The Health Benefits of Exercise Essay - 791 Words

Lack of exercise is the cause of most health-related issues today. Americans are becoming ill every second from lack of exercise, yet nothing is being done to prevent these diseases. Diet plans and exercise programs are advertised in every corner, yet they are ignored. Many disorders and diseases are preventable, and even curable without the aid of modern technology. Regardless, the illnesses are at an all time high and show no sign of declining. What many individuals fail to realize is how essential fitness is to life. It is imperative in order to sustain a healthy lifestyle for many reasons. Exercise is a vital component of life. Exercise can contribute to a healthier mental and physical lifestyle. The human body is meant to†¦show more content†¦With regular exercise, the cardiac output is sustained at a lesser heart rate. A healthy fitness lifestyle can also raise the level of high-density lipoproteins. These proteins are cholesterol carries that transfer cholesterol to the liver so that the body can rid of it. The immune system is more developed through exercise. They human body is less likely to catch a virus or illness if kept in strong condition. The skeletal system is yet another bodily system that is effected by fitness. The skeletal system is improved because the bone mineral density is maintained through healthy lifestyles, which can help prevent osteoporosis. Through exercise, the muscular system is greatly enhanced. Muscular strength is expanded, which eventually increases muscular endurance. Muscles are also able to use energy better if re gular exercise is practiced. Healthy fitness levels can potentially protect against injury and it improves the joints in the body. Physical exercise reduces the levels of anxiety, stress, and it helps alleviate depression. In improving moods, the endocrine system would be greatly affected. In addition, pain sensitivity will be decreased due to higher levels of endorphins in the brain. Fitness is the measure of several things. One thing that it does measure is the physical activity level of an individual. Some of the components of fitness include cardiovascular capability, muscular strength, and flexibility. An individual withShow MoreRelatedThe Health Benefits of Exercise Essay826 Words   |  4 Pages Exercise is not just for Olympic athletes or supermodels. In fact, youre never too unfit, too young or too old to do it. Regardless of your age, gender or role in life, you can benefit from regular physical activity. If youre committed, exercise in combination with a sensible diet can help provide an overall sense of well-being and can even help prevent chronic illness, disability and premature death. Some of the benefits of increased activity are Improved Health, Read More The Health Benefits of Exercise Essay1659 Words   |  7 PagesExercise is one of the most important factors in a persons’ life. Physical activity, or the lack of it, can result in a person having a healthy life or cause them to have diabetes. The benefits of exercise are countless. The positive health results, the improvement in attitude, even better academic performance are all factors which make not exercising inexcusable. Merely not using a person’s body is harmful. Not being active results in a person’s muscles becoming weak and out of condition. TheRead MoreBenefits Of Physical Exercise For Health1000 Words   |  4 Pagesactivity is surprising because in the West, it is often believed that many people do exercise. It is true that sports circles and newspaper articles devoted to the benefits of physical exercise for health are more numerous than ever but, overall, the information related to the usefulness of physical activity seem not lead to behaviour change (O Brien et al 2015). Sedentary lifestyles have serious consequences for public health. In particular, in recent years, obesity is increasing dramatically throughoutRead MoreHealth Benefits Of Regular Exercise1266 Words   |  6 PagesIn recent years society has become increasingly aware of the need for physical fitness to gain a better health outlook and improved physique. Almost with every facing direction, whether it is on television, social media, magazines, or by the office water cooler advice on improving health can be given without solicitation. Most of the advice is advocating using a fitness monitor that encourages an active lifestyle that merits serious attention. Tasks consists of moderate to vigorous ambulatory activitiesRead More The Health Benefits of Exercise Essay2957 Words   |  12 Pagesenough exercise to burn off those unwanted pounds. Talk about getting in shape is all over books, magazines, TV shows, newspaper articles and celebrity videos that are all centered around fitness and e xercise. I think everyone would agree that exercise and physical fitness are a very important part of our lives, â€Å"...but the truth is most adult Americans do not exercise on a regular basis. And yet, to feel good, look our best and live longer, fuller lives, regular exercise is a must† (Exercise YourRead MoreThe Health Benefits of Exercise Essay2467 Words   |  10 PagesThe Benefits of Physical Exercise to the Human Body The benefits of physical exercise in humans far outweighs the harmful effects associated with exercise. A prescription of physical activity has been known to delay the onset or prevention of many chronic diseases. An improvement in heart function, lower blood pressure and improve functional capacity is noticed after just a few weeks of exercising. Physical activity will also result in an increase of lean muscle mass, promote weight maintenanceRead MoreEssay on The Health Benefits of Exercise490 Words   |  2 Pagesvague as fitness is built up of many factors. The main ones include, general Fitness, aerobic fitness and specific fitness. General fitness is the ability to meet the demands of every day life. General fitness is closely liked with health related fitness and it has several components including Strength the force muscles exert when they contact. Flexibility or suppleness, the range of movement at a joint. Speed, is the ability to move your body or a section of your bodyRead MoreThe Health Benefits of Exercise Essay example672 Words   |  3 Pagesout for the sake of health and well-being is becoming increasingly important as we continue to learn the effects of inactivity. There are many benefits that arrive from the presence of exercise in your daily routine. Improve strength, improved cardiovascular fitness, and an improved immune system are just three of the MANY benefits that come from exercise and activity. I will tell you a little bit more about each of these three benefits and how and why they can help to benefit you. First, strengthRead MoreDo Exercise Really Benefit Ones Health?611 Words   |  2 PagesDo you think that exercise benefit ones health? Within the last twenty years or more there has been an abundance of research performed on this topic by healthcare professionals. There are some researchers who understand the need to make exercise a part of a daily routine. They understand that exercise has the potential to help with diseases such as diabetes, cancer- colon, breast, and even possibly lung and endometrial, Alzheimer, and protect one from developing heart disease and stroke or its precursorRead More importance of physical activity in youths Essay1100 Words   |  5 Pagesimportant to the overall health of a child. Regular physical activity is essential to both the mental and physical health aspects. Positive exercise habits formed in childhood tend to carry over into adulthood, thus helping reduce death and illness in the future. There are many other positive benefits that come thro ugh the form of exercise. Just as well, there are negative effects that can results from lack of exercise. Developing and instilling the importance of exercise through education is valuable

