To Save or Not To Save - That Is the Question Essay example -- Conserv

When you look at a bald eagle, you see how powerful and majestic this bird is, which is how many people feel about the United States; that’s why the bald eagle is our national emblem on our Great Seal. It would be a dishonor to our Nation to have such a worldwide-recognized symbol of The United States extinct, but in fact that’s exactly what almost happened. To help the bald eagle regain it’s numbers, on December 28, 1973, President Richard M. Nixon signed The Endangered Species Act. â€Å"The law established procedures for conserving plants and animals in danger of extinction and those that are threatened, or likely to become endangered in the foreseeable future (Cooper, â€Å"Endangered Species Act† 855). Since its establishment, the Endangered Species Act has been a topic of debate on whether the way the act is set up now has been worth the securing of land, including land that is privately owned, the time to research and the money that has been spent . Once species are listed as either threatened or endangered of becoming extinct the first move is to figure out what can be done to help them. What kind of habitat does it need to thrive? Is it isolated to only a few regions of the country or widely located? Could it be introduced into new regions, whether rural or urban, and still have a chance of survival? The lands that are being protected range from mountains to national parks to any neighborhood across the country, so that the smallest plant to the largest wild animal has an environment where they can continue to thrive. Some species have been reintroduced and their populations have recovered enough to bring them out of the endangered status and off of the Endangered Species Act listing. Wolfs and grizzly bears are two out of the nu... ...ecies Act have their valid points. The two sides need to work together discuss which animals are vital to the balance of the eco-system and which plants could help create medicine that fight illnesses like cancer. The laws need to reflect not only the time and money involved in saving the world’s species of plants and animals but also protect the livelihood of the populations of people who are involved in such areas. The balance between the two is possible as long as both sides work with each other not against each other. Works Cited Arrandale, Tom. "Disappearing Species." CQ Researcher 17.42 (2007): 985-1008. CQ Researcher. Web. 24 Mar. 2012. Cooper, Mary H. "Endangered Species Act." CQ Researcher 9.37 (1999): 849-64. CQ Researcher. Web. 24 Mar. 2012. ---. "Endangered Species Act." CQ Researcher 15.21 (2005): 493-516. CQ Researcher. Web. 24 Mar. 2012.

Language as the Key to Identity and Social Acceptance in Richard Wright’s Book, Black Boy :: Wright Black Boy Essays

Language as the Key to Identity and Social Acceptance in Richard Wright’s Book, Black Boy According to African American writer, James Baldwin, language is a â€Å"vivid and crucial key to identity† and social acceptance. Black Boy, by Richard Wright, defends Baldwin’s belief. In a selected Black Boy passage, where Richard and his friends converse, the rhetorical techniques, pathos and warrants assist to convey Wright’s own attitude toward the importance of language as a key to identity and social acceptance. The idea that language is important to identity and social acceptance is defended in the passage by the utilization of pathos. Diction largely relays the comfortability of Richard and his friends with each other by not speaking in proper English, with phrases like, â€Å"that ain’t gonna do you no good,† and words like â€Å"miz† for â€Å"miss† and â€Å"scareda† as â€Å"scared of.† Also, syntax is used to make short explanatory sentences after each blurb of dialog: â€Å"An angry grunt of supreme racial assertion.† Language as an indicator of social acceptance is also seen in the word choice, with a wide array of cuss words, like â€Å"sonofabitch†, â€Å"hell†, and â€Å"nigger†. Repetition is developed through out the passage with the word â€Å"silence,† to indicate the identity of the boys with language. Wright also incorporates personification, personifying the boys talk being able to â€Å"weave, r oll, surge, spurt, veer, swell†¦Ã¢â‚¬  showing the comfortability and social acceptance of each other because of language. Richard Wright’s use of pathos helps to defend Baldwin’s beliefs on language. Another rhetorical technique that aids as a defense for Baldwin’s views is Wright’s use of value-based assumptions, or warrants. The boys establish their black identity through diction, referring to on another as â€Å"nigger† and â€Å"we†, â€Å"naà ¯ve† and â€Å"race†. Many assumptions are made about whites with rhetorical questions like, â€Å"Man, ain’t they ugly?† and other race related questions. The conversation of Wright and his friends make the assumption that whites treat blacks poorly, which establishes identity through language. Agreeing of the other boys with the â€Å"racial assertion† further leads to social acceptance. Repetition of negative statements about â€Å"whites† also further strengthens the warrants. â€Å"The enemy is an animal to be killed on sight† is a metaphor, which illustrates the black assumptions of whites through language.

