View the slides (http://nymc.remote-learner.net/file.php/427/Summer_10/Week_6_Intervention_Methods_and_Practice/Tobacco_presentation_revised.pdf), which focus on a community intervention that was funded by the Tobacco Master Settlement Funds provided to the County Health Department by the county government. The program evaluation and monitoring data showed that smoking rates were much higher among non-English speaking residents of the county, than English-speaking residents. The county conducted a survey of adults who were enrolled in adult education courses for speakers of English as a Second Language (ESL). Messages about smoking cessation and smoking cessation programs did not seem to be reaching this important target group. The county was planning to use these data to develop program ideas to reach the non-English speaking population. Look at the data from the Adult Education ESL survey and respond to the following questions.
7.1a) Through the application of the PRECEDE-PROCEED framework (see the textbook Figure 13.2, p. 255) and Lesson 7.1, what are the predisposing, reinforcing, and enabling factors among the ESL smokers as shown in the slides (as described in Phase 4 Educational and ecological assessment in the textbook and Phase 3 in the Lesson 7.1 (2005 updated version) you might address? List, define, and provide at least 3 examples of each factor.
7.1b) Design a social marketing intervention to help ESL smokers quit smoking based on the results of the data shown in the slides and the predisposing, reinforcing, and enabling factors that you identified in 7.1a, what might be your product, price, place, and promotion (see the textbook chapter 15 and Lessons 7.1-

7.3)? List, define, and provide at least 3 examples of each “p”.

 
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