Effective Study Skills Are the Sole Foundation of a Sound Education free essay sample

To establish whether or not effective study skills are indeed the core foundation of a sound education, there firstly needs to be an understanding of what study skills are and what is meant by a sound education. Other factors that impact on education also need to be explored. The term study skills is defined in Wikipedia (2012) as â€Å"techniques to assist the individual to be an effective learner. † Although some students may naturally possess good study skills, most people do not. However Cottrell (2008) explains â€Å"a skill is a learned activity, something that can be developed through practice. † Time management, active listening, reading comprehension, presentation skills, memory techniques, critical thinking skills, research and evaluation, writing skills are all categorised as study skills and whether a natural attribute or an acquired skill have to be fine tuned and developed in order to be effective. A review by Biggs Purdie (1996) found that study skills can be taught and that they can add between one and two grades to a students results. We will write a custom essay sample on Effective Study Skills Are the Sole Foundation of a Sound Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However as education is defined in the Collins English Dictionary (2006) as â€Å"the imparting and acquiring of knowledge through teaching and learning† there are many other factors beside study skills that impact on an individuals education. Social, economic and cultural backgrounds can have a massive influence over the ability for young people to access even the most basic education. In many parts of the world, free public education is still not readily available for all children and as reported by the BBC (2006) a study carried out by the Nations Education Organisation Unesco finds sending one child to primary school can cost more than a month’s wages in many third world countries. Having access to free education however does not necessarily guarantee success. Children of lower socioeconomic groups who have access to free education can face many barriers in education, with attitude, aspiration and ehaviour toward education playing a part; proving â€Å"life opportunities can make a significant difference on natural intelligence (Stella 2008) Parenting skills can also impact on a childs’ education, for instance, a child’s reading ability is associated with the reading environment around them and there is evidence (Joseph Rowntree Foundation March 2010) that parental involvement with school is associated with achievement. Previous negative experience can also be a barrier to learning for students from all walks of life. A bad learning experience in the past can have a lasting impression on a students’ attitude towards education. This leads on to the final ingredient lack of motivation. The student has to have a willingness to learn and no amount of techniques and skills can improve a persons desire to want to learn. In conclusion, although popular opinion agrees effective study skills are a necessary and valid tool in the building of a student’s education, unless all the other pieces in the jigsaw are in place study skills are either irrelevant or ineffective and therefore cannot be deemed to be the core foundation of a sound education.

Revenge Is The Act Of Retaliating In Order To Get Even With Someone Fo

Revenge is the act of retaliating in order to get even with someone for the wrongs they have done. In the novel "The Scarlet Letter," the author, Nathaniel Hawthorne, uses Roger Chillingworth to reap revenge on Arthur Dimmesdale for his affair with his wife, Hester Prynne. Chillingworth becomes so devoted to revenge that is all his life revolves around. Chillingworth then devotes the rest of his life to taking revenge on Dimmesdale. As the novel progressed, Chillingworth fits the profile of vengeance destroys the avenger. When Roger Chillingworth is first introduced to the reader, we see a kind old man, who just has planted the seeds for revenge. Although he did speak of getting his revenge, when Hester first met her husband in her jail cell, she did not see any evil in him. Because Hester would not tell him, who she had slept with, Chillingworth vowed that he would spend the rest of his life having his revenge and that he would eventually suck the soul out of the man, whom she had the affair with. "There is a sympathy that will make me conscious of him. I shall see him tremble. I shall feel myself shudder, suddenly and unawares" (Hawthorne, 101) As the novel develops, Roger Chillingworth has centered himself on Arthur Dimmesdale, but he cannot prove that he is the "one." Chillingworth has become friends with Dimmesdale, because he has a "strange disease," that needed to be cured; Chillingworth suspects something and begins to drill Dimmesdale. "... The disorder is a strange one...hath all the operation of this disorder been fairly laid open to me and recounted to me" (Hawthorne, 156). As Chillingworth continues to drill Dimmesdale, he strikes a nerve. "You deal not, I take it, in medicine for the soul! ... With a frantic gesture, he rushed out of the room" (Hawthorne, 157). As Chillingworth continued to harp on Dimmesdale, he has become the devil, who has found out that he is the one who had sinned against him. He,(Dimmesdale), is "a rare case...I must search this matter to the bottom" (Hawthorne, 158). When Chillingworth overheard Dimmesdale having a bad dream, he entered his quarters and "laid his hand upon his bosom, and thrust aside the vestment, that, ... had always covered it even from the professional eye" (Hawthorne, 159). What Chillingworth had saw there, no one knows, but we know that he saw Dimmesdale's sin on his chest. "... With a wild look of wonder, joy, and horror ... (with) the extravagant gestures with which he threw up his arms towards the ceiling, and stamped his foot upon the floor" (Hawthorne, 159). When Chillingworth becomes the Devil, he is doing many strange things. Chillingworth is keeping himself secluded, and is seen lurking around town in a creepy manner. Roger secluded himself from everyday life to keep his plot for revenge focused. His plot is working too, Dimmesdale's "... soul shivers ... at the sight of the man" (Hawthorne, 240). Chillingworth is also spending a great deal of time in the "forest trees ... searching for roots and twigs, for his strange medicines" (Hawthorne, 145). The townspeople even see that Roger Chillingworth is pure evil. When the town first meets Chillingworth, they think he is a kind old doctor that would not harm a soul. " At first, his expression had been meditative, scholar like" (Hawthorne, 149). While Chillingworth was acting out his revenge plan, the public view of him changed. "Now there was something ugly and evil in his face, which they had not previously noticed, and which still grew the more obvious to sight, the oftener they looked upon him. According to vulgar idea, the fire in his laboratory had been brought from the lower regions, and was fed with internal fuel; and so, as might be expected, his visage was getting sooty with the smoke. Hester Prynne, Roger Chillingworth's wife, sees that Roger Chillingworth is not the man whom she once knew; he has now become a fiend. " ... There came a red glare out of his eyes; as the man's soul were on fire, and kept smoldering duskily within his breast" (Hawthorne, 187). "And thee, answered Hester Prynne, for the hatred that has transformed a wise and

