Is Purified Water the Most Healthy Choice?

Consistently consuming purified water may be harmful. Drinking filtered water has been shown to provide short-term system cleaning advantages in studies. Mineral deficiencies and acidity in the body develop more quickly in those who drink clean water for an extended period of time. Avoid consuming water that has been purified except under certain circumstances. Longevity is linked to the usage of hard water (high in minerals) on a regular basis. Using filtered water for a long period of time has a greater impact on health

A controlled evaluation of a comprehensive mental skills program for Ncaa and youth club swimmers

Previous studies have established that mental skills training is an effective intervention for improving performance in athletes. Relaxation, imagery, and mental preparation interventions have demonstrated efficacy in the improvement of athletic performance. However, relaxation combined with imagery is more effective than either one alone. Similarly, past studies have indicated mental preparation interventions may be more effective in the improvement of athletic performance when combined with other interventions. In team sports such as swimming, optimum performance has been found to improve cohesion. However, whether cohesion leads to improvements in sports performance is undetermined. In this study, a multiple baseline across team sports methodology was utilized to evaluate the effectiveness of cohesion and multi-component interventions in swim performance. The study included thirty-nine NCAA swimmers, and twelve Youth Club swimmers. Results indicated that the cohesion intervention appeared to enhance swim trial times for males, and female youth swimmers. However, this intervention did not appear to influence trial times for NCAA women. Interestingly, the relationship between cohesion and swim performance did not appear to be a direct one. Although improvements in swim trial performance were noted for males and youth swimmers consequent to the implementation of the multi-component intervention, the evaluation of this component was not controlled. Thus, the latter result must be interpreted with caution. Study implications are discussed in light of these results

An Investigation of the Big Five and Narrow Personality Traits in Relation to Academic Performance

The present study investigated the relationship between the Big Five personality traits (agreeableness, conscientiousness, emotional stability, extroversion, and openness), as well as the relationship of more narrow personality traits, with academic performance. The issue of narrow traits adding incremental validity to the Big Five in predicting academic performance was investigated, using archival data collected from 552 university students. Results from a correlation analysis indicated that openness, conscientiousness, agreeableness, and emotional stability were all significantly related to GPA (college grade-point average), while extroversion was not related. Due to a significant gender difference in college GPA, gender interaction terms with each of the Big Five factors were employed for regression analyses. The regression analyses indicated that GPA was related to openness, emotional stability, and agreeableness. Bivariate correlation analyses showed that, of the five narrow traits, aggression, self-directed learning, optimism, and work drive were related to GPA. Regression analysis indicated that aggression, self-directed learning, tough-mindedness, and work drive accounted for partial effects in GPA. Significant interactions were noted between gender and optimism and gender and self-directed learning. Finally, a sequential multiple regression revealed that the following narrow traits added incremental validity to the Big Five in explaining variance in college GPA: conscientiousness from the Big Five, and the narrow traits of self-directed learning, aggression, tough-mindedness, and work drive. Significant interactions were noted between gender and optimism and gender and self-directed learning. These findings were interpreted as supporting the usefulness of both broad and narrow personality traits to predict real-world outcomes. Furthermore, these findings illuminate the relationship between personality and academic performance

Immune function and psychological distress in familial dementia caregivers: A controlled trial of a cognitive -behavioral intervention

Recent data on the prevalence of Alzhiemer\u27s disease estimate that sufferers could number as high as 4.78 million; that number is expected to quadruple by the year 2050. The vast majority of persons with dementia reside in the community, able to do so because of the care received from their families. The increase in the number of the elderly dependent on others for assistance will continue to increase, straining already limited individual and societal resources. The subjects of this study were Alzheimer\u27s disease and related dementia (ADRD) familial caregivers, representing a portion of society needing assistance and that is growing both in sheer numbers and overall percentage of the population. Caregivers dealing with the symptoms of a gradual, progressive, irreversible neurodegenerative disease such as Alzheimer\u27s face numerous emotional, psychological, social, and financial demands that classify ADRD caregiving as a chronic stressor. In addition, familial caregivers are often elderly themselves, and are at an increased risk for injury, illness, and they face an exacerbation of already declining immune system function due to chronic stress; This study was an attempt to enhance immune system functioning and reduce subjective stress levels in the familial caregivers of Alzheimer\u27s disease and related dementia (ADRD) patients. In order to accomplish that objective, a controlled comparison between a cognitively based stress management intervention (CBSM) and a no-treatment control group was conducted. This study also attempted to make a contribution to the existing body of knowledge in the field of psychoneuroimmunology (PNI) by addressing the complicated inter-relationship between psychological stress and immune system functioning. To that end, study participants were tested with several measures of psychological performance, such as the Center for Epidemiological Studies-Depression (CES-D), the Ways of Coping-Revised (WOCR), Profile of Mood States (POMS), and the Personal Views Survey III-Revised (PVS-III-R), as well as one measure of immune system function, plasma levels of interleukin-6