The Reluctant Scientist :: Personal Narrative Science Essays

The Reluctant Scientist So I have to ask myself, how it came to pass that a woman who has little interest in science (never, in fact, dissected so much as a single frog in high school), who never wanted to teach children any older than second graders, and who most importantly, loathes, and I mean that with a capital L, Loathesrodents of all sorts, came to be in a science classroom full of fourth grade students, picking rats’ bones out of hairballs? Well, it wasn’t easy, let me tell you. It all began innocently enough about two years ago, when my younger daughter, now ten, came home full of bubbling enthusiasm for her classes’ latest science project. â€Å"We’re doing owl pellets, Mom,† she informed me. â€Å"We get to find the bones and take them out and figure out what they are! Today we found a vole’s skull!† Having no idea what she was talking about, I said what all good moms do in order to demonstrate I was properly interested, â€Å"That’s nice dear,† and promptly forgot about what she had said as I turned my attention to something that I did understand. Owl pellets only returned to the forefront of my thinking several days later, when I visited my daughter’s classroom to fulfill my ongoing volunteer commitment to the school. The students were in the middle of science when I arrived, and spread out on their desks were an assortment of scales, rulers, tweezers, charts, tiny bones, and suspicious looking piles of gray fluff. Caitlin sprang from her desk and ran towards me. â€Å"Mom! Come see what Kimhee and I have!† Pulling me by the arm, she brought me over to her and her partner’s table, where they had the same odd assortment of items. It appeared as if the were reassembling some of the bones into a rather dubious looking skeleton. Wrinkling my nose, I asked, â€Å"What isthat?† â€Å"It’s the skeleton of a vole, Mommy. I told you all about it at home,† Caitlin replied, somewhat accusingly. Kimhee reached into the stack of papers on the table and extracted a detailed diagram of what appeared to be a rodent skeleton and offered it to me. â€Å"We got the bones from our owl pellet, and now we’re putting them back together,† Caitlin continued. â€Å"See, here’s the skull. We had another one, but we don’t have enough of the rest of the bones to make two skeletons.† â€Å"What exactly is an owl pellet?† I inquired hesitantly, not at all sure that I wanted to know the answer. Once again, my daughter looked at me impatiently. The Reluctant Scientist :: Personal Narrative Science Essays The Reluctant Scientist So I have to ask myself, how it came to pass that a woman who has little interest in science (never, in fact, dissected so much as a single frog in high school), who never wanted to teach children any older than second graders, and who most importantly, loathes, and I mean that with a capital L, Loathesrodents of all sorts, came to be in a science classroom full of fourth grade students, picking rats’ bones out of hairballs? Well, it wasn’t easy, let me tell you. It all began innocently enough about two years ago, when my younger daughter, now ten, came home full of bubbling enthusiasm for her classes’ latest science project. â€Å"We’re doing owl pellets, Mom,† she informed me. â€Å"We get to find the bones and take them out and figure out what they are! Today we found a vole’s skull!† Having no idea what she was talking about, I said what all good moms do in order to demonstrate I was properly interested, â€Å"That’s nice dear,† and promptly forgot about what she had said as I turned my attention to something that I did understand. Owl pellets only returned to the forefront of my thinking several days later, when I visited my daughter’s classroom to fulfill my ongoing volunteer commitment to the school. The students were in the middle of science when I arrived, and spread out on their desks were an assortment of scales, rulers, tweezers, charts, tiny bones, and suspicious looking piles of gray fluff. Caitlin sprang from her desk and ran towards me. â€Å"Mom! Come see what Kimhee and I have!† Pulling me by the arm, she brought me over to her and her partner’s table, where they had the same odd assortment of items. It appeared as if the were reassembling some of the bones into a rather dubious looking skeleton. Wrinkling my nose, I asked, â€Å"What isthat?† â€Å"It’s the skeleton of a vole, Mommy. I told you all about it at home,† Caitlin replied, somewhat accusingly. Kimhee reached into the stack of papers on the table and extracted a detailed diagram of what appeared to be a rodent skeleton and offered it to me. â€Å"We got the bones from our owl pellet, and now we’re putting them back together,† Caitlin continued. â€Å"See, here’s the skull. We had another one, but we don’t have enough of the rest of the bones to make two skeletons.† â€Å"What exactly is an owl pellet?† I inquired hesitantly, not at all sure that I wanted to know the answer. Once again, my daughter looked at me impatiently. The Reluctant Scientist :: Personal Narrative Science Essays The Reluctant Scientist So I have to ask myself, how it came to pass that a woman who has little interest in science (never, in fact, dissected so much as a single frog in high school), who never wanted to teach children any older than second graders, and who most importantly, loathes, and I mean that with a capital L, Loathesrodents of all sorts, came to be in a science classroom full of fourth grade students, picking rats’ bones out of hairballs? Well, it wasn’t easy, let me tell you. It all began innocently enough about two years ago, when my younger daughter, now ten, came home full of bubbling enthusiasm for her classes’ latest science project. â€Å"We’re doing owl pellets, Mom,† she informed me. â€Å"We get to find the bones and take them out and figure out what they are! Today we found a vole’s skull!