Effectiveness of EL interventions for facilitating children’s social and emotional development The WritePass Journal

Effectiveness of EL interventions for facilitating children’s social and emotional development 1.Introduction Effectiveness of EL interventions for facilitating children’s social and emotional development ; Palaiologou, 2016). Vygotsky (1986), on the other hand, did not view child development as an individual process which resulted from environmental interaction, but as the result of social interaction (Justice and Sofka, 2010). The researcher introduced the term zone of proximal development to signify actions that the child can learn from others and the zone of actual development to signify actions that the child can maste (Justice and Sofka, 2010)r. From this perspective, Vygotsky (1986) argued that the process of learning is characterized by a partnership between the child who learns and the adult who substantiates the learning needs of the child through social interaction (Justice and Sofka, 2010). Currently, in the most classroom environments, the cognitive model of Piaget (1929) is used, in which children pass through development stages that are mandatory. However these stages cannot be correlated with children who, under social cultural influence, have to acquire behaviours that their counterparties only acquire later in life. For example some children may learn reading and writing earlier than their counterparties.   In this regard, Biddulph (1995) makes a connection between failure in cognitive tasks at an early age and aggressive behaviour among children in primary schools arguing for the importance of EL. In Piaget’s model, emotional literacy is disregarded in favour of cognitive literacy, which leaves children exposed to negative emotions and subsequent problematic behaviour (Sherwood, 2008). At this point, it is important to explain the notion of EL. This is defined as a set of skills that encompass the ability to recognise, comprehend, manage and express appropriately emotions. EL is also referred to as emotional knowledge (Park and Tew, 2007). Other definitions of this concept describe it as the practice of thinking collectively and individually about the way in which emotions shape actions and use this understanding for attaining an enhanced thinking capacity (Park and Tew, 2007). One other possible definition of this term describes EL as a process of interaction by which a better understanding of personal and collective emotions is achieved. This understanding of emotion is then used to inform actions (Park and Tew, 2007). Social and emotional developments in children have been connected with EL as well as with academic achievement as many of the skills need for attaining academic success are similar with skills that come with EL (Brian, 2006). These include the use of language, cooperation with teachers and peers as well as being able to listen. At the same time, EL promotes a safe and caring environment for children in which positive relations are established which in return provide emotional security to children and help them reach their developmental potential   (Brian, 2006). 3.EL Interventions Several EL interventions that aim to achieve child social and emotional development have been implemented. These will be discussed in the following sections. From the literature, studies testing their efficiency have been extracted. According to the setting and approach used by these interventions, three types of EL interventions have been distinguished: EL interventions under the form of educational programmes, EL interventions that focused on parental involvement and School Based EL. The following sections will assess the efficiency of the EL categories interventions identified. 3.1.EL Delivered by Educational Programs A pilot study conducted by Gimà ©nez-Dasà ­, Fernndez-Snchez and Quintanilla (2015) demonstrated that children as young as 2 years old can benefit from EL interventions. The study contained a total number of 54 participants who were randomly assisted to control and experiment group. Baseline measurements were taken and the intervention was applied. In this case, the intervention to the experimental group consisted of a 30-min session per week for a period of six months. The EL training was delivered by a teacher who had been previously trained in this procedure.   Anova analysis of the two groups showed that the intervention group had higher scores in affective knowledge and social competence but both group maintained roughly the same level of emotional regulation capacity (Gimà ©nez-Dasà ­, Fernndez-Snchez and Quintanilla, 2015). The authors conclude that this intervention was efficient, at least in part, in improving EL in children as young as 2 years old. A similar population was studied by Camil et al. (2010) who conducted a meta-analysis study of 123 comparative interventions with EL and control groups for pre-school children. In the selected studies the EL intervention was delivered either by direct intervention in a pedagogical manner or via inquiries which set a stronger emphasis on student participation. The authors found that  Ã‚   EL interventions which focused on cognition tend to have a descending effect through time. Simply put, the effects did not last. Direct intervention EL showed some positive effects for cognition yet individualisation had a more significant impact. Burger (2010) also argues that EL intervention programs have some short-term and long-term effects even for children from disadvantaged backgrounds. Going back to the theories of Piaget and Vygotsky it can be argued that quality social interactions aids child development even under an improper economic environment, hence Vygotsky approach of information t ransfer seems more efficient for EL. Another study conducted by Humphrey et al. (2010) with children in the age group of 6 to 11 years old noted that EL has been attained and maintained by children seven weeks following the intervention. Similar to the methodology used by (Gimà ©nez-Dasà ­, Fernndez-Snchez and Quintanilla (2015), Humphrey et al. (2010) divided the 253 children participating in the study in control and intervention groups. The conclusions of this study have demonstrated improved EL skills in children when data was analysed from self-reporting questionnaires, but the same results were not present when self-reporting questionnaires from parents and students were assessed (Humphrey et al.,2010). This renders questionable the efficiency of the intervention, especially since the duration of the programme was only 7 weeks and data was collected under the influence of participant reporting bias by self-reporting questionnaires. Liew (2012) argues that self-regulatory interventions that aim at achieving social and emotional development need to be administered in conjunction with temperament-based frameworks. In other words, cognition and learning comes easier when there is a self-regulatory mechanism already in place. As this author argues, separating the two does not provide long lasting EL effects (Liew, 2012). One way to analyse this statement is to assume that EL interventions in schools may be more successful as they will encompass both cognitive as emotional development. The next section will analyse these aspects. 