Biography of Dr. Seuss, Popular Childrens Author

Theodor Seuss Geisel (March 2, 1904–Sept. 24, 1991), who used the pseudonym Dr. Seuss, wrote and illustrated 45 children’s books filled with memorable characters, earnest messages, and even limericks.  Many of Dr. Seuss’s books have become classics, such as The Cat in the Hat, How the Grinch Stole Christmas! Horton Hears a Who, and Green Eggs and Ham. Geisel was a shy married man who never had children of his own, but he found a way as the author Dr. Seuss to spark childrens imaginations around the world. With the use of silly words that set an original theme, tone, and mood for his stories, as well as curlicue drawings of rascally animals, Geisel created books that became beloved favorites of children and adults alike. Wildly popular, Dr. Seuss’s books have been translated into over 20 languages and several have been made into television cartoons and major motion pictures. Fast Facts: Dr. Seuss Known For: Popular childrens book authorAlso Known As: Theodor Seuss Geisel, Ted GeiselBorn: March 2, 1904 in Springfield, MassachusettsParents: Theodor Robert Geisel, Henrietta Seuss GeiselDied: Sep. 24, 1991 in La Jolla, CaliforniaPublished Works: The Cat in the Hat, How the Grinch Stole Christmas!, Horton Hears a Who, Green Eggs and HamAwards and Honors: Academy Award for Best Documentary Feature (Design for Death, 1947), Academy Award for Best Animated Short  (Gerald McBoing-Boing, 1950), Special Pulitzer Prize  (for contribution over nearly half a century to the education and enjoyment of Americas children and their parents, 1984), the Dartmouth Medical School was renamed the  Audrey and Theodor Geisel School of Medicine (2012), Dr. Seuss has a star on the Hollywood Walk of FameSpouse(s): Helen Palmer Geisel (m.  1927–Oct. 23, 1967), Audrey Stone Dimond (m.  June 21, 1968–Sept. 21, 1991)Notable Quote: You  have  em; Ill entertain em. (Geisel, who had no children of his own, said this referring to children.) Early Years Geisel was born in Springfield, Massachusetts. His father Theodor Robert Geisel helped manage his father’s brewery and in 1909 was appointed to the Springfield Park Board. Geisel tagged along with his father for behind-the-scenes peeks at the Springfield Zoo, bringing along his sketchpad and pencil for exaggerated doodling of animals. Geisel met his father’s trolley at the end of each day and he was handed the comic page full of eccentric humor from the Boston American. Although his father influenced Geisel’s love of drawing, Geisel credited his mother, Henrietta Seuss Geisel, for the most influence on his writing technique. Henrietta would read to her two children with rhythm and urgency, the way she had sold pies in her father’s bakery. Thus, Geisel developed an ear for meter and loved to make up nonsense rhymes from early in his life. While his childhood seemed idyllic, all was not easy. During World War I (1914–1919), Geisel’s peers ridiculed him for being of German ancestry. To prove his American patriotism, Geisel became one of the top U.S. Liberty Bond sellers with the Boy Scouts. It was to be a great honor when former U.S. President Theodore Roosevelt came to Springfield to award medals to the top bond sellers, but there was a mistake: Roosevelt had only nine medals in hand. Geisel, who was child No. 10, was swiftly escorted off-stage without receiving a medal. Traumatized by this incident, Geisel had a fear of public speaking for the rest of his life. In 1919, Prohibition began, forcing the closure of the familys brewery business and creating an economic setback for Geisels family. Dartmouth College and a Pseudonym Geisel’s favorite English teacher urged him to apply to Dartmouth College, and in 1921 Geisel was accepted. Admired for his silliness, Geisel drew cartoons for the college humor magazine Jack-O-Lantern. Spending more time on his cartoons than he should, his grades began to falter. After Geisel’s father informed his son how unhappy his grades made him, Geisel worked harder and became Jack-O-Lantern’s editor-in-chief his senior year. However, Geisels position at the paper ended abruptly when he was caught drinking alcohol (it was still Prohibition and buying alcohol was illegal). Unable to submit to the magazine as punishment, Geisel came up with a loophole, writing and drawing under a pseudonym: Seuss. After graduating from Dartmouth in 1925 with a B.A. in liberal arts, Geisel told his father that he had applied for a fellowship to study English literature at Lincoln College in Oxford, England. Extremely excited, Geisels father had the story run in the Springfield Union newspaper that his son was going off to the oldest English-speaking university in the world. When Geisel didn’t get the fellowship, his father decided to pay the tuition himself to avoid embarrassment. Geisel didnt do well at Oxford. Not feeling as intelligent as the other Oxford students, Geisel doodled more than he took notes. Helen Palmer, a classmate, told Geisel that instead of becoming a professor of English literature, he was meant to draw. After one year of school, Geisel left Oxford and traveled Europe for eight months, doodling curious animals and wondering what kind of a job he could get as a doodler of zany beasts. Advertising Career Upon returning to the United States, Geisel was able to freelance a few cartoons in the  Saturday Evening Post. He signed his work â€Å"Dr. Theophrastus Seuss† and then later shortened it to â€Å"Dr. Seuss.