† Having no idea what she was talking about, I said what all good moms do in order to demonstrate I was properly interested, â€Å"That’s nice dear,† and promptly forgot about what she had said as I turned my attention to something that I did understand. Owl pellets only returned to the forefront of my thinking several days later, when I visited my daughter’s classroom to fulfill my ongoing volunteer commitment to the school. The students were in the middle of science when I arrived, and spread out on their desks were an assortment of scales, rulers, tweezers, charts, tiny bones, and suspicious looking piles of gray fluff. Caitlin sprang from her desk and ran towards me. â€Å"Mom! Come see what Kimhee and I have!† Pulling me by the arm, she brought me over to her and her partner’s table, where they had the same odd assortment of items. It appeared as if the were reassembling some of the bones into a rather dubious looking skeleton. Wrinkling my nose, I asked, â€Å"What isthat?† â€Å"It’s the skeleton of a vole, Mommy. I told you all about it at home,† Caitlin replied, somewhat accusingly. Kimhee reached into the stack of papers on the table and extracted a detailed diagram of what appeared to be a rodent skeleton and offered it to me. â€Å"We got the bones from our owl pellet, and now we’re putting them back together,† Caitlin continued. â€Å"See, here’s the skull. We had another one, but we don’t have enough of the rest of the bones to make two skeletons.† â€Å"What exactly is an owl pellet?† I inquired hesitantly, not at all sure that I wanted to know the answer. Once again, my daughter looked at me impatiently.

Parent and Child Relationships Essay

â€Å"I Am Sam† is a powerfully touching film that tells the story of a parent and child’s love for one another. It shows that love is pure, and that no matter how great the mind is, love is even greater. The film’s protagonist is Sam, a mentally-challenged adult with a mental age of 7. Sam has a daughter, Lucy, with a prostitute who left them. Sam works at the local Starbucks to support Lucy, and everything is going along well until Lucy turned 7, because she already surpassed her father’s mental abilities. This creates problems, because early on we see that Lucy is precocious and inquisitive, and she is no longer satisfied with her father’s nonsense answers to her questions. When she starts wanting to read more difficult books than what Sam reads to her, she fakes having difficulty reading so as not to offend her father and make him feel inferior. On Sam’s part, even when he sees that Lucy is already growing up, he tries his best to support her the best way he knows how. Lucy does not see this yet because she is still a child, but she understands that her father is different, but she loves him because he is a very loving father who takes her out to the park and to eat pancakes and generally takes good care of her. Later in the film she is embarrassed when her classmates tease her that her father is a retard that she denies him and tells them that she is adopted. The authorities take her away from Sam, and later on sent to a foster home. When the authorities take Lucy away from him, he does everything he could to get her back. He even gets the fearsome lawyer Rita to help his cause. Rita, a successful and stringent lawyer who values winning more than anything, decides to take Sam’s case just to prove that she is not as selfish as she looks. Through the course of helping Sam, she realizes that Sam is a good father, that Sam’s mental inadequacy has not hampered his ability to love and care for his daughter at all. That in fact, he is a better parent than she is. When at first she sought to win Sam’s case because she did not want to lose, eventually Rita sympathizes with Sam’s cause. Sam visits Lucy regularly, and Lucy realizes that she wants her father back, and that she is going to fight back just to be with him, even if she is smarter than him, even if the world laughs at her for having a retard for a father. At this moment, Lucy has matured, and although she is just 7, she has taken responsibility not only of her own actions, but also decided that she will take care of her father when he could no longer take care of her, that she needs to be smart and capable and strong for the both of them. She saw just how much her father loves her and how he does not give up on her even when she denied him. However, even with Rita’s help, Sam loses the custody battle at court. Sam breaks down as he is convinced that he cannot take care of his own daughter. All this time, he was doing everything he could, enlisting the help of his friends and employers and colleagues to prove that he has what it takes to raise his daughter, but he finally accepts the fact that he is mentally inadequate to give her needs. If he really loves his daughter, he would do what is best for her even if it means letting go of her so that she could be the best that she could be. And Sam does that. He accepts that he cannot take care of Lucy, but even when he concedes, he does not give up on being a father to her. He moves in to an apartment just to be nearer to Lucy, so that even if he cannot raise her at least he could be there for her whenever she needed him, and so that he could watch her grow up. Lucy is hurt that she cannot be with her father, but she takes matters on her own hands, Late at night she sneaks out of her foster home to be with her father. Her foster parents find her out, and she does not deny that she longs to be with her father, even if they think that they can be better parents than him. Eventually, the foster parents let her go back to Sam, for Sam to have custody of her. The film tells us that love is great driving force that cannot be measured by financial success, or by intellectual achievements. Society may look at Sam as a retarded, inadequate man, but he fought for his daughter against all odds, when Lucy’s own mother simply walked out and left them. Lucy was smarter than Sam, but she learned about love from her father because he showered her with it. That is why even when she was presented with a better future with a â€Å"better† set of parents, she still chooses to go back to Sam, because she knows that her father loves her and she loves him. At the end, the film teaches us what a parent can give best to his child, and what a child needs most from a parent – love. And that is something that cannot be bought or substituted with material things, because children will always know if their parents have shown them enough love.

