Why College Students Should Not Turn To Caffeine

Why College Students Should Not Turn To Caffeine Introduction Caffeine is a stimulant that is extracted from plants with its major source being coffee plants. In its extracted form, caffeine exists as crystals which are bitter in taste. As a stimulating drug, caffeine is commonly used by youths especially those in college. This paper seeks to discuss the reasons why college students should not turn to caffeine. The paper will look at some of the trend of involvement of college students into caffeine consumption and the risks that surround consumption of caffeine by college students.Advertising We will write a custom research paper sample on Why College Students Should Not Turn To Caffeine specifically for you for only $16.05 $11/page Learn More Caffeine usage by college students The use of caffeine by students has been identified as a common issue. Being readily available in soft drinks such as â€Å"coffee, tea, cocoa, chocolate, soft drinks and over the counter preparations† (Landrum 151), student s who have come to believe that caffeine can stimulate their bodies to respond more to the demands for more study time are increasingly getting involved in the consumption of caffeine purposely for its stimulating effects (Landrum 151). A number of researches that have over time been conducted on the use of caffeine by college students revealed some trends in such consumptions. One of the trends that have been realized with respect to the consumption of the drug in college is that caffeine consumption by students bears some relationship to the level of effort that students need at a particular time in their study. This follows the college system that has less work for the students at the beginning of an academic season which gradually increases with time as the students approach their exams. According to researches, it has been significantly identified that as students approach the exam periods, their rate of consumption of caffeine increases. The students have therefore associated caffeine with the capacity to study, an opinion that is promoting the consumption of the substance among college students (Landrum 151). Females have been identified to consume caffeine more than male students. For whatever reasons, the consumption of the substance is thus dependent on sex and the more female students are in a college institution, the more consumption of caffeine is likely to be registered by the institution. The level of seniority of students in college also influences consumption of the substance. It has, for example, been identified that the level of consumption of caffeine is directly proportional to the study levels in college. A higher level of consumption is thus realized by senior students than their junior counterparts. It therefore brings about the impression that college environment has a characteristic feature of influencing students to use the substance.Advertising Looking for research paper on education? Let's see if we can help you! Get your f irst paper with 15% OFF Learn More Whether this influence is induced by the institutions’ systems or just a mere influence that is driven by college students among themselves, the issue is that college students are turning to the consumption of caffeine as a means of securing their academic success. The relationship between the consumption of the substance to the level of study of students and the academic season in relation to exams supports the claim that college students are resorting to caffeine (Landrum 151). Why college students should not turn to caffeine The use of caffeine by college students can be attributed to influence that is triggered by either the students or the academic environment that is occasionally strenuous to students forcing them to resort into substances that can stimulate their bodies to sustain extra efforts as they extend their studying time. There are, however, a number of reasons as to why students should not see caffeine as a so lution to acquiring of extra efforts in studies. Consumption of caffeine has been associated with a number of risks and dangers that can pose some limitations to a student. One of the effects of caffeine is the interruption that it causes to a person’s sleep. People who are deeply into high level of caffeine consumptions have the problems of interrupted sleeps. This interruption is particularly dangerous for students as they are expected to have enough rest and sleep in their lives. The students will on the contrary have insufficient amount of sleep that is most likely transmitted into the day when full attention is required in class. Attending classes in a sleepy condition will therefore reduce the student’s effectiveness in understanding. According to Kley Kara, consumption of caffeine has the effect of increasing â€Å"heart rate and blood pressure† (Kley 1). Such impacts have a possibility of overworking the heart which may lead to malfunctioning of the hear t. Students who are much into caffeine consumption are therefore in danger of heart problems that can arise from issues such as cardiac arrests due to the heart muscles being overworked. Such complications have greater impacts in the life of an individual including death in the case of severe arrests. Same complications can arise in the case increased blood pressure. Dizziness has also been an impact of consumption of significant level of caffeine. Together with â€Å"irritability and restlessness†, a student’s level of concentration will be compromised following consumption of caffeine (Kley 1). Other effects of caffeine include â€Å"decreased blood flow to the