The History of Tobacco and How It Effects Our Lives Essay

Tobacco The word tobacco was originally derived from Tabaco, the Spanish word for taino (Carson 1). In the first century, American Indians began using tobacco in many ways, including religion and medicine (â€Å"History of Tobacco† 1). Taino was what the Natives in America called tobacco rolls. When Columbus arrived in the West Indies, he found inhabitants smoking rolls of tobacco, called taino (Carson 1). He was offered dried tobacco leaves as a gift from the natives (â€Å"History of Tobacco† 1). The natives believed that ‘drinking smoke’, or the act of smoking taino, was relaxing. Columbus took seeds from the tobacco plants and the Spanish colonies began cultivating the plant in large quantities. The first time tobacco was commercially†¦show more content†¦Pro-tobacco marketing more than doubles the chances of teens to start smoking (â€Å"Tobacco Industry Marketing† 2). Since millions of people smoke, many teams perceive it as an act th at is not harmful. Also, many teens consider smoking an act of rebellion; a way to get back at someone or something (Ayer 15-17). About 23 percent of all high school students currently smoke. About 80 percent of adult smokers started smoking before their 18th birthday, and 4,000 teens try smoking for the first time a day. Of these 4,000 teens, around 1,000 of them will become regular smokers (â€Å"Nicotine Dependence Center† 5). False advertising to minors implies that it is possible to quit smoking at any given time (Tobacco Industry Marketing† 2). Since the bodies of teens are still growing, tobacco is the most harmful to them (Ayer 22). Smoking at an earlier age also makes it harder for teens to quit (â€Å"Tobacco Industry Marketing† 1). As the American Lung Association explains, â€Å"†¦ tobacco company marketing efforts are largely occurring without an effective, well-funded state tobacco control program to respond† (1). Throughout the years, m en have been advertised cigarettes in many different ways. In the last 100 years, tobacco has been socially promoted through media such as movies, television, and advertisement (Carson 3). Although not all tobacco advertisements are unethical, adsShow MoreRelatedEssay Cash Crop: The Silent Killer847 Words   |  4 Pagesbecome the root of all evil in our society. Money actually propagates inequality because of the selfishness it promotes in humanity. Tobacco Companies’ love of money causes them to continue to promote and sell tobacco products even though these products are excessively harmful to their customers. During advertising campaigns, tobacco advertisers research people most likely to use their product and target that audience by mentioning the positives of using tobacco. Tobacco companies attempt to sell theirRead MoreWhy Marijuana Should Be Legalized Essay1605 Words   |  7 PagesTable of Contents I. Introduction to Cannabis II. 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NotRead Moreâ€Å"Cigarettes† A Death Product of Tobacco Industry should be Banned1544 Words   |  7 Pagesâ€Å"Cigarettes† A Death Product of Tobacco Industry should be Banned In the present age smoking cigarettes has emerged out as a fashion, especially in our teenagers. Quiet often, a boy or a girl can be seen puffing around on streets proudly. Their parents try their best to refrain them, yet all in vain. They are unaware of the possibility that most will find it very hard to give up this addiction. Alike the young, adults smoke far too often for a reasonable human being, indifferent to the consequencesRead MoreShould Marijuana Be Legalized?1315 Words   |  6 Pagesstates while alcohol and tobacco continues to claim thousands of lives every year (n.d). Don’t get the wrong idea, this is not to persuade you into thinking that smoking weed or eating a marijuana brownie does not have its disadvantages. However the idea is to get you to understand and see that smoking marijuana is no difference than choosing to smoke tobacco or drink alcohol. Why have marijuana been labeled such a bad drug when the effects of the available and legal tobacco and alco hol, continuesRead MoreGlobalization And The Global Tobacco Industry1634 Words   |  7 PagesAuthor Peter Benson’s ethnography Tobacco Capitalism: Growers, Migrant Workers, and the Changing Face of a Global Industry, provides and extensive examination into the lives of tobacco famers residing in North Carolina and the global tobacco industry as it undergoes profound changes though facets such as globalization, industrialization, the anti-tobacco movement, and debates over immigration. The seventh most valuable agricultural commodity in the United States; tobacco is a $1.5 billion dollar industryRead MoreCigarette Smoking Should Not Be Banned1528 Words   |  7 PagesShould cigarette smoking be banned for everyone in the United States? Why? Why not? Should those who chose their time smoking to relieve stress, personal enjoyment, or simply just because, have to lose their right to what makes them happy? Smoking tobacco products has been around for decades and in many differe nt forms. Should personal rights be pushed aside to please those around us that disagree with the so called â€Å"disgusting habit†? In the paper The Washington Times an article caught my interest

