Argument for Lowering The Drinking Age to 18 Essay

Argument for Lowering The Drinking Age to 18 - Essay Example Banning drinking age at 18 will not stop teenagers from drinking. Some adults may have the impression that since it is made illegal to drink at age 18, then it would stop teenagers from drinking. On the contrary, the prohibition will not stop teenagers from drinking and that will even add to the thrill of drinking alcohol. Instead of stopping it, the prohibition will even have the effect of encouraging teenagers to drink. Banning alcohol at age 18 will just make teenagers hide when they are drinking and it is more dangerous. Adults or supervising authority may have the impression that they have stopped drinking but in fact, the drinking just went underground. This time, teenagers drink without the presence of adult supervision and this an unsafe environment for kids to drink. It is in this environment that excesses happen that often leads to the fatal outcome that some college presidents have aired their concern that drinking underground contributes to alcohol excesses among teenagers (Wechsler, 2010 pg. 987). Also, it is in this environment that beer binges and fighting occurs because teenagers tend to seize the moment and drink a lot until they could no longer control themselves. Also, 18 years old does not differ from age 21 in terms of the judgment. People may argue that older is better but being 21 does not make one wiser in terms of alcohol drinking. Delaying drinking age to 21 years old does not make one a more responsible drinker. In fact, delaying it promotes an irresponsible drinking behavior because teenagers will have to hide drinking first before they can drink in the open at age 21. So by the time they are already legal to drink to age 21, they have already developed the habit of drinking excessively because they were used to drink in an unsafe environment.

Native Americans in the United States Essay Example for Free

Native Americans in the United States Essay Dentify the economic, political, and/or social causes of the Civil War assess the influence of individuals and groups in the U. S. government on Reconstruction assess the influence of individuals and groups in the South on Reconstruction distinguish and analyze the freedoms guaranteed to African Americans in the 13th, 14th, and 15th Amendments to the Constitution analyze the various components of Jim Crow legislation and their effects on Southern minorities describe efforts by the U. S. Government to assimilate Native Americans into American culture identify significant events that impacted the relationship between the government, Native Americans, and American citizens identify settlement patterns in the American West, the reservation system, and/or the tribulations of the Native Americans from 1865–90 After completing this lesson, you will be able to evaluate the causes and consequences of the Civil War identify the economic, political, and/or social causes of the Civil War assess the influence of individuals and groups in the U. S. government on Reconstruction assess the influence of individuals and groups in the South on Reconstruction distinguish and analyze the freedoms guaranteed to African Americans in the 13th, 14th, and 15th Amendments to the Constitution analyze the various components of Jim Crow legislation and their distinguish and analyze the freedoms guaranteed to African Americans in the 13th, 14th, and 15th Amendments to the Constitution effects on Southern minorities describe efforts by the U. S. Government to assimilate Native Americans into American culture identify significant events that impacted the relationship between the government, Native Americans, and American citizens identify settlement patterns in the American West, the reservation system, and/or the tribulations of the Native Americans from 1865–90After completing this lesson, you will be able to evaluate the causes and consequences of the Civil War identify the economic, political, and/or social causes of the Civil War assess the influence of individuals and groups in the U. S. Government on Reconstruction assess the influence of individuals and groups in the South on Reconstruction distinguish and analyze the freedoms guaranteed to African Americans in the 13th, 14th, and 15th Amendments to the Constitution analyze the various components of Jim Crow legislation and their effects on Southern minorities describe efforts by the U. S. government to assimilate Native Americans into American culture identify significant events that impacted the relationship between the government, Native Americans, and American citizens identify settlement patterns in the American West, the reservation system, and/or the tribulations of the Native Americans from 1865–90.