Benefits of School Uniforms

There are many sides to the debate about school uniforms, but the debate against mandatory school uniforms comes more from the libertarians and groups from the old school guard. The problem with the old school group and civil libertarians reflect an age when school violence and bullying were not as prevalent in the school system as they are today. School age children are consistently being accosted and bullied for designer clothing and gang violence is at an all-time high in many school districts, but, the addition of a mandatory school policy can decrease national and state figures relative to school violence.It is time for children and young adults to be able to attend school and learn without fear of intimidation. By implementing a policy of mandatory school uniforms, less time is spent on social awkwardness where many students who simply cannot afford to wear the latest fashion design and can stop worrying about the gangs around the school who look at what colors of what a studen t wears to initiate bullying practices.First, there is a need to actually define why school administrators and educators are looking to enforcing mandatory school uniforms and the reason why President Clinton, in 1996, during his State of the Union address endorsed uniforms in American schools. In order to do accomplish this, it is important to look at what issues school administrators and educators feel are the impeders of learning and scholarly advancement. Oftentimes students who are continually focused on fashion and attaining the latest â€Å"look† tend to spend far less time in a positive learning situation.â€Å"Distraction leads to poor learning environments† (PSParents) Many advocates of a mandatory school uniform policy point to the increasing instances of violence within the school system and much of that is tied into the student’s appearance itself. There are instances where children are â€Å"inflicting bodily harm on one another because of the nam e brand on a jacket or a pair of jeans; and, in larger cities where gang involvement is prevalent, children are killed because they chose the wrong color to wear to school.The issue is not about civil liberties or freedom of expression but about improving the deteriorating state of the educational environment within our public school system nationwide† (PSParents). Many experts are of the opinion that students that attend schools wearing uniforms actually have higher academic scores. It is also believed that school uniforms can look to improving student attendance and focus intently on studies without worrying about whether they can or their parents can purchase for them the same â€Å"new† style of clothing.The old phrase of â€Å"keeping up with the Jones’† can attest to what many young students where they simply want what their friends are wearing. Many school administrators are of the opinion that students who wear school uniforms behave in a far more appropriate manner within the school atmosphere as uniforms lend to engaging students in appropriate behavior by reducing violence within the system.The most plausible reason for this is that with standardized dress there is less places to hide weapons in where in the fashion standard of students, especially in high school, weapons can be hidden in pockets in waist bands of pants that have shirts laid overtop and in baseball caps. It is this author’s opinion that with less opportunity to hide weapons in clothing and headgear of what student’s are currently wearing can hide weapons that are carried into the school and, if there are no metal detectors present, leaves an undeniable avenue for violent propensities.What has been considered one of the more conscionable reasons for the policy to implemented within the school system is the social preying that occur with many indigent students. Many students come from impoverished family units and if they are unable to afford t he latest trends and this is one of the ways that students look to in an attempt at self-expression and definition. This is a huge factor in a child’s psychological development and if there is a removal of this one barrier that students continually come up against, there is a marked improvement in both academic and social situations.This is really tied into the social outcome factor as when there is only one type of dress needed for school, i. e. uniform, there is a higher instance of affordability amongst families that are simply unable to afford expensive, trendy clothing. The government has also taken an independent and unbiased approach to addressing this issue and it is compelling their overall interpretation of the current school system and it’s tie-in to student safety.The government believes that the â€Å"adoption of school uniform policies can promote school safety, improve discipline, and enhance the learning environment. The potential benefits of school un iforms include: †¢ decreasing violence and theft — even life-threatening situations — among students over designer clothing or expensive sneakers; †¢ helping prevent gang members from wearing gang colors and insignia at school; †¢ instilling students with discipline; †¢ helping parents and students resist peer pressure;†¢ helping students concentrate on their school work; and †¢ helping school officials recognize intruders who come to the school (Government) There are currently many communities that have decided to adopt school uniform policies, which include: California, Florida, Georgia, Indiana, Louisiana, Maryland, New York, Tennessee, Utah and Virginia; and, many large school systems include: Baltimore, Cincinnati, Dayton, Detroit, Los Angeles, Long Beach, Miami, Milwaukee, Nashville, New Orleans, Phoenix, Seattle and St.Louis have school in either a voluntary or mandatory uniform policy in effect. There are many school boards in larg e and small cities that have adopted school uniform policies which include: Long Beach, California Uniforms are mandatory in all elementary and middle schools. Each school in the