Responding to terrorism in Britain Essay Example | Topics and Well Written Essays - 1000 words

Responding to terrorism in Britain - Essay Example One can see that internal insurgencies can be dealt with ease but the rapid spread of terrorism and it’s after effects on world nations cannot be dealt with ease. To be specific, cross-border terrorism is an imminent threat to the multiracial society of Britain. Problem statement: The report on the responding to terrorism in Britain proves that Britain plays an important role in terrorism mitigation in the international arena, but internal (within the United Kingdom) and external problems (global spread of terrorism) cause imminent threat to Britain in general. Background The origin of terrorism in Britain can be broadly divided into two: internal threats from those who fight for free Northern Ireland (IRA), from the Islamic terrorist groups that operate from UK and the treat from international terrorist groups operate from the Middle East Asia. Wayne C. Thompson stated that, â€Å"A Times poll showed that 86% of British respondents supported giving the police new powers to a rrest people suspected of planning terrorist attacks† (74). ... The Glasgow International Airport attack (2007) and Exeter bombing (2008) proved that the global spread of terrorism and Islamic extremism pose threat to Britain. Julian Richards made clear that, â€Å"We have mentioned that, in the UK, counter-terrorism work as we understand it today effectively began in 1883 with the formation of the Special Irish Branch by the Metropolitan Police in London, later renamed simply the Special Branch as it took on a wider range of work against extremist and terrorist activity† (50). So, one can see that rapid increase in the number of terrorist attacks forced the British authorities to adopt innovative measures to deal with terrorism in Britain. Responding to terrorism in Britain Earlier, the British response to terrorism was limited to the context of the attacks initiated by the Irish Republican Army. But in the 21st century, global spread of terrorism created much trouble in the multiracial society of Britain. Paul Thomas made clear that, â⠂¬Å"For Britain, the shock was different, as the 7/7 attacks were carried out by four young Yorkshiremen, all raised and educated, and some born, in Britain-‘ordinary’ young Britons with regional Yorkshire accents who had willingly killed themselves in order to also kill fellow Britons in the name of their understanding of Islam† (N.Pag.). To be specific, the Islamic extremists were able to influence some of the immigrants in Britain. This eventually led to extremist plots like London bombings in 2005. On the other side, the British response to terrorism is interconnected with anti-terrorist legislation under UK law. The Acts and laws aim to track down and limit the funding facilities of the terrorist groups, and detention of

Private Equity Essay Example | Topics and Well Written Essays - 3500 words

Private Equity - Essay Example On average, private equity has produced very high returns with low correlations to public stocks and bonds and real estate. In other words, private equity offers the prospect of both high returns and increased portfolio diversification. In some cases, private equity may also provide collateral benefits, e.g., a vehicle to make economically targeted investments or to create or preserve union jobs. Finally, there is also the undeniable appeal of seeking innovative investments (Gompers, 2003). 1. Until the investments go public or are liquidated, investments are carried either at cost or at prices set by later rounds of financing. Except in this latter case, private equity is even harder to accurately value than real estate (Bray,1997). 2. Ultimate returns have varied (and are likely to continue to vary) widely by "vintage year," i.e., the year of initial investment, because of wide fluctuations in the business cycle. For example, the median 1986 private equity fund returned only 8.4% per year through 1997, whereas the median 1990 private equity fund returned more than 17% per year through 1997. 3. ... (In statistical terms, the mean return is much higher than the median.) For example, for venture funds formed in 1988, an upper quartile manager returned almost 18% more per year than a lower quartile one from 1988 through 1997 (21.6% vs. 3.9%). 