Investigation of the cardiovascular changes and cognitive effects of Research Paper

Investigation of the cardiovascular changes and cognitive effects of commercially available energy drink on student in lectures - Research Paper Example 127; Finnegan, 2003, p. 147). â€Å"Energy Drinks† which are so called because they are thought to be stimulant in nature, providing the consumers with an instant boost of energy and alertness and decreasing lethargy and sleepiness, were first introduced in the global market in the late nineties and have been gaining widespread fame ever since (Kim, 2003, p. 2). Energy Drinks are categorized as â€Å"stimulant drinks,† which have been defined by the Stimulant Drinks Committee as ‘a beverage which typically contains caffeine, taurine and vitamin(s) and may contain an energy source (e.g. carbohydrate) and/or other substance(s), marketed for the specific purpose of providing real or perceived enhanced physiological and/or performance effects (Finnegan, 2003, p. 248).’ The manufacturers of Energy Drinks claim that such drinks enhance both mental and physical functions, resulting in improved physical endurance, increased alertness and concentration, augmented re action speed and an elevated affect (Kim, 2003, p. 2; Kaminer, 2010, p. 643). Statistics reveal that the United States ranks as the largest consumer of energy drinks worldwide with an annual consumption amounting to approximately 290 million gallons (Weise, 2008 cited in Higgins et al., 2010, p. 1033). It is interesting to note that the age group in which the consumption of such drinks is the highest is between 11-35 years (Ballard et al., 2010 cited in Higgins et al., 2010, p. 1033). Such drinks are common amongst the adolescent age group, in particular, amongst students due to a variety of reasons including the perception that these drinks help to boost one’s performance especially during athletic performances and during exams, help in overcoming fatigue and sleepiness and also because such drinks have now become a fad nowdays and are widely available during parties and other social gatherings (Paddock, 2008). There are several varieties of Energy Drinks available commercia lly and amongst them, Red Bull is one of the most famous and commonly consumed Energy Drink. The key active ingredients of this drink include caffeine (approximately 32 mg/dL), taurine (approximately 400 mg/dL or 1000 mg per drink), glucuronolactone (approximately 240 mg/dL or 600mg per drink), and sugar (as an energy source) (Kim, 2003, p. 2; Ragsdale, et al., 2010, p. 1193). In addition, these drinks also contain water and small quantities of some vitamins and minerals (Ragsdale, et al., 2010, p. 1199). Amongst the active ingredients, caffeine and taurine are found to contribute most significantly towards the aforementioned positive effects. An important component of energy drinks is carbohydrates which are present in significant amounts in the form of in concentrated forms of sugars such high-fructose corn syrup or sucrose. It is a well known fact that carbohydrates are the major energy metabolites of the human body. Studies have revealed that administration of moderately concent rated solutions of carbohydrates, or amounts between 25-50 g of glucose, help in improving exercise capacity and delay the occurrence of post-exercise fatigue (Scholey & Kennedy, 2004; Higgins et al., 2010). In addition, consumption of glucose in levels similar to those present in Energy Drinks has been found to improve cognitive functions including attention and reaction times (Smit et al., 2004). On the other hand, caffiene which is the other key active component of Energy Drinks, is known to be a central nervous system stimulant.

Promoting Content Area Learning Essay Example | Topics and Well Written Essays - 250 words

Promoting Content Area Learning - Essay Example These two were all recommended by Coleman & Goldenberg (2010). Setting objectives will benefit the students because it will help set a scope of area of learning that they must cover. Feedback will also ensure that they are receiving the right form of tuition. From this week’s learning resource, the type of grouping option that would be used to promote academic language in the students is mixed competency grouping. The rationale for selecting this type is in its ability to promoting peer learning and teaching. Very often, teenage learners of English language have been found to be more comfortable seeking extra knowledge from their peers and this grouping option would help to achieve this. It is expected that the mixed competency grouping will be effective in increasing interactions at the student level. But to ensure that interaction is also promoted between students and the tutor, efforts will be made to introduce post tuition encounter with students. This will be a special session where students having difficulty even after consulting their peers can come to the tutor for further assistance and learning support. (c) What aspects of the Opportunity to Learn (OTL) framework from this week’s Aguirre-Muà ±oz and Amabisca article could you incorporate to ensure English Language Learners have the necessary language skills to comprehend the academic content that is presented during a