Drinking Age Essay Example for Free

Drinking Age Essay You pack up all your belongings, say farewell to your hometown and your parents, and just like that, you start a whole new life that you have been looking forward to all your life. As you approach your first Friday night as a college freshman, you inevitably encounter the choice of going to your first college party and being able to drink without having to worry about your curfew for the first time. Needless to say, you make the decision to follow your floor-mates to a big party that they have been talking about for the whole week. Underage drinking situations like the above are common especially among college students. Underage drinking is currently determined by an MLDA, or legal minimum drinking age, of 21 throughout the United States. Despite this simple and straightforward law, however, an abundant amount of irresponsible minors tend to ignore this rule and continue to do what is ultimately an illegal action. Because of these ongoing actions, people have been questioning the law and whether or not the legal drinking age should be lowered. After a investigation of evidences and arguments, I firmly believe that the minimum legal drink age should be kept at 21 and not be lowered. Due to countless numbers of statistics, the social and physical effects, and the need to keep the younger teens away from alcohol, it is safe to conclude that keeping the drinking age at 21 is the best choice for our society. For more than 90 years, the topic of legal drinking age have surfaced and caused controversy. Because of this, there have been many modifications to the law from lowering the minimum age to 18 to giving the choice to each state to increasing the national minimum age to 21. According to an article from Economic Inquiry by Jeffrey A. Miron and Elina Tetelbaum, having all states to adopt an MLDA of 21 is regarded as an enormous contribution to life-saving effects such as decrease in driving fatalities among youths as well as in the number of binge drinking reported. When the individual states were allowed to lower their MLDA from 21 to 18 between 1970 and 1976, there were studies that â€Å"claimed that traffic collisions and fatalities were increasing in states that lowered their MLDA†. This helps to support the assertion that lowering the MLDA didn’t do much in lowering the number of traffic-related accidents, although it doesn’t directly prove the fact that lowering the drinking age causes accidents. However, Dee, who uses state-level panel data and controls for state fixed effects, prove the point that there is a direct correlation between the MLDA and the rate of traffic incidents. After years of studying the effects of different MLDA’s, he confirmed that having an MLDA of 21 as a matter of fact reduces total traffic fatalities among 18-20 year olds by about 11%. Not only were there findings in the reduction of traffic fatalities with an increased MLDA of 21, but there were also evidences that it helps to reduce the number of teen binge drinking as well. An article from the Journal of American College Health indicated that cases of binge drinking, which is defined as five consecutive shots for men and 4 consecutive for women, has been reported more frequently among college students living in dorms. However, according to the Economic Inquiry, moving away from MLDA 18 has been said to be associated with a reduction in heavy teen drinking of 8. 4%. They found that â€Å"nationwide increases in the MLDA†¦reduced youth drinking by about four percent relative to pre-existing levels† (Miron). Overall, these findings in statistics help with the assertion that the drinking age should be kept at 21 for the minors’ safeties. In addition to these statistics, there are also social reasons behind why the underage population should be forbidden to drink until they are 21. According to an article on the American Journal of Public Health, influences in underage drinking are contributing factors in unintentional social and health causes, such as sexual assault, violence, crime, overdose, and other related high-risk behavior. Since minors have not been fully developed as adults mentally, they are more likely to make irresponsible actions when intoxicated. This may lead to undesirable affects that could potentially influence them for the rest of their lives, and hence actions need to be done in order to keep minors from the alcoholic influence. Also in opposition, there is no scientific evidence made to date that suggests â€Å"a lower minimum drinking age would create conditions for responsible drinking or would lead young adults ages 18-20 years to make healthy decisions about drinking† (Wechsler). Therefore, we have no solid claim to support the MLDA of 18, whereas we have more than enough justifications in saying that the MLDA should be kept at 21. Lastly, my stance on the minimum drinking age is supported by the mere fact that having a lower drinking age will only cause the younger generations to be introduced to alcoholic beverages. An article from the Economic Inquiry points out â€Å"when the MLDA is 18, more high school students have access to alcohol through peer networks†. It is an inevitable circumstance that if the MLDA lowers down to 18, typical high school seniors will have access to alcohol; this can only mean that alcohol will be more accessible to high school underclassmen than if the MLDA is 21. This also means that, according the to the article, the law enforcement will have to monitor the drinking behavior of individuals aged 17 years and possibly younger—not only should this be an unnecessary action for law enforcement, but this is also a situation that everyone should be concerned about. Giving teens easier access to alcohol will only deter them from growing to their full potential. The higher the MLDA, the less likelihood we have that the younger generation will have access to alcohol. That way, we will also have the benefit of a possible reduction in alcohol-related traffic fatalities and binge drinking rates among youths as well as prevention of them being socially and physically influenced by alcohol. Therefore, it makes more sense to keep the MLDA AT 21 if we do not want the younger generations to have easier access to alcohol. Underage drinking—you see it everywhere and hear about it every time. Having to listen to the news on the most recent car accident caused by a drunk minor should not have to be a common thing if we implement the right actions. Many statistics out there evidently show that having a lower MLDA has a direct correlation to a higher chance of alcohol-related traffic fatalities as well as the rate of binge drinking amongst youths. Studies also show that underage drinking may lead to serious health or social causes to the minor, some of which include sexual assault, violence, and overdose. Lastly, lowering the MLDA will only help the younger generations to have access to alcohol due to their high school peers. Overall, I believe that the safest and the best choice for our society is to keep the MLDA at 21 and not be any lowered than it is now. As the future leaders of the world, I believe that youths and minors should be grown in the safest, healthiest, and the most influence-free environment that will help them grow to their full potential when they can.

