How to Write an Essay about Drugs

The problem of illegal drugs is one of the more sensitive issues encountered in modern world, and it is unlikely to get any less sensitive in foreseeable future, because in the vast majority of cases in dealing with them the world follows the same path it has been following for the last decades, and the situation doesn’t seem to be changing. From the point of view of a student it means that this topic will remain a moot point, and you are probably going to write an essay about drugs at some point of your academic career; perhaps more than once. And, as you certainly know, it pays to be prepared to all eventualities. Argumentative Essay Topics about Drugs First of all, you have to choose a topic – at least if you are given such degree of freedom. Thankfully, the theme in question is broad and diverse enough to make room for ideas. Here are just a few examples of what you may write: The History of War on Drugs. Positions on Addictive Drugs in Different Cultures and Different Countries. Alternative Ways of Drug Regulation. A lot in your choice of argumentative essay topics depends on your own views – it is far easier and more fun to write about something you actually believe in than to pretend that you believe in something. How to Use Argumentative Essay Examples about Drugs If you are unfamiliar with writing argumentative essays, you may benefit from studying some examples of this kind of writing. They are not hard to come by – as it has already been said, various topics related to drug abuse are extremely popular among the tutors and, subsequently, among the students, which means that you won’t have any trouble finding samples of such works. However, before using argumentative essay examples found on the web as a basis for your own work, try to make sure that they are at least decently written. The fact that a text is present in some kind of online repository doesn’t necessary mean it is a good one. Writing an Essay on Drug Abuse So, you have to write about drug abuse. First try to define what kind of essay it will be. Are you going to write about the medical facet of the problem? Or will it be a real-life example, describing the fate of a particular person, or something else entirely? Then, define your opinion about the subject matter and try to weave it into the text. For example, most people would agree that addictive drugs are not such a great thing; but what about the ways modern society and modern government deal with them? Is the war on drugs waged for the better part of a century really effective? Or does it simply criminalize drugs, assisting the drug mafia rather than fighting it? Choose your opinion, state your point. When you have a strong stand on something it is not hard to write an essay on drug abuse at all.

Learn How to Use the Present Continuous Tense

The present continuous tense, also known as the present progressive, is one of the most commonly used verb tenses in English. It is one that English learners  frequently confuse with a similar tense, the present simple. Present Continuous vs. Present Simple The present continuous tense expresses something that is happening at the moment of speaking. It is frequently used in conjunction with time expressions  such as right now or  today to indicate that an action is occurring at that moment. For instance: What are you doing at the moment?Shes reading in the garden now.Theyre not standing in the rain. Theyre waiting in the garage.   In contrast, everyday habits and routines are expressed using the present simple tense. Its common to use the present simple with adverbs of frequency such as usually or sometimes. For example:   I usually drive to work.Alice doesnt have to get up early on Saturdays.The boys play soccer on Friday evenings. The present continuous is used only with action verbs. Actions verbs express things that we do. The present continuous is not used with  stative verbs  that express a feeling, belief, or state of being, such as hope or want.   Correct: I hope to see him today.  Incorrect:  I am hoping to be  seeing him today.Correct: I want some ice cream right now.Incorrect: I am wanting some ice cream right now. Using the Present Continuous In addition to expressing actions that are currently taking place, the present continuous can also express actions that are happening at or around the present moment in time. For example: What are you doing tomorrow afternoon?She isnt coming on Friday.Were working on the Smith account at the moment. This tense is also  used for future plans  and arrangements, especially in business. Where are you staying in New York?She isnt coming to the presentation on Friday.Im flying to Tokyo next week. Sentence Structure The present continuous tense can be used with positive, negative, and question sentences. For positive sentences, conjugate the helping verb be and add ing to the verbs end. For example: Im (I am) working today.Youre (You are) studying English at the moment.Hes (He is) working on the report today.Shes (She is) planning a vacation in Hawaii.Its (It is) raining right now.Were (We are) playing golf this afternoon.Youre (You are) not paying attention, are you?Theyre (They are) waiting for the train. For negative sentences, conjugate the helping verb be, then add not plus ing to the verbs end. Im not (I am not) thinking about my vacation right now.You arent (You are not) sleeping at the moment.He isnt (He is not) watching the TV.She isnt (She is not) doing her homework today.It isnt (It is not) snowing today.We arent (We are not) staying in New York.You arent (You are not) playing chess at the moment.They arent (They are not) working this week. For sentences that ask a question, conjugate be, followed by subject and a verb ending in ing. What am I thinking?What are you doing?Where is he sitting?When is she coming?How is it doing?When are we leaving?What are you eating for lunch?What are they doing this afternoon? Present Continuous Passive The present continuous can also be used in the passive voice. Remember that the passive voice conjugates the verb to be.  To construct, a passive sentence, use the passive subject plus the verb be plus ing and the  past participle. For instance: Cars are being made in this factory at the moment.English is being taught by the teacher now.Steak is being eaten by the people at table 12. Additional Resources Want to learn more about the present continuous tense? Check out this teachers guide for additional exercises and tips.

