Benefits of Drinking Coffee and the Benefits of Green Tea Essay Example for Free

Benefits of Drinking Coffee and the Benefits of Green Tea Essay Compare and contrast the benefits of drinking coffee with the benefits of green tea? It is nice to have a cup of hot drink in the morning, there are many options which to choose, such as coffee and green tea, two famous drinks in the world. They have different effects on body, and could prevent different kind of diseases, one similarity thing is both of them contain Caffeine. Coffee could effects on body, prevent diseases and contain vast caffeine. Your muscle strength will be stronger after you drink coffee because of caffeine, coffee couldn’t make you fatter, but if you put sugar into your coffee, it will make your stature fatter, and almost everyone put sugar in theirs coffee. According to Brian Fung (2012, July 3rd), â€Å"We are learned that coffee can protect your heart, reduce the risk of prostate and breast cancer, and curb the risk of fibrosis among those with fatty liver disease.† Drink coffee is not a preferred option before you go to bed, because of the caffeine, it could stronger refresh you, so it better to drink it in the morning. Green tea could make you body slim, prevent diseases and contain caffeine. An antioxidants called catechins was found in green tea, it could inhibits the cholesterol produce, decrease the cholesterol content could make you body healthy. According to Leslie Beck (2011, July 5th), â€Å"Its a beverage thats touted to boost metabolism, prevent cancer, ease arthritis pain, even fight dental cavities. Now, new study findings suggest theres one more reason to drink green tea: It lowers blood cholesterol.† If somebody was drunk, green tea could help you get out of that bad condition because the caffeine that in green tea could boost metabolism. In conclusion, different people have different opinions, both coffee and tea is benefit for us. So what drinks is not important, the important thing is to understand yourself and find an appropriate drink. References Fung, Brian. (2012, July 3rd). The Case for Coffee: All the latest research to defend your caffeine addiction, in one place. The Atlantic . Retrieved from http://www.theatlantic.com/health/archive/2012/07/the-case-for-coffee-all-the-latest-research-to-defend-your-caffeine-addiction-in-one-place/259404/#.UGODjDyjSBw.email Beck, Leslie. (2011, July 5th). Why green should be your cup of tea. The Globe and Mail. Retrieved from http://www.theglobeandmail.com/life/health-and-fitness/why-green-should-be-your-cup-of-tea/article4210709/