district determines the uniform its students will wear. There is an opt-out of the program with parental consent. Currently the size of the program, implemented in 1994, includes 58,500 elementary and middle school students.Support for disadvantaged students: Each school must develop an assistance plan for families that cannot afford to buy uniforms. In most cases, graduating students either donate or sell used uniforms to needy families. Results: District officials found that in the year following implementation of the school uniform policy, overall school crime decreased 36 percent, fights decreased 51 percent, sex offenses decreased 74 percent, weapons offenses decreased 50 percent, assault and battery offenses decreased 34 percent, and vandalism decreased 18 percent.Less than one percent of the students have elected to opt out of the uniform policy. Dick Van Der Laan of the Long Beach Unified School District explained, â€Å"We can't attribute the improvement exclusively to school uniforms, but we think it's more than coincidental. † According to Long Beach Police Chief William Ellis, â€Å"Schools have fewer reasons to call the police. There's less conflict among students. Students concentrate more on education, not on whose wearing $100 shoes or gang attire. † Richmond, VirginiaThis voluntary uniform policy at Maymont Elementary School for the Arts and Humanities was implemented in 1994 with approximately 262 elementary school students enrolled. Support for disadvantaged students: Responding to parent concerns about the cost of uniforms, the school sought community financial support for the uniform program. Largely as a result of financial donations from businesses and other community leaders, the percentage of students wearing uniforms rose from 30 percent in 1994 -95, the first year of the program, to 85 percent during the current year.Results: Maymont principal Sylvia Richardson identifies many benefits of the uniform program, including improved behavior, an increase in attendance rates and higher student achievement. In the examples shown above, both mandatory and voluntary uniform policies have proven there is a correlation between violent behavior and school uniform policies and there are many variations of the mandatory school uniform policy which can be initiated between the school, the parent and the student. Carl A.Cohn writes that within the Long Beach school system, upon instituting a mandatory school uniform policy over two years prior, â€Å"much of the public school educational establishment reacted skeptically. The school board was told by permissive parents, civil liberties interest groups, timid legislators, and a biased news media that they would not let it happen. The school board initiated this program over 1 ? years ago with a 99 percent compliance rate in the program and a substantial decrease in school crime† (Cohn). ConclusionEither being in favor or not in favor of mandatory school uniforms is a moot point as it is generally those who simply don’t like to have their children conform to a mandatory policy or not, and, not for concrete and convincing reasons that wearing a school uniform decreases their children’s aptitude for learning, decreases their social status, or, even decreases their child’s freedom of expression. Albeit some students, especially those in the higher grade levels often rebel by girls pulling their skirts up above the regulated skirt length, this, is in no way a reflection on safety in school.One piece of evidence that is hard to refute is that studies have found â€Å"that due to increased prevalence of school violence, one in five public school students feels less eager to go to school every day, one in seven feels less inclined to pay attentio n to learning in school, and one in 10 stays home from school or cuts class. In unsafe school environments, teachers cannot teach to their maximum potential, and students cannot learn to their full capability† (Everett and Price).Paliokas and Rist note that â€Å"for many individuals, the appeal of mandatory school uniforms is based on conventional wisdom and an intuitive belief that increased structure results in improved child behavior. Nevertheless, there is not much empirical data to support a cause-and-effect relationship between school uniforms and violence†. Simply put, there are other variables which may, in fact, be a direct or indirect contributor to declines in levels of violence with or without school uniform policies.Paliokas and Rist â€Å"posed several questions that must first be answered before declines in school violence can be specifically attributed to the implementation of school uniform programs: a) was the implementation of the uniform policy onl y one aspect of a comprehensive safety plan that included heightened security and stricter rules? b) were local community-policing programs implemented at the same time? c) was the trend of violence in the school at its peak and ready to decline? d) was there an analysis of the trends of violence within that specific school or school district?e) were the decreases in school violence attributed to the Hawthorne Effect in which short-term attention to and visibility of a problem caused the decline? and, finally f) was parental involvement a crucial factor in the reduction of violence? † (Paliokis and Rist). A large problem with the debate over school uniform policies and putting the emphasis on if implementing said policy was, in fact, in direct relation to curbing school violence is that although many school districts were privy to reduction in violence related to students, could there in fact be mitigating factors relative to the reduction.There is a need to look to finding em pirical evidence in support of a mandatory uniform policy through the gathering of a variety of independent studies including: 1) Investigate parent, teacher, and student perceptions regarding school uniforms and violence prevention. 2) Trend analyses to determine whether any decline in violence represents true change or predictable change in trend within the school and/or school district. 