Employability skills Essay Example | Topics and Well Written Essays - 2500 words

Employability skills - Essay Example The company offers a range of products to clients depending on clients needs. They run care homes, health centers, dental centers, and hospitals, offer personal and company health insurance and provide home health care, workplace health services, health assessments and chronic disease management services including health coaching. The organization employment structure ranges from the top echelon to the bottom depending on employees skills such as professional level. As an erstwhile employee of the institution (saved as a financial adviser), I was tasked with the responsibility of marketing policies of the company to the clients. It is a position that requires certain skills and competencies as well as professionalism to effectively and efficiently deliver in terms of performance ( Bupa, 2015). Personal skills in the modern workforce especially in private institutions are considered to be profitable. There are those who subscribe to the school of thought that personal skills are generic hence its passed from one generation to the other. It is further from the truth as scientific proof show that traits can be acquired. As a financial adviser, I developed my responsibilities by grooming appropriately and in an acceptable manner to the eyes of the clients as well as to the codes and ethics of the institution. Besides that, reporting punctually to workstations would give ample time for proper preparation. Punctuality and strict time observation enable a financial adviser(FA) to identify the appropriate client prospecting methods with the sole purpose of meeting the client’s needs and convincing them into consenting on preferred products. In addition to that it enhances the self-respect, good self-management, honesty to the unit manager and team members and ones work. Ca rrying out duties responsibly boosts confidence in ones work, and that correlates with the

Unit 6 Assignment Example | Topics and Well Written Essays - 250 words

Unit 6 - Assignment Example For the sake of customer safety and service, a similar language needs to be in place. The employees need to maintain excellent public relation patterns with the target customers. In doing so, customers feel welcomed and valued. It also promotes the business sales. In another way, a few employees without English knowledge may feel left out and alienated from others who are quick in expressing themselves in English. They may think they are being gossiped in the workplace. Differences in workplace subsides managers institute such changes. The disciplinary action needs to be clear to everyone. The disciplinary policy in workplace ensures that every member sticks to the directives. The employees are hence aware of the repercussions that accompany breaking of the law. Knowledge of the effects of law breaking will deter them from poor acts in the workplace. Therefore, in personal view, measures enforcing English speaking only at the workplace are good if implemented well. They result to good customer care and an improvement in public relation patterns (Ekkens and Winke 270). Ekkens, Kristin, and Paula Winke. â€Å"Evaluating Workplace English Language Programs.† Language Assessment Quarterly 2009 : 265–287. Retrieved from

Organizational Chart Essay Example for Free

Organizational Chart Essay Staff Training Crew Crew Members Crew Members Website Designers Website Designers Delivery Staff Delivery Staff Customer Service Customer Service Cleaners Cleaners An organisational chart shows the main parts of the organisation, and the relationship between the various parts. McDonalds’ organisational chart is hierarchal. It’s also tall because it has more than 3 levels. The reason why this is a tall structure is because McDonald’s is a big company with restaurants all over the world, so they need people in every country to make sure that the businesses is making profit and progress. Organisational structure Organisational structure set out important aspects of how communication will take place. For example: managers, supervisors and assistants would report to senior managers where they would report to board of directors. Also board of directors sets out the strategy, then senior managers are giving targets to staff that works in McDonald’s so they can achieve them. The purpose of organisational structure is to share the work so everyone knows what they are doing and to establish lines of control and communication. McDonald’s divided people into: managers, team leaders, staff training crew, cleaners, customer service, restaurant manager, etc. It helps to control organisational activities. Types of organisational structure: * Geographical area: McDonald’s has its restaurants all over the world. In order to make it work they had to hire people to run the business in every country that they operate. * Function: Span of control Span control is the amount of employees a manager has direct line authority over. Organisational chart- MacMillan Cancer Support