The Role of Women in Society :: Sociology History Females Gender Essays

The Role of Women in Society   Ã‚  Ã‚  Ã‚  Ã‚  The role women play in today’s society is a drastic change from the previous role. Women used to be confined to the superiority of the man. Physically, mentally, and emotionally abused, belittled, embarrassed, and silenced. These are just a few examples of the emotion from the isolated treatment of the past. A woman’s role in today’s society is more valued than ever before.   Ã‚  Ã‚  Ã‚  Ã‚  Women have always been essential to society. Fifty to seventy years ago, a woman was no more than a house wife, caregiver, and at their husbands beck and call. Women had no personal opinion, no voice, and no freedom. They were suppressed by the sociable beliefs of man. A woman’s respectable place was always behind the masculine frame of a man. In the past a woman’s inferiority was not voluntary but instilled by elder women, and/or force. Many, would like to know why? Why was a woman such a threat to a man? Was it just about man’s ability to control, and overpower a woman, or was there a serious threat? Well, everyone has there own opinion about the cause of the past oppression of woman, it is currently still a popular argument today.   Ã‚  Ã‚  Ã‚  Ã‚  Thanks to our strong, motivated, committed, dedicated, and determined women: who fought for the valued rights of woman everywhere. Without all the feminist, and woman activist women would probably still be oppress. Thank you to women like Eleanor Smeal, Bonnie Briggs, Maya Angleou, and Ms. Bensedrine, and Sadie Alexander (founder of DST).   Ã‚  Ã‚  Ã‚  Ã‚  Women today have excelled to unreachable heights. Today women are out in the workforce, the professional world, the military, and there are those that are still at home, but by choose. A woman’s value has skyrocketed over these past decades. A woman today can do anything a man can and more.

Food Justice Essay

Walking into the lecture I had no clue what food justice meant. If anything, I figured the lecture had to do with justice for fair trade for farmers or the justice in regulation of genetically modified foods. Instead it turned out to be justice that seeks to ensure that the risk associated with growing, producing, transporting, distributing, eating, access to food is shared by everyone fairly. After Professor Kieth Pezzoli gave a little explanation about food justice and its purpose I began to see the â€Å"background stuff† that goes on to get my food on my plate. I was beginning to see that the food that gets into my stomach has probably traveled to more places around the US than I will ever be. What was really interesting was learning that food that gets cultivated here will be shipped up north or elsewhere to be processed and then shipped back to California. In addition, all the traveling that my food not only waste time but also is detrimental to the environment due to the pollution caused by the vehicles that ship my food all around to be processed. Even though my food travels thousands of miles before it reaches me Professor Brad Werner made an interesting point in that we may never notice this process because of modern advancement in transportation and communication. The ability to easily receive my food is due to all the technology we have and having this ease of purchasing food is known as a low friction transaction. On the other hand, when it is difficult to purchase food due to varying factors this is known as a high friction transaction. Lastly Professor Jericho Burg demonstrated how the problems we face with food justice here in the states stretches far beyond our borders due to the excess food we give out to other countries in famine through food aid. Like many things good intentions sometimes have negative effects and there needs to be a re-evaluation and reform on the system we currently use to help others including ourselves.

Teens and Sex Education

Teens and Sex Education | | |Home >>Teen Sexuality | |[pic] | | | |[pic][pic][pic][pic][pic][pic] | |Teen sex education, or teen sex ed, is important for helping teens to understand the changes in their bodies and in their | |relationships during the teenage years.Sex education helps teens make healthy choices about relationships and sex. | |Sex education for teens should start well before the teenage years. Starting early, parents should have age-appropriate | |discussions with their children about love, relationships, values, and sex. It is appropriate to give children and teens honest, | |clear answers when they ask questions about their bodies or about relationships. For young children these answers do not need to | |be graphic, but should be straightforward. |If parents make sex education an open, ongoing discussion with their child, by the time the child is a teen he or she will feel | |more comfortable asking his or her parents questions about sex and the changes brought about by sexual development in the teen | |years.Parental opinion is one of the most important factors teens use to make decisions about sex. If parents have not educated | |their teens about sex, or discourage questions from their teens, the teens will get more of their sex education from friends and | |the media, which are not reliable sources. |Teens do learn about sex from television, movies, music, and magazines; those teens who were exposed to sex through any of these | |media when young are more likely to begin having sex at an early age. The need to correct the false impressions teens may get | |from the media about sex is an important reason that teens should get sex education from their parents. | |Sex education conducted through schools or religious groups can also help to correct the misinformed and sometimes deceptive sex | |education teens get from the media and from friends.Some types of sex education presented by schools or religious organizations | |for children an d teens might include: | |Good touch-bad touch talks for elementary students, teaching them that they have the right to be safe from inappropriate physical| |contact, and that they should respect this right in others. | |Basic descriptions of the reproductive system, usually presented in middle school, before puberty, to pre-teens separated by | |gender. |Discussions of human sexuality, sexually transmitted diseases, and types of birth control, including abstinence, usually | |presented to teens in high school sex education courses. | |Value-based, age-appropriate discussions about relationships and sexuality offered by religious groups. | |These sex education classes generally require parental approval before the child or teen can participate, and give parents | |another opportunity to discuss relationships and values with their children or teens.Schools, religious groups, and community | |organizations may also offer advice or written materials to help parents talk to their teens about sex. | |Some parents are afraid that teen sex education encourages their teens to have sex. A recent study in Texas, however, found that | |teens who took a two week sex education class became more interested in waiting until after high school to have sex; before the | |class 84 percent of the teens wanted to wait, and after the class 87 percent were planning on waiting.Also, before the class 60 | |percent of the teens said they wanted to wait until marriage to have sex, and after the class 71 percent were planning on | |abstaining until marriage. | |The likelihood that teens will have sex is also reduced if they watch less than 2 hours of television on school nights, attend | |religious services, and come from a family with both parents. | |Parents, whether married or single, are still the strongest influence on the choices their teens make about sex. By being | |involved in their teens' sex education, parents can help their teens develop healthy attitudes about love and sex. |