3) Must be statistically control for possible intervening variables associated with violence reduction to determine cause-and-effect relationships between school uniforms and violence reduction.4) Compare the prevalence of violence in schools mandating uniforms with schools mandating dress codes. 5) Obtain data from both experimental groups (those required to wear uniforms) and control groups (those not required to wear uniforms). 6) Examination of how schools mandating uniforms address the issue of providing school uniforms to low-income families. 7) Focus on identifying the means to adequately e valuate the effect of mandatory uniform programs on the prevalence of school violence (Paliokas and Rist)Works Cited Paliokas KL, Rist RC. Do They Reduce Violence — Or Just Make Us Feel Better? Online. http://www. edweek. org/we/vol-15/28rist. h15. April 3, 1996. Cohn CA. Mandatory school uniforms: Long Beach's pioneering experience finds safety and economic benefits. School Admin. 1996; 53(2):22-25. King, K. A. Should school uniforms be mandated in elementary school? 1998. Online http://danenet. wicip. org/ncs/forumuniformseval. htm PSParents. net. Pros of Mandatory School Uniforms.Online at http://psparents. net/ in_support. htm United States Government. School Uniforms: Where They Are and Why They Work? Online http://www. ed. gov/updates/uniforms. html American Psychological Association. Violence and Youth: Psychology's Response, Volume 1: Summary Report of the American Psychological Association Commission on Violence and Youth. Washington, DC: American Psychological Assoc iation; 1993:42. Callahan CM, Rivara FP. Urban high school youth and handguns. JAMA. 1992;267:3038-3032.

Energy drink lab Essay

Questions: 1. When we say that something gives us â€Å"energy,† what does that mean? What is a biological definition of energy? When we say that something gives us â€Å"energy† it means that, that drink gave us power to get up and do things. It energizes us so we can accomplish something. The biological definition of energy is the strength and vitality required for sustained physical or mental activity. 2. What is the physiological role of each of the molecules in your table? The role of each of the molecules in my table is to 1. Which ingredients provide energy? How do they do that? Caffeine, sugars and many more provide energy by stimulating the central nervous system giving the body a sense of alertness. It can raise heart rate and blood pressure while dehydrating the body. 2. Which ingredients contribute to body repair, I.e., which help build or rebuild muscle tissue? Glucose (sugar) to provide energy quickly to the muscles. Because sugar is short-lasting, the resulting energy burst is also short-lasting. Ingredients with protein repairs, and Folic Acid, since it helps with DNA synthesis which makes protein. In our case the amino acid group help build muscle tissue in the drink Nos. 3. In what ways might the one that does not have a metabolic energy source provide the perception of increased energy after consumption? The main purpose of an energy drink is to increase stamina and physical performance. With the consumption of caffeine the person will increase performance. 4. How are the ingredients in these drinks helpful to someone expending a lot energy a runner? I believe the ingredients in these drinks are not helpful to someone expending a lot of energy because it’s not healthy and the energy that’s given off these energy drinks do not last long. Therefore it’s unreasonable to drink energy drink when you can drink water and maybe Gatorade or Powerade. 5. Does your analysis substantiate the claim that this is an â€Å"energy drink†? If so, what molecules are the sources of energy? 6. Yes the claim substantiate that Nos is an energy drink. The sources of ener gy in are carbohydrates, proteins, and fats, being burned in the presence of oxygen. But the chemical reactions required to consume this energy do require water. 7. Could you drink serve different  purposes for different consumers? Explain. Nos energy drink could be used to provide energy to those who play sports and need the energy, those who need the energy because of lack of sleep, or those who simply enjoy the taste of it. 7. What is the normal physiological response to increased intake of sugars? To increased intake of caffeine? The glucose levels in the blood increase and cause and increase in insulin production with and increased amount of sugar intake. With an increase of caffeine intake the heart rate increases and cause anxiety, insomnia, and the blood vessels to expand. 8. Is there such a thing as â€Å"sugar high†? Explain your answer. No, there is no such thing as sugar high. Many people believe sugar makes people hyper but that is a myth. It is because some people are low sugar tolerant and some have a higher toleration for sugar. 9. Evaluate, in terms of basic physiology and biochemistry, the statement: A lack of sleep causes a lack of energy. Sleeping is essential for everyone and we at least need 6 hours of sleep a day to let our body rest after it has been active for many hours. One lacks energy because your body and brain did not have enough time to fuel up again so therefore one feels tired. 