3.2.EL School Interventions One such study (Brown and Aber, 2011) analysed results upon delivering an intervention consisting of social-emotional learning with literacy development for childrens social, emotional, behavioural, and academic functioning. The intervention lasted for two years, with 1,184 children from 18 elementary schools taking part in this experiment. As with the previous two studies discussed (Gimà ©nez-Dasà ­, Fernndez-Snchez and Quintanilla 2015; Humphrey et al., 2010) baseline measurements were taken and children were randomly assigned to the intervention or control group. Two years after the intervention, children in the intervention group noted improvements in self-report of hostile attribution bias and aggressive interpersonal negotiation strategies. Lower levels of depression have also been recorded in this group. Teachers in the participating schools also reported less instances of aggressive behaviour, higher attention skills and higher social competent behaviour in these children ( Brown and Aber, 2011). Denham and Brown (2010) discuss the notion of Social–emotional learning (SEL) and its possibility to aid child social and emotional development through an integrated framework (Appendix 1) that encompasses school, parents and peers for aiding achieving development. At the same time, the authors link SEL with academic success and note that this model may be adjusted to a variety of variables which would suit the child’s development needs (i.e. student teacher interaction or child parent interaction) (Denham and Brown, 2010). Given that the framework accounts for a the main relationships that are defined by social interaction, by the skills needed to obtain positive interaction and by accounting for the environment and self-regulatory mechanisms, it can be argued that its application may be highly effective. Nevertheless, due to its complex nature, the framework may also be difficult to apply and may also require high levels of cooperation between children, parents and te achers for it to be implemented. Durlak et al. (2011) conducted a meta-analysis study researching the effects of SEL in various schools. A total number of 270,034 participants were accounted for from the 213 analysed studies. The participants were followed up from kindergarten through high school. By contrast with control groups, children that were involved in SEL programs showed significant improvements in attitudes, social skills as well as emotional skills. Additionally, academic performance and behaviour were also improved by 11 percentile-point gain in contrast to control groups. Upon analysing the results, Durlak et al. (2011) concluded that the most successful SEL programs focus on four distinct areas, combining them for attaining optimal results. These are strategies that include emotion, behaviour, cognition and communication. As the authors argue, EL programmes which do not include all these components may achieve only short term benefits and may also be less successful. Kramer et al. (2009) obtained similar results in a qualitative study design involving 67 student participants and 67 parents/caregivers. The implemented SEL strategy was delivered via a new curriculum named Start Strong. The programme was developed two years prior to this study, and included various EL strategies including behavioural and cognitive tasks (Merrell et al., 2007). Kramer et al. (2009) investigated not only the effects of this curriculum for SEL but also potential barriers to implementation of such programs in schools and the support provided by local educational authorities.   Based on the analysis of the collected information, the authors concluded that there were statistically noticeable improvements in child behaviour and emotional skills. These effects were maintained in the 6-week follow-up measurements. The authors also identified barriers to implementation, such as limited understanding of the programme, lack of interest and limited resources delivered by local authorities. 3.3.Parental Involvement Other researchers followed the lines of the theory developed by Vygotsky in regards to exploiting the notion of zone of proximal development. Thus, a series of studies investigated the effects of parental involvement for child EL. Sheridan et al. (2010) argue that parental engagement is connected with a series of adaptive skills in children who are in the pre-school age group. The authors conducted a randomised control trial with a longitudinal approach using parental involvement as an EL strategy. A total number 220 children participated in the research and data was collected for a period of four years. The authors noted that significant differences were observed between the control and the intervention group in self-control, aggression and anger and other behavioural problems. Furthermore, differences were also noted in initiative behaviour, attachment and anxiety and withdraw behaviours.   While the authors concluded that parental involvement plays a significant role in child de velopment of emotional and social skills and overall EL, Sheridan et al. (2010) also note that this area needs further exploration. In a similar study conducted in Australia, Havighurst et al. (2014) analysed the effectiveness of EL intervention that involved parents and teachers for children with severe behavioural issues. Professionals delivering the intervention had background training in EL while parents involved in the experimental group were trained via the Tuning in to Kids (TIK) method, developed by Havighurst et al. (2009). Positive results of using this tool for training parents in being more emotionally attentive with their children have also been reported by Wilson et al. (2012). The results obtained by Havighurst et al. (2014) in measuring the real world effects of the TIK intervention as an EL strategy showed that children of parents who attended TIK obtained significant behavioural improvements, including higher levels of behavioural control, social positive interaction, empathy and   better emotion understanding. 4.Conclusion Based on the studies analysed in regards to EL interventions, a series of conclusions can be drawn. Initially it is important to point out that almost none of the EL strategies follow the approach of Paige in regards to environmental implications for development and stages of learning.   