Language Learning Strategy Instruction Education Essay

Language Learning Strategy Instruction Education Essay Language learning strategies are the conscious thoughts and actions taken by learners to achieve a learning goal (Chamot, 2004). On the other hand, Language Learning Strategy Instruction (LLSI) or better known as learner training is a key way for teachers to help learners learn autonomously. It includes two important areas. They are raising learner awareness of how languages are learned and providing them with the skills they need to do it (Logan Moore, 2004). This article provides an overview of language learning strategies instruction and discusses the definitions, importance, past and recent research, types of language learning strategies instructions, employing language learning strategies into their daily language classroom and models of language learning strategy instruction. Keywords: language learning, definitions, importance, research. types, models Introduction Language learning strategies are employed by learners to complete listening, vocabulary, speaking, reading, and writing activities presented in language lessons. When a task has to be completed or a problem need to be solved, language learners will use metacognitive, cognitive or social/affective strategies that they possess to attend to the language learning activity (Oxford, 1990). While experienced language learners can approach language learning problems in a systematic way and are successful in selecting appropriate strategies to complete a language-learning task, novices may be less efficient at selecting and using strategies to task (OMalley Chamot, 1995). Irrespective of language learning experiences, both groups of learners will need instruction on how to use strategies efficiently to develop their language learning and language performance (Wenden, 1987, OMalley Chamot, 1995, Cohen, 1998,). One way to guide learners towards the effective use of learning strategies is to i ncorporate Language Learning Strategy Instruction into daily language lessons (Kinoshita, 2003). This article addresses the following questions: What are the definitions of language learning strategy instruction or LLSI? What does past and present research say about language learning strategies instruction? What are the types of language learning strategy instruction? What are the models of LLSI? How to integrate LLSI into a language classroom? Definition of Language Learning Strategies Instruction Language Learning Strategy Instruction (LLSI) is also known as strategy training, learner training, learning to learn training, learner methodology training and methodological initiation for learners (Oxford 1990). Language learning strategy instructions are the initiation, structuring and control of the singular individual steps as part of the whole language learning process. In other words, language learning strategies instruction is the operationalization and implementation of strategies to improve the progress in developing language skills (Green Oxford 1995). LLSI are also procedures that facilitate a learning task. Strategies are most often conscious and goal-driven, especially in the beginning stages of tackling an unfamiliar language task. Once a learning strategy becomes familiar through repeated use, it may be used with some automaticity, but most learners will, if required, be able to call the strategy to conscious awareness (Chamot 2005). According to some scholars, LLSI is a key way for teachers to help learners learn autonomously. It includes two important areas. These are raising learner awareness of how languages are learned and providing them with the skills they need to do it (Logan Moore 2003). Tudor (1996) describes LLSI as the process by which learners are helped to deepen their understanding of the nature of language learning and to acquire the knowledge and skills they need in order to pursue their learning goals in an informal and self-directed manner. The Importance of LLSI Research shows that learners who receive LLSI or strategy training generally learn better than those who do not, and that certain techniques for such training are more beneficial than others (Oxford 1990). Lee (1995) in her study pointed out that second language learner can become more autonomous in the language learning process. The results not only showed that students gained better final exam grades than mid term exam grades but also confirmed the previous studies by OMalley et al (1985b). Her findings also revealed that language learning strategies instruction for second language learner is an efficient means for helping college students at the beginning level. With strategy training, students can learn how to study a second language, improve their learning and language skills, monitor and evaluate their performance, and become more aware of what helps them learn the language they are studying (Cohen 2000). By examining the strategies used by second language learners during the language learning process, we gain insights into the metacognitive, cognitive, social, and affective processes involved in language learning. Besides, less successful language learners can be taught new strategies, thus helping them become better language learners (Grenfell Harris, 1999). Research on Learning Strategies Instructions Research on language learning strategy instruction has been interested in verifying the effectiveness of particular strategy training. Researchers have experimented with instructing language learners to use selected learning strategies as a way to improve language performance (Kinoshita, 2003). Cohen and Aphek (1980) trained learners of Hebrew on how to recall new words by using paired associations and found that learners perform better in recalling tasks when they form associations (Ellis, 2002). In a study by Weinstein (1978), students in the ninth grade were trained to use a variety of strategies and apply them to reading comprehension and memory tasks. The positive results showed that students trained