stomach, increased risk of osteoporosis in later age† (Kley 1) besides its addictive nature. An individual who falls into addiction of caffeine consumption further has the danger of prolonged and more severe impacts of the general effects of caffeine consumption (Kley 1). Excess consumption of caffeine has also been associated with â€Å"dehydration, diarrhea and ulcers† (Faith Purpose 1). Medical complications of these effects have negative impacts on a student’s ability to attend and concentrate in class. Dehydration, for example, leads to extreme exhaustion of the body following reduced functionality of body organs; some of these functions are related to the brain system and thus induces a state that may not be favorable for a student to study.Advertising We will write a custom research paper sample on Why College Students Should Not Turn To Caffeine specifically for you for only $16.05 $11/page Learn More Cases such as ulcers on the other hand have the capacity of subjecting a person to hospitalization. A student will therefore suffer from pain as well as miss class lessons while undergoing treatment following medical complications that are induced by consumption of caffeine. Other direct impacts of excessive consumption of caffeine incl ude â€Å"increased premenstrual, problems in the stomach and the esophagus, headaches and risen body temperature† (Faith Purpose 1). Usage of caffeine also has the threat of reducing levels of some minerals in the body. It has, for example, been established that excess caffeine in the body plays a role in reducing the level of iron and calcium in the body. An individual who consumes large amounts of caffeine therefore risks deficiency of such minerals and the consequences of such deficiencies. Deficiency of iron, for example, which is essential in the development of bones and the production of red blood cells, can therefore pose threat to a person’s well being. Excessive caffeine usage is thus identified to be dangerous to lives of students (Faith Purpose 1). Upon consumption of substances that are rich in caffeine, a person experiences decreased time duration taken to react to situations. This means that consumption of caffeine rich substances can induce faster unmed iated reactions. Whether in class work or outside class, a student is subject to making quick decisions that could be erroneous. A case of a mistake made in a class assignment or an exam due to the induced quick response of caffeine can cost a student marks and even grades in final grading in college. Since female college students are adults who can at the same time get pregnant, the dangers of caffeine to the health of an unborn child or an infant is equally a reason why caffeine consumption should be checked by female students. This danger can be discussed in two aspects: that of a college student who is expectant in school and is consuming high level of caffeine and that of a woman who got addicted to caffeine consumption while in college. Excessive intake of caffeine by an expectant woman is particularly dangerous in the fact that caffeine easily diffuses through the placenta into the unborn child’s system. Similarly, a breast feeding mother can pass caffeine content into her child’s body through the breast’s milk. The danger under these considerations is that while the adults’ body systems are developed enough to eliminate the toxic caffeine by natural processes, the body of an unborn or a young child is not developed enough to eliminate the caffeine contents in itself. Usage of caffeine by these women therefore induces a level of intoxication to their children. The concern should be adequately addressed under caffeine consumption at the college due to the possibility of addiction which might be effective through out a woman’s life (Goldberg 235).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More There is a possibility that a student engaged in consumption of caffeine products may be taking too much of the caffeine without being aware. Following the lack of specification of substances in terms of the level of caffeine that they contain, a student might as well get into excessive consumption of caffeine without his or her notice. This means that a student can still be subjected to the risks of excessive caffeine consumption without being aware (Walker and Humphries 75). There is, however, those arguments that seem to support the consumption of caffeine by college students. There are opinions that caffeine usage induces â€Å"increased sense of alertness, positive mood and alleviate headaches† among other benefits (Kley 1). Conclusion Consumption of substances that are rich in caffeine is highly adopted among students in collage following its stimulating effect. Though there are opinions of some benefits of caffeine in the body, the negative impacts that are associated with the consumption outnumbers the benefits and some of the consequences of caffeine consumption such as ulcers and heart and blood complications are fatal. It can therefore be concluded that college students should avoid or control their consumption of caffeine rich substances. Faith Purpose. Dangers of excessive caffeine consumption. Assatashakur, 2011. Web. Goldberg, Raymond. Drugs across the Spectrum. New York, NY: Cengage Learning, 2009. Print. Kley, Kara. Caffeine, what every college student should know. Housing, 2010. Web. Landrum, Erick. College students’ use of caffeine and its relationship to personality. Psych, n.d. Web. Walker, Allan and Humphries, Courtney. The Harvard Medical School guide to healthy eating during pregnancy. New York, NY: McGraw-Hill Professional, 2005. Print.