However,   some notes to different age groups and the effects of the EL strategy were made. In this regard, Gimà ©nez-Dasà ­, Fernndez-Snchez and Quintanilla (2015) showed that children as young as two can obtain some benefits from EL, yet the small age may be a factor for which behavioural control was not achieved. Moreover, if looking at programme interventions and school-based interventions, it is notable that these studies focused on bringing in a professional or training a professional to teach children EL. This in return implies that Vygotsky theory of knowledge transfer from adults to children is the preferred approach for EL. This becomes particularly evident in EL strategies that aim f or parental involvement, where children of parents who are taught to be more emotionally aware of their child’s social and developmental needs, obtain positive results in EL. As it was noted, interventions that are delivered with focus on only one area (behaviour, emotion, cognition and communication) do not bring efficient or lasting effects, especially if they are delivered for a short period of time and if there is little interest or understanding of the intervention (Liew, 2012)Moreover, some frameworks are extensively complex and their complexity may act as a barrier for implementation. Effective EL strategies must begin early, preferably in the pre-school period especially considering that good EL plays a strong part in cognitive capacity. Furthermore, effective EL interventions must include all four areas of development and should be relatively easy to apply and understand. Also, effective EL strategies must be implemented over an extensive period of time and benefit f rom parental involvement.   References Biddulph, S. (1995). Manhood: An action plan for changing men’s lives (2nd ed.). Sydney: Finch Publishing. Burger, K. (2010). How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly, 25(2), 140–165. doi:10.1016/j.ecresq.2009.11.001 Camilli, G., Vargas, S., Ryan, S., Barnett, W. S. (2010). Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development. , 112(3), 579–620. Denham, S. A., Brown, C. (2010). â€Å"Plays nice with Others†: Social–Emotional learning and academic success. Early Education Development, 21(5), 652–680. doi:10.1080/10409289.2010.497450 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A Meta-Analysis of school-based universal interventions. Child Development, 82(1), 405–432. doi:10.1111/j.1467-8624.2010.01564.x Gimà ©nez-Dasà ­, M., Fernndez-Snchez, M., Quintanilla, L. (2015). Improving social competence through emotion knowledge in 2-Year-Old children: A pilot study. Early Education and Development, 26(8), 1128–1144. doi:10.1080/10409289.2015.1016380 Havighurst, S. S., Duncombe, M., Frankling, E., Holland, K., Kehoe, C., Stargatt, R. (2014). An emotion-focused early intervention for children with emerging conduct problems. Journal of Abnormal Child Psychology, 43(4), 749–760. doi:10.1007/s10802-014-9944-z Havighurst, S. S., Wilson, K. R., Harley, A. E., Prior, M. R. (2009). Tuning in to kids: An emotion-focused parenting program-initial findings from a community trial. Journal of Community Psychology, 37(8), 1008–1023. doi:10.1002/jcop.20345 Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Lennie, C., Farrell, P. (2010). New beginnings: Evaluation of a short social–emotional intervention for primary†aged children. Educational Psychology, 30(5), 513–532. doi:10.1080/01443410.2010.483039 Jones, S. M., Brown, J. L., Lawrence Aber, J. (2011). Two-Year impacts of a universal school-based social-emotional and literacy intervention: An experiment in Translational developmental research. Child Development, 82(2), 533–554. doi:10.1111/j.1467-8624.2010.01560.x Justice, L. M., Sofka, A. E. (2010). Engaging children with print: Building early literacy skills through quality read-alouds. New York: Guilford Publications. Kramer, T. J., Caldarella, P., Christensen, L., Shatzer, R. H. (2009). Social and emotional learning in the kindergarten classroom: Evaluation of the strong start curriculum. Early Childhood Education Journal, 37(4), 303–309. doi:10.1007/s10643-009-0354-8 Liew, J. (2012). Effortful control, executive functions, and education: Bringing self-regulatory and social-emotional Competencies to the table. Child Development Perspectives, 6(2), 105–111. doi:10.1111/j.1750-8606.2011.00196.x Matthews, B. (2005). Engaging education: Developing emotional literacy, equity and co-education. Maidenhead, England: Open University Press. Merrell, K. W., Parisi, D. M., Whitcomb, S. A. (2007). Strong StartGrades K-2: A Social and Emotional Learning Curriculum. Journal of Developmental Behavioral Pediatrics, 29(5), 438. doi:10.1097/dbp.0b013e31818af9be Palaiologou, I. (2016). Child observation: A guide for students of early childhood. London, United Kingdom: SAGE Publications. Park, J., Tew, M. (2009). Emotional Literacy Pocketbook. Hampshire: Teacher’s Pocketbooks. Piaget, J. J. (1929). The Child’s Conception of the World. New York: Harcourt Brace. Saracho, O. N. (2012). An integrated play-based curriculum for young children. New York: Taylor Francis. Sheridan, S. M., Knoche, L. L., Edwards, C. P., Bovaird, J. A., Kupzyk, K. A. (2010). Parent engagement and school readiness: Effects of the getting ready intervention on preschool children’s Social–Emotional Competencies. Early Education Development, 21(1), 125–156. doi:10.1080/10409280902783517 Sherwood, P. (2008). Emotional literacy: The heart of classroom management. Australia: Australian Council Educational Research (ACER). Vygotsky, L. (1986). Thought and Language. Cambridge: MIT. Wilson, K. R., Havighurst, S. S., Harley, A. E. (2012). Tuning in to kids: An effectiveness trial of a parenting program targeting emotion socialization of preschoolers. Journal of Family Psychology, 26(1), 56–65. doi:10.1037/a0026480 Appendix Denham and Brown (2010) SEL Model. p. 655.

Writing Assignment # 2 Essay Example | Topics and Well Written Essays - 1000 words

Writing Assignment # 2 - Essay Example First, there is no performance management system in place hence it is difficult to appraise or evaluate performance of workers. Since performance is not measured, the training and development needs of employees are also difficult to recognize. Further to that, it will be difficult for her to determine who deserves a promotion, a pay rise or who to transfer to another location if a vacancy arises as the knowledge, skills and abilities (KSAs) of employees are not known. Another difficulty is aligning the jobs of employees with organizational objectives. Since there are no performance expectations or targets set, it is difficult to know if the employees are moving in the right direction and if company objectives are being achieved. Moreover, it is difficult to design rewards for performance if performance is not measured in the first place. This poses difficulties for HR director of improving performance through motivation. Lastly, it is difficult for her to help employees progress with their careers if no performance management plan is in place. As regards compensation, many difficulties are bound to be faced. Compliance with the law is vital for an organization which seeks to reduce costs of litigations. Since there is no strategy as to how employees will be compensated as employees are paid by number of hours logged in, it is likely for HR Director to come into conflict with the law such as law on wage and hours or pay legislation. There may also be problems with worker retention due to poor compensation. The HR Director will have to address the type of compensation plan to be put in place. It is to be based on task or skills, internal equity or external competitiveness, or is it fixed or variable? These concerns must be addressed and they are complex especially because they have to be in line with company objectives while at the same time in compliance with labor laws. One alternative to improving performance is