in elaboration strategies significantly outperformed the students who received no training (OMalley Chamot, 1995). Wenden (1987) describes that providing students with a checklist of criteria to self-evaluate their oral production resulted in successful use of self-evaluation as a learning strategy. The consensus of these investigations and others (Bialystok 1983; Gagne 1985; Sano 1999; Dadour 1996) tell us that language learning strategies are teachable and training language learners to use selected learning strategies can lead to positive effects on task performance in the language learning process. Research on strategy instruction has also investigated the instructional sequences used by language instructors to implement strategy instruction into foreign language lessons. One of the research interests of Chamot et al. (1988) was to discover how three regular classroom teachers integrated strategy instruction into their Spanish and Russian foreign language class activities. The results showed that although each participating instructor had an individual way of providing learning strategy instruction (OMalley Chamot, 1995), all three instructors opted for direct instruction (informing students of the purpose and value of strategies) and followed a structured sequence of introducing, practicing, reinforcing and evaluating strategy use each language activity (Kinoshita, 2003). Research by Robbins (1996) and Grunewald (1999) provides insights into instructional sequences and teaching approaches. Robbins (1996) renders a qualitative description of the instructional sequence used to implement strategy instruction at two universities in Kyoto, Japan. As a framework for strategy instruction, he used the Problem-Solving Process Model. Students were instructed to use the model to plan, monitor, use and evaluate strategies as they attended to language learning tasks. The instructional sequence for each lesson are modeling, explaining, encouraging, and prompting the use of strategies. Grunewalds action research (1999) shows evidence of how strategies instruction can been integrated into foreign language lessons. Grunewald developed an optional supplementary system of useful language learning techniques or strategies. Supplementary learning strategies were identified for each language skill presented in the course book and direct instruction of these language strategies were integrated into the weekly language lessons. The teaching approach used for strategies instruction includes awareness raising, explicit naming of strategies, practice and self-evaluation and monitoring Types of Language Learning Strategies Instruction Language learning strategies instructions can be taught in at least three different ways namely awareness training, one time strategy training and long term strategy training (Oxford, 1990). Awareness training Awareness training is also known as conscious raising or familiarization training. In this situation, participants become aware of the language learning strategies and the way these strategies can help them accomplish various tasks. This training should be fun and motivating so that participants can expand their knowledge of strategies. Participants can be teachers, students or anyone else interested in language learning processes (Oxford 1990). One time strategy training One time strategy training involves learning and practicing one or more strategies with actual learning tasks. This kind of training normally gives the learners information on the value of the strategy, when it can be used, how to use it and how to evaluate the success of the language strategy. This training is suitable for learners who have a need for a particular and targeted strategy that can be taught in one or a few sessions. In general, this strategy is not as valuable as long-term training (Oxford 1990). Long term strategy training Long term strategy training involves learning and practicing strategies with actual language tasks. Students learn the significance of a particular strategy, when and how to use it, how to monitor and evaluate their own performance. Long term training is more prolonged and covers a greater number of strategies. This strategy is most likely to more effective than one time training (Oxford 1990). LLSI Models Research on the learning strategies that second language students generate and strategies that can be taught is of great significance in understanding the operation of cognitive processes during second language acquisition (OMalley Chamot, 1990). Instructional models and materials are helpful in illustrating the ways in which research findings can be converted into practical classroom activities. LLSI Model by OMalley and Chamot OMalley and Chamot (1990) model is based on cognitive theory. The Cognitive Academic Language Learning Approach (CALLA) is designed to develop the academic language skills of limited English proficient students in upper elementary and secondary schools. The theoretical model on which CALLA is based, suggests that language is a complex cognitive skill. It requires extensive practice and feedback in order to operate at an autonomous level. The CALLA lesson plan framework incorporates learning strategy instruction, content area topics, and language development activities. Learning strategy instruction is both direct and embedded. In CALLA, new learning strategies are introduced and familiar ones are practiced (OMalley Chamot 1990). CALLA lessons include both teacher directed and learner centered activities. They specify three types of objectives, namely, content objectives, language objectives, and learning strategy objectives. Each CALLA lesson is divided into five phases: preparation, presentation, practice, and evaluation and expansion activities (refer to Figure 1.1). Theses phases are often recursive and the teacher may wish to go back to earlier phases in order to clarify or provide additional instruction. Preparation Expansion Activities Evaluation Presentation Practice Figure 1.1 LLSI Model by OMalley