Essay on Marketing Strategies Free Essays

http://www. intel. com/jobs/careers/marketing/ http://blog. We will write a custom essay sample on Essay on Marketing Strategies or any similar topic only for you Order Now hubspot. com/blog/tabid/6307/bid/5256/Sales-Vs-Marketing-Whose-Job-is-it-to-Generate-Leads. aspx Content:  The decision content includes market opportunity analysis, brand development, advertising, pricing and basic sales force management decisions. It also includes a simplified profit analysis. Decisions by Quarter Quarter 1: Setup your company, evaluate market opportunities and prepare for test market. †¢ Determine desired image of company Designate a company name †¢ Analyze market opportunities—evaluate segments, geographic markets, and potential competition – Evaluate market survey results in End User Profile †¢ Establish corporate goals and strategic direction – Select target segment – Establish strategic direction †¢ Select test markets – Open sales office Quarter 2: Go to market to test your strategy and market assumptions. †¢ Create customer value—match components to benefits desired (quality function deplo yment (QFD)) – Design 1 or 2 brands Marketing strategy—evaluate tactical options and choose marketing mix – Brand price – Price promotions – Sales priority †¢ Develop media plan and budget—ad copy design, media selection, and ad frequency – Place advertisements in media †¢ Sales force management—number employed, and training – Hire salespeople assign to service or target segments – Open new sales office (optional) Quarter 3: Evaluate test market performance and revise your strategy, become a learning organization. †¢ Evaluate performance – Financial performance—profitability analysis Market performance—customer opinion of brand designs, prices, advertising, and sales force – Competitor tactics—segments targeted and selection of marketing tactics †¢ Revise marketing tactics as needed and continue test marketing Quarter 4: Evaluate your position in the market an d adjust your strategy. †¢ Evaluate performance – Financial performance—profitability analysis – Market performance—customer opinion of brand designs, prices, advertising, and sales force – Competitor tactics—segments targeted and selection of marketing tactics †¢ Adjust strategy—make incremental changes in tactics use activity based costing (ABC) to evaluate profitability of brands – evaluate profitability of division – conduct demand analysis to estimate brand, price, advertising, and sales force elasticity Quarter 5: Monitor, improve, and execute. †¢ Evaluate performance – Financial performance—profitability analysis – Market performance—customer opinion of brand designs, prices, advertising, and sales force – Competitor tactics—segments targeted and selection of marketing tactics †¢ Skillfully adjust strategy †¢ Improve brands, pricing, and sales forc e Quarter 6: Monitor, improve, and execute (continue). †¢ Manage strategy †¢ Skillfully adjust strategy to unanticipated competitive moves †¢ Continuously improve brand features, pricing, and sales force Final Quarter: Report to the board. †¢ Evaluation of financial and market performance †¢ Review of business – Comparison of actions taken against your marketing goals – Review of significant events that affected the company and/or market †¢ Assessment of current situation and market (Also, how is the current market different than it was in the early quarters? ) – Customers Competition – Company strengths and weaknesses – Major problems/opportunities to be dealt with in next year http://marketing. about. com/ Marketing  Careers By  Laura Lake, About. com Guide A career in marketing can take you in several different directions. Marketing is comprised of many facets and activities. You will find that there are many oppor tunities in marketing, is there a career path that is right for you? Explore the different career opportunities and decide which one fits you best. 1. Overview of Careers in Marketing 2. Careers in Advertising 3. Careers in Brand Management . Careers in Market Research 5. Careers in Public Relations Overview of Careers in Marketing There are many options to careers in marketing, but how do you know which one is right for you? Marketing can be defined as being the intermediary function between product development and sales. Think of it as the storehouse for such things as advertising, public relations, media planning, sales strategy, and more. It’s the marketing professionals job to create, manage, and enhance brands. †¢ Breaking Into the Career Field