Sociology vs. Cultural Anthropology Essay -- Sociology Essays

The research methods in sociology and anthropology are similar yet follow a specific set of guidelines for each. Each field approaches research in a similar fashion but the methodology and intentions can differ. The differences reflect the distinct differences that are present in sociology and anthropology. The way that an anthropologist approaches a problem and attempts to solve it is different than a sociologist because of the discerning basis of their knowledge. Some of the research methods require a researcher to be up close and personal with subjects while in other methods the subject don’t even realize they are being observed. From these research methods, sociologists and anthropologists draw conclusions from their observations. Sociological research methods include experiments and social surveys. Experiments are carefully designed investigations in which the variables being studied are controlled and the researcher obtains results through precise observation and measurement (Tischler, 2007). The researcher then studies those measurements to determine the impact of the variables. Experiments are designed to simulate real-life under controlled circumstances to the absolute best of the researcher’s ability. Advantages to conducting an expirement are that variables can be isolated and controlled and are the perfect setting for testing cause -and -effect relationships. However, most things that sociologists study can not be studied in a â€Å"lab†. There are 3 different types of experiments; Laboratory, natural and field experiments. In a ‘lab’ setting the subjects are in a contained setting. Natural experiments come from actual occurrences and this creates a sort of living and bre athing laboratory. Natural disasters provid... ...r, 2007). Many of the theories and concepts between sociology and cultural overlap because on a very basic level it is people being studied and their behaviors in the past and present. Using the methods of research, researchers can make predictions about society in the future. Works Cited Research Methods. (n.d.). Eastern Oregon University - Home. Retrieved January 3, 2011, from http://www2.eou.edu/~kdahl/methdef.html Sociological Research Methods. (n.d.). Sociological Research Methods. Retrieved January 3, 2011, from www.fdbond.com/Sociology Sociological Research Methods : SparkCharts. (n.d.). SparkNotes: SparkCharts. Retrieved January 4, 2011, from http://sparkcharts.sparknotes.com/gensci/sociology/section12.php Tischler, H. L. (2007). The Sociological Perspective. Introduction to sociology (9th ed., pp. 9-10). Belmont, CA: Wadsworth/Thomson Learning.