and Chamot (1999) Preparation In the preparation phase, the teacher finds out , through brainstorming, what students already know about the concepts in the subject area to be presented and practiced, what gaps need to be addressed and how students have been taught to approach a particular type of learning activity. The lessons objectives are explained to students and new vocabulary is developed. The learning strategies most commonly taught in this phase are elaboration, advance organization and selective attention (OMalley Chamot 1990). Presentation In the presentation phase, new information is presented and explained to students in English that is supported by contextual clues such as demonstration and visuals. Teachers make sure that students comprehend the new information so that they will be able to practice it meaningfully in the next phase of the lesson. Some of the learning strategies taught and practiced in this phase are selective attention while listening or reading, self monitoring, inferencing, elaboration, note taking, imagery and questioning for clarifications (OMalley Chamot 1990). Practice The practice phase of the lesson is learner centered. Students engage in hands on activities to practice the new information they were exposed to in the presentation phase. The teacher acts as a facilitator in helping students assimilate the new information and use it in different ways. Cooperative leaning in heterogeneous teams is particularly effective during the practice phase, as students can work together in small groups to clarify their understanding of the information previously presented. The learning strategies in this phase are self monitoring, organizational planning, resourcing, grouping, summarizing, deduction, imagery, auditory representation, elaboration, inferencing, cooperation and questioning for clarification (OMalley Chamot 1990). Evaluation In this phase, students check the level of their performance so that they can gain an understanding of what they have learned and any areas they need to review. Evaluation activities can be individual, cooperative or teacher directed. Learning strategies practiced in the evaluation phase are: self evaluation, elaboration, questioning for clarification, cooperation and self talk (OMalley Chamot 1990. Expansion activities In the expansion phase, students are given a variety of opportunities to think about the new concepts and skills they have learned, integrate them into their existing knowledge frameworks, make real world applications and continue to develop academic language. This phase also provide the opportunity to exercise higher order thinking skills such as inferring new application of a concept, analyzing the components of a learning activity, drawing parallels with other concepts, and evaluating the importance of a concept or a new skill. LLSI Model by Oxford Oxfords eight-step model (refer to Table 1.1) for strategy training focuses on the teaching of learning strategies. It is especially useful for long term strategy training. It can also be adapted for one-time training by selecting specific units. The first five are planning and preparation steps, while the last three involve conducting, evaluating and revising the training. Table 1.1: Strategy Model by Oxford (1990) Determine the learners needs and the time available Select strategies well Consider integration of strategy training Consider motivated issues Prepare materials and activities Conduct completely informed training Evaluate the strategy training Revise the strategy training Step 1: Determine the Learners Needs and the Time Available The initial step in a training program is to consider the needs of the learners and determine the amount of time needed for the activity. Consider first who the learners are and what they need. Are they children, adolescents, college students, graduate students or adults in continuing education? What are their strength and weaknesses? What learning strategies have they been using? Is there a gap between the strategies they have been using and those learners think they have to learn? Consider also how much time learners and learners students have available for strategy training and when learners might do it. Are learners pressed for time or can learners work strategy training in with no trouble? Step 2: Select Strategies Well First, select strategies which are related to the needs and characteristics of learners. Note especially whether there are strong cultural biases in favor or against a particular strategy. If strong biases exist, choose strategies that do not completely contradict what the learners are already doing. Second, chose more than one kind of strategy to teach. Decide the kinds of compatible, mutually supporting strategies that are important for students. Third, choose strategies that are generally useful for most learners and transferable to a variety of language situations and tasks. Fourth, choose strategies that are easy to learn and valuable to the learner. In other words, do not include all easy strategies or all difficult strategies (Oxford 1990). Step 3: Consider Integration of Strategy Training It is most helpful to integrate strategy training with the tasks, objectives, and materials used in the regular language training program. Attempts to provide detached, content independent strategy training have been moderately successful. Learners sometimes rebel against strategy training that is not sufficiently linked to their own language training. When strategy training is integrated with language learning, learners understand better how the strategies can be used in significant, meaningful context. Meaningfulness makes it easier to remember the strategies. However, it is also necessary to show learners how to transfer the strategies to new tasks, outside of the immediate ones. Step 4: Consider Motivational Issues Consider the kind of motivation teachers will build into a training program. Decide whether to give grades or partial course credit for attainment of new