4. Reputation is very important: The best deals and the largest investment flows tend to go to firms with the best track records. Consequently (and quite unlike public equity markets), success tends to persist. The result, however, is that it is often difficult, if not impossible, for new investors to get into the best partnerships or deals. Here, the services of an established fund-of-funds manager can be of real value (Gompers, 2003). AIM OF THE PAPER Private equity (PE) buy-out deals have profound influence on domestic economies. Since the beginning of this year, they have accounted for more than one third of all deals that have been done on the New York stock Exchange1, and have raised $240 billion of cash for their acquisition plans2. The purpose of this report is to discuss the consequences of this type of buy-out on public markets, jobs, and tax revenues. Nevertheless, The effects of high leverage, which is used by PE firms to finance this class of acquisition, are beyond the scope of this report. DISCUSSION Private Equity investment used to be defined as "an equity investment in a company which is not quoted on a stock exchange". However, currently this definition has many limitations because it does not include investments that are structured as convertible debt and investments in public companies that are taken private3. For the purposes of this paper, Private Equity Buy-Out deal is a subset of

Visual analysis of Mahatma Gandhis portrait Assignment

Visual analysis of Mahatma Gandhis portrait - Assignment Example It is sizeable and easily noticeable by visitors visiting the house. The Mahatma Gandhi portrait was made in New Delhi in India by an Indian artist called Kumar Khan. The design is very artistic and is made to beautify the house walls as well as inspire persons who view it daily. The gift was given as a gift by my parents. The gift was given to serve as an inspiration at a time my performance in school was improving. The portrait is made from wood which has then been shaped with some artistic designs engraved in it. The portrait is then painted with a golden color which makes it beautiful and easily noticeable by persons visiting the house. The image of Mahatma Gandhi is an artistic drawing which corresponds to how Mahatma looked like. The pencil-drawn picture corresponds to the images of Mahatma on a real picture. The image of Mahatma Gandhi has several noticeable features that identify him. One of this the spectacles he wore during his days which are almost circular in Shape. The h ero had beards above the mouth but on the lower side on the sheen he had no beards. Another feature is the type of cloth he is shown wearing in the portrait. It’s a white cloth mostly worn by the people of India. People who have seen his picture in the past, whether it’s on Newspapers, TV, art books or even in history books would ultimately identify him. The artist of the Picture, Kumar Khan, was very accurate in designing the portrait since every part of the portrait corresponds to the real picture of Mahatma Gandhi.

The 180 Day Plan Essay Example | Topics and Well Written Essays - 1000 words

The 180 Day Plan - Essay Example The overall focus for this phase is to teach students appropriate behavior for the classroom. For September, the focus is on instruction. During this month, students are being introduced to the expectations of their teacher and their school. The teacher's role during this month is to instruct students in appropriate classroom behavior. A management strategy that is essential during this month is to teach only the skills that students need to progress, such as how to transition or how to turn in work. A recommendation that the plan has for teachers is to organize the classroom to decrease the chances of disruptive behavior. For October, the focus is on reinforcing and strengthening skills taught during the previous month. Teacher's should continue to teach desired behavior, but they should spend more time helping students establish appropriate patterns for their behavior. The teacher's role during this month is to review rules with students and preteach expected behaviors that student s continue to struggle with. A management strategy for this month is to not only reinforce students who follow classroom rules, but to also reinforce them for other appropriate behaviors. ... A management strategy for this month is to upgrade instructional procedures and increase the amount of time for practicing daily skills, for students who are not consistently meeting the teacher's expectations. A recommendation that the plan has for teachers is to begin to increase