of Marketing †¢ Marketing vs. Advertising: What’s the Difference? How Do You Know if a Marketing Career is Right for You? Ads Careers in Advertising In Advertising you will work with all aspects of marketing from strategy to concept to the execution of the strategy. You will find that most jobs on the business side of advertising include Account Management, Account Planners, and Media Buyers. †¢ Advertising Manager †¢ Advertising Sales Director †¢ Account Executive †¢ Account Coordinator †¢ Media Director †¢ Media Coordinator †¢ Media Buyer Careers in Brand Management Brand management is the career track you hear about most often. It is the key function in the consumer products industry. Brand managers are often likened to small business owners because they assume responsibility for a brand or brand family. They are always focused on the big picture. It is their job to distill the brand’s essence, map out their competitors in their brand’s category, identify marketing opportunities, and be able to effectively communicate the unique benefits of that product or service. †¢ Brand Manager †¢ Product Manager †¢ Product Development Manager Careers in Market Research Market Research involves researching the intended target. That target can be companies or individuals. In order for a company to capture a market it must first be able to understand that market. Research involves the first process of understanding the consumer, what their needs are, what their purchasing habits are, and how they view themselves in relation to the rest of the world. †¢ Market Research Director †¢ Market Research Manager †¢ Market Research Supervisor †¢ Market Analyst Careers in Public Relations It is the responsibility of the Public relations department to manage the communication with the media, consumers, employees, investors, and the general public. They are considered the spokespeople for the company. They will often write press releases to promote new products or to keep the investment community informed of business partnerships, financial results, or other company news. If they are based out of media relations they will spend their time responding to information requests from journalist or pitch stories to the media. †¢ Public Relations Specialist †¢ Public Relations Director †¢ Corporate Communications Manager †¢ Book Publicist †¢ Press Secretary How to cite Essay on Marketing Strategies, Essay examples

Post Plowden Legacy Essay Example For Students

Post Plowden Legacy Essay FOUNDATION COURSE THEMES BAES Year 1Subject: Primary Education Post Plowden LegacyTutor: Alastair HorburyAssignment: Critique of given text Chapter 6, Pupils at Work.Due: Mon 14 Nov 94INTRODUCTIONThe task assigned was to read all six chapters provided, select one and produce a critique on the subject matter. The chapter selected was number six which analysed pupils and work.Firstly I wish to briefly summarise the entire chapter, highlighting the areas which I considered to be the most important, these areas will then be examined in depth and their merits or shortcomings discussed. Firstly a summary of the chapter is needed to put into context the areas that will be discussed later. The whole chapter can be split into two main areas of discourse:- relationships and work and negotiation. As there has been little research into pupils approaches to schoolwork, the authors chief concern is that of the pupils perceptions of , and approaches to, schoolwork, and the first point s/he makes is that there are differences between teachers and pupils ideas of what constitutes worthwhile work. The author sets out to define the meaning of work and in doing so draws our attention to differences between pleasurable work and labour. Workmanship, it is argued, has been replaced by unskilled labour and people now work as a means to an end seeking enjoyment through other avenues such as hobbies and recreation.Teaching methods and school ethos in general are seen as outmoded and alien to the cultural and social influences on pupils. Therefore, there is greater responsibility on the teacher to make work seem more utilitarian and attractive. Research revealed that many pupils felt that work was pointless and invalid unless it was undertaken in preparation for forthcoming exams. However, w ork that may be deemed pointless or onerous by both sets of pupils (exam and non-exam) could be given validity by the teaching strategy employed. Pupils seemed to be more concerned with the status of the work and their personal relationship with the teacher, therefore the pupil reaction to any given task depended heavily on these two criteria. It is identified that pupil-teacher relationships are extremely important and they contain many concealed aspects which will be discussed in Part 1. A prevalent feature of pupil-teacher relationships is the negotiation that takes place and teachers will offer incentives to pupils in order to