† At the age of 23, Geisel got a job as a cartoonist for Judge magazine in New York at $75 per week and was able to marry his Oxford sweetheart, Helen Palmer. Geisel’s work included drawing cartoons and advertisements with his unusual, zany creatures. Luckily, when Judge magazine went out of business, Flit Household Spray, a popular insecticide, hired Geisel to continue drawing their advertisements for $12,000 a year. Geisels ads for Flit appeared in newspapers and on billboards, making Flit a household name with Geisel’s catchy phrase: Quick, Henry, the Flit! Geisel also continued to sell cartoons and humorous articles to magazines such as Life  and Vanity Fair. Children’s Author Geisel and Helen loved to travel. While on a ship to Europe in 1936, Geisel made up a limerick to match the grinding of the ship’s engine rhythm as it struggled against rough seas. Six months later, after perfecting the related story and adding drawings about a boy’s untruthful walk home from school, Geisel shopped his childrens book to publishers. During the winter of 1936–1937, 27 publishers rejected the story, saying they only wanted stories with morals. On his way home from the 27th rejection, Geisel was ready to burn his manuscript when he ran into Mike McClintock, an old Dartmouth College buddy who was now an editor of children’s books at Vanguard Press. Mike liked the story and decided to publish it. The book, renamed from A Story That No One Can Beat to And to Think That I Saw It on Mulberry Street, was Geisels first published childrens book and was praised with good reviews for being original, entertaining, and different. While Geisel went on to write more books of exuberant Seuss lore for Random House (which lured him away from Vanguard Press), Geisel said that drawing always came easier than writing. WWII Cartoons After publishing a large number of political cartoons to PM magazine, Geisel joined the U.S. Army in 1942. The Army placed him in the Information and Education Division, working with Academy Award-winning director Frank Capra at a leased Fox studio in Hollywood known as Fort Fox. While working with Capra, Captain Geisel wrote several training films for the military, which earned Geisel the Legion of Merit. After World War II, two of Geisels military propaganda films were turned into commercial films and won Academy Awards. Hitler Lives? (originally Your Job in Germany) won an Academy Award for Short Documentary and Design for Death (originally Our Job in Japan) won an Academy Award for Best Documentary Feature. During this time, Helen found success by writing children’s books for Disney and Golden Books, including Donald Duck Sees South America, Bobby and His Airplane, Tommy’s Wonderful Rides, and Johnny’s Machines. After the war, the Geisels remained in La Jolla, California, to write children’s books. The Cat in the Hat and More Popular Books With World War II over, Geisel returned to childrens stories and in 1950 wrote an animated cartoon titled Gerald McBoing-Boing about a child who makes noises instead of words. The cartoon won an Academy Award for Cartoon Short Film. In 1954, Geisel was presented with a new challenge. When journalist John Hersey published an article in Life magazine stating that children’s first readers were boring and suggested that someone like Dr. Seuss should write them, Geisel accepted the challenge. After looking at the list of words he had to use, Geisel found it difficult to be imaginative with such words as cat and hat. At first thinking he could pound the 225-word manuscript out in three weeks, it took Geisel more than a year to write his version of a childs first reading primer. It was worth the wait. The now immensely famous book  The Cat in the Hat (1957) changed the way children read and was one of Geisel’s biggest triumphs. No longer boring, children could learn to read while also having fun, sharing the journey of two siblings who get stuck inside on a cold day with a troublemaker of a cat. The Cat in the Hat was followed that same year by another big success, How the Grinch Stole Christmas! which stemmed from Geisels own aversion toward holiday materialism. These two Dr. Seuss books made Random House the leader of children’s books and Dr. Seuss a celebrity. Awards, Heartache, and Controversy Dr. Seuss was awarded seven honorary doctorates (which he often joked made him Dr. Dr. Seuss) and the 1984 Pulitzer Prize. Three of his books—McElligot’s Pool (1948), Bartholomew and the Oobleck (1950), and If I Ran the Zoo (1951)—won Caldecott Honor Medals. All the awards and successes, however, couldnt help cure Helen, who had been suffering for a decade from a number of serious medical issues, including cancer. No longer able to stand the pain, she committed suicide in 1967. The following year, Geisel married Audrey Stone Diamond. Although many of Geisels books helped children learn to read, some of his stories were met with controversy due to political themes such as The Lorax (1971), which depicts Geisel’s repulsion of pollution, and The Butter Battle Book (1984), which depicts his disgust with the nuclear arms race. However, the latter book was on The New York Times bestseller list for six months, the only children’s book to achieve that status at the time. Death and Legacy Geisels final book, Oh, the Places You’ll Go (1990), was on The New York Times bestseller list for more than two years and remains a very popular book to give as a gift at graduations. Just a year after his last book was published, Geisel died in 1991 at the age of 87 after suffering from throat cancer. The fascination with Geisels characters and silly words continues. While many of Dr. Seusss books have become childrens classics, Dr. Seusss characters now also appear in movies, on merchandise, and even as part of a theme park (Seuss Landing at Universals Islands of Adventure in Orlando, Florida). Sources Andrews, Colman. â€Å"Dont Be Obtuse, Get to Know Dr. Seuss.†Ã‚  USA Today, Gannett Satellite Information Network, 30 Nov. 2018.â€Å"Siblings.†Ã‚  Seuss in Springfield, 16 June 2015.â€Å"Theodor Geisel (Dr. Seuss).†Ã‚  Poetry Foundation, Poetry Foundation.

William Shakespeare s King Lear - 971 Words