Diversity: Individual Behavior Impact Essay -- Work Diverse Behavior

Diversity: Individual Behavior Impact   Ã‚  Ã‚  Ã‚  Ã‚  Individual behavior is the pattern of behavior, thought, and emotion, unique to an individual, and the ways he or she interact to help or hinder the adjustment of a person to other people and situations (The Columbia Encyclopedia, 2001). Within organizations, diversity can positively or negatively impact the behavior of individuals. Organizations are responsible and held accountable for making the overall work environment conducive for all within the diversified setting. Diversity is shaped and informed by a variety of characteristics including age, ethnicity, gender, disability, language, religion beliefs, life stages, education, career responsibilities, sexual orientation, personality traits, and marital status. Workplace diversity is about acknowledging differences and adapting work practices to create an inclusive environment in which one?s diverse skills, perspectives, and backgrounds, are valued (Workplace Diversity Strategy, 2003). There are many diversity issues within the workplace however, age, gender, personality traits, and religion highly impacts individual behaviors within an organization. Age   Ã‚  Ã‚  Ã‚  Ã‚  ?The Age Discrimination in Employment Act of 1967 (ADEA)?, states the unlawfulness of discriminating against a person because of his or her age with respect to any term, condition, or privilege of employment; including, but not limited to, hiring, firing, promotion, layoff, compensation, benefits, job assignments, and training (Age Diversity, 1997). Age diversity at work means employing people of all ages, and not discriminating against someone because of how old he or she is. Age discrimination can take place as a result of the organization or from the different generational differences that make-up the organization. Generational differences can have many diverse impacts on individual behavior with regard to age differences. These differences can become a big distraction, hurt morale, and teamwork, unless managers learn how to accommodate the uniqueness of each group (Gomolski, 2001). Typically older persons tend to take his or her work related responsibilities very serious unlike their younger counterparts. Older employees take pride in doing a job well whereas younger employees want to just get the job done and move on to the next assignment. Although each person is working toward the same organ... ...997). Age Diversity: Facts about Age Discrimination. Retrieved from www.eeoc.gov/policy/adea.html on August 4, 2005.   Ã‚  Ã‚  Ã‚  Ã‚  Author unknown (2005). The Workplace Religion Freedom Act. Your Gateway to the Jewish Internet, 2005. Retrieved from www.ou.org on August 7, 2005.   Ã‚  Ã‚  Ã‚  Ã‚  Author unknown (date). Workplace Diversity Strategy (2003-2005). Retrieved from www.dewr.gov.au/publications on August 4, 2005.   Ã‚  Ã‚  Ã‚  Ã‚  BSR Staff (1999). Religion in the Workplace. Business for Social Responsibility. 2001-2005.   Ã‚  Ã‚  Ã‚  Ã‚  Gomoliski, B. (2001). Managing age diversity in the workplace. Computerworld Inc., 2005. Retrieved from www.computerworld.com on August 6, 2005.   Ã‚  Ã‚  Ã‚  Ã‚  Hahn, S., Litwin, A. (1995). Women and Men Understanding and Respecting Gender Differences in the Workplace. Anne Litwin & Associates, 2005.   Ã‚  Ã‚  Ã‚  Ã‚  McInnes, R. (1999). Workforce Diversity: Changing the Way You Do Business. Diversity World, 1999-2005. Retrieved from www.diversityworld.com August 4, 2005.   Ã‚  Ã‚  Ã‚  Ã‚  The Columbia Encyclopedia, Sixth Edition (2001). Columbia University Press, 2001-2005.   Ã‚  Ã‚  Ã‚  Ã‚  William, S. (2005). Appreciating Personality Diversity. Retrieved from www.wright.edu/~scott.williams on August 4, 2005.

Child and Young Person Development Cyp3.1.A1: Pattern of Development Essay

  | |The sequence of development is the order in which development occurs. The rate of development is the speed at which development | | |occurs. | | |Every child is unique and will develop at their own rate. Children will usually follow the same pattern of development but the rate | | |at which they reach their milestones may vary depending on the individual and their ability. | | | It is important to recognise the difference so when recording the rate of development you can identify any concerns that you may have| | |within the development area and this allows you to plan effectively for the individual. | | | | | | | | | | | |Birth to 1 month | | |Makes basic distinctions in vision, hearing, smelling, tasting, touch, temperature, and perception of pain | | |Helpless | | |Fed by mother | | | | | |2 months to 3 months | | |Colour perception, visual exploration, oral exploration | | |Sounds: cries, coos, grunts | | |Control of eye muscles | | |Smiles | | | | | |4 months to 6 months | | | Recognises sounds | | |Control of head and arm movements | | |Can grasp objects | | |Rolls over | | |Enjoys being cuddled | | |Can distinguish between familiar people and strangers | | | | | |7 months to 9 months | | |Sits without support | | |Crawls around | | |Has emotional attachment to mother | | |Protests separation from mother | | | | | |10 months to 12 months | | |Control of legs and feet | | |Can stand up | | |Says one or two words and can imitate sounds | | |Responds to simple commands | | |Curious and wanting to explore | | |Has a fear of strangers | | |Responds to own name | | |Gives and takes objects | | | | | | | | |1 year to 1 1/2 years | | |Climb stairs | | |Makes lines on paper with a crayon | | | Upset when separated from mother | | |Feeds himself | | |Repeats a few words | | |Obeys limited commands | | | | | | | | |1 1/2 to 2 years | | |Can run and kicks a ball | | |Can build a 6 cube tower | | |Capable of bowel and bladder control | | |Has a vocabulary of more than 200 words | | |Can throw temper tantrums | | |Does the opposite of what they are told | | | | | | | | |2 years to 3 years | | |Jumps off a step | | |Rides a tricycle | | |Builds a 9-10 cube tower. | | | Starts to use short sentences | | |Differentiates facial expressions of anger, sorrow, and joy. | | |Has a Sense of humour | | |Enjoys playing alongside another child | | | | | | | | |3 years to 4 years | | |Stands on one leg | | |Can draw a circle and a cross | | |Self-sufficient in many routines of home life | | |Likes to share | | |Starts to play with other children | | | | | | | | |4 years to 5 years | | |Skips | | |Broad jumps | | |Dresses themselves | | |Talks clearly and uses adult speech sounds | | |Knows over 2,000 words | | |Understands responsibility and feels guilt | | |Feels pride in accomplishment | | |Prefers to play with other children | | |Becomes competitive | | | | | | | | |6 years of age | | |Can read and write simple text | | | Focus on only one issue at a time when solving problems | | |Become increasingly social | | | | | | | | |7 years to 8 years | | |Begin to show a preference for a certain learning style | | |Like to be involved in some group play, but need time alone, too | | |Have rapidly changing emotions | | |Well-developed speech and use correct grammar most of the time | | | | | | | | |8 years to 10 years | | |Know the complete date (day of the week, day of the month, month, and year) | | |Enjoy being with friends and often have a â€Å"best† friend of the same gender | | |Have speech patterns that are nearly at an adult level | | |Have good control of large and small muscles | | | | | | | | |10 years to 12 years | | |Boys become taller and thinner | | |Girls become taller and more shapely | | | Thinks in a more logical sophisticated way | | |Puberty | | |Interest in the opposite sex | | |Increasing need for privacy | | | | | | | | |12 to 16 years | | |Beginning of adolescents | | |Intense and rapid growth development | | |Builds skills to become self-sufficient | | |May be strongly invested in a single, romantic relationship | | | | | | | | |16 years to 19 years | | |Complete puberty and the physical transition from childhood to adulthood | | |Attain cognitive maturity – the ability to make decisions based on knowledge of options and their consequences | | |Reach nearly their adult height, especially females. Males continue to grow taller into their early twenties | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