Reading Log 1 Essay Example | Topics and Well Written Essays - 1250 words

Reading Log 1 - Essay Example The child was raised in the family of her mother. The baby was taken home from the hospital to be cared for by her grandfather and aunts. No significant signs of abuse of the baby. However, the adult woman can vividly recall, in great detail the suffering and abuse that she suffered at the hands of the eldest sister of her mother who was assigned by the family to become the child's care taker. Sylvia recalls significant events of abuse that left her with a significant trauma both physically and emotionally. She has trust issues and finds it difficult to make friends as her aunt had raised her in a highly private and secretive atmosphere. No playmates or play dates were allowed. The child in essence was turned into a little adult who was oftentimes beaten up for acting like the child that she was either in public or private. Part of the abuse included locking her in the closet when she failed to clean up her room, dragging her out of the family home with her clothes being thrown out a s well once she failed to produce a passing mark in her school subjects, and threatening to kill the child when the child tried to fight off the physical abuse or tell other people about what was happening to her. Sylvia has carried this secret with her for the past 39 years and she has tried to overcome the nightmares of the trauma and abuse that she suffered by trying to lead a normal life. ... Sylvia due to the fact that she was but a helpless child when she was thrust into the abusive situation had no idea that she was in a destructive relationship with her caretaker. She thought of the physical abuse as part of the learning process of life. That she had to be hurt in order to learn how to do things properly. She equated the beatings with what she was told was her learning disability. That she was not capable of doing anything right the first time because she was a woman and therefore took longer to learn how to do things. This was a point of view that she carried with her for most of her life, up until the death of her abuser almost 10 years ago. Just like any abuser, her aunt relied on the fact that no adult would believe the stories that a 6 year old child would tell them about the beating that she was undergoing on a daily basis. She took pride in the fact that she could verbally threaten the child into keeping her secret in the guise of giving the child a life threat ening beating should the child attempt to tell anyone of the abuse. She preyed on the isolation of the child by threatening to throw her out of the house when the child felt like standing up for herself during certain physical abuse situations. It was only later on that Sylvia found out that her aunt was also the product of a physically abusive household. The aunt, who shall be hidden behind the name of Genie was raised as a helper in the household of her grandmother during World War 2. Her grandmother was also physically abusive and treated her grand daughter no better than she treated the maids. Genie was caught in a cycle of abuse and became an adult abuser because, from what I gleaned from the history of the family, she never managed to exact a type of

Evaluation of Some Energy Drinks Essay Example for Free

Evaluation of Some Energy Drinks Essay Abstract Energy drinks are beverages which contain chemical constituents that are said to improve physical and mental performance. Most of them primarily contain varying amounts of caffeine, guarana, ginseng and taurine. This study aims to provide a critical review regarding the adverse effects of excessive daily intake of energy drinks. Five commercially available energy drinks were used as the subject of the study. The average consumption of a certain component was compared to the serving size included in each product. It was found out that the consumption of the ingredients more than the recommended amounts per day may cause physiological side effects. There is no medical use for energy drinks, however several ingredients in some of these drinks have been found to be helpful in the medical perspective. Keyword(s): energy drinks 1. Introduction In the past decades, the beverage industry paved the way to the rise of caffeinated energy drinks in the market. Back in early 1960s, it first appeared in Europe and Asia in response to the consumers’ demand for a dietary supplement that would result in increased energy (Reissig et al., 2009). Basically, energy drinks refer to beverages that contain mainly caffeine, alongside other active constituents which includes varying amounts of guarana extract, taurine, vitamins, amino acids and herbal extracts. These purportedly provide benefits such as increased mental alertness, physical endurance, performance and stamina (Simon and Mosher, 2007; Babu et al. , 2008). Conversely, there is inadequate evidence that consumption of energy drinks can significantly improve both physical and mental performance (Scholey and Kennedy, 2004). The wide availability and distribution of energy drinks makes them readily accessible for purchase by adolescents. Market surveys indicate that 31% of those aged 12 to 17 are regular consumers of energy drinks, as are 34% of aged 18 to 24 (Simon and Mosher, 2007). Concerns have been raised regarding the effects of the ingredients present in energy drinks on children and adolescents. This study was conducted due to the core objective of making the public aware of the adverse effects of energy drinks, especially to children. Adverse reactions and toxicity from high-energy drinks mainly root from their caffeine content (Reissig et al. , 2009). The fatal dose of pure caffeine in adults is 5 to 10 grams when taken orally and 3. 5 grams by injection. In children, the fatal dose is much lower (Health Canada, 2000). Children who consume too much caffeine are at higher risk for behavioral effects, such as anxiety, mood changes and loss of attentiveness. A daily intake of less than 45 to 85 mg is recommended, depending on the child’s health condition (Health Canada, 2003). Based on a survey, it was found out that 42. 3% of the youth (ages 11 to 18) consumes energy drinks (O’Dea, 2003). At risk children having excessive daily intake of caffeine should be limited to no more than 2. 