King Lear Exam Question In all genres there are stereotypical elements. This academic essay will outline the importance and effect of the elements of dramatic tragedy within the given passage from King Lear, and how this is significant and develops an understanding in the audience towards the play as a whole. The passage given comes from Act 1; Scene 1 of ‘King Lear’. This initial scene is what would be called the ‘initiation of tragedy’ in this context as it supplies the tragic hero; in this case Lear himself with the road to his downfall. Lear is proclaimed as the ‘tragic hero’ as he adheres to the conventions of one. To be more precise, Lear contains within himself a fatal flaw and in this case it is his excessive pride as a King. It is this position; monarchy and high social authority he is built into that obstructs his vision and prevents him from making a decision that is conceivably beneficial. A fatal flaw within any hero will cause thei r downfall and will be the hurdle that they must overcome to have any chance at redeeming themselves within society, but as ‘King Lear’ is a tragedy, even when the hero gains new perspective, they inevitably face their demise. We see this flaw in the passage as Cordelia speaks to him. Through Lear’s dialogue, it is plainly obvious that he favours Cordelia over his other daughters; Gonoril and Regan: ‘What can you say to draw a third more opulent than your sisters?’ He has saved the best third of his kingdom that he is dividingShow MoreRelatedWilliam Shakespeare s King Lear1564 Words   |  7 PagesWilliam Shakespeare is universally known for his literary output both in poetry and drama. Whether through his laugh-invoking comedies or his heart-wrenching tragedies, Shakespeare’s plays have changed the course of literature. Many of his plays about love are widely praised by all, but Shakespeare s King Lear differs from the rest due to its definition of love. King Lear serves as an battleground between deception and compassion, between flattery and honesty. Rather than focusing on romantic loveRead MoreWilliam Shakespeare s King Lear1550 Words   |  7 PagesINTRODUCTION: By facilitating the growth of evil within William Shakespeare’s King Lear, it is evident that the tragedy’s protagonist, King Lear can be held accountable for his own victimization and ultimate downfall. The most notable aspects of this self-induced victimization include Lear’s own lack of practical wisdom and divergence from the natural order, combined with the neglect of kingship, that enables Lear as a tragic hero to create the conceptual framework in which the ulterior motives ofRead MoreWilliam Shakespeare s King Lear3086 Words   |  13 PagesJerion Young Ms. Woods English IV 4 March 2015 King Lear William Shakespeare uses several literary elements in his writing, elements which are especially apparent in his play, King Lear. Shakespeare uses excellent creativity and description when writing this tragedy. â€Å"Neither has Shakespeare placed in the mouth of any other character in this play such fatalistic expressions as may be found in King Lear and occasionally elsewhere†(A.C. 2003). The way King Lear talks in this play is very evil compared toRead MoreWilliam Shakespeare s King Lear1611 Words   |  7 Pagesexperience life-changing events that jeopardize our sense of identity and make us question how we value ourselves. Our perception of our worth can change with what we learn through our existence, much like the characters in the play King Lear by William Shakespeare. Adversity and hardship are inevitable when characters are unable to connect themselves within their own identity or find a loss of self at some point in their role. The self-awareness, an essential a spect of their role, of many ofRead MoreWilliam Shakespeare s King Lear1320 Words   |  6 Pagesothers. Having strong communication skills allows one to better understand the situation at hand. Proper communication is essential to working out problems because of this reason. In the play King Lear by William Shakespeare, Lear communicating with his daughters, Gloucester communicating with his sons, and Lear communicating with Kent are all examples of failure of communication, which later lead to consequences and hardships that the characters must face. Without proper communication, people willRead MoreBlindness By William Shakespeare s King Lear2212 Words   |  9 PagesMaysoun Deeb Mr. A. T. Lebar EN4UN-04 13 July 2015 King Lear Blindness by definition, according to dictionaries, is â€Å"unable to see and lacking the sense of sight† by which King Lear, the classic tragic play written by William Shakespeare, illustrated the concept of blindness amongst his characters as the leading theme. King Lear and Gloucester were the characters that have been conflicted by this â€Å"blindness† that may or may not change their personalities in the very end of the play. Gloucester becomesRead MoreWilliam Shakespeare s King Lear1546 Words   |  7 PagesTwo Sides to Every Person There are two sides to every story; that of the protagonist and that of the antagonist. As shown in the Shakespearean play King Lear, there is very little difference between the two. Edmund, who appears to be a villain, is more than meets the eye. His evil is a rebellion against the social order that denies him legitimacy. His villainy does not come from innate cruelty but from misdirected desire for familial love. His remorse in the end displays his humanity and blindnessRead MoreWilliam Shakespeare s King Lear1510 Words   |  7 PagesShakespeare’s King Lear deals with tragic human relationship like the other tragedies of the author, but this story was written in social aspect and raises the doubtful point on legitimacy of some political systems. In this play, various characters form multi-layered kconflict relations. Thus, the story is being propelled towards tragedy due to numerous inner and outer conflicts of each character. However, as it is brought into being a charact er, Edgar in the end of the story, it