Genes - Definition, Function, and Mutations

Genes - Definition, Function, and Mutations Genes are segments of DNA located on chromosomes that contain the instructions for protein production. Scientists estimate that humans have as many as 25,000 genes. Genes exist in more than one form. These alternative forms are called alleles and there are typically two alleles for a given trait. Alleles determine distinct traits that can be passed on from parents to offspring. The process by which genes are transmitted was discovered by Gregor Mendel and formulated in what is known as Mendels law of segregation. Gene Transcription Genes contain the genetic codes, or  sequences of nucleotide bases in nucleic acids, for the production of specific proteins. The information contained within DNA is not directly converted to proteins, but must first be transcribed in a process called DNA transcription. This process takes place within the nucleus of our cells. Actual protein production takes place in the cytoplasm of our cells through a process called translation. Transcription factors are special proteins that determined whether or not a gene gets turned on or off. These proteins bind to DNA and either aid in the transcription process or inhibit the process. Transcription factors are important for cell differentiation as they determine which genes in a cell are expressed. The genes expressed in a red blood cell, for example, differ from those expressed in a sex cell. An Individual's Genotype In diploid organisms, alleles come in pairs. One allele is inherited from the father and the other from the mother. Alleles determine an individuals genotype or gene composition. The allele combination of the genotype determines the traits that are expressed or the phenotype. A genotype producing the phenotype of a straight hairline, for example, differs from the genotype resulting in a V-shaped hairline. Inherited Through Both Asexual and Sexual Reproduction. Genes are inherited through both asexual reproduction and sexual reproduction. In asexual reproduction, resulting organisms are genetically identical to a single parent. Examples of this type of reproduction include budding, regeneration, and parthenogenesis. Gametes Fuse to Form a Distinct Individual Sexual reproduction involves the contribution of genes from both male and female gametes that fuse to form a distinct individual. The traits exhibited in these offspring are transmitted independently of one another and may result from several types of inheritance. In complete dominance inheritance, one allele for a particular gene is dominant and completely masks the other allele for the gene.In incomplete dominance, neither allele is completely dominant over the other resulting in a phenotype that is a mixture of both parent phenotypes.In co-dominance, both alleles for a trait are fully expressed. Some Traits Determined by More Than One Gene Not all traits are determined by a single gene. Some traits are determined by more than one gene and are therefore known as polygenic traits. Some genes are located on sex chromosomes and are called sex-linked genes. There are a number of disorders that are caused by abnormal sex-linked genes including hemophilia and color blindness. Variation Helps Adapting to Changing Situations Genetic variation is a change in the genes that occur in organisms in a population. This variation typically occurs through DNA mutation, gene flow (movement of genes from one population to another) and sexual reproduction. In unstable environments, populations with genetic variation are typically able to adapt to changing situations better than those that do not contain genetic variation. Mutations Are From Errors and the Environment A gene mutation is an alteration in the sequence of nucleotides in DNA. This change can affect a single nucleotide pair or larger segments of a chromosome. Changing gene segment sequences most often results in non-functioning proteins. Some mutations can result in disease, while others may have no negative impact on or may even benefit an individual. Still, other mutations may result in unique traits such as dimples, freckles, and multicolored eyes. Gene mutations are most commonly the result of environmental factors (chemicals, radiation, ultraviolet light) or errors that occur during cell division (mitosis and meiosis).