the standard for acceptable performance. Instead of reinforcing students each time they follow a classroom rule, the teacher should reinforce students who comply with the rules in difficult circumstances or for longer periods of time. The retention phase takes place during the months of December, January and February. The overall focus for this month is to help students master behavioral skills and academic competencies so that they can become independent learners. For December, the focus is to help students gain mastery over material, but maintain appropriate school and classroom behavior. The teacher's role during this month is to teach and reinforce independent and self-reliant behavior in the students. A management strategy for this month is to reinforce students who are trying to perform independently. A recommendation that the plan has for teachers is to look for students who are showing appropriate, independent behavior and reinforce them heavily. January can be a difficult time for students and teachers. Students have been on winter break for weeks and some may forget expected behavior or they may not retain material that they learned during the previous year. For January, the focus is to reintroduce previously learned rules and routines while, at the same time, helping students to regain their mastery of the academic content they learned the previous

Book of Daniel Research Paper Example | Topics and Well Written Essays - 2500 words

Book of Daniel - Research Paper Example The Commencing of counting according to the text is in the year 458 BC, which is the seventh year of the King Artaxerxes of Persia. The king, during this year, issues an order that Ezra begins his journey to Jerusalem on the first day of the first month. According to  current calendars, it would be 8th of April1. The beginning of the Christian The Christian era began soon after 457 years and nine months of this time. At around the time of 26 AD, John the Baptist  starts his assigned ministry and he baptizes Jesus who later the same year began his ministry too. The prophecy dictates that the Messiah or the anointed one’s killing would be on the seventieth week or after three and a half years. During this time, the city and the temple of Jerusalem would face destruction. Daniel was a captive of Babylon since 606 BC before he came an understanding that the captivity would last 70 years while reading Jeremiah’s prophecies. As Daniel was praying for the restoration and r edeeming of his people, the Angel of the Lord came to him and made it clear the exact time of the long- awaited Messianic Kingdom. The following is a detailed verse-to-verse, word-to-word explanation of the prophecy of the coming of the Messiah2. Verse 24 states that, â€Å"Seventy weeks are determined upon thy people and  thy holy city, to finish the transgression, and to end of sins, and to make reconciliation for iniquity, and to bring in everlasting righteousness, and to seal up the vision and prophecy, and anoint the most holy.† The verse specifically reveals that time of accomplishment of the prophecy is 70 weeks. The number seventy is very symbolic in this text and not just a number. First, seventy is a multiple of ten and according to Genesis 31:7 signifies completeness. Secondly, seven is a number that signifies divine perfection as stated in Genesis 2:3. The punishment of sin being the suffering for 70 years and response to Peters question on Forgiveness that we s hould forgive until 70 times is a major theme in this verse. It is clear that transgression and sin will be common until the emergence of the Messianic Kingdom. According to the Hebrews, the word week meant years or weeks of days (Shabuim Yomim). Therefore, seventy weeks meant 70 times 7 or 490 years until fulfilment. Only Jesus of Nazareth fulfilled the prediction of a holy ruler in a perfect kingdom. His own people or those of the Anointed One (Acts 10:38) and the Holy one are his children, and the fruit of his travail on the cross. Through free justification by Grace and anointment under the new covenant, they become just as righteous as he is (I John 3:5-7). The spotless Lamb slain before the world began (Revelation 13:8), who from the beginning to the end of this world, all sin-ended, reconciliation and atonement achieved, Abraham rejoiced on seeing (John 8:56). According to Hebrews 3:1 the holy brethren or otherwise referred to as saints in Romans 1:7 comprise the true temple of God (I Corinthians 3:16, 17) that is also the body of Christ according to Ephesians 1:22 and 233. Coming of Messiah In verse 25, â€Å"Know, therefore, and understand, that from the going forth of the commandment to restore and to build Jerusalem unto the Messiah the Prince shall be seven weeks, and threescore and two weeks: the street shall be