Alternative Meanings for Names of Sense Organs

Alternative Meanings for Names of Sense Organs Alternative Meanings for Names of Sense Organs Alternative Meanings for Names of Sense Organs By Mark Nichol The words for body parts that enable us to perceive stimuli have, sensibly, been applied to other meanings that are extensions of the original connotations. Here are additional meanings of ear, eye, nose, skin, and tongue. Ear An ear is an earlike part of an object or a body or a plant. It also means â€Å"sensitivity to pitch and tone of music or melody or rhythm of speaking,† and it’s a figurative term for a listener or the attention or awareness a listener offers. Eye This word refers to something resembling an eye in appearance or function. It might also denote a glance or a look, or close attention or scrutiny, as well as judgment or point of view or good eyesight or discernment. Eye also refers to the direction from which wind blows or the center of a storm. Nose Nose is employed to mean â€Å"the sense of smell,† or to refer to the aroma or bouquet of something. It also applies, usually in the adjectival form nosy, to curiosity or meddling, though, more positively, one might be said to have a nose, or a knack for comprehending or finding, for something. Also, the forward or projecting end of a tool or any object is frequently referred to as its nose. Skin The covering of a piece of fruit or a seed is called the skin, and any casing or sheathing, or a film or a similar layer, is often referred to as such. It also refers to well-being (â€Å"Save your skin!†) or to one’s self (â€Å"She’s comfortable in her own skin†). Tongue Tongue applies to the power of communication, or to language itself. The word also describes the quality of the tone of something said, or the intention or sense of the message (as when describing someone as having a sharp tongue). In plural form, it refers to meaningless utterances, usually in the context of religious ecstasy (â€Å"speaking in tongues†); tongue also denotes the cry of a hound during a hunt, or a similar sound. It also applies to a narrow projection of an object or of land, or to an object resembling a tongue in form, a projecting edge on a board designed to be inserted into a groove on an edge of an other board (this system of construction is called tongue-and-groove), or a flame. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:50 Handy Expressions About HandsRules for Capitalization in TitlesPrepositions to Die With

The Historical Development of the Bureaucracy Essay

The Historical Development of the Bureaucracy - Essay Example Political scientists have identified four major periods in the history of American bureaucracy. The first, called the Government by Gentlemen (1789 - 1820), was marked by the dominance of people from elite families in the professional bureaucracy. In the next period (1830-1870), the bureaucratic positions were filled up by members of the major political parties that were lucky to win the presidential elections. In this connection, the number of people from middle and lower strata of society among the officials has dramatically increased. Many progressive changes were introduced into bureaucracy in 1880-1920 - it was reformed with the focus on balanced, rational administration. The fourth period that coincided with the period of contemporary history deepened depoliticization and professionalization of the bureaucracy. Its formation is now conditioned by competitive selection (Merit System). At the end of the 20th century, the number of federal employees in the United States has reache d 3 million people. 90% of all job positions were filled solely through a competitive process. In recent times the bureaucracy is regulated by a number of decrees and laws imposing specific legal and ethical standards, for instance, the U.S. President’s Executive Order of October 17, 1990 - Principles of Ethical Conduct for Government Officers and Employees. One of the provisions runs that public service is a sphere of activity that excludes any personal or other financial interests that can prevent acting in good faith.

Management Essay Example | Topics and Well Written Essays - 1250 words - 11

Management - Essay Example This paper identifies how increased competitiveness creates opportunities for change and how it impacts the manager’s role. One particular management theorist suggests that contemporary managers, in the face of rising competition, must be results-oriented by identifying specific goals as part of the planning process, measure whether these goals have been achieved, and determine whether or not the end results led to peak effectiveness and efficiency (McLean, 2006: 16). This suggests a manager who must make careful use of internal strategy whereby goals are identified and internal staff members are aligned to meet business needs as part of a planning model. Effective measurement of whether goals have been attained could include a total performance management system which provides employees with reward for maximum contribution toward meeting goals or offering criticism or training in the face of subordinate inability to assist the business. As one example, it would seem that in an environment where a business has a great deal of external competition, the manager must remain focused on achieving maximum prod uctivity by effectively controlling the activities of workers and assessing their progress. Additionally, employees seem to be a considerable resource for making a company more competitive. McHenry (2008) identifies that increased competition also comes in the form of whether or not a business sustains top talent under a talent management model. This model suggests that managers must consistently assess the business structure to look for opportunities to motivate staff members to meet long-term goals. The author identifies that effective talent management, as part of management planning, involves maximising career opportunities for workers and also assessing whether the current recruitment and selection criteria is designed to bring the business top talent over that of competing businesses (McHenry). This talent management model would seem to point