strategy. If learners have gone through a strategy assessment phase, their interest in strategies is likely to be heightened. If a teacher explains how using a good strategy can make language learning easier, students will be more interested in participating strategy training. Another way to increase motivation is to let learners have some say in selecting the language activities or tasks they will use, or let them choose strategies they will learn. Language teachers need to be sensitive to learners original strategy preferences and the motivation that propels these preferences. This means that teachers should phase in very new strategies gently and gradually, without whisking away students security blankets. Step 5: Prepare Materials and Activities The materials that can be used for strategy training are handouts or handbook. Learners can also develop a strategy handbook themselves. They can contribute to it incrementally, as they learn new strategies that prove successful to them. Step 6: Conduct Completely Informed Training Make a special point to inform the learners as completely as possible about why the strategies are important and how they can be used in new situations. Learners need to be given explicit opportunity to evaluate the success of their new strategies and exploring the reasons why theses strategies might have helped. Research shows that strategy training which fully informs the learners, by indicating why the strategy is useful and how it can be transferred to different tasks, is more successful than training that does not. Most learners perform best with completely informed training (Brown et al., 1980a). In the very rare instances, when informed training proves impossible, more subtle training techniques might be necessary. For example, when learners are through cultural influences, new strategies need to be camouflaged or introduced very gradually, paired with strategies the learners already know and prefer. Step 7: Evaluate the Strategy Training Learners own comments about their strategy use are part of the training itself. These self assessments provide practice with the strategies of self monitoring and self evaluating, during and after the training, own observations are useful for evaluating the success of strategy training. Possible criteria for evaluating training are task improvement, general skill improvement, maintenance of the new strategy, transfer of strategy to other relevant tasks and improvement in learners attitude. Step 8: Revise the Strategy Training The evaluation phase (Step 7) will suggest possible revisions. This leads right back to Step 1, a reconsideration of the characteristics and needs of the learners in light of the cycle of strategy training that has just occurred. How to Integrate LLSI into Language Classroom? LLSI may be integrated by teachers into their daily language classroom. LLSI is needed to enhance listening, speaking, reading, or writing course in language learning and teaching. There are three steps in implementing LLSI in the classroom according to Clouston (1997). Step 1 : Study your teaching context Step 2: Focus on LLS in your teaching Step 3: Reflect and encourage learner reflection Step 1: Study Your Teaching Context By observing students behaviour in class, teachers will be able to see what LLS they are using. Talking to students informally before or after class, or more formally interviewing select students about these topics can also provide a lot of information about ones students, their goals, motivations, and LLS, and their understanding of the particular course being taught. Teachers should study their own teaching methods and overall classroom style. One way to do so is to look at their lesson plans and identify if they have incorporated various ways that students can learn the language (Cloustan 1997). Step 2: Focus on LLS in Your Teaching Focus on specific LLS in your regular teaching that are relevant to your learners, your materials, and your own teaching style. LLS may be used in learning to write or in writing, and filling in the gaps with other LLS for writing that are neglected in the text but would be especially relevant for your learners. Provide students with opportunities to use and develop their LLS and to encourage more independent language learning both in class and in out-of-class activities for your course (Gardner and Miller 1996). Step 3: Reflect and Encourage Learner Reflection In implementing LLSI, purposeful teacher reflection and encouraging learner reflection form a necessary third step. On a basic level, it is useful for teachers to reflect on their own positive and negative experiences in language learning. After each class, one might reflect on the effectiveness of the lesson and the role of LLSI within it. In addition to the teachers own reflections, it is essential to encourage learner reflection, both during and after the LLSI in the class (Cloustan 1997). Conclusion When including strategies based instruction in a second language curriculum, it is important to choose an instructional model that introduces the strategies to the students and raises awareness of their learning preferences; teaches them to identify, practice, evaluate, and transfer strategies to new learning situations; and promotes learner autonomy to enable students to continue their learning after they leave the language classroom (Cohen, 2003). It is important that learning strategies research continue, both in these and other directions, for only through a better understanding of the learning and teaching process can more language learners achieve the level of success that currently characterizes only a small proportion of all students studying a second or foreign language around the world. Language learning strategy instruction can contribute to the development of learner mastery and autonomy and increased teacher expertise, but additional research in specific language learning contexts is essential to realizing its potential to enhance second language acquisition and instruction.