implies new beginningRead MoreWilliam Shakespeare s King Lear1470 Words   |  6 Pagesduring the Elizabethan era, making it relatable to all audiences, especially the modern audience, leaving room for multiple perspectives and understanding of the play. Shakespeare’s play ‘King Lear’, depicts the main protagonist’s ‘gradual descent into madness’ as a result of the forces of evil acting in the play for Lear has, to an extent, have sinned though it can’t outweigh that he has been sinned against. This is confirmed through Lear’s injudiciousness to see through his two eldest daughter’s internalRead MoreWilliam Shakespeare s King Lear 1306 Words   |  6 Pagesâ€Å"All...shall taste the wages of their virtue...the cup of their deservings. (5.3.317-320)† King Lear is frequently regarded as one of Shakespeare’s masterpieces, and its tragic scope touches almost all facets of the human condition: from the familial tensions between parents and children to the immoral desires of power, from the follies of pride to the false projections of glory. However, one theme rings true throughout the play, and that very theme is boundless suffering, accentuated by the gruesome

Drug Abuse and Prevention Free Essays

Our society’s idea of prevention is to limit the availability of drugs (Hart Ksir, 2011, p. 400), but this is not essentially the best way. Addiction affects everyone. We will write a custom essay sample on Drug Abuse and Prevention or any similar topic only for you Order Now According to the National Institute on Drug Abuse (NIDA), substance abuse cost our nation â€Å"more than $484 billion dollars (The National Institute on Drug Abuse ). † So although you might not be directly impacted by drug abuse, as a whole your tax dollars are spent on fighting the war on drugs. Currently there are several different types of substance prevention; however are they really our best option? First is primary prevention, which is aimed at mostly young children who have never tried a substance or those who may have tried tobacco or alcohol (Hart Ksir, 2011, p. 401). Benefits from this type of early intervention include encouraging abstinence, and teaching people the effects of potential drug use on their lives, emotions, and social relationships (Hart Ksir, 2011, p. 401). There are programs that go to schools, and speak to children as young as 8 about drugs and the effects of drug use. Secondary prevention is for those who have tried the drug in question or other types of drugs. This is supposed to prevent the use of more dangerous drugs, and also to prevent the use of the substances in a more dangerous way (Hart Ksir, 2011, p. 401). This prevention is aimed more towards college students, who have tried drugs but have not suffered seriously from their drug use. This is not aimed at people who need obvious treatment (Hart Ksir, 2011, p. 402). Let us look back on primary prevention. Most students have experienced a program called D. A. R. E. (Drug Abuse Resistance Education). Studies have shown that here is no proof that D. A. R. E. reduced the use of alcohol or drugs; it was found that it is actually 3 counterproductive (Hanson, 2007). The U. S. Department of Education prohibits schools from spending funding on the D. A. R. E. program, because they believe â€Å"it’s completely ineffective in reducing alcohol and drug use (Hanson, 2007). What D. A. R. E. oes is exposes young elementary school children to drugs they might not have know about before. There should be a better approach to primary prevention. Changing the age group to sixth graders is a start because they are the ones who are most likely to be exposed to drugs and alcohol. The programs should continuously follow up and collect data on the students to find out what approach is most effective. Every person is different, and if we combine selective and primary prevention we can cater programs to specific types of children. Secondary prevention is designed for people who have tried the drug in question or a variety of other substances (Hart Ksir, 2011, p. 401). The ultimate goal of these programs is to prevent the person who is using a certain drug from opening up to other, more dangerous drugs. The purpose is to stop them from endangering themselves more than they already have. The clientele in this case are usually people who are more experienced and have not had an extreme reaction to the drugs that they have used. Therefore, they are not â€Å"in too deep. † Many of the people that fall into this category are college students and programs aimed at encouraging responsible use of alcohol among college students are good examples of this stage of prevention (Hart Ksir, 2011, p. 402). In order to attempt to prevent the transition from use to abuse in college students, they should think about starting these prevention programs at an earlier age. Nowadays, kids get started very early and by high school they are already exposed to alcohol and drug use. It would be wise to open their eyes to what they are going to encounter in their college years and give them the proper advice so that they are prepared when they get to college. College students have a lot of free time on their hands and it is very easy to make a habit out of recreational drug use. I feel that if students knew what to expect, they won’t be as naive and vulnerable as they would be if they hadn’t been properly advised. Students at that age get involved in different things because they are making new friends and adjusting to a new lifestyle. I think it would be a good idea for campuses to have clubs or programs run by students for students who are struggling with drug abuse, that way students know that they have someone to talk to who will help them if they need it. A prevention program that takes place at later stages of drug abuse is Tertiary prevention. Tertiary preventing is relapse prevention, or follow-up programs (Hart