5 mg caffeine/kg body weight, and may need to avoid consuming energy beverages with higher caffeine content. Adolescents should limit caffeine consumption as well as intakes greater than 100 mg/day for reports says that it has been directly correlated with an increase in blood pressure (Savoca et al. , 2004). 2. Materials and Methods 2. 1 Research Design The research is focused on the components of energy drinks where five products were sampled namely Product A, B, C, D, and E. The researchers acquired a sample of each product. 2. 2 Sampling and Acquisition of Samples Products A, B, C, D, and E were randomly sampled. Fish bowl sampling was used where the names of these products were written on a piece of paper. Out of 7, 5 products of energy drink were picked from a bowl. Slovin’s formula was used and the margin of error was set to 20%. One out of seven is the probability of each to be chosen. The 5 energy drink products were acquired through purchase. 2. 3 Gathering of Information Each of the products underwent examining of the researchers. The composition information has been referred to for the determination of ingredients of each product. The data was listed and tabulated (Refer to Table 3. 1). This was done to compare their components and to determine which products share the same components. Nutrition information was also included. 2. 4Analysis of the Components The ingredients of products were analyzed through research. The researchers studied the primary and side effects of some of the ingredients. The average consumption of an average human of a certain component was compared to the serving size included in each product. 3. Results and Discussion PRODUCT A NUTRITION INFORMATION| SERVINGS PER PACK: 1 SERVING SIZE: 250mL| QUANTITY:| PER SERVING| PER 100mL| Energy| 140 cal| 14cal| Carbohydrates, Total| 34g| 14g|. Sugar| 33g| 13g| Sodium | 60mg| 24mg| Taurine| 1000mg| 400mg| Caffeine| 80mg| 32mg| Inositol| 25mg| 10mg| Ginseng Root Extract| 25mg| 10mg| Guarana Seed Extract| 25mg| 10mg| Niacin| 9mg| 3. 6mg| Pantothenic Acid| 3mg| 1. 2mg| Vitamin B6| 1mg| 0. 4mg| Vitamin B12| 2mcg| 0. 8mcg| Ingredients: Carbonated Water, Sucrose, Glucose, Citric Acid, Glucuronolactone, Taurine, Sodium Citrate, Sodium Chloride, Natural Artificial Flavors, Caffeine, Caramel Color, Inositol, Guarana Seed Extract, Panax Ginseng (Root Extract), Niacin, Pantothenic Acid, Riboflavin, Pyridoxine Hydrochloride, Cyanocobalamin, Eu Energy Blend. Figure 1. Nutrition Information and Ingredients of Product A. PRODUCT B NUTRITION INFORMATION| SERVINGS PER PACK: 1 SERVING SIZE: 180mL| | PER 180mL (1 serving)| %RENI* or %U. S. -DRI**| Calories| 50Kcal| 2%| Total Fat| 0g| -| Sodium| 0g| -| Total Carbohydrate| 12. 5g| 10%*| Sugar| 12. 5g| -| Vitamin B1| 1. 2mg| 100%| Vitamin B2| 1. 7mg| 131%| Niacinamide| 20mg| 125%| Vitamin B6| 1. 9mg| 146%| Inositol| 50mg| -| Ginseng| 25mg| -| Royal Jelly| 100mg| -| Iron| 5mg| 42%| Taurine| 1000mg| -| Caffeine (anhydrous)| 50mg| -| *Recommended Energy and Nutrient Intakes fro Filipinos **U. S. – Dietary Reference Intake (used if no RENI). Ingredients: Sucrose, Taurine, Citric Acid, Nature-identical Flavors, Royal Jelly, Sodium Benzoate, Inositol, Caffeine, Ferric Pyrophosphate, Sucralose, Ginseng Extract (Panax), Mulitivitamins, Pure Water Figure 2. Nutrition Information and Ingredients of Product B. PRODUCT C NUTRITION INFORMATION| SERVINGS PER PACK: 1 SERVING SIZE: 330mL| | PER SERVING| %RENI*| Energy| 211Kcal| -| Carbohydrate| 54g| -| Vitamin B3| 10mg| 62%| Vitamin B6| 1. 3mg| 102%| VitaminB12| 1. 3mcg| 55%| Ginseng Extract| 9. 9mg| -| Inositol| 23mg| -| Taurine| 145mg| -| *%RENI are based on a 2,000 calorie diet. Ingredients: Carbonated Water, Sugar, Citric Acid, Artificial Flavor, Maltodextrin, Sodium Citrate, Sodium Hexametaphosphate, Taurine, Potassium Sorbate, Caffeine, Sodium Benzoate, Allura Red(Colorant), Inositol, Calcium Disodium EDTA, Modified Food Starch, Panax Ginseng Extract, Niacinamide, Ascorbic Acid, Cyanocobalamin, (0. 1%) Pyridoxine Hydrochloride. Figure 3. Nutrition Information and Ingredients of Product C. PRODUCT D NUTRITION INFORMATION| SERVING SIZE: 1 SERVING SIZE: 150mL| | PER SERVING| %Daily Values*| Calories| 110| -| Total Fat| 0g| 0%| Sodium| 240mg| 10%| Total Carbohydrate| 26g| 9%| Sugars| 26g| -|. Protein| less than 1g| -| *Percent Daily Values are based on a 2,000 calorie diet. Ingredients: Taurine – 1,000 mg, Caffeine – 75 mg, Inositol – 50 mg, Lysine – 50 mg, Choline Bitartrate – 50 mg, Nicotinamide – 20 mg, Pyridoxine HCl (Vitamin B6) – 1. 3 mg, Cyanocobalamin (Vitamin B12) – 2. 4 mcg, Tartrazine C. I. 19140 (Yellow 5), Citric Acid, Sodium Benzoate, Sugar and Artificially Flavoured. Figure 4. Nutrition Information and Ingredients of Product D. PRODUCT E NUTRITION INFORMATION| SERVING SIZE: ? 1. 5 SERVING SIZE: 8 fl. oz. (240mL)| | PER SERVING| %Daily Values*| Calories| 195| -| Total Fat| 3g| 1. 2%| Sodium| 49mg| 2%| Total Carbohydrates| 39g| 15%| Protein| 3g| 1. 2%| Thiamine Hydrochloride (Vit. B1)| 1. 35mg| 90%| Pyridoxine Hydrochloride (Vit. B6)| 1. 35mg| 68%| Niacinamide| 7mg| 37%| Vitamin B12| 0. 70mcg| 12%| Taurine| 105mg| -| Inositol| 16mg| -| *%Daily Values are based on a 2,000 calorie diet. Ingredients: Water, Sugar, Citric Acid, Flavoring, Sodium Citrate, Taurine, Caffeine, Sodium Benzoate, Tartrazine, Inositol, Ginseng Powder, Niacinamide (Vit. B3), Sunset Yellow, Thiamine HCl (Vit. B1), Pyridoxine HCl (Vit. B6), Cyanocobalamin (Vit. B12). Figure 5. Nutrition Information and Ingredients of Product E. | PRODUCT| INGREDIENTS| A| B| C| D| E| Water/Carbonated Water| +| +| +| | +| Sucrose| +| +| +| +| +| Glucose| +| | | | | Citric Acid| +| +| +| +| +| Glucuronolactone| +| | | | | Taurine| +| +| +| +| +| Sodium Citrate| +| | +| | +| Sodium Chloride| +| | | | | Natural Flavors| +| +| | | | Artificial Flavors| +| | +| +| | Caffeine| +| +| +| +| +| Inositol| +| +| +| +| +| Guarana Seed Extract| +| | | | | Panax Ginseng| +| +| +| | +| Niacin (Vit. B3)| +| | +| +| +| Panthotenic Acid (Vit. B5)| +| | | | | Riboflavin (Vit. B2)| +| | | | | Pyroxidine HCL (Vit. B6)| +| | +| +| +| Cynocobalamin (Vit. B12)| +| | +| +| +|. Eu Energy Blend| +| | | | | Maltodextrin| | | +| | | Sodium Hexametaphosphate| | | +| | | Potassium Sorbate| | | +| | | Sodium Benzoate| | +| +| | +| Calcium Disodium EDTA| | | +| | | Modified Food Starch| | | +| | | Ascorbic Acid (Vit. C)| | | +| | | Lysine| | | | +| | Choline Bitartrate| | | | +| | Tartrazine| | | | +| +| Food Coloring| | Allura Red| | | +| | | Caramel Color| +| | | | | Sunset Yellow| | | | | +| Thiamine HCl (Vit. B1)| | | | | +| Ginseng powder| | | | | +| Ferric Pyrophosphate| | +| | | | Sucralose| | +| | | | Multivitamins| | +| | | | Table 3. 1. Common ingredients present among the energy beverages. Table 3. 1 shows the ingredients of products A, B, C, D, and E. Any formulated energy drink may contain the ingredients listed above. All 5 contain carbohydrates, particularly sucrose, and citric acid. Product C has the highest average quantity of carbohydrates which includes sugar, per serving with 54 g. It is followed by Product E with 39 g. , Product A with 34 g. , Product D with 26 g. , and Product B with 12. 5 g. , respectively. Product A, C, D, and E has Niacin, Pyroxidine Hydrochloride and Cyanocobalamin. Riboflavin is present in Product A while product E has Thiamine Hydrochloride. Vitamin B12, Cyanocobalamin, which is present in Product A, C, D, and E has quantities 2 mcg, 1. 