10. Are the product claims legitimate? Why? No, they are off because the amount of caffeine listed is much lower then what it actually has 11. Should you simply buy a can of coke rather than one of these energy drinks? Why/ why not? Yes, but then again no because coke products are honest about what the drink has in so therefore you know what you are consuming and how much but then again it can still affect your health. Coke is a better then Nos but not the healthiest choice. Assessment: Claims: Enhances mental focus High performance Fuels gamers Natural caffeine People should really think about the things they put in their bodies. Many are not aware of the risks that one put themselves in because of the products they consume. Energy drinks are an example of beverages that many  people drink but not everyone knows the risks. A lot of young adolescents enjoy drinking these type of beverages. Energy drinks have high caffeine but the product does not inform you of how much caffeine one is actually consuming. High levels of caffeine cause the heart rate to increase and it could cause death if people are not careful. The claims say that it enhances the mental focus; however the drink cause anxiety problems and insomnia. The high levels of caffeine cause these side effects and increase the consumers heart rate. The claims also state that it is high performance, which is partially true. The caffeine makes one feel wide awake and have more energy but deep down their body is forcefully being told to act that way. The Nos Energy drink tries to catch the eye of adolescents by the logos on the drinks such as â€Å"Nos fuels gamers.† The drink states that it has natural caffeine and even though it may be natural, it has 260 mg of caffeine. A girl in Missouri drank 2 Nos drinks and passed out which caused her to be hospitalized according to EnergyFiend.com. This is why consumers need to be careful when buying these types of beverages because they could end up hospitalized or possibly dead. It clear states on the can that it is only recommended for adults, but yet anyone is allowed to buy not matter what age they are which is unbelievable. Sources of Energy Amino Acids Stimulants & Vitamins Other-Please Categorize Caffeine Citric Acid Acesulfame Potassium Fructose Glucose Glucuronolactone Inisotol Pyridoxine HCL Sucralose Sucrose Aspartame (Carnitine) 1-Glutamine (B12) (B6) (Taurine) (Guarana) Cyanocobalamin Folic Acid Niacin Niacinamide Pantothenic Acid (Potassium Sorbate)- Salt of sorbic acid Water

When the Emperor Was Divine

The Emperor Was Devine is a novel by Julie Otsuka. The novel tells the agony that a Japanese family went through during World War II at the internment camps. Through the story, Otsuka aims to show the disbelief, despair, humiliation, and resignation of the people settled and living in the United States and the current events despised and marginalized them. By illustrating the loss of identity of the Japanese family, the author demonstrates what may people had to go through in the internment camps. The novel brings the history of America the power oppressed the people who settled in the country.By analyzing the loss of identity of the characters in the book, the paper will derive the Japanese Americans sufferings at the time and at the same time drawing the history of America where the power used to oppress these people. The writing style adopted by the author aims to demonstrate the nature of life of the Japanese Americans in America during the World War II. Otsuka chooses not to nam e the main characters but instead refers them to the father, the mother, the son, and the daughter. However, the author gives many minor characters names.In writing, naming of characters provides the author and the reader with an easier task. The readers will follow the story and the roles of the characters of a novel when the author has named them. However, the author chooses to refer to the main characters with their titles. The reason for choosing this writing style is that it enables the author to portray a special meaning to the nameless characters. Choosing not to give names to the main characters in the novel shows the loss of identity of the nameless. The novel portrays that the characters have names, but the author does not refer to them by their names.The characters also have difficulties in using their names in the American society where they live. When the mother and the children leave the internment camp, they discover that many things have changed and are not willing t o use their names because they think that their names might cause trouble for them. The children say that â€Å"We will change our name†¦we would never been mistaken for the enemy again. † (Otsuka 114). The statement by the children shows that they are not the only family undergoing the problems.The statement shows that anyone identifying with the Japanese community has the problems using their identity. The children want to change their names to be similar to the Native Americans. The statement also shows that the Americans viewed the Japanese as the enemy. The children were even ready to keep silent if their mother was to call them on their real names, as the people will know their identity. Here, the author illustrates the loss of identity of the Japanese Americans. The Japanese in America have to behave in the same way as the Native Americans, which is not by choice but circumstances force them.Through this, the author demonstrates the hardships that the Japanese Ame ricans went through in the hands of the Native Americans. Here, the author shows the despair of the Japanese. The nameless Japanese in the internment camps lived a cruel life. The Japanese had to live under supervision all the time. The Native Americans deprived of them their freedom. Leiding talks of the theme of freedom on his review, â€Å"†¦themes of freedom and banishment†¦Ã¢â‚¬  (Leiding 1). Everything the Japanese had to do was to be under the supervision of guards. For example, the fences kill one man in the camps.The guard said that he had armed the man but he did not hear of anything. Here, the author aims to show that the Japanese lost their freedom together with the loss of their identity. The guard kills the man because he thinks that he is intractable. By killing him, he deprives him his dignity and thus his identity. Here, the author demonstrates the humiliation the Japanese went through. The Japanese did not have the right to own property. For example, wh en the family came back from the internment camp, they found that they could not live in that house again because new people had occupied their house.Although a lawyer was to rent their house off when they were away, they could not find any records. After that, the mother struggled to