A Hero Ain’t Nothin’ But a Sandwich :: Hero Ain’t Nothin’ But a Sandwich Essays

Webster has defined nostalgia as a â€Å"wistful or excessively sentimental, sometimes abnormal yearning for a return to or of some past period or irrecoverable condition.†Ã‚   Nostalgia is a psychological time machine that transplants adults to the good old days of another era. Once there, they will find that it is a state of mind, oblivious to actual or imagined barriers. For some it is a pleasant stroll through yesterday, a simple, less turbulent past. Benjie Johnson is thirteen, Black, and well on his way to being hooked on heroine for good. Benjie’s wry humor and courage, his hard surface and vulnerability beneath make it impossible not to care about him. This book confronts a difficult subject and offers no easy solutions. The inner city students I presently teach can relate to much of what Benjie talks about. The Black English used is a variation but a continuation of school boy vernacular which we saw in the previously mentioned novels. â€Å"Now I am thirteen, but when I was a chile, it was hard to be a chile because my block is a tough block and my school is a tough school. I’m not trying to cop out on what I do or don’t do cause man is man and chile is chile, but I ain’t a chile no more. Don’t nobody want to be no chile cause, for some reason, it just hold you back in a lotta ways; unless you be a rich chile like in some movie picture or like on T.V.—where everybody is livin it up and their room is perfect-lookin and their swimmin pool and their block and their house and they also ridin round in one rollin Cads with a tape-deck playin cool music and with air condition goin.†21 The block where Benjie lives is no peaceful place. People are getting mugged and robbed regularly. After age three when the relatives hold your hand you are on your own in the poorly lighted hallways of the tenement. â€Å"Walkin through dark, stinky hallways can be hard on anybody, man or chile, but a chile can get snatch in the dark and get his behind parts messed up by some weirdo I’m talkie bout them sexuals. Soon’s you get up to leven, twelve and so—they might cool it cause they scared you know where to land a good up punch, dig?

Grades do not Reflect Intelligence Essay

As young adults we have been tested many times over the years, whether it be by a parent, friend or life itself however, the most common of tests we receive are from school. Growing up we were taught to believe that A meant smart and F meant dumb. Time and time again this caused distress in students who were very smart but declared dumb by the education system. Contrary, students who were receiving higher marks are not necessarily the most intelligent. Eventually, people came to the realization that the marks received on tests in fact were not an accurate representation of ones intelligence but merely a showcase of their ability to memorize information. Firstly, the education system does not properly reflect ones intelligence due to common inflation of marks. Secondly, while we are all different, the education system provides us with the same learning and thirdly, grades are the result of effort not intelligence. As the years pass the entry level for most elite university programs rise and are currently well over 90 percent, as a high school student this can be very discouraging. Students are under an immense amount of pressure to do well and this rubs off on the teachers. More often then not teachers are faced with the pressure from students and parents asking or even demanding higher grades, many times they often ascribe any lack of high marks as the teachers fault. Coincidently, as of 2007 more than 60 percent of Ontario high school graduates had an A average, and 10 percent had an A+ average. According to Western University professor James Cà ´tà © that’s up from 40 percent in 1980. (Authority) In todays society many are obsessed with the best, resulting in many parents wanting to send their children to the best schools. This ultimately leads to schools feeling pressure to maintain their supreme standing. Many schools use the success of their past students to enhance their title. For both these reasons listed, inflation occurs. Schools and teachers are raising the marks of their students to their benefit. Of course they are just trying to help however, more often than not they are doing the complete opposite. According to a 2010 report from Brock University, students who entered university with a 90 percent or higher average in high school experienced a dramatic drop of 11.9 percent. Whereas students with high school marks in the 60-79 percent range only dropped 4.4 percent. (Statistic) Grade  inflation does not truthfully assess students learning, resulting in greater problems for their future. With the common act of inflation it is hard to decipher the difference in learning abilities between students. As human beings we are all diverse, not one an identical copy, now if this is the case why does the education system treat us like we are? (Rhetorical question) The education system has made some improvements over the years by dividing students based on their learning but there is much more work to be done. In high school there is a lack of diversity in available courses. There are a multitude of academic courses and very little courses related to apprenticeships and trades. High schools push and push for students to take these academic courses and follow suite to university, when the reality is not everyone is meant to go to university, and that is not a bad thing. However, the truth of this is being concealed by all the grade inflations and false hope given to students. After high school many students will come to the unfortunate realization that just because they did well in high school does not mean they will do the same in university and the high school education system will be to blame for that. If high schools represented college in a more positive way, many students would feel more comfortable and confident in taking the appropriate courses to accommodate to their learning needs. In reality, many students aren’t even aware that they have so many more options outside of these academic courses because the high schools are not making them available. This results in students who learn differently to be put in the same classes and tested the same ways, resulting in one being smarter than the other, when this is in fact not true. Albert Einstein once said, â€Å"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.† (Authority) Therefore, high schools should not test all students equally, but take the time to adhere to their learning abilities and follow suite with appropriate courses and testing. In addition to every student being completely different, it doesn’t help that there are so many of us. There are 105 secondary schools in the Toronto District School Board alone, meaning there are approximately 87, 273 students, and 5, 800 teachers. (Statistic) Now in this whole system of people, one can’t help but wonder, is my A+ the same as you’re A+? (Rhetorical question) If Sally is an intelligent student who doesn’t try hard at all and is managing to pass with  B’s and Julie is at a lower intelligence level but working her butt off to turn her C’s into B’s does this mean t hese grades are equivalent? (Example) Do these grades communicate anything about Sally and Julie’s intelligence, or are they merely a showcase of their efforts? (Rhetorical question) Grades are important yes, but they cannot determine ones intelligence. Grades show teachers how well you are able to retain information; they are an example of who sat down, put the effort in and studied and who didn’t. Yes, it may be easier for an â€Å"intelligent† person to get good grades, but someone of mediocre intelligence can also get good grades with hard work. High schools make test marks out to be everything, when in reality, as stated before; they are not an accurate representation of ones intelligence. Just because John got perfect on a math test and Billy didn’t, does not mean John is smarter, it means they excel in different areas and should be treated accordingly. Time after time many students will find themselves discouraged by their low marks, but that does not have to be the case. With the right amount of effort, and the right guidance everyone has the opportunity to be a genius. It is now time for the education system to put their best foot forward and conjure the effort to make this happen. In conclusion, it is evident that high school grades are no longer an accurate representation of students’ intelligence. Grades are inflated, students who are at completely different ends of the spectrum are getting the same tests and effort now differentiates most students’ grades, how can one possibly believe that this system accurately demonstrates the knowledge of our youth? (Rhetorical question) High schools need to develop a system that can evenly show case everyone’s intelligence. Until that is done, high achieving students will keep being told their brilliant and low achieving students will keep being pushed from, grade to grade. Overall, the question still remains, if academics cannot determine our intellect, what is the true test of intelligence?