Financial Instruments Case Study Example | Topics and Well Written Essays - 250 words

Financial Instruments - Case Study Example For instance, debt financing bears high financial risk due to high leveraging of the company and this may lead to legal action and bankruptcy proceedings in case of default on interest payment (Henderson, Peirson & Harris, 2003). The company should consider the risk of losing control since convertible notes providers may request for directorship position in order to protect their interests in the firm. The best source is cumulative preference shares since dividends will be paid when the company finally makes profits (Henderson, Peirson & Harris, 2003). The company should also consider the flexibility and availability of the source of finance. For example, it is easy to issue redeemable preference shares since it is readily available and can be redeemed in the future. The company should also consider the tax implications of the source of finance. For instance, debt payments are tax deductable and thus it should use debt financing when the tax rate is high in order to protect the company income from the high taxes (Henderson, Peirson & Harris, 2003). The company should also consider the growth rate of the firm. For instance, the company should use debt financing during high growth cycles since the high revenues will offset the interest payments (Henderson, Peirson & Harris,

Beverages Consumed by Upv Dormitory Residents While Studying Essay Example for Free

Beverages Consumed by Upv Dormitory Residents While Studying Essay Being a student in the University of the Philippines means a lot of stress, pressure and challenge. It is always expected that any student will experience sleepless nights due to endless exams, reports and papers. To cope with these hectic schedules, a lot of students are looking for ways to help them stay active and awake. One of the most common way students resort to is to drink beverages. Many beverages are helpful in making students stay awake and active during studying. Carbonated drinks, energy drinks, caffeinated drinks, alcoholic drinks, and water are the beverages most commonly consumed by students. With regards to these concerns, a study was conducted to determine the choice of beverage of students and to know the reasons why they drink the beverage of their choice. Though others might say that beverages such as carbonated, alcoholic and caffeinated drinks can be harmful to our human body, it can also be helpful to students especially when they were studying. These beverages are very helpful to students, but we cannot deny the fact that if these are beneficial to the students, beverages such as carbonated, caffeinated and alcoholic drinks have harmful effects as well. It is obvious from the word itself that caffeinated drinks contains drug known as caffeine. It is also found in many different substances such as coffee. Some drinks have little amount of it and others may contain no caffeine at all. Consuming small amount of caffeine may be safe that it could help improve our body to have more energy and to stay focus and contrite well but a large consumption of caffeinated beverages leads to negative effects on the human body (Chloe, 2010). Besides consumption of caffeinated drinks really helps students to ward off sleep and increase alertness when the situation demands us to stay awake or need to have a little sleep. Aside from caffeinated drinks, water can help drive away the feeling of sleepiness. Water is an easy home remedy to stay awake whole night when nothing else is available. Drinking ice-cold water is also beneficial because it is a form of distraction to falling asleep (Nicks, 2011). Moreover, frequent urination that follows with increased water intake can prevent from falling asleep (Nicks, 2011). Some common reasons why people drink are to relax, celebrate and also to relax. Drinking alcoholic drinks is usually not part of the reason to drink in order to stay awake for it contains chemicals that depresses the nervous system (Nicks, 2011). Furthermore, consumption of alcoholic drinks may either be beneficial or harmful to body especially on the brain. Over consumption of alcoholic