Ralph Waldo Emerson and Henry David Thoreau :: essays research papers

Ralph Waldo Emerson and Henry David Thoreau were both born in Massachusetts. Emerson was born in Boston in 1803. Thoreau was born in Concord in 1817. Emerson attended Harvard and then became a Unitarian minister just like his father had been. Thoreau also attended Harvard but upon graduating, became a teacher and opened up a school. Both Emerson and Thoreau gave up their careers to pursue Transcendentalist philosophy. Emerson was one of the first to start the Transcendental Club. Thoreau became Emerson's student after he had moved into his house. Thoreau simplified his needs and began to experiment with Transcendentalism through experience. Although Emerson's writings achieved national recognition during his lifetime, Thoreau did not see such fame during his own life. They were both active Transcendentalists, but their philosophies and methods differed slightly. Emerson believed one should live in harmony with nature. One of his essays, appropriately titled, "Nature," was the first published essay on Transcendentalist philosophy. Emerson theorized that man was one and the same with nature and he wrote about his experiences with nature. In "Nature," Emerson wrote that, "In the woods, we return to reason and faith. "Although he was the one to write this, it was Thoreau who went to extremes and took this literally. Though Emerson and Thoreau both believed in living in harmony with something, they differed on what it was they were to live in harmony with. While Emerson lectured about Transcendetalist philosophy, Thoreau thoroughly practiced it. Emerson believed in living in harmony with nature. Thoreau believed in living in peace and harmony with ourselves. Thoreau took Transcendentalism to the extremes. He simplified every aspect of his live and went" back to nature" to test the experiences of Transcendentalism. He focused on how he could live in peace and harmony with himself in nature while Emerson lectured about living in harmony with nature. Thoreau took Emerson's teachings and expanded on them. Emerson played his role as teacher and Thoreau played his role as student. They did this both whle living in the same household and throughout their lives. Emerson taught Transcendentalist philosophy and Thoreau not only expanded on those teachings, he used them for experimenting with Transcednetalism.

