write a Book Review

How to Write a Book Review A book review is a description, critical analysis, and an evaluation on the quality, meaning, and significance of a book, not a retelling. It should focus on the book's purpose, content, and authority. A critical book review is not a book report or a summary. It is a reaction paper in which strengths and weaknesses of the material are analyzed. It should include a statement of what the author has tried to do, evaluates how well (in the opinion of the reviewer) the author has succeeded, and presents evidence to support this evaluation. There is no right way to write a book review. Book reviews are highly personal and reflect the opinions of the reviewer. A review can be as short as 50-100 words, or as long as 1500 words, depending on the purpose of the review. The following are standard procedures for writing book reviews; they are suggestions, not formulae that must be used. 1. Write a statement giving essential information about the book: title, author, first copyright date, type of book, general subject matter, special features (maps, color plates, etc. ), price and ISBN. 2. State the author’s purpose in writing the book. Sometimes authors state their purpose in the preface or the first chapter. When they do not, you may arrive at an understanding of the book’s purpose by asking yourself these questions: a. Why did the author write on this subject rather than on some other subject? b. From what point of view is the work written? c. Was the author trying to give information, to explain something technical, to convince the reader of a belief’s validity by dramatizing it in action? d. What is the general field or genre, and how does the book fit into it? (Use outside sources to familiarize yourself with the field, if necessary. Knowledge of the genre means understanding the art form. and how it functions. e. Who is the intended audience? f. What is the author's style? Is it formal or informal? Evaluate the quality of the writing style by using some of the following standards: coherence, clarity, originality, forcefulness, correct use of technical words, conciseness, fullness of development, fluidity. Does it suit the intended audience? g. Scan the Table of Contents, it can help understand how the book is organized and will aid in determining the author's main ideas and how they are developed – chronologically, topically, etc. . How did the book affect you? Were any previous ideas you had on the subject changed, abandoned, or reinforced due to this book? How is the book related to your own course or personal agenda? What personal experiences you've had relate to the subject? h. How well has the book achieved its goal? i. Would you recommend this book or article to others? Why? 3. State the theme and the thesis of the book. a. Theme: The theme is the subject or topic. It is not necessarily the title, and it is usually not expressed in a complete sentence. It expresses a specific phase of the general subject matter. . Thesis: The thesis is an author’s generalization about the theme, the author’s beliefs about something important, the book’s ph ilosophical conclusion, or the proposition the author means to prove. Express it without metaphor or other figurative language, in one declarative sentence. Example Title: We Had it Made General Subject Matter:  Religious Intolerance Theme: The effects of religious intolerance on a small town Thesis: Religious intolerance, a sickness of individuals, contaminates an entire social group 4. Explain the method of development-the way the author supports the thesis. Illustrate your remarks with specific references and quotations. In general, authors tend to use the following methods, exclusively or in combination. a. Description:  The author presents word-pictures of scenes and events by giving specific details that appeal to the five senses, or to the reader’s imagination. Description presents background and setting. Its primary purpose is to help the reader realize, through as many sensuous details as possible, the way things (and people) are, in the episodes being described. b. Narration: The author tells the story of a series of events, usually presented in chronological order. In a novel however, chronological order may be violated for the sake of the plot. The emphasis in narration, in both fiction and non-fiction, is on the events. Narration tells what has happened. Its primary purpose is to tell a story. c. Exposition: The author uses explanation and analysis to present a subject or to clarify an idea. Exposition presents the facts about a subject or an issue as clearly and impartially as possible. Its primary purpose is to explain. d. Argument: The author uses the techniques of persuasion to establish the truth of a statement or to convince the reader of its falsity. The purpose is to persuade the reader to believe something and perhaps to act on that belief. Argument takes sides on an issue. Its primary purpose is to convince. 