drinks leads to brain functioning such as loss of intellectual functioning combined with amnesia. In addition to that, alcohol-induced brain damage appears to be partially reversible with abstinence (Institute of Alcohol Studies, 16 July 2007). The choice of beverage also varies with each student depending on what kind of beverages they think could help them in any way. The effect of these beverages to the academic life of each student is very important and has an influence on their choice. SIGNIFICANCE OF THE STUDY The results of the study will be beneficial to the following: Students. Students will know what beverage can be beneficial with respect to their general weighted average. Manufacturers. Manufactures of the drinks will know if their products are beneficial to the students. Retailers in the dorm area. Product retailers will be able to choose what drink they can sell in the dorm area. Researchers. This will be beneficial to the other researchers for future reference purposes. RESEARCH QUESTIONS a. What is the beverage that students residing in the five UPV Miag-ao dormitories drink the most when studying? b. What is the most important reason why they drink their choice of beverage? c. How satisfied are they with the beverage they consume? d. Is there a linear relationship between their choice of beverage and their general weighted average? e. Is there a linear relationship between their choice of beverage and their general weighted average? OBJECTIVES OF THE STUDY a. to determine the proportion of students who drink beverages while studying b. to determine the beverage that students residing in UPV Miag-ao dormitories drink the most while studying c. to determine the reasons why they drink their choice of beverage while studying d. To determine their level of satisfaction with the beverage they drink e. to determine the relationship between their choice of beverage and their general weighted average f. to determine the relationship between the number of times they drink and their choice of beverage general weighted average METHODOLOGY Study Design This is a cross-sectional study of the population to determine the beverages consumed by the students residing in the five UPV Miag-ao dormitories while studying and their effect on the grades of the dormers. Study Population Sample Size. The sample size, calculated based on the current population of the five dormitories of University of the Philippines Visayas Miag-ao, Iloilo, was estimated at 240 individuals comprising 2 strata, Freshmen Dormitories and the Upperclassmen Dormitories, with 110 and 130 individuals per group respectively. When it comes to academic loads, freshmen have almost similar level of loads and the upper class men also have similar level of loads. That is, freshmen have lighter loads and upper class men have heavier loads. Heavier loads means a lot of sleepless nights so upper class men have more reason to drink. When it comes to the general weighted average (GWA), since freshmen have lighter loads, they have a better chance to get higher GWA. This estimated sample size was based on the assumption that no prior estimate of the proportion of individuals whose choice of beverage and their general weighted average (GWA) is known before this survey was planned. Thus, a conservative estimate of the sample size can be obtained by choosing the proportion of what is unknown to be 0. 5. Also, a 5% margin of error was employed in this survey. Sampling Design and Selection of Respondents. The selection of the 240 individuals was based on a stratified random sampling design. First, the population was divided into two strata, the freshmen dormitory residents and the upper class dormitory residents. By proportional allocation, 130 residents from the upper class dormitories and 110 residents from freshmen dormitories were the allocated sizes for each stratum. List of dormitory residents are found in Table A . Survey Instrument The survey instrument consists of 2 parts namely: A. Respondent Characteristics B. Beverage Related Questions Do you drink something while you are studying? What beverage do you usually drink the most while studying? How many times do you drink your choice beverage while studying? What are the three important reasons why you drink the type of beverage you specified in question 2 while studying? How satisfied are you with the beverage you drink? What is your general weighted average last semester? Data Collection A Self-Enumeration method was used to gather information using the questionnaire. English is the language used in the questionnaire. Data were collected from all the 240 respondents in a span of 4 days. Data Processing Data was encoded using SPSS Version 16. 