Understand Chemistry Unit Conversions

Understand Chemistry Unit Conversions Unit conversions are important in all sciences, although they may seem more critical in chemistry because many calculations use different units. Every measurement you take should reporting with the proper units. While it may take practice to master unit conversions, you only need to know how to multiply, divide, add, and subtract to do them. The math is easy as long as you know which units can be converted from one to another and how to set up conversion factors in an equation. Know the Base Units There are several common base quantities, such as mass, temperature, and volume. You can convert between different units of a base quantity, but may not be able to convert from one type of quantity to another. For example, you can convert grams to moles or kilograms, but you cant convert grams to Kelvin. Grams, moles, and kilograms are all units that describe the amount of matter, while Kelvin describes temperature. There are seven fundamental base units in the SI or metric system, plus there are other units that are considered base units in other systems. A base unit is a single unit. Here are some common ones: Mass kilogram (kg), gram (g), pound (lb) Distance or Length meter (m), centimeter (cm), inch (in), kilometer (km), mile (mi) Time second (s), minute (min), hour (hr), day, year Temperature Kelvin (K), Celsius (C), Fahrenheit (F) Quantity mole (mol) Electric Current ampere (amp) Luminous Intensity candela Understand Derived Units Derived units (sometimes called special units) combine the base units. An example of a derived unit is a unit for area, square meters (m2) or the unit of force, the newton (kg ·m/s2). Also included are volume units. For example, there are liters (l), milliliters (ml), cubic centimeter (cm3). Unit Prefixes In order to convert between units, youll want to know common unit prefixes. These are used primarily in the metric system as a sort of shorthand notation to make numbers easier to express. Here are some useful prefixes to know: Name Symbol Factor giga- G 109 mega- M 106 kilo- k 103 hecto- h 102 deca- da 101 base unit 100 deci- d 10-1 centi- c 10-2 milli- m 10-3 micro- 10-6 nano- n 10-9 pico- p 10-12 femto- f 10-15 As example of how to use the prefixes: 1000 meters 1 kilometer 1 km For very large or very small numbers, its easier to use scientific notation: 1000 103 0.00005 5 x 10-4 Performing Unit Conversions With all of this in mind, youre ready to perform unit conversions. A unit conversion can be thought of as a sort of equation. In math, you may recall if you multiply any number times 1, it is unchanged. Unit conversions work the same way, except 1 is expressed in the form of a conversion factor or ratio. Consider the unit conversion: 1 g 1000 mg This could be written as: 1g / 1000 mg 1 or 1000 mg / 1 g 1 If you multiply a value times either of these fractions, its value will be unchanged. Youll use this to cancel out units to convert them. Heres an example (notice how the grams cancel out in the numerator and denominator): 4.2x10-31g x 1000mg/1g 4.2x10-31 x 1000 mg 4.2x10-28 mg Using Your Calculator You can enter in these values in scientific notation on your calculator using the EE button: 4.2 EE -31 x 1 EE3 which will give you: 4.2 E -18 Heres another example. Convert 48.3 inches into feet. Either you know the conversion factor between inches and feet or you can look it up: 12 inches 1 foot or 12 in 1 ft Now, you set up the conversion so that the inches will cancel out, leaving you with feet in your final answer: 48.3 inches x 1 foot/12 inches 4.03 ft There is inches in both the top (numerator) and bottom (denominator) of the expression, so it cancels out. If you had tried to write: 48.3 inches x 12 inches/1 foot you would have had square inches / foot, which wouldnt have given you the desired units. Always check your conversion factor to make sure the correct term cancels out! You may need to switch the fraction around. Key Points Unit conversions only work if the units are the same type. For example, you cant convert mass into temperature or volume into energy.In chemistry, it would be nice if you only had to convert between metric units, but there are many common units in other systems. For example, you may need to convert a Fahrenheit temperature into Celsius or a pound mass into kilograms.The only math skills you need to do unit conversions are addition, subtraction, multiplication, and division.