Reminiscences of the Japanese Occupation Free Essays

In his seventies, Mr Rajoo is my uncle. He showed great enthusiasm and related his experience in Tamil during the 3 hours interview. His accounts shed light on the ways how individuals inject meanings to a particular subject. We will write a custom essay sample on Reminiscences of the Japanese Occupation or any similar topic only for you Order Now Background Mr Rajoo was born in 1930. He was the second son in a family of 10 children. His family lived in a village in Sembawang which was near to one of the Naval Base which was owned by the British. When the Japanese invaded Singapore, Rajoo’s family staying in North of Singapore then they moved as far as Tampinese. His family used a bullock cart to transport some of their properties. They stayed away from their home for a year. Then they returned to their village. So he had a chance to witness the Japanese rule in other parts of Singapore as well as his own hometown. The Dark Years of Japanese Occupation The impending presence of the Japanese on Mr Rajoo’s daily life was felt as early as 1941. As a 11 years old boy, his family and he faced severe shortage of food and other necessities like medical. ( Q1 ) When the British surrendered, they did not want Japanese to enjoy the fruit of their labour. All the rice in the warehouse was sprayed with limestone. As limestone is white, the Japanese did not suspect any foul play by the British . So those who ate the rice had diarrhea . Japanese took over much of the foodstuffs and other goods for the use of their army. Due to the food shortage, essential food stuffs like rice, salt and sugar were controlled. Ration cards which limited the amount of food for each person was given out. ( Q4 ) His family lived on a simple diet and found other food substitutes for those food items which were scarce. Tapioca and sweet potatoes were used as substitutes for rice ( Q3 ) and palm oil or coconut oil was used as cooking oil. Even in schools pupils grew and took care of the vegetable plots. This was the widespread situation in Singapore during the Syonan-To years. Many historians have written about the food scarcity during the Syonan rule. There are a lot of evidence to state that during the Japanese rule, many people suffered from malnutrition and diseases as they did not have well balanced meal. Those taken as prisoners of war also suffered under the iron grip of the Japanese and many died out of malnutrition. Transport during the Japanese reign Mr Rajoo recalls bicycles being widely used as mode of transport during the Japanese reign. (Q6) So much so that even after the Japanese surrender, Rajoo and the other villagers working in the Sembawang Shipyard used bicycles as mearns of transport to travel to work. Tri-shaw which consisted of a bicycle with a side-car attached for a fare-paying passenger replaced the former richshaw. He stated that the Japanese bicycles had only thin solid rubber tyres. He also recalls in the interview to have seen a lot of motorcars before the Japanese rule and not during the Syonan-To period. Some historians state that there must have been tens of thousands of vehicles, many new and the majority of the rest in good condition were used by the Japanese. These great fleet of transport fell to the Japanese as booty, when they captured Singapore. However, the lack of spare parts, or technical skill, or both, made the fleet diminish rapidly to a deplorable state so much so that it almost faded by the time the Japanese surrendered. Transport was a big problem for the local people tthroughout the Occupation. (1) The Japanese were in control of the world’s rubber and many oil fields. 2) They forced many motor vehicles to run on coal gases or inferior petrol made from vegetable sources. Public vehicles dwindled and cars ceased to be available for almost all other than Japanese. School Experiences Mr Rajoo recalled how he had to learn Japanese language in his school. He could still recall some Japanese sentences. ( Q5 ) It is remarkable to know that even after 60 years he is able to remember some Japanese sentences. (Q5) All this had been instilled in the young minds at a very tender impressionable age to gain people’s allegiance . School children were taught to face the direction of Tokyo where the Japan Emperor resided and sing the Japanese Anthem. (Q5 ) So the Japanese tried to influence the school children to become patriotic towards Japan. This is another aspect of their rule where they tried out propagandas. Several historians have concurred the same evidence regarding the Japanese intention to remove the western influence and premote the Japanese culture and values. Japanese lessons were published in the newspapers and broadcast over the radio. In order to encourage people to learn the Japanese language, job privileges and extra allowances were given. Different methods were used to influence the minds of the people in Singapore. Radio stations were controlled by the Japanese and radio sets were sealed so that people could only listen to local broadcasts. Those caught tuning in to foreign broadcasting stations were severely punished or killed. Through the interview, I realized that Rajoo’s family and the villagers also did not own any radios. They were afraid of being punished. Japanese – The Disciplinarians Tthroughout the Syonan-To rule, the people were constantly living in fear because the Japanese took harsh action to establish control over the people. Those caught looting were shot or beheaded and their heads were displayed at public places. Those who were passing by must witness such a scene if not they will be called back to look directly at the decapitated head. ( Q8 ) Barbed wire was also put up across roads to form roadblocks. The Japanese guards would make the people passing by to bow to them as a sign of respect. Anyone who did not do so would be slapped, killed or punished in some ways. When the children forget to show respect to the Japanese soldiers, these soldiers will use their knuckles to hit on the children’s forehead . Those sthrong men found at home not working will be immediately sent to work. ( Q8 ) Those who were sick should still report to work. They despised men idling. The Japanese Treatment of the 3 main races in Singapore According Mr Rajoo the Chinese suffered the most during the Japanese Occupation. Many Chinese in Singapore had sent money to help China fight Japan. So the Japanese wanted to weed out the anti-Japanese sentiment among the population. They carried out the Sook Ching Operation. They ordered all Chinese men between 18 to 50 years of age to report at the mass screening centers. Then the men will be questioned. The Japanese, however, had no proper way of finding out who were against them. Those who the Japanese thought were against them were taken away in lorries. Thousands of Chinese were taken in this way to Changi Beach or other beaches where they were shot. ( Q7 ) Some Chinese who very desperate to save their lives disguised themselves as Indians or Malays to avoid the scrutiny of the Japanese soldiers. Mr Rajoo recalled that Japanese were not overly suspicious of Indians nor the Malays. However, anybody who were thought to have acted against the Japanese interest were severely dealt with. They will be either punished or killed. (Q7) Japanese role in instigating nationalistic feeling According to Mr Rajoo, the Japanese associated Indians in Singapore with Gandhi and his movement in India. Gandhi was fighting for India’s freedom from the British Colonial power. Japanese told the Indians in Singapore that Japan would help India to get rid of the British rulers. They also wanted all Indians to join the Indian National Army to fight the British in India. Subhas Chandra Bose, the founder of INA was allowed to come to Singapore to collect funds for his establishment. Historical facts also seemed to prove the relevance of his statement. From the interview, Mr Rajoo didn’t portray as someone anti-Japanese. Probably his family and he did not really undergo much torture by the Japanese. He definitely seemed to have welcomed the Japanese for one reason. The Light of the South From the interview one would deduce that Mr Rajoo sthrongly feels that the Japanese brought on the nationalistic fervor among the citizens. ( Q9 ) Nationalistic feeling caught onto some people like the forest fire and the thirst for independence was ignited due to Syonan-To. How to cite Reminiscences of the Japanese Occupation, Papers