0 (SPSS Inc. 2007). The questionnaire numbers were included in the encoding to easily detect which respondents’ answers were miscoded. The Analysis of the data, tables and graphs was done using SPSS version 16. 0. Statistical Analysis Some items in the questionnaire were included to measure a specific construct. Frequencies and percentages were used to answer most of the survey objectives. One-Way ANOVA was used to determine significant differences in the general weighted average among groups based on the choice of beverages and the frequency of students drinking their choice of beverage while studying. RESULTS and DISCUSSION Result shows that eighty-seven point nine per cent ( 87. 9%) of the students residing in the five residence halls in UPV Miaga-ao are drinking beverages while studying while twelve point one (12. 1%) per cent are not (see Table 1). Six point two (6. 2%) per cent of the respondents drink carbonated drinks, forty-seven point one (47. 1%) per cent drink caffeinated or energy drinks, one point two (1. 2%) drink alcoholic drinks, twenty eight point three (28. 3%) drink water and five point four (5. 4%)per cent drink other beverages (see Table 2). The three most important reasons why the respondents drink the beverages they prefer are the taste (41. 8%), availability (41. 2%) and the effect in helping them to stay awake (67. 9%) (see Table 3). Other reasons are that the beverage they drink is healthy (22. 5%), drinking is part of their study habit (32. 1%), the affordability (17. 9%), and other specified reasons are the relaxation and the craving on the certain drink. It is shown in Table 4 that students are nearly satisfied with the beverage they drink with mean level of satisfaction equal to 3. 69. There is a significant difference in the mean general weighted average of UPV dormitory residents (F= 2. 5, p=. 031) who are drinking different types of beverages while studying. Table 5 shows that among the dormitory residents who drink the different types of beverages, the ones who drink alcoholic beverages while studying have the highest mean GWA. On the contrary, Table 6 shows that the number of times the residents drink their choice of beverages does not affect their GWA at the end of the semester (F= 1. 473, p=. 2). It means that the GWA of the residents are not affected by the frequency of drinking the beverage of their choice. CONCLUSION AND RECOMMENDATIONS There are more students who drink any of the beverages than not with 87. 9%. Of those 211 students who drink, most of them chose caffeinated and/ or energy drink with 47. 1% and drink chosen the least is the alcoholic drink. Though a few number of students consume alcoholic drinks, they unexpectedly have the highest mean general weighted average. On contrary, the number of times the residents drink their choice of beverage does not affect their general weighted average. Because of the unexpected result in our study, at this point of time, we cannot really recommend that alcoholic drinks are good for studying. But we propose that there should be more future studies to confirm if drinking alcoholic drinks really improves the academic performance of the students. Also, they should add others factors that c Since most of the respondents are drinking caffeinated/energy drinks, we would like to recommend to certain manufacturers of caffeinated/energy drinks that they improve their marketing strategies to gain attention because of the competitions. Companies with known brands should improve their products so that they will not lose their consumers while those unpopular companies must improve their marketing strategies through advertisements and improvements of their products as well. They should also focus on the taste of their product because most of the students prefer the taste of the beverage. Also, because the availability of the product is one of the reasons why students drink caffeinated/energy beverages, we suggest that retailers in the dorm area should sell such drink APPENDIX A TABLES Table A. List of Respondents Ran no. | Respondents (Upperclass)| Ran no. | Respondents (Freshmen)| 139| Esmeralda, Hershey| 274| Tiongson, Nijyl| 109| De La Paz, Janine| 110| Torreno, Ermin| 191| Junio, Rap Eula| 241| Paguidopon, Cyril| 56| Basister, Wina Irah| 222| Maguad, Ma. Althea| 69| Bonites, Danessa Joy| 185| Francisco, Elthon| 310| Sta. Maria, Marbenn| 292| Wong, Maria Angelica| 195| Laoc, Charles Von| 33| Continente, Jose Ryan| 167| Gonzaga, Paul Ray-An| 158| Celis, Ella Marie Sofia| 55| Barros, Michelle Anne| 43| Donguines, Adelaine Grace| 202| Limjuco, Ivan Christian| 53| Jimenez, Camille Ericka| 157| Gallenero, Kate April| 238| Odtujan, Wenna Grace| 44| Bagsit, Mitzi Kate| 159| Jance, Mary Pauline|. 