3 mcg, 2. 4 mcg, 0. 70 mcg per serving respectively. In Vitamin B12 Dosing Guidelines for General Supplementation, the Recommended Dietary Allowances (RDAs) for vitamin B12 for 14 years old and above is 2. 4 mcg daily. An intake of one serving of Product D could supply the daily need of the body of an average teenager and adult while product per serving is 0. 83 % of our body’s needs for B12 everyday (http://women. emedtv. com). The RDAs indicate the adequate intake of a body for a nutrient. Panax Ginseng is found to be present in Products A, B, C, and E. This ingredient is claimed to play a role on mental, physical and sexual performance. It is said that it could lower blood pressure and control blood glucose but there is no current scientific evidence yet on its efficacy (Ernst, 2002). Up to 3,000 mg day of supplemental taurine is safe as considered (http://www. mayoclinic. com). Taurine is an amino acid that may lower blood pressure where systolic, diastolic and mean blood pressure in subjects with hypertension have been reduced by 6 grams of supplementary taurine every day (Kohashi et al., 1988). Taurine is present in Product A, B, C, D, and E. It is claimed to control hypertension yet there is insufficient evidence that it can significantly lower the risks of diabetes and epilepsy according to what it is claimed to be. The caffeine present in coffee and pharmaceutical drugs is said to be unhealthy. The caffeine naturally contained in a few herbs such as Yerba Mate, Guarana, Kola Nut, and Green Tea, is naturally occurring caffeine, also known as bio-caffeine and is non-addictive. Moreover, herbal teas are stimulants in nature due to other chemicals beside caffeine. These other stimulants found naturally occurring in herbs, i. e. mateine (found in Yerba Mate), have similar reaction on the body like caffeine does, but they are not addictive at all (http://dherbs. com/). All products were found out to contain caffeine. But among the other products, only Product A has guarana extract (1 gram of guarana is approximately 40 mg of caffeine). Canadian Guidelines recommend an intake of no more than 85 mg/day for people with ages ranging from 12 years old and above. In a research conducted by Warzak et al. (2010), the hours of sleep is negatively correlated with the amount of caffeine intake. Consumption of caffeine may also affect cognitive decline due to its association with a wide range of clinical variables (Ritchie, 2007). Caffeine may cause a persistent effect on the neurochemical system (Sobotka, 1989). Caffeine on children with Attention-Deficit/Hyperactivity Disorder (ADHD) was more effective than no treatment in declining impulsivity, aggression, and parents and teachers perceptions of childrens symptom severity, compared with Methylphenidate and Amphetamines (http://jad. sagepub. com/). Caffeine is a potent stimulant, thus it may reduce daytime tiredness and improve mental focus. However, researches are still a must regarding caffeines effects on the functioning of adolescents and adults with ADHD. 4. Conclusion After examining the ingredients of the energy drinks, the consumption of the ingredients more than the recommended amounts per day may cause physiological side effects. Caffeinated beverages, to be considered safe, must be limited of no more than the adequate intake of an average man, if a serving is formulated to be consumed once daily. Limited ingestion of these energy drinks most likely does not cause adverse effects. Energy drinks are composed mainly of carbohydrates and different ingredients like taurine, caffeine, and Panax Ginseng which are safe provided that it would be consumed in proper amounts. Caffeine, which is common to many energy drinks, was found out to decline some behavior impairments associated with ADHD such as aggression and impulsivity. References Reissig CJ, Strain EC, Griffiths RR. (2009), Caffeinated energy drinks a growing problem. Drug Alcohol Depend, 99:1–10. Simon, M. Mosher, J. Alcohol (2007), Energy Drinks and Youth: A Dangerous Mix. Marin Institute: Alcohol Industry Watchdog. (Online); Available at: http://www.marininstitute. org/alcopops/resources/ EnergyDrinkReport. pdf. Babu, K. M. , Church, R. J. Lewander, W. â€Å"Energy drinks: the new eye-opener for adolescents,† Clin Ped Emerg Med, Vol. 9, 2008, p. 35-42. Scholey AB, Kennedy DO. Cognitive and physiological effects of an energy drink: an evaluation of the whole drink and of glucose, caffeine and herbal flavouring fractions. Psychopharmacology (Berl) 2004;176:320-30. ODea JA. Consumption of nutritional supplements among adolescents: usage and perceived benefits. Health Education Research 2003;18:98-107. Savoca MR, Evans CD, Wilson ME, Harshfield GA, Ludwig DA. The association of caffeinated beverages with blood pressure in adolescents. Arch Pediatr Adolesc Med 2004;158:473-7. Health Canada. Straight Facts about Drugs and Drug Abuse, Ottawa, ON, 2000. (Online); Available at: http://www. hc-sc. gc. ca/hc-ps/alt_formats/hecs-sesc/pdf/pubs/adp-apd/straight_ facts-faits_mefaits/facts-faits-eng. pdf. Health Canada. Food and Nutrition – Caffeine and Your Health, March 2003. (Online); Available at: http://www. hc-sc. gc. ca/fn-an/securit/facts-faits/caffeine-eng. php. Kristi Monson, PharmD and Arthur Schoenstadt, MD. â€Å"Vitamin B12 Dosage†. (Online); Available at: http://women.emedtv. com/vitamin-b12/vitamin-b12-dosage. html. Ernst E. â€Å"The risk-benefit profile of commonly used herbal therapies: Ginkgo, St. Johns Wort, Ginseng, Echinacea, Saw Palmetto, and Kava. Ann†. Intern Med 2002;136:42-53. Katherine Zeratsky, R. D. , L. D. â€Å"Taurine is listed as an ingredient in many energy drinks. What is taurine? Is it safe? †. (Online); Available at: http://www. mayoclinic. com/health/taurine/AN01856. Kohashi, N. , Katori, R. â€Å"Decrease of urinary taurine in essential hypertension†. Prog. Clin. Bio. Med. 1983. 125, 73. William J. Warzak, PhD, Shelby Evans, PhD, Margaret T. Floress, PhD, Amy C. Gross, PhD and Sharon Stoolman, MD. â€Å"Caffeine Consumption in Young Children†. Munroe-Meyer Institute and the Department of Pediatrics, University of Nebraska Medical Center, Omaha, NE. Received 2 April 2010. K. Ritchie, PhD,, I. Carriere, PhD, A. de Mendonca, MD, PhD, F. Portet, MD, PhD, J. F. Dartigues, MD, PhD, O. Rouaud, MD, P. Barberger-Gateau, MD, PhD and M. L. Ancelin, PhD. â€Å"The neuroprotective effects of caffeine†. Neurology August 7, 2007 vol. 69 no. 6 536-545. â€Å"Caffeine vs. Bio-Caffeine†. (Online); Available at: http://dherbs. com/articles/caffeine-bio-caffeine-304. html. Sobotka TJ: Neurobehavioral effects of prenatal caffeine. Ann NY Acad Sci 1989; 562:327-339. M. Roth Leon. â€Å"Effects of caffeine on cognitive, psychomotor, and affective performance of children with Attention-Deficit/Hyperactivity Disorder†. (Online); Available at: http://jad. sagepub. com/content/4/1/27. abstract. APPENDIX A Corresponding Labels of Different Energy Drinks Product| Energy Drink Product Name| A| Rockstarâ„ ¢| B| I-ONâ„ ¢| C| Stingâ„ ¢| D| Red Bullâ„ ¢| E| Cobraâ„ ¢| APPENDIX B Determining the Sample Size n=N1+Ne2 Where: n = sample size N = Population size e = margin of error n=71+7(0. 20)2 n=5. 46.