Because I Could Not Stop For Death Essay Example For Students

Because I Could Not Stop For Death Essay Death has been portrayed in many ways in literature, from a dark mysterious stalker to a celebration of eternal life. Every person has their own view of death, which means that death has no boundaries as to what form it takes. Some of the more widely used views are as a feared being, a humorous clown, and as a continuance of life. In the short story Idiots First(1223) death is portrayed as an evil stalker, who tries to keep the main character Mendell from getting his son to a family member, to take care of him, before he dies. Ginzburg (Death) takes the form of many characters in the story, all of which hinder Mendell from completing his task. In the end of the story Ginzburg has Mendell at his mercy, at the gate to the train, and looks into the eyes of Mendell and can see the fear he has of not being able to take care of his son. Death takes pity on Mendell and allows him to put his son on the train. In Appointment in Samara the servant is sent to the market, while at the market, he sees death. When the servant returns to his master he tells him that he has seen death and that he must leave before death comes for him. The servant fearing for his life leaves for Samara. The master goes to the market place and also sees death and asks him about his servant. Death tells him that he has nothing to worry about th at his servant is not to die here but in Samara. The servant fearing that he will die runs straight to his death. Humor and death are an odd combination, and to some people it may seam morbid. In some context death has a humorous side. A good example of this is in Woody Allens, Death Knocks (1305). Death is viewed as a clumsy little man, who is out of shape, and is not very serious about his work. Nat the main character in the play tries to control his fate, and coaxes death into a game of Gin Rummy, and if he wins he gets an extension on his life. When Nat wins the game and all of the money that death has, death is forced to leave with nothing to show for his nights work. In the poem Nobody Loses All The Time (1280), Uncle Sol is described as born loser who never in his life had anything go in his favor. Only in his death was he a success at anything. The humor of the poem is ironic due to the fact that Uncle Sol became a successful worm farmer after his death, and was in the grave . Dickinsons masterpieces lives on complex ideas that are evoked through symbols, which carry her readers through her poems. Besides the literal significance of the school, Gazing Grain, Setting Sun, and the Ring much is gathered to complete the poems central idea. Emily brought to light the mysteriousness of the lifescycle. Ungraspable to many, the cycle of oneslife, as symbolized by Dickinson, has three stages and then a final stage of eternity. These three stages are recognized by Mary N. Shawn as follows: School, where children strove 9. Because it deals with an important symbol, the Ring this first scene is perhaps the most important . One author noted that the children, at recess, do not play as one would expect them to but strive Monteiro 20. In addition, at recess the children performed a venerable ritual, perhaps known to all, in a ring. This ritual is called Ring-a-ring-a-roses, and is recited: Ring-a ring-a-roses, A pocket full of posies; Hush! hush! hush! hush! Were all tumble down. qtd. In Greenaway 365 Monteiro made the discovery and concluded that For indeed, imbedded in their ritualistic game is a reminder of the mortal stakes that the poet talks about elsewhere 21. On this invited journey, one vividly sees the Children playing, laughing, and singing. This scene conveys deep emotions and moods through verbal pictures. In I heard a fly buzz when I died Most readers would agree that this basically, poems narrative. What is beguiling, however, is that the frightening tone teases us into looking beyond the naturalistic details of the scene. Dickinson uses controlling adjectives stillness stumbling to create