Macbeth Response Analytical Essay - 945 Words

Macbeth Response: Analytical Essay The story of Macbeth is a tragic one, and his demise is mainly due to his character flaws. A character flaw of his is blind ambition. As the story progresses Macbeth goes to further and further lengths to keep his position as king. He is also a follower; all his actions are the result of things that other people have told him. He also has a lack of confidence, which leads to him doubting his actions and having strong feelings of guilt that affect his mental health. His last character flaw is bravery and greed. His bravery leads him to do the deed of murdering the king and his greed makes him keep committing acts of murder to make sure he stays in the position of king. These character flaws also reflect humanity. The flaw of blind ambition can be compared to powerful people and companies who went to unsafe or unethical ways to get what they wanted. Macbeth’s first character flaw is his blind ambition. He is an ambitious character throughout most of the play, although at the beginning of the story he doesn’t care much for power as he expresses surprise when he is named Thane of Cawdor. However as the story develops his actions become progressively worse as he tries to secure his position as king. This attitude of blind ambition, doing whatever it takes to secure himself safely in the position of King, is a main reason for his downfall. However, despite this apparent attitude of going to huge lengths to succeed, there is a pattern of MacbethShow MoreRelatedAmerican Literature11652 Words   |  47 Pagesattitudes emergence of ethnic writers and women writers Style: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · narratives: both fiction and nonfiction anti-heroes concern with connections between people emotion-provoking humorous irony storytelling emphasized autobiographical essays Effect: ï‚ · too soon to tell Historical Context: ï‚ · ï‚ · people beginning a new century and a new millennium media culture interprets values Analyzing Poetry: Poetry Tips Analyzing Poetry What is poetry? How is it analyzed? What areRead MoreProject Managment Case Studies214937 Words   |  860 Pagestwo junior analysts were available now and another analyst should be free next week. No senior analysts were available. Jim notified the general manager that the CDB schedule would probably be delayed because of a lack of resources, but received no response. Jim assigned tasks to the members of the team and explained the assignments and the schedule. Since the project was understaffed, Jim assigned a heavy load of tasks to himself. During the next two weeks the majority of the meetings set up to document