`` Culture `` By Stephen Greenblatt - 1504 Words

Stephen Greenblatt’s essay titled â€Å"Culture† presents many arguments about culture and the set of limits that go along with culture. Greenblatt says, â€Å"The ensemble of beliefs and practices that form a given culture function as a pervasive technology of control, a set of limits within which social behavior must be contained† (Greenblatt 1). Greenblatt also provides examples of consequences for those individuals that do not stay inside the boundaries. Greenblatt examines how culture is within art and literature and that they are the great institutions for the enforcement of culture. The art and literature pieces in which culture is present are either texts of constraint or mobility. When Greenblatt says that culture is a â€Å"set of limits†¦show more content†¦Those norms are on the topics of children, divorce, and being a perfect wife. The Awakening as a whole is a text that batters against the boundaries of the culture in this particular t ime period and book and is a mechanism of constraint. There are multiple cultural boundaries present in the Awakening. One of them being on the subject of children. In this novel it is assumed that most women want or like children. The protagonist, Edna Pontellier, does not particularly feel that way. She has two children with her husband Leonce. Edna says that her marriage was a mistake and it can be assumed that she also extends that to her children. Edna likes her children but in â€Å" an uneven, impulsive way. She would sometimes gather them passionately to her heart; she would sometimes forget them (Chopin, 18) .† Most parents love their children an extreme amount but loathe their constants complaints. However, the strong love and connection never disappears. With Edna that love and connection is not there. To Edna, â€Å" their absence was a sort of relief, though she did not admit this even to herself† (Chopin 18). Edna likes when her children are not wit h her because she does not like the responsibility that â€Å"she had blindly assumed and for which Fate had not fitted her (Chopin 18).† Edna was not able to prepare herself for children, Fate did not observeShow MoreRelatedThe Swerve Vs. World Civilizations And Ideas1566 Words   |  7 PagesSessy Hernandez HIST 1113 Gomez April 25, 2016 The Swerve vs. World Civilizations and ideas Stephen Greenblatt introduces several different themes through out his writing in The Swerve. Making it helpful in understanding the ancient worlds civilizations. While Greenblatt narrates the events of Poggio Bracciolini the themes of social hierarchies, nature/culture, and gender are brought up to various times through out the story. 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This has been a historical fact not only through lyrical and poetic writing, but also films and drama. They are so deeply ingrained to and reproduced by cultures that members within them hardly notice them influencing them. These values are therefore often seen as a manifestation of the constraints people feel within their own culture. The values that are consideredRead MoreOthello Research Paper1226 Words   |  5 Pagesacceptance in Venice† (Berry, 1990). Critics also even see how Othello’s identity is altered by the constant racial tension against him in the play. â€Å"Stephen Greenblatt argues, Othello’s identity depends upon a constant performance of his story, a loss of his own origins, an embrace and perpetual reiteration of the norms of another culture† (Greenblatt , 1990). All of this racism in the play causes Othello some serious anxiety. 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