a tone that seems rather placid. For example, the stillness in the room/ Was like the stillness in the air/With blue, uncertain, stumbling buzz, sets a frightening atmosphere2, 3,13.In this poem, one author wrote gothic tone relief interposes, by one of those homely inconsequence which may be observed in fact to attend  even upon desperate human occasions Sewall 90. Examining Emily Dickinsons poem which begins I heard a fly buzz when I died in the light of the theological tradition the author was nurtured in, the reader finds a new symbolic value such as the fly. The fly symbolizes putrefaction and decay I see the fly as an agent or emissary of Satan, one author wrote, the Satan puritans would expect to be present at death of and individual possibly or certainly damned to hell Hollahan 6. The first two stanzas and part of the third except for the intriguing and, in its context, somewhat quizzical first line presents death as a momentous event. Death affects others besides the dying person. the eyes around had wrung them dry 5. It involves the willing of property. It entails the ritual of the deathbed and the entrance to another, and everlasting life. All of the elements of the poem lead of to the impending arrival of the king who is death. One author wrote, the description of death as the king adds to the solemnity of the deathbed scene by suggesting pomp and circumstance, dignity, majesty and noble splendor Beck 31. The last thing that the speaker hears is a blue uncertain stumbling buzz 13. The opposite of the nice martial music associated with the entrance of the king. The fly represents an ironic contrast to what might be called the grandiosity of public dying. With death the body functions cease and decay begins. The fly then, becomes a symbol of private as oppos ed to public dying. .u2947281fd2e4ae29b3b72a494541f0c4 , .u2947281fd2e4ae29b3b72a494541f0c4 .postImageUrl , .u2947281fd2e4ae29b3b72a494541f0c4 .centered-text-area { min-height: 80px; position: relative; } .u2947281fd2e4ae29b3b72a494541f0c4 , .u2947281fd2e4ae29b3b72a494541f0c4:hover , .u2947281fd2e4ae29b3b72a494541f0c4:visited , .u2947281fd2e4ae29b3b72a494541f0c4:active { border:0!important; } .u2947281fd2e4ae29b3b72a494541f0c4 .clearfix:after { content: ""; display: table; clear: both; } .u2947281fd2e4ae29b3b72a494541f0c4 { 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; } .u2947281fd2e4ae29b3b72a494541f0c4:active , .u2947281fd2e4ae29b3b72a494541f0c4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2947281fd2e4ae29b3b72a494541f0c4 .centered-text-area { width: 100%; position: relative ; } .u2947281fd2e4ae29b3b72a494541f0c4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2947281fd2e4ae29b3b72a494541f0c4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2947281fd2e4ae29b3b72a494541f0c4 .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; } .u2947281fd2e4ae29b3b72a494541f0c4:hover .ctaButton { background-color: #34495E!important; } .u2947281fd2e4ae29b3b72a494541f0c4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2947281fd2e4ae29b3b72a494541f0c4 .u2947281fd2e4ae29b3b72a494541f0c4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2947281fd2e4ae29b3b72a494541f0c4:after { content: ""; display: block; clear: both; } READ: Ode on Melancholy and ode to autumn EssayIn conclusion, these poems exercises both the thoughts and emotions of its reader and can effectively change ones viewpoint of an eternal future. Eternity and death are two important characters in Emily Dickinsons Because I could not stop for death and I heard a fly buzz when I died In fact eternity is a state of being. Dickinson believed in an eternity after death. Agreeably. One can say that Emily Dickinsons sole purpose in Because I could not stop for death show no fear of death and I heard a fly buzz when I died show a fear of death and life doesnt exist.These two poems will leave many readers talking for years to come. These po ems then, puts on immortality through an act of mere creativity. Indeed , creativity was captured at all angles in the striking piece.