5. Evaluate the book for interest, accuracy, objectivity, importance, thoroughness, and usefulness to its intended audience. Show whether the author's main arguments are true. Respond to the author's opinions. What do you agree or disagree with? And why? Illustrate whether or not any conclusions drawn are derived logically from the evidence. Explore issues the book raises. What possibilities does the book suggest? What has the author omitted or what problems were left unsolved? What specific points are not convincing? Compare it with other books on similar subjects or other books by the same as well as different authors. Is it only a reworking of earlier books; a refutation of previous positions? Have newly uncovered sources justified a new approach by the author? Comment on parts of particular interest, and point out anything that seems to give the book literary merit. Relate the book to larger issues. 6. Try to find further information about the author – reputation, qualifications, influences, biographical, etc. any information that is relevant to the book being reviewed and that would help to establish the author's authority. Can you discern any connections between the author's philosophy, life experience and the reviewed book? 7. If relevant, make note of the book's format – layout, binding, typography, etc. Are there maps, illustrations? Do they aid understanding? 8. Check t he back matter. Is the index accurate? Check any end notes or footnotes as you read from chapter to chapter. Do they provide important additional information? Do they clarify or extend points made in the body of the text? Check any bibliography the author may provide. What kinds of sources, primary or secondary, appear in the bibliography? How does the author make use of them? Make note of important omissions. 9. Summarize (briefly), analyze, and comment on the book’s content. State your general conclusions. Pay particular attention to the author's concluding chapter. Is the summary convincing? List the principal topics, and briefly summarize the author’s ideas about these topics, main points, and conclusions. Use specific references and quotations to support your statements. If your thesis has been well argued, the conclusion should follow naturally. It can include a final assessment or simply restate your thesis. Do not introduce new material at this point. Some Considerations When Reviewing specific genres: Fiction  (above all, do not give away the story) Character 1. From what sources are the characters drawn? 2. What is the author's attitude toward his characters? 3. Are the characters flat or three-dimensional? 4. Does character development occur? 5. Is character delineation direct or indirect? Theme 1. What is/are the major theme(s)? 2. How are they revealed and developed? 3. Is the theme traditional and familiar, or new and original? 4. Is the theme didactic, psychological, social, entertaining, escapist, etc. in purpose or intent? Plot 1. How are the various elements of plot (eg, introduction, suspense, climax, conclusion) handled? 2. What is the relationship of plot to character delineation? 3. To what extent, and how, is accident employed as a complicating and/or resolving force? 4. What are the elements of mystery and suspense? 5. What other devices of plot complication and resolution are employed? 6. Is there a sub-plot and how is it related to the main plot? 7. Is the plot rimary or secondary to some of the other essential elements of the story (character, setting, style, etc. )? Style 1. What are the â€Å"intellectual qualities† of the writing (e. g. , simplicity, clarity)? 2. What are the â€Å"emotional qualities† of the writing (e. g. , humour, wit, satire)? 3.. What are the â€Å"aesthetic qualities† of the writing (e. g. , harmony, rhythm)? 4. What stylistic devices are employed (e. g. , symbolism, motifs, parody, allegory)? 5. How effective is dialogue? Setting 1. What is the setting and does it play a significant role in the work? 2. Is a sense of atmosphere evoked, and how? . What scenic effects are used and how important and effective are they? 4. Does the setting influence or impinge on the characters and/or plot? Biography 1. Does the book give a â€Å"full-length† picture of the subject? 2. What phases of the subject's life receive greatest treatment and is this treatment justified? 3. What is the point of view of the author? 4. How is the subject matter organized: chronologically, retrospectively, etc.? 5. Is the treatment superficial or does the author show extensive study into the subject's life? 6. What source materials were used in the preparation of the biography? . Is the work documented? 8. Does the author attempt to get at the subject's hidden motives? 