Stoppards Rosencrantz and Guildenstern are Dead and Vonneguts Slaughterhouse-Five :: comparison compare contrast essays

Stoppard's Rosencrantz and Guildenstern are Dead and Vonnegut's Slaughterhouse-Five That we, people, are "bugs in amber" is one of the main themes of Kurt Vonnegut's novel Slaughterhouse-Five; or Children's Crusade. Tom Stoppard's play Rosencrantz and Guildenstern are Dead is, in my opinion, very similar to this book. While Slaugterhouse-Five is an American novel, a mixture of the author's Second World War experiences and science fiction genre, Rosencrantz and Guildenstern are Dead is a British play set into William Shakespeare's Hamlet. What are these two literary works similar in, then? It is the central theme. Both works show that we are physically stuck in this world, our future is already given, and we have no way of escaping our destiny. Both writers provide a little room for their character's imagination which is, in my opinion, crucial item of both literary works. In this paper I will try to use Kurt Vonnegut's novel to help me point out the major theme of Rosencrantz and Guildenstern are Dead and to explain and clarify the theme's meaning and main message. The main theme of Slaughterhouse-Five is expressed several times throughout the novel. One of the examples is the passage which shows (from the view of the Tralfamadorians -- alien beings) that the future is given and that one cannot change it. "All moments, past, present, and future, always have existed, always will exist. The Tralfamadorians can look at all the different moments just the way we can look at a stretch of the Rocky Mountains, for instance." (Vonnegut:27) Another passage of the novel describes the theme more directly. It is the part when the Tralfamadorians kidnap Billy Pilgrim and he asks "why?". "Have you ever seen bugs trapped in amber? Well, here we are, Mr. Pilgrim, trapped in the amber of this

The Issue of Lowering of Legal Drinking Age

Cody Schisnewski Final Draft 09/29/09 Period 1 A number of States in the U. S. are considering legislation to lower the legal drinking age from the current age of 21 to 18. The move would defy a generation of federal law and public opinion in America which is strongly opposed to lowering the drinking age. In 1984, congress set the legal drinking age to 21 from 18, threatening to cut highway funding to states which did not comply, mostly to cut down on drunk driving deaths caused each year by drinking and driving. But advocates argue teenagers are going to drink anyway even if changed. Should the drinking age be lowered? In my opinion, the drinking age doesn't need to be reduced to 18, the drinking laws need to be changed completely. I think there should be a public drinking age of 18, and a private or supervised drinking age of 12. This way, children (young adults) can be taught how to drink socially and responsibly from a young age, so alcohol isn't such a mystery and there would be less attraction or desire to being able to drink when they turn 21 with there friends. Children need to be taught how to drink responsibly by there parents, and not by some irresponsible friends. And most parents wouldn’t have to worry about criminal charges or D. U. I. ’s because they chose to teach there children about drinking responsibly when they where younger. I have two very different opinions from two different people. Joel who is pro Age 21, from the Mothers Against Drunk Driving or MADD states â€Å"Back in the late 1960s and early 70s a number of states lowered their drinking age from 21 to 18. In many of these states, research documented a significant increase in highway deaths of the teens affected by these laws. After the law changed back to 21, many of the states were `monitored to check the difference in highway fatalities. Researchers found that teenage deaths in fatal car crashes dropped considerably in some cases up to 28% when the laws were moved back to 21. † (redblueamerica. com) Another person, Ben who is pro Age 18, from Radley Balkdo/Reason Group, has his own opinion, stating â€Å"It makes little sense that America considers an 18-year-old mature enough to marry, to sign a contract, to vote and to fight and die for his country, but not mature enough to decide whether or not to ave a beer. People that are for the drinking age of 21 primary argument is the dramatic drop in the number of alcohol-related traffic fatalities since the minimum age first passed Congress in 1984. † (redblueamerica. com) In conclusion, drinking, no matter what age, needs to be treated responsibly. To keep you and the life’s of others out of harms way. And never to drive while under the influence which can lead to serious property damage, other or self injury or in some cases even death. And like I said in the beginning, why don’t we look more into just changing are drinking laws to something completely different, if anything schools should start classes teaching students the danger of underage drinking and driving. This is a very complex argument and both side state very strong opinion and facts, who knows which one is right and which one is wrong, but what I do know is deaths cause by irresponsible drinking is very wrong and we should put all of are minds together to try and stop it from happening.