encourage the process of work. It is interesting to look at the way in which teachers can utilise their experience and maturity to manipulate or cajole pupils into performing a given task, and this will be examined in Part 2. PART 1 RELATIONSHIPS WORKThe first key issue in this chapter that I wish to examine is that of pupil relationships with teachers, and how they affect classroom behaviour and the amount of work produced. I mentioned earlier that because of deep-rooted cultural influences many adults regard work to hold little or no satisfaction, and this notion permeates through to their children. This notion combined with pupils own perception of themselves as having to be forced to work creates an arduous environment for the teacher. However, it must be said that work that is found unpleasurable to pupils is often that of the purely academic type which does not permit any creative license. Although academic work is of far more value, teachers often find themselves having to offer incentives or punishment in order to motivate pupils whereas the work with little or no academic value is seen, generally, as enjoyable i.e games and arts. The author places great emphasis on trust. S/he asserts that many children cannot foresee the long-term advantages of doing work in schools and that many simply believe or disbelieve the teacher when s/he says it will be of benefit.. The point made may be valid but perhaps only in primary schools. I propose that in todays secondary school this idea has very little bearing and children are now more acutely aware than ever before of social and econ omic factors that dictate the need to do well in school. In some respects certain aspects of the authors argument are negated, those pupils who can foresee the need to do well have their own motivation, and negotiation and relationships are less important. .u74456b12668127730dd2e9c1c8f129b5 , .u74456b12668127730dd2e9c1c8f129b5 .postImageUrl , .u74456b12668127730dd2e9c1c8f129b5 .centered-text-area { min-height: 80px; position: relative; } .u74456b12668127730dd2e9c1c8f129b5 , .u74456b12668127730dd2e9c1c8f129b5:hover , .u74456b12668127730dd2e9c1c8f129b5:visited , .u74456b12668127730dd2e9c1c8f129b5:active { border:0!important; } .u74456b12668127730dd2e9c1c8f129b5 .clearfix:after { content: ""; display: table; clear: both; } .u74456b12668127730dd2e9c1c8f129b5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u74456b12668127730dd2e9c1c8f129b5:active , .u74456b12668127730dd2e9c1c8f129b5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u74456b12668127730dd2e9c1c8f129b5 .centered-text-area { width: 100%; position: relative ; } .u74456b12668127730dd2e9c1c8f129b5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u74456b12668127730dd2e9c1c8f129b5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u74456b12668127730dd2e9c1c8f129b5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u74456b12668127730dd2e9c1c8f129b5:hover .ctaButton { background-color: #34495E!important; } .u74456b12668127730dd2e9c1c8f129b5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u74456b12668127730dd2e9c1c8f129b5 .u74456b12668127730dd2e9c1c8f129b5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u74456b12668127730dd2e9c1c8f129b5:after { content: ""; display: block; clear: both; } READ: Down Syndrome: An Informative EssayHaving said that, to those pupils who do not possess such foresight the building up of relationships and the constant negotiation processes are an essential part of their schooling. Anecdotal evidence as well as secondary research support the idea that pupils work better for those teachers they actually like.Whether a teacher is liked or disliked by his pupils is dependant upon many factors. For instance the teachers personal outlook does s/he even want to be liked?, do s/he care?, are they simply interested in meeting targets? If the teachers personal motivation is lacklustre then how are pupils to be motivated? Ideally, teachers would be able to identify the different levels of motivation among their pupils and build relationships accordingly. This, however, is not a realistic goal and much valuable class time can be spent chastising, persuading and offering incentives. Of course there is a danger that a teacher may become too preoccupied with the establishment of relationships and other areas such discipline may be ignored. The points above are interesting but we are chiefly concerned with those teachers who are motivated and use negotiation as a means of encouraging pupils to work, and I now wish to look at these negotiation processes in a little more depth. PART 2 WORK NEGOTIATIONOne of the most interesting points made in the chapter is that of the collusion often formed by teachers and pupils against a higher authority, this higher authority could be the headmaster for instance. This type of collusion could be of extreme value to teachers in forming relationships and as a way of