9. What important new f acts about the subject's life are revealed in the book? 10. What is the relationship of the subject's career to contemporary history? 11. How does the biography compare with others about the same person? 12. How does it compare with other works by the same author? History and other Nonfiction 1. With what particular subject or period does the book deal? 2. How thorough is the treatment? 3. What were the sources used? 4. Is the account given in broad outline or in detail? 5. Is the style that of reportorial writing, or is there an effort at interpretive writing? 6. What is the point of view or thesis of the author? 7. Is the treatment superficial or profound? 8. For what group is the book intended (textbook, popular, scholarly, etc. )? 9. What part does biographical writing play in the book? 10. Is social history or political history emphasized? 11. Are dates used extensively, and if so, are they used intelligently? 12. Is the book a revision? How does it compare with earlier editions? 13. Are maps, illustrations, charts, etc. used and how are these to be evaluated? Poetry 1. Is this a work of power, originality, individuality? 2. What kind of poetry is under review (epic, lyrical, elegiac, etc. )? 3. What poetical devices have been used (rhyme, rhythm, figures of speech, imagery, etc. ), and to what effect? 4. What is the central concern of the poem and is it effectively expressed? Subject headings used in the catalog: Book reviewing  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Criticism Related books: Book reviewing : a guide to writing book reviews for newspapers, magazines, radio, and television. Boston. The Writer, 1978 PN98. B7 B6 Drewry, John. Writing Book Reviews. Boston: The Writer, 1974. PN98. B7 D7 1974 Teitelbaum, Harry. How to Write Book Reports. New York: Monarch Press, 1975. LB2369 . T4 Miller, Walter James. How to write book reports : — analyzing and evaluating fiction, drama, poetry, and non-fiction  New York. Arco Pub. , 1984. LB2369 . M46 1984 Sources of Book Reviews Book Review Digest  1985+ INDEX Z1219 . C96 Book Review Index  1965+ INDEX Z1035. A1 B6 Contemporary Authors  REFERENCE Z1224 . C5 Related Websites: How to Write a Book Review. Stauffer Library. http://library. queensu. ca/inforef/bookreview/wri. htm Writing Book Reviews. University of Waterloo Library. http://library. uwaterloo. a/libguides/1-12. html ————————————————- How to Write a Book Review. Dalhousie University Libraries. http://www. library. dal. ca/How/Guides/BookReview/ How to Write a Book Review chillibreeze writer  Ã¢â‚¬â€Ã‚  Amy Sengupta A book review is a critical summary of a book. It is an open forum where one analyses and forms an opinion of the writers work. This critical evaluation is not only a useful source of information for the reader, but for those who intend to read the book. The essential step for writing a book review is to read it thoroughly and understand the contents of the book. One has to understand that it is simply not a summary but a critique. The three important steps in writing a book review are: Step 1: Introduction Start by mentioning the essentials like the title of the book, author’s name and relevant publishing information. You should also specify what type of literature it. For example it could be a sociological analysis, a historical book, a purely academic one or a lighter piece of work. Normally, the background about the writer is not required but one should not omit it if it’s of special relevance – for example a refugee writing on refugees. This helps to put the text in a specific context. Step 2: Main Section – Description and Summary The main section ideally consists of two sections – the description and the summary. The description can have excerpts from the book that give valuable insight into the work. However, while reviewing the storyline one has to make sure that the suspense of the story is not given away. Step 3: The Critical Analysis In this section, one has to remember not to critically analyze the entire book but take out those points which are intriguing. For example, if the book is on the urban poor, one can perhaps focus on their politics and culture. Your opinion on the book is crucial here as it shapes your analysis. It helps to provide an insight into the attributes of the book – Is it worth reading, is it interesting and so on. This section should also talk about one’s learning’s from the book and whether it holds an important or interesting message that caught your attention. Chillibreeze's disclaimer: The views and opinions expressed in this article are those of the author(s) and do not reflect the views of Chillibreeze as a company. Chillibreeze has a strict anti-plagiarism policy. Please contact us to report any copyright issues related to this article.