Ksir, 2011, p. 402). This prevention refers to actions that can be taken to prevent a relapse from occurring and to help the person maintain a healthy status after therapy has lready been administered. For alcohol- or heroin-dependent individuals, treatment programs are the first order of priority (Hart Ksir, 2011, p. 402). If a person has already been treated or are able to stop using without the help of anyone else, they enter another stage of prevention. This could be improved by having people who have already been through the program follow up with the clientele who are currently going through the same experience that they did. It is much easier for people to talk to someone who has been in the same position as them. Having people who they can relate to and continue to guide them through their journey to stay sober is very encouraging. The universal drug prevention program is another kind of intervention which targets the whole community; its intention is to reach a large audience. This program focuses on the entire 5 group rather than the individual. These programs are implemented within the community, classrooms, and focus on prevention and life skills (Little, 2010). A kind of Universal prevention program is the Caring Community Program which consists of a family- plus approach to reduce the risk of drug use by children (Little, 2010). These kinds of programs are quite beneficial in that they target the young. By the end of elementary a child has already been exposed to some form of drugs. By providing the sense of community it reduces drug abuse, street violence and psychological problems among children (Little, 2010). These types of programs promote motivation in school and academic achievement. Another great benefit is that Potential benefits are expected to outweigh costs for everyone (Schaps, 2003). The downside to a program like this would be that because it’s made to focus on the group as a whole, individuals that are at a higher risk and constantly surrounded by drugs are getting the same attention as those that may have never seen drugs, These individuals may need more intervention to be able to stay away from drugs since access to them is abundant. A great way to better this program would be to intensify it in communities that drugs run ramped and easily accessed. While still keeping the prevention program universal and targeting the whole community, it would be more impactful if altered in high risk communities to strengthen the program and make it more intensive. The Selective prevention program on the other hand targets subgroups of the general population that are determined to be at risk for substance abuse. Those who participate in this kind or program are recruited because they are known to have specific risk to substance abuse. The groups targeted by these programs are both adults and children. Age, gender, family history, place of residence and victimization, or physical and/or sexual abuse may define the targeted 6 subgroups (Doyle, 2006). A benefit of this program would be that the selective prevention program is presented to the entire subgroup because the subgroup as a whole is at higher risk for substance abuse than the general population. It targets those people that are being exposed to drugs more frequently or that are prone to abusing drugs rather than targeting all communities. Not all communities have the same drug exposure and accessibility to drugs. So it’s important to target specific communities. The weakness of this program is that the individual’s personal risk is not exclusively assessed or recognized and is based solely on a presumption given in his or her membership in the at-risk subgroup (Doyle, 2006). There may be individuals in the subgroup that are at no risk for drug abuse whereas there may be someone in the group that is already using. If this is not known the one that is already using may not benefit at all from this program. Great ways to strengthen the selective prevention program is to go deeper, not only select at risk subgroups but asses individuals within the group to increase intervention with certain individuals that may be already using. How to cite Drug Abuse and Prevention, Essay examples

Impact of Smoking Habit on Students-Free-Samples-Myassignmenthelp

Question: How does Smoking Habit Impacts on Students in Social Science in University of Wollongong? Answer: Introduction The proposed research includes an investigation about the use of smoking habits of students in social science and its impact on them. The integration of scientific evidences signifying that cigarette smoking as severe health hazard and especially, it becomes the major cause of lung cancer. It could lead to an increased sense of responsibility among the individuals and organizations concerned with public health to observe that young and adult students are aware of such hazard. Several studies have conducted on the cause of increasing smoking habit but hardly a number of studies have particularly focused on the impact of such deadly habit on the students and this is where the proposed study holds significance of conducting an investigation on this context. In this context, Johnston et al. (2016) commented that tobacco proves to be the most significant preventable cause of premature death in several nations. Moreover, a half of the smokers who initiated smoking in adolescence could die from the persistent use of tobacco. The proposed study will examine the impact of smoking habits particularly of the students of Wollongong. This research report provides the detail of study and investigation in terms of the major areas, techniques, resources and other relevant aspects. The purpose of the research is to examine the impact of increasing smoking habits on university students. Research Aim and Objectives The aim of the research is to investigate the impact of smoking habits on the