getting pupils on side, as well as relinquishing any responsibility for the type of work and the amount required. With the majority of the blame lying at the feet of a higher authority the teacher could begin to build a system of almost conspiratory negotiation based on reciprocity you scratch my back and Ill scratch yours. Let us look at the authors idea of negotiation. Firstly s/he identifies four experiences that typified the pupils in his/her study school. The four categories are thus;- hard work, open negotiation, closed negotiation and work avoidance. The two extremes of the categories are self-explanatory, hard work being total pupil commitment and work avoidance being not only a total lack of commitment, but also a conscious and resourceful effort to avoid participating in any school workMost pupils are to be found in the two middle categories of open and closed negotiation and as such teachers must become keen negotiators if they are to succeed. It should be pointed out that control must be the predominant feature within negotiation teachers must dictate the concessions that are to be made.The authors open negotiation idea consists of the teacher and pupils making certain concessions, and is dependant to a large extent on mutual goodwill and a congenial atmosphere within the classroom. It is a n activity in which both pupil and teacher participate and each party bargains for what they perceive to be the better deal. The basic idea being that a teacher will permit a certain amount of digression in return for a certain amount of work, and the class hold the general consensus that this is acceptable. I have used the word general because in the next paragraph I wish to look at those pupils who do not subscribe to the general consensus and are typified as closed negotiation pupils. Another interesting point made was that a predominant feature in those teachers who were more liked by their pupils was the fact that they often included games into the work. The author concludes that games humanised the work and made it vastly more enjoyable. In a perfect world teacher and pupil would be in complete harmony and all decisions made about the type and amount of work to be done would be completely unanimous. However, in reality a teacher who uses negotiation must submit to the general consensus. What, then, of the pupils who have not concurred with the general consensus but are still forced to go along with it? The author typifies these pupils as being in the closed negotiation category. This category of pupils will flourish further if the teacher is not prepared to negotiate, and within this teacher dictated atmosphere the counter-productive and unruly element of pupils will come into being. CONCLUSIONBy drawing together the main points made in this critique it is apparent that pupils perceptions of the validity of the work they are undertaking is of paramount importance.Teachers must strive to make work less alien and more relevant to the pupils social perspective and this can be achieved in several ways. Collusion, as well as a system of negotiation and concessions could be used in order to overcome pupils natural recalcitrance.Teachers must care enough to become diagnosticians of their classes on the whole as well as identifying individual pupil needs. Of cou rse the needs of the many outweigh the needs of the few, but if teachers understand the needs of the few it will empower them in the negotiation process. .ua1575b3ee95d98eeddfb46d423e1c933 , .ua1575b3ee95d98eeddfb46d423e1c933 .postImageUrl , .ua1575b3ee95d98eeddfb46d423e1c933 .centered-text-area { min-height: 80px; position: relative; } .ua1575b3ee95d98eeddfb46d423e1c933 , .ua1575b3ee95d98eeddfb46d423e1c933:hover , .ua1575b3ee95d98eeddfb46d423e1c933:visited , .ua1575b3ee95d98eeddfb46d423e1c933:active { border:0!important; } .ua1575b3ee95d98eeddfb46d423e1c933 .clearfix:after { content: ""; display: table; clear: both; } .ua1575b3ee95d98eeddfb46d423e1c933 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua1575b3ee95d98eeddfb46d423e1c933:active , .ua1575b3ee95d98eeddfb46d423e1c933:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua1575b3ee95d98eeddfb46d423e1c933 .centered-text-area { width: 100%; position: relative ; } .ua1575b3ee95d98eeddfb46d423e1c933 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua1575b3ee95d98eeddfb46d423e1c933 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua1575b3ee95d98eeddfb46d423e1c933 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua1575b3ee95d98eeddfb46d423e1c933:hover .ctaButton { background-color: #34495E!important; } .ua1575b3ee95d98eeddfb46d423e1c933 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua1575b3ee95d98eeddfb46d423e1c933 .ua1575b3ee95d98eeddfb46d423e1c933-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua1575b3ee95d98eeddfb46d423e1c933:after { content: ""; display: block; clear: both; } READ: Daddy 2 EssayCategory: English