14| Alaban, Annaveve Rose| 263| Suarez, Angelica Faith| 108| Daynolo, Raquel| 109| Torrecampo, Jaira Jane| 295| Salvallon, Carmina| 196| Incensario, Cindy| 340| Villalva, Jenny Boy P| 39| Dela Cruz, Eduard| 133| Encio, Quinzelle Ann| 270| Tan, Diana| 33| Arcenio, Ariane| 134| Bacaoco, Ella Marie Kristine| 126| Dumantay, Sherwin| 265| Surilla, John Chaldean| 180| Igpuara, Luvielyn| 32| Condez, Jared Philip| 347| Zeller, Lylve Mariz| 105| Tampus, Franzine Glorie| 265| Pepino, Ma. Marivick| 8| Banehit, Gracesel Faith| 154| Frayco, Altia| 251| Potot, Kristin Francis May| 18| Alido, Edwin| 172| Deslate, August John Xavier|. 134| Endencio, Gerry| 51| Gamez, Clarence| 197| Ledesma, Anne Brigette| 267| Tabing, Ralph Oliver| 329| Tubeo, Nikki Francheska| 239| Oligo, Femelyn Rose| 248| Pagapulan, Marn Angeli| 154| Camarote, Brylle Kristiann| 102| Dacut, Carl Mark| 194| Hortilano, Kristine| 10| Agero, Nikki Rose| 191| Go, Edwina Ruby| 168| Gonzales, Julio Joseph D. | 16| Besinga, Yvonne Grace| 151| Fontillas, Jeanne| 211| Limbaroc, Darrell Christian| 268| Nillasca, Amria Canice| 47| Estante, Eros Paul| 99| Daayata, Angela Marie| 92| Sacramento, Noe John Joseph| 244| Pabualan, Lorejane| 30| Cojuangco, Florenz Dean| 2| Abagatnan, Samuel| 258| Rojas, Jan Katherine|. 162| Genio, Josette| 45| Ereje, Reymark| 216| Manogan, Dana| 125| Alba, Phoebe Anne| 67| Bohol, Lyan Jean| 245| Paroginog, Christian| 161| Gelvoligaya, Luke Jan| 213| Lorenzo, Ma. Conception| 159| Gara, Nolan| 83| Palomo, Megan| 31| Aranguez, Christian Tom| 102| Tabonda, April Mae| 30| Aquino, Jon Irish| 137| Baltazar, Gleza| 242| Orquia, John Jowil P. | 133| Atienza, Paul Henry| 174| Hibaler Regino| 78| Obaob, Laurence| 229| Montales, Ma. Josita| 206| Lao, Karli Anne| 283| Ribalde, Aldren A. | 277| Tordesillas, Jessa Grace| 41| Bae, Haengun| 67| Mangilog, Jude| 280| Rendaje, Donna| 140| Barrera, Mia|. 116| Deopido, Reanna Rosalia| 190| Garcia, Jondale Mae| 47| Balino, Beverly| 66| Manejar, Arvie Joy| 301| Segura, Errol Ralph| 294| Zomil, Nica Pearl| 288| Rotas, Shiela Mae| 22| Caspe, Dion Paul| 4| Abelarde, Ma. Gail| 252| Prisco, Emman Lliam| 182| Ingeniero, Andrea Faye| 25| Castor, Romena| 241| Oppus, Dia Monica| 284| Uehara, Mika| 87| Caro, Miguel Caro| 204| Lachica, Fritzie Lee| 76| Cabarles, Jodhie Mae| 228| Manlangit, Katleen| 144| Estores, El Nino| 111| Tupag, Xerxes| 48| Bangcaya, Angelo Deo| 49| Fulgencio, Eunice Sheene| 249| Pagdato, Shannen Jhen| 247| Penetrante, Alexis Ray| 305| Sisican, Daniel Joseph| 279| Torres, Agape May|. 21| Almencion, Joyce| 168| De Juan, Katrina Bernadette| 165| Go, Catherine Joy| 280| Treyes, Michael Andre| 290| Saldana, Carinna| 6| Artus, Janrey| 235| Negoso, Roxanne Louise| 176| Darroca, Rejean Marie| 282| Rezaga, Mark Allan| 81| Pagunsan, Auser Jann| 147| Fabe, Dharyl Straberry| 278| Torre, Marayah Rio| 7| Acosta, Mabelle| 257| Rodriguez, Faith Marie| 121| Dolendo, Jeanne Lee| 135| Badiang, John Piox| 309| Sta. Cruz, Niel Conrad| 207| Lapoot, Mar Cletus| 264| Penuela, Dianne Frances| 63| Malaga, Karch| 17| Alegre, Anavie| 68| Mayormita, Krisleen Marie| 23| Amoyo, Karlyn Kay| 188| Galbo, Roselle|. 20| Almaquer, Francis Eric| 281| Treyes, Nicolle| 158| Gane, Maria Theresa| 218| Macoy, Donna Vanessa| 253| Pan, Maila| 195| Ilejay, Jorge Alberto| 75| Cabanilla, Carmelo| 180| Estardo, Jessica| 269| Placer, Elecca| 205| Lagtapon, Jyll| 304| Sinfuego,Alain Dean| 224| Malagda, Wilshane Marie| 258| Pareja, Arphymm Marie| 234| Mojica, Mariane Daiseree| 223| Mendoza, Jared Nikko| 12| Bautista, Katrina| 58| Batislaong, Paolo| 88| Recopuerto, Harmon| 171| Henderin, Jason| 40| Delima, Stephanie| 148| Fabila, Lobelene May| 112| Tutor, Ace Marc| 345| Virgula, Juliette| 97| Sarroza, Anna Marie|. 240| Omar Al-Abdallah, Sahar| 246| Payofelin, Frances Joan| 208| Magallanes, Mia Fe| 248| Pineda, Abraham| 46| Baldonasa, RB Hera Angelica| 130| Andres, Darine Jane| 146| Fababier, Cris John| 200| Ireneo, Jevin Justine| 188| Jino-o, Errol| 115| Villalobos, Mae Lynn| 105| Dalida, Elizabeth| 175| Elbanbuena, Cherry Ann| 271| Policarpio, Stella| 23| Castanares, Kyle| 142| Espera, Leza Andrea| 178| Esmolo, Rubie| 22| Alvarez, Noela Joy| 18| Caliso, Femmy Rose| 181| Impreso, Camille| 116| Villanueva, Coleen Thea| 96| Combalicer, Bianca Isabel| 62| Magallanes, Loise Ember| 318| Talaman, Niescee Eiscene| 73| Nablo, Clarice|. 