students in social science of the University of Wollongong. In addition, the research also identifies the major causes behind the increasing smoking habit. The following are the key objectives of the research that will help to shape the research needs and contribute to the actions of gaining the desired outcomes. To critically investigate the causes of increasing smoking habits of the students of University of Wollongong To analyze the impact of smoking habits on the students in social science of University of Wollongong To develop a suitable solution to reduce the impact on the students Research Questions What are the causes of smoking of the students in social science of University of Wollongong? What is the impact of increasing smoking habit of students of University of Wollongong? Background to the research The university life is a significant phase for every student at that time; they grow and engage in the risky behavior such as smoking. Therefore, it is found that smoking always remains as a public health issue among the students of the University. An international study conducted by Doran et al. (2013), demonstrated almost 34% of male university students as well as 27% of female university students from 24 different nations were the existing smokers with the large difference between nations and genders. As put forward by Maziak (2011), the individual personality factors, cognitive factors as well as coping resources could play a significant role in determining particularly, which college students grow the tendency to start and continue to smoke. In this context, Musmar (2012) also mentioned that personality factors as stable as well as distinctive traits of a person could account for variability in health perceptions. On the other side, Koura, Al-Dossary and Bahnassy (2011) mentioned that personality factors might engage neuroticism, extraversion, frankness and agreeableness. A study performed by Doran et al. (2013), demonstrate that neuroticism is related with the smoking cost onset in young students. Based on the previous studies, it can be mentioned that social smoking has rapidly become prevalent and it could through a challenge to the conventional cessation practices. It has also been identified that social smoking remains as the subset of irregular smoking behavior, which is usually described as smoking in the social context. Self-efficacy remains as a well-known factor to influence health behaviors. A self-efficacy theory developed by Bandura indicates that behavior is usually anticipated by an individuals confidence in their ability capability to achieve a provided task. Furthermore, the recent studies on the enhancement of medical education in different nations have persistently demonstrated that undergraduate training in this particular area remains inadequate. Moreover, a surprising facts is that effectively developed educational interventions to enhance knowledge skills and attitudes of students about the treatment of smokers remain available but the factor of higher cost in respect with resource and teaching time restrict the implementation of such program. Maziak (2011) mentioned that one single lecture on the topic could be sufficient to blend the interest of university students extracting self-directed learning activities about the tobacco toxicology and treatment alternatives. Therefore, a high quality of research is widely required in this particular area. Going forward, Bachman et al. (2013) reported that university students attending the final year of undergraduate students have poor knowledge regarding the use of tobacco dependency, smoking related pathology as well as the role of physicians in the action of smoking prohibition. Thereby, it can be mentioned that while the findings itself are the factors for concern, the interpretation of such interpretation could be further developed by contrasting them to survey results gained from the students. Problem Statement Even though, the social studies have found new ways to make the students and adults aware of the deadly effect of smoking, no such positive improvement has yet been observed (Brando, Pimentel and Cardoso 2011). Due to the social influence and lack of awareness, education, the young university students are becoming addicted to smoking. Moreover, instead of decrease, the habits grow up with the tendency. There are many studies conducted on the prevention and prohibition of smoking but the required awareness have not yet been observed and promoted. As the consequence, the cigarette smokers are being affected with serious diseases; they suffer from multiple deadly diseases that take their life. In each developing nation, the count of death due to the habit of smoking increases. Therefore, an intensive and experimental study is required to examine the impact and develop possible remedies. Research Methods The research methods determine the outcome of the research; this means the research methods should be implemented properly. Inappropriate implementation of research methods could lead to unexpected outcome. Therefore, to conduct the proposed research both primary and secondary analysis will be conducted. The primary research method includes the pilot study technique, where a survey will be conducted among the students of Wollongong University. The survey will be conducted among 10 students of the university. Details about the research methods have been discussed in the following. Research philosophy As put forward by Tong et al. (2012), the research philosophy helps to manage the source, nature of development of knowledge. Therefore, while addressing the research philosophy, there should be a state of awareness in terms of formulating the beliefs and assumptions. Moreover, the research philosophy helps to extract the hidden facts from the research contexts. Usually, there are four different types of research philosophies