Coaching and Mentoring in HE: Its place and purpose...or the story so far!

this presentaion explores the place and purpose of the coaching and mentoring within UK Higher Educatio

El estado de las ciudades del mundo

ONU-Hábitat, es el organismo de las Naciones Unidas para los asentamientos humanos, ayuda a los pobres de las zonas urbanas, transformando las ciudades en lugares más seguros, más saludables y más verdes, que ofrezcan mejores oportunidades y donde todos puedan vivir con dignidad

One-to-one coaching as a catalyst for personal development: an interpretative phenomenological analysis of coaching undergraduates at a UK university

Objectives: This paper examines the experience of nine undergraduates who had six coaching sessions over an academic year. It is part of a wider study which explores how young people experience and understand personal growth in the context of university life. Design: A qualitative, longitudinal design was employed and semi-structured interviews were used. The transcribed interviews were analysed using Interpretative Phenomenological Analysis (IPA), an experiential approach which focuses on how individuals make sense of a particular experience in a specific context. Methods: A volunteer sample of nine students, across various Arts and Social Science subjects, was recruited in a Russell Group university and each student received six one-to-one professional coaching sessions in person and/or by Skype. Findings: The students felt that the coaching sessions sped up the growth that would have happened eventually and thus they could put into practice what they had learned much earlier than they would have otherwise been able. Coaching benefited the students in four broad ways: it gave them an increased sense of control over their work and other areas, it helped them achieve greater balance and focus, it increased their confidence and enabled them to take new perspectives on various issues. Conclusions: Coaching helped the undergraduates address common concerns such as time management, stress, social relationships and confidence. Universities could enhance the student experience if they helped students address these concerns, perhaps by training personal tutors to take a coaching approach or by giving students access to professional coaches as a widening or pre-emptive component of their psychological services provision

La vivienda precaria y su repercusión sobre la salud y bienestar de sus habitantes.

La vivienda precaria y su repercusión sobre la salud y bienestar de sus habitante

An Exploration of Icebreakers and Their Impact on Student Engagement in the Classroom

This study examined the impact of icebreaker activities on student engagement and participation in a senior high school classroom setting. A mixed-methods design was employed, with quantitative data collected through pre- and post-surveys and qualitative data collected through focus group interviews. The sample consisted of students from two sections, one of which incorporated icebreaker activities and the other did not, and the study was conducted over the course of one semester. The findings suggest that icebreaker activities can have a positive impact on student engagement and participation. Quantitative analysis revealed a statistically significant increase in students’ self-reported engagement and participation after participating in icebreakers. Qualitative analysis revealed that students felt a greater sense of community and connectedness with their peers, an improved classroom atmosphere and mood, and increased willingness to participate and engage in class discussions and activities after participating in icebreakers. These findings support the use of icebreaker activities as a tool for promoting student engagement and participation in the classroom. Icebreakers can help students feel more comfortable and connected with their peers, leading to a more positive classroom atmosphere and increased willingness to participate. Additionally, icebreakers can provide opportunities for students to develop important social skills such as communication and teamwork. This study provides valuable insights into the potential benefits of incorporating icebreaker activities into classroom settings. Future research should explore the effectiveness of different types of icebreaker activities and their impact on various student outcomes, as well as factors that may influence the effectiveness of icebreakers such as class size and student demographics