Effective School Leadership

The elements of effective school leadership combines a variety of attributes. Although all these attributes are important, four are critical and essential in the success of a school leader. The first essential attribute is that a leader must model character by being principle-centered. The second essential attribute is that the main role of the school leader is to be an instructional leader. The third essential attribute is to align people. Finally, the fourth essential attribute is to establish direction for the school.These four attributes work in conjunction to promote the goal of the effective school deader: student achievement. Principle-centered An effective school leader models character by being principle-centered. Principles are guidelines for conduct that have demonstrated lasting value (Covey, 2004). Specifically, an effective leader exhibits integrity, fairness, and acts in an ethical manner. Knuth and Banks (2006) assert in their Essential Leadership Model that first and foremost, effective leadership is character dependent.They go on to explain that to be able to effectively lead schools, authentic leaders with strong character display fairness, integrity, and ethical behavior. A highly effective leader builds the character of their staff by being a role model (Mclean, 2003). A leader must develop their own voice and then be clear about their own guiding principles to effectively model the behavior they expect of others (Souses and Poster, 2008). Covey (2004) describes integrity as an interdependent reality, that each individual is treated by the same set of principles.A leaders fulfills expectations and creates a foundation of trust. Integrity encompasses fairness and ethics. Effective leaders who have integrity function fairly and in an ethical manner. Leaders committing to these virtuous principles maintain n enduring responsibility to student success, teacher growth, and quality school environments. Ethical behavior by effective leaders includ es a commitment to all students regardless of which race, gender, religious, or socioeconomic category they fall in.Leaders value ethnic diversity by taking action to ensure a quality education for every child. This commitment represents an uncompromising pursuit to do what is fair (Robbins and Alva, 2004). Instructional Leader Effective school leaders are instructional leaders. Highly effective principals have a passion for learning (Mclean, 2003). According to Chairman (2013), the educational leader is the overall leader of instruction. Administrators must be actively engaged in the professional growth and learning of the school staff.Effective leaders understand that they are directly responsible for learning and influence student achievement outcomes by their actions (Robbins and Alva, 2004). Fallen (2014) conveyed that the role of an effective principal is to lead teachers in learning to improve their instruction, while working alongside them understanding what works and what d oes not. Learning leaders model the pursuit of knowledge regarding effective reactive, inspiring staff members to create an environment where risk taking and experimentation are valued and mistakes are the prelude to new knowledge and understanding (Robbins and Alva, 2004).Instructional leaders recognize that trying and failing is more beneficial than never trying at all. An effective instructional leader ensures that every student has the opportunity to learn. Proclaiming the statement â€Å"all can learn† is too easy. Effective leaders develop programs differentiated to meet the needs of small groups of students in their schools because they know that one size rarely fits all. This rage to step out of the box and broaden their knowledge base is a characteristic of highly effective administrators.Instructional leaders are continually thinking, planning, and developing ways to improve instruction and engage more students (Mclean, 2003). Effective school leaders are frequently presenting research-based strategies to increase their staffs' capacity to instruct with the goal of student achievement. Aligning People An effective school leader aligns people by creating a culture of communication and collaboration, and by developing relationships among staff, students, families and communities. The actions off single person are unlikely to produce impacting changes; instead a team effort is required.Solid trust, strong relationships, deep competence, core confidence, group collaboration, and individual accountability are required to effect change; to get exceptional things done, effective school leaders have to enable others to act (Souses and Poster, 2008). Effective school leaders demonstrate the skills and temperaments to foster a sense of belonging throughout the staff; they address the needs of others, share their time and knowledge, communicate clearly and concisely, and develop supportive relationships characterized by rust and respect (Knuth and Banks, 2006). A highly effective leader is a communicator.Whether it be listening, writing, speaking, or reading, successful principals are communicating nearly 100% of the time. Shaping organizational behavior and practice relies on the fundamental leadership skill of communicating with clarity and precision (Robbins and Alva, 2004). Fostering a culture of professional collaboration is a trait of effective principals (Knuth and Banks, 2006). Effective school leaders make it possible for others to do quality work (Souses and Poster, 2008). Student learning is examined when principals directly influence how teachers learn together (Fallen, 2014).Leaders, working collaboratively as professionals who believe in continuous growth, produce teachers that will succeed. Collaboration emerges as relationships shift between staff members, progressing from congeniality to cooperation to collegiality. Professional Learning Communities are a result of this shift, culminating with a focus of helping al l students achieve and learn (Robbins and Alva, 2004). Human relations are the base of leadership. Effective school leaders actively engage staff, families, ND community to share the responsibility of student achievement. Forging these relationships creates tremendous power (Robbins and Alva, 2004).The success of a leader is dependent on the ability to build and sustain human relationships. The quality of these relationships matters most when completion off goal is the objective. A relationship characterized by mutual respect and confidence will overcome the greatest challenges (Souses and Poster, 2008). Highly effective principals will bring out the best in their staff members (Mclean, 2003). Establishing Direction Effective school leaders establish direction for their staff and school. Leaders are expected to have a sense of direction and a concern for the future of their school; this ability is vision (Souses and Poster, 2008).Leaders develop a vision of the future, while impleme nting strategies for the changes needed to accomplish that vision. Effective school leaders keep people moving in the right direction by motivating and inspiring each step of the process (Cotter, 1990). Clarity of vision, compared to other leadership qualities, is what separates leaders from other credible people (Souses and Poster, 2008). Leaders inspire and enlist others in a shared vision. Effective school leaders eave a desire to never settle for status quo; they push change, even when it is uncomfortable for others.Highly effective leaders are change masters. They are flexible, futuristic, and realistic leaders who motivate and manage change that endures. These leaders are able to envision what low-performing or even failing schools will look like after their mission has been achieved (Mclean, 2003). They then create and implement a plan to increase student achievement. By establishing the direction of their school, effective leaders are able to challenge the process and ventur e out in search of opportunities o innovate, grow, and improve (Souses and Poster, 2008).Conclusion Souses and Poster (2008) stated that leadership is an identifiable set of skills and abilities that are available to us all. A school leader must be effective to gain student achievement as its primary outcome. There are four attributes that are critical and essential in the success of an effective school leader. First, a school leader must model character by being principle-centered. Second, a school leader is to be an instructional leader. Next, the school leader must have the capacity to align people through communication, collaboration, and developing relationships. Effective School Leadership Effective School leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning.Some key elements of Instructional leadership and what I believe to be most important and effective elements in the leadership role include the following:Prioritization: Instructional Leaders make adult learning a priority and set high expectations for performance (NAESP, 2001). While leaders cannot neglect other duties, teaching and learning is where the majority of a leader’s scheduled time needs to be allocated.Visible Presence: Placing the focus on learning objectives, modeling behaviors of learning, and designing programs and activities on instruction are essential for instructional leadership (Whitaker, 1997). Having leaders as teachers of instruction serves as a model for many teachers who may struggle with certain concepts and can help build trust and relationships.Curriculum: Principals need to know about the changing concepts of curriculum (Approaches to Leadership). The goal of any leader should be to increase student achievement; therefore, the curriculum, instruction, and assessments must all be aligned with the standards. Leaders need to be knowledgeable with curriculum and state standards and provide professional development and continuous learning for adults.Data: In their focus on improving achievement, effective leaders use multiple sources of information to assess performance (NAESP, 2001). Many leaders use data to help guide the instructional focus and professional development for teachers. Effective leaders skillfully gather information that determines how well a school organization is meeting goals and use that information to refine strategies designed to meet or extend the goals.Effective leaders make student success pivotal to their work and,  accordingly, pay attention to and communicate about i nstruction, curriculum, and student mastery of learning objectives, and are visible in the school. Learning needs to occur throughout an organization, and instructional leaders need to become participants in the learning process in order to shape and encourage the implementation of effective learning models in their schools. To illustrate, effective leaders don't just arrange for professional development; rather, they participate in staff training provided to their staffs.Additionally, good leaders foster the idea of working together as a valuable enterprise because they understand that this kind of collaborative learning community ultimately will build trust, collective responsibility, and a school wide focus on improved student learning (Mendez-Morse, 1991).