namely positivism, interepretivism, realism and pragmatism. The positivism research is related to the opinions that only factual knowledge obtained through observation. According to Miller et al. (2012), in positivism, the role of researcher is limited to the data collection and interpretation. On the other side, interepretivism helps to interpret the elements of the research; thereby, interepretivism integrates human interest into a research study. However, in the proposed study, positivism research philosophy will be used as positivism research philosophy prov ides the large scope of using both quantitative and qualitative research method. It will help to gain the factual knowledge, which will help to analyze the finding related to the impact of smokers on the students of Wollongong University. On the other side, the interepretivism research philosophy will not be used because the primary data generated in such interepretivism practice cannot be generalized, as the data is largely impacted by the individual viewpoint as well as values. Research Approach The research approach is usually divided into two categories such as deductive approach and inductive approach. According to Snyder (2012), the deductive research approach is usually concerned with the formulation of research hypothesis based on the existing theory as well as the design of the research strategy to verify the research hypothesis. Conversely, the inductive research approach starts with the observation as well as theories that are proposed towards the end of the research process. However, in the context of proposed research, deductive research approach will be used , where a set of the hypotheses will be formed and they will be tested during the analysis of the data. On the contrary, the inductive research approach has been rejected because the outcome of the proposed study cannot be derived based on observation and theories only. Research Designs The research design is usually divided into two different categories exploratory and descriptive. According to Anderson and Shattuck (2012), exploratory research in accordance to its name, it aims to discover the specific aspects of the research areas but it does not aim to provide final as well as conclusive answers to the research questions. On the other side, the descriptive study aims to cast light on the current issues, which means that this research design could help to identify the current impact of increasing habits of smoking on the university students. Therefore, considering this particular advantage, descriptive research objective will be applied to the proposed study. Data collection methods The data collection techniques are usually divided into two different categories namely primary and secondary. Primary Data Collection-The primary data will be conducted by applying qualitative data collection method. The qualitative data collection will include a pilot study method, where the students of Wollongong University will be surveyed by asking them to respond to some open-ended questions. The respondents will be selected based on the random sampling method and the capacity of sampling. Secondary data collection- To conduct the secondary analysis, the secondary data will be collected from the reliable secondary sources such as books, journals, newsletter blogs and other reliable secondary sources. The analysis has been conducted in the literature review comparing the findings with each other. Sampling In order to conduct the survey, a random sampling research method will be applied to engage the respondents in the survey. The respondents such as the students will be selected based on the criteria of random sampling technique. The capacity of sampling for the survey is 15, which means, 15 students could take part in the survey. Description of the research tool pilot process The research aims for investigating the factors of smoking habit in the University of Wollongong. The research also aims to find the impact of smoking of these students with accurate details. Thus, as a part of data collection, primary data collection method will be used. However, pilot process will be used in order to cross check the response given by the selected search respondents. Mackey and Gass (2015) depict that pilot study is a standard scientific tool that allows a research scholar to conduct a preliminary analysis prior analyzing the research outcome. Pilot test also refer to a survey, a key informant interview guide or observation form that is performed on a very few sample size. Silverman (2016) also stated that the total number of respondents participate in the research is known as sample size and here in this research 10 students will be considered. A set of 10 questions will be asked to each of the ten respondents regarding the habits of smoking. Among those 7 students , 3 students are smoker students; while, the rest of 2 students are non-smokers. The prime reason for selecting the smokers students is that they can clearly describe the impact of smoking and factors that encouraged them to smoke; however, the reason for selecting non-smokers students is that they can describe the habits they notice are noticing in smokers and what they think is the reason for which they opt for smoking. The research will aim on pilot testing in order to get an in-depth analysis of the developed research question. Proposed analyses are appropriate for the research tool The proposed analyses are appropriate and relevant to the research tools that will be used in the study because to conduct the analysis, pilot study method will be applied, which provides authentic data findings. This is because, the pilot study provides the scope to cross-check each answer of the question, which means the researcher ensures whether the respondent gives the right answer. Moreover, this research method will not create any state of confusion