246| Padernal, Michael Patrick| 7| Balani, Mar Anthony| 152| Formaran, Anthony Dwin| 91| Romelo, Nimrod| 233| Narvasa, Jane Karla| 273| Tenoso, Rechelle| 275| Rapista, Jan Rhen| 268| Tabsing, Khristine| 325| Tinagan, Gabrielle Rose| 163| Dagundon, Allyssa Atrovel| 95| Colon, Matt Jensen Rey| 78| Obaob, Laurence| 303| Duremdes, Lenny Joie| 271| Tedera, Yves| 150| Felisa, Karissa Paula| 243| Pamonag, Neal Abelard| 314| Tabarra, Ledrick| 70| Montales, Pia Carlyn| 107| Dalmacio, Rushell Joyce| 94| Saluta, Errol| 254| Casidsid, Velvet| 149| Bocario, Sydney| 279| Regalado, Wilfredo| 86| Perez, Rom Trishtan|. 342| Villanueva, Ma. Sharee Lou| | | 198| Ledesma, Luvic| | | 224| Mendoza, Charaine| | | 252| Palma, Peter| | | 236| Nillasca, Vicar Stella| | | 204| Lucero, Melrick| | | 292| Saldana, Carlo| | | 173| Heredia, Angelica Katrina| | | 185| Jaleco, Mieldrick| | | 251| Palacio, Ruchelle| | | 60| Berano, Erlie| | | 273| Quimsing, Renan| | | 228| Monsale, Dona Mae| | | 231| Montoya, Jamella| | | 201| Libunao, Gardel Xyza| | | 312| Suico, Karen| | | 86| Capina, Kierstin| | | 50| Baquiano, Clarie Dean| | | 153| Francisco, Farramae| | | 156| Parcon, Gregory Lou| | | Table 1: Proportion of Respondents who drink and don’t drink beverage while studying Respondents| Frequency| Percent| NoYes| 29211| 12. 187. 9| Table 2: Choice of Drinks of the Respondents Choice of drink| Frequency| Percent| Carbonated drinksCaffeinated/energy drinksAlcoholic drinksWaterOthers| 1511336813| 6. 247. 11. 228. 35. 4| Table 3: Reasons of the respondents for drinking their choice of beverage Reason| Frequency| Percent| It helps me stay awakeIt helps me remember the things I studyIt is affordableI like the tasteIt is most readily availableIt is part of my study habitIt is healthyOthers| 1633543100997754| 67. 914. 617. 941. 841. 232. 122. 5| Table 4: Level of Satisfaction of Respondents with their Choice of Beverage | N| Minimum| Maximum| Mean| Level of Satisfaction| 240| 0| 5| 3. 69| Table 5: ANOVA Table for the Choice of Beverage and their GWA | Sum of Squares| df| Mean Square| F| Sig. | Between GroupsWithin GroupsTotal| 2. 14339. 94642. 090| 5233238| . 429. 171| 2. 500| . 031| Table 6: Post Hoc | N| Subset for alpha = 0. 051| Alcoholic drinksWaterCarbonated DrinksNAOthersCaffeinated/Energy DrinksSig. | 367152813113| 1. 919331. 989252. 058002. 153672. 158462. 20252. 162| Table 7: ANOVA Table for the Number of times they drink their choice of beverage and their GWA | Sum of Squares| df| Mean Square| F| Sig. | Between GroupsWithin GroupsTotal| 1. 28940. 80042. 090| 5233238| . 258. 175| 1. 473| . 200| APPENDIX B FIGURES Figure 1: Pie Chart for the proportion of Respondents Figure 2: Pie Chart for the Respondent’s Choice of Beverage APPENDIX C FORMULAS Computation of Sample size: no =Z? /2 pqd2 Where p (probability of success) = 0. 5 q ( probability of failure) = 0. 5 ? = 0. 05 d (margin of error) = 0. 06 no= 1. 9620. 5(0. 5)(0. 052)=384. 16 n= 3841+ 384642=240. 28 ?240 APPENDIX D. QUESTIONNAIRE Beverages Consumed by UPV Dormitory Residents While Studying Name (optional): Gender: Age: Course: Year Level: Weekly Allowance: 1. Do you drink something while you are studying? | (1) Yes| | (2) No | (If yes, proceed to number 2) (If no, proceed to number 6) 2. What beverage do you usually drink the most while studying? (Please check one only) | (1) carbonated drinks| | (2) caffeinated drinks| | (3) energy drinks| | (4) alcoholic drinks| | (5) milk| | (6) water| | (7) others| 3. How many times do you drink your choice beverage while studying? | (1) Once| | (2) Twice| | (3) Thrice| | (4) More than Thrice| 4. What are the three most important reasons why you drink the type of beverage specified in question 2 while studying? Please check the top 3 reasons. | (1) It helps me stay awake| | (2) It helps me remember the things I study| | (3) It is affordable| | (4) I like the taste| | (5) It is most readily available| | (6) It is part of my study habit| | (7) It is healthy| | (8) Others (please specify):_______________| 5. How satisfied are you with the beverage you drink? Rate from 1 to 10, 1 as the lowest and 10 as the highest. (Encircle your choice) 12345678910 6. What is your general weighted average last semester?