Strategic Issues Sony Ericsson Faces with Free Essay Example, 1500 words

The opportunity of Sony Ericsson is that the company has already launched various music edition phones which are highly competent in the market. This made the brand highly accepted in the market. The company has also grabbed a distinctive name in terms of the sound quality of its mobile phones. Its products are a favorite among youngsters across the world. Therefore, it has a very good opportunity in this segment of mobile phones which is highly promising for their future market share. Threats: The main threat of the company is its strong competitors. At present, there are many other mobile phone companies with good technology introduced in the market. These companies also keep updating their technical know-how to deliver products that are appealing to the consumers. Nokia, Samsung, Motorola, and many other strong players are in the market with the latest technology in sound quality. This has made Sony Ericsson concentrate more on developing new technology and products in order to survive in the market. The underlying structure of the mobile businessEarlier, mobile phones were considered only as an instrument for communication. For a very long period since the first launch of mobile phones in the market, this remained the basic theme. We will write a custom essay sample on Strategic Issues Sony Ericsson Faces with or any topic specifically for you Only $17.96 $11.86/pageorder now But now the concept has changed entirely and mobile phones have now become a medium for entertainment besides being a communication instrument. Today the mobile companies are competing to launch newer products in the market periodically. One of the most important features of the mobile phone market is that the products get outdated very easily. Technology is the major factor in which the structure of the mobile phone business is built. Every company that is able to enter the market with the best technology can be successful in the market. Sony Ericsson was able to revolutionalize the market by the launch of its walkman brand. Their major competitors in the market are Nokia, Samsung, and Motorola. Even if the company has a brand value if it is not up to date in technology it will fail in the market. Therefore, they should invest more in Research and Development, and focus on introducing new technology.