in the mind of the respondents because the responses of the participants are cross-checked. Thus, it can be mentioned that as with the help of such relevant tool like pilot study, unbiased and appropriate outcome can be derived. Feasibility of research to address research questions, aim and objectives The research questions, aims and objectives can be met, as in the proposed research, the data will be collected through pilot study method, which assures the authenticity of the data. In addition to this, during the analysis, each research question will be linked to the findings derived by the research tools. The research aim will be compared with the findings found after the collection of data. In the action plan, the first the research questions will be formed based on the research aim and objectives. Once the data is collection, during the analysis, it will be ensured that research findings cover the variables mentioned in the objectives. Proposed research and significance This research will illustrate the smoking habits among the university student studies in the University of Wollongong. It is seen that especially the students after the age of 24 addicted to smoking, alcohols and tobacco. Universities in recent time are taking initiatives to make the college campus a smoke free area but after these initiatives also some college students are witnessed to addict to bad habits especially to cigarette the most. Thus, this research will aim to study the factors that boost the desire of the student to smoke and get addicted to it. The research will also represent the possible impact of the smoking that the smokers faces and will also suggest some solution that the university can take so that student wills start quitting smoking. Significance of the study The significance of the study is that it illustrates the research held on the college students. The students of the University of Wollongong are taken into consideration so that they can represent their view directly on the smoking habits, factors that encourage them to smoke and the impact from which they are suffering will be shown. The significance of the study is that the research will follow a pilot testing in which all the research questions are cross-checked in order to understand whether or not the student (research respondents) get the meaning of the research properly. Significance and innovation of the research The innovation of the research can be said based on the research technique that will be used in the research. A significant research are based on qualitative or quantitative research studies where a question is asked once and the response attained for each research question are considered as the final feedback based on which research outcome is judged. However, in this research two kinds of research respondents will be considered- smokers and non-smokers. The smokers students can easily describes the factors based on which they started smoking; while non-smokers can explain the habits that they noticed in the student, who smoke. After getting the response, all the respondents will be approached individually and asked about their view on each research question individually. In this way, each question can be analyzed in-depth that is not found in other research. Thus, it can be said that in this research, an accurate ideas regarding each research question will be obtained that will hel p to draw the possible factors and impact of smoking among the college students of University of Wollongong. Strengths and limitations of the developed research tool Strengths of the developed research tool The developed research tool is used is pilot testing. The advantage is that each respondent is interviewed with all the research questions with ample time. Moreover, pilot experiment evaluate feasibility, time, cost and adverse events more precisely as personal comments on the research question is taken into consideration. Thus, this research tool will help with ideas, approaches and clues for getting a clearer finding in the main study and allows verifying the planned statistical and analytical procedures to assess the usefulness of the obtained data. Lastly, pilot testing reduces the number of unanticipated problems as in pilot testing the research question can be re-designed based on the convenience who is taking the interview. Another advantage is that pilot testing saves lot of time and money and always provides enough data to present a research outcome. Limitations of the developed research tool Though there are advantages of using pilot testing tool but there are some limitations associated with the same tool. The first disadvantage is that only few respondents are taken into consideration like in this research only 10 students are considered. On the other hand other research considers more research respondents in order to gather the perception of more number of respondents. Thus, by considering few respondents the research outcome might get improper authenticity while comparing it to with greater sample size. Another disadvantage is that it took much time to complete the data collection for the research as one research question is cross checked twice which demands much time compared to other type of research tool like quantitative data analysis. Additionally, pilot testing also allows for re-designing of research question if any respondent feel uncomfortable to answer some questions. The disadvantage in this process is the biasness of the interviewer as they are free to as k any question for satisfying the research outcome and this might violate the research ethics. References kerlind, G.S., 2012. Variation and commonality in phenomenographic research methods.Higher Education Research Development,31(1), pp.115-127. Al-Kaabba, A.F., Saeed, A.A., Abdalla, A.M., Hassan, H.A. and Mustafa, A.A., 2011. 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