raise her children as their father was in jail. Here, the author demonstrates the discrimination by the authorities, as the authorities could not protect the property of the family just because they were Americans (Seaman 1). At last, the family admits that the authorities have deprived them many rights, and for that reason, they cannot protect their property.Here, the author demonstrates their resignation. Conclusion The novel by Otsuka aims to portray the humiliation, despair, and resignation of the Japanese Americans during the World War II. The authorities discriminated the Japanese Americans in the society and denied them basic freedoms and rights such as freedom of movement and the right to own p roperty. The authorities killed or arrested the Japanese Americans who were defiant. For that reason, the Japanese Americans lost their identity leading to despair and resignation. When the Emperor Was Divine The Emperor Was Devine is a novel by Julie Otsuka. The novel tells the agony that a Japanese family went through during World War II at the internment camps. Through the story, Otsuka aims to show the disbelief, despair, humiliation, and resignation of the people settled and living in the United States and the current events despised and marginalized them. By illustrating the loss of identity of the Japanese family, the author demonstrates what may people had to go through in the internment camps. The novel brings the history of America the power oppressed the people who settled in the country.By analyzing the loss of identity of the characters in the book, the paper will derive the Japanese Americans sufferings at the time and at the same time drawing the history of America where the power used to oppress these people. The writing style adopted by the author aims to demonstrate the nature of life of the Japanese Americans in America during the World War II. Otsuka chooses not to nam e the main characters but instead refers them to the father, the mother, the son, and the daughter. However, the author gives many minor characters names.In writing, naming of characters provides the author and the reader with an easier task. The readers will follow the story and the roles of the characters of a novel when the author has named them. However, the author chooses to refer to the main characters with their titles. The reason for choosing this writing style is that it enables the author to portray a special meaning to the nameless characters. Choosing not to give names to the main characters in the novel shows the loss of identity of the nameless. The novel portrays that the characters have names, but the author does not refer to them by their names.The characters also have difficulties in using their names in the American society where they live. When the mother and the children leave the internment camp, they discover that many things have changed and are not willing t o use their names because they think that their names might cause trouble for them. The children say that â€Å"We will change our name†¦we would never been mistaken for the enemy again. † (Otsuka 114). The statement by the children shows that they are not the only family undergoing the problems.The statement shows that anyone identifying with the Japanese community has the problems using their identity. The children want to change their names to be similar to the Native Americans. The statement also shows that the Americans viewed the Japanese as the enemy. The children were even ready to keep silent if their mother was to call them on their real names, as the people will know their identity. Here, the author illustrates the loss of identity of the Japanese Americans. The Japanese in America have to behave in the same way as the Native Americans, which is not by choice but circumstances force them.Through this, the author demonstrates the hardships that the Japanese Ame ricans went through in the hands of the Native Americans. Here, the author shows the despair of the Japanese. The nameless Japanese in the internment camps lived a cruel life. The Japanese had to live under supervision all the time. The Native Americans deprived of them their freedom. Leiding talks of the theme of freedom on his review, â€Å"†¦themes of freedom and banishment†¦Ã¢â‚¬  (Leiding 1). Everything the Japanese had to do was to be under the supervision of guards. For example, the fences kill one man in the camps.The guard said that he had armed the man but he did not hear of anything. Here, the author aims to show that the Japanese lost their freedom together with the loss of their identity. The guard kills the man because he thinks that he is intractable. By killing him, he deprives him his dignity and thus his identity. Here, the author demonstrates the humiliation the Japanese went through. The Japanese did not have the right to own property. For example, wh en the family came back from the internment camp, they found that they could not live in that house again because new people had occupied their house.Although a lawyer was to rent their house off when they were away, they could not find any records. After that, the mother struggled to raise her children as their father was in jail. Here, the author demonstrates the discrimination by the authorities, as the authorities could not protect the property of the family just because they were Americans (Seaman 1). At last, the family admits that the authorities have deprived them many rights, and for that reason, they cannot protect their property.Here, the author demonstrates their resignation. Conclusion The novel by Otsuka aims to portray the humiliation, despair, and resignation of the Japanese Americans during the World War II. The authorities discriminated the Japanese Americans in the society and denied them basic freedoms and rights such as freedom of movement and the right to own p roperty. The authorities killed or arrested the Japanese Americans who were defiant. For that reason, the Japanese Americans lost their identity leading to despair and resignation.