Essay about The Downfall of South Africa Brought by Europe

Africa during the early 15th century was just another country separated into tribes and nations, but by the late 15th century colonial rule was brewing after one European after another decided to settle. â€Å"Europeans arrived on the South African scene as Aliens-visitors, and settlers- and then preceeded to dominate the indegineous people.† (browne, 2008, 119). By the 20th century what was done to the colonies of the caribbean was done to South Africa. Their best lands had been taken, their minerals loss, no hope of developing themselves, their dignity and worse of all their freedom all snatched away with the coming of the europeans. Europeans in their measure to control South Africa during the 20th century implemented a system. This system†¦show more content†¦As a result of this many blacks loss control over a number of their pride land and as intended factor by the whites their income and homes. Moreover, if any Africans sought to Acquire lands by any illegal means, the whites had in place he â€Å"Prevention of Illegal Squatting Act (1951)† This Act empowered the Ministers of Native Affairs to compel Africans to move off public or privately owned land. Therefore, as a result of these Acts black South Africans had no means of supporting themselves and they had to live in abject poverty with poor housing and sanitation. The whites felt threstened that if the blacks were equally educated as the whites they would rally around for the same equal rights to a white person. Furthermore, they might have posed a threat to the whites system of government. The Bantu Education Act (1953), was implemented to hinder education for blacks further than secondary school education. According to browne, â€Å"the Department of Native Affairs obtained control over all African schools. It proceeded to control allShow MoreRelatedThe Narrative Of The Life Of Olandah Equiano1716 Words   |  7 Pagesprovides a view of Africa and the rest of the world from the perspective of either an African taken into slavery early in his life or a slave of African descent born in the British colonies. Olandah Equiano’s narrative reveals more about the African Diaspora than it does African history itself, particularly with his birthplace called into question. If he was born in Africa as he claims, Equiano’s narrative prov ides a primary source for the history of the slave trade in Africa and Nigerian historyRead MoreAfrican Countries And Africa s Modern Day Lingual Issues1536 Words   |  7 PagesAfrica is the most fascinating continent on our planet due to the thousands of cultures that are able to thrive there. Africa is the most lingual diverse continent in the world with over three-thousand languages spoken there. 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The illustration shows the countries that were involved in colonizing Africa and what they contributed to how the continent is prospering currently. Also, the cartoon shows how severely the presence of imperialism affected Africa. For instance, when countries exploited Africa during 1880-1913, the people who inhabited the land experienced poverty and starvation due to countries claiming and controlling their land. During the scramble of Africa, countriesRead MoreCompare and Contrast Old and New Imperialism Essay1217 Words   |  5 PagesImperialism was the period from 1450-1750 -Powers were motivated by â€Å"gold, glory, and God† -Gold referred to the wealth (precious metals and valuable merchandise) that the newly discovered lands promised to deliver -Glory described the pride a monarch of Europe felt in laying claim to new land -Gospel was a reference to the desire of European powers to bring heathens to Christ - Old Imperialism was driven by Mercantilism-is the economic doctrine in which government control of foreign trade is of paramountRead MoreThe Age of Exploration Brought Many Changes to the World Essay example1675 Words   |  7 Pagesthose lands. Sugar was not originally grown in the Caribbean and cows are not indigenous to the United States. Before the Age of Exploration, a period lasting for centuries with long-extending effects, Europeans had not truly begun to explore Asia, Africa, and the Americas. Even with the fearless adventures of the Vikings, Polynesians, and Ming Chinese, no extreme, lasting difference was created. Once people began exploring outside of their own worlds, great social, political, and economic change wasRead MoreEffects Of The Cold War On The World1572 Words   |  7 PagesMiddle East and SEATO in the South East Asia the point as proposed by Murphy (2003) was to encompass the USSR with military alliance and as result expanded tensions. Both super powers h ad nuclear missiles that can reach Moscow and Washington. The Cold War become global and directly affected international stability (Murphy, 2003). Both superpowers turned to confrontation and propaganda and this was played out in the rest of the world. The Cold War drove the division of Europe in general and Germany specificallyRead MoreComparison between Othello and Skin1414 Words   |  6 Pagesoverthrow Othello and obtain Othello’s high position in Venice’s military society. Othello was set in the late 16th century, when Venice’s trade was threatened by the growing power of the Turkish Empire. The setting in itself prognosticates a rapid downfall, as during Shakespeare’s time, as Venice would have been synonymous with luxury and culture, but as Venice was about to go into war with the Turkish Empire, the audience would have already felt as though the natural order was going to be upset byRead MoreThe World Trade Organizations Organization1281 Words   |  6 Pageson October 13, 2004, representing 90% of the world exchange and around 30 others are arranging participation and are WTO onlookers. Members of the World Wide trade include all of North America, all of South America, most of the Europe, and Australia, Southeast Asia, sub-Saharan Africa and the South Pacific regions. The WTO was established with the motivation behind changing worldwide exchange. Its point was to offer part countries, some assistance with reaching sincere answers to their exchange relatedRead MoreWorld Trade Organization ( Wto )1577 Words   |  7 Pageson October 13, 2004, representing 90% of the world exchange and around 30 others are arranging participation and are WTO onlookers. Members of the World Wide trade include all of North America, all of South America, most of the Europe, and Australia, Southeast Asia, sub-Saharan Africa and the South Pacific regions. The WTO was established with the motivation behind changing worldwide exchange. Its point was to offer some countries, some assistance with reaching sincere answers to their exchange related